B. Identification of the Problem
Based on the background of the study, there were many problems that could be identified. The problems were as follows: 1 how good
the student’s reading comprehension; 2 how good
the students’ reading habit; 3 what the factors which influenced
the students’ reading comprehension; 4 whether the student’s reading habit played an important role toward student’s reading
comprehension.
C. Limitation of the Problem
Based on the identification problems, the problem can be limited only on the relationship between the
student’s reading habit and their comprehension at second grade of SMA Dua Mei Ciputat in academic year 20132014.
D. Formulation of the Problem
Based on the limitation of the problem, the problem of this research can
be formulated as follows:
“Is there any relationship between student’s reading habit and their reading comprehension at secon
d grade of SMA Dua Mei Ciputat?”
E. The Objective of the Research
The objective of the research was to get empirical data as follows:
To know the relationship between students’ reading habit and their reading comprehension at the second grade students of SMA Dua Mei Ciputat in
academic year 20132014.
F. Significance of the Research
1. Theoretical Benefit
The result of this research hopefully can be used to improve reading skill, especially
on students’ reading habit and reading comprehension. 2. Practical Benefit
a. For Students - The result of this research hopefully can be used as a starting point to
develop student’s understanding about reading habit and reading
comprehension. - The result of this research hopefully can be used to increase
students’ reading habit in reading English material. - Student hopefully will have a greater habit to read English text.
b. For Teachers - The result of this research hopefully can be used by the teachers as a
starting point to improve reading comprehension. - The result of this research hopefully can be used by the teacher as a
starting point to improve students’ reading performance.
c. For Other Researchers. - The result of this research can be a reference for another researcher
in conducting further research about relationship between reading habit and reading comprehension at different level of students.
CHAPTER II THEORETICAL FRAMEWORK
This chapter covers some theories related to the research. The discussion focuses on reading which consists of general concept of reading, the definition of
reading, purpose of reading, strategies of reading, models of reading, reading comprehension, level of reading comprehension, and factors affecting reading
comprehension, essentials element of reading comprehension. And the general concept of habit, definition of reading habit, purpose of reading habit, aspect of
reading habit, advantages of reading habit; review of previous related research, thinking framework and theoretical hypothesis.
A. Reading Comprehension
1. The Definition of Reading
Reading is an essential for students in order to cope with new knowledge in a changing world. This is reasonable enough due to the fact that the fast growing
information is recorded and issued through media, such as television, internet, radio, magazine and eBooks. The source of information is easily accessible.
Trough reading students can access the latest information. The ability to read fast and accurate will help them to increase their knowledge and perspective. By
reading, enable students to enhance the current information and technology, enjoy literature, find ideas and do so many things.
For students, reading becomes very essential tool to increase their background knowledge. Especially, since English becomes one of the subjects
that is tested in the final national examination. For that reason, the students have to read many kinds of references. Therefore, emphasizing the studen
t’s ability to grasp the idea from the written text has to be taken into consideration. The
student’s ability to understand content material will eventually affects their study. Hence, different capabilities in mastering reading comprehension have showed
results. For students who are able to use reading skill properly will successfully
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affect to their academic progress and those who are not able to read properly will have difficulties in their study.
Up to now, many definitions have been defined by hundreds of education scientists. There are some experts who defined reading. Paul C Burn defines
reading into two part, they are reading process and reading product. Reading process means that several sequences steps that students should accomplished
while reading text material. While reading as a product means that the reader has to understand about interaction between a reader and a text and meaning-getting
process, simply it called communication.
1
Process of reading also explained by Heilman, he says that “Reading is an active process that is affected directly by an
individual’s interaction with language that has been coded into print.”
2
All in all reading actually is a process of communication in which the readers use strategies
in order to look for meaning from printed symbols. In other words, good readers generally understand about their reading purpose and try to translate the codes that
are contained in the text into meaning. Reading as process also noted as follows. Definitions states by Nunan, he
said that “Reading is usually conceived as solitary activities in which the reader
interacts with text in isolation .”
3
It can inferred that reading is not only looking at word in the form of graphic symbol but reading is a communication process that
involved an enjoyment of a reader’s to interact with text. Margaret Ann and
friends have attempted to define reading. They stated that “Reading is the process
of constructing meaning trough the dynamic interaction among reader, the text and the context of the reading situation.”
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It could be synthesized that a truly reader, therefore should follow several steps of getting meaning process. Not only
several steps that a reader should follow, but a reader should also consider linking
their knowledge, interest and condition with the process of constructing meaning.
1
Paul C. Burn, Betty D. Roe, and Elinor P. Ross,Teaching Reading in Today’s
Elementary Schools, Boston: Houghton Mifflin Company, 1984, p. 2.
2
Arthur W. Heilman, Timothy R. Blair, and William H. Rupley, Principle and Practices of Teaching Reading Fifth Edition, Ohio: Charles E. Merril Publishing Company, 1981, p. 4.
3
David Nunan, Language Teaching Methodology: A Textbook for Teachers, New York: Prentice Hall, 1998, p. 72.
4
Margaret Ann Richeck, Lynne K. List, and Janet W. Lerner, Reading Problems Assessment and Teaching Strategies Second Edition, New Jersey: Prentice hall Inc., 1989, p. 7.
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