B. Problem Formulation
There are two problems to be discussed in this research. They are
formulated as follows:
1. What are the students’ reading habits, indicated by their motivation to read, types of reading texts, and reading strategies?
2. To what extent do students’ reading habits contribute to writing cohesion?
C. Problem Limitation
This research is limited to students’ reading habits in terms of motivation to read, the types of reading texts, and reading strategies. The students’ motivation
to read identified in this research is categorized into two. Firstly, instrumental motivation in which the students read for their academic purposes. Secondly,
integrative motivation in which the students read for their own interest. The type of reading text is classified into two main types of reading. The first type is
English non-fiction text, which is categorized into news, essays or some articles on magazines, biographiesautobiographies, narratives, journalisms, histories,
science writing, websites, true stories using scenes, and some others. The second one is an English fiction text, which is divided into drama, fable, fairy tale,
fantasies, fiction in verse, folklore, historical fiction, horror, short stories, and tall tale. Meanwhile, strategies utilized in reading are prediction, skimming, scanning,
and note-taking. This study is aimed to analyze the contribution of students’ reading habits
of English texts towards writing cohesion. The subjects are taken from Writing PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
classes. Since there are six Writing classes available in the research setting, the research is limited to the sixth semester students of the English Language
Education Study Program of Sanata Dharma University considering the fact that they have already taken Reading and Writing classes. In addition, they are
required to produce academic writing at the end of the semester. Their writings are identified through the presence of cohesive devices in their final papers.
D. Research Objectives
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