The Interest Of English Students Of Faculty Of Letters, In The University Of Sumatera Utara In Reading Literary Works

THE INTEREST OF ENGLISH STUDENTS OF

FACULTY OF LETTERS, IN THE UNIVERSITY

OF SUMATERA UTARA IN READING

LITERARY WORKS

A THESIS

BY

SHERA Z HUTABARAT

REG. NO 050705030

ENGLISH LITERATURE DEPARTMENT

FACULTY OF LETTERS

UNIVERSITY OF SUMATERA UTARA

MEDAN

ACKNOWLEDGEMENT

First, I would like to praise and give Heavenly Father the Almighty God in the name of Jesus Christ the greatest honour who always gives me His blessings, guidance and spirit to finish this thesis.

The thesis is about a research deals with the interest of English Students of Faculty of Letters, in the University of Sumatera Utara in reading literary works.

I would like to say thank to some lecturers who helped and guided to write this thesis, they are:

1. Prof. Syaiffudin, M.A, Ph.D as the Dean of Faculty of Letters in University of Sumatera Utara.

2. Dra. Swesana M Lubis, M.Hum as the Head of English Literature Department in University of Sumatera Utara.

3. Drs. Yulianus Harefa, M.Ed TESOL as the Secretary of English

Literature Department in University of Sumatera Utara.

4. Dra. Martha Pardede, M.S as my Supervisor and Dra. Syahyar Hanum, DPFE as my Co-Supervisor for the precious advices, supporting assistance and understanding that motivated me to finish this thesis. 5. Drs. M. Syafiei Siregar, M.A as my Academic Supervisor for the

encouragement during my study at English Literature Department in University of Sumatera Utara.

I also thank all of my brothers and sisters in my lovely small group, “Praise the Lord”: Timbul, Ivan, Monalisa, and Mariana Fe who always support me with their love, care, pray and attention. Thank you for everything that we have shared through all these years. May God Bless you all!

I also thank all my sisters in “Famz in Christ”: Anna, Ayaki, Eva, Evy, Herlina, Liana and Yulietha who always remind and support me to finish this thesis.

I will never forget to thank my incredible loving, supportive, and great family, my Father Z. Hutabarat and my lovely Mother A. Sembiring, I dedicate this thesis to them. Special thank them that had struggled, tried to full fill all of my needs and prayed for me all the time. Moreover, I thank my sweetest sisters Nesya, Ria and Karina for their loving, caring, and kindness that encourage me to finish this thesis. I will always love you all forever more.

Finally yet importantly, I would like to say thank to my best friend Yoland who always supports me and to my entire friends for their participation to help me to do and finish this thesis; Anne, Pinkx, Eve, Emmy, Poe2, Henny, Swarnie, Sri Handayani, Asna, Dinda, Irene, and whose names cannot be put in this thesis. They will be in my heart. Thank a lot for everything that they have done for me. Finally, I hope this thesis will always be beneficial for the readers.

ABSTRAK

Skripsi ini berjudu l The Interest of English Department Students in Faculty of Letters in University of Sumatera Utara In Reading Literary Works yang merupakan suatu penelitian mengenai ketertarikan mahasiswa Sastra Inggris Universitas Sumatera Utara dalam membaca karya sastra. Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana minat baca mahasiswa Sastra Inggris dalam membaca karya sastra. Setelah dilakukan penelitian dengan menggunakan kuesioner, di dapat bahwa minat baca mahasiswa Sastra Inggris Universitas Sumatera Utara dalam membaca karya sastra cukup baik. Walaupun secara umum disimpulkan bahwa mahasiswa membaca karya sastra hanya karena kewajiban dari dosen- dosen, bukan karena mereka berminat terhadap sastra. Kesimpulan ini didasarkan pada jumlah karya sastra (prosa, puisi, dan drama) yang mereka baca, jenis karya sastra yang mereka sukai dan tersedia tidaknya waktu khusus dalam membaca karya sastra.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ... i

ABSTRACT ... ii

TABLE OF CONTENTS ... iii

CHAPTER I INTRODUCTION ... 1

1.1Background of Research ... 1

1.2Statement of Problems ... 4

1.3Objectives of Research ... 4

1.4Significance of Research ... 5

1.5Scope of Research ... 5

CHAPTER II THEORITICAL REVIEW ... 6

2.1 Literature and Society ... 6

2.2 Literary Sociology ... 9

CHAPTER III METHOD OF RESEARCH ... 11

3.1 Method of Research ... 11

CHAPTER IV DATA ANALYSIS ... 13

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 105

5.1 Conclusions ... 105

5.2 Suggestions ... 106

BIBLIOGRAPHY ... 107

CHAPTER I

INTRODUCTION

1.1 Background of Research

The term of literature and sociology are two fields of knowledge that cannot be separated from each other. Literature and Sociology are two studies that are different from each other but they have close relation. Sociology derives from the Greek ‘ Socius’ (society) and ‘logos’ (science) which means the study of all the aspects of human and their relation in community (Ratha, 2003:1). Literature derives from Latin ‘littera’ which primarily refers to the written or printed words (Kasim, 2005:1). The relationship between literature and society is usually discussed by starting with the phrase, derived from De Bonald, that ‘literature is an expression of society’ (Wellek, 1963:95). Some relations between Literature and Society are: literary works absolutely is the part of society and it uses language which is the part of social institution, literary works is for the readers who are the members of society, and literary works is a picture of society.

Literature is a social institution, using as its medium language, a social creation (Wellek, 1963:94). As the social institution, the term of literature and literary works cannot be separated from people. Ironically, on the view of Taufik Ismail

of them read the non-fiction books. In 2006, the research showed that only 23, 5% gained the information from reading. The rest of them preferred watching TV and listening radio to collect information. This result shows how Indonesian people do not rely much on reading to get information, reading is not yet a habit for them.

To respond this, Primanto Nugroho

(http://kalipaksi.wordpress.com/2007/06/23/sastra-pelajar-minat-baca-dan-taufik-ismail/) commented that reading is an activity which requires much time. Ironically, many of them spend more time to work and earn money. Consequently they have less time to read. Moreover, the books cost are quite expensive, so many of them cannot afford to buy (Nurhidayah, 2007).

In this thesis, I am going to find out some conditions that happen around the English Department students as the part of a society about their attitude toward reading literary works and the factors that influence them in reading literary works. The interest of English Department students to read English literary works has a big beneficial because they have to know much about it by having many references so that they can learn it well.

In English Department, the students study English literature works. Besides, they also learn and practice in speaking, listening, writing, and reading. English Department is chosen by many Senior High Schools students because they want to increase their ability in English. They usually think that their English skills can be improved in English Department. In fact, the students that have accepted in this Department must be able to speak and write in English well.

In English Department, literary works are the object that must be studied by the students. One of the aims of this Department is to teach the students how to analyze the literary works. English Department in University of Sumatera Utara offers two kinds of concentrate mainly linguistics and literature. Linguistics deals with morphology, semantic, syntax, phonology, and pragmatic. Whereas literary deals with prose, play, and poetry.

Reading is one of the important things to support the study, especially for English Department students who have to study literary works. All literary works have messages for the readers such as moral lessons. So, the students have to able to comprehend its meaning to get the messages. Besides, they learn the style, the beauty of language, the history and the social condition that happened when the literary works were created. By analyzing the literary works, they also can add their knowledge, enrich vocabularies, and teach the students to think critically.

That is the reason why I want to do a research to find out the interest of English Department students in University of Sumatera Utara in reading literary works and the factors that influence them to read literary works.

1.2 Statement of Problems

The students who take literature are less than the students who take linguistics. For example, the class of 2004 only has 10 students and the class of 2005 also only 8 students who took the literature. Therefore, linguistics is taken

skill in speaking English. Basically, the students of Faculty of Letters are supposed to know and understand many literary works. Because one of the aims of this Faculty is to teach the students to be able to analyze literary works.

To find out the facts about the interest of English Department students in reading literary works, there are some questions that need to be explained. The questions can be formulated as follow:

1. How is the interest of English Department students in Faculty of Letters University of Sumatera Utara in reading literary works?

2. What are the factors that influence the students to read literary works?

1.3 Objectives of Research

The objective of the research tends to answer the problem of research. Based on the problems above, the purpose of this research mainly:

1. To identify the interest of English Department students in reading literary works.

2. To find out the factors that influences the students to read literary works.

1.4 Scope of Research

There are some ways to prove that literary works and society have close connection. In this thesis I limit the scope of the research only on the students of English Department students in University of Sumatera Utara as my correspondence to identify the member of students who are interested in reading literary works.

I limit the scope of the research only to know the interest of English Department students in reading literary works. I do not analyze about the ability or the ways of students in analyzing the literary works.

1.5 Significance of Research

It is expected that this study will be beneficial for those who are interested to take literature as their major. Thus some significance expected to reach are as follows:

1. The readers will get more and more the explanation about factors that influence the students to be interested in reading literary works. 2. The readers will get some information about the beneficial of learning

literary works.

3. This thesis would be enriching the literary study and it can be used as source of information for the readers especially students of literature who are interested in this kind of research.

1.6 Review of Related Literature

I found a journal which I used as sources in finding the data and information to analyze this thesis. This journal as the main source, in finding the data and information to analyze this thesis, is

Raswief, Dra. Nilzami dan Dra. Roswita Silalahi. (1993) in their research Laporan Penelitian Minat Membaca Karya Sastra Inggris Dari Mahasiswa

CHAPTER II

THEORITICAL REVIEW

2.1 Literature and Society

The term ‘literature’ has been widely defined by many people and experts, but some of the definitions have one common sense, that is literature is a creative work produced by imagination. Klarer (2004:1) says that in most cases, literature is refers to as the entirety of written expression, with the restriction that not every document can be categorized as literature in the more exact sense of the word. The definition, therefore, usually include additional adjectives such as “aesthetic” or “artistic” to distinguish literary work from texts of everyday use as telephone books, newspaper, legal documents, and scholarly writings. Literature is a creative writing by an author with aesthetic values, which makes literature regarded as an art. Literature as a writing from differentiates it from the other art products, and its aesthetic or artistic values make it different from other writings.

The word ‘Literature’ is derives from Latin ‘littera’ that primarily refers to the written or printed words (Kasim, 2005:1). Literature refers to compositions that tell stories, dramatic situation, expresses emotions, an analysis, and advocates ideas.

So many definitions of literature; Literature is the Literally translated, the word means "acquaintance with letters" (from

phras types include

Literature is the collective body of literary productions, embracing the entire results of knowledge and fancy preserved in writing; also, the whole body of literary productions or writings upon a given subject, or in reference to a particular science or branch of knowledge, or of a given country or period; as, the literature of Biblical criticism; the literature of chemistry.

Literature is the class of writings distinguished for beauty of style or expression, as poetry, essays, in history, in diction from scientific treaties and

works, whichcontain positive knowledge.

Literature, a body of written works related by subject matter (e.g. the literature of computing), by language or place of origin (e.g. Russian literature), or by prevailing cultural standards of merit. In this last sense, ‘literature’ is taken to include oral, dramatic, and broadcast compositions that may not have been published in written form but which have been (or deserve to be) preserved. Since the 19th century, the broader sense of literature as a totality of written or printed works has given way to more exclusive definitions based on criteria of imaginative, creative, or artistic value, usually related to a work's absence of factual or practical reference. Even more restrictive has been the academic

natural world and the inner or subjective world of the individual have also been objects of literary imitation. Based on the definition above, Literature has relation with social reality or society.

Literature and Society has close relation to each other because, the relation between literature and society is usually discussed by starting with the phrase, derived from De Bonald, and that ‘literature is an expression of society’ (Wellek, 1963:95). Some relations between Literature and Society are; literary works absolutely is the part of society and use language as the part of social institution, literary works is for the reader as the members of society, and literary works is a picture of society.

A society, then, is a group of people with a shared and somewhat distinct culture, who live in a defined territory, feel some unity as a group, and see themselves as distinct from other peoples. A society needs to be independent enough to avoid being swallowed up by other societies (Persell, Caroline Hodger. 1987). The word society may also refer to an people for religious, benevolent, cultural, scientific, political, patriotic, or other purposes. The English word "society" emerged in the 15th century and is derives from the French société. The French word, in turn, had its origin in the "companion, associate, and comrade or business partner." The Latin word is probably related to the verb sequi, "to follow", and thus originally may have meant "follower". (www.wikipedia.com)

A society is a body of humans generally seen as a community. On the other hand, group of

single Human societies are characterized by patterns of relationships between individuals that share a distinctive groups, a society allows its individual members to achieve individual needs or wishes that they could not fulfill separately by themselves, without the existence of the social group. Society, however, may be unique in that it is qualities of its constituent individuals. As a reality its own kind", it is hinder rather than help the pursuits of the physical and psychological underpinnings.

A society, in short, is relative independent collection of people who share a common heritage and common ways of interacting.” (Persell, Caroline Hodger. 1987)

Literary Sociology

Literature and Sociology are two studies that are different from each other, but they have relation. Sociology derives from the Greek ‘ Socius’ (society) and ‘logos’ (science) which means the study of all the aspect of human and their

relation in community (Ratha, 2003:1). Literary Sociology is a branch of literary study that examines the relationships between literary works and their social contexts, including patterns of literacy, kinds of audience, modes of publication and dramatic presentation, and the social class positions of authors and readers.

between. The text was a composite work on which society exerted powerful and unseen forces but that could still escape those forces in order to present something outside of them: perhaps a hope or fantasy of something better.

Sociology is an objective and scientific studies about human in society; studies about social institution and social process. Same as sociology, Literature is also studies about the relation between the human in society, the human’s effort for adapting with the society and change the institution (Damono, 1979: 7-8). The different between them is, Sociology deals with a scientific and objective analysis but Literature shows the ways of life of human among society, their feeling through society with literary works.

Literary sociology is a study of literary works by paying attention to the social aspects (Ratna, 2003:2). In literary sociology, there are three classifications about the scope.

First, the writer’s social context; this part talked about the writer’s social position in society and their relation to the readers. In this scope is also explained about social factors that influence the writers like, the writer’s occupation, writer’s professionalism, and the readers of their works. Second, literature as the mirror of society; how far the literary works describe the situation in society. Third, social function of literature which explain how far a literary works can be related to social condition and how far literature values are influenced by social condition. (Damono, 1979: 3-4)

CHAPTER III

METHODOLOGY

3.1 Research Method

Field research is used in collecting the data. The method of the study that used is quantitative method. Quantitative method is a method of analyzing data by choosing the population and sample and using questioner to collect the data (Suyanto 2005: 135).

The research has conducted at English Department in Faculty of Letters in University of Sumatera Utara with the students from three batches 2005, 2006, and 2007 as the samples.

3.2 Population and Sample

Webster (2003:966) states that a population is group of individual persons, objects, or items from which samples are taken for measurement while a sample is a finite part of statistical population whose properties are studied to gain information about the whole.

The population of this research is 100 students from English Department in Faculty of Letters. Those students become the respondents who took the questionnaires. The members of question for data are 50 questions. From the total amount of the population, I took sample by using Simple Random Sampling.

Simple Random Sampling involves the identifying procedure on every element in the sampling frame and choosing them based on any planned process that also ensures that every element has an equal opportunity of being selected. When sampling frames are too large for slips of paper in a hat or some similar procedure, a random number table can be used (Dane 1990: 297)

3.3 Data Collecting Method

In collecting the data, some steps that are used mainly:

1. Choosing the population and sample for the research randomly. 2. Giving questioners to the sample.

3. Collecting questioners from the sample.

3.4 Data Analysis Method

The data are analyzed by examining the answer that have made by English Department Students in University of Sumatera Utara by using Bungin’s Theory (2005:172)

The formula is n = x100% N

fx

.

n = Percentages of the answers

fx = The amount of each kind of answer

CHAPTER IV

DATA ANALYSIS

Table.1 Condition based on the gender

No

Batch

Sample

Female

Male

1.

2.

3.

2005

2006

2007

44 (44%)

37 (37%)

19 (19%)

31 (31%)

23 (23%)

16 (16%)

13 (13%)

14 (14%)

3 (3%)

Total 100 (100%) 70 (70%) 30 (30%)

From the data above, I can see that the most samples are women. It proves that in English Department the most dominant students are women. The percentages of women are 70% in other hand the percentage of man are 30%. In 2005’ from 44% samples, the percentages of women are 31% and the men are 13%. In 2006’ from 37% samples, the percentages of women are 23% and the men are 14%. In 2007’ from 19% samples, the percentages of women are 16%

0% 5% 10% 15% 20% 25% 30% 35%

Women

Men

2005

2006

2007

Chart.1 Condition based on the gender

Table.2 Condition based on the interest in reading literary works in Senior High School

No

Sample

Interested

Not Interested

1. 100 (100%) 58 (58%) 42 (42%)

If I see the table, the percentages of English students in University of Sumatera Utara out of 100 samples who were interested in reading literary works were in Senior High School are 58% and 42% are not interested in reading literary works when they were in Senior High School. See the chart below.

0% 10% 20% 30% 40% 50% 60%

Interested

Are not

interested

Chart. 2 Condition based on the interest in reading literary works in Senior High School

Table.3 English Department as the first choice

No

Sample

First Choice

Others Choice

1. 100 (100%) 56 (56%) 44 (44%)

Total 100 (100%) 56 (56%) 44 (44%)

Based on the table above, it can be seen that out of 100 samples, the students who has chose English Department as their first choice are 56% and 44% students did not choose English Department as their first choice. See the chart below.

0% 10% 20% 30% 40% 50% 60%

English

Department as First Choice English

Department as others choices

Chart. 3 English Department as the first choice Table.4 English Department as others choice

No

Sample

Second choice

Third choice

1. 44 (100%) 36 (82%) 8 (18%)

If I see the table, out of 44 samples, the students who has chose English Department as their Second Choice are 36 (82%) and the students who has chose it as their third choice are 8 (18%). See the chart below.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Students who has chose English Department as their Second choice Students who has chose English Department as their Third choice

Chart .4 English Department as another choice Table.5 The Reasons to study in English Department

No

Sample

Study about

language

Study about

literature

Did not

answer

1. 100 (100%) 82 (82%) 15 (15%) 3 (3%)

If I see the table 5, out of 100 samples, 82 (82%) the students chose English Department because they wanted to study about the language and only 15 (15%) students wanted to study about Literature, and 3 (3%) did not answer the question.

From this table I know that almost all of the students chose English Department because they wanted to study about Language than to study about literature. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Study about language

Study about literature

students who did not answer the question

Table.6 The reasons for reading literary works

No

Sample

Like reading

Have to read

1. 100 (100%) 43 (43%) 57 (57%)

Total 100 (100%) 43 (43%) 57 (57%)

Based on the table above, out of 100 samples the students who like reading literary works as their reason to read literary works is 43 (43%) and the rest of them 57 (57%) read literary works because they have to read.

Based on the table I can see, it is so ironically that more than 50 % student in English Department read literary works because they have to read the literary works not because they like reading literary works. See the chart below.

0%

10%

20%

30%

40%

50%

60%

The students who like reading The students who have to read

Chart.6 The reasons for reading literary works Table.7 The reasons for enjoying reading literary works No Sample Interesting Add

knowledge

Enrich vocabularies

All Others reasons

1. 43 (100%)

12 (28%) 7 (16%) 9 (21%) 14 (33%)

1 (2%)

Total ₄₃

(100%)

12 (28%) 7 (16%) 9 (21%) 14 (33%)

According to the table above, out of 43 samples I can see some reasons why the students enjoying reading literary works, there are: 12 (28%) like reading literary works, because it is interesting, 7 (16%) like reading literary works because it is add knowledge, 9 (21%) like reading literary works because it is enrich vocabularies. In addition, 14 (33%) like reading because it is interesting, add knowledge, and enrich vocabularies, and 1 (2%) enjoying reading literary works because they are interested to the story. See the chart below.

0% 5% 10% 15% 20% 25% 30% 35%

The students who are interested in reading literary works

The students who can add their knowledge by reading literary works The students who can enrich their vocabularies by reading literary works The students who chose all answer

The students who gave others reasons

Table.8 The reasons for reading literary works as obligatory task

No

Sample

Boring

Difficult

All

Others

reasons

1. 57 (100%) 17 (30%) 26 (46%) 7 (12%) 7 (12%)

Total 57 (100%) 17 (30%) 26 (46%) 7 (12%) 7 (12%)

From the table 8, I can see there are two reasons why the students in English Department read literary works; first, they like reading and the second one because they have to read it. They have to read literary works it is means they do not like reading literary works.

There are some reasons why the students said they do not like it; 17 (30%) answered that reading literary works is a boring activity, 26 (46%) said that it is difficult for them to read literary works. More over 7 (12%) do not like it because reading literary works is a boring activity and it is difficult for them, 7 (12%) gave others reasons like reading is wasting time and they must do their assignments. See the chart below.

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

The students who felt boring The student who think it is difficult The students who have chose all answer The students who give others reasons

Table.9 The ways to get Literary works

No

Sample

Borrow

from

library

Borrow

from

someone

Rent

Buy

Browsed

In

internet

1. 100 (100%)

33 (33%) 22 (22%) 2 (2%) 16 (16%)

27 (27%)

Total 100 (100%)

33 (33%) 22 (22%) 2 (2%) 16 (16%)

27 (27%)

Based on the table, out of 100 samples, the students get literary works with some ways, there are; 33 (33%) borrowing from the library, 22 (22%) borrowing from someone, 2 (2%) renting the literary works, 16 (16%) buying and 27 (27%) browsed in internet.

I can see that most of the students 33 (33%), borrowing from the library as their alternative to get literary works. The other ways to get literary works is by browsed in internet 27 (27%). See the chart below.

0% 5% 10% 15% 20% 25% 30% 35%

The students who borrow from library The students who borrow from someone else

The students who rent them The students who buy them The students who browsed in internet

Table.10 The favorite genre

No

Sample

Prose

Play

Poem

1. 100 (100%) 60 (60%) 25 (25%) 15 (15%)

Total 100 (100%) 60 (60%) 25 (25%) 15 (15%)

If I see on the table above, out of 100 samples the most favorite genre is prose 60 (60%), and followed by play 25 (25%) and next to it is poem 15 (15%). See the chart below.

10% 20% 30% 40% 50% 60%

Students who like prose Students who like play students who like poem

Table.11 The reasons for choosing prose works as the favorite genre

No

Sample

The

Characters

Theme Setting

Plot

Others

Answers

1. 60 (100%)

10 (17%) 15 (25%)

21 (35%)

10 (17%)

4 (6%)

Total 60 (100%)

10 (17%) 15 (25%)

21 (35%)

10 (17%)

4 (6%)

Based on the table 11, 60 samples chose Prose as their favorite genre. There are some reasons why they chose it as their favorite genre; they like the characters 10 (17%), they like the theme 15 (25%), they interesting with the place and culture 21 (35%). They like the plot of the story 10 (17%) and some students 4 (6%) gave others reasons they like prose because the story is dynamic and unique.

In addition, the most favorite reason why they chose prose are they likes the place and the culture of the story 21 (35%). See the chart below.

0% 5% 10% 15% 20% 25% 30% 35% 40%

The students who like the characters The students who like the theme The students who like the setting The students who like the plot

The students who gave others answers

Table.12 The favorite prose works

No

Sample

Classic

Prose

Contemporary

Prose

Did not

answer

1. 60 (100%) 29 (48%) 22 (37%) 9 (15%)

Total 60 (100%) 29 (48%) 22 (37%) 9 (15%)

Based on the table above, out of 60 samples who like prose, 29 (48%) chose classic prose as their favorite prose. Some classic prose that they like are: ‘Animal Farm’, ‘The Old Man and The Sea’, ‘Jane Austen’, ‘Sillas Manner’,

‘Scarlet letter’, A Tale of Two Cities’, ‘Pride and Prejudice’, ‘Oliver Twist’ and

‘Lady Chatterley’s Lovers’. Meanwhile 22 (37%) chose contemporary prose as

their favorite. Some Contemporary prose, which they like, are: ‘Twilight’, ‘Harry Potter’, ‘The Da Vinci Code’, ‘The Kite Runner’, ‘The Trilogy of Lord of The

Rings’, ‘The Broken Wings’, ‘Jacky Faber’, ‘A Rose for Emily’, ‘Trilogy of

Indiana’, and ‘Life on the Refrigerator’s Door’. And 9 (15%) did not answer the

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

The students who like classic prose The students who like contemporer prose

The students who did not answer the question

Table.13 The reasons for choosing play as the favorite genre

No

Sample

Theme

Plot

Dialogue

Moral

lesson

Others

Reasons

1. 25 (100%)

3 (12%) 4 (16%) 10 (40%) 7 (28%) 1 (4%)

Total 25 (100%)

3 (12%) 4 (16%) 10 (40%) 7 (28%) 1 (4%)

Based on the table 13, out of 25 samples who chose Play as their favorite genre there are some reasons why they chose it as their favorite genre: because they like the Theme 3 (12%), they like the Plot 4 (16%), they interesting with Dialogue 10 (40%). They like the Moral lesson 7 (28%) and 1 (4%) gave others reasons because they like act. In addition, the most favorite reason why they chose prose is they like the Dialogue 12 (48%). See the chart below

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

The students who like the theme

The students who like the plot

The students who like the dialogue

The students who like the moral lesson in the play

The students who gave another reasons

Table.14 The favorite play

No

Sample The Death

of

Salesman

Romeo

and

Juliet

A Doll’s

House

Others

Plays

Did not

answer

1. 25 (100%) 3 (12%) 7 (28%) 2 (8%) 5 (20%) 8 (32%)

Total 25 (100%) 3 (12%) 7 (28%) 2 (8%) 5 (20%) 8 (32%)

Based on the table above, out of 25 (100%) samples who like play, some play that they like are ‘The Death of Salesman’ 3 (12%), ‘Romeo and Juliet’ 7 (28%), and ‘A Doll’s House’ 2 (8%). Others plays 5 (20%), which they like, are ‘The Merchant of Venice’,’ a Street Car Named Desire’,’ Riders to the Sea’, ‘Macbeth’ and ‘Mid Summer Night’s Dream’. Moreover, 8 (32%) did not answer

0% 5% 10% 15% 20% 25% 30% 35%

The students who like 'The Death of Salesman' The students who like ' Romeo and Juliet' The students who like 'A Doll's House'

The students who chose others plays The students who did not answer the question

Table.15 The reason for choosing poem as the favorite genre

No

Sample

The

words

Figurative

speech

Short

form

The

Meaning

1. 15 (100%)

5 (33%) 1 (7%) 2 (13%) 7 (47%)

Total 15 (100%)

5 (33%) 1 (7%) 2 (13%) 7 (47%)

According to the table 15, out of 15 (100%) samples that chose Poem as their favorite genre there are some reasons why they chose it as their favorite genre; because they like the words 5 (33%), they like the figurative speech 1 (7%), they like the short form 2 (13%). They like the Meaning 7 (47%).

In addition, the most favorite reason why they chose prose is they like the meaning of the poem 7 (47%). See the chart below.

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

The students who like the words The students who like the figurative speech The students who like the short form The students who like the meaning

Table.16 The favorite poem

No

Sample

I’m

Nobody

Who are

You

Catherine’s

Dreams

Red

Rose

Others

Poems

Did

not

answer

1. 15 (100%)

2 (13%) 3 (20%) 2 (13%)

6 (40%) 2 (13%)

Total 15 (100%)

2 (13%) 3 (20%) 2 (13%)

6 (40%) 2 (13%)

Based on the table above, out of 15 (100%) samples who like poem, some poem that they like are I’m Nobody who are You 2 (13%), ‘Catherine’s Dreams’ 3 (20%), and ‘Red Rose’ 2 (13%). Others poems 6 (40%), which they like, are ‘Democracy’, ‘The Road not Taken’, ‘The wild Rose’, ‘The Craned Wall’,

‘Stopping by Woods on A Snowy Evening’, and ‘Fire and Ice’ . Moreover, 2

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

The students who like 'I'm no Body Who are You' The students who like ' Catherine's Dreams' The students who like 'Red Rose'

The students who like others poems The students who did not answer the question

Table.17 The favorite theme

No Sample Romantic Heroic Religious Feministic Others answers

Did not answers

1. 100 (100%)

62 (62%) 22 (22%)

5 (5%) 4 (4%) 3 (3%) 4 (4%)

Total 100 (100%)

62 (62%) 22 (22%)

5 (5%) 4 (4%) 3 (3%) 4 (4%)

According to the table 17, the theme most liked by most of students is romantic 62 (62%), followed by 22 (22%) like heroic theme, 5 (5%) like religious theme, and 4 (4%) like feminism theme, 3 (3%) like others themes like mystery, struggle of life, science, etc. Moreover 4 (4%) did not answer the question. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70%

The students who like

Romantic theme The students who like Heroic theme

The students who like

Religious theme The students who like

Feministic theme The students who like others themes

The students who like more than 1 themes The students who did not answer the question

Table.18 The favorite text to read

No

Sample

Read original text

Read simplified

1. 100 (100%) 31 (31%) 69 (69%)

Total 100 (100%) 31 (31%) 69 (69%)

From the table above, I can conclude that the students prefer to read literary works in simplified than to read it in the original text. Almost 70% of students like reading literary works in simplified. Contrast with the students who like reading the literary works in original text only 31% students like it. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70%

The students who like to read the original text The students who like to read the simplified

Table.19 The hardest genre of literature

No

Sample

Prose

Play

Poem

1. 100 (100%) 10 (10%) 17 (17%) 73 (73%)

Total 100 (100%) 10 (10%) 17 (17%) 73 (73%)

According to the table above, out of 100 samples, most of the students chose poem as the hardest genre of literature for them to understand. 73 (73%) students chose poem as the hardest genre of literature for them to understand, 17 (17%) students chose play as the hardest genre of literature for them to understand and 10 (10%) students chose prose as the hardest genre of literature for them to understand. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70% 80%

The students who chose prose

The students who chose play

The students who chose poem

Table.20 The short stories have been read by the students

No

Sample

0-1

2-5

More

than 5

Did not

answer

1. 100 (100%) 9 (9%) 26 (26%) 63 (63%) 2 (2%)

Total 100 (100%) 9 (9%) 26 (26%) 63 (63%) 2 (2%)

According to the table above, out of 100 samples, 63 (63%) students have been read more than 5 short stories since they studied at English Department, 26 (26%) students have been read 2-5 short stories since they studied at English Department and only 9 (9%) students have been read 0-1 short story since they studied at English Department. In addition 2 (2%) did not answer the question. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70%

The students who read 0-1 short story The students who read 2-5 short stories The students who read more than 5 short stories The students who did not answer the question

Table.21 The novels have been read by the students

No

Sample

0-1

2-5

More than 5

Did not

Answer

1. 100 (100%) 11 (11%) 47 (47%) 41 (41%) 1 (1%)

Total 100 (100%) 11 (11%) 47 (47%) 41 (41%) 1 (1%)

According to the table 21, out of 100 samples, 47 (47%) students have been read 2-5 novels since they studied at English Department, 41 (41%) students have been read more than 5 novels since they studied at English Department and 11 (11%) students have been read 0-1 novel since they studied at English Department. Meanwhile 1 (1%) did not answer the question. See the chart below.

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% The students who read 0-1 The students who read 2-5 The students who read more than 5 The students who did not answer the question

Table.22 The plays have been read by the students

No

Sample

0-1

2-5

More than

5

Did not

answer

1. 100 (100%) 14 (14%) 48 (48%) 37 (37%) 1 (1%)

Total 100 (100%) 14 (14%) 48 (48%) 37 (37%) 1 (1%)

Based on the table 22, out of 100 samples, 48% students have been read 2-5 plays since they studied at English Department, 37% students have been read more than 5 plays since they studied at English Department and 14% students have been read 0-1 play since they studied at English Department and 1 (1%) did not answer the question. See the chart below.

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% The students who read 0-1 play

The students who read 2-5 plays

The students who read more than 5 plays

The students who did not answer the question

Chart. 22 The plays have been read by the students Table.23 The poems have been read by the students

No

Sample

0-1

2-5

More than 5

1. 100 (100%) 5 (5%) 14 (14%) 81 (81%)

Total 100 (100%) 5 (5%) 14 (14%) 81 (81%)

In table 23, out of 100 samples, 81 (81%) students have been read more than 5 poems since they studied at English Department, 14 (14%) students have been read 2-5 poems since they studied at English Department and 5 (5%)

students have been read 0-1 poem since they studied at English Department. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

The students who read 0-1 poem

The students who read 2-5 poems The students who read more than 5 poems

Chart. 23 The poems have been read by the students

Table.24 The interest in reading others prose besides the works studied in class

No

Sample

Yes

No

Did not

answer

Based on the table above, I can conclude that out of 100 samples the students who read others prose besides the prose in class are 58%, and 41% did not read others prose besides the works that they study in class and 1 (1%) did not answer the question. See the chart below.

0% 10% 20% 30% 40% 50% 60%

The students who read others prose besides the works studied in class The students who did not read others prose besides the works studied in class

The students who did not answer the question

Chart. 24 The interest in reading others prose besides the works studied in class

Table.25 The number of prose works that the students have been read besides the prose studied in class

No

Sample

0-1

2-5

More than 5

Did not

answer

1. 58 (100%) 5 (9%) 30 (52%) 22 (38%) 1 (2%)

Total 58 (100%) 5 (9%) 30 (52%) 22 (38%) 1 (2%)

According to the table above, out of 58 (100%) samples, I can see that 30 (52%) students have been read 2- 5 prose besides the prose they study in class, 22 (38%) students have been read more than 5 prose besides the prose they study in class. Moreover, 5 (9%) students have been read 0-1 prose besides the prose they study in class and 1 (2%) did not answer the question. See the chart below.

0% 10% 20% 30% 40% 50% 60%

The students who read 0-1 prose besides the works studied in class The students who read 2-5 prose besides the works studied in class The students who did not answer the question

Chart. 25 The number of prose works that the students have been read besides the prose studied in class

Table.26 The interest in reading others plays besides the works studied in class

No

Sample

Yes

No

Did not

Answer

1. 100 (100%) 27 (27%) 72 (72%) 1 (1%)

Total 100 (100%) 27 (27%) 72 (72%) 1 (1%)

Based on the table 26, I can conclude that, out of 100 samples, only 27 (27%) students who read other plays besides the plays they study in class and 72 (72%) did not read others plays besides the works that they study in class. Meanwhile 1 (1%) did not answer the question. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70% 80%

The students who read play besides the play studied in class The students who did not read play besides the play studied in class

The students who did not answer the question

Chart.26 The interest in reading others plays besides the works studied in class

Table.27 The number of plays that the students have been read besides the play studied in class

No

Sample

0-1

2-5

More than 5

1. 27 (100%) 4 (15%) 19 (70%) 4 (15%)

Total 27 (100%) 4 (15%) 19 (70%) 4 (15%)

Based on the table above, out of 27 (100%) samples, I can see that 19 (70%) students have been read 2- 5 plays besides the plays they study in class, 4 (15%) students have been read more than 5 plays besides the plays they study in class. In addition, 4 (15%) students have been read 0-1 play besides the plays they study in class. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70%

The students who read 0-1 plays besides the plays studied in class The students who read 2-5 plays besides the plays studied in class The students who read more than 5 plays besides the plays studied in class

Chart.27 The number of plays that the students have been read besides the play studied in class

Table.28 The interest in reading others poems besides the works studied in class

No

Sample

Yes

No

1. 53 (100%) 53 (53%) 47 (47%)

Total 53 (100%) 53 (53%) 47 (47%)

If I see the table above, I can conclude that, out of 100 samples, 53 (53%) students read others poems besides the poems they study in class, and 47 (47%) did not read others poems besides the works that they study in class. See the chart below.

44% 45% 46% 47% 48% 49% 50% 51% 52% 53%

The students who read others poems beside the poems studied in class

The students who did not read others poems beside the poems studied in class

Chart. 28 The interest in reading other poems besides the works studied in class

Table.29 The number of poems that the students have been read besides the poem studied in class

No

Sample

0-1

2-5

More than 5

1. 53 (100%) 6 (11%) 28 (53%) 19 (36%)

Total 53 (100%) 6 (11%) 28 (53%) 19 (36%)

Based on the table 29, out of 53 (100%) samples, I can see that 28 (53%) students have been read 2- 5 poems besides the poems they get in class, 19 (36%) students have been read more than 5 poems besides the poems they get in class. In addition, 6 (11%) students have been read 0-1 poem besides the poems they get in class. See the chart below.

0% 10% 20% 30% 40% 50% 60%

The students who read 0-1 poem beside the poem studied in class The students who read 2-5 poem beside the poem studied in class The students who read more than 5 poem beside the poem studied in class

Chart. 29 The number of poems that the students have been read besides the poem studied in class

Table.30 The interest in reading obligatory novels

No

Sample

All

2 of them

Only 1

No

Did not

answer

1. 100 (100%) 44 (44%) 48 (48%) 5 (5%) 2 (2%) 1 (1%)

Total 100 (100%) 44 (44%) 48 (48%) 5 (5%) 2 (2%) 1 (1%)

From the table above, I can conclude that, out of 100 samples, 48 (48%) students ever read two of the obligatory novels. 44 (44%) students have read all of the novels, 5 (5%) students ever read one of the novels and 2 (2 %) never read the novels and 1 (1%) did not answer the question. See the chart below.

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

The students who interested in reading all of the novels that inquired

The students who interested in reading 2 of the novels that inquired

The students who interested in reading 1 of the novels that inquired

The students who are not interested in reading the novels that inquired

The students who did not answer the question

Table.31 The favorite novel studied in the class

No

Sample

The Old

man

And the

Sea

Sillas

Manner

Pride and

Prejudice

Did not

answer

1. 92 (100%)

46 (50%) 24 (26%) 21 (23%) 1 (1%)

Total 92 (100%)

46 (50%) 24 (26%) 21 (23%) 1 (1%)

Based on the table above, out of 92 (100%) samples, I can see that their favorite novel is The Old Man and The Sea with 46 (50%). Followed by Sillas Manner with 24 (26%) and Pride and Prejudice with 21 (23%). Meanwhile 1

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

The students who chose 'The Old Man and the Sea'

The students who chose 'Sillas Manner'

The students who chose 'Pride and Prejudice'

The students who did not answer the question

Table.32 The reason for choosing the favorite novel

No Sample Characters Theme Setting Plot Others

Answers

Did not

answer

1. 92 (100%)

34 (37%) 31 (34%)

22 (24%)

1 (1%)

2 (2%) 2 (2%)

Total 92 (100%)

34 (37%) 31 (34%)

22 (24%)

1 (1%)

2 (2%) 2 (2%)

According to the table above, I can conclude that, out of 92 (100%) samples, 34 (37%) students chose the novel because the characters in the novel are interesting. 31 (34%) students chose it because the theme, 22 (24%) students chose it because in the novel contains fascinating culture and place. 1 (1%) chose it because the plot of the novel, 2 (2%) chose it because the morel lessons in the novels and 2 (2%) did not answer the questions. See the chart below.

0% 5% 10% 15% 20% 25% 30% 35% 40%

The students who like the characters The students who like the theme The students who like the setting The students who like the plot The students that gave others answers

The students that did not answer the question

Table.33 The interest in reading obligatory poems

No

Sample

All

2 of them

Only 1

No

Did

not

answer

1. 100 (100%) 33 (33%) 41 (41%) 15 (15%) 10 (10%) 1 (1%)

Total 100 (100%) 33 (33%) 41 (41%) 15 (15%) 10 (10%) 1 (1%)

From the table 33, I can conclude that, out of 100 samples 41 (41%) students ever read two of the obligatory poems. 33 (33%) students have read all of the poems, 15 (15%) students ever read one of the poems, 10 (10%) never read the poems and 1 (1%) did not answer the question. See the chart below.

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

The students who read all of the poems that inquired The students who read 2 of the poems that inquired

The students who read 1 of the poem that inquired The students who did not read the poem that inquired The students who did not answer the question

Table.34 The favorite poem studied in the class

No

Sample

The Road

Not Taken

I am No Body

Who are You

Fire

and Ice

Did not

answer

1. 74 (100%)

24 (32%) 41 (55%) 8 (11%) 1 (1%)

Total 74 (100%)

24 (32%) 41 (55%) 8 (11%) 1 (1%)

Based on the table above, out of 74 (100%) samples, I can see that their favorite poem from the poems studied in the class is I am No Body Who are You with 41 (55%), followed by The Road Not Taken with 24 (32%). Followed by Fire and Ice with 8 (11%) and 1 (1%) did not answer the question. See the chart

0% 10% 20% 30% 40% 50% 60%

The students who like 'The Road Not Taken' The students who like 'I am No Body Who are You'

The students who like 'Fire and Ice' The students who did not answer the question

Table.35 The reason for choosing the favorite poem

No

Sample

The

words

Figurative

speech

Short

form

The

Meaning

Others

Answers

1. 74 (100%)

16 (22%) 10 (13%) 7 (9%) 39 (53%) 2 (3%)

Total 74 (100%)

16 (22%) 10 (13%) 7 (9%) 35 (53%) 2 (3%)

According to the table above, I can conclude that, out of 74 (100%) samples, 35 (53%) students chose the poem because the meaning of the poem, 16 (22%) like the words in the poem. 10 (13%) like it because the poem has figurative speech, 7 (9%) like the short form. 2 (3%) chose it because the moral lessons and messages in the poem. See the chart below.

0% 10% 20% 30% 40% 50% 60%

The students who like the words The students who like the figurative speech The students who like the short form The students who like the meaning The students who gave others reasons

Table.36 The interest in reading obligatory plays

No

Sample

All

2 of them

Only 1

No

Did not

answer

1. 100 (100%) 20 (20%) 53 (53%) 22 (22%) 4 (4%) 1 (1%)

Total 100 (100%) 20 (20%) 53 (53%) 22 (22%) 4 (4%) 1 (1%)

From the table 36, out of 100 samples, I can conclude that, out of 100 (100%) samples, 53 (53%) students ever read two of the obligatory plays. 20 (20%) students have read all of the plays, 22 (22%) students ever read one of the plays and 4 (4%) never read the plays. Meanwhile 1 (1%) did not answer. See the chart below.

0% 10% 20% 30% 40% 50% 60%

The students who read all of the plays that inquired The students who read 2 of the plays that inquired The students who read 1 of the plays that inquired The students who did not read the plays that inquired The students who did not answer the question

Table.37 The favorite play studied in the class

No

Sample A Streetcar

Named

Desire

Romeo

and Juliet

The Death of

Salesman

Did not

answer

1. 73 (100%)

16 (22%) 44 (60%) 12 (17%) 1 (1%)

Total 73 (100%)

16 (22%) 44 (60%) 12 (17%) 1 (1%)

Based on the table above, out of 73 (100%) samples, I can see that their favorite play is Romeo and Juliet with 44 (60%). Followed by A Street Car Named Desire with 16 (22%), The Death of Salesman with 12 (17%) and 1 (1%)

0% 10% 20% 30% 40% 50% 60%

The students who like ' A Streetcar Named Desire' The students who like ' Romeo and Juliet'

The students who like ' The Death of Salesman'

The students who did not answer the question

Table.38 The reason for choosing the favorite play

No

Sample

Theme

Plot

Dialogue

Moral

lessons

Others

answer

1. 73 (100%) 17 (23%) 14 (19%) 15 (21%) 24 (33%) 3 (4%)

Total 73 (100%) 17 (23%) 14 (19%) 15 (21%) 24 (33%) 3 (4%)

According to the table above, I can conclude that, out of 73 (100%) samples, 24 (33%) students chose the play because the moral lesson in the play, 14 (19%) like the plot, 17 (23%) chose it because the theme. 15 (21%) chose it because the dialogue of the play and 3 (4%) gave others reasons why they like that play because the content of the play, the play ordered by the lecturer, etc. See the chart below.

0% 5% 10% 15% 20% 25% 30% 35%

The students who like the theme The students who like the Plot The students who like the dialogue The students who like the moral lesson

The students who gave others reasons

Chart. 38 The reason for choosing the favorite play Table.39 The interest in following the growth of literary works

No

Sample

Yes

No

1. 100 (100%) 28 (28%) 72 (72%)

Total 100 (100%) 28 (28%) 72 (72%)

Based on the table above, it shown that, out of 100 (100%) samples, only 28 (28%) students who are interested in following the growth of literary works, and 72 (72%) students are not interested in following the growth of literary works. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70% 80%

The Students who interested in following the growth of literary works

The Students who are not interested in following the growth of literary works

Chart. 39 The interest in following the growth of literary works Table.40 Special times prepared to read literary works

No

Sample

Yes

No

1. 100 (100%) 20 (20%) 80 (80%)

According to the table above, I can conclude that, out of 100 samples only 20 (20%) students who have special time to read literary works, but 80 (80%) students do not have special time to read literary works. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70% 80%

The students who have special time to read literary works The students who do not have special time to read literary works

Chart. 40 Special times prepared to read literary works Table.41 Literary works having read in a month

No

Sample

0-1

2-5

More than

5

Did not

answer

1. 100 (100%) 57 (57%) 36 (36%) 5 (5%) 2 (2%)

According to the table 41, out of 100 samples, I can conclude that, only 5 (5%) students who read literary works more than 5 works in a month, 36 (36%) students read 2-5 literary works in a month, 57 (57%) read 0-1 literary works in a month and 2 (2%) students did not answer the question. See the chart below.

0% 10% 20% 30% 40% 50% 60%

The students who read 0-1 literary works in a month The students who read 2-5 literary works in a month The students who read more than 5 literary works in a month

The students who did not answer the question

Table.42 The amount of money prepared to buy literary works

No

Sample

Yes

No

1. 100 (100%) 22 (22%) 78 (78%)

Total 100 (100%) 22 (22%) 78 (78%)

According to the table above, I can conclude that, out of 100 samples, only 22 (22%) students who have special budget to buy literary works, and 78 (78%) students do not have special budget to buy literary works. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70% 80% The students who have special budget to buy literary works

The students who do not have special budget to buy literary works

Chart. 42 The amount of money prepared to buy literary works Table.43 The amount of money allocated to buy literary works

No

Sample

0 -

Rp.25.000

Rp.26.000

–

Rp.50.000

Rp.51.000

–

Rp.100.000

More

than

Rp.100.00

1. 100 (100%)

6 (6%) 6 (6%) 7 (7%) 3 (3%)

Total 100 (100%)

According to the table 43, out of 100 samples, I can conclude that, 6 (6%) students who allocate 0 – Rp.25.000 to buy literary works, 6 (6%) students who allocate Rp.26.000 – Rp.50.000 to buy literary works, 7 (7%) students who allocate Rp.51.000 – Rp.100.000 to buy literary works and 3 (3%) students allocate more than Rp.100.000 to buy literary works. See the chart below.

0% 1% 2% 3% 4% 5% 6% 7%

The students who allocate 0 – Rp.25.000 to buy literary works students who allocate Rp.26.000 – Rp.50.000 to buy literary works students who allocate Rp.51.000 – Rp.100.000 to buy literary works students who allocate more than Rp.100.000 to buy literary works

Chart.43 The amount of money allocated to buy literary works Table.44 The favorite subject

No

Sample

Linguistics

subjects

Literary

subjects

Did not

answer

1. 100 (100%) 68 (68%) 29 (29%) 3 (3%)

From the table above, out of 100 samples, 68 (68%) students like linguistic subjects, 29 (29%) students like literary subjects, and 3 (3%) did not answer the question. It is show that more than 50 (50%) students of English literature Department prefer linguistic as their favorite subject to literature. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70%

The students who like linguistic subjects

The students who like literary

subjects

The students who did not answer the question

Table.45 The benefit of reading literary works in improving language skill

No

Sample

Yes

No

1. 100 (100%) 93 (93%) 7 (7%)

Total 100 (100%) 93 (93%) 7 (7%)

Based on the table above, I can see that, most of the students, 93 (93%) students agree that there are some benefits of reading literary works in improving their English skill when they read literary works and 7 (7%) did not agree that there are some benefits of reading literary works in improving their English skill. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

The students who agree that there are some benefits of reading literary works in

improving their English skill when they read literary works

The students who do not agree that there are some benefits of

reading literary works in improving their English skill when they read literary works

Table.46 The benefits of reading literary works

No Sample Enrich vocabularies Understand More about grammatical Understand More about pronunciations The style Others reasons All

1. 93 (100%)

58 (62%) 2 (2%) 2 (2%) 19 (20%)

1 (1%) 11 (12%)

Total 93 (100%)

58 (62%) 2 (2%) 2 (2%) 19 (20%)

1 (1%)

11 (12%)

According to the table above, I can see that one of the benefits of reading literature is enriching students vocabularies 58 (62%), others benefits are the students are familiar with the style 19 (20%), understand more about grammatical 2 (2%), understand more about pronunciations 2 (2%), can help the student writing well 1(1%), and 11 (12%) students answer that the benefits of reading literature are enrich vocabularies, know the style, know the pronunciations and know grammatical. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70%

Enriching students vocabularies The students understand more about

grammatical The students understand more about

pronounciations The students are familiar with the style

The students who gave others reasons

The students who chose all of the benefits

Table.47 The relationship between the lectures competency and the interest of students in reading literary works

No

Sample

Yes

No

Did not

answer

1. 100 (100%) 74 (74%) 20 (20%) 6 (6%)

Total 100 (100%) 74 (74%) 20 (20%) 6 (6%)

From the table 47, I can conclude that 74 (74%) students agree that, there is a relationship between the competence of lectures in teaching literary material and the interest of students in reading literary works, 20 (20%) do not agree that there any relationship between the competence of lectures in teaching literary material and the interest of students in reading literary works and 6 (6%) students did not answer the question. See the chart below.

0% 10% 20% 30% 40% 50% 60% 70% 80%

The students who agree that, there any relationship between the quality of

lectures in teaching literary and the interest of students in reading literary works

The students who do not agree that, there any relationship between the quality of lectures in

teaching literary and the interest of students in reading literary works The students who did not answer the question

Chart. 47 The relationship between the lectures competency and the interest of students in reading literary works

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

There is an assumption that English Department students are not interested in reading or knowing literary works. They are only interested in learning about language and improving their skill in speaking English. After analyzing the data, I found the results, they are;

 Out of 100 students, 70 (70%) students are women and 30 (30%) are men; it means the most student in English Department are women.

 58 (58%) students are interested in reading literary works when they were in Senior High School, meanwhile 42 (42%) students are not interested in reading literary works when they were in Senior High School.

 From 100 students, the students who chose English Department as their first choice is 56 (56%), 44 (44%) students chose English Department as their second or third choice.

 57% students read literary works because they have to read it; meanwhile 43% students read literary works because they like it.

 82% students choose English Department for studying Language; do not choose it for studying literature.

 Based on table 9, 33 (33%) students borrow books from library as their alternative to get literary works and the other way to get literary works is by browsing in internet 27 (27%).

 From table 15, we can find that 69 % students prefer reading literary works in simplified to reading the original text.

 Out of 100 students’ only 20% students who have special time to read the literary works.

 78 (78%) students do not have special budget to buy literary works, meanwhile only 22 (22%) students prepared special budget to buy literary works.

 From three genre of literature, 60 % students choose Prose as their favorite genre because they like the setting (culture and the setting of place) of the story (see table 11). 25% students choose Play as their favorite genre because they like the dialogue of the play (see table 12). 15% students choose Poem as their favorite genre because they like to learn the meaning of the words in the poem (see table 13).

 62 (62%) students choose Romantic as their favorite theme.

 63% students have read more than five short stories, 41% students have read more than five novels, 37% students have read more than 5 plays and 81% students have read more than five poems since them studying in English Department.

 58% students read other prose besides the prose they get in the class, 27% students read other plays besides the plays they get in the class, and 53% students read others poem besides the poems they get in the class.

 Moreover, 68 (68%) students in this department prefer Linguistic as their favorite subject to literature (see table 39).

 56 (56%) students comment that the literary material that the lecturers give to the students is good but not enough for them. 33 (33%) students comments that the literary material that the lecturers give to the students is good enough and 11 (11%) students comment that the literary material that the lecturers give to the students is bad (see table 44).

 74% students agree that there is a relationship between the quality of lectures in teaching literary and their interest in reading literary works.

Based on the results above, I come to some conclusion that the interest of English Students in English Department in reading literary works is bad, which means that the students are not interested in reading literary works. It can be seen from:

- The number of students who are not interested in reading literary works when they were in Senior High School

- The number of students who choose English Department for

studying Language; do not choose it for studying literature.

- The number of students who read literary works as their obligatory task, not because they like reading literary works.

- In generally, the number of students who like the easier works as their favorite, like prose works than poems.

- The number of students who prefer reading literary works in simplified to reading the original text.

- Most of the students do not prepared time and a special amount of money to read and buy literary works.

5.2 Suggestions

From this research, I hope English Department and the lecturers think serious about the fact deals with the interest of English Students in reading literary works and find the ways to stimulate the Department and lecturers to increase the quality of literary materials and method of teaching literary materials. In addition, to find out the ways to stimulate the students to read literary works, and to give a new atmosphere for them, by inviting the actor and artist to make workshop in Faculty of Letters.

This research cannot describe all of the detail about the interest of English students in Sumatera Utara and Indonesia. I hope this research can inspired to the others to do others researches and also I hope this research can increase the interest of students in reading literary works.

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