participant s with low motivation to read who obtained good cohesion scores indicated that there were other factors that also contributed towards writing
cohesion which were not being observed in this research.
2. The Contribution of the Types of Reading Texts towards Writing Cohesion
There were two kinds of reading types to be discussed in the types of reading. They were fiction and non- fiction texts. In this research, the writer found
that both fiction and non-fiction texts gave contribution towards writing cohesion for the sixth semester students.
In this research, the writer analyzed students’ academic writing. It meant that the students were required to perform their writing which was academically
appropriate. Besides, the academic writing is considered as a non- fiction text. In other words, when the students read more non-fiction texts, they were exposed to
the example or model of their required assignment. Therefore, most of the participants who read non-fiction texts obtained good cohesion scores than those
who read fiction texts. Generally, the computation of regression analysis by SPSS program for
Windows revealed that the regression coefficient was positive. It inferred that the higher students’ habits of reading non- fiction texts, the higher their writing
cohesion scores would be. From the regression coefficient, it was found that the probability 0.001 was lower than the level of significance 0.05. It verified that
the types of reading texts significantly contributed towards writing cohesion. From the regression equation, the coefficient of types of reading text was 2.304. It
meant that if the students increase their habit of reading non- fiction text one level, while other indicators were constant, their writing cohesion scores would increase
2.304 points. The result of regression analysis was presented in Appendix 6.
3. The Contribution of Reading Strategies towards Writing Cohesion
Types of reading skills dealt with the strategies employed by the students in reading activities
. It was found that quick reading strategies such as predicting,
skimming, and scanning came up with good cohesion scores in the participants’ writing assignments. Reviewing to the underlying theory of reading for specific
purposes, it was expected that those who also read carefully and took some notes would obtain good academic writing performance. However, this theory did not
fit to writing performance in terms of cohesive writing as it was observed in this research.
It was found that the participants did not sho w significant types of reading strategies in their reading activities. Most of them adjusted their reading strategies
with the types of reading texts they read. The data showed that the participants who obtained good cohesion scores always applied quick reading strategies.
Meanwhile, there were also participants who always applied quick reading strategies obtained poor cohesion score.
Consequently, it can be concluded that there was no significant correlation between reading strategies and writing cohesion in this research. This finding was
also verified by employing regression analysis. It was found that the probability of reading strategies was 0.114. Since the value was higher than the level of
significance 0.05, it was concluded that the contribution of reading strategies towards writing cohesion was not significant.
Finally, it was concluded that by having high motivation to read, for any kinds of motivation and reading types, the students would be able to produce a
good writing cohesion. Furthermore, reading non- fiction text were more beneficial for the sixth semester students as they were exposed to many kinds of
academic writings. In other words, it contributed more insights for Writing VI class students in writing their final assignment.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
In this chapter, the writer draws conclusions and proposes some suggestions for current practice writing cohesion and future research.
A. Conclusions
In this section, the writer would like to summarize the answers to the two research questions. Firstly, what are the students’ reading habits, indicated by
their motivation to read, their preferences of the types of reading texts, and their reading strategies? Secondly, to what extent do students’ reading habits contribute
towards writing cohesion? In order to answer the first question, the writer distributed a questionnaire
which was divided into three parts. They were motivation to read, types of reading texts, and reading strategies. The raw data from the questionnaire were calculated
with descriptive statistics by SPSS for Windows Program. The result showed that the participants had good motivation to read English texts. It was also revealed
that among two mainly motivation to read, most of them frequently had integrative motivation to read.
For reading types preferences, most of the participants read non- fiction texts more frequently. Sometimes, they also read fiction texts for pleasure. The
last finding on students’ reading habits was about reading strategy. It was found that most of the students applied quick reading strategy. However, they actually
