Data Analysis Techniques RESEARCH METHOD

53 Based on the organization of the needs analysis questionnaire, the questions were categorized into twelve different aspects. They covered students’ personal identity, goals, lacks, wants, input, themestopics, materials, procedures, setting, learning media, teachers’ role, and learners’ role. The students were allowed to select more than one answer to every question according to their real condition. The detailed description of each question is presented in the following explanation. a Students’ Personal Identity There were two classes of Grade VII students involved in this research. They were VII-E and VII-F of SMP Negeri 15 Yogyakarta. Each class consisted of thirty three students with almost equal distribution of male and female students. These students’ personal identity was Part A from the questionnaire which was meant to find out the information about the students’ profile as respondents. The data of the respondents are presented in Table 5. Table 5: Data of the Needs Analysis Respondents Group Class Age Range Sex 11 12 13 14 15 Male Female Students of Class VII-E 5 19 7 1 1 14 19 Students of Class VII-F 2 26 5 15 18 b Goals As starting questions in Part B, goals were the second aspect in the questionnaire which were asked to respondents. According to Brown 1995 in Brown 2007: 155 goals are ”general statements concerning desirable and 54 attainable program purposes and aims”. These goals were represented in the first to the third questions. At the majority as 86.36 of students, their goal in learning English was in order to be able to comprehend and use English properly both in spoken and written for daily life. Another quite high result 45.45 was showed in the option D which exposed that the students were also aimed at preparing themselves for higher education. These reflected the objective needs of the students in learning English. Specifically in reading, 75.75 of the students had a learning goal in being able to comprehend English texts correctly. Meanwhile, precisely 50 of them chose that their goal in reading was in order to be able to answer questions from texts correctly. Table 6: The Results of Questions Related to Goals No Statements The numbers of students Percentage 1. The students’ goal in learning English is … a. to be able to pass the national examination 22 33.33 b. to be able to comprehend and use English properly both in spoken and written for daily life 57 86.36 c. because it is a compulsory subject 14 21.21 d. to prepare for higher education 30 45.45 e. others… ● to be able to communicate with foreigners ● to be more interested in English ● to be able to speak in English correctly and meet foreign idols 3 1 1 1 4.54 2. The students’ goal in reading is … a. to be able to comprehend English texts correctly 50 75.75 continued 55 33 50 c. to increase vocabulary 26 39.39 d. to be accustomed to English texts 28 42.42 e . others… ● to be able to know more meanings of English words ● to be able to understand, write, and read English correctly 2 1 1 3.03 3. Based on the students’ opinion, the reading skill in English is … a. highly important 47 71.21 b. quite important 24 36.36 c. less important d. not important e. others… fairly important 2 3.03 c Lacks Lacks refer to the gap between what learners do not know and what learners know already Hutchinson Waters, 1987. Questions number 4 and 5 were the questions that covered the lacks aspect. However, the learners’ lacks were translated into the learners’ difficulties in reading which mainly lay in the factor of the not-knowingness of the most vocabulary encountered in texts. The results showed that 60.6 of the students chose that factor. Meanwhile, 34.84 of them considered the English grammar as another difficulty in reading. Therefore, the lacks of the reading skill were mostly caused by the shortage of vocabulary meanings that the students already have. Table 7: The Results of Questions Related to Lacks No Statements The numbers of students Percentage 4. So far, the biggest difficulty in reading English texts is … a. not knowing the most of vocabulary 40 60.60 continued continued