and discuss the exercise about pronoun. The exercise was in a form of close text and the students were asked to fill the blanks with the suitable pronouns. In these
activities, the teacher combines reading skill and speaking skill as the teaching method. Another example of English skill integration in the teaching learning
activities was when the teacher asked the students to write down the material on the whiteboard into their book note. This method, note taking, is a method to
memorize something. The role of technology was not really influencing in the teaching learning
process at that time since all media used in the class were whiteboard, handouts and worksheets. The teacher did not utilize the LCD to support the teaching
learning activities. She also never utilize computer lab to support the teaching learning activities for English class.
c. Students’ Questionnaire
The questionnaires for finding out the students’ need were delivered to 237 students in SMP Pangudi Luhur 1 Yogyakarta, grade 7. The questionnaires were
delivered in 7 classes from 7A – 7G in three days. The following is the table of the schedule delivering the need analysis questionnaire.
Table 4.1 The Schedule of distributing Need Analysis Questionnaire
DATE TIME
CLASS Number of
Students Wednesday, 27
th
of August 2014
08.35 7C
35 11.45
7A 36
Thursday, 28
th
of August 2014 07.00
7E 32
08.35 7B
35 10.10
7G 33
Friday, 29
th
of August 2014 07.55
7F 32
09.30 7D
34 TOTAL
237
The total number of the participants in the collecting data for need analysis was 237. The participants were 7 graders with the age range is about 12-13 years
old. The questions in the questionnaire were 15 closed-ended questions with multiple choices type. The concept of need analysis was divided into three
categories. They were the need of English and English in the classroom, the need of English skill, and students and technology.
The result of need analysis is displayed in the following tables.
Table 4.2 the Need of English and English in the Classroom
No Statements
Answer Number
Mean Criteria
1 In my opinion, English lesson is ….
a. Very easy
b. Easy
c. Average
d. Hard
e. Very hard
13 70
121 33
- 0.27
1.18 1.53
0.28 -
Very low Very Low
Low Very Low
Very Low
2 Learning English is communicating
orally or in written way to access information.
a. Very agree
b. Agree
c. Average
d. Disagree
e. Very
disagree 50
165 20
1 -
1.05 2.78
0.25 0.01
- Very Low
Adequate Very Low
Very Low Very Low
3 In my opinion, reading skill is ….
a. Very
important b.
Important c.
Average d.
Unimportant e.
Very unimportant
125 106
6 -
- 2.64
1.79 0.08
- -
Adequate Low
Very Low Very Low
Very Low
4 The conducted English lesson in
classroom so far is …. a.
Very interesting
b. Interesting
c. Average
d. Uninteresting
e. Very
uninteresting 25
127 79
5 1
0.53 2.14
1.00 0.04
0.00 Very Low
Low Very Low
Very Low Very Low
5 I improve my reading skill inside
and outside school. a.
Very agree b.
Agree c.
Average d.
Disagree e.
Very disagree
50 153
31 2
- 1.05
2.58 0.39
0.02 -
Very Low Adequate
Very low Very low
Very Low
6 I do interaction with my teacher in
reading class. a.
Very agree b.
Agree 23
144 0.49
2.43 Very Low
Low
c. Average
d. Disagree
e. Very
disagree 66
3 -
0.84 0.03
- Very Low
Very low Very Low
7 I do discussion with my friends
during the reading class. a.
Very agree b.
Agree c.
Average d.
Disagree e.
Very disagree
45 127
51 11
2 0.95
2.14 0.65
0.09 0.01
Very Low Low
Very Low Very Low
Very Low
8 I find difficulties in comprehending
reading text. a.
Very agree b.
Agree c.
Average d.
Disagree e.
Very disagree
7 92
105 27
5 0.15
1.55 1.33
0.23 0.02
Very Low Low
Very Low Very Low
Very Low
9 I always check the meaning of
certain vocabularies
in the
dictionary. a.
Very agree b.
Agree c.
Average d.
Disagree e.
Very disagree
52 96
67 19
2 1.10
1.62 0.85
0.16 0.01
Very Low Low
Very low Very Low
Very Low
The focus of the beginning statement in the questionnaire is to find out the students’ opinion on how difficult English lesson is. The result shows that 121
students 1.53 said that the level of difficulty if English lesson at school is average. The mean score result was categorized as low. It indicated that the
participants in SMP Pangudi Luhur 1 Yogyakarta considered that English lesson is not too easy and not too hard. Based on the observation, the researcher
concluded that the vocabulary building given by the teacher in the beginning of the class is effective enough to help the students in learning English. Biemiller
2005 stated that the lack of word identification skills and vocabulary ensure the failure of learning reading.
The next statement included in the questionnaire was about the meaning of learning English. About 165 students agreed that learning English is
communicating orally or in written way to access information. The mean score
was 2.78 and it was considered as adequate. It indicated that the students agreed that the focus of learning English is not only on productive skill such as speaking
and writing but also on receptive skill such as listening and reading. Integrating receptive and productive skills into an English lesson is feasible and valuable for
the sake of the development of students’ English skills Masduqi, 2009. The third statement in the questionnaire was more specific about the
importance of reading skill. About 125 students considered that reading skill is very important. The mean score was 2.64 and it was considered as adequate. No
one disagreed with the statement. It indicated that students’ need toward reading skill was high. Through reading skill, they could do communication and get more
information from various sources. Richards Renandya 2002: 273 stated that many foreign language students wanted to learn to read for information and
pleasure, for their career, and for study purposes. After concerning that students’ need toward reading skill is high, the
researcher was wondering about the teaching method. There were 127 students agreed that the English lesson at school is conducted interestingly. The mean
score was 2.14 and it was considered as low. The teaching method was also one of many factors that influence students’ motivation to learn English. Therefore, the
researcher concerned about designing the teaching method using technological media that can motivate students to learn English. Technology can influence
interest and motivation for the success of students’ learning Granito Chernobilsky, 2012.
About 153 students agreed to develop their reading skill inside and outside school. The result means score was 2.58 and it was considered as adequate. The
number of the students was categorized into adequate. Students needed to develop their reading skill. It indicated that the average students were interested to be
independent learners in reading especially. To support the development of autonomous learner, teachers need to cultivate students’ interest to stimulate self-
directed learning effort Chiu, 2012. The number of interaction between students and the teacher in reading class is
quite high. About 144 students agreed that they did interaction with the teacher. The mean score was 2.43 and it was considered as low. It indicated that the
intensity of teacher-centered learning process is quite high. Teacher had high control over the students’ learning process. Teacher-centered method never lets
the students to use their potential because they passively receive information from the teacher Zohrabi, Torabi Baybourdiani, 2012. In brief, this teaching
method does not support the autonomous learners’ development. In contrast, the number of student-student interaction in reading class is less
that teacher-student interaction. About 127 students agreed that they did discussion with their friends during the reading class. The mean score that was
resulted was 2.14 and it was considered as low. It indicated that the intensity of student-centered learning process was lower than the teacher-centered learning
process. Talking about the level of difficulty in comprehending reading text, the
highest number of the students, about 105 students chose the average answer for
the statement “I find difficulties in comprehending reading text”. The mean score was 1.33 and it was considered as very low. It indicates that the students’ skill in
comprehending reading text is in average state, not really good and not really bad. That was why they stated that they still needed development in their reading skill.
This issue was encouraged by the following statement that said 96 students always check the meaning of certain vocabularies in the dictionary. The mean score was
1.62 and it was considered as low. This meant that the students’ dependency toward the dictionary to help them comprehending reading text is low. It can
result two assumptions. First, the students’ vocabulary mastery was rich enough. Second, the students were too lazy to find out the meaning of the words in the
printed dictionary because it was not practical. Therefore, the researcher tried to design learning media that provided annotation as the electronic dictionary for the
students. Dashtestani 2013 the use of electronic dictionaries would improve students’ motivation to learn English foreign language.
The following table shows the number of the students that shows their interest on the development of their reading skill.
Table 4.3 The Need of English Skill
No Statements
Answer Number
Mean Criteria
10 I am ….in improving my
reading skill. a.
Very interested
b. Interested c.
Average d. Uninterested
e. Very
uninterested 94
130 12
1 -
1.98 2.19
0.15 0.01
- Low
Low Very Low
Very Low Very Low
Based on the table 4.3 above it shows that about 130 students were interested to develop their reading skill. It is the highest number among other students that
answer the statement differently. The mean score was 2.19 and it was considered as low. This data encouraged the researcher to design learning media that
concerns about reading skill. To fulfill students’ interest in developing their reading skill, teacher must be creative and highly motivated in finding out
teaching innovation. Focus is on the learner’s thoughts rather than on their teachers own Zohrabi, Torabi Baybourdiani, 2012.
The learning media that was designed by the researcher dealt with technology. Therefore, to know the students’ engagement with technology, the
researcher provided several statements related to the students and technology. The following table shows the result of students’ engagement with technology.
Table 4.4 Students and Technology
No Statements
Answer Number
Mean Criteria
11 I have used technology in
learning English. a.
Very agree b. Agree
c. Average
d. Disagree e.
Very disagree
59 137
37 3
1 1.24
2.31 0.47
0.03 0.00
Very Low Low
Very Low Very Low
Very Low
12 I frequently use PowerPoint
program to support my English learning.
a. Very agree
b. Agree c.
Average d. Disagree
e. Very
disagree 28
81 103
24 1
0.59 1.37
1.30 0.20
0.00 Very Low
Very Low Very Low
Very Low Very Low
13 Improving reading skill using
Interactive PowerPoint. a.
Very interested
b. Interested c.
Average d. Uninterested
e. Very
uninterested 34
119 76
7 1
0.72 2.01
0.96 0.06
0.00 Very Low
Low Very Low
Very Low Very Low
14 I
expect the
Interactive PowerPoint
provides reading
exercises with its feedback. a.
Very agree b. Agree
c. Average
d. Disagree e.
Very disagree
52 131
53 -
1 1.10
2.21 0.67
- 0.00
Very Low Low
Very Low Very Low
Very Low
15 I expect the reading text in
a. Very agree
106 2.24
Low
Interactive PowerPoint is linked to
annotation to
support comprehending the reading text.
b. Agree c.
Average d. Disagree
e. Very
disagree 102
27 1
1 1.72
0.34 0.01
0.00 Low
Very Low Very Low
Very Low
In the third part of the questionnaire, students and technology, the researcher firstly tried to find out students’ intensity in using technology to learn English.
About 137 students agreed that they used technology to learn English. The mean score was 2.31 and it was considered as low. This indicated that students’
intensity in using technology as a media for learning English is quite high. Todays teachers cannot let technological revolution pass by without using it to
serve their language teaching goals AlKahtani, 1999. The researcher went further to the next question talking about students’
engagement with PowerPoint program in the learning process. The result shows that 103 students chose the option average to answer the question. The mean
score was 1.30 and it was considered as very low. This may be caused that the students only knew the benefits of PowerPoint presentation was for enriching the
information presented in a lesson, and making the presentation more organized and flexible. Beyond those reasons, there were some other benefits that can
increase students’ interest and motivation to learn English using PowerPoint. When the PowerPoint was explored into multimedia tool, it can be used as an
alternative and innovative technique to learn English García De Leon, 2013. To know the students’ interest in using PowerPoint to learn English,
especially reading skill, the researcher generated the next question. The result shows that 119 students were interested to use PowerPoint as the learning media
for developing reading skill. The mean score was 2.01 and it was considered as low. It indicated that the students need more encouragement to use new learning
media. The use of PowerPoint as the learning media could make the classes dynamic, interactive, easy, motivating and enjoyable Alkash Al-Dersi, 2013.
The next thing the researcher wanted to know was about students’ expectation on the utilization of PowerPoint for learning reading. About 131 students were
expecting the PowerPoint provides reading exercises including the feedback. The mean score was 2.21 and the criterion was low. This indicated that the students’
need toward the innovation of teaching reading is high. Therefore, the researcher determined that the learning media that is designed must involve PowerPoint with
reading exercise and feedback. The last question deals with students’ expectation toward annotation in
reading text. The result shows that 106 students very agreed to include annotation in the reading text. The mean score was 2.24 and the criterion was low. This
indicated that the students really need vocabulary building as the input for developing their reading skill. Annotation in reading text could be one alternative
for the students to develop their reading skill. Annotating a text can be a powerful strategy to comprehend difficult material and encourage active reading Porter-
O’Donnel, 2004. In conclusion, most of the criteria for the students’ answer were very low.
The need of English in the classroom, the need of English skill and the engagement of students and technology reached very low number. Therefore, the
researcher conducted interview to the English teacher to find out the reason why the result was very low.
d. Teacher’s Interview
