A C O R R E L A T IV E ST U D Y O F R E A D IN G IN T E R E S T T O R E A D IN G C O M P R E H E N SIO N (A Case Study o f the Second Year Students o f SM K Al-Falah Salatiga in the Academ ic Year o f 2010/ 2011) - Test Repository
A C O R R E L A T IV E S T U D Y O F R E A D IN G IN T E R E S T
T O R E A D IN G C O M P R E H E N S IO N
(A Case Study o f the Second Year Students o f SM K A l-Falah
Salatiga in the A cadem ic Y ear o f 2010/ 2011)
GRADUATING PAPER
Submitted to the Board o f Examiners as a partial o f the requirements
For the degree o f Sarjana Pendidikan Islam (S.Pd.I)
in English Department
B y:
FATKHUR ROZAOIYAH
NIM : 123 06 005
E N G L ISH D E PA R T M E N T OF E D U C A T IO N FA C U L T Y
STATE ISLAM IC STU DIES IN ST IT U T E (ST A IN )
SA LATIG A
2010
M IN IST R Y OF R E L IG IO U S A FFA IR S STATE ISLAM IC ST U D IE S IN ST IT U T E (STA IN) SA LATIG A
Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721 Website:
D EC LARA TIO N
In the name o f Allah, the M ost Gracious and the Most Merciful.
Hereby the researcher fully declares that this Graduating paper is made by the
researcher herself, and it is not containing materials written or has been published
by other “people” ideas except the information from the reference. The researcher capable account this for graduating paper if in the futurethis graduating paper can be proved o f containing others idea or in fact the
researcher imitate the other graduating paper.This declaration is made by the writer to be understood. Salatiga, August 11th, 2010 Researcher FA T K H U R R O ZAO IY AH N I M 113 06 099
M IN IST R Y O F R E L IG IO U S A FFA IR S STATE ISL A M IC ST U D IE S IN ST IT U T E (STA IN) SA L A T IG A Website : JL Stadion 03 Phone. 0298 323706 Salatiga 50721
STA TEM E NT OF CER T IFIC A T IO N
A CO RR ELATIV E STU DY O F R EA DIN G IN T E R E ST TO R EA DIN G
CO M PR EH EN SIO N OF TH E SE C O N D Y E A R ST U D E N T S O F SM K A L
FALAH SA L A T IG A IN T H E AC C A D E M IC Y E A R O F 2010/2011
FATK H U R R O Z A O IY A H
NIM . 123 06 005
Has been brought to the board o f examiners in August, 3 1 st 2010 M / Ramadhan,
2 1 st 1431 H, and hereby considered to completely fullfillment o f the requirement
for the degree o f Sarjana Pendidikan Islam (S.Pd.I)
in The English and Educational Faculty.
August, 31 sti2010M Salatiga, Ramadhan, 21st 1431 H
Board o f examiners
D r. I la h m a fH a m a d i, M .PdNIP.) 19670112 199203 1 005 2nd examiner '
Prof. Dr. H. M uh. Zuhri1. M. A'g-J ■ M aslihatul Um am i, S.Pd.I, M .A
19800513 200312 2 003NIP. 19530326 197803 1 001 NIP.
Consultant
R uw andi, S. Pd. M .A
N ik 19661225 200003 1 002
IV
MOTTO
When You Wholeheartedly Adopt A “W ith A d Your
Heart" A ttitu de A n d (jo Out W ith Yhe (Positive
Principles, You Con (Do Incredi6Ce Yhin
^ o
Yhe Modest, (Be Pgspectful O f Other A n d Yry Yo
"Understand
DEDICATION
This graduating paper is whole heartedly dedicated to:
1. My beloved father (Suwamo) and my beloved mother (Latifah,) you are inspiration in my life, thanks for your support, trust, finance, encouragement and everlasting prayer, may I can stand without you.
2. My beloved sisters and brother, Mb Jannah, mb umi, mas fat and dhe’ Halimah, thanks for your kindness, togetherness and your prayer and my nephew Abyan Alimi love you so much, also my beloved grand father and grand mother.
3. My dearest friend, Ella, ZhaQy, Vella, Uzly, UnnuxT, Doweeks, udhin, mb M a’un,City and kukuh.
4. The big family o f Islamic Boarding School Al Falah Salatiga.
ACKNOWLEDGEMENT
In the name o f Allah, the m ost gracious, the most merciful, the lord o f universe, because o f Him, the writer could finish this graduating paper as one o f the requirement for Sarjana Pendidikan in English Department o f Educational faculty o f State Islamic Studies Institute (STAIN) Salatiga in 2010.
Secondly, peace and salutation always be given to our Prophet Muhammad SAW who has guided us from the darkness to the lightness.
This paper entitled “The Influence o f listening English songs habit toward vocabulary mastery o f the first year students o f SMK Al Falah Salatiga in academic year o f 2009/2010” is presented as partial fulfillment for the Sarjana
Degree at English Department o f the Salatiga State Islamic Studies Institute (STAIN). In writing this paper, the writer is guidance and support by several people, so it can be finished, although there are still many mistakes. The writer would like to thank to:
1. Dr. Imam Sutomo, M. Ag, the Head o f State Islamic Studies Institute (STAIN) Salatiga.
2. Dr. Sa’adi, M.Ag, as a chief o f Education Faculty.
3. Mrs M aslikhatul Umami, S.Pd.I, M.A as a chief o f English Department.
4. Especially to M r Ruwandi, M.A as a consultant who has educated supported, directed and given the writer advice, suggestion, and recommendation for this graduating paper from beginning until the end.
5. All o f the lecturers in English department.
6. M r Samsidi, A. M d the headmaster o f SMK AL- Falah Salatiga, who has give his permission to conduct research there.
7. All o f the staff who have helped the writer in processing o f graduating paper administration.
8. M y beloved father (Suwamo) and mother (Latifah), thanks all support, trust, finance, encouragement, and pray.
9. Mr&Mrs.Zoemri.RWS thanks for support, praying, and your knowledge.
10. All o f my friends who can’t the writer mention it that has helped m e to finish this Graduating paper.
Finally this thesis is expected to be able to provide useful knowledge and information to the readers. And the writer is pleased to accept more suggestion and contribution from the reader for the improvement o f the graduating paper.
Salatiga, it August, 2010 Writer
ABSTRACT
Fatkhur Rozaqiyah. 2010. A C orrelative Study o f Reading Interest to Reading
Comprehension, A Case Study o f The Second Year Students o f SM K A L-Falah Salatiga in the Accadem ic Year o f 2010/2011.
The goal o f this graduating paper is investigating the correlation between reading interest to reading comprehension which focuses on problems: (1) How far is the score o f reading interest (2) How far is the score o f reading comprehension (3) How far is the influence o f reading interest to reading Comprehension.
The score of reading interest o f the second year students o f SMK AL- Falah Salatiga, according to writer is fair enough from the percentage o f reading interest score is (62,73%) The score o f reading comprehension in the second years students o f SMK AL-Falah Salatiga, according to writer,is good because the score o f the percentage o f reading comprehension score is (67,69%)
There is positive correlation between reading interest and reading comprehension because the score o f arithmetic is 0,87 after is consulted with critical r in the level o f significant o f 5 %, it is found that critical r for the number o f sample 26 is 0,388 it means mean that the research hypothesis saying that is correlation between reading interest and reading comprehension is received. It is proved that rh > rt (0,87 > 0,38)
This graduating paper is quantitative case study; with questionnaire and test, questionnaire in this research is question or statements about student’s interest given to the students to find out information about how far their reading interest is. Test is a measurement which is given to individual to get his or her pure score; the test used in this research is reading comprehension test to find out student mastery in reading.
After the writer find out the result o f research, that reading interest contributes a lot to reading comprehension, student should know their reading intensity to get more interest and reach the reading comprehension.
Keyword: Correlation, Reading, Interest, Comprehension.
TABLE OF CONTENT
C H A P T E R I
IN TRO D U C TIO N
CHAPTER H REVIEW OF RELATED LITERATURE
B. The Important Aspect to Improve Reading Skill
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CHAPTER HI RESEARCH REPORT
CHAPTER IV DISCUSSION
BIBLIOGRAPHY APPENDIX
LIST OF TABLE
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help understand the text. Reading is an understanding a message conveyed by the writer through visual and non visual information (Fauziati, 2002:139)
3. Interest Is the feeling of attentiveness or curiosity aroused by something (Grolier, 1981: 502).
4. Comprehension Power of the understanding to receive the contain ideas. (Grolier, 1981:208).
H. Hypothesis
Hypothesis is a predicated is answers o f the research problem with data. (Arikunto, 1993:102) The alternative hypothesis in this research is as follow:
1. There is a positive correlation between reading interest and reading comprehension.
2. There is a significant correlation between reading comprehension and reading interest.
I. Research Methodology
1. Approach In this research the writer used a quantitative approach.
Quantitative is a process o f to getting knowledge by using a number of data as instruments to have explanations about what will we know. In general quantitative research can do as descriptive research. (Margono, 2005:106).
2. Types o f the research This is a correlation research. This is to find out the correlation between two variables or more. The first variable reading interest (x) and the second variables is reading comprehension (y). (Margono, 2006:9).
3. Population and Sample
a. Population Suharsimi Arikunto states “population is all members of the research subjects” (Arikunto, 1993:102). The population in this research o f this research is the second year students o f SMK AL
FALAH Salatiga. The total number of population is 26 that are consisting of 21 male and 5 female students.
b. Sample Sample is a part of total population having heterogeneous characteristic (Sugiyono, 2007:620). The writer used a total sample of the second year sstudents o f A1 -Falah and consists o f 26 students.
4. Data Analysis To calculate the data obtained, the writer uses the data as follows:
1. To calculate the score of reading interest, the writer uses formula as follows:
9 P : Percentage
I X : The sum o f reading interest score N : Number o f the samples
2. To calculate the score o f reading comprehension, the writer uses formula as follows:
y v P = — x
100%
N
By witch: P : Percentage ZY : The sum o f reading interest score N : Number if the samples
3. To calculate the correlation between reading interest and reading comprehension, the with
" ‘ p r s ' p r s ' j
Where:
r : Correlation coefficient o f variable X and Y
2'JCY : The sum o f the product multiplying and reading test scores and the Questionnaire’s scores
UC :
The sum o f the reading interest scores E7 : The sum o f reading comprehension scores E (X )2 : The sum o f reading interest square
10
2 Z ( f ) : The sum o f reading comprehension square
N : The total number o f samples 5. Out Line o f the Thesis.
This thesis consists of five chapters, which is systemized as follows: Chapter I introduction; consist of the problem, the identification o f problem, limitation o f the problem, the formulization of the problem, the objective of the research, the significance o f the research, definition of key term, hypothesis, research methodology, thesis outline
Chapter II Deal with theoretical review o f reading comprehension consist of definition of reading, important aspects to improve reading skill , the strategies to reading, extensive and intensive reading, reading comprehension, related reading and comprehension, reading interest, role o f reading interest, cause of reading failure.
Chapter III is research report and data presentation which contains general situation o f SMK Al - Falah Salatiga, and data presentation.
Chapter IV is analysis of with discussion, the result of the research and implication o f the research. Chapter V is closure; consist o f conclusion, suggestion Bibliography Appendixes
CHAPTER II REVIEW OF RELATED LITERATURE A. Definition of Reading There are many definitions and the goals o f reading because o f the
complexity o f the reading process. It is suitable to discuss the differences among point o f views.
According to Rudolph Fleshch in the “Why Johnny can’t read and you can do about it”, at reading means getting meaning from each letter stands for and he can read.
According to Daniel Hittleman, in “Development Reading” : A psycholinguistic perspective that reading is a verbal process interrelated with thinking and with all other communication abilities as listening, speaking and writing. Specifically, reading is the process of reconstructing from the printed patterns on the page the ideas and information intended by the author.
Reading is an interactive and interpretative process (Fauziati, 2002:139). The students process their background knowledge and the printed text using specific skills and strategies from expectations or predictions about the text, selection and using the most productive cues to confirm or reject those predictions, through Reading and Discussion.
Reading involves more than word recognition, and comprehension is a vital aspects of reading. Students must know the text whole comprehension;
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students should bring to the premises at time as significant to reading as what is actually written on it.
B. The Important Aspects to Improve Reading Skill
To reach the reading comprehension, there are elements that are important to growth in reading comprehension physical as health, mental health, and intelligence, maturity background of experience, role o f the learner, and role o f the teacher (Dalmam, 1982: 27).
1. Physical Health The physical health is essential in the learning process nervous tension and even can reduce enjoyment and interest in reading.
To provide the help o f healthful physical environment, it must be takeover o f rest and exercise, the function part of body it’s foundation necessary, sight receive the images o f an object. The learner who has low sight they will get difficulties in reading the low sight they will get the target in the reading. Teacher’s focus to the students that has problem with eye and focus on how is the way to read well.
2. Hearing Learner who suffers from hearing is at a distinct disadvantage of losing the oral explanation from the teacher’s oral explanation. The sharp o f auditory is necessary in the process of learning to read. Hearing loss may be no more common among poor readers than among good readers.
Generally, the method of learning, in the early phase depends on the oral
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explanation by teacher. So that, the learner who has low hearing will reduce than those hearing.
3. Speech Normal speech development is an advantage in early reading instruction. The learner with a speech obstacle the teacher o f reading has to identify the difficulties and realize that students with a speech obstacle may not be able to produce correctly the sound products. Informal speech development, it’s the answer to reduce that obstacles.
Learner who has speech obstacle will get difficulties and will be distressed when reading loud voice and he may get stress usually when the learner will read with load voice even do not want to read.
4. Mental Health Safe feeling is the basic development in the growth in readings self confidence is a basic to perform better in any activity. A feeling of successful performance and a strong desire to achieve this may cannot learn up to capacity, in reading or in anything else. May case used by anxieties, frustration and the sense o f failure. To create students be accepted and respected effort is help it.
To get successful in the process of learning to read, teachers must know the learner capabilities, teachers need to set reading program to improve the capacity of reading of the learner to comprehend better what they read, to read more advanced materials.
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5. Intelligence Intelligence and reading ability have the close relation. The cultural background and environment are likely to effect between reading and intelligence test. The correlation between intelligence test and reading test means that a large parts of an intelligence test it’s closely related to the ability to read.
The students’ intelligence may be unclear in early stage of learning, to read than later. There are many students who are slow to find the target o f reading. Teachers must support them to reach their aims in reading.
6. Maturity Age should be taken into consideration in the planning reading of program for the students. It is a matter of dispute, that physical maturity is necessaiy and usually a characteristic that does not influence the learning process in reading.
7. Background of experience Acquiring meaning is related to previous experience of the students. The experience related to other words and ideals in the sentence.
It may learner has personal experience.
8. Attitude o f students It is connected with students’ interest in reading and motivation in reading. The factor of good motivation is a principal importance and
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should be the teacher’s duty to provide or help the students reach their goal.
Activities will show new experience in the capabilities o f reading interest and reading comprehension.
9. Attitude of The Teacher Teacher is the most important role in reading program. Such reading material, reading curriculum, the teachers successful in reading must be considered to achieve the effective ways o f teaching reading and his teaching accordingly.
C. Strategies to Read
The students need to read affective by get ease so that they can reach the goal o f reading well. Learner must decide reading goal, because will help learners to reach the aims of far instance skimming or scanning. ( Djiwandono, 2002:76).
There are three activities in reading, before reading, while reading and after reading. In the first steps or before reading, learner should arrange the question about the main idea and the answer in the while reading. Activities after reading is use to know, what that questions are answered well. This way is suitable to the learner who is studying to big knowledge.
Effective’s ways to read vastly to get the new information in the target vastly in reading, skimming and scanning is solution. Skimming is the act to take essence from the object. Skimming in reading is look for the essence in that texts such as main idea and the essence from the text with.
16 D. Extensive and Intensive Reading.
Students need to be involved both extensive and intensive reading to get maximum on their reading.
1. Extensive reading program Extensive reading program for development o f learner word recognitions such appropriate materials, guidance, task and facilities.
a. Extensive reading material Extensive reading material should be in the fundamental condition because students should read the reading material which they can mastery. There are struggle to understand every word; they can hardly be reading for pleasure. For the case teacher should be provides books which improve their reading.
b. Setting up a library Library with suitable book is necessary; library will not have been wasted if the students take part in extensive reading program.
c. The role of teacher Teacher roles are crucial because most o f learner will not do a lot o f extensive reading by themselves. May the teacher need to promote reading, persuade students o f its benefit.
d. Extensive reading task To rich the goal o f reading the students should be report task on their reading in a number ways so that teacher should be prompt students to keep in reading.
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2. Intensive reading and the role o f teacher The teacher needs to tell exactly what the reading purpose is giving the learner instruction how to achieve it. Teacher observes learner progress in reading, give learner the task. Teacher may lead a feedback session to check that they have completed the task successfully and always ask to say where in the text founded in learner’s answer (Harmer, 1988: 110-113),
E. Reading Comprehension
Comprehension is an absolute necessity in the reading. Reading with comprehension is meant constructing meaning from what is being perceived in writing, in fact. Reading without understanding should not be called reading, for reading necessarily involves comprehending.
1. Method to developing reading comprehension Student who can perform their ability in reading do not lie to use the strategies increase their reading, so that the students may:
Establish a goal o f principal part to reading •
- During, before, and after reading the students have to asking the questions
- A drawing, map, chart, diagram, have to show through retelling story that they have understood the purpose of what they have read.
- Teacher writers a little paragraph or story to identify the topic sentences.
- The picturing and summarizing what they have read is good.
18 Make more and more competition with each friend. With this way
teachers also make sure the materials are interesting and teach that they should establish a background of experience and knowledge to the reading assignment.
Literal comprehension is the meaning of words and sentences In the literal meaning words and sentences, the student should be able to recognize, locate, and elaborate explicitly in the main idea, significant details sequence, direction and so on .Therefore they must be able to answer the questions required literally.
2. Good and Poor Comprehend
a. Good comprehend Reading comprehension may have ability to pronounce the printed word. Good comprehend are capable o f mastering the words accurately. May students have master thousands o f word accurately or may students have master thousands o f words or vocabulary, and show install, good readers always pay much attention to the information relevant their purpose by read in the largest unit appropriate with the task.
The indicator o f good comprehender possesses the ability to: 1) Associate experiences and meaning with the graphics symbol (have an adequate meaning vocabulary).
2) Understand words in context and select the meaning o f that’s fits the context.
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3) Give meaning to units o f increasing size: the phrase, clause, sentence, paragraph, and whole selection.
4) Develop literal and denotative meaning (be able to answer literal question about a passage)
- Detect and understand the main idea.
- Recognize and recall significant fact or details.
- Follow directions given in the material.
- Recognize the sequence o f a passage.
- Identify explicitly stated expressions o f relationship, such as cause-effect, contrast, comparison.
5) Develop an understanding o f the organization (be able to answer question calling for an analysis, synthesis, or organization o f ideas and information explicitly stated)
- Identify the basis o f paragraph organization; for example, comparison-contrast, cause-effect, classification or categorization, enumerative sequence, time sequence, size, distance, position or degree, general to specific, thesis-proof pattern, opinion-reason pattern, problem-solution pattern, narrative-description pattern, definition pattern.
- Summarize, outline, underline, and take notes on the material read.
6) Develop inferential, interpretative, or connotative meaning o f the material read, (be able to get implied meaning o f what is read):
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- Make inferences, draw conclusions, generalize, speculate, or predict.
- Interpret figurative expressions.
- Supply implied details.
- Anticipate outcomes. 7) Make judgments or critical evaluations about the material:
- Evaluate the quality, accuracy, truthfulness, and appropriateness, o f what read.
- Determine whether the text affirms, denies, or fails to express an opinion about a suppose fact or condition.
- Detect propaganda, one sided presentation, prejudices, biases, and faulty inferences.
- Evaluate the writer’s reputation, biases, purposes, and motives.
- Detect errors o f reasoning, analogy, over generalization, over implication, and distortion.
8) Reading for learning: • Retain ideas.
- Apply ideas and integrate them with pass experience.
- Reads maps, graphs, chart.
- Use the dictionary 9) Read for appreciation: • Recognize literacy and semantics devices.
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- Identify the tone, theme, mood, and intent or purpose the writer. (Dechant, 1982:314)
b. Poor comprehend The poor readers are more concerned with word identification.
They read the text in a word by word manner with a minimum o f task organization at a higher level. When the materials are read, the students can understand. The poor comprehend on reading may increase obstacles to face unfamiliar words. Uncorrected errors especially in oral reading were made by students. It they can not cut the meaning o f the task, they get difficulties to correct their problems on the reading task.
F. Related Reading and Comprehension
Reading necessarily involves comprehension. Sometimes reading certainly implies comprehension. Context generally serves to make meaning to make meaning clear preserving us for the undesirable necessity of using familiar words in unfamiliar ways or o f inventing unfamiliar words for familiar purposes (Smith, 1982: 5).
When students enjoy reading a book and sometimes it does not but students have been repeat reading and scarcely understood a word. Such flexibility does not illustrate a flaw o f language but rather its boundless productivity.
The Distinction between reading with comprehension and reading. Without it possible to recite a series of words without understanding about
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them at all. When there is no possibility o f comprehension of a meaning and it’s important to make the situation clear. Reading is something that makes sense to the students, and always should.
The understand comprehension theoretically is o f crucial importance in the study o f reading. There are some problems in comprehension, the problem is not a quantity o f any thing and therefore cannot be measured. Comprehension is not an opposite of ignorance, and therefore is not quantifiable as the accumulation o f a certain number o f facts or items of information.
Comprehension is more appropriately regarded as a state the opposite o f confusion comprehension in reading task, repairing an appliance or trying to find the way through the traffic downtown.
The greatest in the students’ read is depend on the health environment situation, because if the learner grow up in the environment that give the bad effect may not get the good situation to create concentration in process of study (Musthafa, 2005: 118 ).
Environment effort to improve the reading abilities and can be stimulate. It can be achieved through habitual action in reading more one more in other parts o f the schools day, reading out o f the class, as well as through the use of practice exercises specifically set up to provide improvement in the readings skills. Activities other than reading, can serve as an important means o f improving comprehension in reading (Dallmam, 1982:174).
23 The close relation between environment and comprehension, its benefit
to create the power o f motivation which is made for stimulating purpose on the part of learner.
G. Reading Interest
The lack of interest in reading may make the poor reading or reading failure. Student interest also improves students reading achievement.
Interest is the functions o f soul to reach something and come from inner powerful the problem are learner will not read consideration of motivation and an interest in reading is the answer that problem.
Students may learn to read because are motivated bay base personal needs. Little by little the students become skill in reading and become interest by self awareness.
1. The interest role Interest is set o f attending, the tender to give selective attention to something.
Interest appears trough the communication o f basic needs and the mean used to satisfy the learner. The basic needs o f personal capable such self esteem of others, Curiosity or success.
With reading interest the students learn to use reading as a mean of enjoyment studying and thinking also will prepare in order to provide time for reading interest to determines how much students will read or even whether they will become and more important the area within which student will make their reading choices.
24 The ladder and lure described development o f interest in reading,
teacher and parent must be make lured to their children or students, reading failure are lack o f attention, the poor o f concentration also get difficulties to established interest and obstacles.
Material that too difficult it may make the problem in the motivation, and may be help through their progresses and awareness.
2. Method to improve reading interest After the students are skillful to read they must make reading as a hobby. To achieve this, should make decision to grow up reading interest with good condition at home. The method can be as follows:
- The positive remarks from parent
- Provide the interesting books and magazines are which appropriate with learners’ hobby
- Parents should to discuss with their children about the content of the books, magazines, and newspapers.
- Story tells and read with louder sound, and one other material that improve their reading interest.
3. The school role The role o f teacher to grow up reading interest is by creating the conducive information, as the following.
- The teacher must show to the students and their reading interest.
- Provide the materials which are suitable with learners necessity.
- Observing students’ interest with assessment questioner or test
25 H. Causes of Reading Failure
There are many causes o f reading failure such as personal maladjustment. The part of maladjustment may even cause problems with reading; painful emotional events early during effort at reading may turn to students. Difficulties in adjusting to a new environment, poor parents’ students’ relationship, lack of encouragement from home and negative attitudes o f parents to learning, in general may all lead to reading failure.
Students may be pessimist that there are lack in reading and those are sure that they cannot learn to read , students may be pessimist o f making mistakes and they do not want to be wrong they refuse to read.
The special factors that disturb reading disability for certain students are low frustration. Such students are easily discouraged, cry easily, fight readily, give up to quickly, tear up their work destroy game and the like.
CHAPTER IH RESEARCH REPORT A. Data Presentation
1. General Situation o f SMK AL-Falah Salatiga SMK AL- Falah Salatiga has been established since 2005 years ago. SMK AL-Falah was built the students o f AL- Falah Islamic boarding school.This school is established by the leader of the Islamic boarding school o f AL - Falah, KH Mohamad Zoemri in his own place. At the beginning, KH Mohamad Zoemri received the students in his surroundings and followed by the students from the other regions, SMK AT .-Falah is located at Jalan Bima No 2, Dukuh, Sidomukti Salatiga, post code 5072.
2. The Identity of School
a. Name : SMK AL FALAH SALATIGA b. Address : Jl. Bima No. 2 Kel. Dukuh.
Sidomukti post code 50722 Telp: (0298) 321685
3. The Teachers and staffs of SMK AL-Falah Salatiga are as follows:
TABLE I No Name Teaching Job Status
1. Samsidi, A. Md Chemistry Head master
English Teacher
2. Dra. Tri Fatichah
3. Nikmah, S.Pd Productive Teacher
Teacher
4. Laksmi H. S.Pd Productive
27 No Name Teaching Job Status
Teacher
5. Edy Romly Qur'an Hadits
Ahli Sunah Wal Teacher 6. Abdullah Salam
Jamaah Teacher
7. Sri Widyaningsih, S.Pd English
Teacher 8. Mateas Ma'ruf, S.Pd Conseling
Teacher 9. Suharto, S.Pd
Mathematics Teacher
10. Drs. Setyo Prayitno Physic Teacher
11. Meyla Kumiawati, S.Pd Mathematics Sociology and
Teacher 12. Rinta Sari, S.Pd anthropology
13. Dhany Susatyo Productive Teacher
14. Nur Ahmad A1 Faruqi Religion Teacher
TABLE II
THE NAME OF SAMPLE
No Name1. Agus Ristiyanto
2. Numl Wahidah 3.
Reni Sundari
4. Deni Setiawan
5. Numl Hikmah
6. Salis Fauziah 7.
Nurul Fadlilatul
8. Masrokan 9.
Nur Aofa Sidik
10. Chamdani
11. Bintang Hermawan
12. Wahyu Sulistiya Adi 13.
Slamet 14. Bagus Pamungkas
15. Enggi Wilyanse pratama
2 8 No Name
16. Nduwono
17. Muhamad Iksanudin
18. Muhamad Saefudin 19.
Ivan aditya
20. Baedoni
21. Muhamad Abu dardaq
22. Joko Sulistyo
23. Rohmad Barudin
24. Shobri Zidni 25.
Didik Tri Widodo
26. Muhamad Andriyanto
B. Research Methodology
1. Types o f research
a. Approach In this research the writer uses quantitative method by
Margono that Quantitative is a process o f to getting knowledge by using a number o f data as instruments to have explanations about what will we know. In general quantitative research can do as descriptive research. (Margono, 2005:106).
b. Method The goal o f this research is to find out how far the variations in a factor witch connect with variations in one factor or more based on correlation.
There are important aspects in correlation
- Identify the problems
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- Literature review
- Set the approach o Identify the relevant variables o Choose the best subject o Set the appropriate measurement o Choose the appropriate correlation method
- Collecting
- Analyze the data
- Make report ( Suryabrata, 1983:26)
2. Method o f collecting data
a. Questionnaire Method Questionnaire in this research is question or statements about student’s interest given to the students to find out information about how far their reading interest is.
In this research the writer gives the questionnaire three times to the students witch the writer choose the most appropriate answer with multiple choice, the number o f questionnaire is 25 points.
b. Test Test is a measurement which is given to individual to get his or her pure score, the test used in this research is reading comprehension test to find out student mastery in reading. (Sudjana and Ibrahim, 1989:100). The writer gives task and 10 questions with fill the blank.
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c. Document It is finding data about variables in notes, recording cassette, video, (Sukandarmudi, 2004:101)pictures and others.
This method is using to know the situation and condition, teacher, student and location of SMK AL-Falah Salatiga.
C. Research Variable TABLE IH THE SCORE OF READING INTEREST No Name Score
1 Agus Ristiyanto
68
2 Nurul Wahidah
60
3 Reni Sundari
57
4 Deni Setiawan
80
5 Nurul Hikmah
57
6 Salis Fauziah
34
7 Nurul Fadlilatul
69
8 Masrokan
77
9 Nur Aofa Sidik
65
10 Chamdani
58
11 Bintang Hermawan
59
12 Wahyu Sulistiya Adi
75
13 Slamet
73
14 Bagus Pamungkas
53
15 Enggi Wilyanse pratama
80
16 Nduwono
63
17 Muhamad Iksanudin
74
18 Muhamad Saefudin
58
31 No Name Score
10 Chamdani
60
6 Salis Fauziah
40
7 Nurul Fadlilatul
70
8 Masrokan
80
9 Nur Aofa Sidik
50
60
80
11 Bintang Hermawan
60
12 Wahyu Sulistiya Adi
80
13 Slamet
80
14 Bagus Pamungkas
60
15 Enggi Wilyanse pratama
5 Nurul Hikmah
4 Deni Setiawan
19 Ivan aditya
24 Shobri Zidni
67
20 Baedony
42
21 Muhamad Abu dardaq
51
22 Joko Sulistyo
49
23 Rohmad Barudin
80
75
80
25 Didik Tri Widodo
53
26 Muhamad Adriyanto
54
1631 TABLE IV THE SCORE OF READING COMPREHENSION No Name Score
1 Agus Ristiyanto
70
2 Nurul Wahidah
60
3 Reni Sundari
90
32 No Name Score
16 Nduwono
70
17 Muhamad Iksanudin
80
18 Mukamad Saefudin
60
19 Ivan aditya
70
20 Baedony
50
21 Muhamad Abu dardaq
60
22 Joko Sulistyo
50
23 Rohmad Barudin
90 Shobri Zidni
24
80
25 Didik Tri Widodo
60
26 Muhamad Adriyanto
70
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CHAPTER IV DISCUSSION After collecting the data, the writer is going to analyze the result of the
research and review the calculation o f the data from second year students o f SMK Al-Falah Salatiga. There are three calculations stage which are going to be used in this research namely the calculation o f reading interest, reading comprehension , and the correlation between reading interest and reading comprehension.
Based on the objective o f this study that:
1. To know the score of reading interest of the second year students of SMK AL- Falah Salatiga in the academic year o f 2010/2011
2. To know the score of reading comprehension of the second year students of SMK AL- Falah Salatiga in the academic year o f 2010/2011
3. To know the correlation o f reading interest to reading comprehension o f the second year students o f SMK AL- Falah Salatiga in the academic year of 2010 / 2011 .
To get three objectives above the writer uses percentage formula to find out the score of reading interest and how far the score o f reading comprehension.
To know how far is the correlation o f reading interest to reading comprehension the writer uses product moment calculation.
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34 There three stages o f calculation namely the calculation o f the reading
interest, reading comprehension, and the correlation between reading and reading comprehension.
1. To calculate the score o f reading interest, the writer uses formula as follows: By witch
r J * . xl00% N
P : Percentage : The sum o f reading interest score
Zx
N : Number o f the samples