CHAPTER IV FINDING AND DISCUSSION
A. Students‟ Need for English-Speaking Material
The first stage in creating Speaking English resources with intercultural values for eighth-grade students was conducting a need analysis. It was held to gather information about the objectives of learning and target needs, involving intercultural value requirements. The wants, lacks, and necessities of the learners are the content of target needs.
Following that, learning demands include procedures, settings, teacher‟s and students‟ roles, and learning input. To hold a need analysis, there are numerous steps. In the current study, the researcher sent a questionnaire to the students and an interview to the English teacher.
The questionnaire was distributed on July 14th, 2022 in grade 8 (Righteous class, Sincere class, and Persistent class) of YPI Hikmatul Fadhillah Medan. There were 30 students in all who answered the questionnaire. Below are the findings of the needs analysis based on the questionnaire. The
questionnaire was created to find out the students' objectives for learning English. The full results are shown below.
Table 4.1
Students' objectives for learning English
The number and percentage of learners' English learning objectives were shown in the previous table. The requirement with the greatest proportion was that they should be able to communicate effectively in English (56.67%), followed by passing the national exam (53.33%). Hereafter, to write and read in English well was pretty high as it attains (50.00%).
As a result, it can be concluded that the majority of students want to be able to communicate effectively in English so they are prepared for their future schooling and can live better.
a. Target Needs 1) The Necessities
According to Nation and Macalister (2010), the assertion of the target circumstance establishes the needs of the pupils. There were eight things offered with regard to the things that learners needed in order to speak English. Below is a description of the specification.
No. Question Option Score
F (%) 1. The goals of
learning English
a. Pass the national examination 16 53.33 b. To be the winner in the English
competition
12 40.00
c. To continue the study 14 46.67
d. To write and read in English well 15 50.00 e. To communicate in English well 17 56.67
Table 4.2
The Necessities in Speaking English
No. Question Option Score
F (%)
2. The
necessities of speaking English
a. Finding the main idea of speaking 18 60.00 b. Improving the vocabulary mastery 17 56.67 c. Improving the knowledge about
grammar
14 46.67
d. Speaking aloud to drill pronunciation
13 43.33
e. Recognizing the genre of speaking 10 33.33 f. Understanding the content and
meaning of the speech
19 63.33
g. Responding to questions in communication
16 53,33
h. Speaking fluently 15 50.00
Earlier table indicated the language features that require to be learned by the learners to enhance speaking skills. In speaking, the learners are expected to know more about the language in addition to being able to speak it. According to the results, more than 60% of students thought that it was important for them to comprehend the speech's meaning and content as well as identify its major theme. One reason is that students need to understand first what they hear to create good communication. While over 50% of students confessed that they require to improve vocabulary mastery. The materials for them on speaking English were created using the data as a basis.
2) Lacks
Lacks connected to language skills that the learners have not yet mastered. Simply put, it is a discrepancy between what students know and what is necessary (Nation and Macalister, 2010).
Table 4.3
The Students’ Lack of Speaking English
Earlier table indicated that 40% of learners confess that their speaking capacity is good. The number of learners who had known many vocabularies attains 46.67%. They can have a lot of vocabulary because it is one of the programs in their school where students must memorize at least 10 new vocabularies every day. Moreover, 50% of learners can respond to the questions in communication. That means they can speak English but not properly. Therefore, it might be inferred that individuals need greater assistance when speaking.
No. Question Option Score
F (%)
3. Current understanding of speaking English
a. My current speaking proficiency is good
12 40.00 b. I know a lot of
vocabulary
14 46.67 c. I Understand the English
grammar well
5 16.67 d. I can speak appropriately
and understand the content of the whole spoken
8 26.67
e. I can respond to
questions in
communication
15 50.00
f. I can speak fluently 9 30.00
3) Wants
Wants show how aware the students are of their need. Understanding what the learners want is essential to determining what they want to learn specifically. The questionnaire offers five alternatives in relation to the learners' preferences for speaking
Table 4.4
The Students Want in Speaking English
Nearly all students expressed a desire for speaking issues to be covered in resources that include a list of vocabularies since doing so will enable them to learn new or challenging terms to use while speaking. The supplementary book's units will each contain information related to cultural values in global, national, and North Sumatra settings, as requested by a total of 76.67% of students.
Additionally, the students were in favor of having appropriate materials with attractive images.
No. Question Option Score
F (%)
4. Preferred materials for speaking
a. Materials completed with a list of vocabulary
25 83.33 b. Materials completed with
pictures
20 66.67 c. Materials related to daily life
issues
15 50.00 d. Materials that encourage
creative and critical thinking
12 40.00 e. Materials related to global,
national, and North Sumatera cultural values
23 76.67
b. Learning Needs
Learning requirements outline what students require in order to properly learn English. The learning demands are characterized by five characteristics: input, setting, procedures, teacher‟s role, and students‟ roles
1) Input
Nunan (2004) said that input deal with spoken, written, and visual data that students work within the subject for accomplishing the task from teachers, textbook, or other resources. In this research, the writer recognized the preferred length of the speech in speaking activities in each unit and the number of new vocabularies in each unit. The outcome specification can be seen in the following table.
Table 4.5
The preferred Length of English spoken and Vocab
No. Question Option
Score
F (%)
5. Preferred length of the speech in speaking activities in each unit
a. 100 – 200 words 15 50.00 b. 200 – 300 words 18 60.00 c. 300 – 400 words 12 40.00 d. 400 – 500 words 8 26.67 e. More than 500
words
6 20.00 6. Preferred number of new vocabularies
to be introduced in each unit
a. 10 – 20 words 18 60.00 b. 20 – 30 words 20 66.67 c. 30 – 40 words 15 50.00 d. 40 – 50 words 10 33.33 e. More than 50
words
8 26.67
The majority of pupils (60%) prefer speeches that are between 200 and 300 words in length, whereas 50% of
learners prefer speeches that are between 100 and 300 words. Additionally, when it comes to the number of brand-new words in each unit, most students go for 20 to 30 (66.67%). The students then decide to have 10 to 20 new words reached 60%.
2) Procedures
Data about the chosen activities by students are referred to as procedure. Options for speaking activities were generated based on the questionnaire.
Table 4.6
The Preferred Speaking Activities
No. Question Option
Score
F (%)
7. Preferred speaking activities
a. Speeches relating to international, national, and North Sumatera culture
10 33.33
b. Role play relates to international, national, and North Sumatera culture
12 40.00
c. The discussion relates to international, national, and North Sumatera culture
17 56.67
d. Conversation relates to international, national, and North Sumatera culture
20 66.67
e. Storytelling relates to international, national, and North Sumatera culture
15 50.00
Associated with speaking activities, 66.67% of the students were interested in conversation activities that related to international, national, and North Sumatera culture. 50% of learners choose to do storytelling relates to international, national, and
North Sumatera culture. However, 56.67% of students wanted to do a discussion about international, national, and North Sumatera culture. Indeed, these activities were beneficial to encourage students to act in speaking class.
Moreover, 40% of the learners preferred to do role play relates to international, national, and North Sumatera culture. 33.33% learners who needed to do speeches relating to international, national, and North Sumatera culture is
3) Setting
Setting refers to the configuration of the classroom or the method of learning used to complete the assignment, such as group work, pair work, or individual work. In the table below, the recommended classroom environment is displayed.
Table 4.7
The Preferred Learning Mode
No. Question Option
Score
F (%)
8. Preferred learning mode
a. Individually 14 46.67
b. In pairs 18 60.00
c. In small groups (3-5 students) 17 56.67 d. In large groups (more than 5
students)
10 33.33 e. In classical (together in one class) 8 26.67
The earlier table demonstrated that, with 46.67%, 60%, and 56.67% respectively, students preferred to complete the speaking tasks alone, in pairs, and in
small groups. They were less interested in participating in the speaking exercises in large groups.
4) Students‟ roles
One of the key aspects of learning needs is the role of the learner. the understanding of the roles played by learners, such as how they behave during the teaching and learning process. The following table shows the results of the students' opinions about their participation in class activities.
Table 4.8
The Students’ Role in Learning Speaking
No. Question Option
Score
F (%)
9. The student's role in learning to speak in the class
a. Just listen to the teacher‟s explanation
15 50.00 b. Listen to the teacher‟s explanation
and accomplish the task given
16 53,33 c. Participate in the speaking activities
actively
17 56.67 d. Give suggestions and criticisms to
the teacher
13 43.33
The earlier table demonstrated that the majority of students needed to actively engage in speaking activities because they accounted for the highest percentage (56.67%). 53.33% of the students required to pay attention to the teacher when they explained the duties to them. If students only listen to the teacher's explanation in class, they showed only 50% interest. It states that in order to complete
the tasks, students must actively participate in speaking activities and adhere to the teacher's instructions. Additionally, more than 40% of pupils want to provide their teacher comments and criticism.
5) Teacher‟s roles
The function of the instructor is crucial because it influences the success of learning. The outcome of the learners‟ viewpoint can be seen in table below
Table 4.9
The Teacher’s Role in Teaching Speaking
An earlier table showed that 66.67% of students required their teacher to be a source of knowledge and provide them with an illustration of how to do the assignments. 60% of the students who needed the teacher to give feedback after learners do the task and 56.67% of them who needed their teacher to guide them in classroom and boost them to participate in the class actively. Aside from that, over 40% of the
No. Question Option Score
F (%)
10. The teacher's
role in
teaching speaking in the class
a. The teacher is a source of information and gives examples of how to do the task
20 66.67
b. The teacher controls all the teaching and learning activities
13 43.33 c. The teacher leads the teaching and
learning process but students should actively participate in the process
17 56.67
d. The teacher gives feedback after students do the task
18 60.00
learners approved that the teacher controls all the teaching and learning activities.
6) Topics
Since the supplementary book will be divided into 9 units, it will be seen from the choice of students who prefer English themes related to historical places, tourist attractions, art, folktales, foods, rituals, famous people, history, and patriots in international, national, and North Sumatra settings respectively 83.33%, 76.67%, 66.67%, 60%, 53.33%, 50%, 46.67%, 43.33%, and 40%. In the research, the expanded speaking topics covered 9 units based on Curriculum 2013. Each topic in each unit will be divided based on the speaking function, namely interpersonal interaction and transactional interaction. The topics from history place and folktales were appropriate to present speaking activities related to interpersonal interactions.
Meanwhile, the unit on tourist attractions, art, food, ritual, patriot, famous people, and history has speaking activities related to transactional interactions.
Table 4.10
The Preferred Topics of the English Materials
No. Question Option
Score
F (%)
11. The preferred topics of the English materials
a. Famous People in international, national, and North Sumatera settings
14 46.67
b. Historical Places in international, national, and North Sumatera settings
25 83.33
c. Religion in international, national, and North Sumatera settings
11 36.67
d. Tourist Attraction in international, national, and North Sumatera settings
23 76.67
e. Ritual in international, national, and North Sumatera settings
15 50.00
f. Norms in international, national, and North Sumatera settings
10 33.33
g. Arts in international, national, and North Sumatera settings
20 66.67
h. Folktales in international, national, and North Sumatera settings
18 60.00
i. History in international, national, and North Sumatera settings
13 43.33
j. Patriot in international, national, and North Sumatera settings
12 40.00
k. Foods in international, national, and North Sumatera settings
16 53,33
l. Economic in international, national, and North Sumatera settings
8 26.67
c. Insertion of Interculture Value
The researcher wanted to know how the students felt that the issues had been culturally inserted. The questionnaire's questions center on the learners' perceptions of whether the introduction of national, international, and North Sumatran culture has improved their comprehension of cultural and speaking content.
The following table displays the specified results.
Table 4.11
The Students’ Perception of Intercultural Insertion
The earlier table indicated that students' opinions of the intercultural insertion into the speaking English materials are favorable. Incorporating international culture into the speaking English materials was approved by 66.67% of the students. The biggest percentage of students (83.33%) preferred the incorporation of North Sumatera culture into the speaking English materials. Over 60% of the students approved of the inclusion of Indonesian culture into the English-language materials, however. In order to help them understand the meaning and substance of communication, the learners have a positive concept of cultural insertion.
No. Question Option Score
F (%) 12. The intercultural
insertion for helping to understand the content and meaning of communication
a. International culture 20 66.67
b. National culture 18 60.00
c. North Sumatera culture 25 83.33
Table 4.12
The Importance of Knowing International Culture
No. Question Option Score
F (%)
13. The importance of knowing the international culture
a. Understanding various international cultures
20 63.33 b. Appreciating international
cultures
16 53,33 c. Imitating foreigners‟ behavior 12 40.00 d. Getting along in international
settings
15 50.00 e. Avoiding culture shock when
visiting abroad or continuing study abroad
23 66.67
f. Being tolerant of international cultures
18 60.00 g. More appreciating local wisdom 17 56.67 A previous table showed that 66.67% of students believed that having knowledge of cultural norms around the world, especially the target culture, will help them avoid culture shock when they go to other countries or had the opportunity to further their study abroad. Meanwhile, 63.33% of the students, understanding other cultures will assist them to respect local wisdom, which may not be the same as their own. To put it differently, the learners have favorable opinions about the integration of international cultures into the English-language texts.
Table 4.13
The Importance of Knowing Indonesian Culture
No. Question Option Score
F (%)
14. The importance of
knowing Indonesian culture
a. Understanding various national cultures 19 63.33 b. Preserving national cultures 17 56.67 c. Respecting cultural differences among
regions in Indonesia
20 66.67
d. Improving nationalism 15 50.00
e. Preserving national cultures to avoid being claimed by another country
18 60.00
The earlier table showed that the majority of students agree that being aware of national or Indonesian culture will enable them to grasp how each region of Indonesia has its own culture and how those cultures may vary from one another. Therefore, students can appreciate the cultural variances throughout Indonesian regions. Additionally, about 66% of the pupils concurred that understanding national culture might increase their respect for cultural variations throughout Indonesian areas. It suggests that the students are acting in an appropriate manner toward the incorporation of local culture into the speaking materials.
Table 4.14
The Importance of Knowing North Sumatera Culture
No. Question Option
Score
F (%)
15. The importance of knowing North Sumatera culture
a. Understanding local wisdom in North Sumatera
23 76.67 b. Preserving local wisdom in North
Sumatera
25 83.33 c. Enriching national culture 18 60.00 d. Feeling superior about own culture
compared to other regions‟ culture
10 33.33 e. Introducing North Sumatera culture to
other regions/countries
20 66.67 f. Attracting more foreigners to visit and
enjoy North Sumatera culture and arts
19 63.33
Earlier table showed that the students understood the value of becoming familiar with local or North Sumatran culture and values. 83.33% of students accepted that understanding local culture can assist them comprehend the significance of preserving local knowledge in North Sumatra.
In consequence, this understanding will guide them not to forget the culture and values of the culture itself. The students also concurred that they won't feel better than others because of their own local culture. To put it another way, they do not feel that their culture is superior to that of other regions. Just 33% of students report having these feelings, which is the lowest number. Overall, it can be said that most students believe that their English classes to include North Sumatran values and culture will be beneficial.
As previously mentioned, the researcher interviewed with the English instructor and distributed a questionnaire to the pupils as part of the need analysis. In carrying out the interview and get more in- depth information on the students and the learning environment, the researcher established interview guidelines. Nevertheless, the researcher was permitted to improvise in response to the circumstances and the teacher's comments, therefore the interview guidelines did not limit the interview questions. The eighth-grade English instructor of YPI Hikmatul Fadhillah Medan was interviewed by the researcher. The interview's findings revealed to the researcher that this school utilized an English textbook with the title „Passport to the World‟ which was oriented to the Curriculum 2013.
Additionally, the researcher noted that a number of textbook sections did not adequately address current
issues, combines all skills in each unit without being given a proper explanation, and does not explain in detail the values taught in each activity, and activities are too monotonous.
Additionally, the researcher discovered an intriguing finding that teacher has made a sincere effort to address textbook-related problems by creating speaking materials, which are aided by consulting a variety of sources, including books in the library and the internet.
However, due to a number of issues, teachers are unable to do it effectively. The burden of teaching every eighth-grader is a contributing element, holding the position of eighth-grade teacher coordinator, and even teaching in a tutoring place at night.
The researcher seized this chance to help teachers create appropriate speaking resources so that learners may learn English with more in-depth materials. The researcher already understands the existing programs at school, one of which is by highlighting speaking English in everyday life. Thus, English speaking skills must be paid more attention to. Where there are still some students at the school who are still not very confident in speaking English, one of the reasons is that they are afraid of making mistakes.
Regarding intercultural insertion, teacher does assist researcher in creating educational materials. She
thinks that in today's ELT, intercultural engagement should be emphasized. Intercultural principles in English materials, she continued, help pupils learn the language and expand their knowledge by respecting both their own and other people's cultures. Hence, when they are in a different environment they can tolerate or appreciate differences.
B. The Model of the Supplementary Book