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wants, and lacks. These student needs are categorized as target needs (i.e. what the
student needs to do in the target situation). In this questionnaire, not only does it is

aimed at finding the target needs, but also it is aimed at finding the learning needs
including goals, inputs, procedures, teacher role, student role, and setting.

Knowing the learning needs by using this questionnaire is purposed to know what

the student needs to do in order to learn. In other words, the questionnaire of
needs analysis refers to two contents that must be known. Both are the target

needs and learning needs.
2) Questionnaire for Perception

The questionnaire for the perception is aimed at finding the students‘ and
teachers‘ responses or attitudes about the product after the try-out. The students‘

response is needed to know any particular part of the product should be revised.

The students‘ wants related to learning activities, assignments, and instructional
materials are important to be dug deeply with this questionnaire. The other side,

the teachers‘ attitude was necessary to be known about the process of teaching-

learning model as this research product. The developed learning model should be
in line with what the lecturer did in the classroom. The teachers‘ attitude about the

learning process was functioned to know the appropriateness and effectiveness of
developed model.

3) Questionnaire for Expert Judgment
The questionnaire for expert judgment is used to get data for the product

validation. The data are experts‘ opinions and suggestions dealing with the

developed product. The product parts which should be validated by experts are
concerned on: (1) the language teaching-learning principles (consisting of

intercultural instruction, communicative competence focus), (2) the organization
of instructional model (consisting of opening, the teaching steps, language focus,

and closing), (3) the content of instructional materials (consisting of cultural texts,
text types, assignment depth, up-to-date issues), (4) the organization of language

(consisting of accuracy, fluency, and student level), (5) the organization of

activities and/or procedures (consisting of varied activities, well sequenced
activities, clear instruction, clear lay-out), and (6) the whole evaluation (consisting

of appropriate instructional principles and instructional materials). This is

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