In this research, researcher focused to find out the target and learning needs of Bidik Misi learners and know the appropriate materials to Bidik Misi Program of IAIN Bone.
This research was qualitative approach with descriptive qualitative method. The location of this research took place in IAIN Bone. Subject of the research was the fourth and sixth semester of IAIN Bone who receive Bidik Misi Scholarship. The researcher used cluster sampling technique and took 22 learners to questionnaires and 11 learners to interview. In this research, the researcher used questionnaires and interview as the instruments. The first questionnaire and interview applied to find the target needs and learning needs of Bidik Misi learners. The second questionnaire gave to the learners to know the appropriate materials.
The result of data analysis of this research shows that (1) the learners want to postgraduate after they have graduated and they will seldom use English in their workplace, (2) the learners‟ weakness is the lack of vocabulary, (3) input in materials are texts with list of vocabulary, (4) procedures in learning process are different in each skill, (5) the learners like to study in the outside the classroom, (6) the learners want to ask and give opinion and the learners want the teacher to give them advice and correction for their task, (7) the learners need the materials which was appropriate to their study program, (8) the learners need development on all four major skills, and (9) the appropriate materials that the learners need are materials about hobbies, grammar, essay, and vocabulary.
A. Conclusions
1. The Target Needs and the Learning Needs
Based on the results of the needs analysis, it can be concluded that the target needs are as follows:
a. The main goal of the learners to learn English is to be able to communicate in English both written and oral to support their future job (59.1%). The second highest tendency is 18.2%, where the learners‟ goal is others such us to go abroad and teach English by themselves.
b. Most of the learners (68.2%) consider that their current English proficiency is at the level of beginner. However, the majority of the learners (72.7%) consider that the necessary level to have is at the level of advanced.
c. The highest tendency of the respondents (45.4%) want to be able to comprehend grammar well. The learners also want to use English to go university (45.4%).
d. Most of the learners (50%) believe that speaking is the skill which take the most important role for their future job.
In terms of learning needs, the learners‟ view about their learning needs are as follows:
a. In terms of input, the learners want texts related about their fileds. In speaking, reading, and writing section, the learners prefer to have texts with vocabulary (41%, 45.4%, and 41%).
b. Regarding the activities, most of the learners admit that they prefer to do tasks about discussing a topic and giving opinion about the topic (41%) in speaking sections, and reading text and aswering some questions based on the text (54.5%) in reading section, whereas in writing section, they prefer rewriting text as same as the model text (36.4%).
c. To do the tasks, the learners prefer to work outside the classroom (50%). The learners also like to ask question and give their opinion (27.3%). To support those, the learners want the teacher to give advice, correction, and opinion to their work (45.5%).
2. The Appropriate English Teaching Materials
The appropriate materials that the learners need are the learners prefer materials about hobbies and interests (86.4%) and education (81.8%) in speaking. The learners consider that material about tenses (72.7%) is important in grammar. Then, the learners like materials about essay (68.2%) and business letter (59.1%) in writing. And the learners prefer materials about mastering vocabulary (81.8%), and looking for topic (68.2%) in reading.
B. Suggestions
Based on the result of the research, the researcher would like to offer some suggestions, they are:
1. English lecturer should try to develop English teaching materials which appropriate to the needs of the learners, especially for speaking. In developing an English teaching material, lecturers are suggested to refer to the research finding about the characteristics of appropriate English teaching materials.
2. Good materials accord with individual learners‟ differences, including proficiancy levels, learning style and stategies, cultures, needs, interests, and goals. Then, the lecturer should pay attention to it in determining the material to be used.
3. The results of the needs analysis show that the activities that the learners want are various. It is suggested to provide relevant activities for each skill. The activities for spoken section should be different from activities for the written section.
4. Learning English in Bidik Misi Program should prioritize the skills required of learners in the upcoming life, such us listening which helps learners to face TOEFL or IELTS test.
5. Learning English in Bidik Misi Program is an activity that takes place in stages. Therefore, the institute or parties involved should make their own syllabus, so that the purpose of the learning process is clear and on target.
6. The other researchers are expected to be able to develop an English teaching materials which have the problems with the availability of appropriate English teaching materials.

ST20180188

188/2018

Perpustakaan Pusat

Tersedia