The students' perception on reading habit formation.
i v
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ii v
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F Yogyakatra :Engilsh Language Educaiton Study Program , Sanata . y ti s r e v i n U a m r a h D
Mina t untuk membaca semakin menurun saa t ini (Malau , 2013) , a w s i s a r a p i g a b a y n s u s u h
k .Maka ,PendidikanBahasaI nggri sUniverstia sSanata a
m r a h
D merancang sebuah mataku ilah bernama Book Repor t Course yang n i a l a r a t n a i n i h a il u k a t a m n a u j u T . fi s n e t k e a c a b m e m e p it n a k is a k il p a g n e
m untuk
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m kesultian dalam membaca . Kurangnya a g u j t a p a d a c a b m e m n a u p m a m e k n a d a c a b m e m m a l a d n a m a l a g n e
p memengaruh i
a w s i s a h a
m dalammembaca.
p a d a h r e t a w s i s a h a m i s p e s r e p i s a g it s e v n i g n e m i n i n a it il e n e P h a il u k a t a m m a l a d a c a b m e m n a a s a i b e k n a k u t n e b m e
p Book Repor t Course d i
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m yang dikaj i dalam peneilitan ini . Rumusan masalah pertama n a k i s p i r k s e d n e
m kesultian yang dihadap i mahasiswa saa t membaca novel . k o o B p a d a h r e t a w s i s a h a m i s p e s r e p n a k r a p a m e m a u d e k g n a y h a l a s a m n a s u m u R C t r o p e
R ourse.
g n a y t a l a a u d a d A . y e v r u s n a it il e n e p e d o t e m n a k a n u g g n e m i n i n a it il e n e P g i
d unakan untuk mengumpulkan data yatiu kue isone rdan wawancara .Ada dua h e l o r e p i d g n a y l i s a
h dalampeneilitani ni .Pertama ,mahasiswamengalama iempa t n a ti l u s e
k dalam membaca novel . Kesultian-kesultian tersebu t antara lain , s i r g g n I a s a h a B a t a k a s o
k rendahnya mina t untuk membaca , kurangnyaa g n a t n e t n a m a h a m e
p tatabahasa dalam Bahasa Inggris , dan permasalahan i d a b i r p . a w h a b n a k l u p m i y n e m i ti l e n e p , h e l o r e p i d g n a y a t a d n a k r a s a d r e b , a u d e K p a d a h r e t f it i s o p g n a y i s p e s r e p i k il i m e m a w s i s a h a m r a s e b n a i g a b e
s matakuilah
. e s r u o C t r o p e R k o o
B Perseps i yang posiit f in i dtiunjukkan dengan adanya . a w s i s a h a m h e l o r e p i d g n a y t a a f n a
m Matakuilah i n idapa tmembentukkebiasaan m , u ti n i a l e S . a w s i s a h a m a c a b m e
m ataku ilah in i dapa t meningkatkan n a d s i r g g n I a s a h a B a t a k a t a s o k n a a r a h a d n e b r e
p meningkatkan kemampuan
. a w s i s a h a m a r a c i b r e
b Untuk meningkatkan Book Repor tCourse menjad ikebih , e s r u o C t r o p e R k o o B a w s i s a h a m , n e s o d a d a p e k n a r a s n a k i r e b m e m i ti l e n e p , k i a b e p n a
d nelti iyangakandatang. i c n u K a t a
(3)
THE
STUDENTS’
PERCEPTION ON READING HABIT
FORMATION
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Yasinta Retnaningrum
Student Number: 091214093
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
(4)
i
THE
STUDENTS’
PERCEPTION ON READING HABIT
FORMATION
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Yasinta Retnaningrum
Student Number: 091214093
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
(5)
(6)
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iv
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 11 December 2013
The Writer
Yasinta Retnaningrum
091214093
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v
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Yasinta Retnaningrum
Nomor Mahasiswa
: 091214093
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
The
Students’
Perception on Reading Habit Formation
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 20 November 2013
Yang menyatakan
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vi
ABSTRACT
Retnaningrum, Yasinta. (2013). The
Students’
Perception on Reading Habit
Formation. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Reading interest keeps decreasing nowadays (Malau, 2013), especially
for students, therefore, the English Language Education Study Program Sanata
Dharma University designed Book Report Course. The aims of the course are to
introduce the students to English novels, improve reading interest and ability in
reading English novels in the first semester. The main activity in Book Report
Course is reading, thus it is possible for the students to face reading problems.
The lack of background experience in reading and knowledge of English also
cause reading problems.
The present study investigates
the students’ perception
on reading habit
formation in Book Report Course of the English Language Education Study
Program Sanata Dharma University. There are two questions addressed in the
study. The first question describes reading probems faced by Book Report Course
students. The second question investigates
the students’ perception on Book
Report Course.
This study employed survey method. There were two instruments to
obtain the data, namely questionnaire and interview. There are two results of the
study. First, based on the analysis from the results of the data, there are four
reading problems faced by the students. Those problems are lack of English
vocabulary, low reading interest of English novels, lack of knowledge of English
grammar, and personal problems.
Second, the reseacher finds out that most of the students have positive
perception on Book Report Course. The students get some benefits in teaching
learning process of Book Report Course. The course creates reading habit
formation for the students.
It also can improve students’
English vocabulary
mastery and speaking skill. However, some suggestions are given to lecturers of
Book Report Course, students of Book Report Course, and future researchers to
improve Book Report Course.
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vii
ABSTRAK
Retnaningrum, Yasinta. (2013). The
Students’
Perception on Reading Habit
Formation. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Minat untuk membaca semakin menurun saat ini (Malau, 2013),
khususnya bagi para siswa. Maka, Pendidikan Bahasa Inggris Universitas Sanata
Dharma merancang sebuah matakuliah bernama Book Report Course yang
mengaplikasikan tipe membaca ektensif. Tujuan matakuliah ini antara lain untuk
memperkenalkan mahasiswa pada novel Bahasa Inggris, meningkatkan minat
membaca, dan meningkatkan kemampuan dalam membaca. Aktivitas utama
dalam Book Report Course adalah membaca, maka kemungkinan besar
mahasiswa menghadapi beberapa kesulitan dalam membaca. Kurangnya
pengalaman dalam membaca dan kemampuan membaca dapat juga memengaruhi
mahasiswa dalam membaca.
Penelitian
ini
menginvestigasi
persepsi
mahasiswa
terhadap
pembentukan kebiasaan membaca dalam matakuliah Book Report Course di
Pendidikan Bahasa Inggris Universitas Sanata Dharma. Ada dua rumusan
masalah yang dikaji dalam penelitian ini. Rumusan masalah pertama
mendeskripsikan kesulitan yang dihadapi mahasiswa saat membaca novel.
Rumusan masalah yang kedua memaparkan persepsi mahasiswa terhadap Book
Report Course.
Penelitian ini menggunakan metode penelitian survey. Ada dua alat yang
digunakan untuk mengumpulkan data yaitu kuesioner dan wawancara. Ada dua
hasil yang diperoleh dalam penelitian ini. Pertama, mahasiswamengalamai empat
kesulitan dalam membaca novel. Kesulitan-kesulitan tersebut antara lain
kosakata Bahasa Inggris, rendahnya minat untuk membaca, kurangnyaa
pemahaman tentang tatabahasa dalam Bahasa Inggris, dan permasalahan
pribadi.
Kedua, berdasarkan data yang diperoleh, peneliti menyimpulkan bahwa
sebagian besar mahasiswa memiliki persepsi yang positif terhadap matakuliah
Book Report Course. Persepsi yang positif ini ditunjukkan dengan adanya
manfaat yang diperoleh mahasiswa. Matakuliah ini dapat membentuk kebiasaan
membaca mahasiswa. Selain itu, matakuliah ini dapat meningkatkan
perbendaharaan kosatakata Bahasa Inggris dan meningkatkan kemampuan
berbicara mahasiswa. Untuk meningkatkan Book Report Course menjadi kebih
baik, peneliti memberikan saran kepada dosen, mahasiswa Book Report Course,
dan peneliti yang akan datang.
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viii
Live my life with dreams, believe,
and give the best in every step.
“Therefore I say to you, do not worry about your life…”
Matthew 6: 25
For He Himself has said, “I will never leave you nor forsake you.” Hebrews 13: 5(12)
ix
ACKNOWLEDGEMENTS
First of all I would like to express my greatest gratitude to Jesus Christ,
who art in heaven for His blessing, grace, love, and guidance throughout the
accomplishment of this thesis. I would like to thank Mother Mary, who bless my
struggle everyday.
Sincere thanks are addressed to all my lecturers in the English Language
Education Study Program Sanata Dharma University Yogyakarta, especially my
advisor Caecilia Tutyandari, S.Pd., M.Pd. for her guidance, patience and
support in writing my thesis. I also give so much thanks to Yuseva Ariyani
Iswandari, S.Pd., M.Ed. for her time and support given to me in obtaining the
data needed in this thesis. I also thank to Berta Lestari Senduk, S.Pd, who gives
me permission to attach her thesis as the review of related study in this thesis. I
am so thankful also for my proofreaders Adria Cemara, S.Pd. and Felicita Devi
Adyaningtyas, S.Pd., who have spent their time reading and giving corrections to
my thesis.
My deepest greatefulness goes to my parents, Bapak Bernadinus
Suwasono who is in heaven and Ibu Chatarina Suwartinah for the love, care,
trust, and the prayer every single day. I also thank to my beloved sisters, Lusia
Suwantari Nugraheni, S.Pd and Anastasia Novi Arsanti for the advice and
support. Sincere thanks and lots of love go to Ignatius Arry Baskoro, S.E. for his
love, patience, and support.
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x
My special thanks go to my Senior High School teacher, Bu Cecil, who
always supports me to finish my thesis. My endless thanks also goes to my friends
Devi, Sisca, Hana, Awang, Rosi, Hehen Onnie, Mbak Itin, Ajeng, Danik, Mbak
Ndah, Mbak Yie, Chapid, Mbak
Ce’,
Bundo Maris, Kakak Keket, Deni, Ega, Evri,
Hans, Yogis, Mbak Vita, Kakak Sandy and all of my friends. I am happy and
lucky for every moment we have shared as we grow and learn together. My
thankfulness goes to my friends B-ers for the friendship, support, care, and love
we have.
I would like to thank all my friends who have the same advisor, Bunda,
for the support and help given to me. My thankfulness also goes to my family in
Play Performance group, ELEGY. I thank them for the time, laugh, effort, and
story we made. I thank my friends in SALT English Course for the togetherness
and experience we share. My thankfulness goes to all of my friends PBI 2009 for
the time we have spent to study and learn together.
From the bottom of my heart, I would like to thank all of the people who
have given me a hand, whose names I cannot mention here one by one. I pray that
God will always bless them all.
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xi
TABLE OF CONTENTS
Page
TITLE PAG
E……….
i
APPROVAL PAGES
………
ii
STATEMENT OF WORK’S ORIGINALITY……….
iv
PERNYATAAN PERSETUJUAN PUBLIKASI
……….
v
ABSTRACT
………..
vi
ABSTRAK
………...
.
vii
ACKNOWLEDGEMENTS
……….
viii
TABLE OF CONTENTS
………...
xi
LIST OF TABLES
………
.
xiv
LIST OF FIGURE
………..
xv
LIST OF APPENDICES
………
xvi
CHAPTER I. INTRODUCTION
1
A.
Research Background
………
1
B.
Research Problems
………
4
C.
Problem Limitation
………
4
D.
Research Objectives
………
5
E.
Research Benefits
………
5
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xii
CHAPTER II. REVIEW OF RELATED LITERATURE
8
A.
Theoretical Description
………
8
1.
Reading
………
...
8
a.
Extensive Reading………
9
b.
Reading Reporting………..
11
c.
Learning Reading………
12
d.
Reading Skills………...
12
e.
Reading Problems………..
15
f.
Reading Interest………...
18
g.
Reading Habit………..
19
2.
Beginner College Students
21
3.
Perception………...
21
a.
Perceptual Process………
22
b.
Factor Influencing Perception………..
22
B.
Review of Related Study………...
24
C.
Theoretical Framework………
25
CHAPTER III. METHODOLOGY
28
A.
Research Method………
28
B.
Research Setting………
29
C.
Research Participants………
29
D.
Instruments and Data Gathering Technique………
31
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xiii
2.
Data Gathering Technique………
36
E.
Data Analysis Technique………
37
F.
Research Procedure………
38
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
41
A.
Teaching Processes Implemented in Book Report Course
………
41
B.
Reading Problems Faced by the Students in Book Report Course
43
C.
Students’ Perception on
Book Report Course
………
50
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
72
A.
Conclusions………
72
B.
Suggestions………
74
1.
For Lecturers of Book Report Course in English Language
Education Study P
rogram………
74
2.
For Students of Book Report Course
………
74
3.
For Future Researchers………
75
REFERENCES
………
76
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xiv
LIST OF TABLES
Table
Page
Table 3.1 Questionnaire Blueprint
………
32
Table 3.2
Students’ Interview Blueprint………..
35
Table 3.3
Lecturer’s Interview Blueprint……….
36
Table 3.4 Data Analysis Technique
……….
37
Table 4.1
Students’ Previous Experience in Reading………..
51
Table 4.2
Students’ Experience in Reading Novels in
Book Report
Course
………..
53
Table 4.3
Students’ Experience in Making Written
Reports and Doing
Oral Examinations in Book Report Course
……….
57
Table 4.4
Students’ Percepti
on on Reading Novels in Book Report
Course
………..
60
Table 4.5
Students’ Perception on Benefits of
Book
Report
Course
………...
...
64
Table 4.6 Benefits of Taking Book Report Course Related to Reading
Habit
………
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xv
LIST OF FIGURE
Figure
Page
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xvi
LIST OF APPENDICES
Appendices
Page
Appendix A
Questionnaire
………..
80
Appendix B
Students’ Interview Questions………...
84
Appendix C
Lecturer’s Interview Questions………..
86
Appendix D
Lesson Unit Plan of Book Report Course
………..
88
Appendix E
Results of Closed-Questions in Q
uestionnaire………..
91
Appendix F
Results of Open-
Questions in Questionnaire……….
95
Appendix G
The Calculation Results of Reading Problems………..
106
Appendix H
Interview Transcript of the Students………..
108
Appendix I
Interview Transcript of the Lecturer
………
121
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1 I R E T P A H C
N O I T C U D O R T N I
n o n o it p e c r e p ’ s t n e d u t s s e t a g it s e v n i y d u t s e h
T readinghabtif ormaitonin e
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e s e
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m e l b o r p e h t n o s e s u c o f m e l b o r
p s invesitgated in the study .Problem ilmtiaiton s
e b ir c s e
d the paritcula rproblem so fthe study .Research objecitve sdescirbe the s
ti f e n e b h c r a e s e R . y d u t s e h t f o s m i
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y d u t s e h t o t d e t a l e r
.
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t a h t s n a e m t I . ” d lr o w e h t f o s w o d n i w e r a s k o o b “ g n i y a s d l o n a s i e r e h T
g n i d a e r y
b a lo t o f books , reader s wli l obtain informaiton o r knowledge . c
A cordingt oMtichell( 1982 : 1p. ) ,“Readingcanbedeifnedl ooselyast heablitiy ti
r w f o e s n e s e k a m o
t teno rp irnted symbol .s”Wirtten o rp irnted symbol sa rethe t
x e
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t a h t d e tr o p e
(21)
s a h a i s e n o d n I . t s e r e t n
i 0.01% reading interes tcompared to othe rcount ires in e
l p o e p d n a s u o h t n e t f o e n o y l n o t a h t s n a e m t I . N A E S
A in I ndonesiai sinterested .
g n i d a e r n
i Besides ,an aritclef romwww.dp .rgoi.d no Ap ir l24th ,2012 ,amembe r ti
m m o C f
o t ee -X o fThe House o fRepresentaitve in Indonesia also said tha t tr
a k a y g o Y n i e l p o e
p ahavel owr eadingi nterest . rIonically ,Yogyakatrai scalleda “students ’ctiy” . tI i s t herefore impo tran tto i mprove reading i nterest ,especially
.s t n e d u t s r o f
e v o r p m i o t r e d r o n
I et h students ’ interes t in reading , the Engilsh r
a h D a t a n a S ) P S E L E ( m a r g o r P y d u t S n o it a c u d E e g a u g n a
L ma Universtiy
a tr a k a y g o
Y designs a course named Book Repor tCourse. tI aims to inrtoduce e
s a e r c n i , s l e v o n h s il g n E o t s t n e d u t
s students ’interes tand improve students ’ g
n i d a e r n i y ti li b
a Engilsh novel s(Lesson Uni tPlan fo Book Repor tCourse , 1
1 0
2 ) .In this course ,the student sare requried to read Engilsh novels ,make a tr
o p e r n e tt ir
w fo reach novel ,andd noa ora lexaminaitonatfe r ifnishingr eading a l
e v o n .
e s r u o C t r o p e R k o o
B i scompulsoryf o rthestudent so ftheELESPSanata r
a h
D ma Universtiy .I ti soffered in the fris tsemeste rwtihou tany prerequistie e
s r u o
c . Thestudent swhoaret akingBookRepor tCoursearer equriedt o drea fou r i
d fferen tEngilsh novels ,comp irsing three simpil ifed/ab irdged novel sand one t
e v a h s t n e d u t s e h T . l e v o n d e g d ir b a n u /l a n i g ir
o o read each nove land make et h tr
o p e r n e tt ir
w swhich requ rie the student sto wrtie informaiton based on the l
e v o
n s, including setitng ,characters ,confilc,t t heme ,summary ,mora lvalueand ri
e h
(22)
n o it a n i m a x e l a r o o d o t e v a
h s. In the ora lexaminaiton ,s the lecture ro fBook e
s r u o C t r o p e
R a s sk somequesitonsrelatedt ot heinformaitono fthenovelt hatt he .
d a e r e v a h s t n e d u t
s Thosequesitonsaimt omeasurestudents ’understandingoft he .l
e v o n h c a e n i y r o t s
n i y ti v it c a e h
T BookRepor tCoursei smosltyr eading ,hence tii spossible t
a h
t the students face reading problem sin taking the course .Based on the h
ti w w e i v r e t n
i the lecturer ,the student sface some problem sin Book Repor t e
s r u o
C .The problem sare basically related t o reading acitvtiy .Reading Engilsh e
b y a m s t n e d u t s r e t s e m e s t s ri f e h t r o f s l e v o
n h ard because the students are no t d
a e r o t d e m o t s u c c
a i ng Engilsh l tierary work sye.t Some student smay have read t
u b , s t x e t h s il g n E e m o
s othershaveno texpeirencedi tye.t g
n i d a e
R i sa b irdge to understand the conten to fthe book sfo rthe s
t n e d u t
s . A s they lack knowledge fo Engilsh , the students o tfen encounte r u
c if fi
d lites when they are reading texts in Engilsh (Kustaryo ,1988) .Reading i n s
t n e d u t
s ’ naitve language and reading in Engilsh a sthei rforeign language ea r t
n e r e f fi d e ti u
q .Reading text sin Engilsh a sthe foreign language i sd fiifcul t r
e t s a m o t e v a h s t n e d u t s e h t e s u a c e
b the components o fthe language including y
r a l u b a c o
v da tn s ur cture. Kustaryo (1988) says tha t the student s who have t
n e n o p m o c e h t d e r e t s a
m s o fEngilsh wli lno tface signi ifcan tdfiifculite swhen w
o l e h t m o r f g n i n n i g e b s l a ir e t a m g n i d a e r e r a y e h
t l ee l up v to the highe rone.
.l i a f ll i w s t n e d u t s e h t , e s i w r e h t O
e h t m o r
F previou selaboraiton , tii sassumedt hatI ndonesianpeoplehav e e
r o f e r e h t ,t s e r e t n i g n i d a e r w o
(23)
, r e v e w o H . t s e r e t n
i int het eachingl earningacitvtiy ,thes tudent sencounterr eading .
s m e l b o r
p Knowing the fact sabou treading ,the researche ri sencouraged to e
t a g it s e v n
i et h students ’percepiton on Book Repor tCourse . I ti sexpected tha t t
c a g n i d a e r h g u o r h
t ivtiy i n BookRepor tCourse,i tcani mprovestudents’r eading y
ti li b a g n i d a e r d n a t s e r e t n
i .
.
B ResearchProble ms
r e w s n a o t d e t c e p x e s i y d u t s s i h
T problems deailng wtih the research s
m e l b o r p h c r a e s e r o w t e r a e r e h T . c i p o
t addressed in thi sstudy .The research :
s w o ll o f s a d e t a l u m r o f e r a s m e l b o r p
.
1 Wha tarereadingproblemsf acedbyt hes tudentsi nBookRepor tCourse? .
2 Whati sthestudents ’percepitononBookRepor tCourse?
.
C ProblemLimtia iton
e h t g n it c u d n o c f o e p o c s e h t ti m il o t r e d r o n
I study,t her esearche rdecide s e
t a g it s e v n i o
t thestudents ’percepitonon reading habtif ormaiton i n BookRepor t e
s r u o
C . tI si offered in the Engilsh Language Educaiton Study Program Sanata y
ti s r e v i n U a m r a h
D Yogyakatra .The researche rfocuse son the fris tsemeste r n
i s t n e d u t
s 2012/2013 academic yea rbecause Book Repor tCourse i soffered i n r
e t s e m e s t s ri f e h
t .The researche rchoose sC and D classe so fthe course a sthe s
t n a p i c it r a
(24)
.
D ResearchObjec itves n o it a l e r n
I t othequesitonsi nr esearchproblem ,st herearet woobjecitve s e
h t e b ir c s e d o t s i e v it c e j b o t s ri f e h T . y d u t s e h t n i d e t n e s e r
p reading problem s
y b d e c a
f BookRepor tCoursestudent sin theEngilsh LanguageEducaiton Study m
a r g o r
P Sanata Dharma Universtiy . The second objecitve i s to invesitgate n
o n o it p e c r e p ’ s t n e d u t
s BookRepor tCourse .
.
E ResearchBeneftis
m o r f d e n i a t b o e b n a c h c i h w s ti f e n e b e m o s e r a e r e h
T thi sstudy .The
d e t n e s e r p e r a s ti f e n e
b asf ollows: .
1 Forl ecturersi ntheEngilshLanguageEducaitonStudyProgram y
b d e c a f s m e l b o r p g n i d a e r e h t g n i w o n
K Book Repor tCourse students , the lecturer s can understand , give soluitons , o r solve the students’ reading
.s m e l b o r
p Beside ,s t hel ecturer swli lalsoknowstudents ’percepitonso t ha tBook e
s r u o C t r o p e
R canbei mproved. .
2 F so r tudent swhoaret akingBookRepor tCourse y
d u t s e h
T wli lbeusefulf ort hestudent sespeciallyi ent h ELESP Sanata h
t g n i w o n k y B . y ti s r e v i n U a m r a h
D e reading problem sfaced in Book Repor t e
s r u o
C , t he student scan anitcipate t he problem sno tonly i n reading novel sbu t n
i o s l
(25)
.
3 Forf uturer esearchers
Future researcher sa re people who wli lconduc tthe simlia rstudy .The r e h c r a e s e
r hopest hatt hes tudycaninspriefuturer esearcher stoconductt hes tudy . y d u t s e h
T canber elatedt oteachingl earningacitviitesi nBookRepor tCourse.
.
F Deifniiton so fTerms
e h t ,s r e d a e r e h t o t s n o it p e c n o c s i m r o s g n i d n a t s r e d n u s i m d i o v a o t r e d r o n I r a e s e
r che rdeifnest het erm soft hiss tudyasf ollows: .
1 Percep iton o t g n i d r o c c
A GeorgeandJ ones( 2005 :p. 105) ,“Percep itoni st heproces s s e s n e s r i e h t m o r f t u p n i e h t t e r p r e t n i d n a , e z i n a g r o , t c e l e s s l a u d i v i d n i h c i h w y b ) e t s a t d n a , ll e m s , h c u o t , g n ir a e h , n o i s i v
( to givemeaning and ordert o t hewo lrd . ” m e h t d n u o r
a In t hi sstudy,i nputf rom sense smean swhatt hestudentsf ee land g n i k a t n i e c n e ir e p x e r i e h t m o r f e e
s BookRepor tCourse . tIi st hereforeconcluded t
a h
t related t ot hi sstudy ,percepitoni sstudents ’opinionaboutt hei rexpeirencei n g
n i k a
t BookRepor tCourse. .
2 Reading
: 2 0 0 2 ( r e ll o t S d n a e b a r G o t g n i d r o c c
A p .9) ,“reading i sthe ablitiy to ” . y l e t a ir p o r p p a n o it a m r o f n i e h t t e r p r e t n i d n a e g a p d e t n ir p e h t m o r f g n i n a e m w a r d ,r e v o e r o
M readingcanbeseena san “interacitve”proces sbetweenar eade randa s i h t n I . ) 5 0 0 2 , f e s u o y l A ( y c n e u lf g n i d a e r r o y ti c it a m o t u a o t s d a e l h c i h w t x e t . s t x e t e h t n i n o it a m r o f n i e h t f o g n i n a e m e h t s ti c il e l a u d i v i d n i e h t ,s s e c o r
(26)
o r f g n i n a e m g n ir i u q c a s i g n i d a e r , y d u t s s i h t o
t mt hep irnted page swhich l eadst o .
n o it a m r o f ti b a h
.
3 ReadingHabi tForma iton
s i t i b a h ) 2 1 0 2 ( n e k n a l p r e V o t g n i d r o c c
A a thing tha tthe student sdo s
a y lr a l u g e
r a pracitceandacustom .Relatedt ot hiss tudy,r eadinghabtif ormaiton s
i a reading acitvtiy that the student sdo regulalry a sa custom .There are three )
2 1 0 2 ( n e k n a l p r e V o t g n i d r o c c a n o it a m r o f t i b a h g n i d a e r f o s r a ll i
p .The pillar s
f o t s i s n o
c repeititon ,automaitctiy ,and context-cue .s Repeititon i s t hefrequency c
it a m o t u A . r o i v a h e b a f
o tiy i sthe lfuency o fhabtiua lbehavior .Meanwhlie , t
x e t n o
c -cue smeansr eading habi taret irggered bycuesi nstablecontext ssuch a s .s
e c it c a r p l a r u tl u c d n a l a i c o s d n a , n o it a u ti s , d o o m , n o it a c o l , e m it
(27)
8
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
e r u t a r e ti l d e t a l e r f o w e i v e
R aim sto discuss the theo ire sundelrying the r
e t p a h c s i h T . y d u t
s encompassestheoreitca ldescirpiton ,review o frelated study, s
t n e s e r p n o it p ir c s e d l a c it e r o e h T . k r o w e m a r f l a c it e r o e h t d n
a relevan treference s s
n o it a ti c d n
a relatedt othes tudy .Reviewofr elateds tudydesc irbe sat hesi swhich s
a
h a simlia robjec twtih thi sstudy in orde rto avoid plagiairsm .Besides ,the .s
e ir o e h t t n a v e l e r ll a s e z i s e h t n y s k r o w e m a r f l a c it e r o e h t
.
A Theoreitca lDescrip iton
f o n o it a n a l p x e e h t h ti w s l a e d n o it p ir c s e d l a c it e r o e h
T reading ,percepiton , s
t n e d u t s e g e ll o c d n
a . Thet heo ire sofr eadingconsis tofextensiver eading,reading ,
g n it r o p e
r readingskills ,learningr eading ,readingproblem ,sr eadingi nterest ,and readinghabti .Meanwhlie,t het heo ire so fpercepitonconsis tofperceptua lproces s
. n o it p e c r e p g n i c n e u lf n i s r o t c a f d n a
.
1 Reading
2 0 0 2 ( r e ll o t S d n a e b a r
G ) state that “reading i s the ablitiy to draw e
g a p d e t n ir p e h t m o r f g n i n a e
m s and i nterpret t hei nformaiton approp irately” (p . .
)
9 Moreove,r reading can be seen a san “interacitve” proces sbetween a reade r s i h t n I .) 5 0 0 2 , f e s u o y l A ( y c n e u lf g n i d a e r r o y ti c it a m o t u a o t s d a e l h c i h w t x e t a d n a
(28)
t x e t e h t n i n o it a m r o f n i e h t f o g n i n a e m e h t s ti c il e l a u d i v i d n i e h t ,s s e c o r
p s .Inothe r
s d r o
w ,reading i san acitvtiy o facquiirng t hemeaning from t he t ext .s Themore e
h t , d a e r s t n e d u t s e h
t newer and paritally known words they encounter ,and t he &
m a h g n i n n u C ( e ri u q c a y e h t d r o w e r o
m Stanovich ,1998 ,a sctied i n Armbruster n
r o b s O
& ,2002 .)Howeve,r t hestudent sneed t ohavethebackground expeirence t
x e t h s il g n E g n i d a e r n
i s so t hatt hey can easliy understand t hei deas of t het exts . n
o s li
W (1963 ,a sctied in Taschow ,1985 )state stha tbackground expeirence i s s
r o f r e d r o n i l a it n e s s
e tudentst o connect i nformaiton from t het exts tha tarleady e
h t n i d e r o t
s i rhead .s
.
a ExtensiveReading
a s i g n i d a e r e v i s n e t x
E typeofr eadingwhichrequ rie sthes tudents toread l
a ir e t a m f o t o l
a s i a n new language .The student schoose thei rown reading t
a
m eirals na d read them independenlty o fthe teache r(Bamford & Day ,2004) . r
o f d a e r s t n e d u t s e h
T et h overal lmeaning, i nformaiton ,andenjoyment .I taimst o e
b a pleasurable acitvtiy . According to Urquhatr and Wei r (1998: .p 216) , g
n i d a e r e v i s n e t x
e refers t o etihe rslien treading o rreading which si done in the e
m o h t a r o y r a r b
il .
. g n i d a e r e v i s n e t x e f o s c it s ir e t c a r a h c e m o s e r a e r e h
T According t o Hedge a
u q e g r a l g n i d a e r e r a g n i d a e r e v i s n e t x e f o s c it s ir e t c a r a h c , ) 0 0 0 2
( n itite s o f
l a ir e t a
m s such a snovels ,reading consisten lty ove r itme on frequent ,reading s
t x e t r e g n o
l du irngclas sitmeandanindependentr eadinga thome ,andalsoas -efl .
g n i d a e r f o l a ir e t a m d e t c e l e
(29)
a n i s t n e d u t s e h t s t u p t I . g n i d a e r e v i s n e t x
e dfiferen t role from rtadiitona l s e s o o h c r e h c a e t e h t e r e h w m o o r s s a l
c thereadingmateirals . g n i d r o c c
A to Krashen (1985 a sctied in Mikulecky ,1990 )there are a e h t y h w s n o s a e r f o r e b m u
n student sshould r ead thes -efl selectedmateirals .Frist , a l ’ s t n e d u t
s nguageweaknesse scan bebalanced by thebackground knowledgeo f s c i p o t e h
t i n the books .Ast he student sread, t hey can b e awareoft hefact t ha t . t c e j b u s e h t f o e g d e l w o n k e h t f o e s u a c e b g n i n a e m d r o w e h t s s e u g n a c y e h
t The
r o n g i o t d e g a r u o c n e e r a s t n e d u t
s e o rgues sa tthe few unknown language tiem s t
a h
t they may mee t(Bamford & Day ,2004 :p .). 2 The second reason i stha t g n i d a e r r o f n o it a v it o m ’ s t n e d u t
s wli lincrease when t he student sread what t hey . n i d e t s e r e t n i e r a g n i d a e r e v i s n e t x
E i sachieved by letting the student sread the book s m e h t g n i v a h d n a s s a l c e h t e d i s t u
o tot heoralr epo tr so rora lexaminaiton sinclass . r o f m a B o t g n i d r o c c
A d and Day (2004) ,there are a vairety o freason sfo rora l tr
o p e
r s o r ora lexaminaitons :to discove r wha t the student s understand and k c e h c o t d n a , d a e r s t n e d u t s e h t t a h w f o k c a rt p e e k o t , g n i d a e r m o r f e c n e ir e p x e . g n i d a e r d r a w o t e d u ti tt a ’ s t n e d u t
s Thi sora lrepo tr so rora lexaminaitons can be g n i d a e r e h t n o d e s a b w e i v e r k o o b a g n i n g i s s a y b e c it c a r p g n it ir w h ti w d e n i b m o c d a L
( o , 1964 .) Wtih large classes , the repo tr s can be ilmtied and the ora l s e t u n i m f o e l p u o c a o t d e t c ir t s e r n o it a t n e s e r
p .Bamford and Day (2004 )statet he : s tr o p e r g n i d a e r n e tt ir w f o s m i a o
T givet hestudent schancet o r elfec tont hebookt heyr eadandt or elate k n w o r i e h t o t t n e t n o c e h
t nowle ed ag ndexpeirence;to allow thelearners n w o r i e h t n i k o o b e h t n i e s u e g a u g n a l e h t f o e m o s e s u d n a w e i v e r o t
(30)
;t u p t u
o toi mprovew iritngskills;t ohelp theteache rchecktoseewhethe r l a u t c a e v a h s t n e d u t s e h
t lydonet hereadingt heyr epo tr( p.137 .) l a r o d n a s tr o p e r n e tt ir w e h
T examinaitons ea r beneifc ialfort hestudent s l a ir e t a m g n i d a e r e h t f o g n i d n a t s r e d n u r i e h t t c e lf e r o
t s .They also can improve . s ll i k s g n i k a e p s d n a g n it ir w ’ s t n e d u t
s Lado( 1964 )say sthatr eading tiw hora land s tr o p e r n e tt ir
w canmaintain andexpand l anguageskill .s Moreover , tiist hemos t 2 8 9 1 , ll a tt u N ( l a r e n e g n i s ll i k s g n i d a e r d n a y r a l u b a c o v g n i v o r p m i f o y a w e v it c e f f e . ) 8 9 9 1 , ri e W d n a t r a h u q r U n i d e ti c s
a I ti stherefore concluded tha textensive readingwhich r equriest hestudentst o havew irtten r epo tr sandora lexaminaiton s
.s ll i k s g n i k a e p s d n a , g n it ir w , g n i d a e r e s a e r c n i o t m e h t r o f l a i c if e n e b s i .
b ReadingReporitng
f o t n e m e t a t s y ll a t o t a s i t r o p e r k o o b ) 5 9 9 1 ( m u a b l e ti e T o t g n i d r o c c A , e lt it : s t c a
f author ,p irce,t ypesize ,pubilcaiton f act so ran answeirnganumbe ro f r e h c a e
t -assigned quesitons .The student shave t o repo trt he conten tof t hebook s . g n i d a e r h s i n if y e h t r e tf
a Thereares omei nt irnsicf actorst hatt hes tudent sconcern e h t d a e r y e h t s
a novel so rbooks .Tetielbaum (1995 )state stha tint irnsic factor s d n a , e m e h t , g n it ir w f o e l y t s , n o it a z i n a g r o , e c a f e r p d n a e lt it , w e i v f o t n i o p e d u l c n i . g n i d n e e h
t In ifciton, t heorganizaiton oft he story i st old chronologically .Poin t w
e i v f
o i spresenitng the fris tperson o rthe thrid person to tel lthe story .The o t d e t n e s e r p n e e b s a h t a h w f o h t w o r g t u o l a c i g o l a e b d l u o h s k r o w y n a f o g n i d n e y r o t s e h
t .Besides, thes tudent shavet oconcernwtiht hei ntirnsicf actor ,st heyalso t x e e h t h ti w n r e c n o c o t e v a
h irnsicf actor ssucha sbiographyoft heautho ,rl tierary .s k r o w e h t f o s n o it n e t n i s ’ r o h t u a d n a , d o ir e p
(31)
e h T . s tr o p e r e h t e k a m n a c s t n e d u t s e h t ,s l e v o n r o s k o o b e h t g n i d a e r r e tf A i v e r , d e t c e r r o c e b l li w h c i h w s tr o p e r e h t f o t f a r d t s ri f e h t e ti r w n a c s t n e d u t
s sed ,
. d e if i d o m d n
a Int her epo trst hestudent swrtiet hei ntirnsicf actor soft hebook so r o s l a ) 5 9 9 1 ( m u a b l e ti e T . s k r o w e h t f o s t n e m e t a t s e v it c e j b o e h t e r a h c i h w s l e v o n e h t o t n o it n e tt a y a p d l u o h s s t n e d u t s e h t s tr o p e r e h t g n it ir w n i t a h t s e t a t s i h p a r g a r a
p ng ,vocabulary ,sentence srtucture ,tense ,spelilng ,punctuaiton ,and . s s e n i d r o w .
c LearningReading
n a s i d a e r o t g n i n r a e
L acquisiiton o fincreasing numbe ro fword sand y ti l a u q g n o l a s n o it a t n e s e r p e r l a u d i v i d n i f o n o it a r e tl
a (Perfett i& Marron ,1998) . e
r e h
T are three majo r o f learning achievemen t according to Ahmad i and d e t a l e r s i h c i h w h c i h w r o t c a f il u m it s g n i n r a e l s i r o t c a f t s ri f e h T . ) 1 9 9 1 ( o n o y ir p u S , s l a ir e t a m s e d u l c n i s u l u m it s g n i n r a e l e h T . s r e n r a e l e h t e d i s t u o s r o t c a f g n i n r a e l o t t a g n i n r a e l d n a , s k s a
t mosphere .The second facto ro flearning reading i sthe g n i n r a e l ’ s t n e d u t s e h t s e c n e u lf n i t I . s m o o r s s a l c n i s r e h c a e t y b d e s u d o h t e m l a u d i v i d n I .s r o t c a f l a u d i v i d n i s i g n i d a e r g n i n r a e l f o r o t c a f d ri h t e h T . t n e m e v o r p m i n o it a v it o m , s s e n i d a e r e h t e d u l c n i s r o t c a
f ,andl earningexpeirence.
.
d ReadingSkills
. g n i d a e r m o r f d e n i a t b o e b n a c t a h t s ll i k s y n a m e r a e r e h
T According to ll i w s ll i k s g n i d a e r , ) 3 1 0 2 ( t r o f r
E enable thestudentst o make meaningou to fthe , e g a u g n a l n e tt ir
(32)
. e g a u g n a l e h
t Related t othi sstudy t her esearcherf ocuse son somer eading skills . s d r o w n w o n k n u f o g n i n a e m e h t g n i s s e u g , g n i w e i v e r p e r a s ll i k s g n i d a e r e s o h T e h T . g n i z ir a m m u s d n a , s e c n e r e f n i g n i w a r d , g n i m m i k s , g n i n n a c s , t x e t n o c e h t m o r f
readings kill saredescirbedasf o llow .s
)
1 Previewing
w o n k o t t n a w y e h t e s u a c e b y ll a c it a m o t u a w e i v e r p e l p o e p , e fi l y li a d n I .t c e p x e o t t a h
w tIi st hesameast hestudent swhor eadbooksf ort hei rstudy. The o s l a s t n e d u t
s dopreviewing .Mikulecky( 2000) tstaest ha:t h g i h a s i g n i w e i v e r
P -speedr eadingskill . tIi sapowerful skli lbecauseby n i g e b o t t x e t e h t m o r f n o it a m r o f n i h g u o n e s n i a g r e d a e r e h t , g n i w e i v e r p g n i h c t a m f o s s e c o r p e v it i n g o c e h t n i g e b o t d n a t i t u o b a g n i z i s e h t o p y h t a m r o f n i w e
n ionwtihwhati sarleadyknown( p.3 3 .)
Previewing i sdone before deciding t o read t ext so rbooks .The student s w e i v e r
p et h book sby reading the fron tand back cover ,table o fcontent ,the e m a n s ’ r o h t u
a ,and othe rfeatures .Therei sanumbe ro fbenefti so fpreviewing . o
c c
A rdingt oMikulecky( 1990) ,thefris tbeneif to fpreviewingi st hati tallowst he n o it a z i n a g r o d n a , y tl u c if fi d f o l e v e l , c i p o t ,t x e t n o c , e r n e g e h t h s il b a t s e o t s t n e d u t s t x e t e h t f
o s . Second , by previewing , the students ’ acitvated background l a e g d e l w o n
k lowsthem t o read fo rmeaning o runderstand t he meaning ,even i f t x e t e h t n i s d r o w y n a
m s areunfamiilarf ort hes tudents .Backgroundknowledgeo r s s e s s o p s r e d a e r e h t t a h t e g d e l w o n k f o e r o t s g n it s i x e e h t s i e g d e l w o n k r o ir p r e t s u r b m r A
( & Osborn , 2002) . Nex t i sthe thrid beneif to fpreviewing . The o t r e d r o n i d r o w y r e v e d a e r o t y r a s s e c e n t o n s i t i t a h t e z il a e r n a c s t n e d u t s i n i a g d n a d n a t s r e d n
(33)
)
2 Guessingt heMeaningo fUnknownWordsf romt heContext
f o g n i n a e m e h t g n it l u s n o
C the unknown word s to the dicitonary e m it e m o
s s take s itme in reading Engilsh novels , the student scan gues sthe t x e t n o c e h t m o r f s d r o w n w o n k n u e h t f o g n i n a e
m wtihou topening t hedicitonary . h c i h w n i t x e t n o c e h t g n ir e d i s n o c y b g n i n a e m e h t e n i m r e t e d n e tf o n a c s t n e d u t s e h T
a word appears .The surrounding word sand sentence sfrequenlty provide et h d r o w e h t f o g n i n a e m e h t o t s e u l
c s (Langan ,1986) .Instead o fstopping t o l ook a t , s d r o w n w o n k n u e h
t the student scan use p iro rknowledge and the idea so fthe t
x e
t sa scluest ounderstandt hemeaningo ftheunknownword .s
)
3 Scanning
: 0 9 9 1 ( y k c e l u k i
M p .49 )sayst ha tscanning i sahigh-speed r eading sk li l . n o it a m r o f n i c if i c e p s g n it a c o l r o f d e s
u Thes tudent sattemptt oparitcula rnumbers , s i t a h w n o d e s u c o f s i d n i m e h T . s e s a r h p r o , s d r o
w being sought .The student s e z ir o m e m o t y rt t o n d n a n o it a m r o f n i f o e c e i p e n o y l n o d n if o t t p m e tt a o s l a d l u o h s . n o it a m r o f n i f o s t n e m g e s e g r a
l T he student slook through the conten to fthe l
e v o
n s togets peci ifcanddetaliedi nformaiton.
)
4 Skimming
s i g n i m m i k
S dfiferen tfrom scanning .Skimming i svery-pace sreading . :) 0 9 9 1 ( y k c e l u k i M o t g n i d r o c c A e h t f o t n e t n o c e h t d n a m r o f e h t f o w e i v r e v o n a n i a t b o o t m i k s s r e d a e r e h T t n i o p , s u c o f , e l y t s ,t n i o p n i a m s ’ r e ti r w s a n o it a m r o f n i h c u s g n i d u l c n i ,t x e t r e v o e h t , w e i v f
o al lorganizaitonoft hemateiral ,andhowt het extr elated e g d e l w o n k d n u o r g k c a b , s d e e n e h t o
t ,andi nteres toft her eader( p .138 .) g n i m m i k
S overt het ext squickly aimsto ge tmain i deaand bulid up t he y f s it a s n a c o s l a t I . c i p o t e h t f o d n u o r g k c a b l a r e n e
(34)
. ti n o e m it f o t o l a g n i d n e p s t u o h ti
w Thestudent sbegint oskipovert hepatrst ha t . g n i m m i k s g n i o d n i l u f e s u d n a g n it s e r e t n i t o n e r a )
5 DrawingI nferences
s l e v o n e h t g n it c e n n o c s i s e c n e r e f n i g n i w a r
D tha tthestudent shaveread e g d e l w o n k d n u o r g k c a b e h t d n
a they have. Drawing inferences i sdone atfe rthe . s l e v o n e h t f o y r o t s e l o h w e h t g n i d a e r h s i n if s t n e d u t
s Thestudent ssomeitme sdo A . s e c n e r e f n i g n i w a r d e r a y e h t t a h t e z il a e r t o
n ccording to Mikulecky (1990 :p . r e f n i g n i w a r d , ) 6
2 ence si sreading between the ilnes ,using the evidence in the t
x e
t s to know t hingst ha tareunstated .I trequriest hestudentst o t hink t hewhole d e t a l e r d n a y r o t
s ti tot hebackgroundknowledgedeeply.
)
6 Summarizing
: 0 9 9 1 ( y k c e l u k i M o t g n i d r o c c
A p .145) ,summairzing i s sho trening l a ir e t a
m s byr etainingandr e-staitngmaini dea sand l eavingou tdetalis .When t he o m e d y e h t , e z ir a m m u s s t n e d u t
s nsrtatet hecomprehension oft het exts becauset he a tr o p m i e h t e d u l c n o c s t n e d u t
s n tpoints oft henovels .Summairzingi susuallydone h s i n if r e tf
a ing reading the nove.l Summa irzing nc oa a ls make sure whethe rthe .t o n r o y r o t s e h t d n a t s r e d n u s t n e d u t
s “I t make s the reader s aware o f thei r , y k c e l u k i M ( ” t x e t e h t f o g n i d n a t s r e d n
u 1990) .By summairzing, t hestudent scan e t a rt s n o m e
d thei rcomprehensionoft het exts .
.
e ReadingProblems
. g n i d a e r g n ir u d s t n e d u t s e h t y b d e c a f s m e l b o r p e m o s e r a e r e h T o t g n i d r o c c
(35)
n o it a rt n e c n o
c , r ead t oo slowly ort oo quickly, no tunderstand wha thasbeen r ead f o k c a l d n a , l a o g g n i d a e r e v e i h c a r
o background knowledge tha t affect s , e c n e H . y l e v it a g e n n o i s n e h e r p m o
c thestudent s ifnd unfamiilar t ermsi n t het exts n a c e r e h T . e s a r h p r o d r o w a f o g n i n a e m r a e l c n u d n
a oa ls bedfiifculite sduet oa r
e d a e
r -tex tinteraciton ,fo r example ,when a reader’ s beile f clashe s wtih an t x e t e h t n i d e s s e r p x e n o i n i p
o s .On t heotherhand,t hereareanumbe ro fwaystha t e
h
t t s ext can be poo lry wirtten ,from problem a tthe word leve lto the overal l . e g a s s a p e h t f o g n i n a e m p e h
T roblem a tthe word leve lo rthe knowledge o fthe word saffect s g n i d n a t s r e d n u ’ s t n e d u t
s o f the texts .The knowledge o fthe words si one o fthe s ll i k s t n a tr o p m i t s o
m in reading .The numbe ro fword stha tthe student sknow x e l p m o c d n a y tl u c if fi d e h t s e n i m r e t e
d tiy of t het exts being read and understood. d n a t s r e d n u o t e r u li a
F thet extswli ldeifntielyholdt hestudent sbacki nt heeffo tr s r o g y a R ( n o i s n e h e r p m o c e v o r p m i o
t & Raygor ,1985 .) ( o y r a t s u
K 1988 )statest hatt herearefou rstudents ’problemsi n reading g
n
E ilsh a sa targe tlanguage .Those problem sare word recogniiton ,new word . s t n e d u t s e h t d n a , m e t s y s e g a u g n a l , n o it i n g o c e
r The student sface problem sin e h T . e g a u g n a l t e g r a t e h t f o s d r o w g n i z i n g o c e
r problems airse eb causeEngilshand e h t t o n e r a n a i s e n o d n
I branche so fthe same language .Some o fthem have t n e r e f fi
d word-ordeirng to expres sequivalen tidea .s The word recogniiton i san t n e n o p m o c t n a tr o p m
i to understa dn a targe tlanguage and naitve language. eT h s t n e d u t
s someitme sencounte rfamiila rword so fnew passage sand discover the s t n e d u t s e h T . s d r o w r a il i m a f n u f o g n i n a e
(36)
m o r
f thei rnaitveand t argetl anguage .“Iti si mpossibleforI ndonesianstudents to n a h t e g a u g n a l t e g r a t e h t n i n o it i n g o c e r d r o w t a t p a d a e r o m e m o c e
b they are in
” e g a u g n a l e v it a
n (Kustaryo ,1988 :p .1 6 .) Engilsh words are complex and the ir b y ti x e l p m o
c ng sdfi ifcutly t o t he students .In reading Engilsh, t he student sare .l l e w s a s g n il e e f e h t t u b s t h g u o h t ri e h t y l n o t o n e s u o t d e ri u q e r e h
T secondr eadingproblemi sanewwordr ecogniiton .Theword swhich o w t e r a s d r o w w e n d n a d e n r a e l n e e b e v a
h aspects which cause dfiifcutly . g n i n r a e
L newwordsi sgrealtyi n lfuenced bystudents ’p iro rknowledgeo fword .s . m e t s y s e g a u g n a l e h t s i m e l b o r p g n i d a e r d ri h t e h
T I n reading Engilsh texts ,the m e l b o r
p sinclude vocabulary and srtucture .They are frimly ited and canno tbe l a it n e s s e s i ti t a h t s e t a t s ) 8 8 9 1 ( o y r a t s u K . d e t a r a p e
s fort he studentst o know t he s e c n e r e f fi
d betweenthef orms andelements inEngilshsentence .s s t n e d u t s e h t s i g n i d a e r n i m e l b o r p t s a l e h
T ’atttiude. The students ’ s n a e m s i h T . e v it i s o p e b d l u o h s h s il g n E g n i d a e r n i e d u ti tt
a the student shave to o t e t a rt n e c n o
c thereading mateiral sso t hat t he student scan quickly understand s t x e t e h
t .In othe rword ,s the student sshould have a grea tinteres tin reading . n o it a v it o
M i salso i mpo trant t .I goe shand i n hand wtih et h atttiude t o read and d n a t s r e d n
u the mate iral sin Engilsh a sthe targe tlanguage. These two aspects , c u s e h t e c n e u lf n i n o it a v it o m d n a e d u ti tt
a c s es and faliure o fthe students ’study , o y r a t s u K
( 1988 : p . 2 1 .) Weakly moitvated student s wli l have dfi ifcutly in .s l a ir e t a m g n i d a e r e h t n i y r a l u b a c o v g n i z i n g o c e r
(37)
.f ReadingI nterest , ) 5 8 9 1 ( w o h c s a T o t g n i d r o c c
A interes ti swtihin a reade ro ra person . t
n
I eresti sastateo fmind .Beingi nterestedo rno tbeingi nterestedi sno taqualtiy r o k o o b a h ti w s t s e r t a h
t anobjec.tAbooko ranobjecti sasi nteresitnga sa reade r e w e i v r
o rmake si.t Interes tis one o fthe affecitve factor stha tdevelop and i a t n i a
m n a desrie fo rreading .Since interes ti spresen twhen the reade rget s g
n
e rossed in wha the read sand then develop seven keene rinteres tto pursue a s i t s e r e t n I . e g d e l w o n k e h t g n i d n a p x e n i s tl u s e r t i , s a e r a r e tt a m t c e j b u s l a i c e p s s i d n a r o t a v it o m l u f r e w o
p used a sakey componen tno tonlyf o rthechlidren bu t n o t g n i h tt a e H ( s r e d a e r t l u d a g n i n n i g e b r o f o s l
a & Koskinen ,1982 a sctied in .) 5 8 9 1 , w o h c s a T n i l a c i p y t t n e r e f fi d s a h l a u d i v i d n i h c a
E teres tin reading .Harir s(1954) t a h t s e t a t
s “therei srtemendousr angeofi ndividua ldfiference sboth i n amoun to f c e p s n i d n a g n i d a e r y r a t n u l o
v i ifc interes ttha tare expected” (p .409) .I tmean s s a h l a u d i v i d n i h c a
e his/he ro wncapablitiyt or ead thebooks( howmanypage sand s r o t c a f e m o s e r a e r e h T . ) y tl u c if fi d f o l e v e l e h
t in lfuencing reading interes to fa d n a , a i d e m , d n e ir f , r e h c a e t , y ti li b a li a v a d n a y ti li b i s s e c c a e r a s r o t c a f e h T . n o s r e p e c n e u lf n i d e k r a m a e v a h y ti li b a li a v a d n a y ti li b i s s e c c A . s k o o b e h t f o y tl u c if fi d e h t : 4 5 9 1 , s ir r a H ( t s e r e t n i e h t n
o p .410) .Accessiblitiy meanst hebook sarearleady e r a e r e h t s n a e m y ti li b a li a v A . s k o o b e h t d a e r n a c l a u d i v i d n i h c a e t a h t o s d e d i v o r p s a h c u s s g n i d n u o r r u s n i s k o o
b in the ilbrary , schools , o rhome stha t each . e s o o h c n a c l a u d i v i d n
(38)
. n o i n i p o ’ s d n e ir f d n a , e d u ti tt a ’ s t n e r a p , r e h c a e t e h
t The media such a smovie o r e c n e u lf n i o s l a n a c o i d a
r ther eadingi nteres tofi ndividua l(Harirs ,1954 :p .411 .) s k o o b e h t f o y tl u c if fi d e h
T also influence s the reading interest . o t g n i d r o c c
A Har ir s(1954 :p .412 ,) i ndividua lshould be given reading mateiral , d a e r n a c l a u d i v i d n i e h t t a h t o s l e v e l e d a r g e h t n a h t t l u c if fi d e r o m t o n s i h c i h w . y ll u f s s e c c u
s The leve lo fdfi ifcutly should be approp irate wtih the students ’ H s A . y r a l u b a c o v f o y r e t s a
m arir s(1954 :p .412 )state stha t“the dfiifcutly o fa v e h t n o y l e g r a l s d n e p e d k o o
b ocabulary t hat i tcontain .s”Beside ,s t he sentence -t n e t n o c e h t f o s s e n e g n a rt s r o y ti r a il i m a f e h t d n a e r u t c u rt
s ea r also signiifcan t . y tl u c if fi d n i r o t c a f .
g ReadingHabti
r e
V planken (2012 ) state s tha t habi ti sa thing tha tthe student sdo s a y lr a l u g e
r apracitceandacustom .Relatedt ot hiss tudy,r eadinghabtif ormaiton a h t y ti v it c a g n i d a e r s
i tthe student sdo regula lry a sa custom .There are three f t i b a h g n i d a e r f o s r a ll i
p ormaiton according to Verplanken (2012) , namely , t x e t n o c d n a , y ti c it a m o t u a , n o it it e p e
r -cues . Repeititon i s the frequency o f a t x e t n o c , e li h w n a e M . r o i v a h e b l a u ti b a h f o y c n e u lf e h t s i y ti c it a m o t u A . r o i v a h e b -s n i s e u c y b d e r e g g ir t e r a t i b a h g n i d a e r s n a e m s e u
c table context ssuch a s itme , .s e c it c a r p l a r u tl u c d n a l a i c o s d n a , n o it a u ti s , d o o m , n o it a c o l e h t e n i m r e t e d o t s r o t a c i d n i , ) 1 1 0 2 ( z e l a z n o G d n a a n o a G o t g n i d r o c c A s k o o b , y c n e u q e r f g n i d a e r , g n i d a e r d r a w o t e d u ti tt a : e r a t i b a h g n i d a e r f o e c n e s e r p t n e p s e m it , d a e
(39)
s n o s a e r e h t s n a e m g n i d a e r d r a w o t e d u ti tt A . n o it a v it o
m f orreading tisefl .Reading h c i h w t a y c n e u q e r f e h t s i y c n e u q e r
f a personr eads booksi ns pare itme .Deluccho , c s a , 7 8 9 1 ( s a m o h T d n a , r e w h o
R tied in Ambruster & Osborn ,2002 )state tha t w o h t u b , y d u t s o t t n e p s e m it l a t o t n o t o n d n e p e d s t n e d u t s e h t f o s s e c c u s c i m e d a c a . y l e v it c e f f e e m it e h t e s u s t n e d u t s e h t b e h
T ook sread i ndicatehowmanybookst hatt hepersonh asreadi nt he .s h t n o m e e r h t t s a
l The itme on academic reading i sthe itme tha tthe person . t c e j b u s y d u t s s i h r o r e h n o s k o o b d a e r o t s e t o v e
d Moreove,r itmespen ton non -y lt c e ri d t o n k o o b d a e r o t s e t o v e d n o s r e p e h t t a h t e m it e h t s i g n i d a e r c i m e d a c a t o M . t c e j b u s y d u t s r e h r o s i h o t d e t a l e
r ivaiton means t he moitvaiton f or reading n o n r o c i m e d a c
a -academicbook .s : 5 8 9 1 ( w o h c s a T o t g n i d r o c c
A p .27 ,)t herearet hreekind so fmoitvaiton t c e j b u s d n a , c i s n ir t n i , c i s n ir t x e e r a y e h T . g n i d a e r n
i -matter-driected moitvaiton . n s e m o c n o it a v it o m c i s n ir t x
E otf romwtihinbutf romwtihou.tI tcome sbecauseo f d e s o p m i s i d a e r o t n o it a v it o m s a g n o l A . s d r a w e r r o , e c r o f , e r u s s e r p f o y ti s n e t n i d e ti m il e b l li w t i , y ll a n r e t x
e o fduraiton . tIi sdfiferen tfromi nt irnsicmoitvaiton . n i d e ti c s a 5 7 9 1 ( e k r h e L d n a f p m e
K Taschow ,1985 :p .28 ) point ou ttha t t a v it o m c i s n ir t n i
“ ion resutl sfrom the acitvtiy tisefl ,which i sexpeirenced a s s t n e d u t s e h T ” .l u f s s e c c u s y l e t a r e d o m t s a e l t a s i r e n r a e l e h t h c i h w n i d n a t n a s a e l p s e s o p r u p o n e v a h o h
w o freadingwli lhavel ack fo concenrtaiton and expeirence s i n o it a v it o m f o e p y t t s a l e h T . ti g n i n i a t n i a m n i s e it l u c if fi
d a subject-matter -5 7 9 1 ( e k r h e L d n a f p m e K o t g n i d r o c c A . n o it a v it o m d e t c e ri
d a sctiedi n Taschow , :
5 8 9
(40)
h c i h w , y ti s o ir u c d n a n o it n e tt a s ’ r e d a e r e h t s k r a p s r e tt a m t c e j b u s s i h T . e n o d e b . n o it a m r o f n i w e n d n if o t r e d a e r e h t s e h s u p n e h
t tI grabst her eader’ sconcenrtaiton l it n u r e tt a m t c e j b u s o t n i r e p e e d e v l e d o t e ri s e d d n
a thereader’ sneed sares aitsif ed.
.
2 BeginnerCollegeStudents
r o s e g e ll o c n i s r u c c o n o it a c u d e t l u d a n a t a h t s e t a t s ) 9 0 0 2 ( n o m i S s e it i s r e v i n
u , t hereforebeginne rcollegestudent sarei ncluding i nto adutll earners . .s r e n r a e l t l u d a f o s c it s ir e t c a r a h c e m o s e r a e r e h t t a h t s y a s ) 9 0 0 2 ( n o m i
S Adutl
fl e s e r o m e b o t d n e t s r e n r a e
l -driected a sthey mature .Adul tlearner suse thei r t l u d A . g n i n r a e l g n i v l o s m e l b o r p d n a s s u c s i d o t d n e t y e h T . n o d il u b o t s e c n e ir e p x e l a e r y b d e t a r e n e g e r a t a h t s d e e n g n i n r a e l c if i c e p s f o e r a w a e r a s r e n r a e
l -lfieevent .s
y c n e t e p m o c e r a s r e n r a e l tl u d
A -based l earner swan itng t o apply t hei rnewskli lo r . e g d e l w o n k .
3 Percep iton
o c c
A rdingt oGeorgeandJ ones( 2005 :p .105) ,“percepitoni st heproces s s n e s r i e h t m o r f t u p n i e h t t e r p r e t n i d n a , e z i n a g r o , t c e l e s s l a u d i v i d n i h c i h w y
b e s
d lr o w e h t o t r e d r o d n a g n i n a e m e v i g o t ) e t s a t d n a , ll e m s , h c u o t , g n ir a e h , n o i s i v ( e h t m o r f a t a d e h t s n i a t b o n o s r e p a , n o it i n if e d s i h t h g u o r h T . ” m e h t d n u o r a i y ll a n if d n a , ti t u o b a s k n i h t n e h t d n a i l u m it s e h t h g u o r h t t n e m n o ri v n
e nterpretst he g n i n a e m a t a
d fully .I ti sa way tha tthe person views the envrionment .In othe r s i n o it p e c r e p , s d r o
w viewed a sthe response to the sitmul io rsurrounding .The e s n o p s e
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h g u o r h
t sensory receptors .Then t heresponse wli lbe i nterpreted as meaningfu l . n o it p e c r e p d e ll a c i l u m it s e h t t u o b a n o it a m r o f n i .
a Perceptua lProcess
o t g n i d r o c c
A Atlman ,Vaenzi ,a nd Hodgetts ,percepiton beginsf romt he h g u o r h t s u l u m it s e h t m o r f a t a d e h t f o n o it c e l e
s et h senso r(1985 :p .86) . tI s t n e r e f fi d s a h l a u d i v i d n i h c a E . a t a d e h t t e r p r e t n i o t l a u d i v i d n i e h t s w o ll a s s e c o r p e h t f o y ti r a il i m a f d n a y ti r a l c e h t n o s d n e p e d t I . a t a d e h t g n it e r p r e t n i n i y a w t s a p d n a , s g n il e e f , e g d e l w o n k , s e u l a v d n a s d e e n , s c it s ir e t c a r a h c l a c i s y h p , il u m it s . s e c n e ir e p x
e Atlman e tal. (1985) ,summairzes the perceptua lproces sin Figure . 1 . 2 1 . 2 e r u g i F n a m tl A ( s s e c o r P l a u t p e c r e
P e tal. ,1985: .p 8 6) .
b FactorsI n lfuencingPercep iton
n o it p e c r e p s ’ n o s r e p a g n i c n e u lf n i s r o t c a f t n a tr o p m i r u o f e r a e r e h T t g n i d r o c c
a o Atlman e tal. (1985 :pp . 68 -91) .Thei mpo tran tfactor sareseleciton ’ fl e s n o s r e p e h t d n a , n o it a u ti s e h t , il u m it s f o n o it a z i n a g r o , il u m it s f
o s concept .
Thosef actor sareexplainedasf o llows. )
1 Selecitono fSitmuil
o r e b m u n l l a m s a n o y l n o s e s u c o f n o s r e p
A fallt hesitmul isurrounded.I t e h t o t g n i d r o c c a i l u m it s f o n o it c e l e s t n e r e f fi d s a h n o s r e p h c a E . n o it c e l e s s n a e m .s e c n e ir e p x e e h t d n a , s c it s ir e t c a r a h c e h t , y ti r a il i m a
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s a e r e n o s i d n a n o it c e l e s d e ll a c s i s s e c o r p s i h T . r e b m u n l l a m
s on why people
y lt n e r e f fi d s g n i h t e v i e c r e
p – each person select sspeciifc cue sand iftlers ,o r .
s r e h t o f o t u o , s n e e r c s
)
2 Organizaitono fSitmuil
e h t r e tf A . n o it a z i n a g r o s i n o it p e c r e p e h t g n i c n e u lf n i r o t c a f d n o c e s e h T
e m e b o t d e g n a r r a s i ti , d e t c e l e s s i a t a
d aningfulinformaiton .Accordingt oAtlman l
a t
e . (1985),t hebrainb irng sordert hedata“bys elecitngcetrain tiem sandputitng u
f g n i n a e m a n i r e h t e g o t m e h
t lwaybasedont heexpe irences”( p .p 78 - )8 . 8 )
3 TheStiuaiton i h t e h
T rd facto r in lfuencing the percepti on i s stiuaiton . A person’ s r
o , y ti r a il i m a
f expectaitons ,a stiuaiton ,pas texpeirence affect wha tthe person w
o h o t d e t a l e r s i y l e t a r u c c a n o it a u ti s a g n i v i e c r e P . s e v i e c r e
p aperson adjusts shi .
n o it a u ti s e h t o t r o i v a h e b r e h r o
)
4 ThePerson’ sSefl-Concept
The las tfacto rin lfuencing an individual ’percepiton i ssefl-concept . l
a t e n a m tl
A . (1985 :p .90 )states t hat t he way i ndividua lfeels and perceives si s
a n w o n
k s -eflconcept .The way the person see himsel fo rhersel faffect sthe o
r a d lr o w e h t f o n o it p e c r e
p und himo rher .Thesefl-concepti si mpo tran tbecause f
o e r u t c i p l a t n e m e h
t na individua ldetermine smuch o fwha theo rsheperceive s .s
e o d d n a
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.
B Reviewo fRelatedStudy
s u o i v e r p a s a w e r e h
T study related to Book Repor tCourse .The study d
e lt it n
e “Students ’Percepitonont heTeachingLearningAcitviitesi nBookRepor t e
s r u o
C ” wa sw irtten by Betrha Lestar iSenduk in 2011 . She discussed the s
t n e d u t s e h t f o n o it p e c r e
p on Book Repor tCourse in the Engilsh Language Educaiton Study Progam nSa ata Dharma Universtiy .There were three research
s m e l b o r
p formulated in the study. F rist research problem was ifnding how teaching and l earning processes .T he second research problem was invesitgaitng
e h t w o
h assessments are conducted in Book Repor tCourse .The th rid research s
a w y d u t s e h t n i d e t c u d n o c m e l b o r
p invesitgaitng students ’percep iton on Book e
s r u o C t r o p e
R .
e h
T studybelongedtodescirp itver esearch .Themethodusedi nt hes tudy s
a
w a surveyr esearch .T heinsrtument semployedi nt hes tudywerequesitonnaries t
n i d n
a erviews .The paritcipant swere thrid semeste rstudent sin 2009 academic r
a e
y o fSanata Dharma Universtiy who had taken the course .There were 87 .
y d u t s e h t n i s t n a p i c it r a p
e h t n i d e s u s e ir o e h t e h
T studyw erepercepiton ,learningf actor ,sr eading , e
v i s n e t x
e reading, l anguage assessment ,and Book Repor tCourse .Thet heory o f o s l a e h S . ) 1 0 0 2 ( s n i b b o R d n a ) 5 0 0 2 ( s e n o J d n a e g r o e G m o r f n e k a t s a w n o it p e c r e p
h c i h w n o it a u ti s d n a , t e g r a t ,r e v i e c r e p e h t d e n i a l p x
e a rerelated to t he percepiton a
e l f o y r o e h t e h T . y r o e h
t rning factor swa staken from Ahmad iand Sup iryono d e n i a l p x e e h S . ) 5 0 0 2 ( s e n o J d n a e g r o e G , ) 5 6 9 1 ( y r r a G , ) 1 0 0 2 ( s n i b b o R , ) 1 9 9 1 (
e h S . r o t c a f l a u d i v i d n i d n a , r o t c a f d o h t e m g n i n r a e l , r o t c a f i l u m it s g n i n r a e l t u o b a
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yang tokohnya banyak, mereka juga sama-sama memiliki karakter yang penting dalam cerita tapi disuruhnya suruh nentuin tiga. Ya itu bingungnya disitu.
R : Kalau dalam membaca ada kesulitan gak?
I4 : Nah itu apesnya aku ambil novel Christmas Carol dan novelnya
original, padahal itu novel pertama dan aku masih belum tahu apa-apa. Waktu diliat-liat itu aduh kayaknya salah ambil novel, awalnya mau ganti tapi kok kalo ganti ya sama aja, tetep aja novelnya lama. Dulu waktu semester pertama itu masih belum kepikiran buat nyari novel yang diringkas/simplified. Kesulitannya sih banyak banget, karna yang pertama bingung vocabnya susah banget. Bacanya satu halaman aja sampe dua kali bacanya biar... Ya ada sih yang gampang, bisa dilewatin, tapi giliran yang vocabnya susah dan kalo kita gabung-gabungin itu artinya apa, nah itu yang bikin lama. Terus akhirnya, aku imajinasiin sendiri, kadang-kadang mungkin ada yang diluar kebenarannya ya, tapi ya gimana lagi susah.
R : Kalau ada vocabulary yang susah itu kamu skip atau gimana?
I4 : Pertamanya karna masih polos, thu tiap kata buka kamus. Lama-lama
kan ga efisien juga ya lagian kita kan juga ga bisa nginget semuanya, abis itu kalo kemarin itu saya baca, yang saya ga ngerti itu saya cari yang paling susah, terus saya catet terus saya cari artinya. Tapi saya skip dulu, seenggaknya saya tahu maksudnya apa ceritanya walaupun ga detail artinya tahu.
R : Jadi kamu guess the meaning dulu ya? I4 : Iya.
R : Apa saran Anda untuk kelas Book Report agar menjadi lebih baik? I4 : Menurut saya sejauh ini ga ada ya saya dapet dosen yang bagus jadi
merasa ga ada kesulitan ya walaupun mata kuliahnya susah tapi cukup membantu gitu lho dosennya. Menurut saya sejauh ini ga ada sih. Kalo menurut saya novelnya terlalu old, tapi kalo saya pikir-pikir ada gunanya juga. Terkadang ada buku yang simplified juga, nah itu sebenarnya jadi kayak sama aja baca cerita anak-anak tapi ga dapet ilmunya gitu. Jadi sih mending aku kritiknya, suruh aja baca novel kuno jangan sampai mereka dapet yang simplified. Karna kalo mereka dapet yang simplified, sama aja ga ada gunanya. Walaupun berat tapi mereka bakan ngrasain gunanya di akhir.
R : Oke trimakasih. I4 : Ya. Sama-sama.
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APPENDIX I
Interview Transcript of the
Lecturer
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INTERVIEW TRANSCRIPT OF THE LECTURER
Researcher : Good morning Lecturer : Good morning.
Researcher : How many classes of Book Report Course were opened in 2012?
Lecturer : I guess it’s six classes. So every year, I guess we open the same numbers of class. Yeah. Six.
Researcher : Six classes. Ok. So, now Book Report Course is taken in the 1st Semester. Why is Book Report Course taken in the 1st Semester?
Lecturer : Hmm.. because of the changing of curriculum assuming that last time we eliminated Vocabulary Classes, so then we moved Book Report to Semester 1. So that the Book Report Course can at least help students to improve their vocabulary at the same time, hmm.., experiencing reading English novels. So, basicly
that’s the reason in order to help the students to improve their
vocabulary, in which they don’t have to take vocabulary courses.
Researcher : So, how does teaching learning activities in the Book Report Course?
Lecturer : The teaching learning activities basicly are divided into two major activities. The first one is reading novels. So in one semester students are supposed to read four novels; two simplified and then one, now one Asian literature, and the last one original novel. But previously in 2012, we had three simplified and one original. so that basicly we have two major activities, the first one is reading novels and then making written report, and the second one is presenting what they have read, what they have learnt in oral test.
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Researcher : When you are teaching Book Report Course, do you find any problems from the students?
Lecturer : Yeah.. basicly the problem is related to their understanding of the whole story because they are semester I, still semester I, and based on my observation they still have problem with their vocabulary mastery. So their vocabulary is still very basic. And then, some students, hmm.. they try very hard to survive, I mean to understand the story by consulting the dictionary, and then find out the unfamiliar words one by one. But for some students who are not really dilligent, they just try to read the story without opening the dictionary. So basicly they try to depend on their understanding on the vocabulary and so on. Then the problem is when we do the oral test, sometimes they get misunderstanding or misinterpretation of the story because there are some vocabulary understanding that are missed from the students.
Researcher : So that are the problems from the students. Lecturer : Right.
Researcher : Ok. Thank you. Lecturer : You’re welcome.
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APPENDIX J
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