Table 4.3. Difficulty in Reading
Item Question
Answer Explanation Percentage
3. Difficulty that I
find in reading i s…
a. understanding
vocabulary based on context
65.63
b. understanding text
18.75 c. identifying main
idea of the text 12.5
d. other … reading
text correctly
3.12 Table 4.3 shows that 65.63 had difficulty in understanding vocabulary
based on context. Then the rest of students had difficulty in understanding text, identifying main idea of the text, and reading text correctly, at 18,75, at 12,5,
and at 3,12.
3 Wants Table 4.4 The Students’ Wants
Table 4.4 shows that 65.63 state that it is better if the interactive multimedia is adapted based on their needs of learning. It is followed by 31.25
students who wish the interactive multimedia is enriched by additional materials, while having similar materials to the textbook is voted by 3.12 of the
students. Item
Question Answer
Explanation Percentage
5. In
my opinion,
the materials
in the
interactive multimedia
will be better if it is … a. similar to the
textbook 3.12
b. enriched by additional materials
31.25
c. adapted based on the needs
65.63
d. other … 0.00
b. Learning Needs
Hutchinson and Waters 1987: 54 state learning needs is what the learner needs to do in order to learn. There are five aspects of learning needs used in this
research which are: input, design, procedures, teacher’s role, and setting Nunan, 2004: 41.
The students’ learning needs are summarized as follows:
1 Input
Table 4.5 Types of Reading Input Item
Question Answer
Explanation Percentage
6. I want to have as the
reading input
of the interactive multimedia.
a. text consist of paragraphs
9.38 b. text with pictures
34.38
c. text with a list of vocabulary
50.00
d. other … all the criteria 3.12
pictures and
vocabularies 3.12
Table 4.5 shows that 50 wanted to have texts with a list of vocabulary as the reading input of the interactive multimedia. It is followed by 34,38 students
who want to have text with pictures as the input text. Then 9,38 students want to have text consist of paragraphs
