The Use of reader`s log in basic reading i class.

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ABSTRACT

Ratri, Lucia Natalia Rosari. (2015). The Use of Reader’s Log in Basic Reading I Class. English Language Education Study Program. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Reading is one of the English language skills which is important to learn. In supporting the process of learning, media are needed to train the students’ reading skills. In English Language Education Study Program of Sanata Dharma University, the lecturers of Basic Reading I have been using reader’s log as a medium to support the students’ reading skills. Nowadays, the use of reader’s log is already prevalent enough in Basic Reading I Class. Hence, this research was conducted to see the students’ perception onthe use of reader’s log in Basic Reading I Class.

There is one research problem addressed in this study; 1) What is the

students’ perception on the use of reader’s log in Basic Reading I Class? The theories were reviewed to help the researcher to find out the correlation between the results of the research and the theories proposed by the experts. The participants were the students of Basic Reading I course batch 2014 at English Language Education Study Program, Sanata Dharma University.

This study employed mixed method to collect both qualitative and quantitative data. In gathering the data, the researcher used two instruments namely questionnaire and interview. The questionnaire was used to answer the problem formulation. Meanwhile the interview was used to verify and support the questionnaire results and to gain further information.

Based on the data analysis results, the students have positive perception on the use of reader’s login Basic Reading I Class. The use of reader’s log is useful to support the students’ reading skills. Those reading skills are predicting, skimming, scanning, guessing the meaning of unknown words from the context, drawing inferences, and summarizing. Besides, the use of reader’s log is also useful to build

the students’ reading interest, increase the students’ English vocabulary, and

improve the students’ reading comprehension. Moreover, some suggestions are given to lecturers of Basic Reading I, students of Basic Reading I, and the future researchers.

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ABSTRAK

Ratri, Lucia Natalia Rosari. (2015). The Use of Reader’s Log in Basic Reading I Class. English Language Education Study Program. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Membaca adalah salah satu ketrampilan Bahasa Inggris yang penting untuk dipelajari. Dalam menunjang proses pembelajaran, media dibutuhkan untuk melatih ketrampilan membaca mahasiswa. Dalam Pendidikan Bahasa Inggris Universitas Sanata Dharma, para dosen Basic Reading I menggunakan reader’s log sebagai media untuk mendukung keterampilan membaca mahasiswa. Saat ini, penggunaan reader’s log sudah umum digunakan di kelas Basic Reading I. Oleh sebab itu, penelitian ini dilakukan untuk mengetahui persepsi mahasiswa terhadap penggunaan reader’s log di kelas Basic reading I.

Terdapat satu rumusan masalah dalam penelitian ini; Bagaimana persepsi mahasiswa terhadap penggunaan reader’s log di kelas Basic Reading I? Teori-teori diterapkan untuk mengetahui korelasi antara hasil penelitian dengan teori-teori yang dibuat oleh para ahli. Sasaran peserta penelitian ini adalah mahasiswa Basic Reading I angkatan 2014, Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Penelitian ini menggunakan mixed method untuk mendapatkan data kuantitatif dan kualitatif. Dalam mengumpulkan data, peneliti menggunakan dua instrument yaitu kuesioner dan wawancara. Kuesioner digunakan untuk menjawab rumusan masalah sedangkan wawancara digunakan untuk memperjelas dan mendukung hasil kuesioner.

Berdasarkan hasil analisis data, mahasiswa memiliki persepsi positif terhadap penggunaan reader’s log di dalam kelas Basic Reading I. Penggunaan

reader’s log berguna untuk menunjang ketrampilan membaca mahasiswa. Keterampilan tersebut meliputi memprediksi, membaca sekilas, membaca cepat, menebak arti kata yang tidak diketahui, menarik kesimpulan, dan meringkas. Selain itu, penggunaan reader's log juga berguna untuk menumbuhkan minat baca mahasiswa, meningkatkan kosakata Bahasa Inggris mahasiswa, dan meningkatkan pemahaman membaca mahasiswa. Disisi lain, beberapa saran diberikan untuk para dosen Basic Reading I, mahasiswa Basic Reading I, dan peneliti selanjutnya.

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THE USE

OF READER’S LOG IN BASIC READING I CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Lucia Natalia Rosari Ratri Student Number: 111214076

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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THE USE

OF READER’S LOG IN BASIC READING I CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Lucia Natalia Rosari Ratri Student Number: 111214076

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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“

All things are possible if you

believe

”

~Mark 9:23~



I dedicate this thesis to:

JESUS CHRIST My Beloved Ibu and Bapak

Mbak Awang and Anggara

My Friends Myself

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, August 10, 2015 The writer

Lucia Natalia Rosari Ratri 111214076

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Lucia Natalia Rosari Ratri

Nomor Mahasiswa : 111214076

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE USE

OF READER’S LOG IN BASIC READING I CLASS

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya, Dibuat di Yogyakarta

Pada tanggal :10 Agustus 2015 Yang menyatakan

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vii ABSTRACT

There is one research problem addressed in this study; 1) What is the

the students’ reading interest, increase the students’ English vocabulary, and

improve the students’ reading comprehension. Moreover, some suggestions are given to lecturers of Basic Reading I, students of Basic Reading I, and the future researchers.

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viii ABSTRAK

Berdasarkan hasil analisis data, mahasiswa memiliki persepsi positif terhadap penggunaan reader’s log di dalam kelas Basic Reading I. Penggunaan

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ACKNOWLEDGMENT

First of all, I would like to express my greatest gratitude to my beloved Jesus Christ for His endless blessing, guidance, strength, and help to keep me find the light in this long journey. My gratefulness is worth giving to Mother Mary, to whom I always go and share the burdens.

My special thankfulness is addressed to my beloved family. My father Yusup Sunarso, my mother Margaretha Siti Mujirah, my sister, my best friend Catharina Awang Wara Kinanthi, also my little brother Leonardus Seco Patu Sila Anggara, who physically and mentally support me. They are the reasons why I should struggle to finish my thesis. They always pray for the best of me when I am in a hard situation.

I would like to dedicate my appreciation to my beloved sponsor, Drs. Concilianus Laos Mbato, M.A. Ed.D., for his willingness to spend his time to read my thesis, for his advice, patience, smile and guidance from the beginning until the end of this thesis writing. I especially thank Fidelis Chosa Kastuhandani, M.Hum for being the best academic advisor for ELESP students of class B (2011). Further, I would like to deeply thank all lecturers of PBI and all the staff for sharing the knowledge and giving the best of helpful efforts during my study. I also thank the member of ELESP 2014, who kindly became the participants of my study.

Special thanks are addressed to ALLEGRO; Irfanda Adi Prabowo, Sri Lestari, Yulia Dewi Kristianti, Gaiety Fricilia, Heni Budi Astuti, and Monica Dhesta Kennya Cikita for every support and moments that we shared. Class B PBI 2011, all the member of PBI 2011, all the member of Thesis Fighters; Tamara

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Gita M, Alexandrea Thefannia, Raras Ganita, Indrias Pratama, and Tabitha Dwi A, PSM Cantus Firmus, also all the member of English Language Education Study Program for coloring my life during this wonderful period of studying in this university.

Inevitably, my sincere gratitude goes to Aries Adven Kurniawan. Special thanks are addressed to him for being there in my joys and sorrows. For the companionship, patience, warmth, support, prayer and love in every single story.

I express many thanks to the following people for coloring my life: Ana Srilestari, Afani Yasida, Fitria Ukhti, Wahyu Maniek, Leo, Riri, Denyk, Bagas and others. I also address my thanks to the members of Kos 6B; Mbak Dian, Fica, Vivin, and Gita for the support.

Finally, I thank all of the people whose names I cannot mention one by one for their support and prayers.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... iii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLWDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF FIGURES ... xii

LIST OF TABLES ... xiii

LIST OF APPENDICES... xiv

CHAPTER I. INTRODUCTION A. Research Background ………... 1

B. Research Problem ………. 3

C. Problem Limitation ……….. 3

D. Research Objective ………. 3

E. Research Benefits ………. 3

F. Definition of Terms ……….. 4

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description……… 7

1. Perception ……….. 7

a. Definition of Perception ……….. 7

b. The Process of Perception ………... 9

c. Factors Affecting Perception……….. 9

2. Reading ……… 11

a. Definition of Reading ………... 11

b. Reading skills……… 12

c. Reading Interest ……… 18

d. Reading Comprehension……….... 19

3. Reader’s Log……….20 B. Theoretical Framework………20

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xii

CHAPTER III. RESEARCH METHODOLOGY

A.Research Method ……… 24

B.Research Setting ………. 25

C.Research Participants ……….. 25

D.Instrument and Data Gathering Techniques ………... 25

E.Data Analysis Techniques ……….. 28

F. Research Procedure ……… 29

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A.Research Findings ……….. 31

1. Students’ Perception on the Use of Reader’s Log based on the Questionnaire Data ... ………….31

a. Reader’s Log Supports the Students’ Reading Skills………. 32

b. Reader’s Log Builds the Students’ Interest in Reading English text………....35

c. Reader’s Log Improves the Students’ Reading Comprehension ….……….. 36

d. Reader’s Log Increases the Students’ Familiarity with the Use of English Vocabularies in Certain Context………. 38

2. Students’ Perception on the Use of Reader’s Log based on the Interview Data ... 41

B.Discussion ... ……… 46

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A.Conclusions ……… 59

B.Suggestions ………. 60

REFERENCES ………. 62

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xiii

LIST OF TABLES

Table Page

3.1 Table of Participants Responses ... 28 4.1 Reader’s Log Supports the Students’ Reading Skills ... 32 4.2 Reader’s Log Supports the Students’ Interest in Reading

English Text ... 35 4.3 Reader’s Log Improves Students’ Reading

Comprehension Ability ... 37 4.4 Reader’s Log Increases Students’ Familiarity with The

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xiv

LIST OF FIGURE

Figure Page

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LIST OF APPENDICES

Appendix Page

APPENDIX A Surat Permohonan Ijin Penelitian ... 67

APPENDIX B Blueprint of Questionnaire... 70

APPENDIX C Questionnaire ... 74

APPENDIX D Raw Data of Close-Ended Questions... 78

APPENDIX E Raw Data of Open-Ended Questions………... 80

APPENDIX F Interview Guideline ... 100

APPENDIX G Transcript of Students’ & Lecturer’s Interview ... 102

APPENDIX H Syllabus of Basic Reading I in ELESP and Form of Reader’s Log ... 116

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1 CHAPTER I INTRODUCTION

This study investigates the use of reader’s log in Basic Reading I Class. This chapter consists of six parts, namely the research background, the research problems, the problem limitation, the research objective, the research benefit, and the definition of terms.

A. Research Background

Reading is one of the English language skills which is important to learn. It is also defined by Kustaryo (1988) that reading is the most important skills in learning language besides listening, speaking, and writing (p.1). In reading, there is a complex process involving word recognition, comprehension, fluency, and motivation (Leipzig, 2001). When students have good reading skills, they are able to comprehend, understand, and obtain a lot of information from the reading sources. Afterwards, reading can be a bridge to learn the other English language skills.

In teaching reading, especially at the University-level, a lecturer needs to implement a medium in order to support the students’ reading abilities. Recognizing the wide range of differences in student reading development, a program for the directed reading and the study work as well as wide independent reading is devised to provide maximum growth for all the students (Harry, 1957). In this case, a lecturer or teacher has an important role in designing the creative

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learning media in order to engage the students to read more. Therefore, by using an appropriate medium, it is easier for the students to develop their reading skills. As a result, providing an appropriate medium will stimulate the students to get the habit of reading happily and correctly.

In English Language Education Study Program of Sanata Dharma University, the lecturers of Basic Reading I Class have been using reader’s log as a medium to train the students in reading. According to Lyutaya (2011), in reader’s log, students will be able to maintain a written record of personal reactions to the text on several levels. Erfort (2013) also states that a reader’s log is a place to take risks, speculate, ask questions, express opinions, build knowledge, and give the students the ability to grow as strategic readers and independent learners. The reader’s log provides some spaces for the students to express their attitudes towards a text, based on their discoveries, and make the connections between what they know and what they are learning. In completing reader’s log, the students deserve to choose an article based on their own interest and it is also useful for them to measure their own reading ability.

Nowadays, the use of reader’s log in reading fields is prevalent enough, especially in English Language Education Study Program. However, it is important to see the students’ points of view whether the use of reader’s log supports the students’ reading skills. They may have various views on the use of reader’s log in Basic Reading I Class. Therefore, the researcher investigates the students’ perception on the use of reader’s log in Basic Reading I Class of English Language Education Study Program Sanata Dharma University Yogyakarta.

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B. Research Problem

This study is expected to answer a research question. There is one research problem addressed in this study: What is the students’ perception on the use of reader’s log?

C. Problem Limitation

In conducting this study, the researcher intends to investigate the use of reader’s log in Basic Reading I Class of the English Language Education Study Program of Sanata Dharma University. This study also focuses on answering the question stated in the research problem. The researcher focuses on the first semester students in 2014/2015 academic year because Basic Reading I Class is offered in the first semester. Specifically, the researcher chooses class B and class D of the course as the participants of the study.

D. Research Objective

Based on the research problem, there is one objective in this study. The objective is to find out the students’ perception on the use of reader’s log in Basic reading I Class.

E. Research Benefits

There are some benefits that can be obtained from this research. The benefits are presented as follows.

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1. Students of Basic Reading I Class

The study will be useful for the students especially in the ELESP Sanata Dharma University. Through this study, the students can reflect and evaluate how the use of reader’s log drives them to have positive or negative perception. Therefore, this study gives the opportunity to the students to give suggestions on the use of reader’s log in Basic Reading I Class.

2. Lecturers of Basic Reading I Class

This study provides the information on how students value the use of reader’s log in Basic Reading I Class. Based on the students’ perception, the lecturers are able to see the students’ reading problems. Thus, the lecturers will also be able to find the solution to solve the students’ reading problems by maximizing the use of reader’s log.

3. Future Researchers

This research is beneficial for the further research which related to the use of reader’s log in Basic Reading I Class. The researcher expects that this study can inspire the other researchers. They may discuss any information dealing with the topic of the study. For instance, they can discuss further about the use of reader’s log or the new material design by using reader’s log in reading class.

F. Definition of Terms

There are some terms used in this study to avoid the misunderstanding. Those are reader’s log, Basic Reading I, and ELESP students of Sanata Dharma University.

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1. Reader’s Log

Reader’s log is a kind of independent learning. The students use reader’s log to maintain a written record of the personal reactions to the text on several levels. In reader’s log, there are some spaces that used for the students to express their attitudes towards a text, on their discoveries, and make the connections between what the students know and what the students are learning (Lyutaya, 2011). The students should complete the reader’s log by the texts they read. It is also useful for them to measure their own reading ability.

2. Basic Reading 1

Basic Reading I is one of the courses which is offered by the English Language Education Study Program of Sanata Dharma University. This course invites the students to improve their reading skills. In ELESP of Sanata Dharma University, Basic Reading I; KPE 110, is one of the courses which belongs to MKK: Mata Kuliah Keilmuan dan Keterampilan. This course is designed to introduce the students with the strategies of reading. However, in this course, the students are also provided with the hands-on experience in applying the reading various types of text. In addition, the course helps the students to develop their English vocabulary and reading aloud ability. Every week, the students have to complete their tasks through the online assignment or even in the form of reader’s log. Therefore, it helps the students become the independent and the effective readers (Tim Dosen Program Studi Pendidikan Bahasa Inggris, 2014).

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3. ELESP Students of Sanata Dharma University

ELESP that stands for English Language Education Study Program is one of the study programs inSanata Dharma University which has a goal to prepare good future educators. This study program belongs to the Faculty of Teachers Training and Education. The researcher took the data based on the perception of the ELESP students of Sanata Dharma University. The ELESP students refer to the first semester from batch 2014.

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7 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents two major parts, namely the theoretical description and the theoretical framework. The Theoretical description focuses on the review of related literatures underlying this study. Besides, the theoretical framework discusses the implementation of the theories. The theoretical framework is used in order to answer the research problem.

A. Theoretical Description

In this part, there are three main points which will be reviewed. Those are perception, reading, and readers’ log.

1. Perception

In reviewing the theories which are related to the perception, the researcher divides the theories into some parts. They are the definition of perception, the process of perception, and the factors affecting perception.

a. Definition of Perception

There are some definitions related to the perception. Perception is the process by which individuals select, organize, and interpret the input from their senses to give meaning and order to the world around them (Robbins, 2005). Although people see the same thing, they may have different perception on the same object. Perception is influenced by four things, which are selection of stimuli,

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organization of stimuli, the situation, and the person’s self-concept (Altman, Valenzi, & Hodgetts. 1985). Vernon (1962) on his psychology of perception states “perception is knowledge of the identity of objects and features in the environment” (p. 13). He explains the perception as an indentity and value of the objects which occur in the surrounding. Since perception occurs in the surrounding, Leontiev (1981) explains that perception is something which is “characteristically integral, structured, constant, meaningful, and concrete” (p. 32). When the people get the stimuli, people will interpret it by selecting and grouping the information based on their own thoughts. The result of interpreting; by selecting and grouping the information, will be their own concept or belief which is called as their own perception. The perception that the people get will be different to one another since everyone has his or her own concept or belief.

George and Jones (2005) also have similar definition of perception. They define perception as “the process of selecting, organizing, and interpreting the input from individuals’ senses (hearing, smell, touch, vision, and taste) in order to give meaning to their environment” (p. 115). Based on their definition, they state that perception is a series of selecting, viewing then intepreting data into reality. In other words, perception can be explained as the series of process by which an individual becomes aware of and interprets the information about the environment. Warga (1983) states that perception is based on the past experience. It means that when someone has never experienced an event or observed an object, he or she cannot create a perception.

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b. The Process of Perception

Perception occurs since the child is born (Leontiev, 1981, p. 32). Through the process of life, the psychology of sense will work from the light falls into the eyes. The following figure 2.1 explains the process of perception:

Figure 2.1 The Perceptual Process (Altman et al, 1985, p.86)

The diagram above helps to comprehend the basic process of human perception. When people get a stimulus, the sense of organs respond the sensory and try to interpret it. Altman et al. (1985) explain that the process of perception is started by a stimulus. The sensory organ will select and accumulate the stimuli and then lead it to the brain. After the brain interprets the stimuli, the perception will be formed and the result of the individual’s perception leads him to give response in a form of different behaviors. Vernon (1962) states when people catch the stimulus, the light will be captured by the eyes then the sense of visual pattern occurs (p. 18).

c. Factors Affecting Perception

Every person has a different behavior response. It happens because he/she has different perception. The difference of behavior responses happen because there

Stimuli

Sensors’

selection of stimuli

Perception, organization,

and interpretation

of stimuli

Behavioral response

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are some factors that influence a person’s perception. Altman et al. (1985) describe four important factors that influence the person’s perceptions. They are as followed: 1) Selection of stimuli

This part is a process when a person concentrates on a small number and starts to select and perceive things differently. In this process, each person will select specific cues and filter, or screens, out the others. By organizing the stimuli, people will be able to categorize the input. The categorization of stimuli reduces initially complex information into the simple categories.

2) Organisation of stimuli

After the information has been selected, it will be arranged into something meaningful. The mind tries to bring an order out the unarranged data by selecting certain items and putting them together in a meaningful way based on the experiences.

3) The situation

A familiarity and expectation about a situation (environment) influence what the people’s believe. Believing a situation deals with how well a person adjusts his or her behavior to situation. The situation which influences perception may deal with a person’s familiarity with, or expectation about, a situation, or past experience. When someone experienced something good/bad in the past, he or she perceives the same thing positively or negatively.

4) The person’s self concept

Self-concept is the way a person feels about and perceives him or herself. Self concept is important since the mental picture of a person determines much of what

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he or she perceives and does. The knowledge and the way someone sees themselves affects the perception of the world around. When a person has a relatively stable and positive self-concept, he or she may perceive something positively.

2. Reading

This part presents the theories of reading. Those theories are the definition of literature, the reading skills, the reading interest, and the reading comprehension. a. Definition of Reading

As stated by McDonough, Shaw, and Masuhara (2013), reading is the most important language skills. Reading is the activity or skill of understanding written words (Bullon et al., 2005). Leipzig (2001) states that reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Grabe and Stoller (2002: p. 9) state that reading is the ability to draw the meaning from the printed page and interpret the information appropriately.

Besides, Schoenbach, Greenleaf, Cziko, and Hurwitz (1999, p. 38) define the reading as a complex process of problem solving in which the reader works to make sense of a text not just from the words and sentences on the page. The effective reading is a flexible and appropriate response to the material in hand, and this is always guided by the reader’s purpose; it means that readers are aware that they have options, including the option to give up (Wallace, 2003: p.5). As well as being aware of patterning at the word level, the readers need to make the sense of connected text. Every part of the text relates to each other. It creates a meaningful

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whole and the whole takes on meaning from situation and culture context (Wallace, 2003: p. 11).

As stated by Perfetti and Marron (1998), learning to read is an acquisition of increasingly number of the words and the alteration of the individual representations along the quality. There are three majors of learning achievement based on Ahmadi and Supriyono (1991). The first is learning the stimuli factor which is related to leaning factors outside the learners; materials, tasks, and learning atmosphere. The second factor of learning reading is the method used by the teachers in classroom. It will give impact on the students’ improvement. The third is the individual factors. Individual factors include the readiness, motivation, and learning experience.

b. Reading Skills

Reading skills enable the readers to turn writing into the meaning and achieve the goals of independence, comprehension, and fluency. The reading skills will enable the readers to make the meaning out of written language, interact and engage with the language, and comprehend and analyze the language of the reading passage (Erfort, 2013). There are some reading skills that help the students to improve their ability to understand the English text. Those readings skills are previewing, predicting, skimming, scanning, guessing the meaning of unknown words, making or drawing inferences, and summarizing. When readers make connection, question, infer, determine importance, visualize, synthesize, and monitor for meaning, they have more complete understanding on the text (Harvey

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& Goudvis, 2000 as cited in Daunis & Iams, 2007, p. 14). The reading skills are described as follows.

1) Previewing and Predicting

A preview is a quick and an easy way to find out what a text will be about before reading the whole text. This skill helps the students to decide whether they need to read a particular text or not. It also helps the students to decide what the text will be about before reading the whole text (Leane, 2002). If the students are able to use this strategy, the students will be able to catch the information before they read the whole text. If the information they want does not look like it will be in the text, they shouldn’t bother reading all the text of the reading passage. As stated by Daunis and Iams (2007), whether the text is a professional text or a quick memo, knowing the genre of the text and having expectations of it allows the students to be more skillfully reading the text itself (p. 16). It is as if the students put a frame around their thinking before they start reading, helping them to contain their thoughts to both a specific purpose and a certain genre. When the students engage in this essential pre-reading skill, the students set their selves up for more successful comprehension of the text.

Whereas, predicting is using knowledge of the subject matter to make predictions about the content and the vocabulary and check the comprehension. By using the knowledge of the text type and purpose, the students are able to make predictions about the text structure. Predicting involves using cues in the text to guess what is going to come next (Leane, 2002). Understanding the context of what the students have already read helps the students to make predictions. The students

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can also use the illustrations, the vocabulary or the grammatical structure to guess what is coming next (Leane, 2002)

2) Skimming

Skimming is a strategy that gives the students the sense of the theme, purpose, the organization of the text, the perspective or point of view of the writer, the issues, the arguments and theoretical perspectives through using the author's organizational cues, the introductions and conclusions, the headings and the sub-headings, the italics, and the summaries. Skimming can also help the students make decision about where to place the greatest focus when there is limited time for reading (Freedman, n.d as cited in Chiew, 2013). Skimming helps the students identify whether or not to continue reading, what to read carefully, and where the best place is to begin (The Teaching and Learning Unit, University of Melbourne, 2010). Liao states that skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time (2011, as cited in Chiew, 2013).

The purpose of skimming is to perceive the text organization and search out the main ideas (Kol & Schcolnik, 2000 as cited in Chiew, 2013, p.14). Skimming from the text involves quickly looking over the whole text, selecting and discarding information, and quickly reading and highlighting selected parts to get the main ideas of the text (Feuerstein & Schcolnik, 1995 as cited in Chiew, 2013). Skimming a text immediately before read the text carefully can help the students consider what they already know and can help them to develop a purpose for reading (The Teaching and Learning Unit, University of Melbourne, 2010). Skimming can

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maximize the students’ interest in the text, the understanding, and the reflection on the material (The Teaching and Learning Unit, University of Melbourne, 2010). Chiew (2013) states that skimming is an essential academic reading skill because the students face massive amount of information in their academic studies which required them to read selectively by applying the skill of skimming.

3) Scanning

Scanning is reading quickly to search for the specific information (The Teaching and Learning Unit, University of Melbourne, 2010). Scanning is a reading skill which is used to quickly locate specific information (Study & Learning Center [RMIT], 2007). When the students scan, they know what they are looking for (e.g.: key words, dates, etc.). Scanning is useful when the readers want to find out specific information. It helps the students to save the time by quickly locating particular information that is relevant to the students’ study. Therefore, the students avoid reading unnecessary material. Scanning is the process of quickly searching for the particular piece or pieces of information in a text.

The purpose of scanning is to extract specific information without reading through the whole text (Brown, 2001: 308 as cited in Yusuf & Amanda et al., 2010, p. 5). Koзak (2011) also states that general reading or scanning is reading to extract specific information; reading for general understanding. To scan a reading text, the students should start at the top of the page and then move the eyes quickly toward the bottom. Generally, scanning is a technique that helpful when the students are looking for the answer to the known question (Koзak, 2011).

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4) Guessing the meaning of unknown words from context

Consulting the meaning of the unknown words to the dictionary sometimes takes time in reading. The students can guess the meaning of the unknown words from the context without opening the dictionary. Words are like glue and paint. They are there to provide the connections and add interests, but those are not essential for meaning. If the students concentrate on the information words, they can read faster and with better comprehension (The Teaching and Learning Unit, University of Melbourne, 2010).

The students can often determine the meaning by considering the context in which a word appears. As stated by Langan (1986), when students are reading the reading text, the surrounding words and sentences frequently provide the clue to the meaning of the words. The students can use the prior knowledge and the ideas of the text as a clue to understand the meaning of the unknown words instead of stopping to look at the unknown words. Guessing the meaning of unknown words involve using a wide variety of clues (including linguistic and nonlinguistic) to guess the meaning when the students do not know all the words. Guessing helps the students to overcome the knowledge limitation in reading. The students do not need to recognize and understand every single word before they can comprehend the overall meaning. The students can actually comprehend a lot of reading passage through systematic guessing without necessarily comprehending all the details (Oxford, 1990: 90 as cited in Yusuf et al., 2010, p.5).

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5) Making/Drawing Inferences

Inferring means making the use of syntactic, logical and cultural clues to discover the meaning of unknown elements. If these are words, then word-formation and derivation will also play an important part (Grellet, 1999). The most meaningful ideas from the text often stem from what the readers infer, not from what’s written on the page (Daunis & Cassiani (2007, p. 26). The ability to make inferences is the ability to use two or more pieces of information from a text in order to arrive at a third piece of information that is implicit (Kispal, 2008). Inference can be as simple as associating the pronoun ‘he’ with a previously mentioned the male person. It can be as complex as understanding a subtle implicit message, conveyed through the choice of the particular vocabulary by the writer and drawing on the reader’s own background knowledge (Kispal, 2008).

6) Summarizing

Summarizing is making a condensed, shorter version of the original passage (Yusuf et al., 2010). Mikulecky (1990: p. 145) states that summarizing is shortening materials by retaining and re-stating main ideas and leaving out details. When the students summarize, they show the comprehension of the texts because the students conclude the important points of the reading text. Summarizing is usually done after finishing reading the reading text. It also make sure whether the students understand the story or not. Summarizing makes the students aware of their understanding of the text (Mikulecky, 1990). By summarizing, the students can demonstrate their comprehension of the text.

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c. Reading Interest

As stated byTaschow (1985), interest is one of affective factors that develops and maintains a desire for reading. Harris (1954) also states that there are some factors influencing reading interest, they are accessibility and availability, teacher, friend, media, and the difficulty of the books (p.420). Schiefele and Krapp (1999) find that interest was related to deep-comprehension questions, recall of main ideas, and to a higher degree of cognitive organization in college students’ knowledge structures. They conclude that interest does not simply enhance the amount of recalled text information, but have a strong influence on the quality of learning. That is, interest seemed to motivate readers to go beyond the surface structure of the texts and focus on the main ideas and their underlying meaning (Krapp, 1999). Ryan and Deci (1990) also conclude that interest leads to more elaborate and deeper processing of expository texts.

Hidi (2001) finds that interest is a clear indicator of the quality of learning derived from reading. When the students’ interest in reading, they are encouraged to go beyond the surface elements of the text and focus on more elaborate, higher-order thinking skills, to help them uncover the underlying meaning of the main ideas. Flowerda, Schraw, and Stevens (2004) emphasize that the materials are interesting, it will affect the application and transfer of deeper text processing. What the students find interesting, they consider meaningful (Fink & Samuels, 2008). Providing the students with a wide choice of reading materials and sharing the books regularly with the students seemed to help maintain their interest in reading.

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d. Reading comprehension

Reading comprehension is the process of making meaning from the text. The goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences. The meaning of reading comprehension also well described by Kustaryo (1988):

“Reading comprehension means understand what has been read. It is an active thinking process that depends not only on comprehension skill but also the students’ experience and prior knowledge comprehension involves understanding the vocabulary seeing the relationship among words and concepts, organizing ideas, recognizing author’s making judgment, and evaluating”.

As stated by Kustaryo (1988), the process of comprehending the reading texts need the students’ experience and the prior knowledge comprehension that involves understanding the vocabulary, the organizing ideas, the recognizing author’s making judgment, and the evaluating. Reading comprehension (understanding, gaining meaning and interpreting the text) depends on a variety of the reader-related, the text-reader-related, and the situational factors (De Corte et al., 2001). Yorio surveys the second language students, who states that vocabulary is their most important problem in reading comprehension (1971, as cited in Anjomshoa & Zamanian, 2014, p. 91).

Meaning is formed in the reader’s head, that is, a person’s prior knowledge affects the kinds of meanings constructed from the text information (Fukkink & de Glopper 1998; Lipson 1983 as cited in Wolley, 2011). Comprehension is more effective when the students use what they already know about the text theme to conceptualise the gist of the present text (Goodman 1996; Smith 1978 as cited in Wolley, 2011). This process allows the students to construct a more appropriate

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situational model of the text. There are a multiplicity of factors that contribute to the reading difficulties for many students with special needs and the underlying causes of their reading problems may be largely unknown (Lewis & Doorlag 1999).

3. Reader’s Log

The students use the reader’ log to maintain a written record of personal reactions to the text on several levels. The space provided in the reader’s log is an opportunity for students to express their attitudes towards a text, on their discoveries, and make connections between what the students know and what the students are learning (Lyutaya, 2011). Lyutaya also states that a reader’s log is a place to take risks, speculate, ask questions, express opinions, and build knowledge, giving students the ability to grow as strategic readers and independent learners (2011). Reader’s Log provides some space that should be completed by the texts that the students read. It’s also useful for them to measure their own reading ability. Reader’s log integrates between the writing and reading. Writing will help the students integrate different sources of information and organize their thought; as a result, their thinking is more fluid, flexible, and tangible, “thus promoting conscious awareness and deeper comprehension” (Dorn & Soffos, 2005 as cited in Lyutaya, 2011).

B. Theoretical Framework

This study is aimed to investigate the use of reader’s log in Basic Reading I Class. Therefore, there is one problem formulated; the students’ perception on the

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use of reader’s log in Basic Reading I Class. In order to cover the problem formulated, the researcher employs three main theories, which are perception, reading, and also reader’s log. Those theories become the researcher’s foundations in working this study out.

Basic Reading 1 is the course which focuses on the basic of reading for the first semester students. It is designed to develop students ‘reading skills (Lesson Unit Plan of Basic Reading I). However, reading activity in Basic Reading I Class is not only done in the classroom. The lecturer uses a reader’s log as the medium for students to train their reading skill. Students can read many articles by their own choices. A reader’s log is a place to take risks, speculate, ask questions, express opinions, and build knowledge, giving students the ability to grow as strategic readers and independent learners. The logs are an opportunity for students to express their attitudes towards a text, on their discoveries, and make connections between what they know and what they are learning (Lyutaya, 2011). They will be able to read English articles not only in the classroom but also outside the classroom. It will also help the students to enrich their reading experience independently.

As stated in the theoretical description, reading is one of the most important language skills in learning English (McDonough et al., 2013). There are a number of reading skills that help the students improve their reading ability to understand and process the text. Those readings skills are previewing, predicting, skimming, scanning, guessing the meaning of unknown words from context, making/drawing inferences, and summarizing. When readers make connection, question, infer,

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determine importance, visualize, synthesize, and monitor for meaning, they have fuller and more complete understanding on the text (Harvey & Goudvis, 2000 as cited in Daunis & Iams, 2007, p. 14).

Besides, in this study, the researcher also investigates the students’ perception on the use of reader’s log. As stated by Robbin (2005), perception is the process by which individuals select, organize, and interpret the input from their senses to give meaning and order to the world around them. The students who experience the use of reader’s log will give their perception on it. Thus, perception will lead them to have a positive or a negative responses. The positive perception on the use of reader’s log may lead the students to have good behavior in reading. The students use reading log to maintain a written record of personal reactions to the text on several levels.

Therefore, the lecturers also need to develop the reading material based on the characteristic of Basic Reading Class I in ELESP. The KPE 110 of Basic Reading I will be used to dive a picture and description about what Basic Reading I Class is and to explain the importance of this course to the readers. Moreover, the researcher also engages the theories of reading interest, reading skills, and reading comprehension. It helps the researcher to find out the relation between the use of reader’s logand students’ reading development.

Those theories are crucial to make this study scientific. In making the research instruments, then the researcher uses the existing and relevant theories as the basis to answer the research problem. Therefore, the study will cover the

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theories in the discussion dealing with the use of reader’s log in Basic Reading I Class.

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24 CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with the methodology which is used by the researcher. The research methodology is intended to answer the research question. Meanwhile, the methodology covers some parts, those are the research method, the research setting, the research participants, the research instruments, the data gathering technique, the data analysis technique, and the research procedure.

A. Research Method

This research used mixed method. Ary, Jacob, and Razavieh (2006) explain that mixed method is an approach that combines both qualitative and quantitative methods in the design of a single study (p. 32). Lodico, Spaulding, and Voegtle (2006) state “A mixed method combines the strengths of both qualitative and quantitative research. Providing both an in-depth look at context, processes, and interactions and precise measurement of attitudes and outcomes” (p. 282). The mixing process may occur in the data collection, methodology, the specified method, the logistic of the design, and the analysis. Creswell (2008) explains that when both quantitative and qualitative data are used together in the research, it will provide a better understanding of the research problem than either type by itself.

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B. Research Setting

The study took place at Sanata Dharma University Yogyakarta, to be exact at the English Language Education Study Program. The study was conducted in class B and class D of Basic Reading I. In order to answer the research problem, the researcher distributed the questionnaire during the even semester of 2014/2015 academic year. It was on December 4, 2014. Meanwhile the interview was conducted on April 17, 2015.

C. Research Participants

The research participants were the first semester students of Basic Reading I Class in the English Language Education Study Program. There were two classes chosen; class B and class D in the academic year 2014/2015. Class B consisted of 26 students and class D consisted of 30 students. To sum up, the participants consisted of 56 students in total. In this case, the researcher engaged purposive sampling. Singleton and Straits (1999) state that purposive sampling goes to nonprobability sampling in which the researchers select the units that are representative or the typical of the population based on their judgments. The researcher used class B and class D since the students of those classes have experienced in using the reader’s log.

D. Instruments and Data Gathering Technique

Research instruments were necessary in conducting a research. In this research, the researcher used questionnaire and interview to obtain the data in order

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to answer the formulated problem. The research was started by asking some questions through questionnaire to the participants. After that, it is followed by asking further information through the interview.

1. Questionnaire

There were two classes of Basic Reading I that were given the questionnaire to gain the quantitative data. Gall, Gall, and Borg (2007) state that the questionnaires are printed forms that ask the same questions of all individuals in the sample and for which respondents record their answers in a verbal form (p. 228). The questionnaire was used to find out the students’ opinion on the use of reader’s log in Basic Reading I class. The questionnaire consists of two parts; the close-ended and the open-close-ended question. Firstly, the researcher distributed the questionnaire which consisted of close-ended and open-ended questionnaires. All the items in the questionnaire were related to the research problem formulated; to what degree the use of reader’s log supports students in learning reading.

Van Dalen (1979) states that the closed-form consists of a prepared list of concrete questions and a choice of possible answer (p. 126). In the close-ended questions, there is a form of question where the respondent is able to choose based on the answer provided. In this section, the researcher provided 14 statements and used Lickert Scale. Cohen, Marion, and Marrison (2000) state that Lickert scale contains of degree of agreement which is set to gain the expressions of opinion, interest, or value, problems to react to, or statements to agree or disagree with (p. 253). Based on the Lickert scale, the students chose the units of scales to indicate their answers, whether the students were “strongly agree”, “agree”, “undecided”,

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“disagree”, and “strongly disagree”. Then, to make the result clearer, the questionnaire is provided in Appendix C.

The second part of the questionnaire was open-ended question. In this part, the students were given a chance to answer the questions freely. It was also acknowledged by Van Dalen (1979), “the open-form questionnaire permits the participants to answer freely and fully in their own words and their own frame of reference” (p. 126). It was also used to gain further opinion based on the students’ opinion on the use of reader’s logs in basic reading 1 class. Therefore, the open-ended questions would make the first part clearer.

2. Interview

After the students were given the questionnaires, some of the students were given interview to draw the qualitative data. The interview was used as the compliment to strengthen the written observation (questionnaire) or as confirmation. It was also stated by Rodrigues and Zimmerman (1992) that interviewing was a structured process of questioning others (p.106). They also stated that the use of interview could help the researcher found the data that could not be gained by observation and questionnaire.

The participants were chosen purposively to verify unclear answers. Gall, Gall and Borg (2007) state that “a sample in which all members of the accessible population had an equal chance of being selected” (p. 168). By analyzing the results of questionnaire, there were five students made unclear answers. The interview was conducted in approximately 5-10 minutes for each participant. Therefore, the researcher conducted interview on April 17, 2015.

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E. Data Analysis Technique

The data analysis technique dealt with analyzing the results of the questionnaire and interview. First, the researcher counted the close-ended question in the questionnaire. The result of the questionnaire were grouped and then presented in percentage mode. Moreover the results of the data were interpreted descriptively. Wiersma (1995) states that “the low value represented negative responses and the high value represented positive responses” (p. 183). Then, the researcher made a classification for the results of the percentage.The students had negative perception if the result of percentage was less than 50% (0% - 50%). Then, the students had positive perception if the result of percentage was higher than 50% (>51-100%). The data was presented in form of table (see Table 3.1). Meanwhile the percentage of each item was obtained by:

Note:

n: the total number of students based on the degree of agreement N: the total number of students

Table 3.1 Participants’ Responses

No Statement Degree

SD (%) D (%) U (%) A (%) SD (%)

1. Statement 1 2. Statement 2

Etc.

SA: Strongly Agree; A: Agree; U; Undecided; D: Disagree; SD: Strongly Disagree �

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For the open-ended questions, the researcher grouped, clustered and classified the same answer and then interpreted it. Whereas, the data from the interview were transcribed in the written form. They were also interpreted to complete the data of questionnaires.

F. Research Procedure

In conducting this research, the researcher took some following steps which were necessary to the research procedures. The researcher began the research by deciding the topic. Then, the researcher formulated the research problem related to the topic. Afterwards, in order to gain the knowledge about certain theories related to the work, the researcher did the library study. After finding a topic and some supported theories, the researcher decided an appropriate research method which was able to accommodate this study in finding the answer to the formulated problem. Then, the researcher selected the research participants and prepared the research instruments such as blue print of the questionnaire.

After the basic preparation steps have done, the next step was about conducting the main procedure of this research. Before conducting the research, the researcher asked permission of the participants by giving the legal letter to the academic advisor of each class. After getting the permission, the researcher and the lecturer made an appointment in order to find the time which was used for distributing the questionnaires to the students. The next steps after the scheduled had been arranged, the researcher distributed the questionnaires to the students. Then, the data from the questionnaire were gathered and analyzed in order to find

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the answer to the formulated problem. Based on the students’ answers, the researcher also chose some participants who would be interviewed. Then, the researcher conducted interview with the students chosen as the participants in order to obtain the deeper answers and additional information dealing with the topic. After that, the collected data were presented in a form of percentage for the questionnaire and the interview were transcribed in the written form then it explained descriptively. Based on the data obtained, the researcher answered the formulated problem. As the last step, the researcher reported the results systematically and draw a conclusion to conclude the research.

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31 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research findings and the discussion to answer the research problem about the students’ perception on the use of reader’s log in Basic Reading I Class. It consists of two parts; the first part is the research findings and the second part is the discussion of the findings which discusses the relation between the raw data and the supported theories in order to answer the research question.

A. Research Findings

The research findings present the data of the students’ perception on the use of reader’s log. The analysis of the research findings begins with the analysis of data questionnaire and followed by the analysis of the data interview as the second part of this section.

1. Students’ Perception on the Use of Reader’s Log in Basic Reading I Class based on the Questionnaire Data

There will be four discussions on the students’ perception on the use of reader’s log in Basic Reading I Class. They are the reader’s log supports the students’ reading skills, the reader’s log builds the students’ interest in reading English text,the reader’s log improves the students’ reading comprehension ability, and the reader’s log increases students’ familiarity with the use of vocabularies in certain context.

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a. Reader’s Log Supports the Students’ Reading Skills

The aim of Basic Reading I Class is to invite the students to improve their reading skills. Therefore, in this part, the researcher wants to see the students’ perception on the use of reader’s log in supporting the students’ reading skills. There are six items provided related to the research question and the data are presented on the table below.

Table 4.1Reader’s Log Supports the Students’ Reading Skills

No Statements SA A U D SD

1. Reader’s log helps me to train my

reading skills 48.2% 44.6% 5.4% 1.8% 0

2. Reader’s log increases my

reading skills 42.9% 51.8% 5.4% 0 0

Reader’s log helps me to understand some basic reading strategies, namely previewing, predicting, skimming, scanning, and guessing word meanings from context

30.4% 66.1% 3.6% 0 0

Reader’s log helps me to apply the reading skills when reading various types of texts

25% 69.6% 5.4% 0 0

Reader’s log trains me to scan for detailed information of the reading texts

12.5% 76.8% 8.9% 1.8% 0

6. Reader’s log trains me to make

inferences from the reading texts 10.7% 73.2% 10.7% 5.4% 0

SA: Strongly Agree; A: Agree; U; Undecided; D: Disagree; SD: StronglyDisagree

On the first research statement, there were 27 students (48.2%) who chose SA (Strongly Agree) and 25 students (44.6%) who chose A (Agree). Nevertheless, there were three students (5.3%) who chose U (Undecided), only one student (1.8%)

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who chose D (Disagree), and none of the students (0%) who chose SD (Strongly Disagree) to the research statement. However, most of the students (92.8%) agreed that reader’s log helped them to train their reading skills.

The first research statement showed that based on the students’ perception, reader’s log helps the students to train their reading skills. In the second research statement, the researcher wants to investigate the students’ perception whether or not the use of reader’s log increases the students’ reading skills. From the table 4.1, it showed that there were 24 students (42.9%) who chose SA (Strongly Agree) and 29 students (51.8%) who chose A (Agree). On the contrary, there were three students (5.4%) who chose U (Undecided), yet none of the students (0%) who chose neither D (Disagree) nor SD (Strongly Disagree). Since the data showed that almost all the students (94.7%) agreed to the research statement, hence the researcher concludes that reader’s log is effective way to supports the students’ reading skills.

The third research statement was used to investigate the effect of reader’s log in understanding some basic reading skills, namely previewing, predicting, skimming, scanning, and guessing word meanings from the context of the reading text. Based on the table 4.1, 17 students (30.4%) chose strongly agreed and 29 students (66.1%) chose agreed. There were two students who chose U (Undecided) and no student (0%) who chose neither disagreed nor strongly disagreed. The researcher inferred that the majority of the students (96.5%) felt the positive effect in understanding some basic reading strategies, namely previewing, predicting, skimming, scanning, and guessing word meanings from the context of the reading text.

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From the fourth research statement in the Table 4.1, the researcher wanted to investigate whether or not the use of reader’s log made the students practice the reading strategies. The result showed that 14 students (25%) chose SA (Strongly Agree) and 39 students (69.6%) chose A (Agree). However, there were three students (5.4%) who chose U (Undecided). Besides, there was no student (0%) who chose D (Disagree) and SD (Strongly Disagree). To sum up the findings, 94.6% of the total students agreed that the use of reader’s log made the students always applied the reading skills when reading English texts. Before the students implemented the reader’s log, they always opened the dictionary to find the meaning of some new words. However, after they were trained by the lecturer to use reader’s log, the students tried to practice the reading strategies.

The fifth research statement showed whether reader’s log trains the students to scan for the detailed information of the reading texts. From the table, it showed that there were seven students (12.5%) who chose SA (Strongly Agree) and 43 students (76.8%) who chose A (Agree). On the contrary, there were five students (8.9%) who chose U (Undecided), one student (0%) who chose D (Disagree) and none of the students who chose SD (Strongly Disagree). Since the data showed that almost all the students (89.3%) agreed to the research statement, thus the researcher concluded that reader’s log was an effective way to train the students to scan for the detailed information of the reading texts.

The last research statement is about the students’ perception on the use of reader’s log to train the students to make inferences from the reading texts. The result showed that six students (10.7%) chose SA (Strongly Agree) and 41 students

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(73.2%) chose A (Agree). However, there were six students (10.7%) who preferred to choose U (Undecided). Besides, three students (5.4%) who chose D (Disagree) and none of the students who chose SD (Strongly Disagree). To sum up the findings, 83.9% of total students agreed that the use of reader’s log trained the students to make inferences from the reading texts.

b. Reader’s Log Builds the Students’ Interest in Reading English Text In this part, the researcher investigates the students’ perception on the use of reader’s log in building the students’ reading interest. In the questionnaire, the researcher provided two questions in order to see the students’ reading interest. The data was presented below.

Table 4.2 Reader’s Log Builds the Students’ Interest in Reading English Text

No Statements SA A U D SD

1. Reader’s log helps me to form

my reading habit 42.9% 46.4% 5.4% 5.4% 0

2. Reader’s log motivates me to do

more reading 26.8% 50% 14.3% 8.9% 0

SA: Strongly Agree; A: Agree; U; Undecided; D: Disagree; SD: Strongly Disagree

Table 4.2 presented the students’ perception on the use of reader’s log in Basic Reading I Class. The first statement investigated the students’ perception on the use of reader’s login forming the students’ reading interest. The results of the first research statement showed that there were 24 students (42.9%) who chose SA (Strongly Agree) and 26 students (46.4%) who chose A (Agree). However, there were three students (5.4%) who chose U (Undecided). Responding to the statement, three students (5.4 %) chose D (Disagree) and no one chose SD (Strongly Disagree).

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It showed that most of the students (more than 80%) agreed that reader’s log helped them to form their reading interest. Before the use of reader’s log, some students did not interest in reading. Some of the students read the English texts because they considered the reader’s log as a task-focused. However, because reader’s log was a task, it forced them to read more reading texts. Thus, the students become familiar to read English texts.

The second research statement was made to find whether the reader’s log motivated the students to do more reading. Based on the data, 15 students (26.8%) strongly agreed and 28 students (50%) agreed with the statement. There were eight students (14.3%) who chose U (Undecided), five students (8.9%) who chose D (Disagree) yet, none of students (0%) chose SD (Strongly Disagree) to the statement. From the students’ choices, the researcher concludes that 76.8% of the total students have positive perception that reader’s log motivates the students to do more reading.

c. Reader’s Log Improves the Students’ Reading Comprehension

The researcher also investigates the students’ opinion on the use of reader’s log in Basic Reading I Class whether reader’s log helps and supports the students to comprehend the reading texts. The researcher provided three questions in order to find out the data. The data was presented on Table 4.3.

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Table 4.3 Reader’s Log Improves the Students’ Reading Comprehension

No Statements SA A U D SD

1. Reader’s logs improve my

reading comprehension ability 21.4% 62.5% 10.7% 5.4% 0

Reader’s logs help me to understand the content of the reading texts

30.4% 58.9% 7.1% 3.6% 0

Reader’s logs train me to find the main idea of the reading texts easily

10.7% 73.2% 14.3% 1.8% 0 SA: Strongly Agree; A: Agree; U; Undecided; D: Disagree; SD: Strongly Disagree

The first statement dealt with the improvement of reading comprehension ability. It was showed that 12 students (21.4%) chose SA (Strongly Agree) and 35 students chose A (Agree) to the statement. On the other hand, there were six students who preferred to choose U (Undecided). However, there were three students (5.4%) who chose D (Disagree) and none of the students (0%) who chose SD (Strongly Disagree) on the seventh statement. Therefore, based on the students’ perception, the researcher believes that students are able to improve their reading comprehension ability by the use of reader’s log in Basic Reading I Class.

The second statement is related to the effect of Reader’s Log in understanding the content of the reading texts. It was obtained that 17 students (30.4%) chose SA (Strongly Agree) and 33 students (58.9%) chose A (Agree). However, there were 4 students (7.1%) who chose U (Undecided). Responding to the statement, two students (3.6%) chose D (Disagree) and none of the students (0%) chose SD (Strongly Disagree). From the findings, it could be seen that

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participants had positive experiences on this statement. It was proven by the results showing that majority of the students (more than 80%) agreed that reader’s log helped the students to understand the content of the reading texts.

The last statement was made to see whether or not reader’s log trained the students to find the main idea of the reading texts easily. From the table 4.3, we can see that there were six students (10.7%) out of all the students who strongly agreed and 73.2% (41 students) out all of students who agreed that they found the main idea of the reading texts easily since the use of reader’s log. However, there were eight students (14.3%) who chose U (Undecided). Besides, there were 1.8% out of all students who chose disagreed and none of the students (0%) who strongly disagreed to the statement. It shows that most of the students (83.9%) believed that reader’s log trained the students to find the main idea of the reading texts easily. d. Reader’s Log Increases the Students’ Familiarity with the Use of

English Vocabularies in Certain Context

In addition, the researcher also investigates the personal evaluation of the students on the use of Reader’s Log in increasing students’ familiarity with the use of vocabularies in certain context. There were three items that were presented on the following table.

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Table 4.4 Reader’s Log Increases Students’ Familiarity with The Use of English Vocabularies in Certain Context

No Statements SA A U D SD

Reader’s log increases my familiarity with the use of vocabularies in the certain context

25% 66.1% 3.6% 0 5.4%

2 Reader’s log improves my

English vocabulary mastery 21.4% 66.1% 3.6% 0 8.9% 3

I enjoy guessing word meaning after doing the reader’s log for several times

12.5% 44.6% 12.5% 1.8% 21.4% SA: Strongly Agree; A: Agree; U; Undecided; D: Disagree; SD: Strongly Disagree

The next research statement is about familiarity with the use of vocabularies in the certain context of the reading texts. From the first research statement, the researcher wants to see the students’ perception on the use of reader’s log whether it makes the students more familiar with the use of vocabularies in the certain context. The result showed that 14 students (21.4%) chose SA (Strongly Agree) and 37 students (66.1%) chose A (Agree). Besides, there were three students (5.4%) who preferred to choose U (Undecided), two students (3.6%) who chose D (Disagree) and none of the students who chose SD (Strongly Disagree). To sum up the findings, 87.5% of total the students agreed that the use of reader’s log made the students more familiar with the use of vocabularies in the certain context of the reading texts. It can be concluded that reader’s log helps the students to be more familiar with the use of English vocabularies in the certain context and in the certain reading texts.

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The statement two dealt with students’ vocabulary mastery. Here, the researcher investigate the students’ perception on the use of reader’s log in increasing English vocabulary mastery. From the data statement 2 that is showed by table 4.3, there were 12 students (21.4%) who chose SA (Strongly Agree) and 37 students (66.1%) who chose A (Agree). On the other hand, there were five students (8.9%) who chose U (Undecided), two students (3.6%) who chose D (Disagree) and none of students (0%) who chose SD (Strongly Disagree). It means that most of the students (87.5%) agreed that the use of reader’s log increased their English vocabulary mastery. One of the reading benefits is to improve the readers’ vocabulary. When the readers read many reading texts automatically they are able to expand their knowledge of vocabulary, especially the knowledge of English vocabulary.

In the third statement, the researcher wants to see the students’ perception whether the students enjoy guessing word meaning after doing reader’s log for several times. There were seven students (12.5%) who chose strongly agreed and 25 students (44.6%) agreed to the statement. Meanwhile, 12 students (21.4%) chose U (Undecided) to the statement, seven students (12.5%) chose D (Disagree) and only one student (1.8%) chose SD (Strongly Disagree). On this research statement, based on the students’ perception, most of the students (57.1%) agreed that after doing reader’s log for several times made the students enjoyed guessing word meaning in the reading texts.

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2. Students’ Perception on the Use of Reader’s Log in Basic Reading I Class based on the Interview Data

This part was the continuation of the discussion topics in the questionnaire. In this part, the researcher analyses the result of the interview how reader’s log supports students’ reading skills. Based on the interview a student gives statements that:

“Reader’s Log itu semacam penuntun untuk membuat rangkuman. Jadi, kita baca artikel atau teks Bahasa inggris setelah itu kita harus mengisi atau merangkum sesuai dengan pertanyaan – pertanyaan atau format yang ada di reader’s log.” (Interviewee 1)

“Reader’s log is kind of guide to make a summary. So, we read an article or English text after that we have to fill or make a summary appropriate with the questions or the format provided in reader’s log.”

Based on the student description, reader’s log consists of some logs that guide the students to apply the students’ reading skills and strategies. The logs must be filled based on the reading text they choose. All the interviewees also stated that every meeting of the class all the students have to make minimum one reader’s log and there is no limitation for the maximum. A student also acknowledged:

“Menurut aku reader’s log harus tetap diterapkan dalam kelas Basic Reading 1, karena sangat membantu dalam mengasah skil-skil dalam membaca.” (Interviewee 1)

“In my opinion, reader’s log must be implemented in Basic Reading I. Because, it is very helpful to train the skills on reading.”

From the statement, we can see that reader’s log is good to be implemented in Basic Reading I Class. Through the elements of the reader’s log, the students used to

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apply their reading skills. Another student also said what skills he or she used when completing reader’s log:

“Predicting! Seperti membaca judul terlebih dahulu sebelum membaca seluruh teks. Saya juga terbantu dengan adanya format reader’s log yang membantu saya dalam melakukan scanning dan reader’s log dilakukan lebih intens jadi saya sudah terbiasa mengaplikasikan skil dalam membaca. (Interviewee 2)

“Predicting.” It is like reading the tittle first before reading the whole text. I am also helped by the format of reader’s log which helps me to practice scanning. Reader’s log is done intensively so I use to apply the skills in reading.”

The student acknowledged that when he or she wanted to complete his or her reader’s log, the first reading skills that he or she used was previewing and predicting. It was very useful to guess what the text will be about before reading the whole text quickly and easily. However, the format of reader’s log also helped the students to apply the other skills of reading, such as scanning, skimming, guessing, etc. In the interview, another student also says:

“Reader’s Log sangat membantu untuk mengasah keterampilan kita dalam membaca.Pada awalnya saya sering kesulitan memahami isi teks. Seperti main idea, setting, point of view, dan lain-lain. Setelah

menggunakan reader’s log dalam kelas reading, saya terlatih dan terbiasa

untuk menggunakan strategi-strategi dalam memahami informasi yang didapatkan dari bacaan yang saya baca.” (Interviewee 4)

“Reader’s Log is very helpful to train our skill in reading. Firstly, I often found difficulty to understand the content of the text, like the main idea, setting, point of view, etc. After I use reader’s log in Basic Reading I Class, I’m trained to use the strategies to understand the information from the texts.”

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Each of reading skills has its own function. The students used to practice their reading skills when they had to complete the reader’s log. Hence, it helps the students to understand the reading texts.

According to the lecturer, he explains that there are some reading’s problems that are faced by the students. Those problems are l_{ack of reading} strategies (skills), lack of vocabulary size, lack of grammatical competence, lack of sufficient background knowledge across different fields, lack of reading habits, lack of exposure to English materials through explicit reading activities, lack of interest in reading English articles, and also lack of reading autonomy and independence. Reflect on those problems, the lecturer states that the use of reader’s log is aimed to help the students improve their reading ability so it is expected to be able to solve the students’ reading problems. However, the lecturer gives perception whether on the use of reader’s log is the best way to help students improve their reading ability, he states;

“Reading is a complicated skill and therefor I didn’t expect it to solve in one semester or overnight. It is a gradual process that will help students to get better with regular practice and time. The most important thing is to get them in habit of reading happily and correctly. Hopefully they would get better as they engaged more in reading. Having said that, I could say that yes readers’ logs could help them to enhance the elements I mentioned before.”

From those statements, the lecturer believed that reader’s log could help the students to improve their reading ability. However, it also needed a process with regular practice and time. The most important thing that the lecturer wanted to achieve was the students would be able to do reading in habit of happily and correctly so the main goal of the use of reader’s log could be achieved successfully.

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The results interview of the students also show that the students have positive perceptions on the use of reader’s log. Most of the respondents have positive perception that Reader’s Log support the students to train students’ reading skills. A student of Basic Reading I class gives his or her opinion about the use of reader’s log.

“Reader’s log makes me read the English text regularly (min: once a week). Sometimes my friends submit more than one reader’s logs and that makes me ashamed if I only made one reader’s log. So, I made bold to make reader’s log more than casually, automatically I will read English text more also.”(Interviewee 4)

In interview, a student also gives statement about the use of reader’s log in Basic Reading I Class.

“Efektif, karena untuk meningkatkan kemampuan dan keterampilan saya dalam membaca. Karena pertama di satu sisi merasa seperti terdesak sebagai tugas mau tidak mau harus membaca teks berbahasa Inggris. Ke dua saya diberi kebebasan untuk memilih artikel atau teks Bahasa Inggris yang saya suka. Nah dari situ saya jadi suka membaca teks Berbahasa

Inggris. Malah pengen nyari lagi dan lagi.”(Interviewee 2)

(It’s effective, because it’s to increase my ability and skills in reading. because, first, in the other hand, I feel forced by Reader’s Log as a task so I must read an English text. Second, I was given a freedom to choose the article that I liked. So from that, now I like reading English texts. In fact I want to find the text again and again.)

Reader’s log gives positive effects to the students. It shows by student who gives statements about the use of reader’s log. She/he believed that because of reader’s log, she/he challenged his or her self to make more than one reader’s log to be submitted. It means that reader’s log builds a positive competition between the students of Basic Reading I Class. Reader’s log also motivates the students to

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