THE INFLUENCE OF READING HABIT TO STUDENTS' READING COMPREHENSION AT MA BILINGUAL KRIAN.

THE INFLUENCE OF READING HABIT TO

STUDEN

TS’ READING

COMPREHENSION

AT MA BILINGUAL KRIAN

THESIS

Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd.) in Teaching English

UIN SUNAN AMPEL SURABAYA

BY:

DINDA TRISNINDITA D75212065

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2016

Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd.) in Teaching English

BY:

DINDA TRISNINDITA D75212065

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

2016

xiii

ABSTRACT

Trisnindita, Dinda. 2016. The Influence of Reading Habit to Students’ Reading Comprehension at MA Bilingual Krian. English Education Department of Tarbiyah Faculty and Teachers Training

Advisor : Dra. Hj. Arba’iyah Yusuf, MA

Key words: Influence, Reading Comprehension, Reading Habit

Reading is very important skill in learning process. It is a students’ foundation to comprehend lesson in the class. Reading becomes problem focus in this moment. It is proven by the fact that reading is an important subject in the school because Indonesian students have a limit of time to read. This research was conducted at MA Bilingual Krian. It aims to know whether the reading habit influence to students’ reading comprehension and to know what are the indicators of reading comprehension influenced by reading habit. The setting of the study was MA Bilingual Krian and the subjects were all of students at MA Bilingual. There were 465 students who became subject in this study. But the researcher only used 10% specific subjects in this study. Because subject should choose and classify based on purposive sampling technique. Therefore, the specific subject in this study is students’ who havegood reading habit based on questionnaire score. Then, this study uses multiple linear regression to analyze the data. There was some steps of it. They are variables entered and removed, classic assumption test, and multiple regression linearity test. Result of this study for first research problem is reading habit was influence students’ reading comprehension. It showed with the result of F value. F value showed about 730,322. Then, F table showed about 2,34. It means that F value is bigger than F tabel (730,322 > 2,34 ). In addition, the significant of F value showed about 0,00. Then, the significant of F table or probability value showed about 0,05. It means that the significant of F value is smaller than probability value 0,05 (0,00 < 0,05). Then, the second result is all of reading comprehension indicators influenced by reading habit. It showed by all of T value of reading comprehension indicators is bigger that T table about 2,046.

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APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION ... v

ACKNOWLEDGEMENT ... vi

DECLARATION... viii

TABLE OF CONTENT... ix

LIST OF TABLE...xi

LIST OF APPENDIX... xii

ABSTRACT... xiii

CHAPTER I A.Background of the Study... 1

B.Statements of the Problem... 8

C.Objectives of the Study... 8

D.Significance of the Study... 9

E. Scope and Limitation of the Study... 10

F. Definition of Key Term... 10

CHAPTER II A. Review of Previous Study... 12

B. Review of Related Literature... 18

1. The Importance of Reading... 18

2. Reading Comprehension... 21

3. The Purpose of Reading...22

4. Model of Reading... 25

5. Strategies for Reading Comprehension...26

6. Reading Habit... 33

7. Measurement of Habit... 34

8. The Indicator of Reading Habit... 35 9.

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CHAPTER III

A. Approach and Research Design... 37

B. Population... 38

C. Sample... 38

D. Data and Source of Data... 40

E. Research Instrument... 41

F. Data Collecting Technique... 44

G.Data Analysis Technique... 44

CHAPTER IV A. Finding... 53

B. Discussion... 64

CHAPTER V A. Conclusion... 67

B. Sugesstion ... 68 Bibliography

This study explains the influence of reading habit to students’ reading comprehension at MA Blingual Krian. This study focuses on the influence of reading habit to students’ reading comprehension and the indicators of reading comprehension influenced by reading habit. This chapter gives an overview of background of the study, statement of the problems, objective of the study, significance of the study, scope and limitation, and definition of key terms.

A. Background of the Study

In the end of 1000s, reading is known as habitual activity which cannot be left by people in this world. Every people do a reading activity to get information and knowledge everyday. Usually, people do not need a lot of time to do it. They only read some minutes in their leisure time. They only read about what are they like and need. For examples, students are prefer to read academic books or articles while adult people are prefer to read newspaper, magazines, and article. As habitual activity, reading activity takes a important role to build students’ character. Because reading can support their habit to build their character. For example, if the students have good reading habit, they become a good reader, but if the students have bad reading habit, they become a poor reader. So, reading is an important habit that every students should have.

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Nowadays, reading should not do with books, journals, articles, or newspapers only, but reading activitiy can do with using technology. For example, people can read news with access internet and click the information from their smartphone or laptop. This is one of example the development of technology. The development tecnology has some benefits for reading activity and it helps readers to access information easier through website as online media to communicate. The readers can get information quikly and easily with visits google, ask, mozilla firefox, and so on. As long as we know that in the early of 2000s the development technology increases significantly; many communication devices develope for human benefit. It is useful for human life especially for students in learning process.

Based on the explanation above, we know that technology has more benefit for human life especially for reading activity. But, if we want to know more about technology, we must explore the benefit and impact of technology for us. Like a magnet which has both positive and negative sides, technology has positive and negative sides or impact. The positive impact of the development technology is mobile technology helps us to communicate with other people who are living far from us, technology helps us to learn new things easily through internet, technology helps us to share information with other people in the different side of

the world, and technology helps us easier to reach a place that far from our living.1Those are all of positive impact of technology.

Afterwards, the negative impact is technology decrease amount of reading activity (reading habit). The development of technology does not follow of increasing amount of reading habit. In some cases from different grade of students learning, reading becomes forgotten activity. Based on research of researcher environment’s, students as learners and users of technology do not utilize the technology with positive activity. The students always do pleasure activities without doing reading habit. Such as, students are prefer to use technology for downloading music and movie, playing game online, browsing on the internet, and watching television. Therefore, students do not have a lot of time to do reading habit per day and they tend to forget a reading habit.

The statements above supported by Naufal Ilham Arrafi research’s about reading habit. He shows the percentage of students’ reading frequency in his class. He shows that 13% of students often do a reading, 27% of students usually do a reading, 40% of students sometimes do a reading, 13% of students seldom do a reading, and 7% of students rarely do a reading. 2 Then, Naufal said that social media as facebook, twitter, skype, email, SMS,and BBM make Indonesian people lazy to do a reading. All of people prefer to watch television than reading

1_{Suryono , “Positive and Negative Effects Technology on OurLives” (http://mydailyalerts.com,} accessed on July 21,2016)

2 _{Naufal Ilham Arrafi, “Jangan Tinggalkan Budaya Membaca”, (http://ennaufal.blogspot.co.id,} accessed on june 10, 2016)

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Furthemore, based on Badan Pusat Statistik Survey (BPS) about reading habit in 2006. People prefer to watch television (85,9%), people prefer to listen radio (40,3%), people read newspaper (23,5%). 3 _{Moreover, source of the head of the} central services of the national library and library information RI, Titik Kismiati said that Indonesian people have low interest in reading. She also informs that the data from BPS in 2012 showed 91,58% Indonesian people who age start of 10 years old prefer to watch television. Then, 17,58% Indonesian people like to read books, newspapers, and magazines.4 _{These condition shows us that} Indonesian people have bad reading habit. These problems above give big gap between development of tecnology and reading habit.

Then, Indonesian people reading habits’ decrease not only cause of technology development but also cause of other problems. There are some problems that researcher explains in this research. First, students have not enough times to do a reading habit per day and to comprehend while doing reading comprehension. This statement supports from Samroatul, Nurul Hidayah, and Michael Swan. According to Samroatul in her thesis about “The Relationship Between Students’ Reading Habit and Their Reading Comprehension (A Correlational Study at The Second Grade Students of SMA Dua Mei Ciputat)”, she said that students often failed in English Reading Comprehension because

3 _{Ghulam Nurul Huda, “Dampak Kemajuan Media Elektronik Terhadap Minat Baca Para Pelajar} Indonesia” (http://ipb.ac.id . pdf, accessed on june 10, 2016)

4 _{Syahrul Munir, “Minat Baca Rendah, Mayoritas Warga Indonesia Hobi Nonton Televisi”,} (http://regional.kompas.com, accessed on june 10, 2016)

they have a few time to read content material. So that, they have lack practice of reading habit task.5 Meanwhile, according to Nurul Hidayah in her thesis about “The Correlation Between Reading Habit in English and Reading Comprehension at Second Semester of IAIN Tulungagung Academic Year”, she said that readers get difficulty to understand and to respond about the reading material. It happens because they have limit English reading habit.6 Then, Michael Swan states in his book, most of students have less of time to do a reading activity in their spare time because they prefer do pleasure activities like watch television, play games, chat with friends, have fun at some places, and go to the department store.7 Second, some of students think that reading habit is not pleasure activity in this moment. This statement supports from Samroatul research’s. She said that the students view a reading as one of boring activity.8

Those problems above become attention by Tri Rismaharini as a mayor of Surabaya, she is afraid of Indonesian students in the future. Because students have not interest on books and reading habit. Moreover, they have not many knowledges from different sources especially about education knowledge.

5 _{Samrotul Muawanah, Thesis : “ The Relationship Between Students’ Reading Habit and Their} Reading Comprehension (A Correlational Study at The Second Grade Students of SMA Dua Mei Ciputat)”. (Jakarta : UIN Syarif Hidayatullah, 2014),7

6 _{Nurul Hidayah, Thesis : “The Correlation Between Reading Habit in English and Reading} Comprehension at Second Semester of IAIN Tulungagung Academic Year”. (Tulungagung : IAIN Tulungagung, 2014),4

7 _{Michael Swan, Inside Meaning Proficiency Reading Comprehension, (Cambridge : Cambridge} University Press, 1975), 1.

8 _{Samrotul Muawanah, Thesis : “ The Relationship Between Students’ Reading Habit and Their} Reading Comprehension (A Correlational Study at The Second Grade Students of SMA Dua Mei Ciputat)”. (Jakarta : UIN Syarif Hidayatullah, 2014),5

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Therefore, the mayor of Surabaya gives briliant idea that the students should have reading time for some minutes (10 – 15 minutes per day) before they get first lesson or after they get the last lesson in their school. She applies her idea by conducting literacy or we known as reading habit. “All of students in Elementary School until Senior High School in Surabaya must do literacy programme in their school and it starts from Education National Day in 2016 ,” said Tri Rismaharini . The purpose of her idea is increasing students’ interest to read book per day.9

In addition, the minister of Education and Culture (Education Minister) Anies Baswedan gives a statement who support Tri Rismaharini statement’s. He said about literacy for every school in “Jember reads for Indonesian motion reads” programme. “Reading should be common habit. So that, in early of school year , students should read 15 minutes before lesson start,” said Anies Baswedan.10 Moreover, Mustain Baladan as head of Sidoarjo Education said in Jawa Pos Newspaper that “school needs reinforcement of reading and writing interest not only for student but also for teacher in school”. He also said that to encourage the increasing quality and relevansing of education and he will make a public program. This program focuses on literacy for students and teachers 11 These reasons are background and main foundation to write this research.

9 _{Much. Khoiri, “Surabaya Kota Literasi Siswa Baca 15 Menit”, (http://www.kompasania.com,} accessed on May 26, 2016)

10 _{Yakub Mulyono, “Mendikbud Akan Wajibkan Siswa Membaca 15 Menit Sebelum Pelajaran} Dimulai”, (http://m.detik.com accessed on May 26, 2016)

11 _{Anistia Ramadhani,”Program Literasi untuk Guru dan Siswa Se-Sidoarjo” (Jawa Pos, January 26 ,} 2016), 32.

Tirto Adi as the head of secondary education (Dikmen) Dispendik Sidoarjo said that we ask all of students in every school for reading together. According to Tirto, this program uses for a starting point to anticipate thoughtfulness of low literacy in students’ area. The second action held from Education Authorities (Dispendik). Dispendik will make a regulation of litercy for school such as certificate (Surat Keterangan) from Mustain Baladan as the head of Education Authorities and regent regulation (Perbup). This regulation consists of compulsory regulation about implementation literacy program as reading habit minimal 15 minutes in the school.12

This research discusses about reading habit and reading comprehension. The background of this research are the significant decreasing of reading habit amount on student of Elementary School until student Senior High School in Indonesia, some problems of reading comprehension that appear around of researcher environment, and the development of technology does not comparable with students’ reading habit in researcher’s environment.

The researcher chooses student Senior High School because almost all of students Senior High School have less reading habit. They always spend their leisure time with playing game in their smartphone, watching movie or television, hanging out with their friend, and roving internet. These reasons above supported by researcher observation in researcher environment’s. Later, the researcher chooses student Senior High School at MA Bilingual Krian because students

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applied a reading habit before class begin at less 10 – 15 minutes per day on last year. In addition, the resercher chooses student of MA Bilingual Krian because the writer knows that the students of MA Bilingual Krian have good reading habit.

This study explains about the influence of reading habit to students’ reading comprehension on the at MA Bilingual Krian and this study focuses on the infuence of reading habit to students’ reading comprehension and what are reading comprehension indicator influenced by reading habit. This research is useful for further readers that want to know about reading habit and reading comprehension.

B. Statements of the Problem

Based on the background of the study, the research problems are formulated as follows.

1. Does reading habit influence the students’ reading comprehension?

2. What are the indicators of reading comprehension influenced by reading habit?

C. Objectives of the Study

Based on the problems above, this study is intended to:

1. To know the influence of reading habit to students’ reading comprehension 2. To know the indicators of reading comprehension influenced by reading habit

D. Significance of the Study

It is expected that the findings of the research could be useful for school, teachers, and readers.

1. For school:

This research gives informations about the influence of reading habit to students’ reading comprehension. Then, it can help school to know more students’ reading habit and it helps school to classify the students’ reading habit. Moreover, this research can contribute as reading material to learn further about reading habit and reading comprehension.

2. For the teachers:

The teachers can increase students’ reading comprehension with utilize this research as reading material. Because this research can become source of knowledge about reading habit. Then, this research helps teacher to increase students’ reading comprehension through students’ reading habit. The teachers can select or choose the reading habit for their students and it can help teachers know students’ habit as individual. Therefore, teacher can maximize reading activity in the class.

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3. For the readers:

The result of this research is expected to help the reader understand about reading habit and reading comprehension. Moreover, it is expected to useful for reader as addition material of knowledge about reading habit and reading comprehension.

E. Scope and Limitation of the Study

The researcher limits this study on the influence of reading habit to students’ reading comprehension and the indicators of reading comprehension influenced by reading habit. It will focus on students as subjects in this research and it will held at MA Bilingual Krian.

F. Definition of Key Term

To avoid misinterpretation, these terms are defined as follows: 1. Influence :

Influence is the power to have and effect on people or things and influence define as to affect or change how someone or something develops, behaves, or thinks.13 _{In this study, influence is a activity or habit that} change the students’ knowledge about reading comprehension.

13 _{Cambridge Advanced Learner’s Dictionary and Thesaurus, (www.dictionary.cambridge.org,} accessed on 18 August 2016)

2. Reading Comprehension :

Reading Comprehension is process of making sense of written ideas through meaningful interpretation and interaction with language.14 _{In this} study, reading comprehension is a activity to understand and get general or specific informations of the text. Such as, students read some passages, books, and article to search details, inferences, main ideas, and so on.

3. Reading Habit :

Per Nilsen said that habit is behavior that has been repeated until it has become more less automatic, enacted without purposeful thinking, largely without any sense, of awareness.15 Sood Sudesh said reading habits are the intellectual activities for giving more information, knowledge, and learn to various types of things and their activities.16 _{In this research, reading habit} is a activity that did by students’ in 10 until 15 minutes in the beginning of the class. It uses to search detail or specific informations from the books or article.

14 _{Arthur W. Heilman, Timoty R. Blair, and William H. Rupley, Principle and Practices of Teaching} Reading Fitht Edition, (Ohio : Charles E. Merril Publising Company, 1981), 236

15 _{Per Nilsen, et. Al., “Creature of Habit : Accounting for the Role of Habit in Implementation} Reasearch Clinical Behavior Change” Implementation Sains Journal, June 9th _{2012, 2}

16 _{Sood, Sudesh, Impact of Internet on Reading Habits, (www.slideshare.net, accessed on 14 April} 2016)

12 CHAPTER II PREVIOUS STUDY AND

REVIEW OF RELATED LITERATURE

This chapter discusses about previous study and the related literature whom include of the importance of reading, reading comprehension, the purpose of reading, strategies for reading comprehension, reading habit, measurement of habit, and the indicators of reading habit.

A. Previous Study

There are some researches that relate with this study. There are previous study that have similarity of topic about reading habit and reading comprehension. The first research written by Nurul Hidayah (2014) from IAIN Tulungagung. Her thesis title is “The Correlation Between Reading Habit in English and Reading

Comprehension at Second Semester of IAIN Tulungagung Academic Year.” This

research has three aims. The aims are to know the students’ reading habit in English, to know students reading comprehension , and to know whether there is any positive correlation between reading habit in English and reading comprehension. The findings of the study showed that the first result is the score of reading habit in English is good enough, the second result is students English education program at IAIN Tulungagung have good enough ability in reading comprehension skill, and the last result is there is positive or significant correlation between student between reading habit in English and reading

comprehension of second semester of students English education program at IAIN Tulungagung, academic year 2012/2013.1 The different between her research and this research are her research focused on score of reading habit, level of reading comprehension, and the positive or significant correlation between student between reading habit in English and reading comprehension but this research focuses whether is reading habit influence to students’ reading comprehension or not and what are the indicators of reading comprehension influenced by reading habit

The second research conducted by Samroatul Muawanah (2014) from UIN Syarif Hidayatullah about “The Relationship Between Students’ Reading Habit and Their Reading Comprehension (A Correlational Study at The Second Grade

Students of SMA Dua Mei Ciputat)”. The aim of this study is to know the

relationship between students’ reading habit and their reading comprehension. The result of her research is there is a strong relationship between students’ reading habit and their reading comprehension at the second grade students of SMA Dua Mei Ciputat.2 The different between her research and this research is her research just focused on the relationship between students’ reading habit and their reading comprehension but this research focuses whether is reading habit

1 _{Nurul Hidayah, Thesis : “The Correlation Between Reading Habit in English and Reading}

Comprehension at Second Semester of IAIN Tulungagung Academic Year”. (Tulungagung : IAIN Tulungagung, 2014)

2 _{Samrotul Muawanah, Thesis : “ The Relationship Between Students’ Reading Habit and Their}

Reading Comprehension (A Correlational Study at The Second Grade Students of SMA Dua Mei Ciputat)”. (Jakarta : UIN Syarif Hidayatullah, 2014)

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influence to students’ reading comprehension or not and what are the indicators of reading comprehension influenced by reading habit.

The third research written by W Setyaning Budhi Candrawati (2009) from Sebelas Maret University (UNS). Her thesis title is “A correlational study on students’ translation ability, reading habit and students’ reading comprehension of the tenth grade students of SMU N 1 Kebakkramat academic year

2008/2009”. The aim of her study are to know whether there is a positive

correlation between translation ability and reading comprehension; to know whether there is a positive correlation between reading habit and reading comprehension; to know whether there is a positive correlation between translation ability, reading habit, and reading comprehension. In her research, the researcher used the correlation method. The result of this study are there is positive correlation between students’ translation ability and reading comprehension; there is positive correlation between students’ reading habit and reading comprehension; there is positive correlation between students’ translation ability, reading habit toward reading comprehension.3 The different between her research and this reasearch are the aims in her research to find positive correlation between three variables but the aims of this research are to know whether is reading habit influence to students’ reading comprehension or

3 _{W Setyaning Budhi Candrawat,Thesis: “A correlational study on students’ translation ability,} reading habit and students’ reading comprehension of the tenth grade students of SMU N 1 Kebakkramat academic year 2008/2009”.(Surakarta: Sebelas Maret University, 2009)

not and what are the indicators of reading comprehension influenced by reading habit.

The fourth research conducted by Inayatul Maula (2015). The research title is “The Correlation between Students’ Reading Habit and Their Ability of Writing Narrative Text (A Correlational Study on the Eleventh Graders of SMAN 1 Kajen Pekalongan in the Academic Year of 2014/2015).” The purposes of her research was to find out the level of reading habit of the eleventh graders of SMAN 1 Kajen in the academic year of 2014/2015, to measure the level of writing ability their writing ability, and to find out whether there is a correlation between students‟ reading habit and their ability of writing narrative text. The data analysis technique of her study use SPSS. The result of her research shows that the correlation coefficient between two variables reading habit and writing ability. There was a positive correlation between students’ reading habit and their ability of writing narrative text.4 The differences between her study and this study are her research purpose to find a correlation between

students‟ reading habit and their ability of writing narrative text but this research purposes to know whether is reading habit influence to students’ reading comprehension or not and what are the indicators of reading comprehension influenced by reading habit. Her research focused on reading and writing skill but this research will focus on reading skill only.

4 _{Inayatul Maula, Thesis: “The Correlation between Students’ Reading Habit and Their Ability of} Writing Narrative Text (A Correlational Study on the Eleventh Graders of SMAN 1 Kajen Pekalongan in the Academic Year of 2014/2015)”. (Semarang : Universitas Negeri Semarang, 2015)

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The fifth research conducted by Faradila Anggie Fajri (2009). The research title is “The Correlation Study Between Students’ Reading Habit and Their Writing Ability in Narrative Text (A Case of the Eighth Students of SMP Negeri 21 Semarang in the Academic Year of 2008/ 2009)”. There are three aims of her study. The aims of her study were: (1) to describe the reading habit of the eighth grade students of SMP Negeri 21 Semarang in the academic year of 2008/ 2009; (2) to describe the writing ability in narrative text; (3) to find out whether or not there is significant correlation between students reading habit and their writing ability in narrative text. Her study uses product moment to analyze the correlation. The first result of her study was almost all of students eighth grade students had good reading habit. The second result was almost half of the students are able to make narrative text, although some of them still make a few mistakes. And half of the students are not able to make narrative text. They get some difficulties in writing narrative text. Such as, grammar, vocabulary. and content. The third result of her research shows that there was a correlation between students’ reading habit and their writing ability in narrative text of the eighth grade students of SMP Negeri 21 Semarang in the academic year of 2008/ 2009. The differences aims between his and this study are her study focused on the correlation of reading habit and writing ability than this study purpose to know whether is reading habit influence to students’ reading comprehension or

not and what are the indicators of reading comprehension influenced by reading habit. 5

The sixth research conducted by Asvihand Noor Adha (2015). The research title is “The Correlation between Reading Habit and Translation Ability at Fifth Semester of English Department of IAIN Antasari Banjarmasin Academic Year 2014/2015.” There are three aims of her study. The aim of her research are to know students’ reading habit, students’ translation ability, and the correlation between reading habit and translation ability. The result of her research are students’ reading habit of the fifth semester students of English Department of IAIN Antasari Banjarmasin Academic Year 2014/2015 in average level, students’ translation ability in good level, and there is positive correlation between students’ reading habit and translation ability of the fifth semester students of English Department of IAIN Antasari Banjarmasin Academic Year 2014/2015.6 The first difference between her research and this research are the research purposes. Her research purposes to find a correlation between students’ reading habit and translation ability but this research purposes to find whether is reading habit influence to students’ reading comprehension or not and what are the indicators of reading comprehension influenced by reading habit. The second difference is research focus. Her research focuses on reading habit and

5 _{Faradila Anggie Fajri, Thesis : “The Correlation Study Between Students’ Reading Habit and Their} Writing Ability in Narrative Text (A Case of the Eighth Students of SMP Negeri 21 Semarang in the Academic Year of 2008/ 2009)”. (Semarang : Universitas Negeri Semarang, 2015)

6 _{Asvihand Noor Adha, Thesis: “The Correlation between Reading Habit and Translation Ability at} Fifth Semester of English Department of IAIN Antasari Banjarmasin Academic Year 2014/2015”. (Banjarmasi : IAIN Antasari Banjarmasin, 2015)

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translation ability but this research focuses on influence reading habit and reading comprehension

B. Review of Related Literature 1. The Importance of Reading

Reading is one of important language skill in learning English because it helps the readers understand and know many informations. The following important of reading comes from Henry Guntur Tarigan7 _:

a. Reading helps you learn to think in English

Many activities that help you to understand English easier. One of the easier activity is reading. Reading is one of important skill that help you know more about English. Through reading activity, the readers get more knowledge of vocabulary, pronounciation, spelling, meaning, and also information. Therefore, reading not only gives the reader information but also reading activity helps the reader think in English.

b. Reading can Enlarge your English vocabulary

Vocabulary is a important component in reading activity because vocabulary helps readers to understand the reading material easily and effectively. As long as we know that vocabulary is one of starting point in learning English. If the readers have a few of vocabulary, they get some

7 _{Henry Guntur Tarigan, Membaca Sebagai Suatu Keterampilan Berbahasa, (Bandung : Angkasa,}

difficulties to understand and to absorb many informations. They will feel dizzy to understand the text. So that, they will late to get some informations because they need a lot of time to process, to analyze and to filter it. Whereas, if the readers have a lot of vocabulary, they will easy to understand and to get information. They do not need a lot of time to process and to filter it. Therefore, reading activity has important posisition to enlarge readers’ vocabulary.

c. Reading can help you improve your writing

Actualy, reading and writing have closed correlation in learning. Because people start to learning through both of them. People can write easily and fluently because they read before they write. For example, before the readers read narrative text, the readers do not know about narrative text and they do not write narrative text. But after the readers read narrative text, they can write narrative text without many difficulities. Based on explanations above, we can make conclusion that reading can improve readers’ writing skill. They can write a word, sentences, and paragraph after they read.

d. Reading may be a good way to practice your English if you live in a non- English- Speaking country

Reading is one of effective and good way to learn English quickly. Because reader can know a lot of pronounciation, new vocabulary, and meaning from reading activity. Reading activity helps readers to

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understand a information in English language if they live in a non English speaking country like Indonesia. In Indonesia, English language as second language in communication. Therefore, readers must learn and practice English hardly if they want to become good English people. e. Reading can help you prepare for study in an English- Speaking country.

This section is suitable with this moment. Many people want to study in abroad. So that, they need to learn English language hardly than other people. Because English language becomes mother tongue in English Speaking country.

Many important information on the internet, journals, articles, newspapers, and magazines use English language. It show to us that English is important language that needed by people who want study in abroad. People who want to study in abroad, they have to good language preparation. Because they always uses English to communicate with other people in there. Reading is one of good step to help them. Someone who read frequently, they have good English language. Because reading frequently makes people’s brain to think the meaning of new word. f. Reading is a good way to find out about new ideas, facts, and experience.

People usually find out new ideas , fact, and experience with do a reading. Reading is a key to open the world. Through reading, people get new idea that people do not know before. Then, they can get special experiences about something while they do reading.

Reading also process to dig facts from some source as journals, books, newspaper, and so on. Usually people do not know facts in their environment before they read. Therefore, reading is a good way to find them.

2. Reading Comprehension

Reading means a complex process of thinking in assigning meaning from printed materials.8 _{Reading is an essential for student in}

order to cope with new knowledge in a changing world.9 According to Brown, reading is a process of negotiating meaning; the reader brings to the text a set of schemata for understanding it, and in take is the product of that interaction.10 Nunan states that reading is usually conceived as solitary activities in which the reader interact with the text isolation.11 _{Based on some}

explanations about we can draw out that reading is a activity to look for some informations of the text and to comprehend the meaning of the text.

Comprehension is a process to connected the reader’s brain with thinking activity to get understanding and to get meaning of the text.

8 _{Nurul Hidayah, Thesis : “The Correlation Between Reading Habit in English and Reading} Comprehension at Second Semester of IAIN Tulungagung Academic Year”. (Tulungagung : IAIN Tulungagung, 2014), 10.

9 _{Samrotul Muawanah, Thesis : “ The Relationship Between Students’ Reading Habit and Their} Reading Comprehension (A Correlational Study at The Second Grade Students of SMA Dua Mei Ciputat)”. (Jakarta : UIN Syarif Hidayatullah, 2014), 6.

10 _{H.Douglas Brown, Language Assessment Principles and Classroom Practices, (New york :}

Longman, 2004), 189.

11 _{David Nunan, Language Teaching Methodology : A Textbook for Teachers,( New York : Prentice}

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Comprehension of the material studies is useful for student. It helps the reader to know what they search while reading process.

Reading comprehension is interpreting and understanding activity to get meaning and content of the text. In addition, reading comprehension is main activity to evaluate the text. In addition, reading comprehension skill is obtaining maining from unit large than a single word.12 So, reading comprehension is activity to build inference about what the content and meaning that write and implied of passage or book.

3. The Purpose of Reading

There are many purpose of reading as we know since this time. According to Henry Guntur Tarigan reading comprehension has seven indicators. The following indicators are :

a. Reading for details and facts :

Reading for details and facts is reading to know what is done by the subject of the story. For examples what is she/he doing, how is she/he condition, what are the facts of the story, and so on.

b. Reading for main ideas :

Reading for main ideas is reading to get the problem statement and to get the point of the story. Usually, reading for main ideas answer of questions

12_{Mohammad Sho’im,“A Study on the Correlation between Reading Interest and the Achievement in} Reading Comprehension of the Nineth Grade Students of SMP Negeri 1 Tambakboyo in the 2010 – 2011 Academic Year”, (http://efkipunirow2008.wordpress.com, accessed on May 18, 2016)

about what is point of the story, what is main idea of the story, what is suitable topic of the story, and so on.

c. Reading for sequences or organization:

Reading for sequences or organization is reading to know each part of the story. In this part, reading is activity to arrange some sentences become good story. Usually, it shows with series of story.

d. Reading for inference:

Reading for inference is reading to know what is the writer mean by its story. Usually, the questions of this part like what is inference of the story above, the conclusion of the story is, and from the text we may conclude.

e. Reading for classifying

Reading for classifying is reading to find unusual things, to find true or false sentences of the story, and to find the important things of the story. In this part, the questions show about which one is true sentences of the story, which one is false sentences of the story, except, and so on.

f. Reading for evaluating:

Reading for evaluating is reading to know the value of the story and to evaluate the story. Usually, reading for evaluating consist of what will subject happen of the story, what do we learn from the text, and what is the moral value of the story.

24

g. Reading for comparing or contrast:

Reading for comparing or contrast is reading to compare the way of life of the story with the life of reading. Usually, the questions of this part like identify the similiarities between the story above and the true life , identify the differences between the story above and the true life , compare two character of the story above, and so on13

According to Beatrice and Linda, there are four purpose of reading : a. To obtain information (facts, data, etc.)

The base purpose of reading is to obtain information because with “do a reading activity”, the reader gets many information, data, and idea that they do not know before. They can find out new information, problem solving, and facts through reading.

b. To understand ideas or theories, etc.

The next purpose of reading is to understand ideas or theories. Usually reader do not understand theories about something and they also have not good ideas before they read. But after the reader read some books, they understand theories easily and they get ideas quickly because reading is direction to get sources of theories and ideas.

13 _{Henry Guntur Tarigan. (1979). Membaca Sebagai Suatu Keterampilan Berbahasa. Bandung:}

c. To discover authors’ viewpoints

To find out the conclusion of the text or a information, people need to read the text and understand a information before. It is analogous with discover authors’ viewpoint. The reader can discover authors’ viewpoints

d. To seek evidence for their own point of view (and to quote) all of which may be needed for writing their essays, etc.14

The last purpose of reading is to help the readers know their point of view. It happens if the reader write a essay, article, or journal. Through reading, the reader can write a lot of information and they can know their point of view easily.

4. Models for Reading

The following explanation about bottom up and top down theories :

a. Bottom up theory is theory is the reader constructs the text from the smallest units (letters to words phrases to sentences, etc.) and becomes automatic that readers are not aware of how it operates.15 Jeremy Harmer said that Bottom up theory is the reader or listener focus on individual words and phrases, and achieves understanding by stringing

14 _{Beatrice S. Mikulecky – Linda Jeffries, More Reading Power : Reading for Pleasure,} Comprehension Skills, Thinking Skills, Reading Faster, Second Edition, (United State of America : Pearson Education, 2001), 143.

15 _{Nur Hikmah Laila, Thesis: “Improving Students’ Reading Ability by Using Printed Mass Media ( A} Classroom Action Research Conducted in the Eighth Grade Students of SMP N 3 Colomadu Karanganyar in 2008/2009 Academic Year)”. (Surakarta : Universitas Sebelas Maret, 2009), 9.

26

these detail elements together to build up a whole.16 Bottom Up theory is a reading process where is the reader or listener try to understand the passage by reading word to word.

b. Top down theory is argues that readers bring a great deal of knowledge, expectation, assumption, and questions to the text and given a basic understanding of the vocabulary and check when new information appears.17 Jeremy Harmer said that Top Down theory is the reader or listener gets a general view of the reading or listening passage by, in some way, absorbing the overall picture.18 Based on the explanations above we can conclude that the reader or listener gets the meaning or content of the text and the reader knows the informations of the text.

5. Strategies for Reading Comprehension

As we know, if we do reading comprehension, we must know what efficient strategies to get comprehension of the text. The following strategies can help us to do reading comprehension. Brown states that ,there are ten efficient strategies that can apply to learner. The following starategies based on Brown19 :

16 _{Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (England: Longman,}

2001), 201

17 _{Nur Hikmah Laila, Thesis: “Improving Students’ Reading Ability by Using Printed Mass Media ( A} Classroom Action Research Conducted in the Eighth Grade Students of SMP N 3 Colomadu Karanganyar in 2008/2009 Academic Year)”. (Surakarta : Universitas Sebelas Maret, 2009), 10.

18 _{Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (England: Longman,}

2001), 201

19 _{H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, Second}

a. Identify the Purpose of Reading

Reading is activity to know what is purpose of the text. Before we read some books, journals, and articles, we must know what we search and what we need of the text. By identifying process, we can know purpose of the text. we can classify the purpose of the text based on the kind of the text. Such as, short functional text ( short massage, invitation, letters, advertisement, and announcement) or short essay (narrative, descriptive, procedure, report, and recount). It help you to identify the purpose of the text if you know what kind of the text because each text carries different purposes By doing so, you know what you are looking for and you can filter the main informations.

b. Use graphemic rules and patterns to aid in bottom –up decoding (especially for beginning level learners).

At the beginning levels of learning, students usually get some difficulties to connect what are they read, listen, speak, and write. One of the difficulities students is making the correspondences between spoken and written English in learning to read. In some cases, learners get difficulities in spelling. So, they need orthographic rules to make them easy to learn.20

20 _{H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, Second}

28

c. Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels).

Intermediate to advance level students need not be speed readers, but you can help them increase efficiency by teaching a few silent reading rules :

1) You don’t need to “pronounce” each word to yourself

2) Try to visually perceive more than one word at a timer, preferably phrases. 3) Unless a word is absolutely crucial to global understanding, skip over it and

try to infer its meaning from its context.21

Those rules are useful for your learners while doing silent reading. Because the learners give their focus in comprehension activity.

d. Skim the text for main ideas

Skimming is high-speed reading that can save your time and help you get through lot of material quickly.22 Skimming is different reading technique to do reading comprehension because scanning is process to to get the general sense of a passage or book, not specific details as scanning.

Skimming is the popular reading aspect to do reading comprehension. Every learner know that skimming is one of effective strategies to understand the deeper content of the text. Moreover, skimming gives them good inception to

21 _{H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, Second}

Edition, 308

22 _{H.Douglas Brown, Language Assessment Principles and Classroom Practices, (New york}

know some clues or main content with reading quickly. In addition, skimming gives readers the more advantage that help them to comprehend the text while reading process. For examples, skimming helps the readers to be able predict the purpose of the text, predict the implied or written massage, finding the main topic and moral value of the text , and developing the supporting ideas of the text.

e. Scan the text for specific information

Scanning is very high-speed reading that you do when you are looking for a specifict piece of information.23 When reader scan, the reader has question in mind. Scanning is process to look for the key word to answer their question in their mind. And then, the reader throws the unimportant word to be a faster reader. In addition, Scanning is quickly searching for some particular piece or pieces of information in a text.

Scanning excercises may ask students to look for names or dates. To find a definition of key concept, or to list a certain number or supporting details. The purpose of scanning is to extract specific information without reading through the whole text. Scanning is suitable for academic reading because scanning is essential and effective way to get global and detail information with quickly.

23 _{H.Douglas Brown, Language Assessment Principles and Classroom Practices, (New york}

30

f. Use semantic mapping or clustering

Semantic mapping is one of aspect to help the reader or learner to grouping and classify the meaning or ideas from every word of the text with using map. The readers can practice semantic mapping with using meaning clustering technique. The reader can decide which one the meaning on the top and which one the meaning on the bottom. It do by clustering the meaning in hierarchy. So, the reader can conclude the whole meaning of the text with easily.

g. Guess when you aren’t certain

There are some strategies to help the readers understand the text with guess technique when the readers is not certain with their interpretation. It can help them to develop and expand their certainty with their interpretation.

A major aspect in helping students to build vocabulary for reading is to encourage them to develop strategies for guessing word meanings from contextual clues and background knowledge. Students are capable of guessing 60 – 80 per cent of unknown words in a text if the density of new words is not too high.24

Before that, the readers must know the key to successful guessing is to make the guess reasonably accurate. The following strategies can help the readers become a accurate guessers.

24_{Hedge,Tricia, Teaching and Learning in the Language Classroom, ( New York : Oxford University}

1) Guess the meaning of the word

2) Guess a grammatical realationship (e.g., pronoun reference) 3) Guess a discourse relationship

4) Infer implied meaning

5) Guess about a culture reference 6) Guess content message25

Now, the readers does not become hapzard readers when they interpretation and understand the word of the text.

h. Analyze vocabulary

Vocabulary is another major component of reading ability with which language learners will experience difficulty, but the degree of difficulty will vary with demands of the text, the prior knowledge of the reader, the degree of automaticity a learner has achieved in general word recognition, any specialist lexical knowledge a student might have, and the learner’s first language.26

One of the main streategies to do reading comprehension is know what is easier manner to analyze the vocabulary. It helps the readers more comprehend quickly the content of the text when they read and it helps the readers easier to classify every word that they find while reading. Meanwhile, it also helps the

25 _{H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, Second}

Edition. 309.

26 _{Hedge,Tricia, Teaching and Learning in the Language Classroom, ( New York : Oxford University}

32

readers to know the differences meaning of every word if the word has adding in front of the word or the word has adding behind of the word

The following techniques are useful for analyze vocabulary. 1) Look for prefixes (co-, inter-, un-, etc.) that may give clues

2) Look for suffixes (-tion, -tive, -ally, etc.) that may indicate what part of speech it is.

3) Look for roots that familiar (e.g., intervening may be a word a student does’t know, but recognizing that the root ven comes from Latin “to come” would yield the meaning “to come in between”)

4) Look for grammatical contexts that may signal information 5) Look at the semantic context (topic) for clues27

i. Distinguish between literal and implied meanings

As the readers must know the differences between literal and implied meanings to get comprehension from the sentence of the text. It needed by readers because it make them easier to know what the real content of the sentence. Literal meaning is very different from implied meaning because literal meaning exposes in direct sentence of the text without we do analysis firstly. So, the reader easier to find the real content of the sentence. Whereas, implied meaning is meaning that we do not know in direct manner when we finish

27 _{H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, Second}

reading the text or passange and if we want to know the meaning of the text, we must make conclusion or draw out of high line in the text. Implied meaning is kind one of meaning that needed brain working to process before we get real or main meaning of the text.

j. Capitalize on discourse markers to process relationships

Many discourse markers in English signal relationships among ideas vas expressed through phrases, clauses, and sentences. A clear comprehension of such markers can greatly enhance learners’ reading efficiency. Such as logical sequence has so, so far, altogether, overal as marker.

6. Reading Habit

Samrotul cited by Per Nilsen habit is behavior that has been reapeated until it has become more less automatic, enacted without purposeful thinking, largely without any sense, of awareness.28 Reading habits are the intellectual activities for giving more information, knowledge, and learn to various types of things and their activities.29Reading habits is active skill to get knowledge, constructing meaning, and gaining oral and visual knowledge through reading activity.

28 _{Per Nilsen, et. Al., “Creature of Habit : Accounting for the Role of Habit in Implementation} Reasearch Clinical Behavior Change” Implementation Sains Journal, June 9th _{2012, 2}

34

7. Measurement of Habit

Measurement is one way of evaluation which deals with the process of qualifying the characteristics of persons or things according to explicit procedures or rules (Isnawati 2011:2).30 From the explanation above, the researcher know that measurement of Habit needs instrument to measure. The instrument that use to measure reading habit in quantitative research is interview, quetionnaire, and observation.

Nurul Hidayah cited from Thorndike and Hagen explain about technique in measuring the people’s aspect as bellow: Measurement in any field always involves three common steps; a) identifying and defining the quality or attribute that is to be measured, b) determining a set of operations by which the attribute may be manifest and perceivable, and 3) establishing a set of procedures or definition for translating observations into quantitative statements of degree or amount.31.

Usually to measure reading habit uses scale. The type of scale is Likert scale. Sugiyono (2010) says that Likert Scale is used to measure attitude, opinion and perception of individual or group of individual about social phenomena.32 Based

30 _{Nurul Hidayah, Thesis : “The Correlation Between Reading Habit in English and Reading} Comprehension at Second Semester of IAIN Tulungagung Academic Year”. (Tulungagung : IAIN Tulungagung, 2014),15

31 _{Nurul Hidayah, Thesis : “The Correlation Between Reading Habit in English and Reading} Comprehension at Second Semester of IAIN Tulungagung Academic Year”. (Tulungagung : IAIN Tulungagung, 2014),16

32 _{Nurul Hidayah, Thesis : “The Correlation Between Reading Habit in English and Reading} Comprehension at Second Semester of IAIN Tulungagung Academic Year”. (Tulungagung : IAIN Tulungagung, 2014),17

on the Sugiyono statement’s, the research concludes that Likert Scale is suitable to measure reading habit. Likert Scale is a scale that use expressions to indicate a respon of questions. Likert Scale is type of scale to measure closed-ended items on questionneire. The following expression of Likert Scale : 1) Strongly agree, 2) Agree, 3)Neither Agree / not disagree, 4)Disagree, 5) Strongly disagree33

8. The Indicators of Reading Habit

According to Julio Cesar’s, there are six indicators of reading habit34: a. Reading frequency

is the frequency at which the person reports to read books in their spare time. Moreover, reading frequecy is one of activity when someone do to read for some minutes or hours as frequently

b. Books read

the number of books that the person reports having read in the last three months. It is considered from the amount books

c. Time spent on academic reading

is the time that the person reports to devote to reading books on his or her study subjects. It is considered from the time reported as devoted to “Books for Class”

33 _{Zolán Dörnyei, Research Method in Applied Linguistics, (New York : Oxford University Press,}

2007), 105

34_{Julio Cesar Galicia Gaona and Erwin Rogelio Villuendas González, “Relationship between reading}

habits, university library and academic performance in a sample of psychology students”. Vol. XL (1), No. 157, 2010, 59

36

d. Time spent on non-academic reading

is the time that the respondent reports to devote to reading books that are not directly related to the subjects of his or her studies. It is considered from the time reported as devoted to “Books that are not for class”

e. Motivation in the family environment

is often reported by the person on the purchase of books, recommending books and reading interest in the family.

f. Motivation in the academic environment

is the frequency the student reports on the teacher using activities to promote contact with psychology literature.

more about approach and research design, population, sample, data and source of data, research instrument ,data collection technique, and data analysis technique.

A. Approach and Research Design

This study used descriptive approach. According to Danim, descriptive method is describe situation or phenomena or characteristic of individual or group accurately. Also, descriptive method is describing the condition of existence and classifying the information.1 _{Then, this study used quantitative}

research. Arikunto states that quantitative research involves data collection procedures that result primarily in numerical data which is then analyzed primarily by statistical methods.2 According to Zolán Dörnyei that quantitative research was seen to offer a structured and high regulated way of achieving a macro-perspective of the overarching trends in the world.3 _Meanwhile,

Sukmadinata states that descriptive research aimed defining some situation or phenomenon naturally.

1_{Sudarwan Danim, Menjadi Peneliti Kualitatif, (Bandung: Pustaka Setia, 2002), 41.}

2 _{Zolán Dörnyei, Research Method in Applied Linguistics, (New York : Oxford University Press,}

2007), 24

3 _{Zolán Dörnyei, Research Method in Applied Linguistics, (New York : Oxford University Press,}

38

Research design is one of concept to construct the idea and to plan about approach or method in the research. Research design is „a plan or a concept made by the researcher for the plan of action that will be conducted‟.4

B. Population

The population of this study was students of MA Bilingual Krian. There were 465 students. There were four classes on 12 grade, four classes on 11 grade and seven classes on 10 grade.

C. Sample

This study used purposive sampling technique. The sample should representative good scale of reading habit. Therefore, the questionnaire used to classify students‟ reading habit and it used to choose sample based on purposive sampling technique. To describe the questionnaire score, this study use likert scale that applied in questionneire. There are 1, 2, 3, 4, and 5 scale in questionnaire. Based on these scales, the scale was reject about 1 and 2. But the scale was accept about 3, 4, and 5 scale. Therefore, the sample in this study was

students‟ who had good reading habit in scales 3, 4, and 5. The following table

below about the percentage of students‟ reading habit.

4 Suharsimi Arikunto, „prosedur penelitian suatu pendekatan praktik’, (Jakarta: Rineka cipta,2006), 51

Table 3.1

The percentage of students’ reading habit

No Reading Habit Indicators N

Scale

Total Percentage

1 2 3 4 5

F P F P F P F P F P

1 _Frequency Reading

Question 1 465 45 10% 32 7% 158 34% 129 28% 101 22% _84% Question 2 465 33 7% 55 12% 147 32% 137 29% 93 20% _81% Question 3 465 48 10% 64 14% 131 28% 147 32% 75 16% _76% 2 Amount of Reading

Books

Question 4 465 24 5% 58 12% 154 33% 132 28% 97 21% _82% Question 5 465 39 8% 49 11% 146 31% 127 27% 104 22% _80% Question 6 465 56 12% 77 17% 123 26% 111 24% 98 21% _71% 3 Academic _Reading

Question 7 465 39 8,% 54 12% 143 31% 126 27% 103 22% _80% Question 8 465 45 10% 75 16% 137 29% 117 25% 91 20% _74% Question 9 465 37 8,% 68 15% 128 28% 148 32% 84 18% _78% 4 Academic Non

Reading

Question 10 465 32 7% 35 8% 134 29% 125 27% 139 30% _86% Question 11 465 54 12% 56 12% 156 34% 102 22% 97 21% _77% Question 12 465 56 12% 47 10% 145 31% 126 27% 91 20% _78%

Instruction :

N : Number of Respondent F :Frequency of Students P : Percentage

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The table above showed about scale of students‟ reading habit. The frequency of students and percentage showed that 465 students was good in reading habit. based on the percentage of students‟ reading habit above, the students chose scale 3, 4, and 5.

This study used 10 % sample of 465 students at MA Bilingual Krian. Because according to Gay and Diehl that the minimize sample of descriptive research is 10% of population.5 Then, according to Roscoe that the sample is true if the totatlity of sample about 30 until 500 sample for most of research.6 _{based on the}

both of theory above, the calculation of sample in this study is 465 x 10% = 46. Therefore, this study used 46 students as subject in this research. This subjects in this study were students who had good reading habit. Therefore, the sampling chose by result of questionnaire score.

D. Data and Source of data

This study uses two kinds of data based on aims of the problems. The first statement problem wants to know whether is the influence of reading habit to

students‟ reading comprehension. Therefore the data is score resulted from

students‟ test score. Whereas, the source of data is students at MA Bilingual

Krian and document of test score. See appendix 5.

5 _{Gay, L.R. - Diehl, P.L, Research Methods for Bussiness and Management, (MacMillian Publishing}

Company : New York, 1992), 67

The second statement problem wants to know the indicators of reading comprehension influenced by reading habit. Therefore the data is students‟ test score. Then, the source of data is students at MA Bilingual Krian and document of test score. See appendix 5.

E. Research Instrument

An instrument is‟ a device to get the data‟.7 In this study, the researcher used two instruments. They were questionnaire and test. The following instruments were:

1. Questionnaire

The questionnaire used to collect non test data about reading habit indicators and it only used to classify the students who have good reading habit. Therefore, it did not use to answer first or second statement of research problems. This questionnaire used Julio Cesar‟s theory about reading habit indicators. According to Julio Cesar‟s, there were six indicators of reading habit. But in this reasearch, the researcher used four indicators only because the researcher used internal indicators in reading habit. It consist of 12 item questions which represented 4 indicators.

7 _{Gay, L.R, Geoffrey E.Mills, and Peter Airasian, Educational Research (MacMillian Publishing}

42

a. Reading amount of book b. Academic reading c. Reading frequency d. Non-academic reading 8

To measure the indicators above, the researcher use Likert Scale.9 There are five expressions that researcher uses to measure it. The following expressions are:

Table 3.2 Likert Scale

Expressions Point

Strongly agree 5

Agree 4

Neither Agree / not disagree 3

Disagree 2

Strongly disagree 1

2. Test

Test is second instrument in this research and it used to answer first and second statements of the problem. The researcher used Henry Guntur Tarigan‟s

8 _{Samrotul Muawanah, Thesis : “ The Relationship Between Students’ Reading Habit and Their}

Reading Comprehension (A Correlational Study at The Second Grade Students of SMA Dua Mei Ciputat)”. (Jakarta : UIN Syarif Hidayatullah, 2014),20

9 _{Zolán Dörnyei, Research Method in Applied Linguistics, (New York : Oxford University Press,}

theory for applied on the test. It consist of 14 questions which represented 7 indicators10. The following indicators were :

Table 3.3

Reading Comprehension Indicators

No Reading Comprehension _Indicators Number _{of Items} Total _item Score 1 Reading for details 7 1 5

9 1 5 2 Reading for main ideas 2 1 5 6 1 5 3 Reading for inferences 3 1 5 11 1 5 4 Reading for classifying 1 1 5 8 1 5 5 Reading for comparing 5 1 5 10 1 5 6 Reading for evaluating 4 1 5 12 1 5 7 Reading for comparing 13 1 5 14 1 5

Based on table above, it showed that there were seven indicators of reading comprehension. Each indicator had two questions. The true answer got 5 score and the false answer got 0 score.

10 _{Henry Guntur Tarigan. (1979). Membaca Sebagai Suatu Keterampilan Berbahasa. Bandung:}

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F. Data Collection Technique

To obtain the valid data, the researcher used questionnaire and test. but the questionnaire only used to classify students‟ reading habit into scales. The questionnaire used 12 questions that represented 4 indicators in questionnaire and it adapted of Julio Caser Theory. Therefore, the data collection technique for first statement of the problem is test. Then, the data collection technique for second is test. The test consist of 14 questions that represented 7 indicators and it adapted from Henry Guntur Tarigan theory about reading comprehension.

G. Data Analysis Technique

Data analysis is the process of systematically searching and arranging the result of the observation, recording, and other materials.11 It used to make easier in understanding and interpreting the data.

In this study, there were some analyze to analyze the data. The first analyze was analyze the questionneire. But the questionnaire only analyze in population and sample not on the findings. The questionnaire used to classify the students based on their reading habit scales and it used to decide the sampling in this research. The students‟ reading habit devide into five scales. They are scale 1, 2, 3, 4, and 5. The scales aimed to know the grades of students‟ reading habit. The score was reject in 1 and 2 scales. The score was accept in 3, 4, and 5 scales. The questionnaire did not use to answer first and second research problems.

The second analyze was decide the variable dependent and variable independent. The dependent variable was reading habit and the sub variables were reading frequency, reading amount of books, academic reading, and non academic reading. The independent variable was reading comprehension and the sub variables were reading main ideas, reading comprehend, reading sequences, reading inferences, reading classifying, reading evaluating , and reading comparing.

The third analyze was analyze the test. To analyze the test, this study used SPSS 18 (Statistical Package for the Social Science). This study used multiple linear regression and it has some test. The following steps were use to analyze:

1. Add the respondents and students‟ test score into Ms.Excel 2. Calculating the sum score of each number.

For example : detail number 1 + detail number 9

3. Calculating the sum score of all indicators reading comprehension. For example : score of details + main ideas + inferences + classifying + comparing + evaluating + sequences.

4. Opening the SPSS 18 software 5. Putting the data in the “Data View”

6. Changing the variables‟ name in the “Variable View”

7. Clicking “Analyze”, choose “Regression”, and choose “Linear”

8. Putting the dependent variable and take it into dependent variable column

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9. Putting the independent variables and take them into independent variables column

10.Clicking “Statistics”, choose “Descriptive and Colliniearity Diagnosis” to know Tolerance and VIF score.

11.Clicking “Plots”, putting ZPRED into Y column and ZRESID into X column to know heteroscedaticity.

12.Clicking “Save”, choose “Unstandardized”, continue, ok

After the output of SPSS showed, the next analysis are analyze the SPSS output. The output of SPSS are variables entered and removed, classic assumsion test (multicollinearity test, heteroscedaticity test, and normality test), and multiple regression linearity test (F test and T test) . F test to answer first research problem and T test to answer second research problem. The following description about multiple regression linearity test.

1. Variables entered and removed

The variables entered and removed showed which one was variable entered and which one was variable removed. Then, it explain about the dependent and independent variables. The purpose of this table was to check and classify the variable based on method on the table below.

2. Classic assumtion test

Classic assumtion test showed about three type test and each test had each meaning. Classic assumtion test purpose to know the linear way of regression process and to know what was the regression accept or reject. They was multicollinearity test, heteroscedaticity test, and normality test.

a. Multicollinearity Test

Multicollinearity test uses to see a test whether regression model had correlation of each independent variables or not. The good regression model is not correlation of each independent variables. If the independent variables have correlation of each independent variables, it showed that the independent variables same with zero score. Based on explanation above, there are two analyses in multicollinearity test. The first analysis is analyze about tolerance value and the second analysis about VIP (Variance Inflation Factor) value.

Based on multicollinearity test, there was two hyphotheses. They are hyphotheses of tolerance value and VIP (Variance Inflation Factor) value. The following hyphotheses are about tolerance value and VIP value.

Tolerance value :

Ho : there was not multicollinearity, if the tolerance value bigger than 0,10 (Tolerance value > 0,10)

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Ha : there was multicollinearity, if the tolerance value smaller than 0,10 (Tolerance value < 0,10)

VIP value :

Ho : There was not multicollinearity, if VIF value smaller that 10,00 (VIF value < 10,00)

Ha : There was multicollinearity, if VIF value bigger that 10,00 (VIF value > 10,00)

b. Heteroscedaticity Test

There was residual on heteroscedaticity test, Residual is measurement of error sample. Whereas heteroscedaticity test (non constan test) is one of classic assumtion test. It purposes to know wheater in regression proccess consist of different variant from one residual to other residual. The good results of heteroscedaticity test if there is similiarity of variant from one observation residual to other observation residual. It is namely homoscedaticity. In addition, the good result of heteroscedaticity test should have constant variant residual.

In addition, to know the heterocedaticity good or not result, the residual point was in irregular pattern on figure. If the points spreads on negative and positive area without make a line or a shape , it means that good result. Then, if points spread on axis X and Y and it makes irregular pattern, it means the result is homocedaticity.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

Based on the analysis and finding, this section presents the conclusions of the research about the influence of reading habit to students‟ reading comprehension at MA Bilingual Krian. The result of the data analysis could be concluded as the following representation.

A. Conclusions

Reflecting on the research findings which were presented in chapter IV, there are several points that can be concluded from each research question:

1. Reading habit (X) influences the students‟ reading comprehension (Y). It showed with the result of F value. F value showed about 730,322. Then, F table showed about 2,34. It means that F value bigger than F tabel (730,322 > 2,34 ). In addition, the significant of F value showed about 0,00. Then, the significant of F table or probability value showed about 0,05. It means that the significant of F value smaller than probability value 0,05 (0,00 < 0,05). Based on two results above in F test, it can be conclude that Ha accept and Ho reject.

2. Reading habit influences to reading comprehension indicators. The reading habit not only influence one reading comprehension indicator but also the reading habit influence to all of reading comprehension indicators. The indicators influenced by reading habit were reading for main ideas, details,

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inferences, classifying, comparing, evaluating, and sequences. It showed by all of T value of reading comprehension indicators was bigger that T table about 2,046. It showed with T value of main ideas about 17,463 with the significant 0,00 was bigger than T table (17,463 > 2,046). Then, T value of details about 16,192 was bigger than T table (16,192 >2,046), T value of inferences about 15, 518 was bigger than T table (15,518 > 2, 046), T value of evaluating about 14,493 was bigger that T table (14,493 > 2,046), T value of sequences about 12, 689 was bigger than T table (12,689 > 2,046) , T value of classifying about 12.486 was bigger than T table (12,486 > 2,046), and T value of comparing about 10. 142 was bigger than T table (10,142 > 2,046).

B. Suggestion

Based on the conclusion of the study, some suggestions are given to the school, the teacher, and the future researcher

1. For the reader

The researcher recommended to the school that the school can

improve students‟ reading comprehension through reading habit. Than, it can

start from reading magazine, newspaper, article, and academic book because the students have different habits. They had habit of reading frequency, reading amount of books, academic reading, and non academic reading habit. If the school more focuses to prior students‟ reading habit at MA Bilingual

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Students, it can increase students‟ reading comprehension especially reading for comparing, sequences, and evaluating.

2. For teacher

The researcher recommended to the teacher that teacher can improve

students‟ reading comprehension on comparing, sequences, and evaluating.

Because based on researcher‟s finding than students low in reading for

comparing and reading for sequences.

3. For the future researcher

The researcher recommended to do research about how long reading habit can influence reading details, main ideas, classifying, comparing, sequences, inferences, and evaluating. Then, the resercher recommended the future researcher to take more than 46 students as research subject.

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