The Contribution of Motivation to Read towards Writing Cohesion

C. The Contributions of Students’ Reading Habits towards Writing Cohesion

This section elaborates the answer to the second research question about the contributions of the students’ reading habits of English texts towards writing cohesion. The result of the research showed that all of the three supporting reading habits had contributions towards writing cohesion. However, they were in different degrees of contributions. The following sections elaborate research findings on the contribution of students’ readings habits towards writing cohesion by using the computation of regression analysis by Statistical Package for Social Science SPSS program for Windows. By locating the constant value in the regression equation Y= a + b1X1 + b2X2 + b3X3, the formula will be: Y= -6.671 + 2.195X1 + 2.304X2 + 0.999X3. Generally, it was found that the three indicators of reading habits contributed 51.3 towards writing cohesion. Further explanation is elaborated as follows.

1. The Contribution of Motivation to Read towards Writing Cohesion

Motivation to read gave positive contribution towards writing cohesion. It meant that the higher students’ motivation to read, the higher their writing cohesion would be. It could be seen from the data of the research participants’ cohesion scores and their motivation to read. Most of the participants who had high motivation to read also gained good cohesion scores. Nevertheless, it was also found that low motivation to read did not merely result in poor writing cohesion. It was shown in this research that two of the participants with low PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI motivation to read obtained good cohesion score. Table 4.5 shows the data on participants’ motivation and their level of cohesion. Table 4.5 The Students’ Motivation to Read and the Level of Cohesion COHESION MOTIVATION GOOD FAIR POOR High 7 Medium 14 5 Low 2 1 3 From the computation of regression analysis by SPSS program for Windows, it revealed that the coefficient was positive. It implied that the higher students’ motivation to read, the higher their writing cohesion scores would be. From the regression coefficient, it was found that the probability 0.003 was lower than the level of significance 0.05. It verified that the students’ motivation to read significantly contributes towards writing cohesion. Meanwhile, the regression equation formula was interpreted as if the students’ integrative motivation to read increased one level, while other indicators were constant, their writing cohesion scores would increase 2.195 point s. The result of regression analysis was presented in Appendix 6. To sum up, those who had integrative motivation to read would enrich their knowledge of vocabulary and also their writing organization. By enriching their vocabulary knowledge, they have a lot of choices of cohesive devices to be used in their writing processes. On the other hand, by enriching their writing organization knowledge, they are more experienced in producing a well-organized writing by using sufficient cohesive devices appropriately. However, the participant s with low motivation to read who obtained good cohesion scores indicated that there were other factors that also contributed towards writing cohesion which were not being observed in this research.

2. The Contribution of the Types of Reading Texts towards Writing Cohesion