Needs Survey Results Conducting Pre-design Survey
and structure were more interesting to learn 33. From the interviews, the writer could gain more information that they kept following the class because they felt that
they had to. They did not hate English but they were not too enthusiastic to learn it. Therefore from their information, the writer was challenged to create as interesting
and encouraging materials as possible in order to motivate them to learn more. The respondents had some different motivations in joining the class. More
than half of them 58 wanted to gain knowledge connected with the topics given. Fifty per cent 50 of them had motivation to improve their language skills,
especially in speaking skill. Fifty per cent 50 of them had purpose to gain improvement in their masteries of language elements. Forty two per cent 42 of
them expected to improve their self-confidences in using English in real life. Finally, a quarter of them 25 expected to gain experience and amusement by joining the
class. From the results, the writer summarized that the learners needed materials that could give them opportunities to develop their English skills and elements, to gain
knowledge, experience and amusement and to improve their self-confidences to use English in real life.
There were some different wants related to the class situation. The results show that fifty eight per cent 58 of them expected a relaxing class, fifty per cent
50 of them liked a convenient class, and a few of them 17 preferred a serious class. The rest of them 17 gave other answers. They expected a challenging and
active class. From the respondents’ answers, the writer was challenged to design 47
materials that could create a relaxing and convenient situation but still serious, challenging, and active as well.
The results of the questionnaires also gave the writer information about what kinds of learning styles the respondents preferred. There were fifty eight per cent of
the respondents 58 who liked to learn in pairs. Half of them 50 chose to learn in small groups. Some of them 17 preferred to learn individually. The rest of them
liked to learn in large groups 17. From the answers, the writer then decided to create materials that allowed the learners to do most activities in pairs and small
groups. However, the learners would need to learn individually when doing some certain activities like reading and listening. They would also deal with large group
activities in certain occasions like in games and debate. The results show that most of the respondents 67 preferred discussion and
game. Forty two per cent 42 of them liked debate. Thirty three per cent 33 of them expected role-play and presentation. A quarter of them 25 chose interview.
A few of them 8 wanted story telling. Therefore, the writer then included all the activities in the designed materials. The big portions were given to the activities that
were chosen the most. Most of the respondents 67 preferred materials that consisted of text
completed with illustration. Seventeen per cent 17 of them liked text with illustration and audio materials. Eight per cent 8 of them expected text. The rest
of them wanted text with audio materials 8. The respondents, through the interviews, said that they would be more interested in following the class if the
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materials were designed as attractive and communicative as possible. Most of them agreed that complete materials, those were text with illustration and audio materials,
would be the best ones. From the results, the writer decided to design materials that consisted of text completed with both illustration and audio materials.
The respondents in the questionnaires were also expected to choose the most interesting eight topics. The writer used the results as the reference to decide what
topics to design later. The most chosen topics were “The Future” 92; “Technology, Information, and Communication” 92; “Interviews” 83; “The
Social Issues” 75; “Problem Solving” 67; “The Most Impressive Experience” 58; “The Hottest News” 58; and “The Unique Customs” 50.
After choosing the eight topics that became their favourites, the respondents were expected to order the topics from the easiest. To simplify the results analysis,
the writer used Mode to determine the order of the topics. The order of the topics from the easiest according to the respondents was “The Most Impressive
Experience”; “The Future”; “The Hottest News”; “The Unique Customs”; “Technology, Information, and Communication”; “The Social Issues; Interviews; and
Problem Solving”.