Table 12:
Students’ View about Their Lacks in Reading English Texts
Statements Number of
Students Percentage
To the students, thing that cause difficulty to read is ....
a. unfamiliar vocabulary 18
56.25 b. sentence structure
7 21.87
c. uninteresting topic 3
9.37 d. English pronunciation
9 28.12
e. Others
Table 11 shows that 56.25 of students realized that there is a gap between their knowledge of vocabulary and the target knowledge of vocabulary in
the text. Moreover, 28.12 of students stated that they find a gap between their pronunciation skill and the target pronunciation skill.
3 Wants
Wants in this target needs are related to students’ preference about topic of the English materials which is presented in Table 12.
Table 13:
Students’ View about Their Wants in Reading English Texts
Statements Number of
Students Percentage
Topics or themes of texts that the students like are ....
a. science and technology 4
12.50 b. daily life
22 68.75
c. society social life 7
21.87 d. music and entertainment
13 40.62
e. others 1 sports activity
1 3.12
From the table, it can be known that daily life, music and entertainment represent students’ wants about topic of the English materials.
c. Learning Needs
Hutchinson and Waters 1987 make a distinction between target needs and learning needs. Learning needs are
equated to the route of learning.
This concerns things such as how learners learn the language, why they learn it and
what resources are available to help them learn. Learning needs are represented through some components of task Nunan: 2004 which are the input, the
procedure, the teacher ’s role and the students’ role. Added to this, the learning
media and multimedia design are also considered as students’ learning needs.
1 Input
‘Input’ refers to the spoken, written and visual data that learners work with in the course of
completing a task Nunan, 2004: 47. The students’ views about the input that should be covered in the tasks are presented in Table 13.
Table 14:
Students’ View about the Models of the English Text They Like
Statements Number of
Students Percentage
The models of the English input text that the students like are ....
a. text followed by questions 8
25.00 b. dialogue or monologue
14 43.75
c. text with some pictures 14
43.75 d. text followed by list of unfamiliar
vocabulary 7
21.87 e. others
1 an easily understood text 1
3.12 2 a challenging text to read and do the
follow-up activity 1
3.12 From the table above, it can be concluded that dialogue or monologue, text with
some pictures and text followed by questions are the students’ preference about the model text.
Table 15:
Students’ View about Topics of Input Text
Statements Number of
Students Percentage
Topics or themes of texts that the students like are ….
a. science and technology 4
12.50 b. daily life
22 68.75
c. society social life 7
21.87 d. music and entertainment
13 40.62
e. others 2 sport activity
1 3.12
The two highest percentages show us that the most preferable topics based on the students’ view are daily life, music and entertainment.
Table 16: Stu dents’ View about Lengths of the Input Text
Statements Number of
Students Percentage
The lengths of texts that students want are about ....
a. 100-150 words 15
46.85 b. 150-200 words
8 25.00
c. 200-250 words 6
18.75 d. 250-300 words
2 6.25
e. Others 1 depending on the topic of the text
1 3.12
From the table above, it can be seen that 46.85 of the students chose the input text that consists of 100-200 words and a quarter of them chose the longer input
text which consists of 150-200 words.
2 Procedure
Procedure specifies what learners will actually do with the input that forms the point of departure for the reading activity. These are data from needs
analysis that shows the students’ preference of the reading activity.
Table 17:
Students’ View about Reading Activities which Aim to Enrich Their Vocabulary
Statements Number of
Students Percentage
To enrich studen ts’ vocabulary, reading
activities they like the most are . . . a. reading a text then answering some
questions related to the text 15
46.85 b. match the vocabulary with its
equivalence in Indonesian 13
40.62 c. completing sentences or paragraphs
with words provided 14
43.75 d. completing sentences or paragraphs
with words based on my knowledge 10
31.25 e. others
1 translating an English text into Indonesian
1 3.12
The researcher considered the two highest percentages as the representation of the students’ preference about the reading activity in order to enrich their vocabulary.
Based on the table, the two highest percentages are 46.85 and 43.75. These mean that reading a text followed by answering some questions related to the text
and completing sentences or paragraphs with words provided are the students’
preference.
Table 18:
Students’ View about Reading Activity which Aims to Enrich Their Knowledge about English Sentence Structure
Statements Number of
Students Percentage
To enrich students’ knowledge about English sentence structure, reading activity they like
the most is....
a. identifying grammatical error in the sentences
5 15.62
b. arranging words into meaningful sentence
18 56.25
c. completing sentence with available words
22 68.75
d. correcting grammatical error of 4
12.50
