The Target Needs The Learning Needs

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

This research has two main aims, the first is to identify the target and learning needs of the students of International Mathematics Education Study Program n and the second is to develop appropriate English speaking learning materials for English tutorial program for the students of International Mathematics Education Study Program. This chapter contains the conclusions and suggestions derived from this research.

A. Conclusions

1. The Target Needs

In terms of necessities, for now, the students need speaking ability in English in order to to be able to do learning activity effectively in the lecturing sessions. While in the future, the students need speaking ability in English because they want to continue their study to post-graduate program and to do job interview. In order to improve their speaking ability in term of academic context, the students want to have activities which require them to use expressions of asking and giving opinions, suggestions, making generalization and expressions for presentations. Based on their preferences, clear pronunciation, a wide range vocabulary mastery, and grammatical accuracy are elements that are considered as important elements in speaking. In terms of lacks, the English proficiency of the students are considered to be low-intermediate. In addition, most of the students have mastered English vocabulary related to Mathematics more or less 100-500 words. Lastly, in terms of wants, the students want that the learning process in the English tutorials program will help them to be able to speak English more fluently and accurately.

2. The Learning Needs

In term of materials input, the students want to have monologue or dialogue discussing integers, quadrilaterals, algebra, and triangles with 200-250 words length. In the materials, the students want to have activities like topic discussion in group and pairs, practicing dialogue in pairs and games for the speaking activities. In term of learning activities for improving their vocabulary mastery, the students want to have activity such as guessing meaning from the contexts, completing blank spaces in the paragraph with the provided words andor their own words and identify parts of speech. In order to improve their mastery of grammar, the students want to have activities like identifying mistakes in sentences and correcting them, creating sentences using the learned pattern, and completing paragraph with grammatically correct sentences. While in order to improve their mastery of pronunciation, the students prefer to have particular vocabulary with their pronunciation transcription and pronounce the words that have been given pronunciation transcription. Most the activities are set up in pairs and small group because the students prefer to have learning activities in those kinds of setting. In carrying out the activities the students want to have two roles. First, they want to listen to the tutor ’s explanations and do hisher instructions. Second, they want to participate actively in discussion activity, share their ideas and opinions with their classmates and tutor about particular topic. On the other hands, the students prefer that the teacher or tutor acts as recourse, assessor, and prompter in the process of learning.

3. The Characteristics of Appropriate English Speaking Learning