Stude The Use of reader`s log in basic reading i class.

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research findings and the discussion to answer the research problem about the students’ perception on the use of reader’s log in Basic Reading I Class. It consists of two parts; the first part is the research findings and the second part is the discussion of the findings which discusses the relation between the raw data and the supported theories in order to answer the research question.

A. Research Findings

The research find ings present the data of the students’ perception on the use of reader’s log. The analysis of the research findings begins with the analysis of data questionnaire and followed by the analysis of the data interview as the second part of this section.

1. Stude

nts’ Perception on the Use of Reader’s Log in Basic Reading I Class based on the Questionnaire Data There will be four discussions on the students’ perception on the use of reader’s log in Basic Reading I Class. They are the reader’s log supports the students’ reading skills, the reader’s log builds the students’ interest in reading English text, the reader’s log improves the students’ reading comprehension ability, and the reader’s log increases students’ familiarity with the use of vocabularies in certain context. 32

a. Reader’s Log Supports the Students’ Reading Skills

The aim of Basic Reading I Class is to invite the students to improve their reading skills. Therefore, in this part, the researcher wants to see the students’ perception on the use of reader’s log in supporting the students’ reading skills. There are six items provided related to the research question and the data are presented on the table below. Table 4.1 Reader’s Log Supports the Students’ Reading Skills No Statements SA A U D SD 1. Reader’s log helps me to train my reading skills 48.2 44.6 5.4 1.8 2. Reader’s log increases my reading skills 42.9 51.8 5.4 3. Reader’s log helps me to understand some basic reading strategies, namely previewing, predicting, skimming, scanning, and guessing word meanings from context 30.4 66.1 3.6 4. Reader’s log helps me to apply the reading skills when reading various types of texts 25 69.6 5.4 5. Reader’s log trains me to scan for detailed information of the reading texts 12.5 76.8 8.9 1.8 6. Reader’s log trains me to make inferences from the reading texts 10.7 73.2 10.7 5.4 SA: Strongly Agree; A: Agree; U; Undecided; D: Disagree; SD: Strongly Disagree On the first research statement, there were 27 students 48.2 who chose SA Strongly Agree and 25 students 44.6 who chose A Agree. Nevertheless, there were three students 5.3 who chose U Undecided, only one student 1.8 33 who chose D Disagree, and none of the students 0 who chose SD Strongly Disagree to the research statement. However, most of the students 92.8 agreed that reader’s log helped them to train their reading skills. The first research statement showed that based on the students’ perception, reader’s log helps the students to train their reading skills. In the second research statement, the researcher wants to investigate the students’ perception whether or not the use of reader’s log increases the students’ reading skills. From the table 4.1, it showed that there were 24 students 42.9 who chose SA Strongly Agree and 29 students 51.8 who chose A Agree. On the contrary, there were three students 5.4 who chose U Undecided, yet none of the students 0 who chose neither D Disagree nor SD Strongly Disagree. Since the data showed that almost all the students 94.7 agreed to the research statement, hence the researcher concludes that reade r’s log is effective way to supports the students’ reading skills. The third research statement was used to investigate the effect of reader’s log in understanding some basic reading skills, namely previewing, predicting, skimming, scanning, and guessing word meanings from the context of the reading text. Based on the table 4.1, 17 students 30.4 chose strongly agreed and 29 students 66.1 chose agreed. There were two students who chose U Undecided and no student 0 who chose neither disagreed nor strongly disagreed. The researcher inferred that the majority of the students 96.5 felt the positive effect in understanding some basic reading strategies, namely previewing, predicting, skimming, scanning, and guessing word meanings from the context of the reading text. 34 From the fourth research statement in the Table 4.1, the researcher wanted to investigate whether or not t he use of reader’s log made the students practice the reading strategies. The result showed that 14 students 25 chose SA Strongly Agree and 39 students 69.6 chose A Agree. However, there were three students 5.4 who chose U Undecided. Besides, there was no student 0 who chose D Disagree and SD Strongly Disagree. To sum up the findings, 94.6 of the total students agr eed that the use of reader’s log made the students always applied the reading skills when reading English texts. Before the students implemented the reader’s log, they always opened the dictionary to find the meaning of some new words. However, after they were trained by the lecturer to use reader’s log, the students tried to practice the reading strategies. The fifth research statement showed whether reader’s log trains the students to scan for the detailed information of the reading texts. From the table, it showed that there were seven students 12.5 who chose SA Strongly Agree and 43 students 76.8 who chose A Agree. On the contrary, there were five students 8.9 who chose U Undecided, one student 0 who chose D Disagree and none of the students who chose SD Strongly Disagree. Since the data showed that almost all the students 89.3 agreed to the research statement, thus the researcher concluded that reader’s log was an effective way to train the students to scan for the detailed information of the reading texts. The last research statement is about the students’ perception on the use of reader’s log to train the students to make inferences from the reading texts. The result showed that six students 10.7 chose SA Strongly Agree and 41 students 35 73.2 chose A Agree. However, there were six students 10.7 who preferred to choose U Undecided. Besides, three students 5.4 who chose D Disagree and none of the students who chose SD Strongly Disagree. To sum up the findings, 83.9 of total students agreed that the use of reader’s log trained the students to make inferences from the reading texts.

b. Reader’s Log Builds the Students’ Interest in Reading English Text

In this part, the researcher investigates the students’ perception on the use of reader’s log in building the students’ reading interest. In the questionnaire, the researcher provided two questions in order to see the students’ reading interest. The data was presented below. Table 4.2 Reader’s Log Builds the Students’ Interest in Reading English Text No Statements SA A U D SD 1. Reader’s log helps me to form my reading habit 42.9 46.4 5.4 5.4 0 2. Reader’s log motivates me to do more reading 26.8 50 14.3 8.9 0 SA: Strongly Agree; A: Agree; U; Undecided; D: Disagree; SD: Strongly Disagree Table 4.2 presented the students’ perception on the use of reader’s log in Basic Reading I Class. The first statement investigated the students’ perception on the use of reader’s log in forming the students’ reading interest. The results of the first research statement showed that there were 24 students 42.9 who chose SA Strongly Agree and 26 students 46.4 who chose A Agree. However, there were three students 5.4 who chose U Undecided. Responding to the statement, three students 5.4 chose D Disagree and no one chose SD Strongly Disagree. 36 It showed that most of the students more than 80 agreed that reader’s log helped them to form their reading interest. Before the use of reader’s log, some students did not interest in reading. Some of the students read the English texts because they con sidered the reader’s log as a task-focused. However, because reader’s log was a task, it forced them to read more reading texts. Thus, the students become familiar to read English texts. The second research sta tement was made to find whether the reader’s log motivated the students to do more reading. Based on the data, 15 students 26.8 strongly agreed and 28 students 50 agreed with the statement. There were eight students 14.3 who chose U Undecided, five students 8.9 who chose D Disagree yet, none of students 0 chose SD Strongly Disagree to the statement. From the students’ choices, the researcher concludes that 76.8 of the total students have positive perception that reader’s log motivates the students to do more reading.

c. Reader’s Log Improves the Students’ Reading Comprehension

The researcher also investigates the students’ opinion on the use of reader’s log in Basic Reading I Class whether reader’s log helps and supports the students to comprehend the reading texts. The researcher provided three questions in order to find out the data. The data was presented on Table 4.3. 37 Table 4.3 Reader’s Log Improves the Students’ Reading Comprehension No Statements SA A U D SD 1. Reader’s logs improve my reading comprehension ability 21.4 62.5 10.7 5.4 2. Reader’s logs help me to understand the content of the reading texts 30.4 58.9 7.1 3.6 3. Reader’s logs train me to find the main idea of the reading texts easily 10.7 73.2 14.3 1.8 SA: Strongly Agree; A: Agree; U; Undecided; D: Disagree; SD: Strongly Disagree The first statement dealt with the improvement of reading comprehension ability. It was showed that 12 students 21.4 chose SA Strongly Agree and 35 students chose A Agree to the statement. On the other hand, there were six students who preferred to choose U Undecided. However, there were three students 5.4 who chose D Disagree and none of the students 0 who chose SD Strongly Disagree on the seventh statement. Therefore, based on the students’ perception, the researcher believes that students are able to improve their reading comprehension ab ility by the use of reader’s log in Basic Reading I Class. The second statement is related to the effect of Reader’s Log in understanding the content of the reading texts. It was obtained that 17 students 30.4 chose SA Strongly Agree and 33 students 58.9 chose A Agree. However, there were 4 students 7.1 who chose U Undecided. Responding to the statement, two students 3.6 chose D Disagree and none of the students 0 chose SD Strongly Disagree. From the findings, it could be seen that 38 participants had positive experiences on this statement. It was proven by the results showing that majority of the students more than 80 agreed tha t reader’s log helped the students to understand the content of the reading texts. The last statement was made to see whether or not reader’s log trained the students to find the main idea of the reading texts easily. From the table 4.3, we can see that there were six students 10.7 out of all the students who strongly agreed and 73.2 41 students out all of students who agreed that they found the main idea of the reading texts easily since the use of reader’s log. However, there were eight students 14.3 who chose U Undecided. Besides, there were 1.8 out of all students who chose disagreed and none of the students 0 who strongly disagreed to the statement. It shows that most of the students 83.9 believed that reader’s log trained the students to find the main idea of the reading texts easily.

d. Reader’s Log Increases the Students’ Familiarity with the Use of

English Vocabularies in Certain Context In addition, the researcher also investigates the personal evaluation of the students on the use of Reader’s Log in increasing students’ familiarity with the use of vocabularies in certain context. There were three items that were presented on the following table. 39 Table 4.4 Reader’s Log Increases Students’ Familiarity with The Use of English Vocabularies in Certain Context No Statements SA A U D SD 1 Reader’s log increases my familiarity with the use of vocabularies in the certain context 25

66.1 3.6 5.4

2 Reader’s log improves my English vocabulary mastery 21.4 66.1 3.6 8.9 3 I enjoy guessing word meaning after doing the reader’s log for several times 12.5 44.6 12.5 1.8 21.4 SA: Strongly Agree; A: Agree; U; Undecided; D: Disagree; SD: Strongly Disagree The next research statement is about familiarity with the use of vocabularies in the certain context of the reading texts. From the first research statement, the researcher wants to see the students’ perception on the use of reader’s log whether it makes the students more familiar with the use of vocabularies in the certain context. The result showed that 14 students 21.4 chose SA Strongly Agree and 37 students 66.1 chose A Agree. Besides, there were three students 5.4 who preferred to choose U Undecided, two students 3.6 who chose D Disagree and none of the students who chose SD Strongly Disagree. To sum up the findings, 87.5 of total the students agr eed that the use of reader’s log made the students more familiar with the use of vocabularies in the certain context of the reading texts. It can be concluded that reader’s log helps the students to be more familiar with the use of English vocabularies in the certain context and in the certain reading texts. 40 The statement two dealt with students’ vocabulary mastery. Here, the researcher investigate the students’ perception on the use of reader’s log in increasing English vocabulary mastery. From the data statement 2 that is showed by table 4.3, there were 12 students 21.4 who chose SA Strongly Agree and 37 students 66.1 who chose A Agree. On the other hand, there were five students 8.9 who chose U Undecided, two students 3.6 who chose D Disagree and none of students 0 who chose SD Strongly Disagree. It means that most of the students 87.5 agr eed that the use of reader’s log increased their English vocabu lary mastery. One of the reading benefits is to improve the readers’ vocabulary. When the readers read many reading texts automatically they are able to expand their knowledge of vocabulary, especially the knowledge of English vocabulary. In the third stat ement, the researcher wants to see the students’ perception whether the students enjoy gue ssing word meaning after doing reader’s log for several times. There were seven students 12.5 who chose strongly agreed and 25 students 44.6 agreed to the statement. Meanwhile, 12 students 21.4 chose U Undecided to the statement, seven students 12.5 chose D Disagree and only one student 1.8 chose SD Strongly Disagree. On this research statement, based on the students’ perception, most of the students 57.1 agreed that after doing reader’s log for several times made the students enjoyed guessing word meaning in the reading texts. 41

2. Students’ Perception on the Use of Reader’s Log in Basic Reading I