Professional Documents
Culture Documents
29
30
No
.
1.
2.
3.
Kinds of Reading
Frequency
Reading Aloud
Silent Reading
Speed Reading
169
259
172
56.33
86.33
57.33
The results of the analysis indicate that the students need to learn kinds of
reading such as reading aloud, silent reading, and speed reading. The percentage
of scores (86.33%) students choose silent reading as a requirement in the kinds of
reading, while (57.33%) chose speed reading as needs the kinds of reading, and
(56.33%) of students who choose the reading aloud as needs the kinds of reading.
Obtained from the total number of students who chose the levels of reading
comprehension divided by the total number of respondent times the highest score
times 100%. For more details can be seen in the graphic below:
300
250
200
Frequency
Per cent (%)
150
100
86.33
57.33
56.33
50
0
Aloud Reading
Silent Reading
Speed Reading
Based on the graphic above students need of kinds reading can be seen on
the percentage who were given a red color and can also be seen from the
31
frequency that are colored blue. When viewed from percent is in first position is
silent reading, speed reading the second position, and the third position was
reading aloud. Similarly when viewed from the frequency.
2. Students Needs Towards the Topics of Reading
There are 10 topics offered to be chosen by the students. Based on the
students responses, ten topics are interesting to talk in learning reading
comprehension. The results of calculation are presented in the following table
Table 2: students need of topics reading
NO
Frequency
Topics of Reading
.
1
2
3
4
5
6
7
8
9
10
Media
Crime/punishment
Advertising
Food & diet
Education
Accommodation
Daily routine
Free time
Shopping
Weather
68.4
14.8
9.6
30.8
65
7
25.6
43.2
29.6
6
Data in table 2 show that there are ten topics that have been responded by
the students. These topics are classified (68.4%) students choose the media as
their needs on topics of reading, while (14.8%) students choose crime /
punishment as their needs in topics of reading, while (9.6%) of students choose
advertising as their needs in topics of reading, then (30.8%) of students choosing
food and diet as their needs in topics of reading, (65%) chose education as their
needs in topics of reading, (7%) of students choose accommodation as their needs
in topics of reading, (25.6%) students choose daily routine as their needs in topics
32
of reading, (43.2%) of students who choose the free time as their needs in topics
of reading, (29.6%) students choose shopping as their needs in topics of reading,
and (6%) of students choose weather as their needs in topics of reading. Obtained
from the total number of students who chose the levels of reading comprehension
divided by the total number of respondent times the highest score times 100%.
These matters are selected as the topics of the learning reading comprehension.
For more details can be seen in the graphic below:
350
300
250
200
Frequency
Per cent (%)
150
100
50
68.4
65
14.8 9.6
30.8
7
25.6
43.2
29.6
6
Based on the graphic above students need of topics reading can be seen on
the percentage who were given a red color and can also be seen from the
frequency that are colored blue. When viewed from percent is in first position is
33
media, education the second position, the third position is free time, the fourth
position of food and diet, fifth position is shopping, the sixth position is daily
routine, the seventh position is crime/punishment, the eighth position is
advertising, the ninth position is accommodation, and the tenth position is
weather. Similarly when viewed from the frequency.
Levels of Reading
Literal comprehension
Inferential comprehension
Critical or applied reading
Frequency
209
164
236
The table above shows that the students 'needs of kinds reading
comprehension after being given a questionnaire on students' needs of levels
reading comprehension. The results are (69.67%) chose literal comprehension as
their needs at levels of reading, while (54.67%) of students who choose inferential
comprehension as their needs at levels of reading, and (78.67%) students select
critical or applied reading as their needs at the level of reading. Obtained from the
total number of students who chose the levels of reading comprehension divided
34
by the total number of respondent times the highest score times 100%. Based on
the students responses the highest percentage gain was Critical or applied reading
and then Literal comprehension and the last are inferential comprehension. For
more details can be seen in the graphic below:
250
200
150
100
50
0
69.67
54.67
78.67
Frequency
Per cent (%)
Based on the graphic above students need of levels reading can be seen on
the percentage who were given a red color and can also be seen from the
frequency that are colored blue. When viewed from percent is in first position is
critical or applied reading, literal comprehension the second position, and the third
position was inferential comprehension. Similarly when viewed from the
frequency.
B. Discussion
The research had been done in gives the questionnaire. To make discussion
clear, the researcher would like to explain the result of data analysis as follow:
35
36
reading and then it can interfere with other classes who are learning and they are
not necessarily know what the contents of readings. As well as when students
choose speed reading, they do not necessarily know the contents of reading. But
because the students choose silent reading so students can focus on reading and
classes can also quiet. Students also can think better and the possibility for greater
reading comprehension. According to Reinking and Sceiner in Irawati (2005: 6),
she stated that reading comprehension understanding what has been read. It is an
active thinking process that depend not only comprehension skill but also the
students experience and prior knowledge comprehension involves understanding
vocabulary, seeing the relationship among words and concepts, making judgment
and evaluating.
2. Students Needs Towards the Topics of Reading
There are ten topics offered to be chosen by the students such as media,
crime/punishment, advertising, food & diet, education, accommodation, daily
routine, free time, shopping and weather. Basically the only students were asked
to select five of the ten topics that exist, but in the interest of every student is
different then all existing topic chosen by the students. But on every topics
number of students who choose not the same. According to Iwai et al. (1999),
formal needs analysis is relatively new to the field of language teaching. However,
informal needs analyses have been conducted by teachers in order to assess what
language points their students needed to master. In fact, the reason why different
approaches were born and then replaced by others is that teachers have intended to
meet the needs of their students during their learning. Based on the students
responses the highest percentage gain was media and then education, free time,
37
food
&
diet,
shopping,
daily
routine,
crime/punishment,
advertising,
accommodation, and the last is weather. But for the topics of media and education
of the percent difference is not too far. So, the lecturer can provide a variety of
topics in the learning of reading comprehension so that students dont get bored
with the topic that is too often given, in other words students can develop their
knowledge with new topics so that students knowledge more widely. The lecturer
can choose topics according to the students needs.
3. Students Needs Towards the Levels of Reading
The term level does not mean simply different degrees of difficulty. It
refers to the attitude and reaction to what is read. There are several levels of
comprehension. Higher level of comprehension would obviously include higher
level thinking. Burn (1984:177) divides reading comprehension skill into three
levels such as literal comprehension, Interpretive or Inferential Comprehension,
and Critical or Applied Reading. When the students are given a questionnaire
almost all the students asking what is the literal comprehension, Interpretive or
Inferential Comprehension, and Critical or Applied Reading so, the researcher
give explanation about that. Literal comprehension involves what the author is
actually saying. The reader needs to understand ideas and information explicitly
stated in the reading material. Some of this information is in the form of
recognizing and recalling facts, identifying the main idea, supporting details,
categorizing,
outlining,
and
summarizing.
Interpretive
or
Inferential
Comprehension deals with what the author means by what is said. These
inferences are made in the main idea, supporting details, sequence, and cause and
effect relationship. Critical or Applied Reading concerns itself with why the
38
author says what he/she says. The reader will react emotionally and intellectually
with the material. After the students know what is the level of reading and parts
and filling the questionnaire. Based on the students responses the highest
percentage gain was Critical or applied reading and then Literal comprehension
and the last are inferential comprehension.
Therefore, what learners should be taught are skills that enable them to
reach the target, the process of learning and motivation should be considered as
well as the fact that different learners learn in different ways (Dudley-Evans and
St. John, 1998). When the lecturers come to the class they know what the students
needs in learning reading comprehension. The lecturer can provide a variety in the
learning of reading comprehension so that students dont get bored that is too
often given, and then students can develop their knowledge.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter contains consists of conclusion and suggestion based on the
research findings in previous chapter, the writer puts forward the following
conclusion and suggestion.
A. Conclusion.
Based on discussion proposed in previous chapter, the following:
39
comprehension
was
concluded
(69.67%)
and
inferential
40
3. The writer hopes this research as the information what is the students
needs which the best in reading subject.
BIBLIOGRAPHY
Alexander, A. 1998 Teaching Reading (www. Nclrc. Org/reading/reindex).
Rretrieved on October 20, 2009.
Boroujeni, A.S and Fard, M.F. A needs analysis of English for Specific Purpose
(ESP) course for adoption of communicative language teaching: ( A case
of Iranian first-year students of Educational Administration).
International Journal of Humanities and Social Science Invention ISSN.
Brown, H.D. 1987. Principles of Language Learning and Teaching. New York.
Brindley, G. (1989). The role of needs analysis in adult ESL program design. In:
Johnson, R .K. (Ed). The second language curriculum (pp.63-78).
Cambridge: Cambridge University Press.
Dudley-Evans, T., and St. John, M. (1998). Developments in ESP: A multidisciplinary approach. Cambridge: Cambridge University Press .
Grabe, William and L. Stoller, Federika. (2002). Teaching and Researching
Reading. Britain : Longman.
41
Hafiz, F. M. & Tudor, Ian. (1989). "Extensive reading and the development of
language skills. ELT Journal, 43(1): 4-13.
Hamp-Lyons, L. (2001). English for academic purposes. In: Carter, R. and Nunan,
D. (Eds). The Cambridge guide to teaching English to speakers of other
languages. (pp. 126-130). Cambridge: Cambridge University Press.
Harris, J. Albert, at al. 1980. How to Increase Reading Ability. New York: Harper
Collins publisher.
Hedge, Tricia. (2003). Teaching & learning in the language classroom. UK: OUP
Heilman, Arthur W. (1981). Principles and Practices of Teaching Reading.
Hutchinson, T., and Waters, A. (1987). English for specific purposes: A learningcentered approach. Cambridge: Cambridge University Press.
Irawati 2005. Improving Students Reading Comprehension by Using Directed
Activities,skripsi Makassar: FPBS UNM, Makassar.
I. Tudor, (Learner-centredness as Language Education. Cambridge: Cambridge
University Press, 1996)
Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H., and Brown, J. D.
(1999). Japanese language needs analysis.
Jordan, R. R. (1997). English for academic purposes: A guide and resource book
for teachers. Cambridge: Cambridge University Press.
Nunan, David. (2003). Practical English Language Teaching. New York: The
McGraw- Hill Companies,Inc.
P, Mayor. 2005 Teaching Reading. London. Third Edition.USA
Seedhouse, P. (1995). Needs analysis and the general English classroom. ELT
Journal, 49/1, pp. 59-65.
West, R. (1994). Needs analysis in language teaching. Language Teaching, 27/1,
1-19.
West, R. (1998). ESP- State of the art.