Table 10
: Students’ Wants in Learning Writing Question
Item N
F Percentage
What do you want
in learning
writing? a. To be able to write with
the right grammatical rules 32
26 81
b. To be able to write coherently and cohesive
32 c. To be able to write with a
rich vocabulary 32
6 19
From Table 10, it can be concluded that most of the students wanted to be able to write with the right grammatical rules.
3 Lacks
According to Nunan 2004: 55, lacks refer to the gap between learners’
existing knowledge and the knowledge required in the target situation. By understanding lacks of students, the material developers can decide which
learning aspects should be put in the lesson. This part identified the students’
view about difficulties in writing English. Table 11:
Students’ View about Difficulties in Writing English
Question Item
N F
Percentage What do you
think about writing in
English? difficulties
Spelling of English words
32 2
6 Punctuation Mark
32 Using the right
vocabulary in writing 32
4 13
Using the right expression in writing
32 3
9 The writing
composition 32
8 25
Grammatical rules 32
14 44
Idioms 32
13 41
Effective sentences 32
13 41
To write agree with the chosen communicative
purpose 32
9 28
Cohesive writing 32
7 22
Finding an idea 32
6 19
From Table 11, there were three items that most of the students found difficult. They were the grammatical rules, idioms and effective sentences.
However, there was one item that all the students found it easy, the item was punctuation mark. This result was simil
ar to wants’ results, which most of the students wanted to learn grammatical rules.
c. Description of Learning Needs
Learning needs are described as what knowledge and abilities the learners will require in order to perform to the required degree of competence
in the target situation Nunan, 2004: 60. The components of learning needs included
input, procedures, setting, learner’s roles, and teacher’s roles.
1 Setting
Setting can be defined as the implantation of how tasks should be carried out. Table 12 shows learners’ preference setting to carry out the tasks.
Table 12: Setting
Question Item
N F
Percentage In what kind
of situation do you feel
comfortable while
learning English?
Learning in a team 32
22 69
Learning in pairs 32
9 28
Learning individually 32
5 16
In the terms of setting, it can be seen that more than half of the students felt more comfortable to learn English in a team. Then, more than a quarter
of the students preferred to learn in pair. In conclusion, most students felt comfortable while learning in a team.
2 Procedures
Procedures specify the activities of what learners should do with the input. Procedures in this research covered the activities of learning writing.
Table 13 : Procedures
Question Item
N F
Percentage You want to
learn English by……
drilling 32
3 9
using learning media 32
16 50
getting explanation 32
8 25
using motion 32
finding the information by yourself
32 3
9 getting many examples
32 5
16 getting many exercises
32 3
9
Table 13 shows that half of the students preferred learning English using learning media. Then, a quarter of the students wanted to learn by
getting explanation. However, none of the respondents chose using motion. It can be concluded, according to results, it was important to use learning
media in learning process.
3 Input
Nunan 2004: 41 states that input refers to any data in spoken as well as in written that learners work with in the course of completing a task. Input in
this study included the comic strip utility, opinion of a good material and themes.
Table 14 : Comic Strip Utility
Question Item
N F
Percentage What do you
think of using comic
strips as media in
learning writing
English? Very helpful
32 3
9 Helpful
32 28
88 Not helpful enough
32 Not helpful at all
32
Table 14 shows that almost all of the students stated that using comic as learning media is helpful, while the rest of the students stated that it is very
helpful. From the result above, it can be concluded that using comic strips as one of the media in learning writing is helpful for learners.
Table 15
: Students’ Opinion of a Good Material Question
Item N
F Percentage
What do you think about a
good learning material?
Having many pictures and colorful design
32 11
34 Having a lot of
explanation 32
14 44
Having many examples and texts
32 11
34
From Table 15, it shows that the result of the students’ opinion is almost
even. The highest percentage went to having a lot of explanation, while a third of the students thought that a good material should have many pictures
and colorful design. Then, another a third of the students thought that having many examples and texts is one of the good material characters. In conclusion,
a good learning material was a material which has many pictures and colorful design and has many explanation and examples.
