knowledge should also be involved before the students read the reading passage. The last is that the students should be involved in selecting the topics of the texts.
b. The results of the questionnaire
From the questionnaires which were distributed to 85 tenth grade students, it was found that:
1 Most of them viewed English lesson, especially reading, as an interesting lesson.
Through the questionnaires, it was revealed that 54 of the students liked reading and 46 of the students did not like reading.
2 Even though they liked reading, it did not prove that they did not have difficulty
in understanding the texts. All of them confessed that there were some factors that made them find difficulty in understanding a text. The results of the
questionnaire revealed that 72 of the students perceived the difficult vocabulary as an obstacle to understand a text, 20 of the students perceived the
unfamiliar topic as an obstacle to understand a text, 22 of the students perceived the length of a text as an obstacle to understand a text, and 38 of the
students perceived the complicated grammar used in a text as an obstacle to understand a text. Thus, the vocabulary and complicated grammar were the
obstacles for the students in understanding a text. 3
The English lesson was not yet sufficient enough to help the students follow their subject matter classes in which it was taught using English as the medium. The
results of the questionnaires discovered that 56 of the students agreed with it and 44 of the students did not agree with it.
4 Most of the students considered that the reading materials which were related to
the subject matters such as chemistry, biology, physics, economy, history, etc. could help them follow their subject matter classes. The percentage was 72 for
the students who agreed and 38 for the students who did not agree. 5
Most of the students agreed that the reading materials which were related to the subject matters such as chemistry, biology, physics, economy, history, etc. were
not interesting. There were 65 of the students who supported it and 35 of the students who did not support it.
6 Most of the students believed that the reading materials which were related to the
subject matters such as chemistry, biology, physics, economy, history, etc. were difficult to understand. The description was showed by the results of the
questionnaires which mentioned that there were 62 of the students who agreed with it and 38 of the students who did not agree with it.
7 Most of the students considered that solar storm and global warming were the
interesting topics in learning English. The clear description is presented below.
No Topic Percentage
1 Attack on Pearl Harbor
35 2
Indonesia Independence Day 3
3 Solar Storm in 2012
81 4
The Use of Pesticides on Crops 14
5 The Causes and Impacts of Global Warming
72 6 Baduy
Tribe -
7 Tax Function for Indonesia
- 8
The Controversy of National Exam 47
9 Atomic Bomb
28 10
ASEAN-China Free Trade Area ACFTA 21
11 Circular Flow of Income
- 12 Prehistoric
Life 5
Based on the results of the interview and questionnaires stated above, the learners’ needs, interests, and lacks were successfully discovered. The learner’s needs
are the learning activities that involve integrated skills, the authentic reading materials, the pre-reading activities that can lead the students to the main activities,
and the effective study skills. Meanwhile, the learner’s interests are the reading materials which related to solar storm and global warming. Furthermore, the learners’
lack is the limited vocabulary. Thus, the results were used to design the realistic and relevant instructional reading materials using CBI for the tenth grade students of
SMA BOPKRI I Yogyakarta.
2. Determining Goals and General Purposes
