55 in conducting preliminary field test; revising and improving the materials which
was included in conducting main product revision. The use of Strategies-Based Instruction was represented on the third,
fourth and fifth step. In the third step, the objectives were stated as indicators. Language learning strategies were inserted into the indicators such as: predict the
type and structure or rhetorical steps of the text, identify the general ideas of the text by skimming, evaluate the learning process, etc. The fourth step was listing
the subject contents. As the continuity of the indicators, the language learning strategies were inserted into the sections of the subject contents. The fifth step was
selecting teaching learning activities and materials. The teaching learning activities were mostly focused on language learning strategies especially reading
strategies.
1. Conducting Needs Survey
Needs survey was done in ord er to find out the students’ needs. This step
consisted of distributing the questionnaire to some of the VIII grade students of SMP N 1 Mungkid and also interviewing the English teachers of SMP N 1
Mungkid. Therefore, the findings of the needs survey were recorded and explained in two sections, as the following:
a. The Data of the Questionnaire
The first type of questionnaire was distributed to the VIII students of SMP N 1 Mungkid. The total needs survey respondents were 75. They consisted of 43
females and 32 males. Based on their age, 4 students were 12 years old, 59 students were 13 years old, and 12 students were 14 years old. The average of
56 their English mark last semester was 77.24. The data gained from the distribution
of the questionnaire is presented in the table 4.1.
Table 4.1 The Data of the Questionnaire for the Students
No Questions Answers
Number Percentage
1 When
did the
participants start
learning English? a. Kindergarten
b. Elementary School grade: 1
2 3
4 5
6 c. Junior High School class 1
10 6
4 19
34 2
13.33 8
5.33 25.33
45.33 2.66
2 In the participants’
opinion, to
what extent are English
reading skills
important for their present and future
life? a. very important
b. important c. not really important
54 21
72 28
3 Why
do the
participants need to have English reading
skills for? a. studying
b. communicating with foreigners c. working in the future life
d. passing national
final examination
e. reading information
from various media
f. 61
58 50
47
62 5
81.33 77.33
66.67 62.67
82.67 6.67
4 How
do the
participants value
their English reading comprehension
so far?
a. very good b. good
c. sufficient d. poor
1 24
46 4
1.33 32
61.33 5.33
5 What do the
participants think about the reading
materials given by their English teacher
so far? a. very interesting
b. interesting c. average
d. not interesting 9
59 5
4 12
78.67 6.67
5.33
6 Have the materials
given by the participants’ English
teacher supported their English reading
skills development? a. yes
b. no 66
9 88
12
7 Do the participants
a. yes, mention 75
100
