CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the finding and discussion of the research. The
finding consist of the data obtained through questionnaire test to see the students
needs after being answered the questions of reading comprehension and data
collected through questionnaires and rubrics are analyzed by using the percentage
technique to see the students needs in learning reading comprehension after given
the questionnaires.
A. Findings
The results of the data findings found those students needs in learning
reading comprehension. In the further interpretation of the data analysis were
given below:
1. Students Needs Towards the Kinds of Reading
There are three kinds of reading to be needed by the students in the
English reading comprehension namely reading aloud, silent reading and
speed reading. These kinds of reading are stated by the students through the
questionnaire. The students are suggested to choose the fit you usually do by
sorting. Based on the students responses, the results of analysis of the items
are shown as follow:

Table 1: students need of kinds reading

29

30

No
.
1.
2.
3.

Kinds of Reading

Frequency

Per cent (%)

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

Per cent (%)

342
74
48
154
325
35
128
216
148
30

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.

3. Students Needs Towards the Levels of Reading comprehension

There are three levels of reading comprehension that have been commonly
used by the students, those are provided to be responded by the students. The
results of analysis are shown in the following table.
Table 3: students need levels of reading comprehension
NO.
1.
2.
3.

Levels of Reading
Literal comprehension
Inferential comprehension
Critical or applied reading

Frequency
209
164
236

Per cent (%)

69.67
54.67
78.67

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

The discussion consisted of the students needs in learning reading

comprehension dealing with kinds of reading, topics of reading, and levels of
reading comprehension. The discussion of the research detected to give the
questionnaire to know the needs of students reading comprehension at the first
semester students English education department of Makassar Muhammadiyah
University.
1. Students Needs Towards the Kinds of Reading
According to Mayor (2005) reading comprehension is understanding a text
that is read, or the process of constructing meaning from a text, because after
reading the questionnaire that had been distributed that students can understand
the intent of the question that is so that students can fill the questionnaire as
desired. The students needs in learning reading comprehension at the first
semester students English education department of Makassar Muhammadiyah
University. Where the researcher found the students needs towards the kinds of
reading, the highest percentage gain was silent reading. Meanwhile, reading aloud
and speed reading get a percentage that is not too low. It means that students
chose silent reading as their need to kinds of reading. Thinker (1975;5) states that
reading comprehension is not just reading with a loud voice but also to establish
and understand the meaning of words, sentence, and paragraph sense the
relationship among the ideas. As it is, if a student just reads loudly, but cannot
understand the content of the passages, it means he/she fails in comprehending the
passage. This election is very influential with the conditions of the class and
concentration of students because when students choose reading aloud as their
needs, the class could be rowdy and noisy, so students are less concentrated when

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

1. The students needs in learning reading comprehension for kinds of

reading. The data showed that almost all students chose silent reading
was concluded (86.33%). Meanwhile the other students chose aloud
reading was concluded (56.33%) and speed reading was concluded
(57.33%).
2. The students needs in learning reading comprehension for topics of
reading comprehension. The data showed that media got the high percent
with (68.4%). More over the data showed that (65%) students chose
education, (43.2%) students chose free time, (30.8%) students chose food
& diet, (29.6%) students chose shopping, (25.6%) students chose daily
routine, (14.8%) students chose crime/punishment, (9.6%) students chose
advertising, (7%) students chose accommodation and (6%) students chose
weather.
3. The students needs in learning reading comprehension for levels of
reading. The data showed that almost all students chose critical or applied
reading was concluded (78.67%). Meanwhile the other students chose
literal

comprehension

was

concluded

(69.67%)

and

inferential

comprehension was concluded (54.67%).

B. Suggestion.
Based on the conclusion above, the writer further states some suggestion
as follows:
1. It is suggested that the lecturers would design and develop the learning
reading comprehension based on the students needs.
2. The students can improve their students reading ability because the
lecturers know what they are needs to learning reading comprehension.

40

3. The writer hopes this research as the information what is the students
needs which the best in reading subject.

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