58 Business Communication Centre of Economic and Business Faculty in Gajah
Mada University were also the participants of the iconic model. The other participants were tenth grade students of Putratama Vocational
High School of 20142015 Academic Year. They were chosen since they applied using Communication Practice Model. They were expected to be able to
communicate using English.
C. RESEARCH INSTRUMENTS
This research used two instruments. They were questionnaire and interview. The questionnaire was used for the concept and practice of the iconic
model. The interview was used for iconic model.
1. Instrument for the Concept of the Iconic Model
Here, questionnaire was used in order to gather need analysis from teachers and students. Trochim 2006 says that a questionnaire tends to be an
instrument which uses paper and pencil or pen in completing. Besides, there are two types of questionnaire. Firstly, Bes and Kahn 1986: 167 state that “the open
questions are free responses.” Secondly, Hadi 2000: 179 says that closed questions let respondents give their opinions widely. Thus, the types of
questionnaire are open and closed question. However, the open and closed questions of questionnaire were used in this research to get data for the concept of
the iconic model. The closed questions were fifty items and the open questions
59 were six questions. The blueprint of questionnaire for teachers and students is
summarized as follows.
Table 3.1 Summary of questionnaire blueprint of need analysis for teachers and students
The questionnaire of need analysis would be used to gain the perception on English communication for tenth grade students of the vocational high schools,
the perception on how the Communication Practice should be like, the perception on materials in the Communication Practice Model and the suggestions on the
Communication Practice. The perception on English communication for tenth grade students of the vocational high schools involved the importance of
communication, the importance of English in communication for tenth grade students, the relation between communication and English skills in the vocational
No Aspects
Number of Item Closed Type
A
The Perception on English in Communication for Tenth Grade Students of the Vocational High Schools
1. The Importance of Communication
1, 2 ,3, 4 2. The Importance of English in Communication for Tenth
Grade Students of the Vocational High Schools 5, 6, 7, 8
3. The relation between Communication and English Skills in the Vocational High Schools
9, 10, 11, 12 4. The relation between Speaking and Communication.
13,14,15,16 B
The Perception on the Communication Practice
1. Fluency Development 17, 18, 19, 20
2. Practice 21, 22, 23, 24
3. Communicative Language Teaching 25, 26, 27, 28
4. Contextual Teaching Learning 29, 30, 31, 32
C
The Perception on Tenth Grade Students’ Needs about Material of Communication Practice Model
1. The Tenth Grade Students’ Needs about Language
Expressions 33, 34, 35, 36, 37, 38, 39
2. The Tenth Grade Students’ Needs about the English Genre or Types of Text
40, 41, 42, 43, 44, 45 3. The Tenth Grade Students’ Activities in the classroom
46, 47, 48, 49, 50 Open Type
A The Perception on Communication Practice in the Vocational High Schools
1. The Importance of English in Communication 1, 2, 3
B
The Suggestions on Communication Practice in the Vocational High Schools 1. The Importance of English in Communication
4, 5, 6
60 high schools and the relation between speaking and communication. The
perception on the Communication Practice included statements about Fluency Development, practice, Communicative Language Teaching, and Contextual
Teaching Learning. The perception on materials of the Communication Practice Model consisted questions on students’ need about language expressions and
English genre, and students’ activities. Besides, the suggestions on the Communication Practice asked about the importance of English in
communication. The complete blueprint can be seen on Appendix 2A and Appendix 2B.
2. Instrument for the Practice of the Iconic Model
