F. Research Procedure
Research procedure was an essential step in conducting this research. It
was ordered as follows:
1. The writer set the questions which covered all of the data needed for the
research. 2.
The writer consulted the questionnaire with the research sponsors. 3.
The writer distributed the questionnaire to the participants, and then collected them again.
4. The writer tested the reliability of the questionnaire with the Alpha-
Cronbach coefficient. 5.
The writer analyzed the data of the questionnaire concerning the students’ reading habits.
6. The writer asked permission from the Writing VI class lecturer to analyze
the students’ final writing assignments. 7.
The writer analyzed the cohesive devices used by the students in their writing assignments.
8. The writer scored the students’ writing cohesion.
9. The writer correlated the participants’ reading habits and their writing
cohesion score by using Pearson Product Moment Coefficient of Correlation.
10. The writer calculated the contribution of the participants’ reading habits towards writing cohesion and wrote a report on the interpreted result of the
data analysis. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter consists of three parts. The first part discusses the research findings on students’ reading habits. The second part discusses the students’
writing cohesion. The third part discusses the contribution of students’ reading
habits of English texts towards writing cohesion.
A. Students’ Reading Habits
There were three indicators used to observe the students’ reading habits. They were motivation to read, types of reading text, and reading strategies. In the
questionnaire, they were scaled according to the freque ncy of doing the activities, which are never, seldom, sometimes, frequently, and always, with Likert-scale on
a 1 to 5 ordinal scales respectively. The questionnaire revealed that most of the participants had good
motivation to read. In terms of reading types preferences, the writer found that the participants read non-fiction texts more frequently rather than fiction texts and
that the participants mostly applied quick reading strategies, such as skimming and scanning, for different types of reading texts. The following sections elaborate
detailed findings of the three indicators of the students’ reading habits.
1. Motivation to Read
The research indicated that most of the participants had good motivation to read. By referring to the criteria of categorizing motivation to read which were
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