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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the findings and discussion of the research. It provides the description of the research findings and discussion. The research
findings consist of the result of the need analysis, the course grid, the first draft of the materials, the expert judgment, and the final draft of the materials.
A. Research Findings
1. The Result of Needs Analysis
A need analysis was conducted as the first stage of the research to assess the target and learning needs of the students. The questionnaire was distributed in
19
th
June 2014. The questionnaire was in the form of multiple choices questions. There were some questions in which the students were only allowed to choose one
option, and there were some questions in which the students were allowed to choose more than one option. The highest percentage was considered as the
students needs.
a. Target needs
According to Hutchinson and Waters 1987, a target need is learners’
view about the target situation. The analysis of the target needs is divided into three points those are necessities, lacks, and wants.
a Necessities
Necessities are the type of needs determined by the demands of the target situation. The following tables
show Visual Communication Design students’ view about the target goals and the demand of their target situation.
Table 4.1 Students’ view about target goals
Question Items
N F
Percentage What is your
purpose of
learning English at the school?
a. To
pass national
examination. 30
16 53,33
b. To support the education
in the University level. 30
6 20
c. To support the jobs after
graduating from
the school.
30 12
40
d. To get the knowledge of
English and its culture so that you can communicate
well in English. 30
12 40
e. To
be able
to communicate spoken and
written in English. 30
14 46,67
f. Others ...
30 2
6,67
In terms of goal the students want to reach in learning English, from the result above it can be seen that 53.33 of the respondents learn English to pass
national examination.
Table 4.2 Students’ view about the demands of the target situation
Question Items
N F
Percentage To be able to
support your
education now, you should be
in the level of ... a.
beginner: can understand simple
sentences and
expressions used in a daily life.
30 8
26,67
b. intermediate:
can understand the main idea
or purpose of complicated texts and give comments
about that. 30
18 60
c. advanced: can understand
a variety of texts and understand implicit ideas
in a text. 30
4 13,33
d. others ...
30 To be able to
support the next level
of education
or your future job,
you should be in the level of ...
a. beginner: can understand
simple sentences
and expressions used in a daily
life. 30
3 10
b. intermediate:
can understand the main idea
or purpose of complicated texts and give comments
about that. 30
6 20
c. advanced: can understand
a variety of texts and understand implicit ideas
in a text. 30
20 66,67
d. others ...
30 1
3,33
In terms of the demand of target situation, the above table shows that 60 of the students believe that they need to be in intermediate level in order to
support their job now as students, and 66,67 of the students claim that they need
to be in advance level in order to support their later education and job.
b Lacks Lacks is the gap between what the learners know already and what the
learners do not know. The students’ views about their lacks are shown in the following tables.
Table 4.3 Students’ current levels of English proficiency
Question Items
N F
Percentage Your
current level of English
proficiency is in the level of ...
a. beginner: can understand
simple sentences
and expressions used in a daily
life. 30
22 73,33
b. intermediate:
can understand the main idea
or purpose of complicated texts and give comments
about that. 30
8 26,67
c. advanced: can understand a variety
of texts
and understand implicit ideas
in a text. 30
d. others ... 30
The table shows that 73,33 of the students state that they are in the beginner level of English proficiency.
c Wants Wants is what the learners expect about language area that they want to
master. The following tables show students’ general wants in learning English.
Table 4.4 Students’ general wants in learning English
Question Items
N F
Percentage English
teaching and
learning process should
enable you to …
a. understand expressions in
English. 30
9 30
b. understand a variety of texts
in English. 30
3 10
c. understand
English vocabularies including the
appropriate meaning and pronunciation.
30 12
40
d. communicate
well in
English. 30
21 70
e. others ...
30 According to the table, 70 of the students claim that English language
teaching and learning process should make them communicate well in English.
Table 4.5 Students’ view about topics they want to learn in learning English
Question Items
N F
Percentage What kind of
topics or themes that you want?
a. Topics related to daily life
in family, school, and society.
30 21
70
continued
continued b.
Topics related to teenagers’ life.
30 9
30
c. Topics related to politics, economics,
and socio-
cultural life. 30
3 10
d. Topics related to science for examples: plants, planets,
universe, new invention in science and technology.
30 4
13,33
e. Topics related to your future job on visual communication
design. 30
19 63,33
f. Others ... 30
1 3,33
In terms of topics or theme, according to the result above, 70 of the students choose topics related to daily life in family, school, and society.
b. Learning needs