disagree, and strongly disagree. Meanwhile, the open type was mainly used to give more suggestions in the form of essay for the improvement of the product.
In this research, the questionnaire was used in three activities. The first questionnaire was distributed to some students under socio cultural divisions for
the needs analysis. The questionnaire aimed to clarify the students’ needs and to see if there were other needs needed to consider. It consisted of some information
related to the students’ wants, students’ constraints, and students’ initial competence. The students’ needs would be known by accommodating the
students’ wants minus constraints and competences. The questionnaire blueprint for the needs analysis is presented on the table below.
Table 3.4 The Questionnaire Blueprint of Needs Analysis
Closed Questions No
. Aspects
Purposes No Indicators
A. The Perception on the needs of Vocational High School students in
English learning
1.
Goal Vocational high
school aims to prepare students to
be ready-to-work graduates
Permendiknas No. 22 year 2006
To define learning
goals and kinds of
materials 1
The need of specific English related to their study programs
2 The need of English Materials
related to their future working field
3 The need English to communicate
with clients from other countries.
4 The need English to work in an
international company
2. English Skills
English Skills offered in 2006
To define kinds of
skills 5
The need to speak English fluently 6
The need to listen to the interlocutor in English well.
7 The need to read reading passages
Curriculum and 2013 Curriculum
Listening, Speaking, Reading,
writing in English well.
8 The need to write in English
correctly.
3. Language
Expressions
Syllabus of grade X, XI, and XII of
English in Vocational High
School learning topics taken from
2006 Syllabus 2013 Syllabus
To define kinds of
learning topics
9 The need to learn expressions used
in simple daily conversations. 10
The need to learn how to describe things.
11 The need to learn in writing simple
invitations.
12 The need to learn recount texts
13 The need to learn narrative texts.
14 The need to learn in writing an
announcement.
B.
The Students’ Perception on Competence-based Learning 1.
The Importance of Competence-based
learning The concept of CBL
by Richards Rogers 2001
To define the
learning approach
15 Knowledge is only one of
important aspects to learn. 16
Skills in using English need to be involved in learning English.
17 Attitude is important to be
involved in English learning
2. The Roles of
Students Sanchez Ruiz
2008, p. 3 clarify that in CBL students
are the true drivers of their own
learning...”
Students should
know what needs to be learned. They
also need to perform To define
the students’
activities 18
The need to know the purpose of what they learn.
19 The need to be actively involved in
the learning activity.
20 The need to perform the English
skills they have learnt
Table 3.4 Questionnaire Blueprint of Needs Analysis contd.
the skills they have learnt Richards
Rodgers, 2001,
pp.146-147. 4.
Materials Materials in CBL
are in the form of samples Richards
Rodgers, 2001, p.147.
To define kinds of
materials 21
The need to have materials in the form of samples
22 The need to analyze samples
C. The Facilities and Constrains of the Students of Vocational High School
in Learning English 1.
The Exposure on English
To define the level
of difficulties
23 Learning English only at school
24 Rarely speak English to friends and
teachers. 2.
The Access of Internet
Connectivity To define
the form of
assignmen ts
25 Easy access to connect to the
internet 26
Facilities to connect to the internet when English learning occur
3. The Access of
Audio Video facilities
To define the form
of materials
audionon -
audio… 27
Access to use audiovideo facilities in school
28 Access to practice pronunciation in
English laboratory more than 2 learning hours per week.
D.
The Students’ Initial Competence 1.
Knowledge on English language
To define the level
of difficulties
29 Know how to greet people in a
simple way. 30
Know how to mention their names and address.
31 Know how to compose simple
present tense.
Table 3.4 Questionnaire Blueprint of Needs Analysis contd.
32 Know how to mention number.
Open Questions No.
Aspects Purpose
No Indicators A.
Students goal in
learning English
To define learning goals
and learning topics
1 The goals of students in learning
English.
2 The situations they will use English.
3 People to whom students will speak
English.
After the product was designed based on the results of needs analysis, the product then was evaluated using the second questionnaire. The questionnaire was
distributed to four experts who had experiences in teaching English and designing syllabus. They would give comments, feedbacks, and suggestions for the
improvement of the product through the questionnaire. It consisted of the information related to the appropriateness of the syllabus and the sample unit. The
results would be used in revising the product before it was implemented in the classroom. The questionnaire blueprint for expert validation is presented as
follows.
Table 3.5 The Experts Validation Questionnaire Blueprint No
Aspects Purposes
No. Indicators
A. The Overall Evaluation on the Competence-based English Syllabus
