THE CORRELATION BETWEEN UNIVERSITY STUDENTS’ READING HABIT AND THEIR READING ACHIEVEMENT ON ENGLISH PROFICIENCY TEST AT EED UMY BATCH 2013
The Correlation between University Students’ Reading Habit and Their Reading
Achievement on English Proficiency Test at EED UMY Batch 2013
A Skripsi
Submitted to Faculty of Language Education as a Partial Fulfillment of the
Requirements for the Degree of
Sarjana Pendidikan
By:
Inka Dwi Puspita Kurnia Sari
20120540097
Department of English Education
Faculty of Language Education
Muhammadiyah University of Yogyakarta
2016
Acknowledgment
Alhamdulillah is the most powerful words because I am able finishing this skripsi.
First of all, I am grateful to The One of God Allah SWT. for establishing me to complete
this skripsi with peace, love and merciful.
I hope to express my sincere thanks to my beloved parents and my little brothers
who always support me to complete this skripsi. I am grateful having them in my life
because they have sending me lots of prayer, motivation and spirit during this skripsi
process.
I also thank to all of lecturer of English Education Department who have teach me
for about four years. I am grateful to my advisor Mrs. Evi Puspitasari who has guided me
in completing my skripsi. Also, I am thankful to my examiner Mrs. Puput who has given
me some advice to revise my skripsi.
I would also like to thank Dhani, Maril, Mbak Icha, Amel, Nisa, Nia who always
help to give some information, suggestion, and knowledge for finishing this project. You
all are the best partner.
I also give sincere grateful for members of Kosan Pak Tari who helped me to
finish this skripsi. Thank you very much Chopi, Irma, Ayu, Bekti and Nisa.
Finally, I am thankful to my almamater that has introduced me many wonderful
experiences.
Table of Content
Cover ........................................................................................................................ i
Approval Sheet ........................................................................................................ ii
Statement of Authenticity ...................................................................................... iii
Acknowledgment ................................................................................................... iv
Table of Content...................................................................................................... v
List of Table ......................................................................................................... viii
List of Appendices ................................................................................................. ix
Abstract ................................................................................................................... x
Chapter One ............................................................................................................ 1
Introduction ............................................................................................................. 1
Background of the Research................................................................................ 1
Identification and Limitation of the Research ..................................................... 4
Research Question ............................................................................................... 5
Purpose of the Research ...................................................................................... 6
Significance of the Research ............................................................................... 6
Chapter Two............................................................................................................ 8
Literature Review .................................................................................................... 8
Reading Habit ...................................................................................................... 8
The importance of reading habit .................................................................... 10
Factors influencing reading habit .................................................................. 11
Reading Habit among University Students.................................................... 11
Reading Achievement .......................................................................................
TOEFL (Test of English as a Foreign Language). ............................................ 14
Reading Section in the TOEFL Test. ............................................................. 14
The Correlation of Reading Habit and Reading Achievement.......................... 16
Hypothesis ......................................................................................................... 20
Chapter Three........................................................................................................ 21
Methodology ......................................................................................................... 21
Research Design ................................................................................................ 21
Research Setting ................................................................................................ 22
Setting of Place. ............................................................................................. 22
Setting of Time. ............................................................................................. 22
Population and Sample ...................................................................................... 22
Population. ..................................................................................................... 22
Sample. .......................................................................................................... 23
Research Instrument and Data Collecting Method............................................ 24
Research Instrument ...................................................................................... 25
Questionnaire. ................................................................................................ 25
Score Documentation..................................................................................... 26
Data Collection Method ................................................................................. 26
Validity and Reliability ..................................................................................... 28
Validity. ......................................................................................................... 28
Reliability....................................................................................................... 29
Data Analysis .................................................................................................... 30
Chapter Four ......................................................................................................... 34
Findings and Discussions ...................................................................................... 34
Findings ............................................................................................................. 35
The university students‟ reading habits at EED UMY Batch 2013 ............... 35
The university students‟ reading achievement on TOEFL at EED UMY Batch
2013 ............................................................................................................... 36
The correlation between university students‟ reading habits and their reading
achievement on TOEFL test at EED UMY Batch 2013 ................................ 38
Discussion ......................................................................................................... 43
Chapter Five .......................................................................................................... 50
Conclusion and Recommendation......................................................................... 50
Conclusion ......................................................................................................... 50
Recommendations ............................................................................................. 51
References ............................................................................................................. 53
Appndices.............................................................................................................. 59
888
List of Table
Table 2.1 The conceptual framework.................................................................... 19
Table 3.1 Item scoring........................................................................................... 25
Table 3.2 The criteria of reliability (Alpha) .......................................................... 29
Table 3.3 Reliability Statistics .............................................................................. 29
Table 3.4 Categories of reading habit and achievement level on TOEFl………..32
Table 3.5 The correlation criteria value ................................................................ 33
Table 4.1 The university students‟ reading habits result....................................... 35
Table 4.2 Reading Achievement on TOEFL Result ............................................. 37
Table 4.3 The normality test ................................................................................. 39
Table 4.4 The correlations between reading habit and reading achievement ....... 41
999
List of Appendices
APPENDICES ...................................................................................................... 58
Appendix 1. Expert Judgments ............................................................................. 58
Appendix 2. Table of Statements .......................................................................... 60
Appendix. 3 Reliability test output ....................................................................... 62
Appendix. 4 Reading habits and reading achievements on TOEFL score............ 63
Appendix. 5 Normality Test.................................................................................. 64
Appendix. 6 Linearly test output........................................................................... 67
Appendix. 7 Standard r table................................................................................. 68
Appendix. 8 Result Correlation between University students‟ Reading Habit and
Reading Achievement on TOEFL......................................................................... 69
101
1
00
1
Chapter One
Introduction
This chapter describes all the contents of the study. First, it talks about the
background of the research which describes the reasons why this topic is chosen. Then, the
identification and limitation of the problems are elaborated. After that, research questions,
purposes of the research, and significances of the research are also discussed.
Background of the Research
In university level, students need more enthusiasm to develop their English ability. It
is because they are in the high level of education and they are demanded to use English more
often than school students. As a consequence, some of the students have good achievement
and some of them have low achievement. However not all of students have the same ability.
To measure the students’ achievement on English language learning, English proficiency test
is used. According to Douglas (2000), English proficiency test is a term that indicates the
goal of students’ performance in non-English speaking countries. There are several English
proficiency test such as IELTS, TOEFL, and TOEIC. The tests are held by an institution to
review non-native speakers of English performance in English proficiency test. They may
include reading, listening, writing, and grammar or structure sections.
Some students find English proficiency test difficult because some students feel that
they have distressed about the text structures. As we know, the text is written in English
language which contains vocabulary they are not familiar with which could be quite hard for
students to understand. Additionally, the context of the text is more academic. Besides, the
text is too long and the time given to do the test is limited. It makes students feel difficult to
read all texts and identify the main idea. It is a big problem for students to complete their test.
2
Therefore, it needs lots of effort to comprehend the text and it demands them to have a good
skill at reading English texts.
Furthermore, to gain a high score of English proficiency test, students do not only
focus on a test but they also need some efforts. Reading habit is one of the efforts that could
be developed to pass the test. It is also supported by the research that was done by Camp
(2007) that concerned on examining the reading habits of students across age group through
graduate students. The data took 242 participants which consist of public school (grades 1, 4,
6, 8 and 11) and university at the mid-western part of United States. The result of this
research reported that there is a relationship between reading habit and score of standardized
reading test. It is also found that reading habit has positive benefits such as growth and
progress in academic learning, developing knowledge or information, social development and
increase lifelong learning. Consequently, a teacher needs to create and find an appropriate
way to develop students’ improvement in reading.
Additionally, developing reading habit is a difficult process. It is because a reader
should know their reading skill. Chettri and Rout (2013) stated that identifying the success or
failure of personal academic life can be done depending on his reading skill. When people
have a good reading skill, they are a good reader. Good readers are people who can
comprehend the text they read and do it regularly as a habit.
Evidentially, the journal research was done by Issa, Mulikat Bola Aliyu, Akangbe,
and Adedeji (2012) reported on an examining the student’s interests and habits on their
academic performances in the Federal Polytechnic, Offa, Kwara State of Nigeria. The data
took 246 students of Library & Information Department and Mass Communication
Department during the year of 2010. The result showed that students’ poor reading habit
caused by the performance of the school. It happens because the school system gives lack of
support to develop students’ reading habit especially providing a test to evaluate students’
3
reading performance. Furthermore, students reading achievement could be seen from their
examination result. It is not surprising that students reading habit can be identified using their
reading achievement result. It is because the involvement of reading habit through reading
achievement has positive effect.
From the background above, it can be concluded that there is relationship between
students reading performance and their academic performance. Thus, the researcher is
interested in investigating the correlation between university students’ reading habit and their
reading achievement on TOEFL.
Identification and Limitation of the Research
Currently, reading habit becomes the main issue because most of students do not have
positive attitude in reading. Based on the researcher’s experience, university students had
become less interested in reading. They prefer reading to complete an assignment rather than
reading for fun. According to Noor (2011), students’ are preferred reading to pursue their
academic achievement that was implemented in the examination. The effect was that they
usually read journals or handbooks as the materials one night before the due date of the
assignment. They focused on reading to complete their assignment and in the other time they
leave it. It is clearly seen that most of students have low willingness about reading.
Another problem that researcher found from the reading is that students often
underestimate reading comprehension in TOEFL. Students find difficulty in comprehending
the context of the text in TOEFL. According to Gorelova, Zalyaeva, and Sungatullina (2015)
reading section in TOEFL is complex because it is design into various types of text. They
also stated that there are three basic texts such as exposition, argumentation and historical.
Then, if students do not understand much about the context of the reading, it would be
difficult for them to gain a high score in reading comprehension. Then, this research is
limited on the correlation between university students’ reading habit and their reading
4
achievement on TOEFL. The effect of these two variables is uncounted because of limited
time to do this research.
Research Question
The research questions addressed in this research are:
1. How is the university students’ reading habit at English Education Department of
Muhammadiyah University of Yogyakarta Batch 2013?
2. How is the university students’ reading achievement on TOEFL at English
Education Department of Muhammadiyah University of Yogyakarta Batch 2013?
3. Is there any correlation between university students’ reading habit and their
reading achievement on TOEFL at English Education Department of
Muhammadiyah University of Yogyakarta Batch 2013?
Purpose of the Research
Based on the research questions above, the purposes of the research are:
1. To investigate the university students’ reading habit at EED UMY Batch 2013.
2. To identify the university students’ reading achievement on TOEFL at EED UMY
Batch 2013.
3. To investigate whether university students’ reading habit is related to their reading
achievement on TOEFL at EED UMY Batch 2013.
5
Significance of the Research
This research would be beneficial for several educational practitioners;
The researcher. The result of this research would be useful for the researcher to be
more aware that reading could be media to be a good reader or reading as habit in order easy
to gain a high score in the English proficiency test especially in reading section.
Students. The result of this study is hopefully able to provide feed-backs for students
to improve their reading skill. By identifying the relationship between university students’
reading habits and their reading achievement on TOEFL, it is able to build up their
motivation in reading and improve their score. It could inspire them to make reading become
a habit in life. They could keep reading books and increasing their reading achievement
through their academic performances.
Lecturers. This information hopefully may help them to increase their information
about reading habits and the importance of reading achievement on TOEFL. Then, they could
develop and select an appropriate technique to increase students’ reading habit and help them
gain a good score.
Other researchers. The procedure and result of this research are hopefully able to
encourage other researchers to do studies with the similar theme. This research also could be
a reference for that project.
8
Chapter Two
Literature Review
This chapter presents some literature reviews related to the topic of
discussion. The researcher presents definitions of reading habit, reading habit
among university students, the definition of TOEFL and reading achievement on
TOEFL. Then, the researcher explains the correlation between reading habit and
their reading achievement. The last is about conceptual framework and
hypothesis.
Reading Habit
Reading habit is a long-life learning process because if people enjoy their
reading, they would willingly get lots of knowledge. Camp (2007) stated that
reading habit has the same meaning with further habit because it is a process that
develops over a period of time. The meaning of habit refers to creation of learning
and reading refers to how readers are able to build up their understanding in the
written text (Iftanti, 2015). On the other words, reading becomes a habit if people
do it repeatedly, regularly and happily.
Good reading habit could develop personal behavior. Sangkaeo (1999) in
Chattri and Rout (2013) proposed that reading habit refers to people attitudes
whether they like reading or not. Moreover, reading habit determines the quantity
of reading, number of book being read and personal feeling (Wagner, 2002). In a
9
more recent study, Grace and Emmanuel (2012) offered that there are three
categories on reading habit and their academic performance. Reader categories are
involved the non-readers who do not read for pleasure, the marginal readers who
do reading for necessity, and the marginal readers who love reading. It shows that
reading habit is influenced by their personal feeling.
Additionally, reading habit among foreign language learners is difficult to
identify because it has to relate between the L1 and the target language.
Yamashita (2004) argued that L1 and L2 are related with each other and people do
not require learning reading in L2 if they have a certain level of L1 reading
ability. It is because L1 and L2 are implied by cognitive ability. Moreover, Chiang
(2016) stated that students who have limited English or non-native speakers of
English do not always imply that. It can be defined that they are less interested
toward English language learning. Besides, it is supported by Ögeyik and Akyay
(2009) that focused on student learners’ reading habits and their general views on
reading of the student teachers’ training department at Foreign Language
Department. The data consisted of 40 items of questionnaires and there are 187
participants who attended English Language Teaching and German Language
Teaching Departments of Faculty of Education at Trakya University, Turkey. The
result revealed that they have a good reading habit both in their mother and
foreign languages. It is also revealed that they have positive attitude through their
motivation to improve their academic activities. It could be concluded that when
people have a good reading habit, unconsciously the progress of their L1 reading
ability transfer necessary to their L2 reading.
10
The importance of reading habit. The importance of reading habit is
developing the habit of reading through lifelong learning. It is because the impacts
of reading are that the reader could learn a new skill, could be introduced to new
facts, could be more knowledgeable, and stimulate both thought and emotion
(Thanuskodi, 2011). It means that reading plays an important role for learners to
gain a new skill, new information, and new knowledge. Besides, it also supports
learners to develop their mind and emotion through the issues or facts that
occurred in their environment.
When people have a good reading habit, they would get their own ideas
about the right and wrong part. It is because reading habit is useful for healthy
intellectual growth (Chettri and Rout, 2013). Then, it refers to personal
development. Ochanya (2010) stated that the purposes of reading habit involved
hobby, recreation and concentration. He classified that hobby refers to enjoyment
and satisfaction. Wallace (1992) indicated that reading depends on personal
reasons which included reading for survival, reading for learning or reading for
pleasure. When people do reading for pleasure, they would increase their language
skill unconsciously and automatically (Reyhene, 1989). Moreover, the importance
of reading habit is to create a good reader which depended on their personal
purpose such as reading for hobby or reading for pleasure.
Factors influencing reading habit. People have different factors that
affected reading habit. Camp (2007) identified that reading habit is influenced by
two factors, motivation and reading ability. Besides, Ögeyik and Akyay (2009)
specified that reading habit depends on two factors, on choosing reading text and
11
encouraging the educational environments. Then, Chattri and Rout (2013)
identified that factors of reading habit included age, gender, educational
background, academic performance, personal growth, internal factor and external
factor. He also mentioned that internal factor has influenced by home, motivation
and attitude. For external factor, it has influenced by peers, schools, teachers, and
the library facilities. Consequently, the factors of influencing reading habit play a
big responsibility in building students’ motivation in increasing their reading
habit.
Reading Habit among University Students. People have different
reasons in reading. According to Palani (2012), reading is usually done for
pleasure, leisure, relaxation, information and for knowledge. For the specific
reason, university students as the higher level in education need to comprehend
their reading skill. Palani (2012) argued that reading has specific meaning as a
process of thinking, evaluating, judging, imaging, reasoning and problem solving.
This is necessary to identify the characteristic of university students. University
student has become the major attention from all of aspects in the language
learning process. It is because they have influenced part to succeed the education
course.
Moreover, university students are considered into adolescent development.
WHO established that adolescence development is categorized as the period of
time through human growth and it developed between childhood stage and
adulthood stage. An adolescent is involved about the changing level of ages.
Based on the Healthy Adolescent Development, late adolescence is ranged from
12
18-21 years. The children in this stage are more emotional. It is because they have
influenced by the physiological development. Based on American Academy of
Pediatrics (2015), it is indicated that adolescence is stage of preparation to know
their identity and to consider as adulthood. In this level, students have a
complicating emotion. According to Pikunas and Albrecht (1961) found that they
have a complex level in learning because they have to learn from the environment
such as friend and social changing. It can be said that students in this level are
more unique because they have their own interests, needs, and feelings.
Reading Achievement
Reading achievement is part of educational process. According to Hornby
(1995), achievement is the action or process of achieving something which is done
successfully with some effort and skill. It could be define that achievement is a
thing that has some goals or purposes to reach it. It needs efforts and skill for
attaining the goal. In the learning process, effective way to reach the goal of
achievement is by scoring in the some skills.
Identifying the students’ performance during their learning process is
become requirement. Student’s performance could be seen through their academic
achievement. Bashir and Mattoo (2012) argued that academic achievement
defines as how much knowledge that student acquired from their learning
activities in school. Likewise, Steinmayr, Weidinger and Wirthwein (2015) stated
that academic achievement is a process to know the performance outcomes of
personal value in the specific goal which is depends in the instructional
environment such as school, college or university. According to Ghonsooly and
13
Elahi (2010) suggested that students reading achievement was influenced by
students self-efficiency in reading comprehension.
On the other words, academic achievement is one way to measure
student’s progress. Thus, if students or test takers want to gain a high score in
reading section, they should know their grades level. By identifying the grades of
their reading achievement level, it could explain the specific process of students’
performance that related into reading ability.
TOEFL (Test of English as a Foreign Language).
TOEFL is a tool to measure personal ability through their English
language skill. This test is also one way for people to study abroad through
English speaking country. Douglas (2000) defined that TOEFL is a test to build
up the major English language test around the world. This test has a specific to
analyze the interaction between the test taker’s ability and the specific purposes
target language use situation. This test require for students who want to success
through their academic program in the English speaking country. Based on the
Educational Testing Service (2016), it describes that the definition of TOEFL is
English language test that has recognized by collage, universities or agencies to
provide an international testing subject for non-native English speakers.
Specifically, English proficiency test has been used by many universities
in Indonesia. One of the English proficiency test is TOEFL that has been used at
Muhammadiyah University of Yogyakarta. This test becomes a requirement test
for students to complete their undergraduate degree. Moreover, this test is
14
designed as one of course materials in English Education Department of UMY to
develop student’s improvement in gaining high score in their TOEFL
Reading Section in the TOEFL Test. Reading TOEFL is more complex
than the other texts. This text is to measure students reading comprehension.
Then, this text is more scientific because it is designs in the academic
environment. According to Gorelova, Zalyaeva and Sungatullina (2015), reading
section in the TOEFL is a complex because it is designed into various types of
text. They also stressed that there are three basic texts which categorized as
exposition, argumentation and historical or the variety of subject. Likewise, the
characteristic of texts are more academic writing and non-fiction which has 700
words or more for each paragraph. Furthermore, the question refers the reading
passage and the fact of it. All of passages are related into English language
textbooks. This text is appropriate for university level to measure their reading
skills.
Additionally, the context of reading TOEFL text provides lots of
vocabularies and unfamiliar words. Then, the test takers need to comprehend the
meaning of the words. It is supported by Gorelova, Zalyaeva and Sungatullina
(2015) who argued that to pass the reading section depends on personal
vocabulary mastery. It means that there are lots of new vocabularies that faced by
test takers. Moreover, there are quite differences through the purposes in reading
TOEFL. Enright and Scheld (2000) specified that there are four types of reading
TOEFL which included reading to find information, reading for basic
comprehension, reading to learn and reading to integrate information across
15
multiple tasks. Besides, it also needs to guess reading items such as main idea,
inferences and supporting idea (Freedle and Kostin, 1993). In TOEFL, students or
test takers should know their ability to comprehend the ideas and the meanings of
words in reading passages. On the other word, there is a connection between the
text features and students understanding about their academic ability.
The Correlation of Reading Habit and Reading Achievement
It is useful for students to know more about reading skill and their reading
achievement in language learning. Reading and achievement are influenced to
each other. It is because reading could develop personal lives and it needs
measurement to know the changing during the learning process. Acheaw and
Larson’s (2014) study on university students’ reading habits and their attitudes
towards academic performance at Ataturk University Turkey found significantly
on reading and academic achievement performance. The data took 76 respondents
who studying English Language and Literature at Ataturk University during year
2013. The result shown that reading and academic achievement are required for
workers, researchers and educators to know the importance of study habit through
children. It means that every children who have a good study habit, they would
improve their academic achievement. When people develop reading as habit, they
would improve many things and consequently it could also increase their
academic performance.
Furthermore, it is also supported by Chiang’s (2016) research on
investigating the influence of reading habits on language learning achievements
by using principle for deep knowledge. The data took 32 students from a state
16
university in Northern Taiwan. This research is based on university students who
took an advanced English course. They have limited English outside classroom
activity and do not have English language books. The result of this research
revealed that there is connection between reading habit and learning achievement
in English language learning. He classified that academic achievements or
academic performances influenced by inner-connection principle and reading
habits affected by deep and down principle and alternating principle. Thus, when
people have a good reading habit, they will increase their literacy and verbal
reasoning.
Conceptual Framework
This part discusses the related concepts of brief description from chapter
two. The goal of the research is to find out the correlation between university
students’ reading habits and their reading achievements. Then, the researcher
concerns on explaining the literature related to two variables that consist of
reading habit and reading achievement on TOEFL.
Reading is the basic skill in language learning. It is known that reading is
collaboration between readers and written texts to pursue new information and
knowledge. In a reading process, the purposes of reading are for pleasure, leisure,
relaxation, information and for knowledge. Besides, there are several types of
reading such as reading for learning, reading for pleasure, and reading for
survival. People who have an effective reading enlarged a good progress in their
learning process. Considering the important of reading in language learning, the
17
researcher identifies two categories of reading. There are reading for pleasure and
reading for getting good score of reading achievement.
Additionally, reading for pleasure is reading related to the personal
feeling. When people have a good feeling in reading, they would increase their
reading habit. It is because readers feel more entertaining during their reading
time, they can choose an appropriate text with easy vocabulary, and they have a
leisure time to do reading. Besides, it is different in reading for getting a good
score of reading achievement. When people do reading in TOEFL, they feel
distressed. Moreover, understanding the reading comprehension in TOEFL is
difficult. In this type of reading, the readers cannot choose the text, the text is
more academic, there is lots of new vocabulary, and there is also limited time to
do reading.
On reality when students have a good reading habit, they would like to
recognize their English reading ability in a test. Some researchers show that
reading habit has positive correlation with the score of standardized reading test. It
is because when students have a good reading habit, they will easy to do reading
in the TOEFL. On the other case, students find the difficulty when they do reading
comprehension in TOEFL. They feel that it is different from reading as a habit.
Although students have a good reading habit, it cannot guarantee that reading
achievement on TOEFL have relations with their reading habits process.
18
Reading
Reading habit
Reading achievement
Characteristic reading habit:
-
-
-
Characteristic reading section
in TOEFL test
Entertaining to do
reading
-
The readers cannot
choose the text
Choosing an
appropriate text with
easy vocabulary
-
The text is more
academic
-
There is lots of new
vocabulary
Having a leisure time to
do reading
There is also limited
Related or not related
Table 2.1 The conceptual framework
19
Hypothesis
Based on the problem above, it could be identified that the hypothesis is as
follows:
H1: There is a significant correlation between university students’ reading habit
and their reading achievement on English proficiency test at EED UMY Batch
2013.
H0: There is no a significant correlation between university students’ reading habit
and their reading achievement on English proficiency test at EED UMY Batch
2013.
21
Chapter Three
Methodology
This chapter describes the methodology applied in research which is
elaborated into some parts. Part one discusses the research design. The second
point explains about the setting of when and where the research is conducted. The
third point discusses the population sample and sampling technique of this
research. Then procedure of data collection method is defined. Lastly, the data
analysis process to answer the research questions will be explained.
Research Design
In this research, the researcher uses a quantitative approach. Sugiono
(2013) stated that quantitative research is context data transformed into number
using statistic process. Cresswell (2009) indicated that quantitative research is
testing or examining variables of the research which the data are in forms of
number which are analyzed using a statistical procedure. It means that in a
quantitative research the data obtained in the format of numbers, statistic and
counting mode.
Besides, to analyze the correlation between university students’ reading
habits and their reading achievement on TOEFL test, the researcher used
correlation design technique. Correlation design is the correlation between two
variables or more that could indicate a linier correlation (Suharsimi, 2006). The
correlation design involved quantitative research which is related to statistic data.
22
Moreover, the meaning of correlation research is to find out whether the variables
are connected or not.
Research Setting
Setting of Place. This research is conducted at English Education
Department of Muhammadiyah university of Yogyakarta Batch 2013. The
researcher chooses this place as the research setting because there are three
reasons. First, the researcher is learning at EED UMY, and then it would be easier
to collect the data. Second, there is Language Testing Course to support the
students’ achievement in TOEFL. It is because the researcher want to find out the
score of the university students’ reading achievement on TOEFL. Furthermore,
they have done TOEFL and suitable to do a research.
Setting of Time. This research was done on May 2016. This time is
appropriate because the researcher focuses on sixth semester of EED UMY batch
2013 who have done TOEFL. The researcher takes the final score of the TOEFL
reading section. Then, the TOEFL was conducted in this time of the year.
Population and Sample
Population. Population is a set of subjects such as individuals, groups,
institutions, country. Sugiono (2013) identified that population is all of objects of
the research which include a human being, things, animals, plants, indications,
values, and phenomenon as the resource data. Then in this study, the researcher
takes all of the participants who attended the sixth semester of university students
at English Education Department of Muhammadiyah university of Yogyakarta
Batch 2013 as the population. The population of the research consists of 194
23
students which are divided into 5 classes, A class, B class, C class, D class and E
class.
Sample. Sample is a part of population which is chosen by the researcher.
Sugiono (2013) stated that sample is a part of population which is represented all
of population with some technique. In this study, the researcher takes one class of
sample from the sixth semester of EED UMY Batch 2013. According to
Suharsimi (2006), if the research subject is more than 100, the researcher could
takes 10-15% or 20-25% from the population. The researcher considered taking
10-15% from the total population, and then it required 19-29 respondents.
Additionally, the samples are 28 students of EED UMY Batch 2013 B class and it
was enough to do the research.
For identifying the sample, the researcher focuses on the technique
sampling. Technique sampling is a method to determine the sample of the
research which is the total of population took as the real data (Suharsimi, 2006).
In this research, the researcher used cluster random sampling as the sampling
technique. According to Sugiono (2013) found that cluster stratified random
sampling is technique for selecting the sample depending on group purpose not on
the individual purpose. Moreover, according to Creswell (2009), cluster stratified
random sampling occupancy the researcher to select participant or places which
could help the researcher in developing more detail understanding about the
phenomenon or cases in the group purposes (Creswell, 2009).The researcher used
this sampling technique because there are two considerations. The researcher
takes the sample randomly among five classes at EED UMY Batch 2013. After
24
that, the researcher makes a limitation which is based on the appropriate unit
sampling with a group purpose (cluster). The participants in this research are
around 18-25 years old, and the majority of them were considered as late
adolescence.
Research Instrument and Data Collecting Method
There are two instruments for data collecting method such as questionnaire
and score documentation. Besides, the forms of instruments are questionnaire
sheet and the list of score documentation as the value from the students’ reading
test of TOEFL.
Research Instrument
Questionnaire. Questionnaire is an effort to collect the information that
has written with some questions and it needed for the respondents to answer it
(Suharsimi, 2006). He also indicates that the questionnaire is a tool for collecting
information from the respondents as self-data report. The researcher design the
questionnaires which has related to literature review in chapter two. The
questionnaire is consists of some statements which concerns on the purposes to
measure students’ level of reading habit. The questionnaire consists of 30
statements in Indonesian language. There are 7 criterion of reading habit such as
quantity of reading (Q1, Q2, Q3), reading amount of books (Q4, Q5, Q6), purpose
of reading (Q7 – Q16), frequency of reading (Q17, Q18, Q19), personal feeling or
personal interest amount book (Q20- Q23), self-motivation (Q24 – Q27), and
quantity of library visit (Q28 – Q30). The researcher uses Indonesian language for
25
the statement because it could be easier to do by the participants. After that, the
researcher would examine the response of questionnaire.
The researcher indicates four options to give alternative answer with
different value. The indications are 4 points for (always), 3 points for (often), 2
points for (sometimes) and 1 point for (never). The questionnaires were about the
students’ reading habit in general. The lists of item scoring presented as follows:
Item Scoring
Always / Sangat Sering (SS)
Often/ Sering (S)
Sometimes/ Jarang (J)
Never/ Tidak Pernah (TP)
4
3
2
1
Table 3.1 Item scoring
Score Documentation. Students’ reading achievement could be measured
by using a test. In this research, the reading test is taken from TOEFL score.
Then, the data is based on the documentation score of value test. According to
Sugiono (2013) stated that documentation score refers to document which include
all of activities or moments in the past. He also mentioned that document could be
formed of written text, picture, or monumental arts from a personal life. Suharsimi
(2006) mentioned that documentation is looking for or collecting the data which
include written text, transcript, books, newspaper, magazine, note, rapport, or
agenda. Therefore, this instrument is used to complete the data from the written
document that has existed before.
26
Data Collection Method
The researcher conducts this research in four steps. First step the
researcher test validity and reliability of the instrument. In this case, the
questionnaire as the instrument is informed by expert judgments. The researcher
take two lectures in EED UMY who expert in the reading field. These
questionnaires are done before to distribute to the participants.
Then, the second step is distributing the questionnaire to the participants.
This step is to answer the first research question by analyzing students reading
habit through open-ended questionnaire. Before giving the questionnaire sheets to
the participant, the researcher explain the objective the research and how to
answer the questionnaire.
The third step which aims to answer the second research question is
collecting the students’ TOEFL reading score by identifying the participants score
level, whether they have very good, good, fair, low, or very low. The researcher
design the categories that related to the following formula. Score category can be
seen from the score max - interval. For the interval, it can be seen from the
range/category and the range is taken from score max - score min. Then, the data
is gathered from the score documentation of Batch 2013 students taking
International Language Testing Course . Thus, the researcher would ask
permission to the lecturer who has taught in International Language Testing class
to get the TOEFL reading score.
27
The last step is to answer the third research question on the correlation
between student’s reading habit and their reading achievement on TOEFL. In
order to find the correlation between these two variables, the researcher uses a
correlation analysis. All of the data would identify using a statistical form and
then would present into narrative text.
Validity and Reliability
Validity. The important one in the research is the instrument so it needs to
be valid. Validity is a tool to measure the real object of the data. According to
Field (2009) validity is “an instrument truly assesses what it puts to measure.” It
means that the data is valid if one variable is measured one purpose. If there are
two variable in one subject, it means that the data is invalid.
To know the validity of the data, the researcher use expert judgment for
the instrument. Expert judgment supports the researcher to know whether the
research instrument (questionnaire) is accepted valid or need a word’s revision.
For the instrument, it has informed by two lectures at EED UMY who expert in
the reading field. The researcher choose two lectures who have been teach in
reading for five years. Moreover, they are interested in research reading and
writing. The expert suggests that some statement needs to revise with an
appropriate word in order easy understanding for the respondent. The researcher
make 30 statements and it already fix by the supervisor and two experts.
Moreover, the instruments are adapted from the previous questionnaire. For the
instrument (questionnaire), its attached in the appendix list.
28
Reliability. Reliability refers to the flexibility on the data collection.
Phankania and Modi (2013) stated that there are two definitions of reliability.
First, it finds that the result score of the research is stable or unchanged by using
the same instrument. Second, if it uses the same instrument, the measurement of
the data is equivalent with the measurement before. In this research, the researcher
would use SPSS (Statistical Package for the Social Science) version 16 to test the
reliability of the instrument. Thus, reliability examined by identifying the result of
the Cronbach’s Alpha. According to Phankania and Modi (2013) the reliability
indicator divided into six levels. It is presented as below:
The Criteria of Reliability (Alpha)
No Cronbach’s Alpha
1. ≤ 0.90
2. ≤ 0.80
Internal Reliability
Excellent
Good
3.
≤ 0.70
Acceptable
4.
≤ 0.60
Questionable
5.
≤ 0.50
Poor
6.
≥ 0.50
Unacceptable
Table 3.2 The criteria of reliability (Alpha)
In this research, there are 30 items of questionnaire that would be
distributed into one class of students of EED UMY batch 2013. The reliability of
30 items is reported the table as follows.
29
Reliability Statistics
Cronbach's Alpha
N of Items
.756
30
Table 3.3 Reliability Statistics
The reliability of the questionnaires is .756 which means it is acceptable to be use.
Data Analysis
The result of scoring is expanded from all of the data of questionnaire and
score documentation. To make an easy measurement for data questionnaire and
score documentation, the researcher identifies these data using measurement of
SPSS program. It is usually used to measure the statistic data. According to Miles
(2006) found that the statistic data could be measured by SPSS program which
consist of frequency, testing reliability, validity, and also includes mean, median
and mode. To elaborate the data in this research, the researcher uses means as
main point to report the description of research findings. The researcher uses
SPSS (Statistical Package for the Social Science) version 16. It is one of tool in
the computer and commonly used in the statistic data. The result would be
interpreted by chart which has many types such as pie chart, histogram and bar
charts.
To measure students’ reading habit and reading achievement, it took from
the questionnaire result and reading TOEFL result. According to Suharsimi
(2006) there are five categories to know students’ reading habit level and their
30
reading achievement on TOEFL. He also mentioned that the scoring of categories
criteria for students’ reading habit can be used the following formula:
a. Score maximal:
Score max x question= 4 x 30 = 120
b. Score minimal:
Score min x question = 1 x 30 = 30
c. Range = score max - score min = 120 - 30 = 90
d. Interval = range/category = 90 / 5 = 18
e. Score categories of reading habit = score max - interval = 120 - 18 =
102
Where:
The total of category = 5
The total of question = 30
Score min = 1
Score max = 4
The scoring of categories criteria for students’ reading achievement on
TOEFL can be used the following formula:
a. Score maximal:
Score max = 50
b. Score minimal:
Score min = 0
c. Range = score max - score min = 50 - 0 = 50
31
d. Interval = range/category = 50 / 5 = 10
e
Achievement on English Proficiency Test at EED UMY Batch 2013
A Skripsi
Submitted to Faculty of Language Education as a Partial Fulfillment of the
Requirements for the Degree of
Sarjana Pendidikan
By:
Inka Dwi Puspita Kurnia Sari
20120540097
Department of English Education
Faculty of Language Education
Muhammadiyah University of Yogyakarta
2016
Acknowledgment
Alhamdulillah is the most powerful words because I am able finishing this skripsi.
First of all, I am grateful to The One of God Allah SWT. for establishing me to complete
this skripsi with peace, love and merciful.
I hope to express my sincere thanks to my beloved parents and my little brothers
who always support me to complete this skripsi. I am grateful having them in my life
because they have sending me lots of prayer, motivation and spirit during this skripsi
process.
I also thank to all of lecturer of English Education Department who have teach me
for about four years. I am grateful to my advisor Mrs. Evi Puspitasari who has guided me
in completing my skripsi. Also, I am thankful to my examiner Mrs. Puput who has given
me some advice to revise my skripsi.
I would also like to thank Dhani, Maril, Mbak Icha, Amel, Nisa, Nia who always
help to give some information, suggestion, and knowledge for finishing this project. You
all are the best partner.
I also give sincere grateful for members of Kosan Pak Tari who helped me to
finish this skripsi. Thank you very much Chopi, Irma, Ayu, Bekti and Nisa.
Finally, I am thankful to my almamater that has introduced me many wonderful
experiences.
Table of Content
Cover ........................................................................................................................ i
Approval Sheet ........................................................................................................ ii
Statement of Authenticity ...................................................................................... iii
Acknowledgment ................................................................................................... iv
Table of Content...................................................................................................... v
List of Table ......................................................................................................... viii
List of Appendices ................................................................................................. ix
Abstract ................................................................................................................... x
Chapter One ............................................................................................................ 1
Introduction ............................................................................................................. 1
Background of the Research................................................................................ 1
Identification and Limitation of the Research ..................................................... 4
Research Question ............................................................................................... 5
Purpose of the Research ...................................................................................... 6
Significance of the Research ............................................................................... 6
Chapter Two............................................................................................................ 8
Literature Review .................................................................................................... 8
Reading Habit ...................................................................................................... 8
The importance of reading habit .................................................................... 10
Factors influencing reading habit .................................................................. 11
Reading Habit among University Students.................................................... 11
Reading Achievement .......................................................................................
TOEFL (Test of English as a Foreign Language). ............................................ 14
Reading Section in the TOEFL Test. ............................................................. 14
The Correlation of Reading Habit and Reading Achievement.......................... 16
Hypothesis ......................................................................................................... 20
Chapter Three........................................................................................................ 21
Methodology ......................................................................................................... 21
Research Design ................................................................................................ 21
Research Setting ................................................................................................ 22
Setting of Place. ............................................................................................. 22
Setting of Time. ............................................................................................. 22
Population and Sample ...................................................................................... 22
Population. ..................................................................................................... 22
Sample. .......................................................................................................... 23
Research Instrument and Data Collecting Method............................................ 24
Research Instrument ...................................................................................... 25
Questionnaire. ................................................................................................ 25
Score Documentation..................................................................................... 26
Data Collection Method ................................................................................. 26
Validity and Reliability ..................................................................................... 28
Validity. ......................................................................................................... 28
Reliability....................................................................................................... 29
Data Analysis .................................................................................................... 30
Chapter Four ......................................................................................................... 34
Findings and Discussions ...................................................................................... 34
Findings ............................................................................................................. 35
The university students‟ reading habits at EED UMY Batch 2013 ............... 35
The university students‟ reading achievement on TOEFL at EED UMY Batch
2013 ............................................................................................................... 36
The correlation between university students‟ reading habits and their reading
achievement on TOEFL test at EED UMY Batch 2013 ................................ 38
Discussion ......................................................................................................... 43
Chapter Five .......................................................................................................... 50
Conclusion and Recommendation......................................................................... 50
Conclusion ......................................................................................................... 50
Recommendations ............................................................................................. 51
References ............................................................................................................. 53
Appndices.............................................................................................................. 59
888
List of Table
Table 2.1 The conceptual framework.................................................................... 19
Table 3.1 Item scoring........................................................................................... 25
Table 3.2 The criteria of reliability (Alpha) .......................................................... 29
Table 3.3 Reliability Statistics .............................................................................. 29
Table 3.4 Categories of reading habit and achievement level on TOEFl………..32
Table 3.5 The correlation criteria value ................................................................ 33
Table 4.1 The university students‟ reading habits result....................................... 35
Table 4.2 Reading Achievement on TOEFL Result ............................................. 37
Table 4.3 The normality test ................................................................................. 39
Table 4.4 The correlations between reading habit and reading achievement ....... 41
999
List of Appendices
APPENDICES ...................................................................................................... 58
Appendix 1. Expert Judgments ............................................................................. 58
Appendix 2. Table of Statements .......................................................................... 60
Appendix. 3 Reliability test output ....................................................................... 62
Appendix. 4 Reading habits and reading achievements on TOEFL score............ 63
Appendix. 5 Normality Test.................................................................................. 64
Appendix. 6 Linearly test output........................................................................... 67
Appendix. 7 Standard r table................................................................................. 68
Appendix. 8 Result Correlation between University students‟ Reading Habit and
Reading Achievement on TOEFL......................................................................... 69
101
1
00
1
Chapter One
Introduction
This chapter describes all the contents of the study. First, it talks about the
background of the research which describes the reasons why this topic is chosen. Then, the
identification and limitation of the problems are elaborated. After that, research questions,
purposes of the research, and significances of the research are also discussed.
Background of the Research
In university level, students need more enthusiasm to develop their English ability. It
is because they are in the high level of education and they are demanded to use English more
often than school students. As a consequence, some of the students have good achievement
and some of them have low achievement. However not all of students have the same ability.
To measure the students’ achievement on English language learning, English proficiency test
is used. According to Douglas (2000), English proficiency test is a term that indicates the
goal of students’ performance in non-English speaking countries. There are several English
proficiency test such as IELTS, TOEFL, and TOEIC. The tests are held by an institution to
review non-native speakers of English performance in English proficiency test. They may
include reading, listening, writing, and grammar or structure sections.
Some students find English proficiency test difficult because some students feel that
they have distressed about the text structures. As we know, the text is written in English
language which contains vocabulary they are not familiar with which could be quite hard for
students to understand. Additionally, the context of the text is more academic. Besides, the
text is too long and the time given to do the test is limited. It makes students feel difficult to
read all texts and identify the main idea. It is a big problem for students to complete their test.
2
Therefore, it needs lots of effort to comprehend the text and it demands them to have a good
skill at reading English texts.
Furthermore, to gain a high score of English proficiency test, students do not only
focus on a test but they also need some efforts. Reading habit is one of the efforts that could
be developed to pass the test. It is also supported by the research that was done by Camp
(2007) that concerned on examining the reading habits of students across age group through
graduate students. The data took 242 participants which consist of public school (grades 1, 4,
6, 8 and 11) and university at the mid-western part of United States. The result of this
research reported that there is a relationship between reading habit and score of standardized
reading test. It is also found that reading habit has positive benefits such as growth and
progress in academic learning, developing knowledge or information, social development and
increase lifelong learning. Consequently, a teacher needs to create and find an appropriate
way to develop students’ improvement in reading.
Additionally, developing reading habit is a difficult process. It is because a reader
should know their reading skill. Chettri and Rout (2013) stated that identifying the success or
failure of personal academic life can be done depending on his reading skill. When people
have a good reading skill, they are a good reader. Good readers are people who can
comprehend the text they read and do it regularly as a habit.
Evidentially, the journal research was done by Issa, Mulikat Bola Aliyu, Akangbe,
and Adedeji (2012) reported on an examining the student’s interests and habits on their
academic performances in the Federal Polytechnic, Offa, Kwara State of Nigeria. The data
took 246 students of Library & Information Department and Mass Communication
Department during the year of 2010. The result showed that students’ poor reading habit
caused by the performance of the school. It happens because the school system gives lack of
support to develop students’ reading habit especially providing a test to evaluate students’
3
reading performance. Furthermore, students reading achievement could be seen from their
examination result. It is not surprising that students reading habit can be identified using their
reading achievement result. It is because the involvement of reading habit through reading
achievement has positive effect.
From the background above, it can be concluded that there is relationship between
students reading performance and their academic performance. Thus, the researcher is
interested in investigating the correlation between university students’ reading habit and their
reading achievement on TOEFL.
Identification and Limitation of the Research
Currently, reading habit becomes the main issue because most of students do not have
positive attitude in reading. Based on the researcher’s experience, university students had
become less interested in reading. They prefer reading to complete an assignment rather than
reading for fun. According to Noor (2011), students’ are preferred reading to pursue their
academic achievement that was implemented in the examination. The effect was that they
usually read journals or handbooks as the materials one night before the due date of the
assignment. They focused on reading to complete their assignment and in the other time they
leave it. It is clearly seen that most of students have low willingness about reading.
Another problem that researcher found from the reading is that students often
underestimate reading comprehension in TOEFL. Students find difficulty in comprehending
the context of the text in TOEFL. According to Gorelova, Zalyaeva, and Sungatullina (2015)
reading section in TOEFL is complex because it is design into various types of text. They
also stated that there are three basic texts such as exposition, argumentation and historical.
Then, if students do not understand much about the context of the reading, it would be
difficult for them to gain a high score in reading comprehension. Then, this research is
limited on the correlation between university students’ reading habit and their reading
4
achievement on TOEFL. The effect of these two variables is uncounted because of limited
time to do this research.
Research Question
The research questions addressed in this research are:
1. How is the university students’ reading habit at English Education Department of
Muhammadiyah University of Yogyakarta Batch 2013?
2. How is the university students’ reading achievement on TOEFL at English
Education Department of Muhammadiyah University of Yogyakarta Batch 2013?
3. Is there any correlation between university students’ reading habit and their
reading achievement on TOEFL at English Education Department of
Muhammadiyah University of Yogyakarta Batch 2013?
Purpose of the Research
Based on the research questions above, the purposes of the research are:
1. To investigate the university students’ reading habit at EED UMY Batch 2013.
2. To identify the university students’ reading achievement on TOEFL at EED UMY
Batch 2013.
3. To investigate whether university students’ reading habit is related to their reading
achievement on TOEFL at EED UMY Batch 2013.
5
Significance of the Research
This research would be beneficial for several educational practitioners;
The researcher. The result of this research would be useful for the researcher to be
more aware that reading could be media to be a good reader or reading as habit in order easy
to gain a high score in the English proficiency test especially in reading section.
Students. The result of this study is hopefully able to provide feed-backs for students
to improve their reading skill. By identifying the relationship between university students’
reading habits and their reading achievement on TOEFL, it is able to build up their
motivation in reading and improve their score. It could inspire them to make reading become
a habit in life. They could keep reading books and increasing their reading achievement
through their academic performances.
Lecturers. This information hopefully may help them to increase their information
about reading habits and the importance of reading achievement on TOEFL. Then, they could
develop and select an appropriate technique to increase students’ reading habit and help them
gain a good score.
Other researchers. The procedure and result of this research are hopefully able to
encourage other researchers to do studies with the similar theme. This research also could be
a reference for that project.
8
Chapter Two
Literature Review
This chapter presents some literature reviews related to the topic of
discussion. The researcher presents definitions of reading habit, reading habit
among university students, the definition of TOEFL and reading achievement on
TOEFL. Then, the researcher explains the correlation between reading habit and
their reading achievement. The last is about conceptual framework and
hypothesis.
Reading Habit
Reading habit is a long-life learning process because if people enjoy their
reading, they would willingly get lots of knowledge. Camp (2007) stated that
reading habit has the same meaning with further habit because it is a process that
develops over a period of time. The meaning of habit refers to creation of learning
and reading refers to how readers are able to build up their understanding in the
written text (Iftanti, 2015). On the other words, reading becomes a habit if people
do it repeatedly, regularly and happily.
Good reading habit could develop personal behavior. Sangkaeo (1999) in
Chattri and Rout (2013) proposed that reading habit refers to people attitudes
whether they like reading or not. Moreover, reading habit determines the quantity
of reading, number of book being read and personal feeling (Wagner, 2002). In a
9
more recent study, Grace and Emmanuel (2012) offered that there are three
categories on reading habit and their academic performance. Reader categories are
involved the non-readers who do not read for pleasure, the marginal readers who
do reading for necessity, and the marginal readers who love reading. It shows that
reading habit is influenced by their personal feeling.
Additionally, reading habit among foreign language learners is difficult to
identify because it has to relate between the L1 and the target language.
Yamashita (2004) argued that L1 and L2 are related with each other and people do
not require learning reading in L2 if they have a certain level of L1 reading
ability. It is because L1 and L2 are implied by cognitive ability. Moreover, Chiang
(2016) stated that students who have limited English or non-native speakers of
English do not always imply that. It can be defined that they are less interested
toward English language learning. Besides, it is supported by Ögeyik and Akyay
(2009) that focused on student learners’ reading habits and their general views on
reading of the student teachers’ training department at Foreign Language
Department. The data consisted of 40 items of questionnaires and there are 187
participants who attended English Language Teaching and German Language
Teaching Departments of Faculty of Education at Trakya University, Turkey. The
result revealed that they have a good reading habit both in their mother and
foreign languages. It is also revealed that they have positive attitude through their
motivation to improve their academic activities. It could be concluded that when
people have a good reading habit, unconsciously the progress of their L1 reading
ability transfer necessary to their L2 reading.
10
The importance of reading habit. The importance of reading habit is
developing the habit of reading through lifelong learning. It is because the impacts
of reading are that the reader could learn a new skill, could be introduced to new
facts, could be more knowledgeable, and stimulate both thought and emotion
(Thanuskodi, 2011). It means that reading plays an important role for learners to
gain a new skill, new information, and new knowledge. Besides, it also supports
learners to develop their mind and emotion through the issues or facts that
occurred in their environment.
When people have a good reading habit, they would get their own ideas
about the right and wrong part. It is because reading habit is useful for healthy
intellectual growth (Chettri and Rout, 2013). Then, it refers to personal
development. Ochanya (2010) stated that the purposes of reading habit involved
hobby, recreation and concentration. He classified that hobby refers to enjoyment
and satisfaction. Wallace (1992) indicated that reading depends on personal
reasons which included reading for survival, reading for learning or reading for
pleasure. When people do reading for pleasure, they would increase their language
skill unconsciously and automatically (Reyhene, 1989). Moreover, the importance
of reading habit is to create a good reader which depended on their personal
purpose such as reading for hobby or reading for pleasure.
Factors influencing reading habit. People have different factors that
affected reading habit. Camp (2007) identified that reading habit is influenced by
two factors, motivation and reading ability. Besides, Ögeyik and Akyay (2009)
specified that reading habit depends on two factors, on choosing reading text and
11
encouraging the educational environments. Then, Chattri and Rout (2013)
identified that factors of reading habit included age, gender, educational
background, academic performance, personal growth, internal factor and external
factor. He also mentioned that internal factor has influenced by home, motivation
and attitude. For external factor, it has influenced by peers, schools, teachers, and
the library facilities. Consequently, the factors of influencing reading habit play a
big responsibility in building students’ motivation in increasing their reading
habit.
Reading Habit among University Students. People have different
reasons in reading. According to Palani (2012), reading is usually done for
pleasure, leisure, relaxation, information and for knowledge. For the specific
reason, university students as the higher level in education need to comprehend
their reading skill. Palani (2012) argued that reading has specific meaning as a
process of thinking, evaluating, judging, imaging, reasoning and problem solving.
This is necessary to identify the characteristic of university students. University
student has become the major attention from all of aspects in the language
learning process. It is because they have influenced part to succeed the education
course.
Moreover, university students are considered into adolescent development.
WHO established that adolescence development is categorized as the period of
time through human growth and it developed between childhood stage and
adulthood stage. An adolescent is involved about the changing level of ages.
Based on the Healthy Adolescent Development, late adolescence is ranged from
12
18-21 years. The children in this stage are more emotional. It is because they have
influenced by the physiological development. Based on American Academy of
Pediatrics (2015), it is indicated that adolescence is stage of preparation to know
their identity and to consider as adulthood. In this level, students have a
complicating emotion. According to Pikunas and Albrecht (1961) found that they
have a complex level in learning because they have to learn from the environment
such as friend and social changing. It can be said that students in this level are
more unique because they have their own interests, needs, and feelings.
Reading Achievement
Reading achievement is part of educational process. According to Hornby
(1995), achievement is the action or process of achieving something which is done
successfully with some effort and skill. It could be define that achievement is a
thing that has some goals or purposes to reach it. It needs efforts and skill for
attaining the goal. In the learning process, effective way to reach the goal of
achievement is by scoring in the some skills.
Identifying the students’ performance during their learning process is
become requirement. Student’s performance could be seen through their academic
achievement. Bashir and Mattoo (2012) argued that academic achievement
defines as how much knowledge that student acquired from their learning
activities in school. Likewise, Steinmayr, Weidinger and Wirthwein (2015) stated
that academic achievement is a process to know the performance outcomes of
personal value in the specific goal which is depends in the instructional
environment such as school, college or university. According to Ghonsooly and
13
Elahi (2010) suggested that students reading achievement was influenced by
students self-efficiency in reading comprehension.
On the other words, academic achievement is one way to measure
student’s progress. Thus, if students or test takers want to gain a high score in
reading section, they should know their grades level. By identifying the grades of
their reading achievement level, it could explain the specific process of students’
performance that related into reading ability.
TOEFL (Test of English as a Foreign Language).
TOEFL is a tool to measure personal ability through their English
language skill. This test is also one way for people to study abroad through
English speaking country. Douglas (2000) defined that TOEFL is a test to build
up the major English language test around the world. This test has a specific to
analyze the interaction between the test taker’s ability and the specific purposes
target language use situation. This test require for students who want to success
through their academic program in the English speaking country. Based on the
Educational Testing Service (2016), it describes that the definition of TOEFL is
English language test that has recognized by collage, universities or agencies to
provide an international testing subject for non-native English speakers.
Specifically, English proficiency test has been used by many universities
in Indonesia. One of the English proficiency test is TOEFL that has been used at
Muhammadiyah University of Yogyakarta. This test becomes a requirement test
for students to complete their undergraduate degree. Moreover, this test is
14
designed as one of course materials in English Education Department of UMY to
develop student’s improvement in gaining high score in their TOEFL
Reading Section in the TOEFL Test. Reading TOEFL is more complex
than the other texts. This text is to measure students reading comprehension.
Then, this text is more scientific because it is designs in the academic
environment. According to Gorelova, Zalyaeva and Sungatullina (2015), reading
section in the TOEFL is a complex because it is designed into various types of
text. They also stressed that there are three basic texts which categorized as
exposition, argumentation and historical or the variety of subject. Likewise, the
characteristic of texts are more academic writing and non-fiction which has 700
words or more for each paragraph. Furthermore, the question refers the reading
passage and the fact of it. All of passages are related into English language
textbooks. This text is appropriate for university level to measure their reading
skills.
Additionally, the context of reading TOEFL text provides lots of
vocabularies and unfamiliar words. Then, the test takers need to comprehend the
meaning of the words. It is supported by Gorelova, Zalyaeva and Sungatullina
(2015) who argued that to pass the reading section depends on personal
vocabulary mastery. It means that there are lots of new vocabularies that faced by
test takers. Moreover, there are quite differences through the purposes in reading
TOEFL. Enright and Scheld (2000) specified that there are four types of reading
TOEFL which included reading to find information, reading for basic
comprehension, reading to learn and reading to integrate information across
15
multiple tasks. Besides, it also needs to guess reading items such as main idea,
inferences and supporting idea (Freedle and Kostin, 1993). In TOEFL, students or
test takers should know their ability to comprehend the ideas and the meanings of
words in reading passages. On the other word, there is a connection between the
text features and students understanding about their academic ability.
The Correlation of Reading Habit and Reading Achievement
It is useful for students to know more about reading skill and their reading
achievement in language learning. Reading and achievement are influenced to
each other. It is because reading could develop personal lives and it needs
measurement to know the changing during the learning process. Acheaw and
Larson’s (2014) study on university students’ reading habits and their attitudes
towards academic performance at Ataturk University Turkey found significantly
on reading and academic achievement performance. The data took 76 respondents
who studying English Language and Literature at Ataturk University during year
2013. The result shown that reading and academic achievement are required for
workers, researchers and educators to know the importance of study habit through
children. It means that every children who have a good study habit, they would
improve their academic achievement. When people develop reading as habit, they
would improve many things and consequently it could also increase their
academic performance.
Furthermore, it is also supported by Chiang’s (2016) research on
investigating the influence of reading habits on language learning achievements
by using principle for deep knowledge. The data took 32 students from a state
16
university in Northern Taiwan. This research is based on university students who
took an advanced English course. They have limited English outside classroom
activity and do not have English language books. The result of this research
revealed that there is connection between reading habit and learning achievement
in English language learning. He classified that academic achievements or
academic performances influenced by inner-connection principle and reading
habits affected by deep and down principle and alternating principle. Thus, when
people have a good reading habit, they will increase their literacy and verbal
reasoning.
Conceptual Framework
This part discusses the related concepts of brief description from chapter
two. The goal of the research is to find out the correlation between university
students’ reading habits and their reading achievements. Then, the researcher
concerns on explaining the literature related to two variables that consist of
reading habit and reading achievement on TOEFL.
Reading is the basic skill in language learning. It is known that reading is
collaboration between readers and written texts to pursue new information and
knowledge. In a reading process, the purposes of reading are for pleasure, leisure,
relaxation, information and for knowledge. Besides, there are several types of
reading such as reading for learning, reading for pleasure, and reading for
survival. People who have an effective reading enlarged a good progress in their
learning process. Considering the important of reading in language learning, the
17
researcher identifies two categories of reading. There are reading for pleasure and
reading for getting good score of reading achievement.
Additionally, reading for pleasure is reading related to the personal
feeling. When people have a good feeling in reading, they would increase their
reading habit. It is because readers feel more entertaining during their reading
time, they can choose an appropriate text with easy vocabulary, and they have a
leisure time to do reading. Besides, it is different in reading for getting a good
score of reading achievement. When people do reading in TOEFL, they feel
distressed. Moreover, understanding the reading comprehension in TOEFL is
difficult. In this type of reading, the readers cannot choose the text, the text is
more academic, there is lots of new vocabulary, and there is also limited time to
do reading.
On reality when students have a good reading habit, they would like to
recognize their English reading ability in a test. Some researchers show that
reading habit has positive correlation with the score of standardized reading test. It
is because when students have a good reading habit, they will easy to do reading
in the TOEFL. On the other case, students find the difficulty when they do reading
comprehension in TOEFL. They feel that it is different from reading as a habit.
Although students have a good reading habit, it cannot guarantee that reading
achievement on TOEFL have relations with their reading habits process.
18
Reading
Reading habit
Reading achievement
Characteristic reading habit:
-
-
-
Characteristic reading section
in TOEFL test
Entertaining to do
reading
-
The readers cannot
choose the text
Choosing an
appropriate text with
easy vocabulary
-
The text is more
academic
-
There is lots of new
vocabulary
Having a leisure time to
do reading
There is also limited
Related or not related
Table 2.1 The conceptual framework
19
Hypothesis
Based on the problem above, it could be identified that the hypothesis is as
follows:
H1: There is a significant correlation between university students’ reading habit
and their reading achievement on English proficiency test at EED UMY Batch
2013.
H0: There is no a significant correlation between university students’ reading habit
and their reading achievement on English proficiency test at EED UMY Batch
2013.
21
Chapter Three
Methodology
This chapter describes the methodology applied in research which is
elaborated into some parts. Part one discusses the research design. The second
point explains about the setting of when and where the research is conducted. The
third point discusses the population sample and sampling technique of this
research. Then procedure of data collection method is defined. Lastly, the data
analysis process to answer the research questions will be explained.
Research Design
In this research, the researcher uses a quantitative approach. Sugiono
(2013) stated that quantitative research is context data transformed into number
using statistic process. Cresswell (2009) indicated that quantitative research is
testing or examining variables of the research which the data are in forms of
number which are analyzed using a statistical procedure. It means that in a
quantitative research the data obtained in the format of numbers, statistic and
counting mode.
Besides, to analyze the correlation between university students’ reading
habits and their reading achievement on TOEFL test, the researcher used
correlation design technique. Correlation design is the correlation between two
variables or more that could indicate a linier correlation (Suharsimi, 2006). The
correlation design involved quantitative research which is related to statistic data.
22
Moreover, the meaning of correlation research is to find out whether the variables
are connected or not.
Research Setting
Setting of Place. This research is conducted at English Education
Department of Muhammadiyah university of Yogyakarta Batch 2013. The
researcher chooses this place as the research setting because there are three
reasons. First, the researcher is learning at EED UMY, and then it would be easier
to collect the data. Second, there is Language Testing Course to support the
students’ achievement in TOEFL. It is because the researcher want to find out the
score of the university students’ reading achievement on TOEFL. Furthermore,
they have done TOEFL and suitable to do a research.
Setting of Time. This research was done on May 2016. This time is
appropriate because the researcher focuses on sixth semester of EED UMY batch
2013 who have done TOEFL. The researcher takes the final score of the TOEFL
reading section. Then, the TOEFL was conducted in this time of the year.
Population and Sample
Population. Population is a set of subjects such as individuals, groups,
institutions, country. Sugiono (2013) identified that population is all of objects of
the research which include a human being, things, animals, plants, indications,
values, and phenomenon as the resource data. Then in this study, the researcher
takes all of the participants who attended the sixth semester of university students
at English Education Department of Muhammadiyah university of Yogyakarta
Batch 2013 as the population. The population of the research consists of 194
23
students which are divided into 5 classes, A class, B class, C class, D class and E
class.
Sample. Sample is a part of population which is chosen by the researcher.
Sugiono (2013) stated that sample is a part of population which is represented all
of population with some technique. In this study, the researcher takes one class of
sample from the sixth semester of EED UMY Batch 2013. According to
Suharsimi (2006), if the research subject is more than 100, the researcher could
takes 10-15% or 20-25% from the population. The researcher considered taking
10-15% from the total population, and then it required 19-29 respondents.
Additionally, the samples are 28 students of EED UMY Batch 2013 B class and it
was enough to do the research.
For identifying the sample, the researcher focuses on the technique
sampling. Technique sampling is a method to determine the sample of the
research which is the total of population took as the real data (Suharsimi, 2006).
In this research, the researcher used cluster random sampling as the sampling
technique. According to Sugiono (2013) found that cluster stratified random
sampling is technique for selecting the sample depending on group purpose not on
the individual purpose. Moreover, according to Creswell (2009), cluster stratified
random sampling occupancy the researcher to select participant or places which
could help the researcher in developing more detail understanding about the
phenomenon or cases in the group purposes (Creswell, 2009).The researcher used
this sampling technique because there are two considerations. The researcher
takes the sample randomly among five classes at EED UMY Batch 2013. After
24
that, the researcher makes a limitation which is based on the appropriate unit
sampling with a group purpose (cluster). The participants in this research are
around 18-25 years old, and the majority of them were considered as late
adolescence.
Research Instrument and Data Collecting Method
There are two instruments for data collecting method such as questionnaire
and score documentation. Besides, the forms of instruments are questionnaire
sheet and the list of score documentation as the value from the students’ reading
test of TOEFL.
Research Instrument
Questionnaire. Questionnaire is an effort to collect the information that
has written with some questions and it needed for the respondents to answer it
(Suharsimi, 2006). He also indicates that the questionnaire is a tool for collecting
information from the respondents as self-data report. The researcher design the
questionnaires which has related to literature review in chapter two. The
questionnaire is consists of some statements which concerns on the purposes to
measure students’ level of reading habit. The questionnaire consists of 30
statements in Indonesian language. There are 7 criterion of reading habit such as
quantity of reading (Q1, Q2, Q3), reading amount of books (Q4, Q5, Q6), purpose
of reading (Q7 – Q16), frequency of reading (Q17, Q18, Q19), personal feeling or
personal interest amount book (Q20- Q23), self-motivation (Q24 – Q27), and
quantity of library visit (Q28 – Q30). The researcher uses Indonesian language for
25
the statement because it could be easier to do by the participants. After that, the
researcher would examine the response of questionnaire.
The researcher indicates four options to give alternative answer with
different value. The indications are 4 points for (always), 3 points for (often), 2
points for (sometimes) and 1 point for (never). The questionnaires were about the
students’ reading habit in general. The lists of item scoring presented as follows:
Item Scoring
Always / Sangat Sering (SS)
Often/ Sering (S)
Sometimes/ Jarang (J)
Never/ Tidak Pernah (TP)
4
3
2
1
Table 3.1 Item scoring
Score Documentation. Students’ reading achievement could be measured
by using a test. In this research, the reading test is taken from TOEFL score.
Then, the data is based on the documentation score of value test. According to
Sugiono (2013) stated that documentation score refers to document which include
all of activities or moments in the past. He also mentioned that document could be
formed of written text, picture, or monumental arts from a personal life. Suharsimi
(2006) mentioned that documentation is looking for or collecting the data which
include written text, transcript, books, newspaper, magazine, note, rapport, or
agenda. Therefore, this instrument is used to complete the data from the written
document that has existed before.
26
Data Collection Method
The researcher conducts this research in four steps. First step the
researcher test validity and reliability of the instrument. In this case, the
questionnaire as the instrument is informed by expert judgments. The researcher
take two lectures in EED UMY who expert in the reading field. These
questionnaires are done before to distribute to the participants.
Then, the second step is distributing the questionnaire to the participants.
This step is to answer the first research question by analyzing students reading
habit through open-ended questionnaire. Before giving the questionnaire sheets to
the participant, the researcher explain the objective the research and how to
answer the questionnaire.
The third step which aims to answer the second research question is
collecting the students’ TOEFL reading score by identifying the participants score
level, whether they have very good, good, fair, low, or very low. The researcher
design the categories that related to the following formula. Score category can be
seen from the score max - interval. For the interval, it can be seen from the
range/category and the range is taken from score max - score min. Then, the data
is gathered from the score documentation of Batch 2013 students taking
International Language Testing Course . Thus, the researcher would ask
permission to the lecturer who has taught in International Language Testing class
to get the TOEFL reading score.
27
The last step is to answer the third research question on the correlation
between student’s reading habit and their reading achievement on TOEFL. In
order to find the correlation between these two variables, the researcher uses a
correlation analysis. All of the data would identify using a statistical form and
then would present into narrative text.
Validity and Reliability
Validity. The important one in the research is the instrument so it needs to
be valid. Validity is a tool to measure the real object of the data. According to
Field (2009) validity is “an instrument truly assesses what it puts to measure.” It
means that the data is valid if one variable is measured one purpose. If there are
two variable in one subject, it means that the data is invalid.
To know the validity of the data, the researcher use expert judgment for
the instrument. Expert judgment supports the researcher to know whether the
research instrument (questionnaire) is accepted valid or need a word’s revision.
For the instrument, it has informed by two lectures at EED UMY who expert in
the reading field. The researcher choose two lectures who have been teach in
reading for five years. Moreover, they are interested in research reading and
writing. The expert suggests that some statement needs to revise with an
appropriate word in order easy understanding for the respondent. The researcher
make 30 statements and it already fix by the supervisor and two experts.
Moreover, the instruments are adapted from the previous questionnaire. For the
instrument (questionnaire), its attached in the appendix list.
28
Reliability. Reliability refers to the flexibility on the data collection.
Phankania and Modi (2013) stated that there are two definitions of reliability.
First, it finds that the result score of the research is stable or unchanged by using
the same instrument. Second, if it uses the same instrument, the measurement of
the data is equivalent with the measurement before. In this research, the researcher
would use SPSS (Statistical Package for the Social Science) version 16 to test the
reliability of the instrument. Thus, reliability examined by identifying the result of
the Cronbach’s Alpha. According to Phankania and Modi (2013) the reliability
indicator divided into six levels. It is presented as below:
The Criteria of Reliability (Alpha)
No Cronbach’s Alpha
1. ≤ 0.90
2. ≤ 0.80
Internal Reliability
Excellent
Good
3.
≤ 0.70
Acceptable
4.
≤ 0.60
Questionable
5.
≤ 0.50
Poor
6.
≥ 0.50
Unacceptable
Table 3.2 The criteria of reliability (Alpha)
In this research, there are 30 items of questionnaire that would be
distributed into one class of students of EED UMY batch 2013. The reliability of
30 items is reported the table as follows.
29
Reliability Statistics
Cronbach's Alpha
N of Items
.756
30
Table 3.3 Reliability Statistics
The reliability of the questionnaires is .756 which means it is acceptable to be use.
Data Analysis
The result of scoring is expanded from all of the data of questionnaire and
score documentation. To make an easy measurement for data questionnaire and
score documentation, the researcher identifies these data using measurement of
SPSS program. It is usually used to measure the statistic data. According to Miles
(2006) found that the statistic data could be measured by SPSS program which
consist of frequency, testing reliability, validity, and also includes mean, median
and mode. To elaborate the data in this research, the researcher uses means as
main point to report the description of research findings. The researcher uses
SPSS (Statistical Package for the Social Science) version 16. It is one of tool in
the computer and commonly used in the statistic data. The result would be
interpreted by chart which has many types such as pie chart, histogram and bar
charts.
To measure students’ reading habit and reading achievement, it took from
the questionnaire result and reading TOEFL result. According to Suharsimi
(2006) there are five categories to know students’ reading habit level and their
30
reading achievement on TOEFL. He also mentioned that the scoring of categories
criteria for students’ reading habit can be used the following formula:
a. Score maximal:
Score max x question= 4 x 30 = 120
b. Score minimal:
Score min x question = 1 x 30 = 30
c. Range = score max - score min = 120 - 30 = 90
d. Interval = range/category = 90 / 5 = 18
e. Score categories of reading habit = score max - interval = 120 - 18 =
102
Where:
The total of category = 5
The total of question = 30
Score min = 1
Score max = 4
The scoring of categories criteria for students’ reading achievement on
TOEFL can be used the following formula:
a. Score maximal:
Score max = 50
b. Score minimal:
Score min = 0
c. Range = score max - score min = 50 - 0 = 50
31
d. Interval = range/category = 50 / 5 = 10
e