Faculty of Tarbiya and Teachers
’
Training UIN SyarifHidayatullah Jakarta)
By
Mochamad Fajri
NIM: 1110014000092
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
v University Jakarta.
Advisor: 1. Dr. Ratna Sari Dewi, M.Pd.
2. Atik Yuliani, M.A.,TESOL.
Key words: Reading Interest, Speed Reading
This research was aimed to analyze the correlation between students’ reading interest and their speed reading in fourth semester English education department.
This research include students’ reading interest and their speed reading test.The
objective of this research was to get information about students’ reading interest and their speed reading test. This research used quantitative approach. This research was conducted on June 24th, 2015.The population of this study is the fourth semester
students of English Education Department of Faculty of Tarbiyah and Teachers Training. The sample of this study is B class students.The instruments that were used to collect the data in this research were questionnaire and test.From the calculation by using Pearson’s Product Moment formula, it was obtained that the value of “r” was 0,51. The degree of freedom (df) was 22. The degree of significance 5% was 0,423 ( ). So it means that the hypothesis is bigger than (0.51 > 0.423). Therefore, the
result of this research proved that there is a correlation between students’ reading
vi
FAJRI, MOCHAMAD, 2015.The Correlation between Students’ Reading Interest and Their Speed Reading.Skripsi, Department of English Education, the Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor: 1. Dr. Ratna Sari Dewi, M.Pd.
2. Atik Yuliani, M.A.,TESOL.
Key words: Reading Interest, Speed Reading
vii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praise be to Allah the Almighty, Lord of the universe, for His help this skripsi has come into existence. Peace and Salutation be upon to the prophet Muhammad, his family, his companion, and his adherence.
First of all, His deepest gratitude, honor and endless love go to all members of his big family, especially his greatest father, Mr. Ateng BCH PrawiraDireja, and his wonderful mother, Mrs. Marsidah, for their prayer, guidance, love, kindness, and support. His thank is for her brothers and sisters for being so kind, and being his motivation to finish his study.
His gratitude goes to the dean of Faculty of Tarbiyah Prof. Dr. Ahmad Thib Raya M.A., the head of English Education Department, Dr. Alek, M.Pd.,ZaharilAnasy, M.Hum., as the Secretary of English Education Department, and all lectures of English Education Department who have transferred their knowledge and also for their valuable guidance and encouragement to the writer
Also, the writer would like to express his deepest gratitude to his advisors, Dr. Ratna Sari Dewi, M.Pd and AtikYuliani, M.A.,TESOL., for their valuable help, guidance, advice, motivation, comments, and suggestion for the completion of this skripsi. May Allah always bless and keep them healthy.
For all his friends in class C of the English education Department academic year 2010, that the writer cannot mention one by one, who always help and give support to the writer in accomplishing this skripsi. The words are not enough to say thanks for their help, motivation and friendship.
The writer does realize that this skripsi is far from being perfect. That is why it is such a pleasure for her to get critique and suggestions to make this skripsi better. Hopefully, this skripsi can be useful for the development of English teaching and learning and there will be any further research.
Jakarta, October 2015
viii
ENDORSEMENT SHEET ... iii
SURAT PERNYATAAN KARYA SENDIRI ... iv
ABSTRACT ... v
ABSTRAK ... vi
AKNOWLEDGMENT ... vii
TABLE OF CONTENT ... viii
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Identification of the Problem ... 3
C. Limitation of the Problem ... 3
D. Formulation of the Problem ... 4
E. The Purpose of the Study ... 4
F. The Significance of the Study ... 4
CHAPTER II THEORETICAL FRAMEWORK A. Speed Reading ... 5
1.Definition of Speed Reading ... 5
2.Speed Reading Problems... 6
a. Faulty visual perception ... 6
b.Word by word reading ... 7
ix
g. Lack of stamina ... 8
h. Lack of motivation and reading interest ... 8
i. Other miscellaneous problem... 9
3. Techniques for improving speed reading ... 9
a. Make commitment ... 9
b. Focus ... 9
c. Avoid vocalization ... 9
d. Resist the regression ... 10
e. Widen the vision span ... 10
f. Pre-reading ... 10
g. Vary the reading rate ... 10
h. Read for the main ideas ... 11
i. Use the eye sweep ... 11
j. Eyes checking ... 11
4. Factors Affecting Speed Reading... 12
a. Clarity of purpose ... 12
b. Mood ... 12
c. Familiarity with the subject-related terminology ... 12
d. Difficulty of text ... 12
e. Urgency and stress level ... 12
5. Speed Reading Test ... 13
a. Testing speed reading ... 13
b. Testing reading comprehension ... 13
x
3. Reading Interest ... 18
4. Indicators of Reading Interest ... 19
C. Relevant Study ... 19
D. Conceptual Frame Work ... 21
E. Theoretical Hypothesis ... 21
CHAPTER III RESEARCH METHODOLOGY A. Time and Place ... 22
B. Methodology and Design ... 22
C. Population and Sample ... 22
D. Technique of Collecting Data ... 23
E. Validity and Reliability of the Instrument ... 24
F. Normality of the Data ... 25
G. Technique of Data Analysis ... 25
H. Hypothesis... 27
CHAPTER IVRESEARCH FINDINGS AND DISCUSSION A. The Description of the Data ... 28
B. The Data Analysis ... 29
C. The Testing of The Hypothesis ... 31
xi
REFERRENCE ... 38
xii
Table 2.2: Indicators of Reading Interest ... 19
Table 3.1: The Normality of the Data ... 25
Table 3.2: The Level of Correlation ... 27
Table 4.1:The Scores of Reading Interest and Reading Speed ... 28
Table 4.2: The Correlation between Reading Interest and Speed Reading ... 30
xiii
Appendix 1 : Indicators of Reading Interest ... 40
Appendix 2 : Questionnaire of Reading Interest ... 41
Appendix 3 : Reading Interest Questionnaire ... 43
Appendix 4 : Valid Questionnaire ... 44
Appendix 5 : Speed Reading Test ... 45
Appendix 6 : Indicators of Reading Comprehension ... 46
Appendix 7 : Reading Comprehension Instrument ... 48
Appendix 8 : Comprehension test validation ... 50
Appendix 9 : Reading Comprehension Instrument ... 55
Appendix 10 : Documentation ... 57
1
CHAPTER I
INTRODUCTION
A.Background of the Study
One of the language skills which has important roles in mastering English is
reading, reading plays an important role because reading has become a part of our
daily life. Through reading, people are able to gain a lot of knowledge, information,
pleasure and problem solution. Hence, the ability to read a text in many form will
contribute a great deal advantage in our life such as gaining success in school,
university or other educational institutions.
Nowadays, information is being presented to people around the world in many
forms. Now, with the existence of smartphones we can read information in every time
and everywhere. So, not only in the forms of printed books, but we can acquire
information in a form of electronic book which is more simple to bring anywhere. As
a result of advanced technology, people can read many information everywhere
without bring too many books. It means that with all the information that people can
easily get, people living in this era have to be able to read faster. Moreover, due to the
limited time people have in the globalization era, the importance of reading speed is
getting higher every day. People should have an ability to read faster in order to
receive information given to them in this era.
Bialystok has similar thought with the writer’s assumptions. Ellen said in her
book that when students read slowly, they will have to spend too much time.1 That is why the ability of speed reading can help people to read and understand information
much more quickly. Therefore, the ability of reading speed is important to help
people in facing the huge improvement in the era of information nowadays.
Speed reading, according to Konstant, is not reading words faster than what
the reader did before. It is about being able to read at a speed appropriate for the
1
material being read.2 It means that speed reading can be flexible depends on the material that being read. The reader who is familiar with the material or topic that she
or he is reading supposed to read efficiently and reach a faster speed than the material
or topic that the reader is not familiar with.
English Education Department objective is to provide professional bachelors
in educational field and English teaching primary and secondary
education.3According to standard competence of reading coursefor the fourth semester students in English Education Department UIN SyarifHidayatullah
academic year of 2014-2015 states that the aims of the course are to help the students
to be able to comprehend reading passages consist of minimum 2000 words from
various types or genres and identify various types of reading comprehension
questions in international standardized tests. In addition, one of the indicators of the
reading course for the fourth semester students is to be able to read at least 300 words
per minute in the middle of the semester.
It means that the fourth semester students are supposed to read the texts with
various types and genres fast. In the other hand,based on the writer’s experiences, the
students only have limited time to read because they also have many other classes
besides the reading course.That is why the students need to practice speed reading
and master the techniques. The students also find some difficulties in reaching the
reading course goals because sometimes they have to read material or topic that they
are not familiar with and not interested in.
Reading interest is the desire and tendency to perform reading activity in
order to get some ideas and information.If students have interest in reading, they will
always read more and more. This problems make writer assumes that students who
have interest in reading are supposed to read more than those who doesn’t like to
2
Tina Konstant, Work Smarter with Speed Reading,(Great Britain : Macmillan Company, 2010), p. 21.
3
AmsalBakhtiar and friends, PedomanAkademik, (Jakarta:Biro
read. Students who read more are supposed to get higher reading speed than those
who read less. Thus, students that have interest in reading, especially students in
fourth semester, are expected to have speed reading rate at among 300 words per
minutes.
Reading interest can influence speed reading because one of the problems that
can slow down speed reading is interest. It means that fast and slow in reading can
influence reading interest and students that have interest in reading might also have
better reading speed.
Based on those reasons, this research is conducted to find out whether there is
correlation between students’ interest in reading and their reading speed of English students in fourth semester at faculty of Tarbiyah and Teachers’ Training
SyarifHidayatullahState Islamic University. Therefore, the writer interested in writing
a skripsiunder the title:
THE CORRELATION BETWEEN STUDENTS’ READING INTEREST
AND THEIR SPEED READING.
B.Identification of the Problem
Based on the background, some problems that can be identified are:
1. There are huge amounts of information that people get from book and internet
people have to be able to read faster.
2. People who read slowly will take too much time
3. Students who do not like to read tend to have bad speed reading score
C.Limitation of the Problem
Based on the problem identification, the study will be limitedon the
correlation between students’ reading interest and their speed reading of the fourth
semester of English Education Department of Faculty of Tarbiyah and Teacher
D. Formulation of the Problem
The formulation of the problem in this skripsi as follows:
Is there any significant correlation between students’ reading interest and their
speed reading at the fourth semester of English Education Department Faculty of
Tarbiya and Teachers’ Training UIN SyarifHidayatullah Jakarta?
E. The Purpose of the Study
The purpose of this study is to obtain the empirical data about the correlation
between students’ reading interest and their speed reading score at the fourth semester
of English Education Department Faculty of Tarbiya and Teachers’ Training UIN
SyarifHidayatullah Jakarta.
F. Significance of the Study
The significance of this study is one of considerable reference to address
correlation between students’ interest in reading and their speed reading score. Hopefully, if the students have reading interest they will have a motivation to
increase their reading speed. Therefore, it will help students to gain more information
5 A.Speed Reading
1. Definition of Speed Reading
Speed reading is seeing, decoding, silent reading, comprehending the
words and concentrating. When people read with right speed, their
comprehension usually reduce, therefore when people speed their reading they
have to know when to slow down and speed up reading.1 It means that reading speed is also the ability of the reader to manage their skill in reading,
because they have to know when to fast and slow down their reading.
Konstant stated that speed reading is not reading words faster than what
you did before. It is about being able to read at a speed appropriate for the
material you are reading.2 It means that speed reading can be flexible depends on the material that you are reading.
Mcnamara stated in his journal that speed reading does not allow the
reader to adequately understand the reading materials. A distinction should be
made between speed-reading, which assumes that normal comprehension is
maintained, and scanning and skimming which accept a considerable decline
of comprehension.3
In the other hand, Wainwright stated that speed reading is reading faster
without loss of comprehension, skimming and studying effectively, and of
1
Richard Sutz, & Peter Waverka, Speed Reading for Dummies, (Indianapolis: Wiley Publishing, Inc., 2009), pp.10 -13.
2
Tina Konstant, Work Smarter with Speed Reading,(Great Britain : Macmillan Company, 2010), p. 21.
3
course reading critically. 4 Based on that statement, there are some techniques that must be practiced while trying to rapid reading text.
Same with Wainwright, Buzan also stated in his book that speed reading
is utterly pointless if you do not understand or cannot remember what you
read.5All speed-reading methods recognize that and use so-called comprehension test to check that you actually have understood and retrain
what you have read, to make certain that your comprehension keeps pace with
your growing speed.It means that what we call “speed reading” is not only
speed but also require comprehension. Speed reading without comprehension
is utterly pointless.
Based on the explanation above the writer concludes that speed
reading is a method of reading rapidly at a significant speed by assimilating
several words or phrases at a glance by using reading techniques.
2. Speed Reading Problems
Ahuja and Ahuja stated that there are 9 common problems that can
slow down our reading speed. There are faulty visual perception, word by
word reading, regression, finger pointing and head swinging, vocalisation,
sub-vocalisation, lack of stamina, lack of motivation and reading interests and
other miscellaneous problems.6
a. Faulty visual perception
Some readers, even though their vision may be perfect, have visual
perception problem which causes faulty recognition of words.7 Sometimes people make mistakes when reading a word. For example
4
Gordon Wainwright, How to Read Faster and Recall More, 3rd edition (New York: How to Books Ltd, Spring Hill House &Begbroke, 2007), , p. 38.
5
Tony Buzan, Speed Reading, (New York: E.P. Dutton, Inc, 1984) p.xiii.
6
G. C Ahuja &Pramila Ahuja, How To Increase Your Reading Speed, (Kuala Lumpur: synergy books international 1995 ) p.33.
7
when read a word “ladder” sometimes we make mistakes and read the word “ladder” become “letter”. To overcome this problem reader can practice drill in rapid word recognition.
b. Word by word reading
One who reads word by word is positively slow reader. Neither is he
able to show reading speed nor comprehension for the read matter.8 People who read word by word will not read fast because they cannot
read in longer meaningful unit. Reading groups of words that fall
together in speech as units helps develop speed.
c. Regression
Regression is a conscious returning to words, phrases, or paragraphs
the readers feels have been missed or misunderstood. To overcome
regression, reading practice on very easy material will help a lot in
reducing regression.
d. Finger pointingand head swinging
Finger cannot move as fast as the eye can see and head swinging is
fatiguing activity.9 Finger pointing will slow speed reading because
the eye should have move to next word but it may be blocked by
finger because finger is not fast enough to move to the next word.
Head swinging can be very fatiguing because it takes extra energy to
move our head. Getting conscious about this problems and practicing
reading without using finger pointing and head swinging will be of
help to the reader.
e. Vocalisation
Vocalisation is reading with a voice and vocalisation reduces speed of
reader10. Vocalisation is not only reading with voice, even murmuring
8Ibid
. p. 34.
9Ibid
p.36.
10
while reading silently can be called vocalisation. Silent reading is the
best way to overcome this problem. If the reader keep using his/her
vocal. He/her can put his/her finger alongside the larynx (vocal cords
in the throat). If the finger vibrate, it means the reader still use vocal
and he/her must aware and stop.
f. Sub-vocalisation
Sub-vocalization is the tendency of reader to “mouth” when reading11. In this type, there is nobody movement (lips, tongue, and vocal cords
do not move at all), but some form of inner speech talk. It appears that
the reader is saying each word to himself as he is pronouncing each
word and listening to himself. Being aware of the fact that we still
sub-vocalising and try to stop sub-sub-vocalising by sheer will power can help
overcome this problem.
g. Lack of stamina
Most people get tired after reading several hours.12 Most people will feel their head spin, concentration disappear and they feel very tired
physically. Those will greatly slow your speed and comprehension
because reading is very tiring activity even though it is only sitting
still, looking and thinking. The only way to build up stamina to read is
by reading. Those who do not read can never build up any stamina.
h. Lack of motivation and reading interest
An interested reader is a motivated reader and a motivated reader is a
voracious reader for whom „reading‟ forms a major part of his daily
diet. So if people do not interested in reading, they will feel lazy to
read and even if they are reading they will not have good speed and
comprehension.Selecting what we want to read can build up interest.
11
Tony Buzan, op. cit, p.21.
12
i. Other miscellaneous problem
Other miscellaneous problem is word blocking, word analysis,
monotonous plodding, back tracking, re-reading, readability, mode
and purpose, and lack of concentration.13
3. Techniques for improving speed reading
Although there are some problems that can impede speed reading, readers
can increase their speed reading by using ten important techniques that Schutz
and Weverkagive. The techniques are as follow:14
a. Make commitment
The first important rule in increasing speed reading is intention
to be a speed reader and commitment to read faster. The reader must
work hard to avoid some reading problems and habits that probably
make him or her slow their reading.
b. Focus
To be a speed reader, focus while reading is very required. A
speed reader has to be aware of the reading goals so that he or she can
determine when to speed up or down their reading speed. Improving
focus actually is not easy but avoiding any distractions can help a
reader to be more focus.
c. Avoid vocalization
Vocalizing is considered as a habit that a reader should break if
he or she intends to be a speed reader.The average person speaks at
150 to 200 words per minute while speed readers read above 400 or
13Ibid
p.43.
14
more words per minute.15 Therefore, it obviously shows that vocalizing can slow down the speed reading.
d. Resist the regression
Regression refers to the reader‟s habit of going back to
previous words or paragraphs to make sure that she or he have
understood and remembered the words accurately.16However, instead of understanding and remembering the words, it may slow down the
reading speed. to prevent the regression, a reader has to push her or
himself to keep reading along because rereading is not as necessary as
we thought
e. Widen the vision span
One of bad habits in reading that slow the reading process is
reading the text word per word. It makes reader‟s eyes move in small
hops from left to right. This causes many pauses before the eyes
moving on from one word to the other words and obviously takes
longer time to finish text.Buzan said that the good reader or speed
reader takes three, four or five words per fixation.17Therefore, to be a speed reader, you should widen the vision span to take more words at
a time.
f. Pre-reading
A reader can increase their reading speed by pre-reading the
passage. Pre-reading helps a reader sets his or her reading goals and
points the reader to the areas of interest.
g. Vary the reading rate
Being a speed reader does not mean that someone has to
always read at lightning speed. Sometimes, a speed reader should slow
15
Ibid, p.24.
16
Tina Konstant, Teach Yourself Speed Reading, (Great Britain: A Macmillan Company, 2003). p.102.
17
down the speed when he or she find a hard-understand text. The reader
is allowed to slow down a bit but still avoid the regression. However,
when finding a passage or paragraph that doesn‟t requires as much
attention, the reader should go full speed ahead. Therefore, a speed
reader is a reader that understands when to speed up and when to slow
down.
h. Read for the main ideas
Getting the main ideas can help a reader to easily get the main
point of the whole text. Readers can use the skimming technique when
they are seeking the main idea of the text. Konstant said that there are
three types of skimming depends on the purpose; Skimming to
overview (outline), to preview, to review.18 i. Use the eye sweep
At the time a reader comes to the end of one line and need to
go to the next line, quickly sweep the eyes to the next line. This
practice increases reader‟s reading speed and reinforces the sense of
urgency you need when speed reading.
j. Eyes checking
The eyes are the important organ that supportsa reader to read.
Readers have to make sure that their eyes are in a good condition and
fully prepared to help them in speed reading.
18
4. Factors Affecting Reading Speed
According to Konstant there are five factors that affect reading speed. They
are as follow:
a. Clarity of purpose
Knowing why we are reading something is very important. Is it for
getting information or for pleasure?Because the clearer your purpose,
the faster you will be able to read.
b. Mood
Reading faster require excellent mood. We will not be able to read
faster if we are tired, restless, and impatient. That is why if we want to
read faster we need to increase our mood by being alert, fresh, happy
and relaxed.
c. Familiarity with the subject-related terminology
This is about vocabulary. If we already familiar with the subject we
are going to read we will have framework of it. So we do not have to
stop to think what is the meaning of the words, because if we already
familiar with the subject we might have known the word.
d. Difficulty of the text
There are some texts which are easy to read and some others are
difficult to read. Easy text will make us read faster and difficult text
will slow down our reading speed. So the difficulty of the text affect
speed reading.
e. Urgency and stress level
Stress level is also affecting reading speed. Because when we are
stress we will have no concentration and if we have no concentration it
will slow down our reading speed.19
19
5. Speed Reading Test
According to Sutz and Waverka, there are two procedures that must be
passed in measuring reading speed. The first is measuring the reading speed
and the second is measuring the reading comprehension, and both of the
score must be integrated to get an Effective Reading Rate (EER). 20
a. Testing speed reading
This test used to measure how many words that reader reads
per minute. The formula is:
b. Testing reading comprehension
Testing reading comprehension used to measure score that the
reader get after reading the text and answering some questions related
to the text. The formula is:
20
c. Reading rate
Different people may have different reading rate. It can be seen
by their reading speed test. An effective and efficient reading rate for
foreign language learner could be classified as follows:
Reading Rate21 Table 2.1
Reader Speed wpm Comprehension
1 Poor 10 – 100 30 – 50%
2 Average 200 – 250 50 – 70%
3 Fast 250 – 300 70 - 80%
4 Top 1 in 100 800 – 1000 80 +%
5 Top 1 in 1000 1000+ 80+%
The formula of calculating the reading rate22:
B. Reading Interest 1. Concept of interest
Interest is one of psychology factor owned by each people. Interest
contained in each individual is different for an object or activity and it can
determine what activities will be selected. Interest arise when an individual
feel that theylike a thing or an activity and she or he are eagerly to do it.
Slameto stated that Interest is a feeling that tends to like something than
21
Tony Buzan, op. cit, 2003. p. 29.
22
[image:27.612.158.525.240.554.2]others and attracted on it voluntarily.23Someone who is interested in an object will tend to give more attention or feel much pleasure on it. There is no one
who can force other people to be interested in something because interest
appears as impulsion that comes from someone‟s self.
Hidi stated that interest is a psychological state that occurs during
interactions between persons and their objects of interest, and it is
characterized by raising attention, concentration, and affect.24 A person who is interested to an object will try to deeper related with the object. The interested
person usually shows his or her attempt by rising attention, concentration and
affect.
Hurlock defines that interests are sources of motivation which drive
people to do what they want to do when they are free to choose.25 Usually, people will be interested when they find that something or an activity is useful
then give them satisfaction. The level of satisfaction also can influence
someone‟s interest. By having high satisfaction, someone will be more
interested and have high impetus to do an activity. Therefore, interest is a
great motivator for individual to do something and it will affect the activity.
Interest come up then lead individual to create a new related activity or
it arise as the result of participation, experience or practice. For example,
someone who is interested in reading will love to read. That reading activity
appears because of his or her interest. Moreover, interest appears after
someone did an activity. For instance, a student watches an Indian movie.
After watching the movie, the student is interested in Indian because of his or
her experience in watching Indian movie.
23
Slameto, BelajardanFaktor-faktor yang Mempengaruhi, (Jakarta: PT RinekaCipta, 2010), p.180.
24Suzanne Hidi, “
Interest, Reading, and Learning: Theoretical and Practical Considerations” Educational Research Review, (Vol. 13, No. 3, 2001)p.193.
25
The idea that interest is a stimulus of an activity is also mentioned by
Shaleh. He further interpreted that interest direct an activity to a goal and it is
a booster of that activity. 26 An individual who is interested in a person, activity or situation of the interest tend to try to approach, identify, possess,
and connected to the object. Those efforts will be done voluntarily and
accompanied by feeling of pleasure.
From the definitions of interest above, it can be concluded that interest
is a psychological state that is aroused from the feeling of liking an object in
preference to others and it leads to the later activity.
2. Concept of Reading
Reading is one of the four language skills; listening, speaking, reading,
writing. It is an important element that cannot be separated from each other in
language learning process. As a result, it becomes important for language
learners to learn and to master on it.
Hodgson in Tarigan stated that reading is a process which is used by
reader in order to obtain the message that the writer wants to deliver by the
medium of words or written language.27 Reading is not only to make sound of the printed letters and words but the important is to know what the message
contained on it. It is also the communication process between the writer and
reader through printed text. The writer expresses his ideas and information on
paper with language then the reader attempts to retrieve meaning from the
printed page.
Reading is an activity which involves the comprehension and
interpretation of ideas symbolized by written or printed language. It means
26
Abdul Rahman ShalehdanMuhbib Abdul Wahab, Psikologi: SuatuPengantar, (Jakarta: Prenada Media,2004), p.261.
27
that the important of reading is when reader reads the text, and then he or she
understands what the writer wants to share with the reader. The reader reads
the written text using their eyes then brings it to the brain then interprets and
comprehends it with their background knowledge as information.
Reading may be defined as understood a complex combination of
processes.28 Reading is not a simple activity because it needs some processes. There are a rapid process, an efficient, a comprehending process, an
interactive process, a strategic process, a flexible process, and purposeful
process.It means reading has varying processes that must be done by the
reader.
In summary, reading is the way to get some ideas and information
from written text through some processes of thinking, comprehending and
interpreting. In addition, reading is also a process which involves reader‟s
previous knowledge and the text they read in order to comprehend what the
writer wants to share and make it as a new knowledge and information.
28
3. Reading Interest
Form the definitions of interest and reading above, it can be concluded
that reading interest is the desire and tendency to perform reading activity in
order to get some ideas and information. Renninger, cited by Vig and Sharma,
defines reading interest as a personal variable which means a characteristic in
an individual, which takes time to develop, but it become stable with passage
of time towards a certain topic or domain and is influenced by degree of
knowledge, values and positive feelings.29 The activity of reading that performed by a person who is interested in reading is a voluntary activity.
They would like to read without being told before or forced by others. It is
because when an individual is interested in reading, the activity will be a
pleasure activity.
Moreover, Nafisah and Shorman state that the individual‟s reading interests are considered one of the major factors that determine what she or he
reads.30 The selection could be based on genre, or the kinds of printed pages. Some readers would like to read fiction, romance, history, or others. Some
others would like to read texts from magazine, newspaper, comic, or novel.
Khairuddin defined reading interest as whether or not students like to
read in the spare time or at home or whether they like to go to
library.31Besides, reading interest is also defined by the number of books read
29Vig, Prabha&Komal Sharma, “Compa
rative Analysis of Influence of Gender on Reading Interest of Inservice and Pre-service Teachers,” The Criterion: An International Journal in English, Vol. 5, Issue-I (February 2014), p.088.
30
Khaled Al-Nafisah, Rae‟dAbdulgader Al-Shorman, ” Saudi EFL students‟ reading interests”, Journal of King Saud University –Languages and Translation, 23, 1–9(2011), p.2.
in a month and times students read in a week and the favourite genres and
types of English reading materials.
4. Indicators of Reading Interest
Crow and Crow in Shaleh and Wahab states that there three indicators
of interest. They are internal motivation, social motive, and emotional factors.
The writer develops those indicators into reading interest indicators as follow:
[image:32.612.157.465.263.576.2]Indicators of Reading Interest Table 2.2
No. Indicator Sub-indicator
1 Internal
motivation
Focusing attention
Curiosity
Time spending
Effort
Concluding
2 Emotional
factors
Pleasure
Enthusiasm
Impression
C.Relevant Study
There are some previous studies which discuss about speed reading.
First, IkaRosika conducted a study titled The Correlation between Students‟
Interest in Reading and Their Reading Speed at the Second Semester
have high interest in reading also have a good reading speed. She used
questionnaire which had 20 questions about interest and speed reading test to
collect data. The result of this study is there is no correlation between
students reading interest and their reading speed.
Another research conducted by Muniarsih, titled The Correlation
between students‟ motivation in Reading and Their Reading Speed. This study focused on finding out the significance of the correlation between
motivation in reading and speed reading. The population of this study was
second semester students of English Education Department UIN
SyarifHidayatullah Jakarta and the sample was taken by random sampling
technique. The instruments of this study were questionnaire and test. The
questionnaire was used to take data about students reading motivation. It
asked closed-ended questions which used Likert Scale. Then, students were
tested by speed reading test to know the speed reading score. The data was
analyzed by Pearson Product Moment. The result shows that there is
correlation between students‟ motivation in reading and their reading speed.
In this study the writer focus on the students‟ reading interest and their
speed reading. The population of the research is the fourth semester of English
Education Department UIN SyarifHidayatullah Jakarta academic year 2015.
The instrument of this study are questionnaire and test. The questionnaire
consist of 18 items and the speed reading test consist of 550 words. The
previous studies above can be a good reference for the writer in doing his
research. He will compare the result of those researches to the writer‟s
research. His study will focused on finding out the correlation between
D.Conceptual Framework
Reading speed is the ability of the reader to manage their skill in
reading, because they have to know when to fast and slow down their
reading. Besides that, Speed reading is comprehending the words at
significant speed without losing its comprehension or a method of reading
rapidly by assimilating several words or phrases at a glance by using reading
techniques.
Therefore, there are some factors that influence reader to have speed
reading.One of the factors is reading interest. Reading interest is important
because it will make reader want to read more and more and in the end, it
makes reader feel comfortable. So their speed reading will automatically
increase. For that reason, the writer assumes that there is correlation between
reading interest and speed reading. Based on that assumption the writer
wants to prove that there is a correlation between reading interest and speed
reading. That is why the writer wants to conduct this study.
E.Theoretical Hypothesis
The writer states the hypothesis as follow:
H0 : There is no significant correlation between students‟ reading interest and
their speed reading
Ha : There is correlation between students‟ reading interest and their speed
22
A.Time and Place
The observation was held on June 24th,2015in English Education Department of Tarbiyah and Teacher Training Faculty, UIN SyarifHidayatullah Jakarta.
B.Methodology and Design
This study refers to the quantitative method with correlational design was
used in this study. It is a study which will test the relationship between two variables.
Correlational design was used because the writer tried to describe and to test the
relationship.Sugiyono defines quantitative research as a research that is conducted to
study certain population or sample which uses research instrument and statistical data
analysis in order to test the hypothesis.1
C.Population and Samples
a. Population
Neil stated in his book that population is a group of potential participants to
whom you want to generalize the result of a study.2The population of this study was the students of fourth semester academic year 2014/2015in English Education
Department of Tarbiya and Teacher Training Faculty, UIN SyarifHidayatullah
Jakarta. There are three classes which is consist of 24 students each. The total
population is 72 students.
1
Sugiyono, MetodePenelitianKuantitatif, Kualitatifdan R&D, (Bandung: Alfabeta, 2012) p. 8.
2
b. Sample
The sample of the study was 22 students that was taken by using purposive
sampling. Purposive Sampling technique is one of sampling techniques where using
special consideration to make it suitable to become sample.3So the writer chose B class of English Education Department as sample.
D.Technique of Collecting Data
In order to get data, the writer will give the students a questionnaire of reading
interest, and speed reading test. Questionnaire is used to get data of students’ reading
interest. Then, students will take speed reading test in order to get data of their speed
reading score.
Questionnaire will be some questions about the students’ reading interest as
variable X, and speed reading test to measure students’ speed reading as variable Y.
1. Questionnaire
Questionnaire is a technique of collecting data that is conducted by
giving a set of questions or written statement to the respondents.4 In this study, the respondents supposed to answer closed-ended questions about
their reading interest. The scoring of this questionnaire usesLikert scale,
which is one of scaling technique of rating scale. The questionnaire
consists of 18 items, 12 positive items and 6 negative items. The scoring
for positive items are always (five points), often (four points), sometimes
(three points) , seldom (two points), never (one point). In contrast, scoring
for negative items are always (one point), often (two points), sometimes
(three points) , seldom (four points), never (five points).
3
Juliansyah Noor, MetodePenelitian,(Jakarta: KencanaPrenada Media Group, 2011) p.23.
4
2. Test
The test that used by the writer consists of two main tests. The first is
testing students’ reading speed. In this test, students will be asked to do
the rapid reading and find out their Word per Minute (wpm) rate. The
second is testing students’ comprehension. The reading comprehension
test will be done after the students finish doing the speed reading, and they
will be asked to answer the reading comprehension questions related to the
text they have read before. The text used in this research is taken from
Asian and Pacific Speed Readings for ESL Learners by Quinn and Millett.
The title of the text is James Brooke. It consists of 550 words and the
reading comprehension test consists of 10 multiple choice items.
E.Validity and Reliability of the Instrument
1. Questionnaire
The validity of questionnaire was tested using Microsoft excel. For more
detail information about the validity of questionnaire, it can be seen in
appendix 3. It shows that from 20 questionnaires that the writer tested on
the students, there are 18 valid questions. There are questions number 2, 3,
4, 5 ,6 ,7 , 8, 9 , 10, 11, 12, 13, 15, 16, 17, 18, 19, 20. And all of them are
reliable.
2. Test
The validity of test was tested using ANATESV4 program. ANATESV4
is a program to calculate the validity and reliability of the test. The detail
information can be seen in appendix 8. It shows that from 15 questions
that the writer tested on the students, there are 11 valid questions. There
are the questions number 1, 2, 3, 4, 5, 6, 7, 8, 10, 12, 13. However, to
The reliability score of the test is 0.67. It shows that the reliability
score of the test is bigger than 0.60. it means that the test is reliable.
F. The Normality Test of the Data
Before testing the correlation, the writer had to analyze the normality of
the data. This analysis is used to see whether the data got in the research has been
normally distributed or not. When it is normally distributed, its dissemination is
also normal and can represent the population.
The Normality Test of the Data Table 3.1
Xi F Zn Zi F(Zi) S(Zi) |F(zi)-S(zi)|
0 1 1 -1.933784151 0.02657 0.045455 -0.018884709
10 1 2 -1.539865157 0.061797 0.090909 -0.029112478
20 3 5 -1.145946164 0.125909 0.227273 -0.101364013
30 2 7 -0.75202717 0.226017 0.318182 -0.092164458
40 2 9 -0.358108176 0.360131 0.409091 -0.048959729
50 3 11 0.035810818 0.514283 0.5 0.014283396
60 5 16 0.429729811 0.666304 0.727273 -0.060968825
80 3 19 1.217567799 0.888306 0.863636 0.024669508
90 2 21 1.611486792 0.946463 0.954545 -0.008082286
JUMLAH 22 -2.435135597 3.81578 4.136364 -0.320583595
x = 49.09091 s= 25.38593
From the table above it can be seen that the Lcount is 0.101. for the number of
sample n = 22 and the real level α = 0.05, the Ltable is 0.190. it means that
Lcount< . So the test is normally distributed.
G.Technique of Data Analysis
In obtaining the result of research, the writer will use analysis technique by
[image:38.612.91.549.292.532.2]correlation between students’ reading interest and their speed reading score. The
writer will use Pearson Product Moment Correlation Formula.5
= Coefficient of correlation between variable X and variable Y
= Number of respondents
= The questionnaire scores
= The speed reading test scores
= The sum of questionnaire scores
= The sum of speed reading test
= The sum of the square of questionnaire score
= The sum of the square of speed reading test
= The sum of the multiplication of questionnaire and speed reading test score
5
The Level of Correlation Table 3.26
Product Moment (r) Interpretation
0.8 – 1.0
0.6 – 0.8
0.4 – 0.6
0.2 – 0.4
0.0 – 0.2
Very strong correlation
Strong correlation
Moderate correlation
Weak correlation
Very weak correlation
H.Hypothesis
The writer states the hypothesis as follow:
H0 : There is no significant correlation between students’ reading interest and
their speed reading score
Ha : There is correlation between students’ reading interest and their speed
reading score
6
28
As described previously, the writer held the research in class B of fourth
semester at English Education Department of Faculty of Tarbiyah UIN
SyarifHidayatullah Jakarta. The class consist of 22 students that was analyzed
their score in order to know whether there is any correlation between students’
reading interest and reading speed.
In this chapter it will be discussed and explained about the score of
reading interest and the result of speed reading test that has been collected.
[image:41.612.155.452.336.704.2]The Scores of Reading Interest and Reading Speed Table 4.1
NO INTEREST READING READING SPEED
X Y
1 60 246.6
2 62 255.8
3 63 237.4
4 62 251.9
5 61 229.1
6 63 347.3
7 62 255.8
8 56 188.5
9 62 194.1
10 61 214.2
11 68 257.8
12 57 214.2
13 63 277.2
14 63 347.3
15 55 196.4
16 52 229.9
17 64 224.6
18 53 190.7
From the table it can be seen the total score from 22 respondents for student’s
interest in reading is 1326 and the reading speed test is 5303.4. The result of reading
interest score and reading speed test can be seen as follows:
a. The highest score
1. Reading interest score : 68
2. Speed reading test :347.3
b. The lowest score
1. Reading interest score : 52
2. Speed reading test :188
B. The Data Analysis
After achieving the data of students’ reading interest as variable X and the score of reading speed as variable Y, the next step is determine the calculation
table, which is to be used as the calculation for the index score correlation of
product moment. In this case, score of students’ reading interest and reading speed test are correlated by using Pearson product moment formula. The data can
be seen in the table 4.3which the description is as follow: NO
READING INTERST
SPEED READING
X Y
20 59 227.5
21 58 218.5
22 59 257.8
∑ = 1326 ∑ =5303.4
[image:42.612.221.419.110.242.2]The Correlation between Reading Interest and Speed Reading
Table 4.2
Based on the result of the score above, it can be described as follow:
The total of sample (N) is 22. The sum of reading interest (variable X) is 1326
and the sum of speed reading (variable Y) is 5303.4. The sum of multiple score of
NO. INTEREST READING READING SPEED X2 Y2 XY
X Y
1 60 246.6 3600 60811.56 14796
2 62 255.8 3844 65433.64 15859.6
3 63 237.4 3969 56358.76 14956.2
4 62 251.9 3844 63453.61 15617.8
5 61 229.1 3721 52486.81 13975.1
6 63 347.3 3969 120617.3 21879.9
7 62 255.8 3844 65433.64 15859.6
8 56 188.5 3136 35532.25 10556
9 62 194.1 3844 37674.81 12034.2
10 61 214.2 3721 45881.64 13066.2
11 68 257.8 4624 66460.84 17530.4
12 57 214.2 3249 45881.64 12209.4
13 63 277.2 3969 76839.84 17463.6
14 63 347.3 3969 120617.3 21879.9
15 55 196.4 3025 38572.96 10802
16 52 229.9 2704 52854.01 11954.8
17 64 224.6 4096 50445.16 14374.4
18 53 190.7 2809 36366.49 10107.1
19 63 240.8 3969 57984.64 15170.4
20 59 227.5 3481 51756.25 13422.5
21 58 218.5 3364 47742.25 12673
22 59 257.8 3481 66460.84 15210.2
N = 22
∑ = 1326 ∑ = 5303.4
∑ 80232 ∑ 1315666 ∑ =321398.3
both variables (XY) 321398.3. The sum of quadrate score of reading interest (X2) is 80232 and the last, the sum of quadrate of speed reading (Y2) is 1315666.
After calculating of whole the data from variable (x), and variable (y), the next step is to statistical.
=
=
=
=
=
=
=
0,51435The last step is determining degree of freedom (df)
Df = n-nr = 22-2= 20
Df= 20
at the degree of significance 5% = 0,423
C. The Testing of Hypothesis
To prove the result of hypothesis, the writer calculates the data by using
Pearson product moment as follow:
1. Alternative hypothesis (Ha): there is a significance correlation between
2. Null Hypothesis (Ho): there is no significance correlation between
variable X and Y.
From the formulation above, the writer followed some assumption as follow:
1. If the result of calculation is lower than (r table) < , the null
hypothesis (Ho) is accepted, and the alternative hypothesis (Ha) is
rejected.
2. If the result of calculation is bigger than (r table) > , the null
hypothesis (Ho) is rejected, and alternative hypothesis (Ha) is accepted.
Based on the description of calculation above, the result of this research is
is bigger than (r table) > , so the null hypothesis (Ho) is rejected, and
alternative hypothesis (ha) is accepted.
D. Data Interpretation
From the data calculation above, the writer found that the total score from
22 respondents for student’s interest in reading is 1326 and the reading speed test
is 5303.4. The highest score of reading interest is 68 and the lowest score is 52.
Then, the highest score of the speed reading test is 347.3 word per minutes and
the lowest is 188 words per minutes. The average score of reading interest is
60.27 and the average score of speed reading is 241.06. It means that according
to Buzan that can be seen in Chapter II the average score of speed reading 241.06
wpm is in between 200 and 250 wpm. It means that speed reading of the fourth
semester students of English Education Department UIN SyarifHidayatullah
Jakarta Academic year 2015 is average.
Before testing the correlation, the writer had to analyze the normality of
the data. This analysis is used to see whether the data got in the research has been
0.101 for the number of sample n = 22 and the real level α = 0.05, the Ltable is
0.190. It means that Lcount< . So the test is normally distributed. Knowing the
data is normally distributed it means that the correlation product moment by
Pearson is used.
The total of sample (N) is 22. The sum of reading interest (variable X) is 1326
and the sum of speed reading (variable Y) is 5303.4. The sum of multiple score of
both variables (XY) 321398.3. The sum of quadrate score of reading interest (X2) is 80232 and the last, the sum of quadrate of speed reading (Y2) is 1315666. After this data obtained, the next step is to input this data above to the Pearson
correlation product moment formula.
The result of the correlation index between variable X and variable Y is
0,51. It means that there is a moderate correlation between the two variables. To
give a simple interpretation toward a correlation index “r” product moment ( )
can be seen by the table of the interpretation of product moment score.
[image:46.612.134.534.217.635.2]Interpretation of Product Moment Score Table 4.3
Product Moment (r) Interpretation
0.8 – 1.0 The correlation is very strong
0.6 – 0.8 The correlation is strong
0.4 – 0.6 The correlation is moderate
0.2 – 0.4 The correlation is weak
0.0 – 0.2 The correlation is very weak
From the table 4.3 above informs that the level of correlation between
0.2 and 0.4 means that the correlation is weak. The level correlation between 0.4
and 0.6 means that the correlation is moderate. The level correlation between 0.6
and 0.8 means that the correlation is strong. The level correlation between 0.8 and
1.0 means that the correlation is very strong.Looking at the score = 0.51 it
means that the sore is in between 0.4-0.6 which is is the correlation between the
two variables is moderate or it means that there is a significance correlation
between variable X and variable Y.
Based on the calculation, the degree of freedom of the data is 20. From the
table, we know that the in the significance of 5% = 0,423. While from the
calculating of the data the researcher found that the score of = 0.51. It means
that on the table of significance 5% is bigger than (0.51>0.423), so on
the table degree of significance of 5% the null hypothesis (Ho) is rejected but the
alternative hypothesis (Ha) is accepted. So, it means on the degree of significance
5% there is a moderate correlation between students’ reading interest and their speed reading score. It can be concluded that both variables is correlated.
From the result above, it shows that there is correlation in students reading
interest and their speed reading. It can be indicated that students’ reading interest
determines students’ speed reading. This result can be compared of the theory in Chapter II that Ahuja stated. One of the problems of speed reading is lack of
interest. It means that interest determines speed reading. If the students have no
interest they will feel lazy and have poor reading speed. And if they have interest
they will have good speed.
From the result of this study which is conducted in the fourth semester
students of English Education Department UIN SyarifHidayatullah Jakarta
academic year 2015, it can be seen that the findings is different from the previous
research that was conducted by Rosika in the second semester of English
Education Department UIN SyarifHidayatullah Jakarta academic year 2008. This
and their speed reading while in the previous study there is no significant
36
After finishing the whole steps of this study, the writer draws the conclusion
referring to the result of the study. After that, related to the conclusion, the writer
gives suggestion.
A. CONCLUSION
Based on the data interpretation above it can be concluded as follows:
From the total of sample (N) is 22, the sum of reading interest (variable
X) is 1326 and the sum of speed reading (variable Y) is 5303.4. The sum of
multiple score of both variables (XY) 321398.3. The sum of quadrate score of
reading interest (X2) is 80232 and the last, the sum of quadrate of speed reading (Y2) is 1315666.Then, the highest score of the speed reading test is 347.3 word per minutes and the lowest is 188 words per minutes. The average score of
reading interest is 60.27 and the average score of speed reading is 241.06. it
means that according to Buzan that the average score of speed reading 241.06
wpm is in between 200 and 250 wpm. It means that speed reading of the fourth
semester students of English Education Department UIN SyarifHidayatullah
Jakarta Academic year 2015 is average
The result of the correlation index between variable X and variable Y is
0,51. It means that there is a moderate correlation between the two variables. To
give a simple interpretation toward a correlation index “r” product moment ( )
can be seen by the table of the interpretation of product moment score. It can be
concluded that the null hypothesis is rejected and the alternative hypothesis is
accepted. It can be seen from the result of is 0.51 with the degree of freedom
Therefore > (0.51>0.423). The result means that students’ reading
interest is positively correlated with their reading speed. Based on the table of
interpretation of product moment score (table 4.1), the correlation between
students’ reading interest and their reading speed is moderate.
B. SUGGESTIONS
Based on the conclusion mentioned above, the writer gives the following
suggestion:
1. The average of speed reading in the fourth semester of English Education
Department UIN SyarifHidayatullah Jakarta is 241 wpm. It means that
the goal of the reading course subject which 300 wpm is not achieved.
Therefore, Students should practice more in speed reading.
2. The average of speed reading in the fourth semester of English Education
Department UIN SyarifHidayatullah Jakarta is 241 wpm. It means that
the goal of the reading course subject which 300 wpm is not achieved.
Therefore, Teachers should give more practice more in speed reading and
explain more the techniques that can improve speed reading.
3. The result shows that there is significant correlation between students
reading interest and their speed reading. It means that reading interest
determines speed reading. Therefore, Students should have an interest
38
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40
No. Indicator Sub-indicator Statement Items
Positive Negative
1 Internal motivation
Focusing attention 1,5 15 3
Curiosity 8,12 2 3
Time spending 18 20 2
Effort 13,17 2
Concluding 3,19 6,10 4
2 Emotional factors
Pleasure 4 14 2
Enthusiasm 9 16 2
41 Appendix 2 : Questionnaire of Reading Interest
Name :
Directions:
1. Write down your name
2. Give the mark () in the column which represents yourself during reading experiences.
No Question Answer
always often sometimes seldom never 1 I can concentrate well while
reading even in noisy situation 2 I am not curious about the rest of
the story after reading the synopsis
3 I am able to criticize a
book/newspaper/magazine that I have read
4 I am pleased when I read a book/newspaper/magazine 5 I can read accurately
6 I cannot give opinion about the book/newspaper/magazine that I have read
7 I get new experiences while reading
8 I want to read more when I see a title of a
book/newspaper/magazine 9 I go to library for reading even
there is no reading task 10 I cannot conclude a text that I
read
11 I get self-satisfaction when I read a book/newspaper/magazine 12 I am easily attracted when I see a
book/newspaper/magazine 13 I try to borrow a book to a friend
or library if I don’t have it
14 I am bored of rereading a
42 15 I don’t like if somebody interrupt
me when I read
16 I fell less enthusiastic to do a reading task
17 I will buy a
book/newspaper/magazine that I like
18 I read a book even it is a holiday 19 I am able to retell what I have
read
43 Name
Item Number
SUM
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Rofika 3 4 3 3 3 4 4 3 2 4 3 1 1 2 2 3 3 2 4 3 57 Rizki 3 3 3 4 3 3 4 3 2 3 4 2 3 2 3 3 4 2 3 2 59 Syukri 3 3 4 4 3 4 4 4 3 4 4 3 4 3 1 4 5 3 4 2 69 FIrda 2 4 3 4 3 4 4 4 3 4 3 3 3 3 2 3 3 3 3 3 64 Dedeh 2 3 5 5 4 5 4 3 5 4 5 3 5 4 5 4 5 5 5 3 84 Fildzah 2 3 2 4 3 5 5 5 3 3 3 3 4 5 2 3 5 4 5 3 72 Putra 3 2 3 4 2 3 3 3 1 4 3 2 1 1 3 3 2 1 5 3 52 Tami 3 2 2 3 3 4 4 3 2 3 4 2 3 2 1 3 5 3 3 1 56 Pefinta 1 5 2 3 3 3 4 4 3 3 3 3 5 4 1 2 5 5 4 2 65 Syarifa 5 5 3 3 4 3 5 3 3 4 3 3 4 4 5 2 5 3 4 3 74 Hidayana 3 4 5 5 3 5 5 5 2 3 4 4 4 3 1 3 5 5 5 5 79 Intan 3 3 3 3 3 3 5 4 3 3 5 3 4 3 3 1 3 5 5 1 66 Rifatun 3 2 5 5 3 4 5 4 3 4 5 4 4 4 1 5 4 3 4 2 74 Qurotaayun 3 4 3 4 3 3 5 4 2 3 3 3 2 3 3 3 3 2 4 3 63 Meylinda 2 3 3 4 3 4 4 3 2 3 4 3 2 3 2 3 4 2 3 2 59 Yulia 3 5 4 4 4 4 5 4 3 3 4 4 4 3 1 2 4 4 3 2 70 Faiq 2
