The Relationship Between Students' Reading Habit and Their Reading Comprehension (A Correlational Study at Second Grade Students of SMA Dua Mei Ciputat
Ciputat)
By:
Samrotul Muawanah
108014000091
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHER
’
S TRAINING
‘
SYARIF HIDAYATULLAH
’
STATE ISLAMIC UNIVERSITY
JAKARTA
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Department, Faculty of Tarbiyah and Teacher’s Training „Syarif Hidayatullah’ State Islamic University Jakarta. 2014
Key Words : Reading Habit and Reading Comprehension
The objective of this study is 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 2012/2013. The method used in this research is a quantitative research and it designed in a correlational study. The population of this study was fourteen students of the second grade science and social students of SMA Dua Mei Ciputat in academic year 2013/2014. The data of students are collected through simple random sampling technique. Questionnaires and test are used as the instruments of this research. First of all, reading habit questionnaires are given to the students in the form of closed questionnaire. The aim of this test is to know the students’ reading habit score. Second, reading comprehension tests is conducted to measure students’ reading comprehension. Then, the writer analyze the relationship use Pearson’s Product Moment Formula to correlate both reading habit (variable X) and reading comprehension (Variable Y). The result shows that the t-observed is 0.779 and t-table is 0.320. It means that t-value is higher than t-table and Ha is accepted and Ho is rejected. The result can be concluded that there is a strong relationship between students’ reading habit and their reading comprehension at the second grade of SMA Dua Mei Ciputat in academic year 2013/2014.
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Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Kata Kunci : Kebiasaan Membaca and Membaca Pemahaman.
Studi ini bertujuan mengetahui hubungan antara kebiasaan membaca siswa dengan kemampuan membaca pemahaman siswa kelas dua SMA Dua Mei Ciputat tahun akademik 2013/2014. Metode yang di gunakan dalam penelitian ini adalah metode kuantitatif dan dalam bentuk penelitian korelasi. Populasi dalam penelitian ini adalah empat puluh siswa kelas dua IPA dan IPS tahun akademik 2013/2014. Data siswa di dapatkan melalui teknik simpel random sapling. Kuesioner dan test di gunakan sebagi instrument dalam penelitian ini. Pertama, siswa di berikan kuesioner dalam bentuk keusioner tertutup untuk menentukan nilai kebiasaan membaca siswa. Kedua, test membaca pemahaman di berikan untuk mengetahui nilai membaca pemahaman siswa. Penulis manganalisa hubungan dengan menggunakan formula person product moment untuk menghubungkan antara kebiasaan membaca (Variabel X) dan membaca pemahaman (Variabel Y) mereka. Hasil menunjukan bahwa t-nilai 0.779 dan t-tabel adalah 0.320. Ini berarti bahwa t-nilai lebih besar dari t-tabel. Dengan demikian, Ha di terima dan Ho di tolak. Berdasarkan hasil tersebut dapat di simpulkan bahwa ada hubungan yang kuat antara kebiasaan membaca siswa dengan kemampuan pemahaman siswa kelas XI SMA Dua Mei Ciputat tahun akademik 2013/2014.
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In the name of Allah, Most Gracious Most Merciful Praise be to Allah, the Cherisher and Sustainer of the Worlds
May peace and blessing of Allah be upon to all of us
All praise be to Allah, lord of the universe, Who gives the writer blessing and bless to complete this “Skripsi”. The Peace and Prayers be upon to the Prophet Muhammad shalallahu ‘alaihi wassalam to his family, his relatives, and his followers.
The writer would like to express a deepest gratitude to her advisor Dr. Alek M.Pd. who has given a great contributions, guidance, kindness and patience in writing this skripsi.since the beginning up to the end.
In this occasion the writer would like to express her great and deepest gratitude to her beloved parents, Achmad Surury Maksudi (beloved father) and Khaliyah Surury (beloved mother) who always give motivation and moral encouragement to the writer, Maysaroh Maksudi (beloved aunt) her brothers, her sisters, her beloved husband (Eko Budiyono S.Kep.) and her beloved daughter (Etisa Yasmin Alesha) who always give support, either material or spiritual.
Moreover, the writer would like to give thanks and appreciation to:
1. The chairman of English Education Department, Drs. Syauki, M.Pd. And his secretary, Zaharil Anasy, M.Hum, for their outstanding dedicacy, Mrs. Aida, and all staffs of English Department who help the writer to finish this “skripsi”. 2. The dean of Faculty of Tarbiyah and Teacher’s Training, Dra. Nurlena Rifa’i,
M.A, Ph.D.
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(UNIKA) of Atmajaya library Library, and the Indonesia Open University (UT).
5. All her friends in English Department especially classmates of PBI class C in academic year 2008/2009.
Depok, September 2014
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iv ENDORSEMENT SHEET
ABSTRACT ... i
ABSTRAK ... ii
ACKNOWLEDGMENT ... iii
TABLE OF CONTENTS ... v
LIST OF TABLE ... vii
LIST OF APENDICES ... viii
CHAPTER I. INTRODUCTION ... 1
A. Background of Research ... 1
B. Identification of the Problem ... 3
C. Limitation of the Problem ... 4
D. Formulation of the Problem ... 4
E. Objective of the Research ... 4
F. Significance of the Research ... 4
CHAPTER II. THEORETICAL AND THINKING FRAMEWORK ... 6
A. Reading Comprehension ... 6
1.Definition of Reading ... 6
2.Purpose of Reading ... 8
3.Strategies of Reading ... 9
4.Models of Reading ... 11
5.Definition of Comprehension ... 11
6.Level of Reading Comprehension ... 13
7.Factors Affecting Reading Comprehension 14
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4. Advantages of Reading Habit ... 21
C. Review of Previous Related Research ... 23
D. Thinking Framework ... 24
E. Theoretical Hypothesis ... 26
CHAPTER III. RESEARCH METHODOLOGY ... 27
A. Place and Time of the Research ... 27
B. Methods of the Research ... 27
C. Population and Sample... 27
D. Research Instruments ... 28
E. Technique of Data Collecting ... 30
F. Technique of Data Analysis ... 31
G. Statistical Hypothesis ... 32
CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION 33 A. Research Finding ... 33
1. Data Description ... 33
2. Data Analysis ... 34
B. Data Interpretation ... 36
CHAPTER V. CONCLUSION AND SUGGESTION ... 39
A. Conclusion ... 39
B. Suggestion ... 40
BIBLIOGRAPHY APPENDICES
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Table 3.2 Reading Habit Indicators Table 3.3 Result of Reliability Test
Table 4.1 Table Students Reading Habit and Reading Comprehension Score Table 4.2 Result of Normality Test
Table 4.3 Result of Linearity Test
Table 4.4 Result of Correlation Product Moment Table 4.5 The Level of Correlation
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Appendix 2. Answer of Reading Comprehension
Appendix 3. Students answer’s of Reading Comprehension Appendix 4. Reading Habit Questionnaires
Appendix 5 Answer of Student’s Reading Habit Questionnaires Appendix 6 Validity Test Out Put
Appendix 7 Reliability Test Out Put Appendix 8 Normality Test Out Put Appendix 9 Linearity Test Out Put Appendix 10 Description Data Research Appendix 11 Table Value Distribution
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This chapter presents the general account of the present study. It covers background of research, identification of the problem, limitation of the problem and the formulation of the problem, objective of the research, and significance of the research.
A. Background of Research
English is used as an international language by the majority of countries of the world. As an international language, English has a very important role in the development of education, communication, commerce, diplomacy, social, and scientific research. In education field, English therefore prompted become an important subject learnt by the student throughout the world.
English as a subject matter in school covers the four basic language skills: reading, speaking, writing and listening. Listening and reading are called receptive skills in which people the need ability to receive some information, while writing and speaking are called productive skills because people involve language production skill to produce written or spoken language.
In Indonesia, The education governments establish English begins to be taught as a subject matter starts from elementary up to university level. Moreover, English is one of the subjects that is tested in the national final examination. So having ability to master English is potentially required for students. It also describes by Jo. Mc Donough, he says that the role of English as a tool of communication must be taught in the school as a primarily subject whether or not English used as their first foreign language or alternative language that they never heard.1
Reading is viewed as one of the most important language skill components. In school curriculum therefore, reading instructions dominate the curriculum in the most classrooms. In senior high school curriculum, English is
1
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: A Teacher’s
Guide Second Edition, (Oxford: Blackwell Publishing Ltd, 1993), p. 7.
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activities. Kurikulum Tingkat Satuan Pendidikan (KTSP) explains that the standard competency of teaching English in senior high school curriculum is reading. The aim of reading tasks means to comprehend meaning of different functional text such as narrative, recount, procedure, news items, anecdote, exposition, etc.
Reading comprehension skill therefore is one of crucial factors related to students’ success. Thus, reading habit viewed as one of the factors relating the success of reading comprehension. Therefore, to enhance reading comprehension, it is necessary to improve reading habits of the students. The benefits of readings habit are enormous; gaining reading habit will enable the students open a new world and broaden their perspective. Thus reading habit will help the students to speak with confidence and build an expertise. Simultaneously, reading comprehension and habit are both interrelated. Reading habit is the process and comprehension is the essence of it. By accustoming a good reading habit as a daily activity, it will help the student to read and to comprehend English text fluently and accurately. Pursuing reading as a habit will help the students to become more intelligent. Practicing reading habit also improves analytical skill in comprehension task.
In reality, many students actually still have reading comprehension problems. Some even conclude why more and more students have become poor in reading comprehension. There were several things may go wrong. Those negative attitudes toward reading habit were viewed as a number of reasons why this self-concept affected everyone in the school negatively.
First, the students were lack practice of reading habit task. They often failed in the English comprehension test in school because they read English content materials relatively little. In the same manner, Michael Swan supports, he said “Some of the reasons for failure in comprehension are connected with
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Second, the students view reading as boring activities. Haryati Soebadio states that “The education system does not develop reading habit in the pupils. In family, parents do not develop reading habit in their children.”4 It carries an opinion that those with a poor reading; attempting reading as a problem because they believe that they will fail. Reading is associated as a boring task rather than pleasure activities. Family and school environment also bring effects on the students’ perspective about reading, particularly those whose reading habit remained low.
Further, some issues arise regarding the students’ low reading habit. A reality shows that the people in this country have low reading habit practice. In 2003, research conducted by UNESCO, the Program for International Student
Assessments (PISA), showed that reading competency of 15 years old Indonesian
students was at the level of 39 of 41 countries. Only 37.6 % students are able to read without getting the meaning, and 24.8 % students can get only one meaning or knowledge.5 All those facts shows that our Senior High School student’s reading habits are quite low. From what have been stated above, the students’ low reading habit toward reading text material assume as one of the factors that decrease their comprehension significantly.
It is not surprising, students’ bad reading habit attitudes show impairment on their reading comprehension. The involvements of bad reading habit attitudes toward reading comprehension were clearly stated.
Based on the reasons above, this study seek to find out whether reading habit in second grade of SMA Dua Mei Ciputat gave a great significance factors in their reading comprehension positively or negatively.
2
Michael Swan, Inside Meaning Proficiency Reading Comprehension, (Cambridge: Cambridge University Press, 1975), p. 1.
3 Laksmi, “The Effectiveness of Reading habit Promotion in Public Libraries of DKI
Jakarta Province” ICOLIS Journal, 2007, pp. 165—172. 4Ibid.
5Ibid.
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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 2013/2014.
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 second 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 2013/2014.
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.
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- 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.
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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 student’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.”4
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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Those theories above showed the various definitions of reading. Therefore it can be conclude that reading is an active thinking process whereby people involve many steps of getting meaning or message from the author. All in all the students have to use codes, experiences, and background knowledge, along with all their strategies in order to understand the written text.
2. Purposes of Reading
An expert said that the characteristic of the efficient reader is he/she can extend the purpose of his/her reading. The readers’ purpose actually plays an important role in determining how the readers read a text. Some people might read to get general idea (reading an essay, articles, chapters, etc); they specify the information they can get from the source. The people might also read to extract a specific detail as in reading a phone book, an instruction sign, and a warning sign. Some other might read for their happiness, such as in reading novel, short stories, etc. Henry Guntur Tarigan mentions seven purposes on reading. They are:
(1) reading for details and fact is reading to know what is done by the subject of the story. (2) reading for main ideas is reading to get the problem statement. (3) reading for sequences of organization is reading to know each part of the story. (4) reading for inference is reading to know what is the writer mean by its story. (5) reading for classifying is reading to find unusual things. (6) reading for evaluating is reading to know the value of the story. (7) reading for comparing is reading to compare the way of life of the story with the life of reader.5
Dalmann further mentions several important reading purposes. He classifies three purposes of reading as follows6 :
a) Reading purpose on the factual level
This reading purpose enable reader to understand the information directly stated in the passage.7 There are many skills that the reader should have to achieve factual level. First, the readers are required to know the meaning of words. Second, this reading purpose needs the ability to find main idea
5
Henry Guntur Tarigan, Membaca Sebagai Suatu Ketrampilan Berbahasa, (Bandung: Angkasa Bandung, 1995), pp. 9—10.
6
Martha Dallmann, et al., The Teaching of Reading Sixth Edition, (New York: Holt Rinehart and Winston, 1982), pp. 161—163.
7Ibid
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in the written information. Third, the ability to note important point supports the students in gaining their purpose on reading. Fourth, the ability to follow directions demands students to organize, to note the information is essential to this level.
b) Reading purpose on the interpretative level
Reading inferential level often called as reading between lines.8 In the same way it also means that the readers need the ability to recognize unstated information in the passage. To achieve this goal the readers to summarize and to organize the information and feel the relationship between key points and details. Skill in making generalization is also needed; the readers should present conclusion on what they read.
c) Reading purpose on the evaluative level
The ability to make evaluative judgments is the most important step in reading purpose.9 Before setting up the purpose the reader should consider this level. To arrive on the evaluative level the readers should create critical feedback. The readers should be able to detect relevant information proposed by the authors with the fact; to compare it with another source of information and to give suggestion to the author for better writing.
3. Strategies of Reading
There are so many strategies in reading techniques. Grellet proposes the way of reading; he defines the strategies of reading into several points, and they are skimming, scanning, intensive and extensive.10
a. Skimming
In skimming, readers are reading rapidly over a text in order to get main point.11 In other word, skimming is a process of over viewing the general concept of the material; it can be started by selecting sub chapter move to
8Ibid., p. 162. 9
Ibid., p. 163. 10
Frangoise Grellet, Developing Reading Skills A practical Guide to Reading Comprehension Exercise, ( Cambridge: Cambridge University Press 1999), p. 4.
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larger content material.12 Skimming permits reader to preview the text to get the scheme of a text not to read word by word. For example reading news paper, people dismiss unimportant material and quickly identify main idea. People usually do skimming in a multiple speed because of limited time.
b. Scanning
Scanning is quickly scanning through a text to find a specific words, numbers, and steps.13 The concept of scanning can be defined in this way, in scanning the eye glances over the material aimed to find specific information.14In other words, scanning means readers search trough the material for a specific purpose, e.g. finding the answer to a question, and seeking words in dictionary or prices in a catalogue.
c. Intensive
Intensive seems to be stigmatized by some researcher as a boring style of reading, because the readers need to find the details of the information required. Intensive reading usually read at the slower speed; the aim of scanning is to read shorter texts and to extract specific information.
d. Extensive
Extensive reading is to read a longer passage, the aim of extensive reading usually for one’s enjoyment. This extensive reading also called as a fluency activity and it include an overall meaning from the passage.15 Extensive reading means to read abundantly, and fluently. The purpose of this strategy is for pleasure, and the primary goal in extensive reading is reading books after books e.g. reading novel, short stories, and articles.
According to those reading strategies the writer sums up the four points of reading strategies as follows: skimming, scanning, intensive, and extensive.
12
Tony Buzan, Speed Reading (First Edition), (New York: E. P. Dutton, Inc., 1984), p. 53.
13
Grellet, loc.cit.
14
Buzan, loc.cit.
15
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4. Model of Reading
Aebersold and Mary Lee mention model of reading. They are bottom-up theory and top-down theory.16
a) Bottom-up theory
The bottom-up theory depends primarily on the information presented in the text. The readers begin with pre reading strategies such as processing the information, recognize the graphic stimuli, recognizes words and link to their back ground knowledge, and predict the next sentence. In bottom up processing, readers must identify a complex of linguistic signals such as letters, morphemes, syllables, words, phrases, grammatical cues, discourse markers; and from all those signals then the readers come to conclusion.17
b) Top-down theory
Top-down model is the opposite of the bottom-up reading. The readers use higher level skill such as draw the meaning by linking of their background knowledge instead of focusing on letter, sound and word. Then the readers make prediction on what they read and adjust their reading process until they come to the end of the paragraph. In the similar way it can be said that the readers emphasize about general picture of the text and look for key information by linking prior knowledge and then decide to come across the text or not.
5. Definition of Comprehension
Reading and comprehension are two things that cannot be separated each other, they are highly interrelated. Comprehension is the essence of reading itself. Reading comprehension will called as a reading comprehension only if the readers are able to comprehend the meaning of the text. If the readers can read but do not
16
Jo Ann Aebersold and Marry Lee Field, From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms, (Cambridge: Cambridge University Press, 1997), pp. 97—98.
17
H. Douglas Brown, Teaching by Principles An Interactive Approach to Language Pedagogy Second Edition, (Longman: White Plain Publisher, 2001), p. 299.
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comprehend the meaning of the text, it means they do not do reading comprehension. There are some experts have been developed process on how reading comprehension occurs.
According to Larry A Harris, the thinking process means the core of comprehension skill, those four operations are: identifying, analyzing, evaluating, and applying.18 First, identification means the readers are required to locate message proposed by the author. Then, analysis means that the readers should identify the part according to its structure or scheme. Third, the evaluation process requires the readers to evaluate information do something with the information. The last is applying means that the readers used the information to fix their problem.
Simultaneously, Grellet determines comprehension as, “Understanding a written text means extracting the required information from it as efficiently as possible.”19
For example, if there is an advertisement and an article in a scientific journal. In the former case, the reader ignores the unimportant information and seeks what he is looking for. In the last case, more detailed information is essential to be taken for the reader. Therefore comprehension above means the reader need ability to locate the relevant information carefully based on their particular purposes.
Reading comprehension also called as metacognitive process in which the readers are aware to control their comprehension. They know how to select strategies, how to apply strategies and when to use those strategies.20 In addition, other definition comes from Arthur W. Heilman, he states that “Reading comprehension is a process of making sense of written ideas through meaningful interpretation and interaction with language.”21 As reviewed by Heilman above, it can be highlighted that comprehension is one of the active mental thinking processes between the writer and the reader in which the readers need to
18
Larry A Haris and Carl B Smith, Reading Instruction Diagnostic Teaching in the Class Room, (New York: Richard C. Owen Publisher, Inc., 1980) p. 236—237
19
Grellet, op. cit., p. 3. 20
Barbara Taylor, et al., Reading Difficulties Instruction and Assessment Second Edition,
(New York: McGraw-Hill, Inc., 1995), p. 224. 21
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understand the writer’s message. When the reader failed to apply this process it cannot be conducted as a reading comprehension process.
From the explanation above, it can be concluded that reading comprehension is an interactive process between readers, text and strategies. Thus interactive process includes understanding, utilizing, and evaluating the important message that author trying to convey. Continuously readers link all those information with their back ground knowledge in order to extract meaning from the written material.
6. Levels of Reading Comprehension
Three levels of reading comprehension are mentioned by Arthur Heilman, they are literal comprehension, inferential comprehension, and critical comprehension.22
1) Literal Comprehension
Literal comprehension refers to information explicitly stated in the written text. As a basic level, the readers are needed the abilities to understand meaning of words before recognizing of details message, then the readers are required to link the grammar theories with the main idea presented in the passage. In the last step in literal comprehension the readers are needed to sequence the all the information stated in the passage.
2) Inferential Comprehension
The inferential comprehension is the process how a reader derives an implicit idea in the passage. The reader needs the abilities to detect mood of the material such as the authors’ tone, purpose and attitude, to make generalization, to see the relationship, and to draw conclusion in the end of a story. A reader is required to think harder when applying this comprehension level.
3) Critical Comprehension
Critical comprehension is a higher thinking level of reading. The reader should be actively reacting to the information presented by the authors. The
22
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reader are needed the ability to analyze the information and link those information to their background knowledge. Further, the readers evaluate the value of its information and give personal judgments as a feedback to the author.
Elizabeth Hall elaborates some stage in reading comprehensions. They are speech perception, comprehending syntax and meaning and intention23. The first stage in reading comprehension is speech perception. That means that readers should recognize the sound of the words. The reader has to pronounce a clear sound in the given situation or context which functions to derive a clear meaning. After uttering the right sound strings the reader should move into the second stage, it is comprehending syntax. The ability to recognize the correct sentence pattern is needed in order to avoid ambiguity or multiple words meaning in a passage. The last level of reading comprehension is meaning and intention. This level the reader focuses on text meaning and how he addresses the information, for instance it is a question therefore the reader should provide an answer, if it is an instruction the reader should complies or reject the instruction given.
7. Factors Affecting Reading Comprehension
The low reading comprehension skills are caused by a variety of factors. Martha Dallmann and Roger L. Rouch figure out the factors which are responsible to the depth of readers’ comprehension as follows: difficulty of material, intelligence, environment, emphasis on word recognition, emphasis on oral reading, background of reading selection, adjustment of reading techniques, and rate of reading.24
a. Difficulty of Material
The difficulty of the material is proposed as one of the major causes of lack comprehension. Especially multiple concepts in reading material, it
23
Elizabeth Hall, Psychology Today An Introduction (Fifth Edition), (New York: Random House Inc., 1983), pp. 298—299.
24
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contributes to the difficulty absorbing material.25 Teachers sometimes supply the students with advance materials beyond their capabilities. In the same manner, unsuitable methods that the teachers used may caused frustration to the students.
b. Intelligence
Readers’ ability to comprehend is sometimes limited by the richness of their background knowledge and vocabulary. The more broaden knowledge and vocabulary that readers have the more success of reading comprehension they will be. Therefore, mental maturity should be taken into consideration in term of determining where reading instruction should start.26
c. Environment
The unpleasant environments such as noisy surrounding, inadequate lighting, high or low temperatures, and distracting surroundings may interfere the students’ comprehension.
d. Emphasis on Word Recognition
All assignments will be wasted only if the students know how to make word meaning properly.27 The deficiencies in comprehension are sometimes caused by the lack power of concentration on the recognition of individual words. Emphasizing on word recognition is enormously important in reading comprehension. Teachers should teach the students how to use dictionary and how to build word meaning.
e. Emphasis on Oral Reading
When students do oral reading, automatically they interpret the meaning of the text passage through their mouth. The more practice students on oral reading the more accurate they on comprehending the text.
f. Background for a Reading Selection
25
Buzan., op.cit. p. 41. 26
Dallmann, op. cit. p. 69.
27
Thomas G. Devine, Teaching Study Skill (Guide for Teachers), (Massachuttes: Allyn and Bacon Inc., 1987), p. 226.
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Concept about reading material and experience are frequent problems of students’ poor reading comprehension. Teacher should be careful in selecting type of reading passage. Disorganized text materials such as used advance textbook to younger learner, give them irrelevance contents, and supply them with unfamiliar glossaries should be ignored by the teachers. Therefore, teachers should aware to select textbook, and distribute it efficiently to the students.28
g. Adjustment of Reading Techniques to Purpose
The importance of adjusting reading techniques and choosing the right type of material are crucial factors in determining success in reading comprehension
h. Rate of Reading
The wrong selection in adjusting the reading rate to the type of material, such as news paper, text book, novel or magazine might cause failure in comprehending text material.
In addition, Larry E Harris and Carl B. Smith identify five major determinant factors of reading comprehension as follow: “Background experience, language abilities, thinking abilities, affection (interest, motivation, attitudes, beliefs, feelings), and reading purposes.”29
To maximize reading comprehension readers should have several factors. First, the reader should have enough background knowledge in order to carry the writer’s taught. Second factor is the ability in grasping the language competence includes syntax, phonetic, and semantic. Those language competences therefore, will enable them in getting meaning from a written text. Another factor causing comprehension problem is a readers’ ability to think, how they understand event and concept in a reading. Larry and Carl mention next factor about affection factor, readers will understand a text better only if it matches with his interest, attitude, and beliefs. In the last explanation is purpose of reading. The success of
28Ibid
. p. 225. 29
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reading is determined by the aim of reading text material. The readers should establish their purpose before reading.
More complete explanation proposed by Tony Buzan. He designs several factor should be avoided to help reader overcome reading comprehension difficulties, as follows:
Good readers are they who are able to maximize the reading comprehension only if they avoid eleven factors they are : vocabulary difficulties, conceptual difficulty of the material, inappropriate speed, incorrect mental approach or set, poor organization, lack of interest, lack of motivation, wrong time for reading, poor health, Interference, and poor reading conditions.30
First, vocabulary difficulties make a gap in understanding the material. Second, multiple concepts in reading material also contribute the difficulty in absorbing material. The third factor should be avoided is varying the speed when reading certain material reduces misunderstanding information. Next, the wrong mental set such as unnecessary argument about subject material interfere the readers’ idea. Far more common problems is poor organization, for instance readers don’t have a pencil, notepaper; lack of interest often contribute to a lack of reading comprehension. Different problem come from lack of motivation. Seven is reading at wrong time of day. Further is poor physical health. Another factor is interference which can causes the low reading comprehension. The last factor is bad reading conditions.
Based on the explanation above, it can be concluded that there are several factors that may influence the success of reading comprehension process, they are: vocabulary difficulty, the wrong selection of material, environment factors, mental and physic factors, the wrong reading techniques and speed reading. All those factors should be avoided in order to gain successfulness on reading comprehension.
30
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B. Reading Habit Theory 1. Definition of Reading Habit
Per Nilsen defines habit as “Habit is behavior that has been repeated until it has become more less automatic, enacted without purposeful thinking, largely without any sense of awareness.”31
According to Benyamin Gardner habit is an abstract theory, in habit theory there is no single correct definition. In habit people are repeated action without concerning why this self concept must happen.32
A psychologist, Wendy Wood sub serves habit as an integrated association between stimulus and response, and that association sets up with goals during learning and performance.33 Habitual manner often goes unnoticed and unconscious and it followed trough the same repeated action regularly.34 In the American Journal of Psychology; habit defined in this way: “A habit , acquired the standpoint of psychology, is more or less fixed way of thinking, willing, or feeling acquired through previous repetition of mental experience.”35
In term of habit, Merriam Webster Dictionary also defines the word habit as follow: “An usual way of behaving: something that person does often in a regular and repeated way.”36
In other words habit is the process of behavior that goes unconscious and become automatic that means that you are acquired habit. For example the habit looking both ways before crossing the street, it is called habit.
Behaviorists view habits as routines of behavior that are repeated regularly and tend to occur subconsciously. As a subconscious self concept, reading habits
31
Per Nilsen, et al., “Creature of habit: Accounting for the role of Habit in
Implementation Research on Clinical Behavior Change”, Implementation Science Journal, June 9th 2012, p. 2.
32
Benjamin Gardner, Habit as automaticity, not frequency, Journal of the European Health Psychologist, 14, June 2012, p. 32.
33
Wendy Wood and David T. Neal, A New Look at Habits and the Habit-Goal Interface, Psychological Review, American Psychological Journal Association, Vol. 114, No. 4, 2007, p. 843.
34
Farlex, The Free Dictionary, 2014, (http://www.thefreedictionary.com/habit). 35
B.R Andrew, Habit, American Journal of Psychology, Vol. 14. No.2, 1903, p. 1.
36
Merriam Webster, An Encyclopedia Britannica Company Dictionary, 2014, (http://www.merriam-webster.com/dictionary/habit) .
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can help students’ to gain academic achievement to a great extent.37 In term of acquiring these habits of reading; they have to put these habits into practice.
Based on definitions above it can be said that as repeated actions, habit involves a process of unconscious pattern. It reflects person’s personality, good or bad, and they went constantly and regularly. Reading habit will helps the learner obtaining and gaining a meaningful knowledge and good academic performance in school.
2. The Purpose of Reading Habits
There are some reading habits purposes which have either positive or negative result. For purpose of this topic, they are grouped into four segments they are: hobbial, recreational, concentration, deviational.38
a. Hobbial
A hobby is an activity that creates joy and satisfaction in doing it. The purpose of reading habit as a hobby make a reader knowledgeable in so many areas, such as in educational, politic, religious, and economic. This purpose of reading habit not only makes one satisfied but also positive.39 Unlike others hobbies, reading is one of the most recommended one to shape readers personality skill. By reading book particularly can develop the knowledge of vocabulary which helps in conversations.40 Reading as a hobby is wonderful; it helps the readers to improve their ability to absorb and to comprehend written material and help them to pursue a better job.41 b. Recreational
A good reading habit for recreational makes the reader acquire more knowledge in the classroom. Reading for relaxation is aimed to cool the
37
Ifshan Bashir and Nadia Hussain Matto, A Study on Study Habits and Academic Performance among Adolescents (14—19) Years, International Journal of Social Science Tomorrow, vol. 1, 2007, p. 2.
38
Ogbodo Rosemary Ochanya, Effective Study Habits in Educational Sector: Counseling Implications, Edo Journal of Counseling, Vol. 3. No. 2, 2010, pp 231—235.
39Ibid
., p. 231.
40
Anshi, Habit of Reading ….a Beneficial Start, 2012, (http://www.depthnheight.com/habit-of-reading-a-beneficial -start/com).
41
Trent Hamm, Perfect Hobby? Reading book is fun, cheap, and good for you, 2012, (http://abcnews.go.com/Business/reading-books-fun-cheap-good/story/com).
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reader’s brain and to avoid mental fatigue; the example activities on reading for relaxation are reading newspaper, and magazine.42
c. Concentration
One of the reading habit purposes is concentration. Concentration means the readers acknowledge their reading process to understand the meaning of a passage. Reading for concentration is recommended for use in school by stakeholders; this reading habit purpose shows positive result in student’s achievement in school.43
d. Deviational
The last purpose of reading habit is deviational. This is the only reading habit which has a negative norm. The reader sometimes pretends to read, and deviates from the actual reading. This should be avoided by the students. If this reading habit attitude acquired by the student, it may lead to loss of interest in the acquisition of knowledge.44
3. The Aspect of Reading Habits
In gaining an effective reading habit, Julio Cesar summarized six aspect of reading habit, they are: reading frequency, books read, time spent on academic reading, time spent on non academic reading, motivation in the family environments, motivation in the academic environments.45
1. Reading Frequency
Reading frequency used to measure students’ reading frequency in their spare time.
2. Books Read
The number of many books that the students have read in the last three months was included in the questionnaires.
3. Time Spent on Academic reading
42
Ochanya, op. cit., p. 231. 43
Ochanya, op. cit., p. 232. 44
Ibid.
45
Julio Cesar Galicia Gaona, Relationship between Reading Habits, University Library and Academic Performance in A Sample of Psychology Students, Revista de La Educacion Superior Journal, Vol. XL (I), No. 157, 2011, pp. 59— 60.
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It is considered the time that the students devote their time to read academic book especially for their specialist subject.
4. Time Spent on Non-Academic Reading
It is discussed amount of time that the students used to read non academic book, magazine, such as novel, fiction, romance, horror, etc.
5. Motivation in the Family Environment
It focuses on the recommended book that purchased by the family based on the interest of the family.
6. Motivation in the Academic Environment
It is focuses on the frequency of students’ reading literature in their school environment based on the teacher report.
4. Advantages of Reading Habits
In habitual reading; there are so many advantages that the student can absorb. Reading habit is the powerful and long lasting tool in the development of student’s academic success. The implications of applying reading as habitual activity are students can expand the knowledge, and increase focus and concentration. Reading as a habitual activity also helps the student to pleasure their understanding, helps them become more intelligent, and boosts their vocabulary meaning.
Thanuskodi proposes several benefits of reading. He said, “The impact of reading in people’s live is extraordinarily widespread. A reader can learn a new word, can be introduce to new facts, he can become knowledgeable about the whole world and he can stimulated to both taught and emotion.”46
A more complete explanation stated by Steel jack. He mentions several advantage of reading habit. They are: (1) habit of reading help the mind performs effectively; (2) habit of regular reading helps us develop a good vocabulary, (3) habit of reading boots intellectual curiosity, (4) habit of reading means
46
S. Thanuskodi, Reading Habit among Library and Information Science Students of Annamalai University: A Survey, International Journal Education Science, Vol.3, No.2, 2011, p. 1.
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psychological activity (5) habitual reading helps readers to have positive set of mind.47
1. Habit of reading help the mind performs effectively
To read frequently, the people will have abilities to communicate and think well.48 Acquiring reading habit will automatically active neurons and make it always in a good shape. People who exhibit habit as daily activity will help them to perform effectively in front of public.
2. Habit of regular reading helps us develop a good vocabulary
Habitual reading develops their alertness in identifying error in a sentence.49 Frequent readers have a range of words bank. They will have specific information about the meaning of the word and they are able to predict the meaning based on context. Frequent readers will be better in understanding the message that the writer trying to convey.
3. Habitual reading boosts intellectual curiosity
Regular habit of reading exposes a reader to read a variety of a book. Habitual reading also helps the readers to understand the complexity of different books. A reader become knowledgeable about various literacy skills and leads the reader to think independently and critically.50
4. Habitual reading means a psychological activity
Regular habit as a psychological activity means a reader link with their mind to feel the writers’ imagination.51 The reader previews the story and goes into it and absorb as the story goes on it. The reader uses their mind to figure out the scheme of story, to feel the writers feeling and to experience the difference of personal players.
5. Habitual reading helps readers to have a positive set of mind
47
Steel Jack, The Habit of Reading And Its Advantages-Why You Should Develops Habit of Regular Reading, 2008 ,(http://voice.yahoo.com/the-habit-its-advantages.com.)
48Ibid. 49Ibid
.
50 Ibid. 51
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Efficient frequent readers should be active, positive mind set and critical.52 The readers should give feedback quickly to the material as a respond to what they have read. They should also get the summary and make a critical judgment from the material.
To conclude, here are few important benefits for reading habit activities. By implementing habitual reading, readers are able to train their mind in the context of helping brain to work effectively. Habitual reading enriches readers’ vocabulary in various literacy skills. The readers are also able to read critically, effectively, and positively. Moreover, reading habit makes the readers open up their mind and helps them become more intelligent.
C. Review of Previous Related Research
To support this research, many researches which are relevant with this study are presented here. Those are:
1. The Journal research was done by Aisha Riaz, Asma Kiran and Niaz Malik entitled “Relationship of Study Habit with Educational Achievement” (A Survey in the University of Agriculture Faisalabad, Pakistan). This quantities research tried to find out the relationship between study habit and education achievement. The data took 150 students of B. Sc Home Economist and M. Sc Home Economist during the year 2000 – 2001. The result showed that there was a strong relationship between study habits on the educational performance of learners. The relationship between this research and the writer research was the use of the variable. Aisya Riaz used study habit and the writer used reading habit as variable.
2. The research was done by Ifa Riana student of Universitas Sebelas Maret, Faculty of English Department Sebelas Maret University. The title of this research is “ Correlational study between translation ability, habit of watching movies and reading comprehension of the fourth semester students
of English of Education and Teachers Training” the research took place in Faculty of English Education and teachers training Sebelas Maret University
52
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academic year 2011/2012. The result of the research showed that (1) there is a positive correlation between student’s translation ability and their comprehension, (2) there is a positive correlation between students’ habit of watching movies and their reading comprehension, (3) there is a positive correlation between student’s translation ability and student’s habit of watching movies and students’ reading comprehension. The result of this research was almost the same to the writer research. The relationship between researches to the writer’ research is the use of reading comprehension as the variable.
3. The research was done by W Setianing Budi Chandra Wati, student of Education Department, Sebelas Maret University. The title is “A
Correlational Study on Student’s Translation Ability, Reading Habit, and
Reading Comprehension of the tenth student’s of SMUN I Kebakramat
academic year 2008—2009”. This research used correlation product moment
test. The result of this research showed that there is a positive correlation between (1) students’ translation ability and student’s reading comprehension, (2) reading habit and student’s comprehension. (3) Translation ability, reading habit and reading comprehension. The relationship between this research and the writer’ research is on the reading habit and reading comprehension as variables; however the writer focuses only on reading habit and reading comprehension.
D. Thinking Framework
Reading is considered as a tool to gain comprehensive information and knowledge from all aspect. It is by reading; the students can achieve not only academic success but also a good chance to open up the world. Now, reading remains the most needed skill by the students. Most of reading instructions in classrooms consist of activities require comprehension skill. One condition to maximize reading comprehension is by reading abundantly as a forming of habit.
Reading habit and reading comprehension both are interrelated. Habits for reading are viewed as a significant effect on the successfulness of student’s
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reading comprehension, while comprehension itself is the result of a good reading habit process. Thus reading habit helps the student to maximize their ability in gaining academic purpose. To support, in their book S. V. Kiester & Kiester state, “It has long been recognized that in the process of learning, the reading habits of the students play an important role in their academic performance.”53
Similarly, R. Ames and J.Archer add that “Good students are not born but are made by constant and deliberate practice of good reading habits, for which there is no substitute.”54 In the same way, Gilbert and Rollick suggested “Good reading habits to significantly enhance academics performance of the pupils.”55
Trough reading habit the students will have a high confidence in learning English. Students who are having a good reading habit demonstrate a positive relationship in their academic performance.56In linguistic aspect, they will accustom to see word positioning precisely, understand the complexness of structure and sentence effectively. Thus reading habits will help the students to link many sources of the English reading material. Simultaneously, students who are engage in reading habit in their childhood will have a better knowledge and information rather than those who are not.
In addition, by implementing reading habit as daily routine, the student’s vocabulary knowledge and linguistic aspect will automatically improved. They will receive only trough the practice of reading habit. Most of the times, reading habits provide plenty of benefits especially in the national final examination. Students’ reading habit will automatically help them to comprehend the English text material. The students who posit reading as their habitual activity will force their selves to acquire a new material in English reading task without any obstacles.
53
Shabir Ahmad Rana and Rukhsana Kausar, Comparison of Study Habit and Academic Performance of Pakistani British and White British Students, Pakistan Journal of Social and Clinical Pshychology, Vol. 9, 2011, p. 21.
54Ibid. 55
Ibid., p. 22. 56
Haslinda Husaini and Rafidah Abdul Aziz, “The Roles of School Resource Center in Nurturing Reading Habits and Attitude among Secondary School Students”, CONSAL General Conference, Malaysia, 28th May—31st May 2012, p. 2.
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Therefore, there seems no doubt that students’ good reading habit contribute to their reading comprehension. It is important to prove the relationship between students reading habit and their reading comprehension.
E. Hypothesis
Based on the theoretical and conceptual framework, the hypotheses can be formulated as follows: there is any relationship between students’ reading habit and their reading comprehension.
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27
This chapter presents the place and time of the research, methods o f the research, population and sample, research instruments, technique of data collecting, and technique of data analysis.
A. Place and Time of the Research
This research was conducted at SMA DUA MEI located in Jl. H. Abdul Gani No. 135 Cempaka Putih Ciputat Timur Tangerang Selatan. This research was on August 19th until August 22nd 20132014.
B. Method of the Research
In doing this research, the writer used quantitative method; quantitative research is essentially collecting numerical data to explain a particular phenomenon.1 In this research, the writer used questionnaire to score students’ reading habit. Then, the writer conducted reading comprehension test to measure their reading comprehension score. Then, Pearson Product moment correlation is used to correlate two variables and to find out the significance relationship between students’ reading habit and their reading comprehension. The independent variable of this research is the students’ reading habit (variable X) and the students’ reading comprehension is the dependent variable (variable Y).
C. Population and Sample
The populations of this research were second grade students of SMA DUA MEI Ciputat. There are 71 total students; they are 35 science students and 36 social students of second grade SMA Dua Mei Ciputat. Moreover, the writer only took 40 samples. In this research the writer used simple random sampling to collect the data of the students.
1
Daniel Muijs, Doing Quantitative Research in Education, (London: Sage Publications Ltd., 2004), p. 2.
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D. Research Instruments
The instruments of this research are questionnaires about reading habit as variable X and the reading comprehension test as variable Y.
1. Questionnaire
In this research, the writer distributed the questionnaires to the students aimed to know their reading habit score. Before giving the questionnaire to the students, the writer analyzed the validity of the questionnaire first. There are 40 questionnaires for validation and test, only 30 valid items used for reading habit test. In determining students score the writer used closed questionnaire in which the respondents ticked the available responses given by the writer. The calculation of validity test can be seen in the appendix.
The questionnaires used five alternatives based on the Likert’s Scale Types. Likert’s scale is used to measure attitude, opinion, perception based on the certain object or phenomena.2 The result of validity and reliability can be seen in appendix. The indicators of the questionnaire were explained as follows:
A: Selalu (Always) B: Sering (Often)
C: Kadang – kadang (Sometimes) D: Jarang (Seldom)
E : Tidak Pernah (Never)
The questionnaire were given to the students consist of many indicators. Indicators are taken from Julio Cesar’s theory about the reading habit aspects, they are: reading amount of books, academic reading, reading frequency, non-academic reading, motivation in the non-academic environment, and motivation in the family environment. The following table presents the indicator used by the writer in the questionnaire:
2
Syofian Siregar, Statistik Parametrik untuk Penelitian Kuantitatif, (Jakarta: PT Bumi Aksara, 2013), p. 50.
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2. Test
A test is a systematic procedure for observing one’s behavior and it with the aid of numerical or category system. A test is used to collect the data of students’ reading comprehension. The test of reading comprehension was an objective test in the form of multiple choice tests consisting 20 items. Before giving reading comprehension test items to the students, the writer validated the items of the tests. From the 30 questions, the writer took 20 valid items. The calculation of validity test can be seen in the appendix.
There were five options in each item (A, B, C, D, E). The writer took some of the questions that have significant correlation with the students’ compulsory book, such as Look Ahead (Published by Erlangga) and student’s work sheet (LKS - Lembar Kerja Siswa Sakti SMA XI, published by CV Arya Duta) and many other sources from the internet. The writer marked 1 for each item which is answered correctly and marked 0 for the wrong answer.
No Reading Habit (X) Indicators Item Number
1 Reading Amount of Books 1, 2,3,4,5
2 Academic Reading 6,7,8,9,10
3 Reading Frequency 11,12,13,14,15
4 Non Academic Reading 16,17,18,19,20
5
Motivation in the Academic
Environment 21,22,23,24,25
6
Motivation in the Family
Environment 26,27,28,29,30
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The indicators of reading comprehension test were taken from Henry Guntur Tarigan theory. The indicators are described below:
Table. 3. 2 Reading Comprehension Indicators
Variable No. Aspects Items Total
Re
ad
in
g Com
p
re
h
en
sion
1 Reading for Details
1, 2, 8, 11, 18
5 items
2 Reading for Main ideas 6, 14, 19 3 items
3 Reading for Sequences 4, 7, 2 items
4 Reading for Inference 3, 12, 17 3 items
5 Reading for Classifying 5, 13, 2 items
6 Reading for Evaluating 9, 15, 20 3 items
7 Reading for Comparing 10, 16 2 items
Total 20 items
E. Technique of Data Collecting
The techniques used in collecting data include non test in the form of reading habit questionnaires and reading comprehension tests in the form of multiple choice tests. Reading habit questionnaires were given to the students in order to determine their reading habit score, and multiple choice of reading comprehension tests were used to measure reading comprehension score of the students’ of
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F. Technique of Data Analysis
The writer calculated the perquisite testing requirement analysis such as validity, reliability, linearity, and normality test before calculating the statistical testing Pearson Product Moment Correlation.
a. The Validity Test
An instrument is valid when if it is able to measure what the researchers are going to measure.3 There are two criteria to determine validity of test items, as follows:
1. If rvalue > rtableat the level significance of 5%, it means that the instrument is
valid.
2. If rvalue < rtable at the level significance of 5%, it means that the instrument is
not valid.
The calculation of validity test used correlation formula from Statistical Package for Social Science (SPSS) version 21. The result of the validity test items are consulted to rtable for N = 40 at the level of significance of 5%. The result
showed that the coefficient validity of reading habit and reading comprehension were valid. The result of validity test computation can be seen in the appendix.
b. The Reliability Test
Reliability test refers to consistency if the instrument used repeatedly for different subject or different time.4 The instrument is reliable if:
1. If alpha cronbach > rtable at the level significance of 5%, it means that the
instrument is reliable.
2. If alpha cronbach < rtable at the level significance of 5%, it means that the
instrument is not reliable.
The following is the result of the reliability of reading habit (X) and reading comprehension (Y) test.
3Ibid. , p. 87. 4Ibid
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Table 3. 3. Result of Reliability Test
Variable Alpha rtable 5% (40) Description
X 0,801 0,312 Reliable
Y 0,733 0,312 Reliable
The computation showed that the coefficient reliability of reading habit was on 0,801 while the coefficient reliability of reading comprehension was on 0.733. It could be concluded that all of these instruments were reliable and consistent. The computation result of reliability test can be seen in the appendix.
G. Statistical Hypothesis
Statistically, the formulation of hypothesis as follows: Ha = Alternative hypothesis
That means there is significant relationship between students’ reading habit and their reading comprehension
Ha accepted if: ro > rt (α, n – 2) or to > tt (α, n – 2). Ho = Null hypothesis
That means there is no significant relationship between students’ reading habit and their reading comprehension.
Ho accepted if: ro <rt (α, n – 2) or to<
t
t(α, n – 2).(45)
33
1. Data Description
In this chapter writer present the data description of second grade students SMA DUA Mei Ciputat (data of reading habit and data of reading comprehension). It can be seen in the following table:
Table 4.1 Student’s Reading Habit and Reading Comprehension Score
(X and Y Variables)
No. Student’s Name (X) (Y)
1 EP 97 17
2 FS 95 13
3 SP 97 11
4 FR 127 17
5 SM 94 13
6 NM 75 4
7 KM 123 19
8 AS 108 10
9 NA 96 6
10 TA 97 14
11 NZ 92 12
12 VL 102 12
13 AK 89 11
14 SD 106 11
15 VM 96 13
16 DP 123 19
17 WL 106 11
18 DY 97 11
19 AY 101 8
20 BD 90 10
21 AS 102 13
22 RS 95 12
23 MR 95 11
24 MD 107 10
25 SP 103 13
26 MA 99 14
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No. Students’ Name (X) (Y)
28 NA 94 12
29 RG 104 10
30 HC 89 4
31 UM 98 12
32 YR 75 3
33 HN 95 11
34 SF 72 3
35 LW 95 11
36 ES 89 9
37 BM 102 11
38 NN 129 18
39 NR 89 8
40 JA 100 9
2. Data Analysis
Before calculating the relationship between students’ reading habit and their comprehension using Pearson Product Formula, the writer tries to conduct the testing requirement analysis; namely normality and linearity test.
a. Testing Requirement 1) The Normality Test
Normality test is done to determine a normal distribution of data. This coincides with statistical accuracy of the selection test will be used. The variables are normal if it:
1. A normal distribution of data normal if the value of sig (significance) > 0.05.
2. An abnormal distribution of data normal if the value of sig (significance) < 0.05.
The data in this research is analyzed by SPSS version 21. The result of normality test can be seen in the following table:
Table 4.2 Result of Normality Test
Variable Sig Criteria
X 0,394 Normal
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Based on the result above, it shows that the value of variable X 0.394 and variable Y 0.298 is higher than 0.05, so it can be concluded that these data area normal. The result of the normality test can be seen in the appendix.
2) The Linearity Test
After computing normality test then the writer continued to analyze the linearity test. Thus, linearity test is used to know the relation between dependent and independent variable. The variables have linearity based on these testing criteria:
A. If the value of sig (significance) > 0.05. It means that the variable is linier. B. If the value of sig (significance) < 0.05. It means that the variable is not
linier.
Table 4.3 Result of Linearity Test
Variable Sig Criteria
X*Y 0,212 Linear
The result of linearity reading habit and reading comprehension test above shows that result of significance value is 0,212. It means that the value is higher than significance 0.05. So it can be concluded that the variable X and variable Y is linear. The result of reliability test can be seen in the appendix.
b. Statistical Testing
Based on the result of the first prerequisite test, it showed that the data from population above was well-modeled by normal distribution; the second testing requirement is linearity test. It was found that the data is linear. And the last test was product moment calculation; this test is aimed to know the relationship between students’ reading habit (variable X) and their comprehension (Variable Y). Product moment correlation on (Statistical Package for Social Science) SPSS version 21 is used to find the relationship between the two variables. After processing the data it showed a result Rxy is 0.779. It can be concluded that the relationship between students’ reading
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habit and reading comprehension was on high correlation. The result can be seen in the following table:
Table 4.4 Result of Correlation Product Moment
Reading Habit Reading Comprehension
s
Reading Habit
Pearson Correlation 1 ,779**
Sig. (2-tailed) ,000
N 40 40
Reading Comprehensions
Pearson Correlation ,779** 1
Sig. (2-tailed)
,000
N 40 40
Table 4.5 The Level of Correlation1
Product Moment (r) Interpretation
0.00 0.20 0.20 0.40 0.40 0.70 0.70 0.90 0.90 1.00
Very low correlation Low correlation Moderate correlation
High correlation Very high correlation
B. Data Interpretation
After the writer calculated the formula of product moment, it showed that the correlation index between students’ reading habit and their reading comprehension score was on high correlation. The correlation index (rxy is 0.779) is in the interval 0.70 – 0.90. It means that the relationship between students’ reading habit and their reading comprehension was on high correlation.
The result of calculation by applying SPSS version 21 described as follows. It obtained (Rxy = 0.779) > than ttable(0.320). The degree of freedom (df) is 40 – 2
=38 in the table significant of 5% it is obtained 0.320. The assumption of hypothesis Rxy is higher than rt (Rxy > rt), so the null hypothesis (Ho) is rejected and the alternative
1
Anas Sudjono, Pengantar Statistika Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2004), p. 193.
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hypothesis (Ha) is accepted. The writer concluded that there was a high relationship between the students’ reading habit (X) and their reading comprehension (Y) at the second grade of SMA Dua Mei Ciputat.
From the first hypothesis, it stated that there was a positive relationship between reading habit and students’ reading comprehension. The result above means that there was a relationship between students’ reading habit and their reading comprehension at the second grade of SMA Dua Mei Ciputat. In academic field, Reading habit help the students to speak with confidence, they always perform better in front of the class. Reading habits also help the students to build an expertise and intelligent in many subjects especially English. They easily understand content material without any obstacles. Pursuing reading habit helps the students to improve analytical skill in comprehension task. They automatically predict the error in the passage; and build word order precisely and accurately.
In relation with the relationship of students’ reading habit to their reading comprehension; Ifshand and Nadia, already explained about it. They stated that reading habits have a significant effect on students’ academic achievement. Gilbert and Rollick also added that good reading habit significantly enhance academic performance to the students. Students who posed a good reading habit demonstrated a positive effect in their academic performance. Creemers strengthened in a similar way that only through reading habit the students will have a high confidence in learning English. Based on the theory above it can be said that reading habits give beneficial effect to student’s academic performance, especially in their reading comprehension.
In the discussion here, relevant studies also pointed the same positive relationship between reading habit and students’ reading comprehension. First, a research was done by Aisha Riaz, the title of his research was “Relationship of Study Habit with Educational Achievement”. Second, the similar research had done by Ifa Riana, a student of Sebelas Maret University, by the title “Correlational Study between translation ability, habit of watching movies, and reading comprehension.” The result showed that there was a positive correlation between students’ translation ability, habit of watching movies, and reading comprehension. Further, a same result
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proposed by W Setianing Budi Chandra Wati. In her research, entitled “A
Correlational Study on Student’s Translation Ability, Reading Habit, and Reading
Comprehension of the tenth student’s of SMUN I Kebakramat academic year 2008—
2009”. It concluded that there was a strong relationship between students’ reading habit and student’s reading comprehension at SMUN I Kebakramat academic year 2008—2009.
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2.
Reliability Test Reading Comprehension
Case Processing Summary
N %
Cases
Valid 40 100,0 Excludeda 0 ,0 Total 40 100,0 a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's Alpha
N of Items
,733 20
Item-Total Statistics
Scale Mean if Item Deleted
Scale Variance if Item Deleted
Corrected Item-Total Correlation
Cronbach's Alpha if Item
Deleted Item_Y_1 10,75 13,628 ,214 ,730 Item_Y_2 10,55 13,587 ,240 ,727 Item_Y_3 10,80 13,549 ,241 ,727 Item_Y_4 10,55 13,485 ,270 ,725 Item_Y_5 10,55 13,331 ,315 ,721 Item_Y_6 10,43 13,276 ,396 ,715 Item_Y_7 10,45 13,382 ,344 ,719 Item_Y_8 10,40 13,477 ,348 ,719 Item_Y_9 10,43 13,174 ,431 ,713 Item_Y_10 10,58 13,430 ,280 ,724 Item_Y_11 10,88 13,497 ,274 ,724 Item_Y_12 10,85 13,464 ,276 ,724 Item_Y_13 10,58 13,430 ,280 ,724 Item_Y_14 10,50 13,282 ,349 ,718 Item_Y_15 10,93 13,404 ,323 ,721 Item_Y_16 10,80 13,497 ,256 ,726 Item_Y_17 10,93 13,558 ,274 ,724 Item_Y_18 10,65 13,669 ,202 ,731 Item_Y_19 10,70 13,087 ,364 ,717 Item_Y_20 10,53 13,435 ,292 ,723
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Appendix 8
NORMALITY TEST
NPar Tests
One-Sample Kolmogorov-Smirnov Test
Reading Habit Reading Comprehension
s
N 40 40
Normal Parametersa,b Mean 98,48 11,20 Std. Deviation 12,117 3,831
Most Extreme Differences
Absolute ,142 ,154 Positive ,136 ,144 Negative -,142 -,154 Kolmogorov-Smirnov Z ,899 ,975 Asymp. Sig. (2-tailed) ,394 ,298
a. Test distribution is Normal. b. Calculated from data.
Appendix 9
LINEARITY TEST
Case Processing Summary
Cases
Included Excluded Total N Percent N Percent N Percent Reading Comprehensions *
Reading Habit
40 100,0% 0 0,0% 40 100,0%
ANOVA Table
Sum of Squares
df Mean Square
F Sig.
Reading
Comprehensions * Reading Habit
Between Groups
(Combined) 486,783 21 23,180 4,873 ,001 Linearity 347,798 1 347,798 73,121 ,000 Deviation from
Linearity
138,985 20 6,949 1,461 ,212
Within Groups 85,617 18 4,756
Total 572,400 39
CORRELATION TEST
Correlations
Reading Habit Reading Comprehension
s
Reading Habit
Pearson Correlation 1 ,779**
Sig. (2-tailed) ,000
N 40 40
(3)
N 40 40 **. Correlation is significant at the 0.01 level (2-tailed).
Appendix 10
DESCRIPTION DATA RESEARCH
Frequencies
Statistics
Reading Habit Reading Comprehension
N Valid 40 40
Missing 0 0
Mean 98,48 11,20
Std. Error of Mean 1,916 ,606
Median 97,00 11,00
Mode 95 11
Std. Deviation 12,117 3,831 Variance 146,820 14,677
Skewness ,527 -,170
Std. Error of Skewness ,374 ,374
Kurtosis 1,493 ,558
Std. Error of Kurtosis ,733 ,733
Range 57 16
Minimum 72 3
Maximum 129 19
Sum 3.939 448
Frequency Table
Reading Habit
Frequency Percent Valid Percent Cumulative Percent
Valid
72 1 2,5 2,5 2,5
75 2 5,0 5,0 7,5
89 4 10,0 10,0 17,5
90 1 2,5 2,5 20,0
92 1 2,5 2,5 22,5
94 2 5,0 5,0 27,5
95 5 12,5 12,5 40,0
96 3 7,5 7,5 47,5
97 4 10,0 10,0 57,5
98 1 2,5 2,5 60,0
99 1 2,5 2,5 62,5
100 1 2,5 2,5 65,0
101 1 2,5 2,5 67,5
102 3 7,5 7,5 75,0
103 1 2,5 2,5 77,5
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106 2 5,0 5,0 85,0
107 1 2,5 2,5 87,5
108 1 2,5 2,5 90,0
123 2 5,0 5,0 95,0
127 1 2,5 2,5 97,5
129 1 2,5 2,5 100,0
Total 40 100,0 100,0
Reading Comprehension
Frequency Percent Valid Percent Cumulative Percent
Valid
3 2 5,0 5,0 5,0
4 2 5,0 5,0 10,0
6 1 2,5 2,5 12,5
8 2 5,0 5,0 17,5
9 2 5,0 5,0 22,5
10 4 10,0 10,0 32,5
11 9 22,5 22,5 55,0
12 6 15,0 15,0 70,0
13 5 12,5 12,5 82,5
14 2 5,0 5,0 87,5
(5)
19 2 5,0 5,0 100,0 Total 40 100,0 100,0
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