BY
INDAHSULISTIAWATI REG.NUM.18.1300.083
ENGLISHEDUCATIONPROGRAM TARBIYAHFACULTY
STATEISLAMICRELIGIONINSTITUTE PAREPARE
2022
ii
ii ATHESIS
AsPartialFulfillmentohtheRequirementfortheDegreeof SarjanaPendidikan(S.Pd)
EnglishEducationProgram
Submittedby INDAHSULISTIAWATI
18.1300.083
ENGLISHEDUCATIONPROGRAM TARBIYAHFACULTY STATEISLAMICINSTITUTE
PAREPARE
2022
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NameoftheStudent :IndahSulistiawati StudentReg.Number :18.1300.083 StudyProgram :EnglishEducation Faculty :Tarbiyah
ByVirtueofConsultantDegree :TheDeanofTarbiyahFacultyCertificate No.1330/2021
ApprovedbyConsultantCommissions
Consultant :Drs.IsmailLatief,M.M ( ) NIP :196312071987031003
Co-Consultant : Dr. Magdahalena Tjalla, M.Hum
( )
NIP :197003202005012006
Cognizantby:
TarbiyahFaculty, Dean,
Dr.Zulfah,S.Pd.,M.Pd.
iv
EnglishMaterialatSMAN8Sidrap NameoftheStudent :IndahSulistiawati
StudentReg.Number :18.1300.083 StudyProgram :EnglishEducation Faculty :Tarbiyah
ByVirtueofConsultantDegree :TheDeanofTarbiyahFacultyCertificate No.1330/2021
DateofGraduation :19thAugust2022 ApprovedbyExaminerCommissions
Drs.IsmailLatief,M.M (Chairman) (............................) Dr.MagdahalenaTjalla,M.Hum (Secretary) (.............................) Dr.Arqam,M.Pd (Member) (.............................) Kalsum,M.Pd (Member)
(.............................)
Cognizantby:
TarbiyahFaculty, Dean,
v
ACKNOWLEDMENT
PraiseandgratitudetheauthorpraystoAllahSWT,thankstohis guidance,theauthorwasabletocompletethisresearchasaconditionfor completing studiesand obtaining aBachelorofEducation(S.Pd)inthe EnglishEducationProgram,FacultyofTarbiyahIAINParepare.
Theauthorexpresseshersinceregratitudetoherbelovedparentsand belovedfamilywhoalwayspourtheirlove,attention,andsincereprayersfor thesmoothnessandconvenienceoftheauthorincompletingacademic assignmentsontimeandattherighttime.
Furthermore,theauthorwouldliketothankprofuselyto:
1.Dr.Hannani,M.AgastherectorofIAINPareparewhohasworkedhard tomanageeducationatIAINParepare
2.Dr.Zulfah,S.Pd,M.PdastheDeanoftheTarbiyahFaculty,forhis dedicationtocreatingapositiveeducationalatmosphereforstudents 3.Dr.Arqam,M.PdaschairmanofthedepartmentofEnglisheducation,
facultyoftarbiyah
4.Drs.IsmailLatief,M.M asmyacademicadvisorylectureraswellasa
vi ofpreparingthisthesis
5.lecturersandalltarbiyahfacultystaffwhohavetakenthetimeto educateandprovidethebestservice
6. Alleducators,educationstaff,andstudentsofSMAN 8Sidrapwho havehelpedandarewillingtoprovideinformationrelatedtothis research
7.ColleaguesintheEnglishlanguageeducationstudyprogram,aswell asfriendsinarmsininternalandexternalorganizationwhohave provided allforms ofsupportand assistance in the process of completingthisthesis.
8.Forclosefriendswhohavedonatedeverythingandareloyaltohear theauthor'scomplaints
9.Thelastbutnotleast,Iwannathankmeforbelievinginme,fordoing allthishardwork,forhavingnodaysoff,forneverquitting,forjust beingmeatalltimes.
Thewriterrealizesthatthisthesisisstillfarfrom perfection.
Therefore,thewriterexpectsconstructivecriticism andsuggestions fortheperfectionofthisthesis.Theauthoralsohopesthatthisthesis isworthworshipandcanbeusefulforanyonewhoneedsit.
vii
IndahSulistiawati
Reg.Number:18.1300.083
viii Name :IndahSulistiawati Reg.Number :18.1300.083
PlaceandDateofBirth :WanioSidrap,9April2001 StudyProgram :EnglishEducation
Faculty :Tarbiyah
TitleofSkripsi :TheAnalysisofStudents’ofEnglishMaterialat SMAN8Sidrap
Statedthisskripsiherownwriting,andifitcanbeprovedthatis copied,duplicatedorcompliedbyotherpeople,thisskripsianddegreethat hasbeengottenwouldbepostponed.
Parepare,13thAugust2022 Researcher
IndahSulistiawati
Reg.Number:18.1300.083
ix
SMAN8Sidrap(SupervisedbyIsmailLatiefandMagdahalenaTjalla) Thisstudyaimstoknow thestudents'needsofEnglishmaterialat SMAN 8 Sidrap.Theanalysiswascarried outto obtaininformation relatedtostudents'needofEnglishmaterialwhichwillbedatatoanalyze thesuitablebetweenmaterialsthathasbeengivenwithstudents’need.
Thisstudyusedescriptivequalitativemethod.Thissubjectresearch isthestudentsofsecondgradeSMAN 8Sidrap.Toobtaindata,the researchersconductingobservationsandinterviews.
Theresultsofthisstudyindicatethatthestudents’needaredivided totwopoint,thefirstistargetneedstudents:abletocommunicateusing Englishwell& forpreparationintheworldofwork,wanttomaster speakingskills.Thesecondislearningneeds:requireslearningactivities ingames& grouplearningaslearningpreferences,needtodevelop speakingskills,andovercomestudents'lackofvocabularyandhow to pronouncewell.Thematerialthathasbeengiventostudentsare80%
suitablewiththestudents’need,itbasedonthefiveanalyzedpoints obtainedfrom thetargetneedandlearningneed,thefirstisaneffortto achievelearningobjectives,namelytobeabletocommunicatewelland topreparefortheworldofwork.fulfilled.Second,togetstudentsto masterspeakingskills,itisfulfilled.Third,learningactivitiesthrough
x
speakingbecausetheirlackofvocabularyandhowtopronouncewell,is fulfilled.
Keywords:NeedAnalysis,Suitabilitymaterialwithstudents’needs.
iv
ACKNOWLEDMENT iii
DECLARATIONOFTHERESEARCHAUTHENTICITY v
ABSTRACT vi
LISTOFCONTENTS iii
CHAPTER1INTRODUCTION 1
A. Background 1
B. ResearchQuestion 3
C. TheObjectiveoftheResearch 3
D. SignificancesofResearch 3
CHAPTER2LITERATUREREVIEW 4
A. PreviousResearchFinding 4
B. SomePertinentIdeas 5
C. ConceptualFramework 12
CHAPTER3METHODOLOGYOFTHERESEARCH 13
A. ResearchDesigns 13
C. SubjectofTheResearch 14
D. Instrument 14
v
B. Discussion 24
CHAPTER5CONCLUSIONSANDSUGGESTION 28
A. Conclusions 28
B. Suggestion 29
BIBLIOGRAPHY 30
1 A.Background
AccordingtotheLawoftheRepublicofIndonesiaNumber20of2003 concerningtheNationalEducationSystem,thatlearningisaprocessof interactionbetweeneducatorsandstudentsandlearningresourcesthat takeplaceinalearningenvironment.1Nationally,learningisseenasan interactionprocessthatinvolvesthemaincomponents,namelystudents, educators,and learning resources thattake place in the learning environment.
The learning process is a series ofactivities thatinvolve various componentsthatinteractwitheachother,wheretheteachermustutilize thesecomponentsintheactivityprocesstoachievetheplannedgoals.
The description ofthe componentsin learning,namelyteachersand students,learningobjectives,learningmaterials,learningmethods,learning tools,andevaluation.2
One ofthe components thatsupportthe achievementoflearning objectivesislearningmaterial,learningmaterialisthesubstancethatwill bedeliveredintheteachingandlearningprocess.SuharsimiArikunto viewsthatlearningmaterialisacoreelementinteachingandlearning
1RepublicofIndonesia,Law oftheRepublicofIndonesia Number20 of2003 concerningtheNationalEducationSystem
2Aprida Pane,Muhammad DarwisDasopang,“BelajardanPembelajaran”,FITRAH JurnalKajianIlmu-ilmukeislaman,Vol.03Number2(December2017)
2
certainageandinacertainenvironment.Thus,learningmaterialisa
componentthatcannotbeignoredinlearning,becausethematerialis thecoreoftheteachingandlearningprocessthatisdeliveredtostudents.3
Ingeneral,studentactivitywillbereducedifthesubjectmatterprovided bytheteacherdoesnotattracthisattention,learningmaterialalsoneeds tobeselectedproperlyinordertohelpstudentsachievecompetency standardsandbasiccompetencies.Harjantoexplainsthatoneofthe thingsthatmustbeconsideredintheselectionoflearningmaterialsisthe relevanceofthematerialtotheneedsofstudents,themainneedsof studentsisthattheywanttodevelopbasedontheirpotential.Because everylearningmaterialthatwillbepresentedshouldbeinaccordancewith theefforttodevelopthestudent'spersonalityinaroundandcomplete manner.4Inthiseffort,thelearningmaterialspresentedshouldbein accordance with the learning objectives,systematic and elaboration, containingethicalaspects,andinaccordancewiththeconditionsofthe community.Thisofcourseneedstobegivenmoreattentionineffortsto improvethequalityoflearningmaterials.
Itisknownthatthequalityinlearningdependsonthequalityoflearning materialswhicharethecoreelementsinteachingandlearningactivities.
Thequalityoflearningmaterialsneedstobeimprovedtoachievebetter targetcompetencies.Dr.RusydiAnanda in his book "Perencanaan Pembelajaran"statesthatinlearning,learningmaterialsshouldbeadapted totheinterestsandneedsofstudents.Learningneedstopayattentionto
3Ibid.,p.343
4RusydiAnanda,PerencanaanPembelajaran(Medan:LPPPI,2019),p.91
4
certainlyattracttheirattention,thustheywillbeseriousinlearning.5Oneof theeffortsthatcanbetakenistodeveloplearningmaterialsaccordingto theneedsofstudentssoitcanfunctioneffectively.6
Mulyani in herresearch related to thedevelopmentofinnovative teachingmaterialssaidthatthedevelopmentofteachingmaterialscarried outbyteacherswasstillverylimited,eventeachersrarelymadeeffortsto developteachingmaterialsadequatelyandinnovatively.7Thesamething wasalsostatedbyAswandiinasimilarresearchtopic,hestatedthatina preliminarysurveyheconductedhefoundthefactthattherewasno developmentofteachingmaterialscarriedoutbyteachersinaccordance withthecircumstancesofthescopeandconditionsofstudents'interestin learning.8
Basedonthereview above,itcanbeconcludedthattheenglish materialthatsuitabletothestudents’needscanfunctioneffectivelyto achivethegoalsand whhereaseffortsto develop teaching materials towardsteachingmaterialsneededbystudentsarestillminimallycarried outbyteachers,Thesamethingwasalso foundatSMAN 8Sidrap,
5Ibid.,p.13
6SonnyIrawanPutra,
“PengembanganMateriMembacadalamBahasaInggrisMenggunakanHOTsuntukKelasXISMK MuhammadiyahTuriSleman”,OpenJournalSystem (OJS),Vol.1Number1(2020)
7Mulyani,“PengembanganBahanAjarInovatifBahasaInggrisProgram LintasMinatKelas XSMAdenganPendekatanPragmatik”,
JurnalDimensiPendidikandanPembelajaranUniversitasMuhammadiyahPonorogo,SpecialIssue, SEMNASDIKJER(2019)
8Aswandi,etal.
“PengembanganMateriPembelajaranMenggambarBentukPadaSiswaKelasXISMANegeri4 Wajo”,(Thesis:ArtArchitectureandDesignFaculty,2017)
especiallyinEnglishsubjects,sotheresearchersintendedtoconduct researchonstudents'Englishmaterialneedsandthesuitabilityofthe materialprovidedwithstudents'needs.
B.ResearchQuestion
Basedonthebackgroundofthesrudyabove,theresearchquestionis 1.Whatthestudents’needsofEnglishmaterialatSMAN8Sidrap?
2.Arethematerialthataregivenissuitablewiththeneedsofstudents?
C.TheObjectiveoftheResearch Thisstudyaimstofindout:
1.Students’needsofEnglishmaterialatSMAN8Sidrap 2.Suitabilitymaterialthatgivenwithstudents’needs D.SignificancesofResearch
Thesignificanceoftheresearchistheoreticallyandpractically 1.Theoritical
Thisresearchisexpectedtocontributetothedevelopmentoflearning English,andcanbeasourceofreadingforeducatorsandresearchers inthefieldofresearch&developmentoffurthereducation.
2.Practical
Thepracticalbenefitsofthisresearchareasfollow:
a.Students
Intheprocessofthisresearchcanhelpstudentstoidentifywhat aretheirgoalsinlearningEnglish,aswellaswhataretheirneeds toachievethecompetenciestheywant
b.Teachers
The results ofthis study can assistteachers in obtaining informationrelatedtothegoals,needs,difficultiesofstudentsin learningsothattheycanimprovethequalityoftheirlearning
c.Researcher
Thisresearchprovidesdirectexperienceandnew knowledgefor researchers.Andalsoitcanbeusedasareferencerelatedtothis researchuntilitisbettertoresearch.
9 A.PreviousResearchFinding
MiftahulKhairinherresearch“DevelopingEnglishLearningMaterials forYoungLearnersbasedonNeedAnalysisatMTSN ModelMakassar” TheobjectiveofthisresearchwastodevelopEnglishspeakingmaterials especiallyspeaking as additionallearning sources.The resultofthe research showed thatthe students wantEnglish Materials especially speakingmaterialsbasedontheirneeds.9 Therelationshipbetweenthe researchconductedbyMiftahulKhaeraandthisresearchisthesameas researchingtheneedsofstudents.Asforthedifference,theresearch conductedbyMiftahulKhaeera focusesononeskilli.espeakingskill, whilethisstudycoversallskillsandprocessesinlearning.
DediSumarsono,etal“StudentsNeedtoDevelopEnglishWriting Materials"Thisresearchexploredsophomorestudents’needsinlearning English writing. To achieve this purpose, classroom observation, questionnaire,anddocumentationwereconductedtocollectdata.This researchfoundthatthestudentsneedinlearningwritinginEnglish.10The
9MiftahulKhair,“DevelopingEnglishLearningMaterialsforYoungLearnersBasedOn NeedsAnalysisatMTSNModelMakassar”,English,Teaching,Learning,andResearchJournal (ETTERNAL),Vol1,No.2(2015)
10DediSumarsono,etal.“Stdents’NeedstoDevelopEnglishWritingMaterials”,Lingua Cultura,Vol.11,No.2(2017)
relationshipbetweentheresearchconductedbyDediSumarsonoandthis researchisthesameasresearchingtheneeds
ofstudents.Asforthedifference,theresearchconductedbyDedi Sumarsonofocusesmoreononeskill,namelytheneedsofstudentsin learningtowriteEnglish,whilethisstudycoversallskillsandprocessesin learning.
MagdahaleneTjalla,etal.“TheAnalysisofEFLStudents’Needsfor WritingMaterialsDevelopment”thisresearchdiscussestheneedsand interests ofthe students ofEnglish Education DepartmentofSTAIN Parepare.Dataonstudents’needsandinterestswerefoundthroughneeds analysis,whichusedobservationandquestionnaireasdatagathering instruments.Theresultofthisresearchfoundthingsthatbecamethe interestsandneedsofstudentsforwritingmaterialsdevelopment.11The relationshipbetweentheresearchconductedbyMagdahalenaTjallaand thisresearchisthesameasresearchingtheneedsofstudents.Asforthe difference,theresearchconductedbyMagdahaeenaTjallafocusesmore ononeskilli.ecollagestudentsin writingmaterials,whilethisstudy coversallskillsandprocessesinlearningenglishofseeniorhighschool students.
MuhammadFaishalNurulHudainhisresearchwithatopic“The Need Analysis of SeniorHigh SchoolatArrahmaniyah Depok"This researchconducteddatausedquestionnariesandinterview.Researcher obtainedresearchresultsdatafrom students’needsintheform ofthefirst istargetneedscenteredonthelearner’snecessities,wants,andlacks.The
11MagdahalenaTjalla,etal.“TheAnalysisofEFLStudents’NeedforWritingMaterials Development”,IntetrnationalJournalofScienceandResearch(IJSR),(2017)
second is learning needs include learning input,teaching learning procedure,theroleofteachersandlearners,aswellasteachinglearning enviroments.12
Muthmainnah,etal.“The Students Needs in Developing EFL MaterialsICTBased”Thisstudyexploresthestudents’needs,wants,and lacksinlearningEnglishbydevelopingsuitablematerialswiththeICT- based.Themixed approachwasused inthisstudy.Theresearchers distributedthesurveytostudents,theywereassignedtofillthegoogle form abouttheirneedsinlearningEnglish.Theresultshowedthatthe studentsneedmaterialsthatfulfilltheirneeds.13
12MuhammadFaishalNurulHuda,“TheNeedsAnalysisofSeniorHighSchoolat ArrahmaniyahDepok”,JournalofEnglishEducationalStudy(2020)
13Muthmainnah,“TheStudents’NeedinDevelopingEFLMaterialsICTBased”,OKARA:
JurnalBahasadanSastra,Vol.15,No.2(2021)
B.SomePertinentIdeas 1.LearningMaterials
a)Materials
AccordingtoTomlinson,Materialsare“anythingwhichcanbeused tofacilitatethelearningofalanguage,includingcoursebook,videos, graded readers,flash cards,games,websites,and mobile phone interactions”.14
Learningmaterialsarethingsthatmustbepreparedbytheteacher beforeimplementinglearning.Theisteacherexpectedtobeableto designlearninginordedtoachievethestatededucationalgoals.
Trianto,2011;Olayinka,2016(inMeryance,2019)Learningmaterials arematerialsthatareneededandusedinmanagingtheteachingand learning processora veryimportanttoolforteachersto conduct learningefficientlyandtosimprovestudentslearningachivement.
Learningmaterialsareknowledge,skills,andattitudesthatmust bemasteredbystudentsinordertomeetthespecifiedcompetency standards.
AccordingtoTomlinson,criteriaofthegoodlearningmaterials are15:
14Tomlinson,B.“Materials DeveopmentforLanguage Learning and Teaching”, LanguageTeaching(2012)
15Tommlinson,B.“Materials Development in Language Teaching”,Cambridge UniversityPress(1998)
1)Materialsshouldachieveimpact
Impactisachievedwhenthematerialhasavisibleeffectonstudents,i.e whenstudents'curiosity,interest,andattentionareattracted.Ifthisis achieved,thereisabetterchancethatsomeofthelanguageinthe materialwillbepickedupforprocessing.Further,itissaidthatmaterial canachieveimpactwhenthecontentisupdated,varied,andinteresting.
2)Materialsshouldhelplearnersfeelatease
Materialscanhelplearnerstofeelateaseinmanyways,forexample, textsandillustrationsratherthanjusttexts,textsthatthelearnerscan relate with theirown culture than those thatare culturallybound, materialsthatincludesexamplesratherthanwithout,andmanyothers.
3)Materialsshouldhelplearnerstodevelopconfidence
QuotingDulay,Burt,andKrashen,TomlinsonsaidthatRelaxedandself- confidentlearnerslearnfaster.Manylearnersfeelrelaxedandself- confidentiftheythinkthatthematerialstheylearnarenottoodifficult butjustonestepfurtherormoredifficultthantheymaster
4)Whatisbeingtaughtshouldbeperceivedbylearnersasrelevantand useful
TeachersofEnglishcaneasilyselectmaterialsthatarerelevanttothe specificchoiceoftopicsandtasksthatthelearnersarealsolearningin theirfieldofstudy,therefore,thematerialstheylearnmustberelevant anduseful.
5)Materialsshouldrequireandfacilitatelearners’self-investment
Materialsthatenablethelearnerstobeinterestedinthem,thatcan drawtheirattention,andthatcanattractthem tolearnthematerialswill facilitatethemtolearnthematerialsbythemselves.
6)Learnersmustbereadytoacquirethepointtobetaught Toacquirethepointsbeingtaught,thematerialslearned shouldbei+1inwhichi
representswhathasalreadybeenlearnedand1representswhatis availableforlearning.
AccordingtoKrashen,eachlearnerwillonlylearnfrom thenewinput whatheorsheisreadytolearn
7)Materialsshouldexposethelearnerstolanguageinauthenicuse
Alotofteaching/learningmaterialscanprovideexposuretoauthentic inputthroughtheinstructions,advicetheygivefortheactivitiesandthe spokenand
thewrittentextsincludedinthematerials.
8)Thelearnersattentionshinsouldbedrawntolinguisticfeatureofthe input
Theselinguisticfeaturesshouldnotbecomethemainfocusinthe materialsbutthelearnersshouldbemadeawarethatlinguisticfeatures areneededtolocateandtomakeageneralizationaboutthefunctionof
thelinguisticfeaturesinthemainmaterials.
9)Materialsshouldprovidethelearnerswithopportunitiestousethe targetlanguagetoachievecommunicativepurpose
Afterlearningthematerials,learnersshouldbegivenopportunitiesto practicethelanguagetheyhavelearnedforcommunicationinreallife situationsnotjustpracticing itin theclassroom controlled bythe teacher.
10)Materials should take into accountthatthe positive effects of instructionareusuallydelayed.
Asitcanbeobservedinourdailyteaching,learnerslearningalanguage isnotaninstantaneousprocessbutagradualone.Inordertofacilitate thegradualprocessoflearningoracquiringalanguage,itisimportant togivefrequentandampleexposuretotheinstructedlanguagefeatures incommunicativeuse
11)Materialsshouldtakeintoaccountthatlearnershavedifferentlearnig styles
Notalllearnershavethesamelearningstyles.Languagelearningstyles includevisual,auditory,kinaesthetic(e.g.thelearnerprefersto do somethingphysical,suchasfollowing
instructions),study(e.g.thelearnerlikestopayconsciousattentionto the linguistic features ofthe language and wants to be correct), experiential,analytic,global,dependentandindependent.
12)Materialsshouldtakeinto accountthatlearnersdifferinaffective attitude
Learnersattitudesvaryintypesandtimes.Ideallearnerswillneed strongandconsistentmotivation,positivefeelingstowardsthetarget language,theirteachers,theirfellowlearners,andthematerialstheyare learning.Realizing this fact,materials should provide choices of differenttypesoftextsandtypesofactivities.
13)Materialsshouldpermitasilentperiodatthebeginningofinstruction Thesilentperiodisusedtofacilitatethedevelopmentofaneffective internalized grammarand otherlanguageelementswhichcanhelp learnerstoachieveproficiency.
14)Materials should maximaze learning potential by encouraging intellectual,aestheticandemotionalinvolvementbothrightandleft brainactivities
15)Materialsshouldnotrelytoomuchoncontrolledpractice
Thisprincipleisintendedtostatethatitisstillcontroversialtosaythat controlledpracticeactivitiesarevalued.Thestatementswhichstate thatmostspontaneous performance is attained bydintofpractice (Sharwood-Smith,1981)andautomaticityisachievedthroughpractice (Bialystok,1988)hasnoevidence.However,manyresearchersagree withEllissayingthatcontrolledpracticeappearstohavelittlelongterm effecton the accuracywith which newsstructuresare performed
(Ellis,1990:192) and has little effect on fluency (Ellis and Rathbone,1987).Yet,controlledgrammarpracticeactivitiesstillfeature significantlyinpopularcoursebooksandareconsideredusefulbymany teachersandbymanylearners
16)Materialsshouldprovideopportunitiesforoutcomefeedback
Feedbackwhichisfocusedontheeffectivenessoftheoutcomerather thanjustontheaccuracyoftheoutputcanleadtooutputbecominga profitablesourceofinput.Inrelationtothis,materialsdeveloperhasto besurethatlanguageproductionactivitieshaveintendedoutcomes otherthanjustpracticinglanguage.
According to Hutcinsonand and Waters,criteria ofthegood learningmaterialsare:16
1)Encouragelearnerstolearn
2)Provideaclearandcoherentunitstructurewhichwillguidetheteacher andlearnerthroughvariousactivitiestomaximizechanceoflearning 3)Madewihgooddesignandillustration
4)Clearandsystemtic
5)Trytocreateabalancedoutlook
6)Couldintroduceteacherstonewteachingtechniques
16Waters and Hutchinson,“English forSpecific Purposes:a Learning-centered Approach”,CambridgeUniversityPress(1987)
OrderofLearningMaterial:
Theorderofpresentationisfordeterminingthesequenceofthe learningprocess.Withouttherightsequence,ifseverallearningmaterials haveprerequisiterelationships,itwillbedifficultforstudentstolearnthem.
Learningmaterialsthathavedeterminedthescopeanddepth canbedescribedthroughtwomainapproaches:17
a.ProceduralApproach
Thesequenceoflearningmaterialsprocedurallydescribesthestepsin sequenceaccordingtothestepsincarryingoutatask.
b.HierarchicalApproach
The hierarchicalorderof learning materials describes a tiered sequencefrom bottom totoporfrom toptobottom.Theprevious materialmustbestudiedfirstasaprerequisiteforstudyingthenext material.
2.Learners’Need a)Needs
Theterm ‘need’referstothegapbetween‘whatis’and‘what shouldbe’,orthegapbetween‘real’and‘ideal’(Reviereetal.).Inother words,needsareconceredwiththefuture,orwhatshouldhappen,
17RusydiAnanda,PerencanaanPembelajaran(Medan:LPPPI,2019),p.96
ratherthanwhitwhatusedtohappenorwhatishappeningatpresent (Titcomb).
b)Learners’Need
One ofthe mostimportantthings in developing teaching materials is the analysis ofstudents’needs toward theirlearning materials.Need analysis is a process ofcollecting and analyzing informationaboutlearnersinordertosetgoalsandcontentsofa languagecurriculum,basedontheirneeds.Itexamineswhatlearners alreadyknowandwhattheyneedtoknow
Manyscholarsindicatethatknowingaboutlearners’needsuch astheirlearningobjectives,languageattitudes,andexpectationsfrom thecoursearenecessaryinordertodesignandeffecientcurriculum (Kayl).Bygatheringsuchinformation,theneedanalysiscanguarantee thatthecoursewillcontainrelevantandusefulthingsforthestudents tolearn.
Hutchinson& Watersassumethatneedsanalysisisacomplex processandshouldtakeintoaccounti.etargetneedsandlearnningneeds.
HutchinsonandWatersstatedthatthereisaspecificdifferencebetween targetneeds(whatstudentsdotoachievecertaingoals)andlearning needs(whatstudentsdotolearn).18Undertheumbrellaofneedsanalysis, otherapproacheshavebeenincorporated.Theseincludenecessities,lack,
18Tom HutchinsonandAlanWaters, ‘EnglishforSpecificPurposes:A learning- centeredApproach’,(Cambridge:CambridgeUniversityPress,2010).
andwants.19
1. Targetneedsareageneralterm,whichinpracticehidesanumberof importantdifferences.Itismoreusefultolookatthetargetsituationin termsofneeds,deficiencies,andwants.
2. Learningneedsrefertotheprocessofhowlearnerslearn,whichincludes learners'motivation,knowledge,skills,and strategies in learning a language.Learningneedsarethingsthatstudentsneedtodotolearn.20
Nation&Macalisterdivideneedsintothreetypes:Necessities(whatis necessaryinthelearners’useofthetargetlanguage),lacks(whatlearners lackfrom previoustrainingoreducation),andwants(whatlearnerswishto learn).
Theprocessthatisfollowtoidentifylearnerneedsisoftenrefferedto as‘needsanalysis’.Othertermsusedare‘needsassesment’and‘situation analysis’.Thesetermsareoftenusedinterchangeably.Whengathering informationaboutlearners’needs,weshoulddistiguishbetweenwhat learners‘want’andwhattheyactually‘need’.Itistheneedsthatshouldbe givenpriorityforinstructiontohaveimpactonlearning.Insomesituation,
19R.R.Jourdan,AGuideandResourceBookforteachers,Cambridge:(Cambridge UniversitasPress,2012).
20WirandaGustiPratina,“learner’sneedanalysisofEnglishforspecificpurpose marketingstudentsofSMK1KotaBengkulu”skripsiSarjana:EnglishEducationdepartment: Bengkulu,(2021)
learnersmaynotbeawareofwhatwillmakethebestimpact.21
3.NeedAnalysis
ThepurposesofNeedsAnalysis:
AccordingtoRichards,needsanalysisinlanguageteachingmaybeused forseveraldifferentpurposes22,forexample:
1.Tofindoutwhatlanguageskillsalearnerneedstoperform aparticularrole, suchassalesmanager,tourguide,oruniversitystudent.
2. Tohelpdetermineifanexistingcourseadequatelyaddressestheneedsof potentialstudents.
3. Todeterminewhichstudentsfrom agrouparemostinneedoftrainingin particularlanguageskills.
4. Toidentifyagapbetweenwhatstudentscandoandwhattheyneedtobe abletodo.
5. Tocollectinformationaboutparticularproblemslearnersareexperiencing.
In many cases,learners’language needs may be relatively easy to determine,particularlyiflearnersneedtolearnalanguageforveryspecific purposes,forexample,employmentinfieldssuchastourism,nursing,orthe
21SalehAl-Busuidi,Learners’NeedsinMaterialsDevelopment(Belanda:BrillPublisher, 2018)
22Richards.Curriculum DevelopmentinLanguageTeaching.(New York:Cambridge UniversityPress,2017).
industry.Inthiscase,thetasksemployeestypicallycarryoutinEnglishcanbe observedandthelanguageneedsofthosetasksdetermined.Theinformation obtainedcanthenserveasabasisforplanningatrainingprogram.Insome cases,“needs”alsoincludestudents’rights23
TheprocedureofNeedsAnalysis:
Avarietyofprocedurescanbeusedinconductingneedsanalysisandthe kindofinformationobtainedisoftendependentonthetypeofprocedure selected.Atriangularapproach(i.e.,collectinginformationfrom twoormore sources)isadvisable.Manydifferentsourcesofinformationshouldbesought. Needsanalysisoftheproblemsencounteredbythestudents,information couldbeobtainedfrom manysources24,suchas:
1.Asampleofthestudentassignment
2. Testdataonstudentperformance
3. Reportsbyteachersontypicalproblemsstudentsface
4. Opinionsofexperts
5. Informationfromstudentsviainterviewsandquestionnaires
23Ibid.,
24Richards.Curriculum DevelopmentinLanguageTeaching.(New York:Cambridge UniversityPress,2017).
6. Analysisoftextbooksteaching
7. Surveyoftherelatedliterature
8. Anexampleofprogramsforotherinstitutions
9. Anexampleoftheassignmentgiventofirst-yearuniversitystudents.
C.ConceptualFramework
ENGLISHMATERIALSATSMAN8 SIDRAP
ANALYSISOFTHESTUDENTS’
NEEDSOFENGLISHMATERIALS
ANALYSISACCORDANCETHE MATERIALWITHSUDENTS’NEED
SUBJECTIVENEEDSOFSTUDENTS TARGETNEEDSOFSTUDENTS
27 A.ResearchDesign
In this research,the research method used is descriptive qualitative.According to Denzin & Lincoln,qualitative research is research that uses a naturalbackground with the intention of interpreting phenomena thatoccurand is carried outbyinvolving variousexistingmethods.25
LexyJ.Moleongstatedthatqualitativeresearchisresearchthat intends to understand phenomena aboutwhatis experienced by researchsubjectssuchasbehavior,perceptions,motivations,actions etc.,holistically,andbymeansofdescriptionsintheform ofwordsand language,atatime.Specialcontextsthatarenaturalandbyutilizing variousmethods.26
The researcheruses a qualitative descriptive methodology becausethismethodisamethodusedtocollectinformationbasedon realconditions.Researchersusethismethodbyanalysisthestudents’
needofEnglishmaterialatSMAN 8Sidrap.Andtheresearcherwill analysistheaccordancebetweenthematerialsandstudents’needs.
From the explanation above,the writerconcludes thatthe
25AlbiAnggitoandJohanSetiawan,ResearchQualitativeMethodology(Sukabumi:CV Jejak,2018).
26Mamik,MethodologyQualitative.(Sidarjo:Zifatamapublisher,2015).
qualitativeresearchmethodisthegrowthofsocialevents.
B.LocationandTime
ThisresearchconductedatSMAN8Sidrap,thisresearchincludes interviews,questanniories,andanalysis,whichareestimatedtotake approximatelyonemonths.
C.SubjectofTheResearch
ThesubjectofthisresearchisthesecondgradeofSMAN8Sidrap.
Thetotalofthesecondgradecanbeshowsinthetablebelow
No. Class Male Female
1. XIMIPA1 15 12
2. XIMIPA2 11 12
3. XIIPS1 11 15
4. XIIPS2 10 16
Total 109Students
Inthisresearchusedpurposivesamplingtechnique.Thisstudy usespurposivesamplingwiththeaim ofobtainingasamplethatfitsthe researchinclusioncriteria.TheresearcherchosethestudentsofclassXI MIPA2withatotalof23students,becausetheyareconsidertomeet theresearchinclusioncriteria:(1)ThesecondgradeofSMAN8Sidrap,(2) CurrentlyfollowingprocessofEnglishlearningwithrelativelyminimal materials development,(3)Students who have a high interestand concerntoEngllishlearning,(4)Haveasucciffientunderstandingof
English.
D.Instrument
Researchislookingforaccurate/accuratedata.Forthisreason, researcherneedtouseresearchinstruments.27Theinstrumentsusedin thisresearchphaseare:
1.Questionnarieguide
Questionnairesareanumberofwrittenquestionsthatareusedto obtaininformationfrom respondentsintermsoftheirpersonal reports,orthingsthatareknownbyrespondent.Thisquestionnaire consistof11questions,andusedtofindinformationaboutstudents’
needsofEnglishmaterialatSMAN8Sidrapbeforetheyinterviewby theresearchalsotocollectdata.
2.Interviewguide
Studentsinterview werecarrieded outconsistofsevenquestions concerning students’needs i.e targetneeds and learning needs.
TeacherInterviewwerecarriedoutconsistofsixquestionsconcerning whatmaterialsthatgiventostudents.
3.Document
Documentinthisstudyisintheform oftextbookwhichisthemain sourceofmaterialpresentedbytheteacher
27Sugiyono,MetodeKuantitatif,Kualitatif,danR&D(Bandung:Alfabeta,2017.p.31
E.TechniqueofDataAnalysis
Dataanalysisistheprocessofsystematicallysearchingandcompiling data obtained from interviews,field notes,and documentation,by organizing the data into categories,breaking them down into units, synthesizingthem,arrangingthem intoimportantpatterns,choosingwhat is importantand whatis important.thatwillbe studied,and draw conclusionssothattheyareeasilyunderstoodbythemselvesandothers.28 Thedataanalysistechniqueusedinthisresearchisadjustedtothe researchdesigntobecarriedout,becausethisresearchusethediscourse analysis method so in this study the researcherchose qualitative descriptivedataanalysistechniques
Activitiesinqualitativedescriptivedataanalysis:29 a.DataReduction
Reducing data means summarizing,choosing the main things, focusingonthethingsthatareimportant,lookingforthemesand patterns.Thusthereduceddatawillprovideaclearerpicture.
b.DataDisplay
Bydisplayingdata,itbeeasiertounderstandwhatishappening, planfurtherworkbasedonwhathasbeenunderstood.Inqualitative methods,data presentation can be done in the form ofbrief
28Ibid.p.244
29Ibid.p.246
descriptions,charts,relationshipsbetweencategories,flowcharts, andthelike.Inthisstudy,theresearcherdisplaysthedataobtained intheform ofadescription.
c.Conclusion
ThelaststepintheanalysisofqualitativedataaccordingtoMiles andHubermanisdrawingconclusionsandverification.Theinitial conclusionsputforwardarestilltentative,andwillchangeifthereis nostrongevidencetosupportthenextstageofdatacollection.
However,iftheconclusionsraisedattheinitialstagearesupported byvalidandconsistentevidencewhentheresearcherreturnstothe fieldtocollectdata,thentheconclusionsputforwardarecredible conclusions..Conclusionsinqualitativeresearcharenew findings thathaveneverexistedbefore.Findingscanbeintheform ofa descriptionorpictureofanobjectthatwaspreviouslydim ordark sothatafterresearchitbecomesclear,itcanbeintheform of casualorinteractiverelationships,hypothesesortheories.
CHAPTERIV
FINDINGANDDISCUSSION A.Finding
Theresultsofthisstudywereobtainedfrom thequestionnaire andinterviewsdatathatisconsistofthestudents’needs,andanalysisof thesuitabilityofmaterialwithstudents’needs
1. DatacollectedfromQuestionaire
Inthefirstquestion,researchersaskedquestionstostudents aboutthepurposeofstudentsinlearningEnglish.Andeachquestion consistsof4kindsofmultiplechoicethatrepresentthepurposeofthe students.
ThescoreoftheStudent’spurposeinLearningEnglish (Target)
Questionnaire Item
Frequency (student)
percentage (%)
A B C D A B C d
1 9 14 0 0 39,1% 60,8% 0% 0%
2 13 10 0 0 56,5% 43,4% 0% 0%
3 13 3 6 1 56,5% 13% 26% 4,3%
Theresultsshowthatasmanyas60.8%ofstudentsneedEnglish, and39.1%ofstudentsadmitthattheyreallyneedEnglish.
The second question shows the students'goals in learning English,56.5%ofstudentsstudyEnglishwiththeaim ofbeingableto communicatewell,thenasmanyas43.4% ofstudentsstudyEnglish withtheaim ofpreparingfortheworldofwork.
Thethirdquestionisaboutthestudents'reasonstoimprovetheir Englishskills.56.5%ofstudentsclaim towanttoimprovetheirEnglish skillsbecausetheywanttogetgoodgradesinacademicandnon- academic,asmanyas26% ofstudentswanttoimprovetheirEnglish skillsonthegroundsthatEnglishisveryimportantindailyactivities, 13%ofstudentswithreasonsbecauseEnglishishisfavoriteskill,and 4.3%withthereasonthatthisskillisveryeasytomaster.
Englishskillsthatthestudentswanttoimprove (Wants)
Questionnaire s
Item
Frequency (student)
percentage (%)
A B C D A B C D
4 23 0 0 0 100% 0% 0% 0%
5 17 3 3 0 74% 13% 13% 0%
6 2 10 7 4 8,6% 43,4
%
30,4
%
13,3
%
ThenextquestionaimstoidentifytheEnglishskillsthatstudents wanttodevelop.Thefourthquestionshowsthatallstudentsorina percentageof100%ofstudentswanttodeveloptheirspeakingskills.
Thefifthquestionshowsthat74%ofstudentswanttoimprove theirspeakingskillsinEnglish,then13%ofstudentswanttoimprove theirlistening skills,and theremaining 13% wantto improvetheir readingskills..
Thenextquestionpresentswhatstudentswilldotoimprovetheir Englishskills.Asmanyas43.4%ofstudentswanttotakecoursesto improve theirEnglish skills,30.4% ofstudents choose to study independentlythroughsocialmedia,13.3%ofstudentschoosetojoin thelanguagecommunity,and8.6% ofstudentschoosetoonlystudy Englishinschool.
Thestudents’activitytoimproveEnglishskills (Wants)
Questionnaire s
Frequency (student)
Percentage (%)
A B C D A B C D
7 3 6 9 5 13% 26% 39,1
%
4,3%
8 5 4 1 13 21,7
%
17,3
%
4,3% 56,5
%
Thenextquestionshowswhatstudentswanttodotodevelop theirEnglishskills.Theseventhquestionshowedthat39.1% ofstudents admitted thatlearning through gameswasan importantactivityastheir learningpreference,26%ofstudentschosetostudyingroups,13%ofstudents
chosetostudyindependently,and4.3%chosetolearnthroughreadingwhile takingnotes.
Theeighthquestionisaboutactivitiesthathelpstudentslearn English.Atotalof56.5% ofstudentschoselisteningactivitiestohelpthem learnEnglish,21.7%choseconversationalactivities,17.3%ofstudentschose readingactivities,and4.3%chosewritingactivities.
Thestudents’difficultiesinLearningEnglish (Lacks)
Questionnaire s Item
Frequency (student)
Percentage (%)
A B C D A B C D
9 9 1 12 1 39,1
% 4,3% 52,1
% 4,3%
10 9 5 2 7 39,2
%
21,7
% 8,6% 30,4
% 11 4 18 0 1 13,3
%
78,2
% 0% 4,3%
ThenextquestionshowsthelackofstudentsinlearningEnglish.The ninthquestionshowsthat39.2% ofstudentsadmitthattheyalwaysfindit difficulttolearnEnglish,21.7%ofstudentsadmitthattheyrarelyfinditdifficult, 8.6%ofstudentsadmitthattheysometimesfinditdifficult,andanother30.4%
admitthattheyneverfinditdifficult.
The tenth question shows that39.2% ofstudents admitted that speakingskillwasthemostdifficultskilltolearn,30.4%chosereadingskill, 21.7% choselisteningskill,and8.6% ofstudentschosewritingskillasa difficultskill.studied.
Thelastquestioniswhatmakesitdifficultforstudentstounderstand Englishlessons.78.2%ofstudentschoosegrammarthatmakesthem difficult, 13.3%choosevocabulary,and4.3%ofstudentschoosehowtopronounceit.
2.Datafrom interviewwithEnglishteacher
BasedontheinterviewsthathavebeenconductedwithMs.Irmawanti, S.Pd.IasEnglish TeacherofGradeXISMAN 8 Sidrap.Researcherhave receivedinformationabout:
Thefirstquestionisaboutthecurriculum usedbytheteacherinthe Englishlearningprocess.
Researcher:WhatcurriculumdoyouuseinlearningEnglish?
Teacher:Kurikulum2013
The second question is aboutEnglish materialthatgiven to students.
Researcher:Whatmaterialdoyouconveyinthelesson?
Teacher:UntukkelasXIadabeberapamateriyangdiberikan,yaituoffers&
suggestion,opinion,undanganresmi,expositiontext,surat,cause&
effect,meaningthroughmusic,dantextexplanation.Materitersebut sesuaidenganapayangtercantum dalam syllabusdanRPPyang ada.Namun,selain darimateripomok itu saya juga biasa menyisipkan materi materi dasar sebagai penunjang untuk mengembangkan keterampilan bahasa inggris siswa. Seperti penambahankosakata,pengenalantenses,atausekedarmenonton videoberbahasainggris.Karenajikatidakadamateripenunjang sepertiitusiswasulituntukmemahamimateri.
Thethirdquestionaboutmaterialsource.
Researcher:From whichsourcesthematerialisgiven?
Teacher :Sumberutamanyatetapdaribukupaket.Tapijikahanyaberpaku padabukupaketbiasanyasiswacepatbosan.Jadibiasasayacari carivideoataumateridiinternetyangrelatedenganmateriyang ada.Contohnya kemarin ketika mengajartekseksposisi,saya sediakan video yang membahas tentang covid-19 yang saya tampilkankesiswa.
Thefourth question isaboutskillsthatneeded bystudentsto achievelearningcompetences.
Researcher:Whatskills thatneeded by students to achieve learning competences?
Teacher:Sebenarnyakeempatempatskillsdalam bahasainggrisitusangat diperlukanolehsiswautukpencapaianyangmaksimal,tapijika merujukpadakompetensipembelajaranyangingindicapaiada duaskillspokokyangdimanasiswaharusfokuskeskillstersebut, yaituspeakingdanwriting.Karenajikadilihatdarimateridikelas XIinimemangadabeberapamateriyangmengharuskansiswa untuk mengembangkan keterampilan speaking dan writingnya, sepertimateriopinionmerekaharusbisauntukmeyampaikan pendapatnya secara lisan dan dalam materisurat,tentunya merekaharusbisamenulissuratdalambahasainggris.
Thefifthquestionaboutaktivitasyangdilakukangurudalam prosespembelajaran.
Researher:Whatactivities/learningstylesdoyouuseinthelearningprocess?
Teacher :Kalau untuk aktifitas pembelajaran,biasanya pada awal pembelajaransayamemberikesempatanterlebihdahulukepada siswauntukexploremateripembelajarannya,maksudnyadiawal pembelajaransayaberimerekadialoglaludipraktekanbersama temannyaataumenontonvideo,pernahjugamendengarkanmusik, karenakanadamaterimeaningthroughmusic.Lalusetelahitusaya menjelaskanmateriintinya.Jadiaktivitaspembelajaranbiasanya sepertiitu.
The questionaboutstudents’lackinEnglish.
Reasercher:Accordingtoyou,whatobstacleor lacksofstudentsthatyou foundduringtheEnglishlearningprocess?
Teacher : Selama mengajarbahasa inggris kesulitan siswa yang saya dapatikebanyakansiswasulitdalam mengertiartinyabaikdari bacaanataupundariapayangdikatakan,mungkinkarenafaktor kosakatamerekayangmasihminim ataubiasanyajugamereka salahmengartikankarenalainpengucapanyangmerekadengarlain jugaartiya.
I. Whatthestudents’needsofEnglishmaterialatSMAN8Sidrap?
Therearetwopointofstudents’needsi.e:
1.Targetneeds
Thereareseveralquestionsaskedrelatedtotargetneeds,and theanswerstothesequestionsi.e
Thefirstquestion,WhatisyourgoalinlearningEnglish?
Accordingtothem,theystudyEnglishwiththeaim ofbeingableto communicateusingEnglishwellandalsoaspreparationforthem inthe worldofwork.LikeswhatHikmaAmarnisaidasrespondent:
“Jadisebenarnyakaksayabercita-citainginjadipramugari,kan kalaujadipragumariharusbisalancarberkomunikasipakaibahasa inggris.Jadiituyangmenjaditujuanutamasayauntukbelajarbahasa inggris.”
Thesecondquestion,of4Englishskillswhichonedoyouwantto master?
StudentshopetomasterthefourskillsinEnglish,buttheyadmit thatfornow theyarefocusingonmasteringspeakingskillsfirst.As AidilRamdhansaid:
“Kalausayakakinginmenguasaisemuanya,semogakedepannya bisakeempatempatnya.Tapikalauuntuksaatinimungkinsayafokus duluuntukbelajarspeaking,karenakalausudahbisabicarabahasa inggrisitusudahlumayanuntukbekalkedepannya.”
Thethirdquestion,WhatEnglishskillswouldyouliketoimprove?
From theresultsofinterviews,studentswantto improvetheir speakingskills.AsstatedbyCindyasrespondent:
“Sayainginmemperbaikiskillberbicarasayaterleihdahulu,dimulai dariyangmudahuntukdipelajari.Sebenarnyasayakurangdalamsemua skill,tapisayainginfokusduluuntukmemperbaikiskillspeaking.”
2.Learningneeds
Therewereseveralquestionsaskedregardingthelearningneedsof students.Thefirstquestioniswhatlearningactivitiescanhelpyouin theprocessoflearningEnglish?
From theresultsofinterviews,studentsadmittedthattheywere enthusiasticinlearningEnglishiftheylearnedwhileplayingandalso when they studied in groups.As said by Muhammad Fauzilas respondent:
“Sayakakpalingsemangatkalaudalam prosespembelajaranada gamesnya,supayatidakterlalutegangtapitetapdapatdipahami.Atau setidaknyakalautidakadagamesminimalbelajarkelompoklahsupaya bisasalingmembantu.”
Thesecondquestionisaboutstudentlearningresources.Whatis yourmainlearningresource?
Studentsadmitthattheirmainlearningsourceisfrom textbooksat school,butitissupportedbysocialmediaandgames.AsAdeliaas
respondentsaid:
“Sumberbelajarutamasayadaribukupaketyangdibagikan.Kalau diluarsekolahselaindaribukupaket,sayajugabanyakbelajardari sosialmedia.”
AssaidbyAdrianasrespondent:
“Sumberbelajarbahasainggrissayadaribukudanmobilelegend kak.Kalaupusingbacabuku,maingameslagi.Apalagidimobilelegend bahasainggrissemuajadimembantudalambelajarbahasainggris.”
Thethirdqueston,whatskillisthemostdifficultforyoutolearn?
Based on the results ofinterviews thathave been conducted, studentsfinditdifficultinspeakingskills.AsIamsaidasrespondent:
“Skillyangpalingsusahuntuksayaituskillberbicara”
Thefourthquestion,Whatmakesitdifficultforyoutounderstand English?
StudentsadmitthatinlearningEnglishtheyareconstrainedbythe lackofvocabularytheyknow.AssaidbyAsiraasrespondent:
“Saya paling sulituntuk bicara pakaibahasa inggris karena kekurangankosakatadantidaktahucarapenyebutannya.”
II. Arethematerialisinaccordancewiththeneedsofstudents?
Thematerialsisaccordancewiththeneedsofstudents.Itis known based on the analysis ofthe questionnaires,teacherand students’interviewsresultasfollows:
Targetneeds:
Inachievinglearningobjectives,studentslearnEnglishwiththe aim ofbeingabletocommunicatewellandtopreparefortheworldof work.Thematerialprovidedbytheteacherisinaccordancewiththe materiallistedintheexistingsyllabuswiththemainsourceofthe materialcomingfrom thetextbook.
Regardingtheskillsthatstudentswanttomasterandwantto improve,studentswanttomasterspeakingskills.Basedontheresults ofthequestionnaire,itshowsthat100% ofstudentswanttomaster speakingskills.Inthelearningprocessspeakingactivitiesarecarried outatthebeginningoflearning,andtherearealsootheractivitiesthat cansupportspeakingskills.
Learningneeds:
From the results ofthe questionnaires and interviews,the importantlearning activities as students'learning preferences are learningthroughgamesandgrouplearning.Theactivitiescarriedoutby theteacherinthelearningprocessarepre-activitywithconversation
activities,watchingvideos,listening,thendeliveringthecorematerial. Duringthelearningprocess,therewerenolearningactivitiesthrough gamesorgrouplearning.
Furthermore,studentlearning resources are sourced from textbooks,socialmedia,andgames.InlearningEnglishatSMAN 8 Sidrap,textbooksthatcontaincompletematerialthatareinaccordance withthesyllabushavebeenprovided,thensupportedbytheprovisionof additionalmaterialfromothersources.
InlearningEnglish,studentsfinditdifficulttolearnspeaking skillsbecausestudentslackofhow topronounceandvocabulary.In learning,theteacheradmitsthatheoftenprovidesadditionalmaterial suchasaddingvocabularyandwatchingavideo.
Ofthefivepointsanalyzedbythedata,thereare4pointsthat aremet,andthereis1pointthatisnotfulfilled,namelytheabsenceof learningactivitiesthroughgamesorgroupstudy.
B. Discussion
Inthissection,researchdiscussabouttheresultsoftheresearch from theanalysisofstudents'needsfortheEnglishlanguagematerial andwhetherthematerialisinaccordancewiththestudents'needs.
Inthisstudy,students'needsaredividedintotwopoints,namely targetneedsandlearningneeds.AsexplainedbyHutchinsonand Watersthattargetneedsiswhatstudentsdotoachievecertaingoals
andlearningneedsiswhatstudentsdotolearn.
Furthermore,informationrelatedtostudentneedsisusedto analyzewhetherthematerialprovidedisinaccordancewithstudent needsornot.Thematerialreferredtohereiseverythingthatcan supportthelearningprocess,asTomlinsonsaidthatmaterialsare anythingwhichcanbeusedtofacilitatethelearningofalanguage, including coursebook,videos,graded readers,flash cards,games, websites,andmobilephoneinteractions.30
1.Students’Needs Targetneeds:
From theresultsofresearchconducted,thereareseveraltarget studentsinlearningEnglish.ThepurposeofstudentslearningEnglish istobeabletocommunicateusingEnglishfluentlyandtopreparefor enteringtheworldofwork.Theskillthatstudentswanttomasteris speakingskill.
Allthetargetsofstudentlearningareinline,becauseinthe currenteraofglobalizationitrequireshumanstobeabletospeak Englishtocompeteintheworldofworksothatstudentsneedlearning thatcansupporttheirachievement.AsOfahMunadzdzofahsaidthat manyforeigncompanieshaveinvestedinIndonesia,thissituation
30Tomlinson,B.“MaterialsDeveopmentforLanguageLearningandTeaching”, LanguageTeaching(2012)
