THE CORRELATION BETWEEN STUDENTSÂ’ READING MOTIVATION AND TECHNOLOGY USED IN READING ACADEMIC BOOKS

THE CORRELATION BETWEEN STUDENTS’ READING

MOTIVATION AND TECHNOLOGY USED IN READING ACADEMIC BOOKS

THESIS

By:

Linda Kusuma Ningtias Pratama 201110100311152

ENGLISH LANGUAGE EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG 2016

THE CORRELATION BETWEEN STUDENTS’ READING

MOTIVATION AND TECHNOLOGY USED IN READING ACADEMIC BOOKS

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Language Education

By:

Linda Kusuma Ningtias Pratama 201110100311152

v

MOTTO AND DEDICATION

Life isn’t about proving to

someone else that we are better than

anybody else. Life is about proving to ourselves that we are

getting better everyday

Shoot for the moon.

Even if you miss, you’ll land among the stars.

-Brian

Littrel-I dedicated my thesis to: My beloved father and mother who always support me Thanks for every prayer, patient, and love for me, My lovely sisters, thanks for spending your time to share, And my best friend ever, the gangs.

ACKNOWLEDGEMENTS

Alhamdulillahirrabil’alamin, the researcher always believes that there is a rainbow after rain. After facing many obstacles in these four years, finally she can see the beautiful rainbow. In the name of Allah SWT, with His blessing, kindness, love, and time that is given to her, the researcher can complete this thesis. The deepest thanks is also delivered to my advisors Mr. Bayu H. Wicaksono, M.Ed,. Ph.D and Mrs. Laela H. Nurbatra, M.A., M.EdLead which their time, thought, advice, and suggest, the researcher can accomplish this thesis.

Then, thanks to my parents for every support and do’a in any condition. Also for my sisters, thanks for our ‘share time’, always listening to my complaint

and anything. It is the therapy for me on healing my negative thinking. Last but not least, special thanks to my gangs, Euis, Lusy, Fariha, Adnin, Ajeng, Anik, and Lena for our incredible time to support, share, discuss, and also help me to reread my thesis chapter by chapter.

Finally, for all my respondents, English Language Education Department students, thanks for your spare time and chance to answer my questionnaires. Then, for all people around me that the researcher cannot mention one by one, thanks for every moment, time, chance, and attention to me which makes me realize how precious the time it is if we let it pass without meaning.

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TABLE OF CONTENTS

COVER ... i

APPROVAL ... iii

LEGALIZATION ... iv

MOTTO AND DEDICATION ... v

ORIGINAL DECLARATION ... vi

ABSTRACT ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... ix

CHAPTER I ... 1

1.1 Background of the Study ... 1

1.2 Statement of Problem ... 4

1.3 Purpose of Study ... 4

1.4 Hypothesis ... 4

1.5 Significance of the Study ... 4

1.6 Scope and Limitation of the Study ... 5

1.7 Definition of Key Terms ... 5

CHAPTER II ... 7

2.1 The Importance of Reading ... 7

2.2 Reading Process ... 8

2.3 Motivation Toward Reading Activity ... 12

2.4 Technology ... 14

2.5 Technology Use in Education ... 15

2.6 Technology Devices ... 18

2.7 Related Studies ... 20

CHAPTER III ... 22

3.1 Research Design ... 22

3.2 Data Collection ... 23

3.2 Population and Sample ... 23

3.4 Research Instrument ... 24

3.4 Validity and Reliability ... 26

3.4 Procedures of Data Collection ... 27

3.4 Data Analysis ... 28

CHAPTER IV ... 29

4.1 Validity and Reliability of Questionnaire ... 29

4.2 The Correlation between Two Variables ... 30

4.3 Discussion ... 32

CHAPTER V ... 34

5.1 Conclusion ... 34

5.2 Suggestions ... 35

REFERENCES ... 36

APPENDICES ... 39

APPENDIX I ... 39

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REFERENCES

Akarsu, O., & Dariyemez, T. (2014). The reading habits of university students studying English language and literature in the digital age. Journal of Language and Lingustics Studies, 10(2), 85-99.

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education Eighth Edition (8 ed.). Belmont, Canada: Wadsworth, Cengage Learning.

Cambria, J., & Guthrie, J. T. (2010). Motivating and Engaging Students in Reading. The NERA Journal, 46(1), 16-29.

Chauhan, P., & Lal, P. (2012). Impact of Information Technology on Reading Habits of College Students. International Journal Of Research Review in Engineering Science and Technology, 1(1), 6.

Chen, M. (2010, September, 16). If Technology Motivates Students, Let's Use It!

Retrieved August, 13, 2015, from

http://www.edutopia.org/blog/motivating-students-technology

Clark, C., & Rumbold, K. (2006). Reading for Pleasure: A Research Overview.

National Literacy Trust, 1-35.

Cole, P. B. (2009). Young Adult Literature. New York: McGraw-Hill.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4 ed.). Boston: Pearson Eduvation, Inc.

Dale, K., & Deutcman, S. (2010). The Power of Technology, The Power of

Equality [Electronic Version], from

https://www.whitehouse.gov/blog/2010/07/20/power-technology-power-equality-0

Dash, N., & Dash, M. (2007). Teaching English as an Additional Language. New Delhi: ATLANTIC publishers and distributors (P)Ltd.

DeLoatch, P. (2015, May, 2). The Four Negative Sides of Technology. Retrieved

August, 13, 2015, from

https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html Education, U. S. D. o. (2015). Effect of Technology on Classrooms and Students.

Retrieved August, 13, 2015, from

https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html Franken, R. E. (2007). Human Motivation (6th ed.). USA: Thomson.

Fraenkel, J. R., & Wallen, N. E. (2009). How to Design and Evaluate Research in Education (7 ed.). New York: McGraw-Hill

GreatSchools. (2015). Get Ready for College Reading. Retrieved November, 16th 2015, from http://www.greatschools.org/gk/articles/ready-for-college-reading/

Harvey, A., & Woodall. (2009). Integrating Technology into the Classroom: How Does It Impact Student Achievement?

Hoff, E. (2005). Language Development (3 ed.). USA: Wadsworth Thomson Learning, Inc.

Iftanti, E. (2012). A Survey of the English Reading Habits of EFL Students in Indonesia. TEFLIN Journal, 23(2), 149-164.

Inderjit, S. (2014). Reading Trends and Improving Reading Skills among Students in Malaysia. International Journal of Research In Social Sciences, 3(5), 70-81.

Janssen, C. (2015). Smartphone. Retrieved August, 15, 2015, from http://www.techopedia.com/definition/2977/smartphone

Kaufmann, S. (2008, May, 19 ). 7 Pleasurable Ways to Improve Your Reading Ability. Retrieved August, 10, 2015, from http://www.pickthebrain.com/blog/7-pleasurable-ways-to-improve-your-reading-ability/#oyEGd7tPo01D7rd0.99

Keierleber, T. (2011). Technology Education:

http://www.slideshare.net/keierlebta/technology-education-9418573. Langit, R., & Dursin. (2009). Developing Children's Reading Habits. The Jakarta

Post. Retrieved November, 4th 2015, from

http://www.thejakartapost.com/news/2009/11/29/developing-children039s-reading-habits.html#sthash.uEIueNv3.dpuf

Leipzig, D. H. (2001). What is Reading? [Electronic Version]. Retrieved November, 4th 2015, from http://www.readingrockets.org/article/what-reading

Leys, R. (2015). Youth, Education, and Technology. Retrieved August, 13, 2015, from

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Pangerapan, S. A. (2015, March, 23). Pengguna Internet Indonesia 2014, Sebanyak 88,1 Juta (34,9%). Retrieved August, 11, 2015, from http://www.apjii.or.id/read/content/info-terkini/301/pengguna-internet-indonesia-tahun-2014-sebanyak-88.html

Picton, I. (2014). The Impact of Ebooks on the Reading Motivation and Reading Skills of Children and Young People: A rapid literature review. London: National Literacy Trusto. Document Number)

Renandya, W. A. (2007). The Power of Extensive Reading. RELC Journal, 38(2), 133-149.

Rouse, M. (2014). Tablet (tablet PC). Retrieved 11 August, 2015, from http://searchmobilecomputing.techtarget.com/definition/tablet-PC

Sarwono, J. (2012). Prosedur-prosedur Populer Satatistik untuk Mempermudah Riset Skripsi.

Tankersley, K. (2003). The Threads of Reading: Strategies for Literacy Development. Alexandria, Virginia: Association for Supervision and Curriculum Development.

University, C. (Ed.) (2008) Cambridge Advanced Learner's Dictionary (3 ed.). Cambridge University Press.

Wells, C. L. (2012). Do Students Using Electronic Books Display Different Reading Comprehension and Motivation Levels Than Students Using Traditional Print Books? Unpublished Dissertation Proposal, Liberty University, Lynchburg, VA.

Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children's Motivation for Reading: Domain Specificity and Instructional Influences.

The Journal of Education Research, 97(6), 299-309.

Willis, J. (2008). Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension. Alexandria, USA: Association for Supervision and Curriculum Development (ASCD).

CHAPTER I

INTRODUCTION

Recently, the problem of reading motivation which is affected by technology used makes students less interest to read books. Regarding to that problem, in this chapter, the researcher presents background of the study, statement of problem, purpose of study, hypothesis of the research, significance of the study, scope and limitation of the study, and definition of key term as an introduction to lead the readers to understand this research. Each point is presented as below.

1.1 Background of the study

Reading is one of receptive skills where these skills depend on our sense to obtain the information similar to listening activity. Dash and Dash (2007) defined that "reading and listening are the receptive side of language work (p.36)”. They also said that receptive skill is the passive aspect of language learning. As the receptive and passive skills, it means that whether reading or listening is only receiving the information through our sense such as eyes and ears. In short, some researchers thought that receptive is easier than productive skills based on how the way to get the information. Thus, receptive skills are skills which rely on our sense to get the information such as reading and listening.

2

four skills can be understood as "the foundation on which language learning is built (2007)”. So that, every skill in language learning is important.

The second important point is comprehension skill. Reading activity is about comprehending and catching the idea of the text which can enhance our knowledge. Comprehending the text means that we know what the text is about. Cole (2009) said that "comprehension skills include connecting to prior experiences, questioning, clarifying, and monitoring for meaning, making predictions, and interferences, summarizing, and visualizing text (p.45)”. Without knowing the meaning of the text, people will find some difficulties to read the text and get the idea. Therefore, reading comprehension is important to lead us understanding the text easily.

Indeed, reading a book without those two main points above is impossible. It happens because those main points cover the entire thing that people need to read a book. Nonetheless, reading activity is not only talking about the need of language and comprehension skills, but we need something called motivation. Cambria and Guthrie (2010) argued that there are two sides of reading; skill and will (p.16). Side of skill is already discussed above and the other side is the will to read. In „will‟ side, it is about motivation to read. So, we do not only need skills, but we need a „will‟ to read a book.

Talking about motivation in reading, a research posited that students‟ reading motivation, especially in Indonesia is low. A research survey from United Nation Educational Scientific and Cultural Organization (UNESCO) in 2012 shows that reading interest in Indonesia is coming to 0,001 point which means there are one in a thousand people in Indonesia who is interested in reading

3

(LinggaPos, 2013). From the research data above, there are many factors why it might happen. One of the factors is the lack of motivation to read books. Low and high motivation depend on every single person where less or more of motivation will persuade us. In other word, motivation is as a mental power which comes from our inner and outer self. So, to anticipate the lack of reading interest in Indonesia, we have to know how to drive our motivation that leads us toward reading books continuously.

“A motivation in reading appears in positive and negative form (Cambria & Guthrie, 2010)”. A positive form of motivation will lead us toward reading, but a negative form will drive students away from reading books. Because of technology development where students use gadget every day, some students‟ motivation change into negative form and push them away from reading books. “A literacy survey posited that almost all (97%) students had access to electronic devices”. That survey also showed that “68.7% students like reading on screen than on paper (Picton, 2014)”. It means that almost all students had gadget and more likely to read from gadget than books. Regarding this case, the use of gadget gives negative impact toward their motivation to read books, especially academic books.

From the explanation above, anxious about the use of technology which may influence the motivation of students in reading books, the researcher

4

their lecturers. Besides, almost all of students use gadget such as cell phone, tablet PC, and laptop in learning activities and unfortunately the negative effects of the technology used plays major role in their reading habits.

1.2 Statement of Problem

Dealing with the problem stated in the background of study, the researcher is trying to prove the fact above through a research question. The research question is arranged in the statement of problem as below.

Does the existence of technology hinder the English Language Education Departments‟ student at UMM to read printed version of academic books?

1.3 Purpose of Study

In relation with the problem above, the researcher explain the purpose of this study is to identify whether or not the existence of technology hinders the English Language Education Departments‟ student at University of Muhammadiyah Malang to read printed version of academic books.

1.4 Hypothesis

1. Null hypothesis (Ho): Students‟ reading motivation does not correlate with the existence of technology provided in reading academic books of English Language Education Department students‟ at UMM.

2. Alternative hypothesis (Hi): Students‟ reading motivation does correlate with the existence of technology provided in reading academic books of English Language Education Department students‟ at UMM.

1.5 Significance of the Study

Answering the readers‟ need through this research, the researcher expects that this research will give some benefits for students, teachers and also the readers. Theoretically, the researcher hopes that this research will give

5

contribution; first, in developing knowledge as reference to support the theory which already exist in the field of this study. Then, the second is to expanding the students thought about reading motivation. So, this research is expected to give further information for readers to develop their knowledge.

Besides, in practically, the researcher hopes that this research; first, can informing the teachers as consideration in teaching learning process. So, the teacher can decide the best way how to face students with lack of interest in reading books. Last but not least, is to manage the students‟ habit in using technology, gadget wisely. Through this research, students will learn how to control their self in using gadget while teachers will learn how to improve students‟ motivation in reading books.

1.6 Scope and Limitation of the Study

The scope of this present study is the correlation between students‟ reading motivation and technology use in reading academic books. Then, the limitation of this research is the English Language Education Department students‟ in University of Muhammadiyah Malang who uses the technology in their daily life, such as mobile phone, laptop, and tablet PC in learning activities. The researcher chooses a hundred students from more than thousand students to become the respondent of this present study.

6

Gadget : Gadget or electronic device is a small device or machine with a particular purpose such as computers, tablets, and phones (University, 2008) & (Picton, 2014).

Academic book : A book which relating to schools, colleges and universities or connected with studying and thinking, not with practical skills.

After the researcher explained some points about the basic information on the present study, chapter two will discuss some theoretical overview about what reading is, process of reading, motivation, motivation in reading activity, technology, and technology use dealing with this research.

1

Recently, the problem of reading motivation which is affected by technology used makes students less interest to read books. Regarding to that problem, in this chapter, the researcher presents background of the study, statement of problem, purpose of study, hypothesis of the research, significance of the study, scope and limitation of the study, and definition of key term as an introduction to lead the readers to understand this research. Each point is presented as below.

1.1 Background of the study

Reading is one of receptive skills where these skills depend on our sense to obtain the information similar to listening activity. Dash and Dash (2007) defined that "reading and listening are the receptive side of language work (p.36)”. They also said that receptive skill is the passive aspect of language learning. As the receptive and passive skills, it means that whether reading or listening is only receiving the information through our sense such as eyes and ears. In short, some researchers thought that receptive is easier than productive skills based on how the way to get the information. Thus, receptive skills are skills which rely on our sense to get the information such as reading and listening.

Wigfield et al. (2004) state that reading ability involves confidence in language and comprehension skills (p.300). It shows that people need two main points in reading skill namely; language and comprehension skills. The first important point is language skill. Language skill is needed for student who learns language considering English as a foreign language. This skill is divided into four skills; reading, listening, speaking and writing. According to Dash and Dash, these

four skills can be understood as "the foundation on which language learning is built (2007)”. So that, every skill in language learning is important.

The second important point is comprehension skill. Reading activity is about comprehending and catching the idea of the text which can enhance our knowledge. Comprehending the text means that we know what the text is about. Cole (2009) said that "comprehension skills include connecting to prior experiences, questioning, clarifying, and monitoring for meaning, making predictions, and interferences, summarizing, and visualizing text (p.45)”. Without knowing the meaning of the text, people will find some difficulties to read the text and get the idea. Therefore, reading comprehension is important to lead us understanding the text easily.

Indeed, reading a book without those two main points above is impossible. It happens because those main points cover the entire thing that people need to read a book. Nonetheless, reading activity is not only talking about the need of language and comprehension skills, but we need something called motivation. Cambria and Guthrie (2010) argued that there are two sides of reading; skill and will (p.16). Side of skill is already discussed above and the other side is the will to read. In „will‟ side, it is about motivation to read. So, we do not only need skills, but we need a „will‟ to read a book.

Talking about motivation in reading, a research posited that students‟ reading motivation, especially in Indonesia is low. A research survey from United Nation Educational Scientific and Cultural Organization (UNESCO) in 2012 shows that reading interest in Indonesia is coming to 0,001 point which means there are one in a thousand people in Indonesia who is interested in reading

(LinggaPos, 2013). From the research data above, there are many factors why it might happen. One of the factors is the lack of motivation to read books. Low and high motivation depend on every single person where less or more of motivation will persuade us. In other word, motivation is as a mental power which comes from our inner and outer self. So, to anticipate the lack of reading interest in Indonesia, we have to know how to drive our motivation that leads us toward reading books continuously.

“A motivation in reading appears in positive and negative form (Cambria & Guthrie, 2010)”. A positive form of motivation will lead us toward reading, but a negative form will drive students away from reading books. Because of technology development where students use gadget every day, some students‟ motivation change into negative form and push them away from reading books. “A literacy survey posited that almost all (97%) students had access to electronic devices”. That survey also showed that “68.7% students like reading on screen than on paper (Picton, 2014)”. It means that almost all students had gadget and more likely to read from gadget than books. Regarding this case, the use of gadget gives negative impact toward their motivation to read books, especially academic books.

From the explanation above, anxious about the use of technology which may influence the motivation of students in reading books, the researcher examines the correlation between students‟ reading motivation and technology use in reading books, especially academic books that is already left by student. The researcher chooses to observe university students because they are extremely required to read a lot of books as additional information that students obtain from

their lecturers. Besides, almost all of students use gadget such as cell phone, tablet PC, and laptop in learning activities and unfortunately the negative effects of the technology used plays major role in their reading habits.

1.2 Statement of Problem

Dealing with the problem stated in the background of study, the researcher is trying to prove the fact above through a research question. The research question is arranged in the statement of problem as below.

Does the existence of technology hinder the English Language Education Departments‟ student at UMM to read printed version of academic books?

1.3 Purpose of Study

In relation with the problem above, the researcher explain the purpose of this study is to identify whether or not the existence of technology hinders the English Language Education Departments‟ student at University of Muhammadiyah Malang to read printed version of academic books.

1.4 Hypothesis

1. Null hypothesis (Ho): Students‟ reading motivation does not correlate with the existence of technology provided in reading academic books of English Language Education Department students‟ at UMM.

2. Alternative hypothesis (Hi): Students‟ reading motivation does correlate with the existence of technology provided in reading academic books of English Language Education Department students‟ at UMM.

1.5 Significance of the Study

Answering the readers‟ need through this research, the researcher expects that this research will give some benefits for students, teachers and also the readers. Theoretically, the researcher hopes that this research will give

contribution; first, in developing knowledge as reference to support the theory which already exist in the field of this study. Then, the second is to expanding the students thought about reading motivation. So, this research is expected to give further information for readers to develop their knowledge.

Besides, in practically, the researcher hopes that this research; first, can informing the teachers as consideration in teaching learning process. So, the teacher can decide the best way how to face students with lack of interest in reading books. Last but not least, is to manage the students‟ habit in using technology, gadget wisely. Through this research, students will learn how to control their self in using gadget while teachers will learn how to improve students‟ motivation in reading books.

1.6 Scope and Limitation of the Study

The scope of this present study is the correlation between students‟ reading motivation and technology use in reading academic books. Then, the limitation of this research is the English Language Education Department students‟ in University of Muhammadiyah Malang who uses the technology in their daily life, such as mobile phone, laptop, and tablet PC in learning activities. The researcher chooses a hundred students from more than thousand students to become the respondent of this present study.

1.7 Definition of Key Terms

In order to avoid some mistakes in understanding the terms used in the present research, the researcher gives some key terms of the definition, as below: Motivation : It is all behavior represents an attempt to adapt to the

Gadget : Gadget or electronic device is a small device or machine with a particular purpose such as computers, tablets, and phones (University, 2008) & (Picton, 2014).

Academic book : A book which relating to schools, colleges and universities or connected with studying and thinking, not with practical skills.

After the researcher explained some points about the basic information on the present study, chapter two will discuss some theoretical overview about what reading is, process of reading, motivation, motivation in reading activity, technology, and technology use dealing with this research.