44 H1 : There is correlation between the two variables
3.8.1 The analysis of students’ mastery of reading skills
Analyzing this aspect means to answer the research questions; what problems were faced by the students of an SLTP in Lembang in reading
comprehension and their ability in reading comprehension. For example of one of the statement in the questionnaire that they can find
the main idea of the text, has some item of statements to be chosen by the respondents naturally based on what they do or their habit in reading the English
reading text. Each item of statements was ranged based on Likert scale labeled 1 to 5. 1 = always, 2 = often, 3 = sometimes, 4 = seldom, and 5 = never. If the
respondents choose score 1, it means that the respondents always find the main idea of the text. Score 2 indicates that the respondents often find the main idea of
the text. Score 3 indicates that the respondents sometimes find the main idea of the text about 50. Score 4 indicates that the respondents seldom find the main
idea of the text about 75. While score 5 indicates that the respondents never find the main idea of the text. By using this scale, the score chosen by the students can
be analyzed to know the information about their problems in reading comprehension.
The criteria of frequency level Oxford: 1990 of the average score of the students’ problems in reading is classified into: score 1,0 – 2.4 is categorized low,
then score 2.5 – 3.4 is categorized medium and score 3.5 – 5 is categorized high.
45 Then low and high criteria are divided become low and very low, high and very
high as being described in the following figure.
Table 3.4 The Frequency Level of the Students’ Problems in Reading
Criteria Frequency
Score Very high
High Medium
Low Very low
Always Often
Sometimes Seldom
Never 4.50 – 5.00
3.50 – 4.49 2.50 – 3.49
1.50 – 2.49 1.00 – 1.49
The scores above would place the problems that students’ face in reading to what level of frequency or how often the students’ face that problems in
reading. While to know how problematic of each problem to the students, the
problems of the questionnaire are categorized with the range score of the students who choose it as in the following table.
Table 3.5 The level of problems
Category Score
Very problematic Problematic
Less problematic Not problematic
369 – 460 277 – 368
185 – 276 92 - 184
46
3.8.2 The analysis of correlation between the students’ mastery of reading skills and their reading achievement
After the raw data had been collected, the researcher then analyzed it using the descriptive computation to calculate the correlation coefficient between the
students’ mastery of reading skills and their reading comprehension ability. But to ease the computation and to get the more precise result, the correlation coefficient
whether it is significant or not significant, the analysis was established through the available program of statistical analysis SPSS, since this means is much more
practical, efficient as well as provide more accurate result of analysis. At this point, the degree of correlation which is in common expressed in r
had been obtained, while the coefficient is interpreted based on the key criterion that the higher coefficient indicates stronger relationship of the two variables. This
comparison was important to find whether the null hypotheses were rejected or accepted based on certain level of significance.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
Based on the result of the discussion derived from the data analysis presented in the previous chapters, some conclusions and recommendations are
formulated. It is expected that observing the two important variables of the present study: students’ mastery of reading skills and their reading comprehension ability
of the second year students of an SLTP in Lembang gives useful contributions to the English teachers and others who concern with English education, especially
the area of teaching reading comprehension.
5.1 Conclusions
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