Table 8. Quantitative Data Conversion by Sudjono 2003: 335
63
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter describes the research findings and the discussion in details. The research findings regarding needs analysis results, the course grid, the unit
design, the first draft, revisions of the first draft, the expert judgment, and the evaluation result and the final draft of the interactive multimedia are described.
A. Research Findings
1. The Result of the Needs Analysis
A needs analysis was conducted as the first step of this research to find out the target and learning needs of the students. The needs analysis was conducted on
14
th
February 2015. It was done by distributing questionnaires to the students of VII B at SMPN 6 Yogyakarta in the academic year 20142015. The questionnaires
were in the form of multiple choice questions. The students were allowed to choose more than one answer or write down their own answers. The two highest
percentages were considered as the representation of students’ needs. The results
of the needs analysis are explained as follows.
a. The Personal Identity of the Respondents
In the needs analysis questionnaire, the students were asked to write down their personal identity which are about their names, ages and sex.
Table 9: Data of Respondents in Needs Analysis Stage Group of Respondents
Age Sex
11 12
13 Male
Female
Students of VII B 1
14 17
12 20
Based on the data above, there were 32 respondents who filled in the needs analysis questionnaire. They were all the students of VII B at SMPN 6
Yogyakarta
b. Target Needs
A target need is learners’ view about the target situation Hutchinson and Waters, 1987. The analysis of target needs is subcategorized into three parts,
which are necessities, lacks and wants.
1 Necessities
According to Hutchinson and Waters 1987, what is called as ‘necessities’ is types of need determined by the demands of the target situations,
that is, what the learner has to know in order to function effectively in the target situation. Table 9
shows the students’ view about the target goals. Table 10:
Students’ View about Goals of Learning English
Statements Number of
Students Percentage
The stud ents’ motivation to learn English is
.... a. to obey the school rule that English is a
compulsory subject 3
9.37 b. to be able to use English as a means of
communication both written and spoken 28
87.50 c. to pass the national examination
9 28.12
d. to study abroad 9
28.12 e. others
1 to do some English task easily 1
3.12
The two highest percentages, 87.50 and 28.12, represent students ’
goals in learning English that are to be able to use English as a means of communication both written and spoken, to pass the national examination and to
study abroad. Table 11:
Students’ View about Goal of Reading English Texts
Statements Number of
Students Percentage
The students’ motivation to read English texts is ....
a. to understand the texts 17
53.12 b. to give response towards the texts
6 18.75
c. to be accustomed to English spelling 13
40.62 d. to enrich English vocabulary
21 65.62
e. others 1 to use English fluently
1 3.12
A conclusion that can be taken from the table above is that the motivation of students to read English text was to enrich English vocabulary and to
understand the text.
2 Lacks
Lacks can be described as the gap between what the learners know already and what they do not know yet or between students’ current proficiency and the
target proficiency. In other words, it can be stated that lacks are discrepancies between necessity and what the learner already knows
.
Table 11 presents the students’ views about their lacks.
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