Table 3.1 The Organization of First Questionnaire No
Aspect Number of
Items Purpose of the question
References
1 Students Personal Identity
1-4 To find out learners’
personal identity Graves: 103
2 Goal
5 To find out what the
students want to reach from the English course
Graves: 104
Target Needs
3 Necessities
6, 7, 8 To find out what the needs
of the learners in the target situation
Hutchinson 1987: 55
4 Lacks
9, 10 To find out the gap between
students’ current knowledge and the required level
Hutchinson 1987: 55
5 Wants
11, 12 To find out what the
students ’ wantsthat can be
included in the materials Hutchinson
1987: 55
Learning Needs
6 Input
13, 14, 15 To find out the appropriate
input for the content in the Graves: 104
Nunan 2004:
tasks 47
7 Procedure
16, 17, 18 To find out what the
learners should do with the tasks
Nunan 2004: 52
8 Setting
19, 20, 21 To find out how the tasks
carried out by the learners Nunan 2004:
70 9
Teacher’s Roles 22
To find out the teacher s’
roles during the teaching and learning process
Nunan 2004: 64
10 Learner’s Roles
23 To find out the learners
’ roles during the teaching
and learning process Nunan 2004:
67
The second questionnaire is distributed for experts to get the evaluation of the materials. The questions are adapted from Instrumen Penilaian Buku SMK by BSNP.
The questions of second questionnaire are as follows.
Table 3.2 The Organization of Second Questionnaire No
Components of Evaluation
Aspects Item number
References
1 Content
Completeness 1,2
BSNP Depth
5 BSNP
Accuracy 3, 4
BSNP Elements and Structure of
Meaning 9, 10, 11
BSNP
Life skill development 6, 7, 8
BSNP 2
Presentation Systematic
12, 17, 19, 20, 21
BSNP
Balance between the Units 13
BSNP Students’ center
14, 15 BSNP
Autonomous 16
BSNP Self-Evaluation
18 3
Language The
appropriateness at
Development level
of Students
22, 23 BSNP
Language Accuracy 24, 25, 26
BSNP The unity of Ideas
27 BSNP
4 Graphic
Typography 28, 29, 30, 31 BSNP
A. DataAnalysis Technique
a. First Questionnaire
The data from needs analysis is analyzed by calculating the percentage of each answer in the questionnaire based on the formula proposed by Suharto 2005.
The highest percentage of the result represents students’ real condition.
P= Percentage N = total respondents
F = Frequency 100= fixed number
b. The second questionnaire Expert Judgement
The second questionnaire uses Likert-Scale model. The formula used to calculate the result of second questionnaire is based on the one proposed by Suharto
2006: 52-53.
Where: R: Range
Xh: The highest Score Xl: The lowest score
4: Range of Likert-scale
P =
� �
�
� = �ℎ − ��
4
The interval from the result of the second questionnaire is shown as follow:
� = 4
− 2 4
= 0.5
Then, the result of the data is converted to descriptive analysis as proposed by Suharto 2005: 52-53. The means X are calculated by using the following data
conversion.
Table 3.3 Data Conversion Table Suharto, 2006: 52-53
Scales Interval
Descriptive Categories 1
2.00 ≤ X ≤ 2.49 Poor
2 2.50
≤ X ≤ 2.99 Fair
3 3.00 ≤ X ≤ 3.49
Good 4
3.50 ≤ X ≤4.00
Very Good Mn
X = fx
n
57
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
This chapter presents the findings and the discussions of this research which are divided into two parts. The first part will discuss the results of the needs
analysis, the course grid, the first draft of the materials, and the material evaluation by the expert while the second part explains the discussion of this research
A. Research Findings
1. The Result of Needs Analysis
The needs analysis was conducted on May 19, 2015 by distributing questionnaires to 28 students of computer engineering and networking program
class X-A of SMKN 1 Pundong. Actually there are 31 students belong to the class, but three students were absent on that day since they joined theatre training.
This analysis was conducted in order to get information about the target needs and the learning needs of students in relation to develop appropriate reading
materials for them.
a. The Results of the Analysis of the Questionnaire
The questionnaires were distributed to 28 students of class X-A majoring computer engineering and networking of SMK 1 Pundong. The
following table illustrates the result of respondents ’ identity which includes
students’ gender and age.
Table 4.1 Description of the Respondents Students’
Characteristics Gender
Age Male
Female 15
16 17
Number of
students 9
19 7
15 6
The next explanation will discuss the result of questionnaire which is divided into two parts. The first part will explain
the students’ target needs including goals, necessities, lacks, and wants. The second part will describe
about learning needs which covers input, procedures, settings, learners’ role and teachers’ role.
1 Students’ Target Needs
a. Goals
The first item to analyze is students’ goals in learning English. Goals are defined as the general intentions behind the learning process. The following
table presents the goals of computer engineering and networking programstudentsin learning English.
Based on the table 4.2, there are two highest percentages for two options with the same percentage. There are 25 of total respondents who state that
their intention to learn English is to be able to communicate in English effectively and fluently and 25 of them also want to get success in passing
English national examination UN.
