A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

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  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

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  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

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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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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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 Yasinta Retnaningrum

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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

, students of Book Report Course, and future researchers to

  Book Report Course improve Book Report Course.

  Keywords: perception, reading, habit formation

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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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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

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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

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  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.

  Yasinta Retnaningrum

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  TABLE OF CONTENTS Page TITLE PAG i E………………………………………………………………….

APPROVAL PAGES

  ii ………………………………………………………… iv STATEMENT OF WORK’S ORIGINALITY……………………………….

  

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.

  1 Research Background…………………………………………… B.

  4 Research Problems……………………………………………… C.

  4 Problem Limitation……………………………………………… D.

  5 Research Objectives……………………………………………… E.

  5 Research Benefits…………………………………………………

  PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI CHAPTER II. REVIEW OF RELATED LITERATURE

  8 A.

  8 Theoretical Description…………………………………………… 1.

  8 Reading……………………………………………………......

  a.

  9 Extensive Reading………………………………………… b.

  11 Reading Reporting………………………………………..

  c.

  12 Learning Reading………………………………………… d.

  12 Reading Skills…………………………………………...

  e.

  15 Reading Problems………………………………………..

  f.

  18 Reading Interest…………………………………………...

  g.

  19 Reading Habit……………………………………………..

  2.

  21 Beginner College Students 3.

  21 Perception………………………………………………...........

  a.

  22 Perceptual Process………………………………………… b.

  22 Factor Influencing Perception……………………………..

  B.

  24 Review of Related Study………………………………………......

  C.

  25 Theoretical Framework……………………………………………

  CHAPTER III. METHODOLOGY

  28 A.

  28 Research Method………………………………………………… B.

  29 Research Setting………………………………………………… C.

  29 Research Participants…………………………………………… D.

  31

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  2.

  36 Data Gathering Technique…………………………………… E.

  37 Data Analysis Technique………………………………………… F.

  38 Research Procedure………………………………………………

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

  41 A.

  41 Teaching Processes Implemented in Book Report Course……… B.

  43 Reading Problems Faced by the Students in Book Report Course C.

  50 Students’ Perception on Book Report Course……………………

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

  72 A.

  72 Conclusions……………………………………………………… B.

  74 Suggestions……………………………………………………… 1.

  74 For Lecturers of Book Report Course in English Language Education Study P rogram…………………………………… 2.

  74 For Students of Book Report Course………………………… 3.

  75 For Future Researchers……………………………………… REFERENCES

  76 ……………………………………………………………… APPENDICES

  79 ……………………………………………………………….

  

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’ Perception 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 ……………………………………………………………

  67 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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LIST OF FIGURE

Figure

  Page Figure 2.1

  22 Perceptual Process……………………………………………

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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

  Appendix J Letter of Permission…………………………………………...

  124

  

C H A P T E R

  I I N T R O D U C T

  I O N

  T h e s t u d y i n v e s it g a t e s s t u d e n t s ’ p e r c e p it o n o n r e a d i n g h a b ti f o r m a it o n i n t h e E n g il s h L a n g u a g e E d u c a it o n S t u d y P r o g r a m S a n a t a D h a r m a U n i v e r s ti y . T h i s c h a p t e r p r e s e n t s r e s e a r c h b a c k g r o u n d , r e s e a r c h p r o b l e m s , p r o b l e m il m ti a it o n , r e s e a r c h o b j e c it v e ,s r e s e a r c h b e n e f ti s , a n d d e if n i it o n o f t e r m s r e l a t e d t o t h e s t u d y .

  R e s e a r c h b a c k g r o u n d d e a l s w ti h t h e r e a s o n f o r c h o o s i n g t h e t o p i c . R e s e a r c h p r o b l e m f o c u s e s o n t h e p r o b l e m s i n v e s it g a t e d i n t h e s t u d y . P r o b l e m il m ti a it o n d e s c ir b e s t h e p a r it c u l a r p r o b l e m s o f t h e s t u d y . R e s e a r c h o b j e c it v e s d e s c ir b e t h e a i m s o f t h e s t u d y . R e s e a r c h b e n e f ti s e x p l a i n t h e b e n e f ti s o f c o n d u c it n g t h e s t u d y i n l a n g u a g e t e a c h i n g . F i n a ll y , t h e d e if n i it o n o f t e r m s e x p l a i n s s e v e r a l t e r m s r e l a t e d t o t h e s t u d y .

  . R e s e a r c h B a c k g r o u n d A T h e r e i s a n o l d s a y i n g “ b o o k s a r e w i n d o w s o f t h e w o lr d ” .

  I t m e a n s t h a t b y r e a d i n g a l o t o f b o o k s , r e a d e r s w li l o b t a i n i n f o r m a it o n o r k n o w l e d g e .

  A c c o r d i n g t o M ti c h e ll (

  1

  9

  8 2 : 1 p . ) , “ R e a d i n g c a n b e d e if n e d l o o s e l y a s t h e a b li ti y t o m a k e s e n s e o f w r ti t e n o r p ir n t e d s y m b o l .s ” W ir tt e n o r p ir n t e d s y m b o l s a r e t h e t s e x t m a d e b y t h e w r ti e r .s I n o t h e r w o r d s , r e a d i n g i s a n a c it v ti y o f a n i n t e r a c it o n b e t w e e n t h e r e a d e r s a n d t h e t e x t s i n o r d e r t o o b t a i n k n o w l e d g e o r i n f o r m a it o n .

  t h _,

  O n M a y

  1 7 ,

  2

  1

  3 T r i b u n , o n e o f t h e n a it o n a l n e w s p a p e r s i n I n d o n e s i a , r e p o tr e d t h a t b a s e d o n a s u r v e y o f U N E S C O , I n d o n e s i a n p e o p l e h a v e l o w r e a d i n g i n t e r e s t . I n d o n e s i a h a s . 1 % r e a d i n g i n t e r e s t c o m p a r e d t o o t h e r c o u n t ir e s i n A S E A N . I t m e a n s t h a t o n l y o n e o f t e n t h o u s a n d p e o p l e i n I n d o n e s i a i s i n t e r e s t e d

  t h

  i n r e a d i n g . B e s i d e s , a n a r it c l e f r o m w w w . d p .r g o i. d n o A p ir l

  2 4 ,

  2

  1 2 , a m e m b e r o f C o m m ti t e e - X o f T h e H o u s e o f R e p r e s e n t a it v e i n I n d o n e s i a a l s o s a i d t h a t p e o p l e i n Y o g y a k a tr a h a v e l o w r e a d i n g i n t e r e s t . rI o n i c a ll y , Y o g y a k a tr a i s c a ll e d a

  “ s t u d e n t s ’ c ti y ” . tI i s t h e r e f o r e i m p o tr a n t t o i m p r o v e r e a d i n g i n t e r e s t , e s p e c i a ll y f o r s t u d e n t .s I n o r d e r t o i m p r o v e e t h s t u d e n t s ’ i n t e r e s t i n r e a d i n g , t h e E n g il s h

  L a n g u a g e E d u c a it o n S t u d y P r o g r a m ( E L E S P ) S a n a t a D h a r m a U n i v e r s ti y

  B o o k R e p o r t C o u r s e

  Y o g y a k a tr a d e s i g n s a c o u r s e n a m e d . tI a i m s t o i n rt o d u c e s t u d e n t s t o E n g il s h n o v e l s , i n c r e a s e s t u d e n t s ’ i n t e r e s t a n d i m p r o v e s t u d e n t s ’ a b li ti y i n r e a d i n g E n g il s h n o v e l s ( L e s s o n U n i t P l a n f o B o o k R e p o r t C o u r s e ,

  2

  1 1 ) . I n t h i s c o u r s e , t h e s t u d e n t s a r e r e q u ri e d t o r e a d E n g il s h n o v e l s , m a k e a w ir tt e n r e p o tr f o r e a c h n o v e l , a n d d n o a o r a l e x a m i n a it o n a tf e r if n i s h i n g r e a d i n g a n o v e l .

  B o o k R e p o r t C o u r s e i s c o m p u l s o r y f o r t h e s t u d e n t s o f t h e E L E S P S a n a t a D h a r m a U n i v e r s ti y .

  I t i s o f f e r e d i n t h e f ri s t s e m e s t e r w ti h o u t a n y p r e r e q u i s ti e c o u r s e . T h e s t u d e n t s w h o a r e t a k i n g B o o k R e p o r t C o u r s e a r e r e q u ri e d t o d r e a f o u r d i f f e r e n t E n g il s h n o v e l s , c o m p ir s i n g t h r e e s i m p il if e d / a b ir d g e d n o v e l s a n d o n e o ir g i n a /l u n a b ir d g e d n o v e l . T h e s t u d e n t s h a v e t o r e a d e a c h n o v e l a n d m a k e e t h w ir tt e n r e p o tr s w h i c h r e q u ri e t h e s t u d e n t s t o w r ti e i n f o r m a it o n b a s e d o n t h e n o v e l s, i n c l u d i n g s e t it n g , c h a r a c t e r s , c o n f il c ,t t h e m e , s u m m a r y , m o r a l v a l u e a n d t h e ri c o n n e c it o n w ti h p e r s o n a l l fi e . A tf e r m a k i n g t h e w ir tt e n r e p o r ts , t h e s t u d e n t s h a v e t o d o o r a l e x a m i n a it o n s. I n t h e o r a l e x a m i n a it o n ,s t h e l e c t u r e r o f B o o k

  

R e p o r t C o u r s e a s s k s o m e q u e s it o n s r e l a t e d t o t h e i n f o r m a it o n o f t h e n o v e l t h a t t h e

  s t u d e n t s h a v e r e a d . T h o s e q u e s it o n s a i m t o m e a s u r e s t u d e n t s ’ u n d e r s t a n d i n g o f t h e s t o r y i n e a c h n o v e .l T h e a c it v ti y i n B o o k R e p o r t C o u r s e i s m o s lt y r e a d i n g , h e n c e ti i s p o s s i b l e t h a t t h e s t u d e n t s f a c e r e a d i n g p r o b l e m s i n t a k i n g t h e c o u r s e . B a s e d o n t h e i n t e r v i e w w ti h t h e l e c t u r e r , t h e s t u d e n t s f a c e s o m e p r o b l e m s i n B o o k R e p o r t

  

C o u r s e . T h e p r o b l e m s a r e b a s i c a ll y r e l a t e d t o r e a d i n g a c it v ti y . R e a d i n g E n g il s h

  n o v e l s f o r t h e f ri s t s e m e s t e r s t u d e n t s m a y b e h a r d b e c a u s e t h e s t u d e n t s a r e n o t a c c u s t o m e d t o r e a d i n g E n g il s h l ti e r a r y w o r k s y e .t S o m e s t u d e n t s m a y h a v e r e a d s o m e E n g il s h t e x t s , b u t o t h e r s h a v e n o t e x p e ir e n c e d i t y e .t

  R e a d i n g i s a b ir d g e t o u n d e r s t a n d t h e c o n t e n t o f t h e b o o k s f o r t h e s t u d e n t s . A s t h e y l a c k k n o w l e d g e f o E n g il s h , t h e s t u d e n t s o tf e n e n c o u n t e r d fi if c u l it e s w h e n t h e y a r e r e a d i n g t e x t s i n E n g il s h ( K u s t a r y o ,

  1

  9

  8 8 ) . R e a d i n g i n s t u d e n t s ’ n a it v e l a n g u a g e a n d r e a d i n g i n E n g il s h a s t h e i r f o r e i g n l a n g u a g e e a r q u ti e d fi f e r e n t . R e a d i n g t e x t s i n E n g il s h a s t h e f o r e i g n l a n g u a g e i s d fi if c u l t b e c a u s e t h e s t u d e n t s h a v e t o m a s t e r t h e c o m p o n e n t s o f t h e l a n g u a g e i n c l u d i n g v o c a b u l a r y d a t n s u r c t u r e . K u s t a r y o (

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  8 8 ) s a y s t h a t t h e s t u d e n t s w h o h a v e m a s t e r e d t h e c o m p o n e n t s o f E n g il s h w li l n o t f a c e s i g n i if c a n t d fi if c u l it e s w h e n t h e y a r e r e a d i n g m a t e ir a l s b e g i n n i n g f r o m t h e l o w l e e l up v t o t h e h i g h e r o n e . O t h e r w i s e , t h e s t u d e n t s w i ll f a i .l

  F r o m t h e p r e v i o u s e l a b o r a it o n , ti i s a s s u m e d t h a t I n d o n e s i a n p e o p l e h a v e l o w r e a d i n g i n t e r e s ,t t h e r e f o r e B o o k R e p o r t C o u r s e i s d e s i g n e d t o i m p r o v e r e a d i n g i n t e r e s t . H o w e v e r , i n t h e t e a c h i n g l e a r n i n g a c it v ti y , t h e s t u d e n t s e n c o u n t e r r e a d i n g p r o b l e m s . K n o w i n g t h e f a c t s a b o u t r e a d i n g , t h e r e s e a r c h e r i s e n c o u r a g e d t o i n v e s it g a t e e t h s t u d e n t s ’ p e r c e p it o n o n B o o k R e p o r t C o u r s e . I t i s e x p e c t e d t h a t t h r o u g h r e a d i n g a c t i v ti y i n B o o k R e p o r t C o u r s e , i t c a n i m p r o v e s t u d e n t s ’ r e a d i n g i n t e r e s t a n d r e a d i n g a b li ti y .

  . R e s e a r c h P r o b l e m s B

  T h i s s t u d y i s e x p e c t e d t o a n s w e r p r o b l e m s d e a il n g w ti h t h e r e s e a r c h t o p i c . T h e r e a r e t w o r e s e a r c h p r o b l e m s a d d r e s s e d i n t h i s s t u d y . T h e r e s e a r c h p r o b l e m s a r e f o r m u l a t e d a s f o ll o w s :

  B o o k R e p o r t C o u r s e

  1 . W h a t a r e r e a d i n g p r o b l e m s f a c e d b y t h e s t u d e n t s i n ? 2 . W h a t i s t h e s t u d e n t s ’ p e r c e p it o n o n B o o k R e p o r t C o u r s e ?

  . P r o b l e m L i m ti a it o n C

  I n o r d e r t o il m ti t h e s c o p e o f c o n d u c it n g t h e s t u d y , t h e r e s e a r c h e r d e c i d e s t o i n v e s it g a t e t h e s t u d e n t s ’ p e r c e p it o n o n r e a d i n g h a b ti f o r m a it o n i n B o o k R e p o r t

  

C o u r s e . tI s i o f f e r e d i n t h e E n g il s h L a n g u a g e E d u c a it o n S t u d y P r o g r a m S a n a t a

  D h a r m a U n i v e r s ti y Y o g y a k a tr a . T h e r e s e a r c h e r f o c u s e s o n t h e f ri s t s e m e s t e r s t u d e n t s i n

  2

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  2

  1 3 a c a d e m i c y e a r b e c a u s e B o o k R e p o r t C o u r s e i s o f f e r e d i n t h e f ri s t s e m e s t e r . T h e r e s e a r c h e r c h o o s e s C a n d D c l a s s e s o f t h e c o u r s e a s t h e p a r it c i p a n t s o f t h e s t u d y .

  . R e s e a r c h O b j e c it v e s D

  I n r e l a it o n t o t h e q u e s it o n s i n r e s e a r c h p r o b l e m ,s t h e r e a r e t w o o b j e c it v e s p r e s e n t e d i n t h e s t u d y . T h e f ri s t o b j e c it v e i s t o d e s c ir b e t h e r e a d i n g p r o b l e m s f a c e d b y B o o k R e p o r t C o u r s e s t u d e n t s i n t h e E n g il s h L a n g u a g e E d u c a it o n S t u d y P r o g r a m S a n a t a D h a r m a U n i v e r s ti y . T h e s e c o n d o b j e c it v e i s t o i n v e s it g a t e s t u d e n t s ’ p e r c e p it o n o n B o o k R e p o r t C o u r s e .

  . R e s e a r c h B e n e f ti s E

  T h e r e a r e s o m e b e n e f ti s w h i c h c a n b e o b t a i n e d f r o m t h i s s t u d y . T h e b e n e f ti s a r e p r e s e n t e d a s f o ll o w s : 1 . F o r l e c t u r e r s i n t h e E n g il s h L a n g u a g e E d u c a it o n S t u d y P r o g r a m

  K n o w i n g t h e r e a d i n g p r o b l e m s f a c e d b y B o o k R e p o r t C o u r s e s t u d e n t s , t h e l e c t u r e r s c a n u n d e r s t a n d , g i v e s o l u it o n s , o r s o l v e t h e s t u d e n t s ’ r e a d i n g p r o b l e m .s B e s i d e ,s t h e l e c t u r e r s w li l a l s o k n o w s t u d e n t s ’ p e r c e p it o n s o t h a t B o o k R e p o r t C o u r s e c a n b e i m p r o v e d .

  2 . F s o r t u d e n t s w h o a r e t a k i n g B o o k R e p o r t C o u r s e T h e s t u d y w li l b e u s e f u l f o r t h e s t u d e n t s e s p e c i a ll y i e n t h E L E S P S a n a t a

  D h a r m a U n i v e r s ti y . B y k n o w i n g t h e r e a d i n g p r o b l e m s f a c e d i n B o o k R e p o r t

  

C o u r s e , t h e s t u d e n t s c a n a n it c i p a t e t h e p r o b l e m s n o t o n l y i n r e a d i n g n o v e l s b u t

  a l s o i n o t h e r E n g il s h t e x t .s

  3 . F o r f u t u r e r e s e a r c h e r s F u t u r e r e s e a r c h e r s a r e p e o p l e w h o w li l c o n d u c t t h e s i m li a r s t u d y . T h e r e s e a r c h e r h o p e s t h a t t h e s t u d y c a n i n s p ri e f u t u r e r e s e a r c h e r s t o c o n d u c t t h e s t u d y .

  T h e s t u d y c a n b e r e l a t e d t o t e a c h i n g l e a r n i n g a c it v i it e s i n B o o k R e p o r t C o u r s e .

  . D e if n i it o n s o f T e r m s F

  I n o r d e r t o a v o i d m i s u n d e r s t a n d i n g s o r m i s c o n c e p it o n s t o t h e r e a d e r ,s t h e r e s e a r c h e r d e if n e s t h e t e r m s o f t h i s s t u d y a s f o ll o w s :

  . P e r c e p it o n

  1 A c c o r d i n g t o G e o r g e a n d J o n e s (

  2 5 : p .

  1 5 ) , “ P e r c e p it o n i s t h e p r o c e s s b y w h i c h i n d i v i d u a l s s e l e c t , o r g a n i z e , a n d i n t e r p r e t t h e i n p u t f r o m t h e i r s e n s e s ( v i s i o n , h e a ir n g , t o u c h , s m e ll , a n d t a s t e ) t o g i v e m e a n i n g a n d o r d e r t o t h e w o lr d a r o u n d t h e m ” . I n t h i s s t u d y , i n p u t f r o m s e n s e s m e a n s w h a t t h e s t u d e n t s f e e l a n d s e e f r o m t h e i r e x p e ir e n c e i n t a k i n g B o o k R e p o r t C o u r s e . tI i s t h e r e f o r e c o n c l u d e d t h a t r e l a t e d t o t h i s s t u d y , p e r c e p it o n i s s t u d e n t s ’ o p i n i o n a b o u t t h e i r e x p e ir e n c e i n t a k i n g B o o k R e p o r t C o u r s e .

  . R e a d i n g

  2 A c c o r d i n g t o G r a b e a n d S t o ll e r (

  2 2 : p . 9 ) , “ r e a d i n g i s t h e a b li ti y t o d r a w m e a n i n g f r o m t h e p ir n t e d p a g e a n d i n t e r p r e t t h e i n f o r m a it o n a p p r o p ir a t e l y . ” M o r e o v e ,r r e a d i n g c a n b e s e e n a s a n “ i n t e r a c it v e ” p r o c e s s b e t w e e n a r e a d e r a n d a t e x t w h i c h l e a d s t o a u t o m a it c ti y o r r e a d i n g lf u e n c y ( A l y o u s e f ,

  2 5 ) . I n t h i s p r o c e s ,s t h e i n d i v i d u a l e il c ti s t h e m e a n i n g o f t h e i n f o r m a it o n i n t h e t e x t s . R e l a t e d t o t h i s s t u d y , r e a d i n g i s a c q u i ir n g m e a n i n g f r o m t h e p ir n t e d p a g e s w h i c h l e a d s t o h a b ti f o r m a it o n .

  . R e a d i n g H a b i t F o r m a it o n

3 A c c o r d i n g t o

  V e r p l a n k e n (

  2

  1 2 ) h a b i t i s a t h i n g t h a t t h e s t u d e n t s d o r e g u l a lr y a s a p r a c it c e a n d a c u s t o m . R e l a t e d t o t h i s s t u d y , r e a d i n g h a b ti f o r m a it o n i s a r e a d i n g a c it v ti y t h a t t h e s t u d e n t s d o r e g u l a lr y a s a c u s t o m . T h e r e a r e t h r e e p i ll a r s o f r e a d i n g h a b i t f o r m a it o n a c c o r d i n g t o

  V e r p l a n k e n (

  2

  1 2 ) . T h e p i ll a r s c o n s i s t o f r e p e it it o n , a u t o m a it c ti y , a n d c o - n t e x t c u e .s R e p e it it o n i s t h e f r e q u e n c y o f a b e h a v i o r . A u t o m a it c ti y i s t h e lf u e n c y o f h a b ti u a l b e h a v i o r . M e a n w h li e , c o n t - e x t c u e s m e a n s r e a d i n g h a b i t a r e t ir g g e r e d b y c u e s i n s t a b l e c o n t e x t s s u c h a s it m e , l o c a it o n , m o o d , s ti u a it o n , a n d s o c i a l a n d c u tl u r a l p r a c it c e .s

  

C H A P T E R

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  R e v i e w o f r e l a t e d l ti e r a t u r e a i m s t o d i s c u s s t h e t h e o ir e s u n d e lr y i n g t h e s t u d y . T h i s c h a p t e r e n c o m p a s s e s t h e o r e it c a l d e s c ir p it o n , r e v i e w o f r e l a t e d s t u d y , a n d t h e o r e it c a l f r a m e w o r k . T h e o r e it c a l d e s c ir p it o n p r e s e n t s r e l e v a n t r e f e r e n c e s a n d c ti a it o n s r e l a t e d t o t h e s t u d y . R e v i e w o f r e l a t e d s t u d y d e s c ir b e s a t h e s i s w h i c h h a a s s i m li a r o b j e c t w ti h t h i s s t u d y i n o r d e r t o a v o i d p l a g i a ir s m . B e s i d e s , t h e t h e o r e it c a l f r a m e w o r k s y n t h e s i z e s a ll r e l e v a n t t h e o ir e .s

  . T h e o r e it c a l D e s c r i p it o n A

  T h e o r e it c a l d e s c ir p it o n d e a l s w ti h t h e e x p l a n a it o n o f r e a d i n g , p e r c e p it o n , a n d c o ll e g e s t u d e n t s . T h e t h e o ir e s o f r e a d i n g c o n s i s t o f e x t e n s i v e r e a d i n g , r e a d i n g r e p o r it n g , r e a d i n g s k i ll s , l e a r n i n g r e a d i n g , r e a d i n g p r o b l e m ,s r e a d i n g i n t e r e s t , a n d r e a d i n g h a b ti . M e a n w h li e , t h e t h e o ir e s o f p e r c e p it o n c o n s i s t o f p e r c e p t u a l p r o c e s s a n d f a c t o r s i n lf u e n c i n g p e r c e p it o n .

  . R e a d i n g

1 G r a b e a n d S t o ll e r (

  2 2 ) s t a t e t h a t “ r e a d i n g i s t h e a b li ti y t o d r a w m e a n i n g f r o m t h e p ir n t e d p a g e s a n d i n t e r p r e t t h e i n f o r m a it o n a p p r o p ir a t e l y ” ( p .

  9 ) . M o r e o v e ,r r e a d i n g c a n b e s e e n a s a n “ i n t e r a c it v e ” p r o c e s s b e t w e e n a r e a d e r a n d a t e x t w h i c h l e a d s t o a u t o m a it c ti y o r r e a d i n g lf u e n c y ( A l y o u s e f , 2 5 .) I n t h i s p r o c e s ,s t h e i n d i v i d u a l e il c ti s t h e m e a n i n g o f t h e i n f o r m a it o n i n t h e t e x t s . I n o t h e r w o r d s , r e a d i n g i s a n a c it v ti y o f a c q u i ir n g t h e m e a n i n g f r o m t h e t e x t .s T h e m o r e t h e s t u d e n t s r e a d , t h e n e w e r a n d p a r it a ll y k n o w n w o r d s t h e y e n c o u n t e r , a n d t h e m o r e w o r d t h e y a c q u ri e ( C u n n i n g h a m & S t a n o v i c h ,

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  9 8 , a s c ti e d i n A r m b r u s t e r & O s b o r n ,

  2 2 .) H o w e v e ,r t h e s t u d e n t s n e e d t o h a v e t h e b a c k g r o u n d e x p e ir e n c e i n r e a d i n g E n g il s h t e x t s s o t h a t t h e y c a n e a s li y u n d e r s t a n d t h e i d e a s o f t h e t e x t s .

  W li s o n (

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  6 3 , a s c ti e d i n T a s c h o w ,

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  8 5 ) s t a t e s t h a t b a c k g r o u n d e x p e ir e n c e i s e s s e n it a l i n o r d e r f o r s t u d e n t s t o c o n n e c t i n f o r m a it o n f r o m t h e t e x t s t h a t a rl e a d y s t o r e d i n t h e i r h e a d .s

  . E x t e n s i v e R e a d i n g a