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The second factor influencing student’s reading literacy was
student’s reading at school. There were seven discussions which focus on student’s reading activity in the school. Number seven asked about the
interval students read in the school. There were 28 participants 84.8 stated that they read every day in school while five participants 15.1
read in the school once in a week. Those participants who read every day in the school, they were not only read in learning-teaching time but also
in a break time, they went to library.
6
In number eight, the popular books they read in the school were school book or lesson book. There were 28
participants 75.7 did it. Other participants read two references more; story book and novel.
Number eight has relation with number nine. Sometimes the teacher asks them to read first. After that, the teacher asked the students
to tell the story they read in front of the class. Not only English teacher, but also other teacher asked the students to tell in front of the class. It
tried the students to speak up in the pu blic and exercised students’ to
interpret the text.
7
Although school book was the most book they read, t
he story students’ ever told to their friends were about story in novel. There were 24 participants 64.9 answered It. Nowadays, there are
many novels the contents about adolescence but mixed religion. It was
6
Interview with English teacher, Mr. Khusnul on Friday 3
rd
of June.
7
Interview with English teacher, Mr. Khusnul on Friday 3
rd
of June.
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good if they were sharing to each other because it was important to increase their reading literacy. Also, the advantage if they read religion
novel is they learn their religion by herhimself from novel. Doing quiz about reading text wa
s one of influencing students’ reading literacy. They are supposed to get new information from the quiz.
The researcher found that most dominant t he interval students’ do quiz
was in once in a month. There were 16 participants 48.5 said that. It sees that they do quiz about reading text when they got monthly
examination from the teacher. In other hand, they did silent reading in every day. Almost participants 78.8 stated that. From the data, doing
quiz and doing silent reading is one of the most influencing students’
reading literacy. Statement number 12 discussed about the story students have ever
drawn. There were 11 participants 33.3 said that they have ever drawn the story about daily life. Mr. Khusnul, as English teacher also
stated that he ever asked the students to draw the story they read in the drawing book. After that, they had to present the result in front of class.
8
In number 13, in the school most of participants 60.6 chose crossword as word game which student doing while reading. From the data, playing
crossword in the school wa s one of factors influencing students’ reading
literacy.
8
Interview with English teacher, Mr. Khusnul on Friday 3
rd
of June.
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Information above was the result of this research about the factors influencing students’ reading literacy at the school. They were the
interval students read in the school, kind of books students’ read in the school, the story students’ ever tell to their friends, the interval students
do quiz about reading text, the interval students do silent reading and word game which student doing while reading. While the factors
influencing students’ reading literacy at school based on Andrejs Geske and Antra Ozola were a test or a quiz about the read text, read for oneself
quietly, draws pictures about the read text, read aloud for a group of students, read books having several chapters and read plays.
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54
CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents the conclusion related to the research findings of this study and suggestions that hopefully useful for the next researcher.
A. Conclusion
1. Students’ level of reading literacy proficiency
Based on the result of the test, students’ mean score of continuous text is
4.7, so that students’ level of reading proficiency in continuous text is in level 4. In this level, the students are able to locate, interpret and evaluate
information of several paragraphs. While students’ mean score of non-
continuous text is 5.4, so that students’ level of reading proficiency in non-
continuous text is in level 5. In this level, the students are able to distinguish the relationship of specific parts of the text to implicit theme or intention.
The average between combination of students’ mean score of continuous text and students’ mean score of non-continuous text was 5.1. The researcher
concludes that students’ level of reading literacy proficiency in SMPN 2 Sukodono is level 5.
2. Factors influencing students’ level of reading literacy proficiency
From the result of data analyses of questionnaire and interview, the researcher find two factors influencing
the students’ level of reading literacy
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proficiency. They concern with student’s reading out of school and student’s
reading at school. First factor is student’s reading out of school which has six sub-factors.
They are the interval students’ read in the home, the kind of books they read in the home, the kind of literature in the home, the book students’ read out of
school, the students’ read beside the book and some information they have known from reading.
The second factor is student’s reading at school which also has six sub-
factors. They are the interval students read in the school, kind of books students’ read in the school, the story students’ ever tell to their friends, the
interval students do quiz about reading text, the interval students do silent reading and word game which student doing while reading.
3. Suggestion
Based on the research findings, the following suggestions are recommended for English teachers and future researchers.
1. For the English teacher
The teacher should in crease students’ exercise, especially in continuous
text in order to their continuous text and non-continuous texts are balance. 2.
For the next researcher It is also suggested to the further researchers who want to analyze about
students’ level of reading literacy proficiency. It would be better to analyze
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with different aspects of this research. For example: measure students’
proficiency level in different skill or different instrument and continue to do research about two factor influenci
ng students’ reading literacy: socioeconomic factor and collaboration
student’s and hisher parents.
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