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(A Correlational Study at Ninth Grade of SMP Islam Al-Hasanah)

By Isti Farhata NIM. 109014000026

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER

S’

TRAINING

SYARIF HIDAYATULLAH

STATE ISLAMIC UNIVERSITY

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i

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

All praises be to Allah, the Lord of the world, the Almighty God, for His blessing, guidance, help and love, the writer completed this “skripsi” properly. Peace and blessing be upon our prophet Muhammad, his family, his companions, and all of his followers.

This “skripsi” is presented to Department of English Education, Faculty of Tarbiya and Teachers‟ Training, “Syarif Hidayatullah” State Islamic University

Jakarta, as partial fulfillment of the requirement for the degree of strata 1 (S-1). In this skripsi, the writer tried to give description about the relationship between

students‟ reading motivation in English and their reading achievement at SMP

Islam Al-Hasanah, Kota Tangerang.

In finishing this “skripsi”, the writer got guidance and motivation from people around her. Therefore, she would like to express her gratitude to them, they are: her beloved family, especially her parents: her mother, Hj. Naimah Arsyad and her father, K.H.Ahmad Ramly Mughni, for their patience, kindness and support to the writer in her life, and her sister, Fildzah Hasyyati and her brother, Muhammad Hadzami for their motivation and spirit during the research. Furthermore, the writer would like to express her grateful to her advisors, Dr. Alek, M.Pd. and Devi Yusnita, M.Pd., for their valuable guidance, suggestion and

correction in writing this “skripsi”.

Moreover, the writer also would like to express her thanks and appreciation to all people who helped her in completing this “skripsi”, particularly to:

1. Dr. Hj. Nurlena Rifa‟i, Ph.D., the Dean of Faculty of Tarbiya and Teachers‟

Training, “Syarif Hidayatullah” State Islamic University Jakarta.

2. Drs. Syauki, M.Pd., the Head of Department of English Education, Faculty of

Tarbiya and Teachers‟ Training, “Syarif Hidayatullah” State Islamic

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3. Zaharil Anasy, M.Hum., the Secretary of Department of English Education,

Faculty of Tarbiya and Teachers‟ Training, “Syarif Hidayatullah” State

Islamic University Jakarta.

4. All lecturers and staffs of Department of English Education who gave knowledge and guidance to the writer, whom their names cannot be mentioned one by one.

5. Dra. Hj. Neneng Sumiati, M.Pd., the Headmaster of SMP Islam Al-Hasanah Kota Tangerang who accepted and gave permission and chance to the writer to do her research.

6. Hesti Yuniasi, S.E., M.Pd., the Headmaster of SMP Nusantara Kota Tangerang who accepted and gave permission and chance to the writer to conduct the try out of the research.

7. The writer‟s beloved people, Aulia Rahman Yahya, Jibril Falaqi Dhuha, Amirullah Galuhdirja Hadiningrat, Lubna Assegaf, Muhammad Syafi‟i, Dede Nurul Farida, Siti Nurfajri Subharani and Aisyah Mulyani Arlen who always give support, knowledge and great friendship.

8. All of the writer‟s friends who have spent time four years in this university especially for A class 2009 Department of English Education.

Finally, the writer realizes that this “skripsi” is not perfect yet. Therefore, the

writer would like to accept suggestion and advice to make this “skripsi” better.

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iii ABSTRACT

Isti Farhata (109014000026). The Relationship between Students’ Reading Motivation in English and Their Reading Achievement: A Correlational Study at Ninth Grade of SMP Islam Al-Hasanah. A Skripsi of Department of English

Education at Faculty of Tarbiya and Teachers‟ Training of State Islamic

University Syarif Hidayatullah Jakarta, 2014.

Keywords: Reading, Reading Motivation, Reading Achievement.

The objective of this research was to know and describe a positive relationship between students‟ reading motivation in English and their reading achievement at ninth grade students of SMP Islam Al-Hasanah. It covers reading motivation and reading achievement.

The method which was used in this research was correlational study. The population of the research was the ninth grade students of SMP Islam Al-Hasanah Kota Tangerang in the 2013/2014 academic year. However, only 60 students were chosen as the sample by using simple random sampling. Furthermore, there were

two variables in this research. The first one was students‟ reading motivation (variable X) and the second one was students‟ reading achievement (variable Y). The students‟ reading motivation score was taken from the questionnaire whereas

the students‟ reading achievement was taken from test. In analyzing the data and testing the hypothesis, the writer used Pearson‟s Product Moment Correlation formula.

From the data analysis, it was found that there is no positive relationship

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iv ABSTRAK

Isti Farhata (109014000026). The Relationship between Students’ Reading Motivation in English and Their Reading Achievement: A correlational study at Ninth Grade of SMP Islam Al-Hasanah. A Skripsi of Department of English Education at Faculty of Tarbiya and Teachers‟ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.

Kata Kunci: Membaca, Motivasi Membaca, Prestasi Membaca.

Tujuan penelitian ini adalah untuk mengetahui dan menggambarkan hubungan yang positif antara motivasi membaca siswa dalam Bahasa Inggris dan prestasi membaca siswa di kelas sembilan SMP Islam Al-Hasanah. Penelitian ini mencakup motivasi membaca dan prestasi membaca.

Metode yang digunakan dalam penelitian ini adalah study korelasi. Populasi dalam penelitian ini adalah seluruh siswa kelas Sembilan SMP Islam Al-Hasanah Kota Tangerang tahun akademik 2013/2014. Dengan menggunakan teknik simple random smpling, hanya 60 siswa yang dipilih sebagai sample. Dalam penelitian ini terdapat dua variable. Diantaranya adalah motivasi membaca siswa (variable X) dan prestasi membaca siswa (variable Y). Nilai motivasi membaca siswa diambil dari angket yang disebarkan kepada mereka sedangkan nilai membaca diambil dengan menggunakan test. Dalam menganalisis data dan menguji hipotesis, peneliti menggunakan rumus korelasi Pearson‟s Product Moment.

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v

ACKNOWLEDGEMENT ... i

ABSTRACT ... iii

ABSTRAK ... iv

THE TABLE OF CONTENT ... v

THE LIST OF TABLE ... vii

THE LIST OF APPENDICES ... viii

CHAPTER I INTRODUCTION ... 1

A. Background of Study ... 1

B. Identification of Problems ... 3

C. Limitation of Problem ... 3

D. Formulation of Problem ... 3

E. Objective of The Study ... 4

F. Significance of The Study ... 4

CHAPTER II LITERATURE REVIEW ... 5

A. The Concept of Reading ... 5

1. Definition of Reading ... 5

2. Purposes of Reading ... 6

3. Types of Reading ... 8

4. Factors Influence Reading ... 8

B. The Concept of Motivation ... 9

1. Definition of Motivation ... 9

2. Types of Motivation ... 10

3. Functions of Motivation ... 13

C. Reading Motivation ... 13

D. Reading Achievement ... 14

E. Relevance Study ... 15

F. Conceptual Framework ... 16

G. Theoretical Hypothesis ... 16

CHAPTER III RESEARCH METHODOLOGY ... 18

A. Place and Time of Study ... 18

B. Population and Sampling Technique ... 18

C. Method of Study ... 18

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vi

CHAPTER IV RESEARCH FINDING AND INTERPRETATION ... 25

A. Research Finding ... 25

1. Data Description ... 25

a. Students‟ Reading Motivation ... 26

b. Students‟ Reading Achievement ... 28

c. Correlation between Students‟ Reading Motivation in English and Their Reading Achievement ... 30

2. Data Analysis ... 32

a. Normality Test ... 32

b. Homogeneity Test ... 33

c. Pearson Correlation Test ... 33

d. Statistical Hypothesis Test ... 36

B. Interpretation ... 36

CHAPTER V CONCLUSION AND SUGGESTION ... 38

A. Conclusion ... 38

B. Suggestion ... 38

BIBLIOGRAPHY ... 40

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vii LIST OF TABLES

Table 3.1 Matrix of Questionnaire ... 19

Table 3.2 Blueprint of Reading Test ... 20

Table 4.1 Summary of Reading Motivation and Reading Achievement Score in English ... 25

Table 4.2 Students‟ Reading Motivation ... 26

Table 4.3 Students‟ Reading Achievement ... 28

Table 4.4 Coefficient Correlation Variable X and Variable Y ... 30

Table 4.5 Test of Normality ... 32

Table 4.6 Test of Homogeneity ... 33

Table 4.7 Measurement of Coefficient Correlation ... 34

Table 4.8 Product Moment Correlation Index ... 35

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viii

Appendix 2 Table of Value “r” Product Moment Appendix 3 Table of Value in Distribution of “t” Appendix 4 The Item of Validity and Reliability Test

Appendix 5 Profile of Motivation For Reading Questionnaire (For Reading in a Foreign Language)

Appendix 6 English Question Items of Motivation For Reading Questionnaire (For Reading in a Foreign Language)

Appendix 6 Indonesian Question Items of Motivation For Reading Questionnaire (For Reading in a Foreign Language)

Appendix 7 Reading Test

Appendix 8 Surat Bimbingan Skripsi

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1 A.Background of Study

Reading is one of various ways in knowing condition and development of

knowledge in the world. So then, it is thought out the term “reading is the window of the world”. By reading, people can get new knowledge not only knowledge around them but also knowledge around the world based on sources they read. Some sources of reading also have variation such as book, magazine, newspaper, blog, e-book, etc. They perform with many kinds of languages. Most of them are in English. It is the effect of globalization, so that people especially students need to be able to master English in order to facilitate themselves in finding and understanding sources of reading.

In English teaching in Indonesian setting, reading becomes one of the four skills that is developed beside listening, speaking and writing. The development of reading ability in English is necessary to prepare students not only in learning but also in testing. Their reading ability in English becomes one of passed requirements in UN.

Educational researchers have found that there is a strong correlation between reading and academic success.1 In the other words, a student who is a good reader is more likely to do well in school and pass exams than a student who is a weak reader. Unfortunately, from an informal observation during the writer‟s assistance period at school, the writer found that English reading skill of most students is still far from being sufficient. They have poor English reading skills. It happened because of some factors such as the material, the method, the teacher, and the facilitation.

The materials for students level can be said too difficult, especially for the

student‟s work book (LKS). The LKS is more suitable for the higher grade. Many of the vocabularies are not familiar and suitable for their English level. Even,

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there are some incorrect writing and grammar that surely bothers students comprehension. For example, in learning procedure text, the spelling of “Cheese” which meant one of food materials becomes “Chess” that has meaning as one of games or sports.

In the other hand, the method that is used actually makes the class calm but many students become sleepy and bored, although the class is held in the morning. Beside that, the teacher often does not master the class. In other word, the students that sit in the back corner do not get enough attention, so they usually joke and doodl in the book.

And the last, school facilities actually help enough but the usage of it is still not maximal. It can be seen from the library that seldom be opened. Even some students enter the library by themselves to find the book needed or to just enough read. Whereas, there are many English books that are appropriate with their level such as adventure novels, drawing novels, and many more books with familiar vocabularies.

Grambell said that in order to succeed in reading, students need “both the

skill and the will.”2 In the other word, motivation on reading involves two elements. First element is perceived competence that can be ilustrated with the

question “Can I do this?” and the second element is task value that can be ilustrated with the question “Do I want to do this?”

Based on the description above, it can be synthesized that reading without motivation will be unnecessary to be done because motivation is a cognitive factor that person has and needs in reading. Student with high motivation usually have goals such as being committed to the subject matter, wanting to learn the content, believing in their own ability, and wanting to share understandings from learning.

In fact, not all activities with motivation can guarantee good achievement. Based on the information that the writer got from English teacher of Ninth grade in SMP Islam Al-Hasanah and writer‟s informal observation, most of students have high motivation on reading. It can be seen from their participation in reading

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books in library and their activities in English class during reading times such as asking for meaning, pronouncing the words well and re-reading text to get right comprehension. However, the fact showed that their reading ability is still low especially in evaluation. On the other hand, some students who seem to have less focus on reading because they make joke with friends and read the text shufflely, sometimes get good score.

Based on the explanation above, the writer intends to investigate deeper about the relationship between students‟ reading motivation and and their reading achievement. In this study, the writer takes the problem to be researched with the

title “The Relationship Between Students‟ Reading Motivation in English and Their Reading Achievement“ (A Correlational Study at Ninth Grade of SMP Islam Al-Hasanah).

B.Identifications of Problem

Based on the background above, the writer found some problems:

1. The level of students‟ reading materials are too difficult and not suitable for their level.

2. Teacher has not applied an appropriated method. 3. Teacher has given little attention during the class.

4. The library has not been used maximally yet for teaching and learning process.

5. Students‟ reading achievement in English is not balance with their motivation.

C.Limitation of Problem

Based on problems that have been identified above, the problem of this research is limited on students‟ reading motivation and their reading achievement.

D.Formulation of Problem

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Is there any positive relationship between students’ reading motivation and their reading achievement?

E.Objective of the Study

Based on the the research problem that possed above, the objective of the research is to know and to describe the relationship between students‟ reading motivation and their reading achievement.

F. Significances of the Study

The results of the study were expected to give some benefits not only theoretically but also practically to:

- Teacher

The teacher can enrich the concepts and knowledge about reading and motivation in order to increase their student motivation in learning English and it is also as a measurement of students‟ motivation.

- Writer

The writer can fulfill requirement for the Degree of Strata 1 (S-1) in English Education Department and she also got many new knowledges around the reading and motivation.

- Other Reseachers

The other researchers can use this research as a reference for further research which is similar in the case of study.

- School

This research can become a constructive comment or critic to increase school facilities especially library maximally and to add book collections especially English books.

- Readers

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5

In this chapter, the writer presents some theories related to: Definition of Reading, Purposes of Reading, Types of Reading, Factors Influence Reading, Definition of Motivation, Types of Motivation, Functions of Motivation, Reading Motivation, and Reading Achievement.

A.The Concept of Reading 1. Definition of Reading

Language can be manifested in four language skills: listening, reading, speaking, and writing. Reading is one of the forms in the language. By reading, people obtain knowledge and information. Reading will provide people with some activities to help them in comprehending the text and to train them to be skillful readers who could read effeciently.

The simple view of reading proposed by Hoover and Gough is that reading is “the product of decoding and comprehension”.1 This means that reading is a result from an ability to decode the print word and the comprehension the language that is thus unlocked2.

According to Ned D. Marksheffel Reading may be defined as “a highly complex, purposeful, thinking process engaged in by the entire organism while acquiring knowledge, evolving new ideas, solving problems, or relaxing and recuperating through the interpretation of printed symbols.3 Reading is not a simple activity, it needs some processes to get what information that writer wants to inform to reader. Writer tries to convey the infromation from his/her writing and reader tries to accept and understand the infromation that be given by writer.

1

Naomi Flynn and Rhona Stainthorp, The Learning and Teaching of Reading and Writing, (San Fransisco: John Wiley & Sons Inc., 2006), p. 42.

2Ibid

.

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The definition of reading also come from William Grabbe, that reading can be defined as “the process of receiving and interpreting information encoded in language form via the medium of print.4 Briefly, the essence of reading is the transaction between words of an author and the mind of a reader, during each meaning is constructed.

From the definitions of reading by some experts above, it can be concluded that reading is a process of activity that requires skill and ability in

obtaining writer‟s ideas.

2. Purposes of Reading

There are many different purposes for reading. Sometimes people read a text to learn material, read for pure pleasure, and read for doing assignment. There are four main headings of reading purposes that is classified by William Grabe and Fredricka L.Stoller.5

1. Reading to search for simple information and reading to skim.

Reading to search for simple information is a common reading ability. It is used so often in reading tasks that it is probably best seen as a type of reading ability.6 In reading to research, readers usually read the text for a specific information or a specific word. It is different when readers face prose texts, they sometimes read slowly and carefully to process and get the meaning of a sentence or two in search of clues that might indicate the right page, section, or chapter. Similarly, reading to skim is a common part of many reading tasks and a useful skill.7 It involves strategies for guessing where the important informations might be in the text.

2. Reading to learn from texts.

It usually occurs in academic and professional contexts when people need to learn a number of information from a text. it requires abilities to remember

4

William Grabbe, Reading in a Second Language Moving from Theory to Practice, (Cambridge: Cambridge University Press, 2009), p. 14.

5

William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (Edinburgh: Pearson Education, 2002), pp. 13 – 15.

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and understand where main ideas, topic sentence and supporting ideas in the text. Then readers can recognize and build conceptual framework that organise the information in the text, and they link the text to their knowledge. In doing this purpose, slow readers usually need long time for understanding the text. 3. Reading to integrate infromation, write and critique texts.

This purpose can be said as the complex purpose. It requires critical evaluation of the information being read so that the reader can decide what infromation to integrate and how to integrate it for the reader‟s goal.8 Meanwhile, reading to write and reading to critique texts may be task variants of reading to integrate information. Both of them (reading to write and reading to critique) require abilities to compose, select, and critique information from text, and readers redescribe information that they have gotten to integrate other information in the text.

4. Reading for general comprehension.

The notion of general reading comprehension has two reasons.9 First, it is the most basic purpose for reading, underlying, and supporting most other purposes for reading. Second, it is actually more complex than commonly assumed. It means that the term of “general” here does not mean „simple‟ or

„easy‟. Reading for general comprehension, when done by a skilled fluent reader, it may requires very rapid and automatic processing of words, strong skills in forming a general meaning of text. It is sometimes more difficult to master generally than reading to learn.

Based on the explanation above, it can be concluded that main purpose of reading is for increasing knowledge by various ways such as making critical thinking, taking lesson from the text, just for searching simple information, etc. 3. Types of Reading

Francoise Grellet said that there are four types of reading10:

8

Grabe, op. cit. p. 14.

9

Grabe, op. cit. p. 15. 10

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1. Skimming: quickly running one‟s eyes over a text to get the gist of it. 2. Scanning: quickly qoing through a text to find a particular piece of

information.

3. Extensive reading: reading longer texts, usually for one‟s own pleasure. This is a fluency activity, mainly involving global understanding.

4. Intensive reading: reading shorter tetxs, to extract specific information. this is more an accuracy activity involving reading for detail.

4. Factors Influence Reading

J. Charles Alderson explained many factors which influence reading that he classified into two elements, namely reader or factors from inside and text or factors from outside.11

a. Inside factors cover; linguistic competence, interest and motivation. In linguistic competence, there are phonological system, semantic knowledge, and syntactic system. Phonological system is knowledge of how reader blended to create words. Semantic knowledge refers to

reader‟s knowledge about word meanings. Syntactic system refers to

the orderly arrangement among words in sentences.

Most of people who read based on their interest usually are better than people who do not read based on their interest or forcefully.

Role of motivation is almost same with interest in influencing reading achievement. If reader has high motivation to read, it is easier for him/her to understand the text, because motivation is in the reader self, therefore he/she is motivated by him/herself to get the idea and point of reading.

b. Outside factors cover; the message, genre and type of text.

The first factor that comes from outside is message. It can

influence one‟s understanding from frequency and abstracting of word. The frequency of word which is seldom seen makes reader gets

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difficulty to comprehend and for abstracting of word, the reader gets difficulty in selecting the meaning of abstract words. Beside word, longer sentences and more complex sentences tend to appear in passage that people may be have difficulty understanding.

Next factor are the genre and type of text. Some people do reading because the genre and type of the text. They feel enjoyable when they read what they like. Everyone has their favorite genre of text. Genre or type that they interested in usually makes them easier in understanding the text than the genre they not interested in.

All statements above state that reading is influenced by readers‟ prior knowledge, readers‟ interest and motivation, readers‟

competences in language itself, and performance of text.

B.The Concept of Motivation 1. Definition of Motivation

The word “motivation” is familiar enough in our daily life. But actually this word is not easy to be defined. It is started from complex definition of motivation by Schunk that said motivation is the process whereby goal-directed activity is instigated and sustained.12 It means that motivation is a process rather than product, motivation involves goal that provide direction to action. It also requires activity that student engages in are geared toward attaining their goals. And motivation activity is have the quality to instigated and sustained. It can be considered a driving force; a psychological drive that compels or reinforces an action toward a desired goal.13

Another definition came from Anita Woolfolk that defined motivation as an

“internal state that arouses, directs, and maintains behavior”.14 Moreover, Harmer defined motivation is some kinds of internal drive which push someone to do

12

Dale H. Schunk, Paul R. Pintrich and Judit L. Meece, Motivation in Education: Theory, Research and Application, (United States of America: Pearson Education, Inc., 2008), p. 4.

13Ibid

.

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things in order to achieve something.15 It can be concluded that motivation is in

one‟s self that can encourage him/her to do something to get what one‟s wants.

2. Types of Motivation

There are two types of motivation frequently called extrinsic or external motivation and intrinsic or internal motivation.

Extrinsic motivation is that arise from outside of the individual. Extrinsic motivation refers to the performance of an activity in order to attain an outcome, which then contradicts intrinsic motivation.16 Common extrinsic motivations are environment, family and teacher.

a. Environment

Harmer explained that outside any classroom there are attitudes to language learning and the English language in particular, whether the learning of English is important or not to be considered in the society. In a school situation, whether the language learning is part of the curriculum from high or low status, and how the cultural images associated with English, which it can be positive or negative.17 From those statements above, writer concluded that everything outside class will influence

students‟ motivation to learn. Students‟ environment affects their

confidence and attitude in study. b. Family

Students‟ attitude to language learning will be greatly affected by

the influence of people around them either role of parents or older siblings will be very important.18 Support from people around students especially family will motivate them to reach higher value in class. Students may feel more challenged to prove their ability.

15

Jeremy Harmer, The Practice of English Language Teaching 4th edition (United States of America: Pearson Longman, 2007), p. 51.

16

Schunk. loc. cit.

17

Harmer, op. cit. p. 52.

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c. Teacher

Teacher as a person who delivers knowledge to students should be able to be motivator who can stimulate and support their students to learn.

As Ur said “Most good teachers seem to accept that it is their

responsibility to motivate learners, and invest quite a lot of effort in doing

so.”19 than working towards an external reward. Intrinsic motivation are need, interest, goals, etc.

a. Need

Need is a condition where there are some deficit within the person, and it will push person into required action for survival well-being, or personal fulfillment a substance, state or any other thing.21 From following definition, we can concluded that need is a tendency which person determines and considers something as necessary thing.

b. Interest

Interest is another factor which determines ones attitude in doing something. Interest refers to the liking and willful engagement in an activity.22 Learning process will run well if the students have an interest to the subject or teacher treatment. Students will be motivated

19

Penny Ur, A course in Language Teaching, (Cambridge: University Press, 2009), p. 277.

20

Ibid.

21

Norman A. Sprinthall, Educational Psychology, (New York: McGraw-Hill, Inc., 1990), p. 539.

22

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to learn if they have interest which grows from themselves and feel enjoyable to do it.

c. Goal

Harmer stated that motivation is closely bound up with a person‟s

desire to achieve a goal.23 Woolfolk defined goal is what an individual strives to accomplish.24 Goal is one of sources of motivation that energize ones in running an activity. Without goal, people will be not serious and not wholehearted with their activities that are doing.

3. Functions of Motivation

Motivation has some functions in individual activities. Drs. Syaiful Bahri Djamarah devided it into three functions.25 First function is motivation as an encouragement. It means that motivation effects what attitude that should be taken by student in helping them to satisfy their need and courages.

The next function is motivation as an activator. Psychologist encouragement products students‟ attitude in learning then that attitude will bear psychologist movement or action. So, if the students have motivation on themselves, they will do or act as reflection of their motivation.

And the other function is motivation as a director. Students that have motivation usually can select which one of the actions should be done and should be left. Everything that helps them to achieve their goals will be done and everything that bothers them will be avoided. So, motivation helps to direct them to true action.

Based on the explanation of functions of motivation, we can see that the functions are related to each others. First, motivation impulses student to achieve their goals. Then, from that encouragment, they will do some actions to achieve their goals and finally, from some actions that they will face, they will select whatever action that will help them to get their purposes.

23

Harmer, op. cit., p. 53.

24

Woolfolk, op. cit., p. 380.

25

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C. Reading Motivation

David Russell stated that motivation is one of essential to read.26 It is caused motivation determines the readers‟ specific reading set; shaping his particular reading purposes and influencing the processes he/she will use, the meaning he will gain, and the type of reaction he will make to that meaning.

Ford and Wine said that reading motivation is defined by an individual‟s self -concept and the value the individual places on reading.27 It means that reading motivation that is had by everyone concern how they consider themselves as a reader and how many values of reading for themselves.

Sweet and Guthrie added that motivation for reading has two types.28 First types is intrinsic motivation for reading that involves personal involvement, interest, curiousity, desire to learn, challenge and social interaction. And the second types is extrinsic motivation for reading that included of compliance, recognition, grades, competition and avoidance of the other tasks.

Setsuko Mori defined reading motivation more specific. It is reading motivation in a Foreign Language. She takes from Guthrie‟s reading motivation theory and Gardner‟s integrative motivation theory. She mentioned there are four elements of reading motivation in foreign language, namely intrinsic value of reading, extrinsic utility of reading, importance of reading and reading efficacy.29

- Intrinsic value of reading: it covers achievement goal orientation and achievement values.

- Extrinsic utility of reading: it covers three aspects are separated from one another in that reading competition is concerned with an individual's attempt to outperform others in reading, reading recognition is related with tangible forms of recognition such as teacher or peer approval, and

26 David Russell, “Reading as Pupil Behaviour”, in Walter Hill, Secondary School

Reading: Process, Program, Procedure, (Boston: Allyn and Bacon, Inc., 1979), p. 26.

27

Linda B. Grambel, Barbara Martin Palmer, Rose Marie Codling and Susan Manders Mazzoni, Assesing Motivation to Read, Education Resources Information Centre, No. 14, 1995.

28

Caldwell, op. cit., p. 223.

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reading for grades is associated mainly with the teacher's evaluation of learners' reading performance.

- Importance of reading: it is attainment values of reading that has by reader or students' perceived importance of engaging in a task.

- Reading efficacy: it is a belief or expectancy about reader competence for success in reading. It is as an individual's evaluation of their capacity to organize and execute courses of action.

In other word, reading motivation is the motivational that drive to read, an area of interest in the field of education and the processes to put more effort on reading activities.

D. Reading Achievement

Before discussing about reading achievement, writer explained about definition of achievement itself first. Achievement is a thing done successfully, especially with an effort and skill. According to Santrock, achievement is the material that the student has learnt or what skills that the student has mastered.30 Furthermore, Gronlund also states that achievement is something that students have learnt.31 It means that achievement is as result of measurement and evaluation in learning for a period of time. It cannot be achieved if the students do not learn before.

In schools, students get many changes and many sources based on school‟s curriculum. The curriculum describes the skills, performance, knowledge, attitudes that the students have to learn in school, and also what achievement that the students have to achieve during their school years.32

From the previous definitions about reading and achievement, it can be concluded that reading achievement is the result of students‟ effort to get and understand knowledge and skill of reading through systematic process, practices,

30

John W. Santrock, Educational Psychology, (New York: McGraw-Hill, 2011), 5th Edition, p. 521.

31

Norman E. Gronlund, Measurement and Evaluation in Teaching, (New York: Macmillan Publishing, 1976), p. 331.

32

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and experience in period of time which usually measured by score or value of assignment and examination in reading of English subject.

E.Relevance Study

Reading is interesting to be researched since many researches deal in it even though each of those research focused on different topic. One of the relevant study of reading comprehension was done by Linda Baker and Alan Wigfield (2010) entitled Dimension of Children’s Motivation for Reading and Their Relations to Reading Activity and Reading Achievement. The objective of this study is to know

which one between reading activity and reading achievement that more get significant influence or relationship from reading motivation. It was conducted by giving the test to fifth- and sixth-grade students attending six elementary schools in a large mid-Atlantic U.S. city with total of sample is 230 students. It was found that reading motivation more influence reading activity than reading achievement. Students with high motivation on reading usually they also do many reading activities but their reading achievement does not always get high score.

The next research relevanced to reading comprehension was done by Ikah (2006) entitled The Correlation between Students Motivation and Their Reading Ability. The purpose of this study is to get empirical data about the correlation between students motivation and reading ability, at the eight grade students of SMPN 45 RSBI Cengkareng Jakarta Barat. In the field research, the writer conducted the research in two classes that consist of 75 students at the eight year of SMPN 45 RSBI Cengkareng by giving a test to the students and asked them to answer the questions that she made. Result is the correlation between the students motivation and their reading ability is in low correlation.

The other research was done by Mohammad Sho‟im with title The Correlation between Reading Motivation and the Achievement in Reading Comprehension of the Eight Year Students of SMPN 1 Tambak Boyo. The

objective of this study is aimed to find out whether there is significant correlation

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at second year of SMP Negeri 1 Tambak Boyo by giving questionnaire to know their motivation in reading English materials. Then, he gave them a test, in order to know the students achievement reading comprehension. The result showed that there is a correlation between reading motivation and student achievement in reading.

The difference of previous studies above with my study is in reading motivation. The previous studies measure reading motivation in general either in L1 or L2, but this study is more specific in measuring reading motivation only in English as a foreign language. Student who has high reading motivation in L1 does not guarantee she/he has high reading motivation in L2 too.

F. Conceptual Framework

This research has two variables. They are using reading motivation as free variable, then reading achievement as suspended variable. To facillitate this research, the writer will redescribe those variables as before.

Reading can be defined as an active and interactive thinking process activity in getting meaning from the word that be made by writer. Reading motivation defined as a motivation that consists of individual‟s self-concept and the value of reading that drive someone to read. The motivation in reading is needed while reading, and it must has been clear. Therefore, it is necessary to know the students‟ reading motivation while they do reading.

Based on the theory, the writer assumed that there is a positive relationship

between students‟ reading motivation and reading achievement, because students who have high motivation in reading will get better reading achievement than students that have low motivation in reading.

G.Theoretical Hypothesis

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18

The research has been taken place in SMP Islam Al-Hasanah in Kota Tangerang. This study has been conducted from November 2013 to December 2013.

B. Population and Sampling Technique

The population of this study was the students of Ninth Grade at SMP Islam Al-Hasanah. It consisted of four classes. The total of students of Ninth Grade was 120 persons. Each class had 30 students.

The sample of this study were students of ninth grade of SMP Islam Al-Hasanah that had been chosen by simple random sampling technique. One of simple random sampling was by accounted. Students who were taken as sample were students who get odd number. The researcher took 50% students of population as a sample with the total was 60 students. Writer took only 50% as a sample because the subjects included in a large

category (more than 100). Based on Arikunto’s statement that if the

subjects are large (more than 100), it can be taken 10–15% or 20–25% from the total population by considering allocated times, ability and financial condition.1

C. Method of Study

This study was a correlational study. In this study, the writer used a quantitative method through correlation technique. As correlational study, this study needed two variables or more, so the writer had to find the things that would be made as the variables. From the theme that had been raised, writer decided the reading problem faced by students and the

1

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factors that influence their reading achievement as the variables. Then, the writer determined students’ reading achievement as variable Y and

students’ reading motivation as variable X. And then, the writer correlated both variables.

D. Research Instruments

In this study, the writer used two kinds of instrument. They were questionnaire and reading test.

1. Questionnaire

From various of questionnaires that was used to measure reading motivation by some experts, the writer adopted The MRQ or Motivation for Reading Questionnaire by Setsuko Mori based on Guthrie and Gardner’s theory of reading motivation. This questionnaire is from Reading for a Foreign Language Centre Journal. The reason in choosing the MRQ was this questionnaire was more specific than other questionnaires on the subject of reading motivation, MRQ surveys

students’ reading motivation in a foreign language only.

The aim of giving quesionnaire was to know the students’ reading motivation in English. The questions that used in this study was closed question, it meant that the respondents just choose available options. This questionnaire assessed four specific dimensions of reading motivation in a foreign language: intrinsic value of reading, extrinsic utility value of reading, importance of reading in English, and reading efficacy.

Matrix of Questionnaire Table 3.1

No. Indicator Total Item Number

Positive Negative

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2. Extrinsic value of reading 4 - 14, 15, 16, 17. 3. Importance of reading 4 1 18, 19, 20, 21,

22.

4. Reading efficacy 2 2 23, 24, 25, 26.

Total 20 6

The questionnaire consisted of 26 items that had a four-points scale. For each item, the respone options were ordered from positive to negative, with sangat setuju = 4, setuju = 3, tidak setuju = 2 and sangat tidak setuju = 1. While negative statement has contra point from positive statement, namely sangat setuju = 1, setuju = 2, tidak setuju = 3 and sangat tidak setuju = 4. There are 20 positive statements and 6 negative

statements.

2. Test

The other instrument was a test reading as a mean of measuring the

student’s achievement. In this study, the writer used objective test to collect the data. The content of reading test was appropriated with curriculum. The standard competence that has been determined by National Education for students of Ninth Grade envolved reported text and procedural text. It can be seen in the appendix.

Table 3.2

Blueprint of Reading Test

Theme Indicator Question

Number Total

Music (Descriptive)

a. Determining text title b. Looking for main idea c. Looking for reference d. Determining the correct

sentence

1 2, 4 3 5

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e. Finding specific information 6, 7, 8 Perum Kota Tangerang in November 2013. The try out classes were class IX-1 and IX-2 with total 60 students.

The total item of try out was 32. After the try out was conducted, the number of valid items are 26. The invalid questions were not dropped but they were repaired. And the reliability test showed score 0.89 that was meant the test was reliable because the score was bigger than 0.80. The detail of the try out can be seen in the appendix.

E. Technique of Collecting Data

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Questionnaire) test in order to know the students’ reading motivation in English.

Next, data collection of test was done by giving students a test in order to know their reading achievement. Then, she did homogeneity and normality test of data. The last, the result of test was correlated with the result of questionnaire.

F. Technique of Data Analysis

Before analyzing the data of this study, the writer conducted two kinds of test. They were homogeneity test and normality test. For homogeneity and normality test used the SPSS 16.0 program. After finishing homogeneity and normality test, the researcher analyzed the collected data from the whole respondents, then she analyzed the answers and related them to the formulas.

The analysis covered the following steps:

1. Determining the students’ motivation on reading using MRQ test as variable Y.

2. Measuring the students’ reading achievement using a reading test as variable X.

3. Correlating the students’ reading motivation and reading achievement. To examine the data, the researcher used Product Moment Pearson formula and also used SPSS 16.0 to strengthen the validity of calculation result. The formulation was as following:

Rxy =

√[ ][ ]

Note:

Rxy = Score of correlation coefiisien (X) with total score (Y) N = Number of sample (respondents)

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Y = Distribution of students’ reading achivement score

∑x = Total score of students’ reading motivation distribution

∑y = Total score of students’ reading achievement distribution

∑xy = Total number of multiple between X score and Y score X2 = Guarded from X

Y2 = Guarded from Y

After getting result from “r” value, writer tested the hypothesis by used

this formula: Z =

Note:

Z = Score of significant correlation coefficient

r = Score of correlation coefficient (X) with total score (Y) n = Number of sample

G. Statistical Hypothesis

To know whether there is a positive relationship or not between variable X and variable Y, the researcher formulated Hα (Alternative Hypothesis) and Ho (Null Hypothesis) as follows:

Ho : µA < µB Hα : µA≥ µB

1. Alternative Hyphothesis (Hα)

“There is a positive correlation between students’ motivation on reading

and their reading achievement”. 2. Null Hyphothesis (Ho)

“There is no correlation between students’ motivation on reading and their

reading achievement”.

Criteria of research hypothesis test:

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25 A. Research Finding

1. Data Description

Having finished the field research about students’ reading

motivation in English and their reading achievement, the data of this

research have been obtained. The writer analyzed the score of students’

reading motivation and their reading achievement to know whether is there any correlation between the two variables. In this chapter, the writer gave the report concerning the data description. By applying SPSS 16.0 (Statistical Product for Service Solution) program, the writer got summary of reading motivation and reading achievement that can be seen in the table 4.1:

Table 4.1

Summary of reading motivation and reading achievement score in English

No. Parameter Reading

Motivation (X)

Reading Achievement (Y)

1. Minimum Score 52.00 62.00

2. Maximum Score 97.00 94.00

3. Standard Deviation 8.799 7.488

4. Mean 72.86 79.31

5. Median 72.00 78.00

6. Mode 67.00 78.00

7. Sum 4372 4759

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reading achievement (variable Y) is 62.00 and the maximum score is 94.00, standard deviation score is 7.4, mean score is 79.31, median score is 78.00, mode score is 78.00 and sum score is 4759.

a. Students’ Reading Motivation

In this case, students’ reading motivation is an independent variable that be called as variable X. To know it, the writer gave the questionnaire to sixty students as the sample. The writer presented the table of variable X (reading motivation). The table can be seen as follow:

Table 4.2

N Reading Motivation (X)

1. 97

2. 71

3. 70

4. 77

5. 80

6. 72

7. 70

8. 67

9. 72

10. 93

11. 75

12. 78

13. 95

14. 87

15. 66

16. 69

17. 67

18. 75

19. 67

20. 72

21. 72

22. 78

23. 79

24. 64

25. 75

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N Reading Motivation (X)

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respondents is 4372, it showed that minimum score is 52, the maximum score is 97.

b. Students’ Reading Achievement

In this case, students’ reading achievement is a dependent variable

that be called as variable Y. To know it, the writer gave the reading test that contains about 32 questions to sixty students as the sample. The writer presented the table of variable Y (reading achievement). And the data is described on the table 4.3:

N Reading Achievement (Y)

1. 94

2. 69

3. 69

4. 69

5. 94

6. 75

7. 91

8. 91

9. 87

10. 87

11. 84

12. 84

13. 81

14. 81

15. 81

16. 78

17. 78

18. 78

19. 78

20. 75

21. 75

22. 81

23. 81

24. 78

25. 78

Table 4.3

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From the table above, it can be seen that total score from 60 respondents is 4759, it showed that minimum score is 62, the maximum score is 94.

c. Correlation between students’ reading motivation in English and their reading achievement

In this study, both the students’ reading motivation scores are correlated with students’ reading achievement by using Pearson’ product

moment formula. The data is described on the following table: Table 4.4

Coefficient Correlation Variable X and Variable Y

Sample X Y XY X2 Y2

1. 97 94 9118 9409 8836

2. 71 69 4899 5041 4761

3. 70 69 4830 4900 4761

4. 77 69 5313 5929 4761

5. 80 94 7520 6400 8836

6. 72 75 5400 5184 5625

7. 70 91 6370 4900 8281

8. 67 91 6097 4489 8281

9. 72 87 6264 5184 7569

10. 93 87 8091 8649 7569

11. 75 84 6300 5625 7056

12. 78 84 6552 6084 7056

13. 95 81 7695 9025 6561

14. 87 81 7047 7569 6561

15. 66 81 5346 4356 6561

16. 69 78 5382 4761 6084

17. 67 78 5226 4489 6084

18. 75 78 8550 5625 6084

19. 67 78 8226 4489 6084

20. 72 75 5400 5184 5625

21. 72 75 5400 5184 5625

22. 78 81 6318 6084 6561

23. 79 81 6399 6241 6561

24. 64 78 4992 4096 6084

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2. Data Analysis a. Normality Test

The purpose of this test is to find the normality of the data that can be known by detecting the normal P-Plot.

Based on print out result, it can be seen that the plots are close to the diagonal line. It shows that the result fulfills the rationality assumption for the normality test.

Table 4.5

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

VAR00001 .127 60 .017 .955 60 .027 VAR00002 .120 60 .032 .965 60 .083

a. Lilliefors Significance Correction

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b. Homogeneity Test

Homogeneity test is obtained to test two or more sample data group which sources from the sample population variant. In this homogeneity test, the minimum standard is 0.05. From SPSS 16.0 with Levene Statistic Test, the result is as the following table:

Table 4.6

Test of Homogeneity of Variances

VAR00002

Levene Statistic df1 df2 Sig.

3.693 25 34 .364

ANOVA

VAR00002

Sum of Squares df Mean Square F Sig.

Between Groups 1502.350 25 60.094 1.131 .364

Within Groups 1806.633 34 53.136 Total 3308.983 59

From the calculation above, the score of homogeneity is 0.364. It means that the data is homogeny.

c. Pearson Correlation Test

Rxy =

√[ ][ ]

= –( )

√[ ] [ ( ) ]

=

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=

√[ ][ ]

=

=

= 0.18

Determining degree of freedom (df) Df = N – nr = 60 – 2 = 58

Df = 58 (see table of “r” values of degree of significance 5%) At the degree of significance 5% = 0.266

The value rxy compared with rt:

Degree of significance 5% : rxy : rt = 0.18 < 0.266

To strengthen the calculation of data that used formulation manually, the researcher also used SPSS 16.0 Program. The result as the table 4.7:

Table 4.7

The Measurement of Coefficient Correlation

Reading Motivation

Reading Achievement

Reading Motivation Pearson Correlation 1 .180

Sig. (2-tailed) .169

N 60 60

Reading Achievement Pearson Correlation .180 1

Sig. (2-tailed) .169

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From the calculation and result of SPSS 16.0 Program above, it is known that rxy = 0.18 and df = 58. Comparing with rt = 0.266 with significance 5%, so the rxy is smaller than rt. To see decision toward the

correlation index “r” Product moment (rxy) can be done by the following table:

Table 4.8

Product Moment Correlation Index

Product Moment (Value of ‘r’) Interpretation 0.00 – 0.20 Considered as no correlation

0.20 – 0.40 Low correlation

0.40 – 0.60 Medium correlation 0.60 – 0.80 Strong correlation 0.80 – 1.00 Very strong / Perfect correlation

Based on the table above, it can be seen that the correlation index (rxy = 0.18) is in the interval of 0.00 – 0.20, it means that the correlation

belong to “considered as no correlation”. In the other words, there is no

correlation between variable X (reading motivation) and variable Y (reading achievement).

Table 4.9

Model Summaryb

Model R R Square Adjusted R Square Std. Error of the Estimate

1 .180a .032 .016 7.43000

In terms of coefficient determination, the result shows that 3.2% (Rsquare = .032) of students’ reading achievement can be explained by

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d. Statistical Hypothesis Test

1). Criteria of r calculating: ro (0.18) < rt (0.266)

2). Criteria of z calculating: Z = √

z =

z =

z =

z =

z = 1.384

Df = N – nr = 60 – 2 = 58

Df = 58 (see table of “z” values of degree of significance 5%)

At the degree of significance 5% = 2.00 The value zα compared with zt:

Degree of significance 5% : zα : zt = 1.384 < 2.00

The result of “z” test shows that zα value (1.384) is smaller than zt value (2.00). The degree of freedom (df) is 60 – 2 = 58 with significant value 5% (0.05), it is obtained 2.00.

B. Interpretation

From the data on students’ reading motivation and their reading

achievement score, it appeared that r = is 0.18 and df = 58; and it is

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then the correlation between students’ reading motivation in English and their reading achievement is negative (rxy : rt = 0.18 < 0.266).

Based on the table of level correlation, it can be seen that the correlation index (rxy = 0.18) is in the interval of 0.00 – 0.20, it means that the correlation belong to “considered as no correlation”. In the other words, there is no correlation between variable X (reading motivation) and variable Y (reading achievement). Furthermore, it has a negative and no

correlation between students’ reading motivation in English and their reading achievement which can be seen from the result of SPSS for correlation Pearson test that shows R = 0.180. Lastly, in terms of coefficient determination, the result shows that 3.2% (Rsquare = 0.032) of

students’ reading achievement can be explained by students’ reading

motivation or it can be said that 96.8% of students reading achievement is explained by other factors.

The result of “z” test shows that null hypothesis (Ho) is accepted and alternative hypothesis (Hi) is rejected, because zα value (1.384) is smaller than zt value (2.00). It means that there is no positive correlation

between students’ reading motivation and their reading achievement at

Ninth grade of SMP Islam Al-Hasanah Kota Tangerang.

If it be seen from the theory from J Charles Alderson in chapter two, there is written that motivation is one of factors that influence reading achievement. There are still many factors beside motivation that influence reading achievement such as readers’ prior knowledge, readers’ competences in language itself, performance of text and environment around them. Based on the result of this study, motivation does not take role in increasing reading achievement. Almost of students with high motivation, they still get low achievement. It is not balance. As Allan

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38 A. Conclusion

Based on the data and description in previous chapter, it has the result of the statistic calculation and the test of hypothesis which is the null hypothesis (Ho) is accepted and the alternative hypothesis (Hα) is rejected. It can be seen from the result of research from 60 students of SMP Islam Al-Hasanah Kota Tangerang, rxy = 0.18 and zα = 1.384 with degree of freedom (df) N – 1 = 59, in the table significance of 5% it is obtained rt = 0.266 and zt = 2.00. So, rxy > rt, and zα > zt. It means that there is no correlation between the students’ reading motivation and their reading achievement at Ninth Grade of SMP Islam Al-Hasanah Kota Tangerang. Based on the result, it can be concluded that high reading motivation does not guarantee student will get high reading achievement and conversely.

B. Suggestion

Based on the conclusion above, it can be delivered some suggestions that might be useful go to:

1. Teacher

Teacher can try to create the enjoyable condition that is expected can raise students’ motivation in reading and gives reading materials that are

more interesting and appropriate with students’ level.

2. Parents

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3. Students

Students have to accustom themselves in reading book or from little things such as reading song lyric, story book or magazine.

4. School

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40 Hill, 2008.

Alderson, J Charles. Assessing Reading. Edinburgh: Cambridge University Press, 2000.

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Grabbe, William. Reading in a Second Language Moving from Theory to Practice. Cambridge: Cambridge University Press, 2009.

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Grellet, Francoise. Developing Reading Skills. Cambridge : Cambridge University Press, 2010.

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Guthrie, John T. Engaging Adolescents in Reading. United States of America: Corwin Press, 2008.

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Hassan, Iqbal. Analisis Data Penelitian Dengan Statisik. Jakarta: PT. Bumi Aksara, 2009.

Hill, Walter. Secondary School Reading: Process, Program, Procedure. Boston: Allyn and Bacon, Inc., 1979.

Krause, Kerri-Lee, Sandra Bochner, Sue Duchesne, and Anne McMaugh. Educational Psychology for Learning and Teaching. South Melbourne: National Library of Australia Catalouguing-in Publication Data, 2007. Marksheffel, Ned D. Better Reading in the Secondary School. New York: The

Ronald Press Company, 1966.

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Advisor 2 : Devi Yusnita, M.Pd.

No. Title Advisor 1 Advisor 2

1. Anita Woolfolk, Educational Psychology 10th Edition (United States of America: Pearson Production, 2007).

2. Artono Wardiman, Masduki B. Jahur dan M. Sukirman Djusma. English in Focus for Grade IX Junior High School. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008.

3. Budi Susetyo. Statistika untuk Analisi Data Penelitian. Bandung: PT. Refika Aditama, 2010.

4. Dale. H Schunk, Paul R. Pintrich and Judit L. Meece,

Motivation in Education: Theory, Research and Application. United States of America: Pearson Education, Inc., 2008. 5. Daniel Muijs. Doing Quantitative Research in Education with

SPSS. London: SAGE Publications Ltd, 2004.

6. Francoise Grellet. Developing Reading Skills. Cambridge : Cambridge University Press, 2010.

7. Husaini Usman dan Purnomo Setiady Akbar. Pengantar Statistika. Jakarta: PT Bumi Aksara, 2008.

8. Iqbal Hassan. Analisis Data Penelitian Dengan Statisik. Jakarta: PT. Bumi Aksara, 2009.

9. J. Charles Alderson. Assessing Reading. Edinburgh: Cambridge University Press, 2000.

10. Jeremy Harmer. The Practice of English Language Teaching 4th edition. England: Pearson Longman, 2007.

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13. John T Guthrie. Engaging Adolescents in Reading. United States of America: Corwin Press, 2008.

14. John W, Santrock, Educational Psychology 5th Edition, New York: Mc Graw-Hill, 2011.

15. Kerri-Lee Krause, Sandra Bochner, Sue Duchesne, and Anne McMaugh. Educational Psychology for Learning and

Teaching. South Melbourne: National Library of Australia Catalouguing-inPublication Data, 2007.

16. Linda B Grambell, Barbara Martin Palmer, Rose Marie

Codling and Susan Manders Mazzoni, Assesing Motivation to Read, Education Resources Information Centre. No. 14, 1995.

17. Muhibbin Syah. Psikologi Pendidikan Dengan Pendekatan Baru. Bandung: PT. Remaja Rosdakaya, 2008.

18. Naomi Flynn and Rhona Stainthorp. The Learning and Teaching of Reading and Writing. San Fransisco: John Wiley & Sons Inc, 2006.

19. Ned D Marksheffel. Better Reading in the Secondary School. New York: The Ronald Press Company, 1966.

20. Norman A Sprinthall. Educational Psychology. New York: McGraw-Hill, Inc., 1990.

21. Norman E Gronlund. Measurement and Evaluation in Teaching. New York: Macmillan Publishing, 1976.

22. Peter W Airasian. Classroom Assessment Concepts and Applications. McGraw-Hill, 2008.

23. Penny Ur. A Course in Language Teaching. Cambridge: University Press, 2009.

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Praktik. Jakarta: PT. Rineka Cipta, 2006.

27. Syaiful Bahri Djaramah. Psikologi Belajar. Edisi II. Jakarta: PT. Rineka Cipta, 2008.

28. Tulus Winarsunu. Statistik Dalam Penelitian Psikologi Dan Pendidikan. Malang: UMM Press, 2010.

29. Walter Hill. Secondary School Reading: Process, Program, Procedure. Boston: Allyn and Bacon, Inc., 1979.

30. William Grabbe and Fredericka L. Steller. Teaching and Researching Reading. Edinburgh: Pearson Education, 2002.

31. William Grabbe. Reading in a Second Language Moving from Theory to Practice. Cambridge: Cambridge University Press, 2009.

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Gambar

Table 3.1 Matrix of Questionnaire  ...........................................................................
Table of Value “r” Product Moment
Table 3.1 Total
Table 3.2 Blueprint of Reading Test
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