gained good achievement since they were motivated to read for their assignments, even if it was not for Reading class. Table 4.2 shows the questionnaire data of the
types of motivation.
Table 4.2 The Frequency of Students’ Motivation to Read Based on the Types of Motivation
CATEGORY OF FREQUENCY TYPES OF
MOTIVATION 1
Never 2
Seldom 3
S ometimes 4
Frequently 5
Always
Integrative motivation
6.25 15.63
53.13 25
Instrumental motivation
3.13 21.88
40.63 21.88
12.5
Sometimes, they were less motivated to read since they also had problems with the meaning of the words they read. Nevertheless, their background
knowledge was helpful for a better understanding. The participants’ responses to the statement of “my personal experiences help me to understand reading better”
in the questionnaire reached 56.25 points for ‘frequently’ and ‘always’ category of frequency. The detailed data from the questionnaire were presented in
Appendix 2.
2. Types of Reading Text
In this research, the types of reading texts were divided into two. They were fiction and non- fiction texts. Most of the research participants read non-
fiction texts more frequently than fiction texts. However, it did not convey a meaning that those who frequently read non- fiction texts never read fiction texts.
It was shown by their responses to the questions in the second section of the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
questionnaire concerning the types of reading text they always read. In this case, the writer calculated the ‘frequently’ and ‘always’ category of frequency. It was
found that there were 3.1 of the students read fiction texts while 12.5 of them read non-fiction texts. Table 4.3 shows the total percentage of the types of reading
texts read by the participants.
Table 4.3 Total Percentage of the Types of Reading Text
CATEGORY OF FREQUENCY
Types of Reading
Texts 1
Never 2
Seldom 3
Sometimes 4
Frequently 5
Always FICTION
3.1 46.9
46.9 3.1
NON FICTION
3.1 46.9
37.5 12.5
From the data in the questionnaire, for non- fiction texts, most of the participants read English text-booksreferences related to their study, websitese-
mails, encyclopedias, journalsessays, and articles in English magazines. Nonetheless, they rarely read English biographiesautobiographies, histories in
English version, and newspapers. On the other hand, there were also participants who read kinds of texts which were not related to their study. For such texts they
read fantasy texts, novels, and short stories. Nevertheless, there were also participants who enjoyed both reading English texts for pleasure and for academic
needs. For these kinds of reading texts, most of them read short stories, novels, and English fableanimal stories, newspapers, articles in English magazine s, and
English text-booksreferences. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. Reading Strategies
In reading activities, the participants employed different reading strategies for different kinds of reading texts. It was found that most of the research
participants frequently applied quick reading strategies. In applying this strategy, the participants usually predicted the idea of the writer in order to increase their
comprehension faster. In addition, they also frequently skimmed through the texts in finding a particular point of the reading purposes. Yet, some of them also read
slowly and carefully. They took some notes as they read that way. The data showed that out of 32 participants, four always read slowly and
carefully, nine frequently read slowly and carefully, and 14 sometimes read so. Moreover, one participant always took notes while reading, four participants
frequently did so and 17 participants sometimes did so. They also even moved either their lips or head as they read.
On the other hand, it was revealed that six participants always skimmed through the texts and skipped the unknown words, while twenty participants
frequently did so. Moreover, 13 participants always had questions in their mind that hopefully the texts would answer, while eight participants frequently had so,
and eight participants sometimes had such questions. The detailed questionnaire data were presented in Appendix 2.
B. Students’ Writing Cohesion
