FINDINGS AND DISCUSSIONS - Needs analysis on the development of instructional material for int

Needs analysis on the development of instructional material for intensive learning course

3. FINDINGS AND DISCUSSIONS

The Result of Analysing Questionnaire from The Students

Table 1. Material

Types Total Percentages

Authentic Materials 116 96.6%

Non-Authentic 4 3.4%

As stated previously, there were four variables in this questionnaire. The first is the material.

In question number one, 114 students out of 120 chose authentic material while the rest (6 students) chose non-authentic material. Considering the theme in the material, 81 students chose themes related to facts that could increase their knowledge, and 16 students chose themes related to someone they idolized (see table 1).

Table 2. Topics of Material

Types Total Percentages

Facts 81 67.5%

Idolized Theme 16 13.3%

Fiction 12 10%

History 9 7.5%

All themes 2 1.7%

While twelve students chose themes related to fiction, nine students chose themes related to events from the past that are memorable. The rest (2 students) chose all themes (see table 2). In other words, most students prefer themes related to facts that can add to their knowledge. As many as 78 students chose monologue and dialogue close to daily life, while 35 students chose monologue and dialogue that introduced new vocabularies. Six students chose both types of material, and one student chose the material that does not have to be close to daily use because

Agus Gozali, Dani Samuel Budiawan, Ajeng Eno Pratiwi. Needs analysis on the development of instructional material for intensive learning course. Education of English as Foreign Language Journal (EDUCAFL). 2022: Vol. 5 (1): 48-56

learners also need formal vocabulary (see table 3).

Table 3. Types of Tasks

Types of task Total Percentages monologue and dialogue

close to daily life 78 65%

monologue and dialogue that

introduced new vocabularies 35 29.1%

both types of materials 6 5%

Materials that need formal

vocabulary 1 0.9%

The second is the method used in the class. The teaching method that most students want is discussion. Eighty-one students stated it. Other 20 students chose lectures, nine students chose independent study, and ten other participants chose a combination of the three methods (see table 4).

Table 4. Method

Topic Total Percentages

Discussion 81 67.5%

Lecturer 20 16.7%

Independent 9 7.5%

All of them 10 8.3%

Students also think that learning tools or media need to be used in class. Thirty students stated the urgency. Seventy-nine students chose that the media is somehow required, ten chose less needed, and one decided unneeded. Teaching aids/media that are profitable and suitable for students are audio-visual aids (see table 5).

Table 5. Urgency The Use of Media The use of media Total Percentages

Urgency 30 25%

Somehow media is

required 79 65.8%

less needed 10 8.3%

unneeded 1 0.09%

Table 6. Types of Teaching Aids Table column subhead Subhead Subhead

Audiovisual 98 81.6%

LCD Projector 8 6.7%

Audio 7 5.85%

All 7 5.85%

Most students (98 students) chose audio-visual, eight chose LCD Projector, seven chose audio-only, and the rest or seven chose all props or teaching media. The type of listening activity that students like is material that can be determined by themselves and can be heard by students outside the classroom (extensive listening) (see table 6).

Table 7. Type of Listening Activity Students Like Listening activity Total Percentages

material that can be determined by

themselves

47 39.1%

student’s interest

material 40 33.3 %

direct conversation 28 23.3 %

combination 5 4.17%

Forty-seven students chose this. Forty students chose material specified by the teacher based on students' interests and listened to it in the class, 28 students decided to engage in direct conversation with the teacher or invite others to chat with students in the class, and five other students chose combination answers (see on table 7).

Table 8. During Listening

During listening Total Percentages the lecturer should

motivate students 90 34%

lecturer help students in

doing the task 16 6%

explain the instruction 89 33.7%

place the tools used in

listening 69 26.3%

According to the students, during the lesson, the lecturer should motivate the students to do the assignment by giving some instructions and letting the students think. Ninety students chose this. Sixteen students chose the lecturer to help students a lot in doing their tasks, and 89 participants chose to explain instructions, then gave assignments to students to do independently.

Sixty-nine students chose the lecturer to place the tools used in listening so that all students could listen. In contrast, 67 students chose lecturers to consider student requests if they asked for recordings to be played back. One student chose lecturers to consider student requests when students needed discussion. If previously discussed what lecturers should do, students also have several criteria about what students should do in the classroom. Ninety-two students chose to ask the lecturer if they did not understand the activity to be carried out, and 84 students would ask the lecturer to replay the recording used if they still did not understand. As many as 85 students would ask the lecturer to give some instructions to complete the assignment given, 18 students will wait for the lecturer to provide the correct answer, and the other two students will listen or do all that is mentioned above. According to most students, the use of video in listening is beneficial. Ninety students chose this option. Twenty-eight students thought that the video was helpful, one student chose less valuable, and one other participant chose that the video did not help any (see table 8).

Table 9. Students’ Ability

Students’ ability Total Percentages

intermediate 92 73.6%

beginner 22 17.6 %

advanced 6 4.8 %

combination 5 4 %

The third is about students' abilities. Most of the students' English skills were at the intermediate level, as many as 92 students. They can use English for any situation anywhere, even if they halt. Twenty-two students are at the beginner level, or they can use English to communicate very simply. The other six students are advanced, or they can use English for various situations anywhere fluently and accurately (see table 9). In addition to general English language skills, we must also pay attention to students' listening skills. 95 students out of 120 are at the intermediate level, which can understand the main points related to everyday life and pronounce them. Twenty- one students are at the beginner level where they can understand listening text which is slow, precise and has long pauses, and four students are at the advanced level, which can understand all

types of text spoken quickly.

Table 10. Students’ Difficulties in Listening Students’ difficulties Total Percentages

pronunciation 61 50.8 %

understanding new

words 26 21.6 %

catching words

correctly 24 20 %

understanding context 9 7.6 %

The last is about the difficulties faced by students in listening (see table10). As many as 61 students experienced problems because their pronunciation was too fast. Twenty-six students had trouble understanding new words, 24 students had difficulty catching words correctly, and nine students had trouble understanding context. Furthermore, as many as 43 students experienced problems because the recording was too fast. Twenty-eight students experienced difficulties because they faced new vocabularies that they did not understand. Twenty-seven students had trouble understanding the pronunciation of words, 13 students had difficulty understanding the contents of the recordings, and nine other students had challenges due to accents and the factors mentioned above.

The Result of Analysing The Document

The second needs analysis was the analysis of the documents. It is conducted to get clear direction and expectations of the course formally stated in the curriculum of ELEP-UB. It was gained from the study program itself through the explanation from the academic handbook and the specific course syllabus.

IL syllabus mentions that "This course is designed to equip students with basic listening skills to familiarize students with short oral discourses in the form of dialogue and monologues regarding social interaction in daily life both as receptive and productive skills. This course emphasizes the ability to listen to paragraph levels in short oral discourses with a focus on understanding key ideas, the ability to search for keywords, and the introduction of various accents from various English speakers". As this course is presented for the freshmen, more intensive exposure to the exercises is needed. As mentioned by Ni and Jingxia (2017), When it comes to listening teaching, the features of listening comprehension require teachers to consider more methods to stimulate students' interest and conduct students' learning.

The Task-based Approach (TBA) is the most effective method for achieving those goals. The Task-based Approach, according to Willis (1996:50), strives to provide opportunities for learners to learn language through practical experience, i.e., the use of tasks. Nunan (1989:48) provides a framework for analyzing a task's components, such as goals, input, activities, the teacher's role, the student's role, and circumstances. As a result, the Task-based Approach mainly refers to a method of organization based on action rather than language organization.

The result showed that the students' needs in Intensive listening courses are materials, methods, and students’ proficiency. The material developer should be aware of the students’ needs, such as they prefer to use authentic materials, fact topics that can help them to gain knowledge, and dialogues and monologues related to daily life as types of materials. Then, the researchers found that the way to teach that the students prefer to do, such as conducting discussion, utilizing media, using audiovisual materials, allowing students to choose their own material, and motivating the students. In addition, the researchers also found that students thought that they were intermediate- level learners, but most of them still faced difficulties related to pronunciation or accent during listening class. These findings are in line with Passakornkarn & Vibulphol (2020) who found that students lacked knowledge related to pronunciation or accent. It implied that the material developer should be aware when choosing materials because of pronunciation.

4. CONCLUSION

These findings had already demonstrated students’ needs related to listening skills. It is important because it would be a guidance for the material developer when developing an intensive listening course material. The material should consist of authentic materials, audiovisual materials, mostly discussing facts that can help students to gain their knowledge, dialogue, and monologue related to daily life. In addition, the materials should be based on CEFR (Common European Framework of Reference for Languages), especially on the B1 level (intermediate level of students’

proficiency).

It is highly suggested that the findings can be used to be a guide to developing intensive listening materials because of the lack of proper listening materials that can assist and accommodate the students during learning listening. The lecturer also can use audiovisual materials and authentic materials during listening class and allow the students to choose their own materials based on their listening proficiency level.

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