LIST OF APPENDICES
Appendix Page
1 The students interview result 68
2 Rosenberg’s self-esteem scale 70
3 Indonesian translation of Rosenberg’s self-esteem scale 71
4 Reading Comprehension Try-out 72
5 Level of Difficulties and Discrimination Power 79
6 Reading Comprehension Test 80
7 Students’ Self-esteem and Reading Comprehension Scores 85 8 Reliability of Reading Comprehension Try Out Test 86
9 Reliability of Self-esteem Questionnaire 88
10 SPSS One-Way Anova 90
11 F Table One-Way Anova 91
12 Normality Distribution 93
13 Mean Score of Students’ Reading Comprehension Achievement
94 14 Tabulation of Reading Scores of students with high
self-esteem and low self-self-esteem
95
LIST OF GRAPHICS
Graphic Page
1 Pyramid of Hierarchy of Needs 11
2 Students’ Self-esteem Scores 41
3 Students Reading Comprehension Scores 43
4 Students Reading Comprehension Scoresbased on The KKM 44 5 Mean Plots of Reading Comprehension Scores based on the
Self-esteem Scores
LIST OF TABLES
Table Pages
1 Self-Esteem Questionnaire based on Rosenberg’s Scale 17
2 Table of Specification 35
3 Students’ Self-esteem Score 41
4 Students’ Reading Comprehension Scores 43
5 Students’ ReadingComprehensionScores based on KKM 44 6 The Effect of Students’ Self-Esteem on Their Reading
Comprehension Achievement.
47 7 Students’ Reading Comprehension Test Scores based on Their
Self-Esteem Scores
49
TABLE OF CONTENT
ABSTRACT ... i
CURRICULUM VITAE ... ii
DEDICATION ... iii
MOTTO ... iv
ACKNOWLEDGEMENT ... v
TABLE OF CONTENT ... vii
LIST OF TABLES ... ix
LIST OF GRAPHICS ... x
LIST OF APPENDICES ... xi
I. INTRODUCTION 1.1Background of Problems ... 1
1.2Identification of Problems ... 5
1.3Limitation of Problems ... 5
1.4Formulation of Research Questions ... 6
1.5Objectives of The Research ... 6
1.6Uses of the Theory ... 7
1.7Determination of Terms ... 7
II. FRAME OF THEORIES 2.1Review of The Related Literature ... 9
2.1.1 Theory of Self-esteem ... 11
2.1.2 Relevant Previous Research ... 14
2.1.3 Self-esteem in English Reading Comprehension ... 16
2.1.4 Rosenberg’s Self-esteem Scale ... 18
2.2Concept of Reading Comprehension ... 20
III. RESEARCH METHODS 3.1Research Design ... 26
3.2 Population and Sample ... 27
3.2.1 Population ... 27
3.2.2 Sample ... 27
3.3Research Instruments ... 28
3.3.1 Questionnaire of Self-esteem ... 28
3.3.2 Reading Comprehension Tests ... 28
3.3.3 Interview ... 29
3.6.2 Validity ... 34
3.6.3 Level Difficulty ... 35
3.6.4 Discrimination Power ... 36
3.7Data Analysis ... 37
3.8Hypothesis ... 37
IV. RESULT AND DISCUSSION 4.1The Result of The Research ... 39
4.1.1 Result of Self-esteem Questionnaire ... 40
4.1.2 Result of Reading Comprehension Tests ... 42
4.1.3 Result of Interview ... 45
4.1.4 Hypothesis Testing ... 46
4.2Discussion ... 48
V. CONCLUSION AND SUGGESTION 5.1Conclusion ... 61
5.2Suggestion ... 62 REFERENCES
CHAPTER I INTRODUCTION
This chapter deals with background of the problems, identification of the problems, limitation of the problems, formulation of the research questions, objectives of the research, uses of the research, and definition of terms.
1.1 Background of the Problems
The students’ personality is one of the factors that influences the students’
achievement. There are many personality aspectswhich influence the students’ achievement; one of them is self-esteem. Self-esteem is the attitude of the people who show the value to appreciate their own competence. From that definition, it shows that self-esteem as the view to value how far someone believes their competence or their ability.
The students could develop their English vocabulary by reading a lot. If they read more texts in English and try to comprehend the text, they may understand or know more about the meaning of words which they never heard, saw, or learned before. Reading ability helps the students to improve their English vocabulary. For example, the students who read a lot of English text will often find the English word, it make them more familiar with the English words and they will try to find its meaning, so they will know the meaning of many words. It may help them to communicate with each other in English because their vocabulary mastery is good. Moreover, it may help them in speaking because they have many information and knowledge from the text that they ever read, for example, when the students read the text about Fujiyama Mountain, they will know the information about it although they never go to Fujiyama Mountain, so, the students can tell about Fujiyama to others.
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Almost all the students of SMP Muhammadiyah 3 Bandar Lampung feel worried and very nervous when they learn English, they are usually hesitant when they try to answer the English questions or express English words, or read English texts based on my pre-observasion. However, there are many students who are not confident with their ability. Besides that, some of teacher do not concern to the students’ personality when they teach English to their students. Besides that, theyhave less self-confidence, get difficult to understand the meaning of the English words, feel worried to speak in English, and get difficult in comprehending the English text.
They feel uncomfortable when they learn English because they do not trust their ability even they have learnt English since they in elementary school. They said that they do not believe, that is why, they cannot learn English successfully because theydoubt and nervous when they do their exercises and examination. They cannot believe that they can understand the meaning of English text that they are faced and they do not trust that they can answer the question of the text correctly. For example, the students usually felt so worried and nervous when the teacher asked them to do some exercises in English such as when they have to speak in front of the class or read aloud of an English text.
They usually would say to the teacher I am nervous, I cannot do that, I do not want to do it, or I cannot answer the question. They felt very uncomfortable when
whiteboard because they thought that they could not do it well. These students’condition showed that they had low self-esteem.
If the self-esteem of the students is high, the students will trust their own ability in English and it helps them to improve their ability included the reading comprehension ability. If the students believe their English capacity and believe that they can do English exercises which given by their teacher, their achievement will be better. For example, when the teacher asks the students to do an exercise and the students trust that they can do it, they will more confidence to do it and they will try to do the exercise well, as the result, their score will be better. Based on the explanation above, the writer supposed that there isa correlation between the students’ self-esteem on their reading achievement of the first year students of
SMP Muhammadiyah 3 Bandar Lampung. The writer supposed it because self-esteem may help the students to improve their abilities especially reading comprehension by influencing their confidence and motivation.
5
1.2 Identification of Problems
In line with the background knowledge above, there are many factors that could be identified as the problems that may affect the students’ reading comprehension achievement:
The students’ reading ability is poor, so that, they get low score in reading
test.
The students’ reading frequency is low, so, they unusuall to understand or
comprehend the meaning of English text.
The students’ vocabulary mastery is lack so they cannot understand the
main idea or the topic of the text that they faced. The students’ attitude in reading is not too good.
The students’ motivation in reading is low. It make them avoid to read the
english text.
The students’ self-esteem is low so they do not believe that they can
understand or comprehend the English text that they faced.
1.3 Limitation of Problems
because this issue could be used as reference to help the teacher and students to make a positive environmental in learning English.
1.4 Formulation of the Research Questions
Based on the limitation of the problems previously presented, the research question is formulated as follows:
1. Is there any effect of students’ self-esteem on their reading comprehension achievement?
2. Do the students with high self-esteem get reading comprehension achievement better than students with low self-esteem?
3. What problems that are faced by the students with low self-esteem in reading comprehension?
1.5 Objectives of the Research
The objective of this research is to find out:
1. Whether there is a significant effect of students’ self-esteem on their reading comprehension achievement.
2. Whether the students with high self-esteem get reading comprehension achievement better than students with low self-esteem or not.
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1.6 Uses of the Research
This section explained about the uses of the research which was divided into two aspects as follows:
Theoretical uses:
1. The finding of the research hopefully to support the existing theories of personality and theories of reading.
Practical uses:
1. As information for the English teacher to make a positive environment in the classroom learning process by concerning the students’ self-esteem. 2. As information for the English teacher to help the students to improve
their self-esteem in order to develop their reading comprehension achievement.
3. To be a reference for the next researchers who will take self-esteem and reading comprehension as materials in their script or research.
1.7 Definition of terms
Self-esteem is the self-concept and self-structure may be thought of as an
organized configuration of perception of the self which are admissible to awareness. It is composed of such elements as the perceptions of one’s
which are perceived as having a positive or negative valence. (Rogers, 1951:136-137; Suparman, 2010:65)
CHAPTER II FRAME OF THEORY
This chapter concerns with two major points: review of previous research and review of the related literature elaborated the following section:
2.1 Review of the Related Literature
2.1.1 Theory of Self-esteem
Self-esteem is the one of popular concepts in language and psychology. It refers to
an individual’s tendency as a person which indicates their judgments of their own
worthiness or their appreciation to their own. Self-esteem is defined the self-concept or self-structure may be thought of as an organized configuration of perceptions of the self which are admissible to awareness (Carl Rogers, 1951: 136-137). Besides that theory, there is another theory from Blascovich and Tomaka (1991) declares that self-esteem is generally considered the evaluative component of the self-concept, a broader representation of the self that includes cognitive and behavioral aspects as well as evaluative or affective ones.
Moreover, self-esteem is the people perception to their own whether they can be appreciated by other or not. Besides two theories above, there are many popular theories concern on self-esteem such as Branden (1969) who defines self-esteem as the experience of being competent to cope with the basic challenges of life and being worthy of happiness. According to definition above, there are three key components of self-esteem:
1. Self-esteem is a fundamental human need which is very important for survival and normal, healthy development.
2. Self-esteem arises automatically from the base of a person's beliefs and consciousness.
3. Self-esteem happens in relationship between a person's thoughts, behaviors, feelings and actions.
Self-esteem is divided into two aspects: self confidence which is the sense of efficacy and self respect which is the sense of worthiness (Branden, 2001).
According to Brandens’ statement, self-esteem is self-confidence (a feeling of
personal capacity) and self-respect (a feeling of personal worth) that affect every people to believe that they have capacity to defend their life, understand and solve problems, get happiness and good respect from other people.
Abraham Maslow’s hierarchy of needs defines self-esteem as one of the basic
self-11
esteem position as same as the motivation position. Maslow (1951) in his hierarchy of needs defines the human needs in five levels, there are:
Graphic 1. The pyramid of hierarchy of needs
(Boeree, 2008:252)
Figure 1 above shows that there are 5 human needs which would be explained bellow:
1. Physiological Needs
This class of needs is the basic needs that are essential in human life, such as the need for water, oxygen, food, sleep, etc. Maslow believed that these needs are the most basic and instinctive needs in the hierarchy.
2. Security Needs
This need includes need for safety, pleasure, stabilization, and security such as the needed steady employment, health insurance, safety neighborhoods, and protection from the environment.
Self-actualizing Needs
Esteem Needs
Social Needs
Security Needs
[image:20.595.116.487.184.367.2]3. Social Needs
It includes the needs to have the relationship with each others in the social life. People will begin needs to get a friends, love, or the relationship with others feeling. They would start wanting to build a relationship like friendships, marriage, have a family, and becomes a part of a particular group.
4. Esteem needs
These needs consist of two types: the strong and the weakness form. The strong from includes the need for self-confidence, good competence, independence. The weakness form is the things that represent on an award from others, attention, reputation, domination, social recognition, and accomplishment.
5. Self-actualizing Needs
This is the highest level of Maslow’s hierarchy of needs. Self-actualizing people is the people needed to show their potentials or competences, personal growth, and to actualize themselves in their life.
From the first through the fourth needs which are called D-Needs (Deficit Needs) by Maslow. Deficit Needs means that if the people feel lack something, they will try to get it. However, when they have it, they will not feel lack anything. If the people have already got the first needs, they would try to fetch the next needs.
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esteem needs by Maslow. Based on his theory, the self-esteem is a person needs to appreciate on his or her ability and have strong affect on the human life.
There is other theory of self-esteem from Block (2011) states that Self-esteem is a crucial factor in the developmental process of teens. It means that self-esteem is the crusial aspect that influence the students developmental included developmental of their ability. From this explanation, the writer assumes that the theories indicate that self-esteem is important thing because it influences the people reaction to respond something that they faced in their life especially the students. For example, they respond to others and themselves in positive ways if their self-esteem is positive.
If the students believe their English capacity and believe that they can do English exercises which are given by their teacher, their achievement will be better. For example, when the teacher asks the students to do an exercise and the students believe that they can do it, they will more confidence to do it and they will try to do the exercise well, as the result, their score will be better. Following the explanation, the writer assumes that the teacher should concern on the students’ personality to develop their self-esteem to give the positive influence to their reading comprehension achievements.
The teacher can establish the students’ self-esteem by giving support to them such as when the students answer the question correctly, the teacher appraises them by giving applause or motivation words. It can help them to be more confident with their competence. Besides that, when the students answer the question incorrectly, the teacher should not criticize them but kept hold the students’ confidence by guiding them to find out the correct answer patiently. So, they don’t feel worried to answer the question in the other time.
2.1.2 Relevant Previous Research
There are many researchers who investigated the factors that influence or have
relationship on the students’ achievement. The writer found out some researches
which were relevant to this research. As follows:
field-15
dependent. He found that people with field-dependent performed better on foreign language in communicative rather than formal aspect of language proficiency. Based on the result of this research, it means that the cognitive style (field-independent and field-dependent) influenced the students’ language proficiency in communicative language.
Li & Pan (2009) investigated the relationship between Motivation and Achievement - A Survey of the Study Motivation of English Majors. They found
that there was a significant correlation between motivation and students’
achievement and motivation influence their achievement. Based on the research, the students with higher motivation always achieve more successfully in their language learning.
Dehbozorgi (2011) investigated the effects of Attitude towards Language Learning and Risk-taking on EFL Student's Proficiency. The results of the research show the differences in risk taking between high and intermediate levels. His study explained a significant positive correlation between attitude on language learning and risk-taking (r=.20, p< 0.05).
Ratih (2011) investigated the correlation between students’ self-esteem and their English speaking ability. She found that there was a significant correlation between self-esteem and students’ speaking ability. The students with high self -esteem can speak more fluently and their pronunciations are better than the lower
Misbahudin (2012) found the result of the correlation between students’ mastery
of vocabulary and their reading ability. In his research, he mentioned that there is a significant correlation between the students’ vocabulary mastery and their reading ability. The result shows that the coefficient correlation is 0.68. From this
research, it can be assumed that vocabulary influence the students’ reading ability.
From the related studies above, it shows that there are many factors which
influence the students’ achievement. One of those study mentions that there are
relationship between vocabulary mastery and students reading ability however there is still one issue which have not been investigated yet before, that is, the effect of students’ self-esteem on their reading comprehension achievement. Therefore, the writer conducted this research that concern on the effect of
students’ self-esteem on their reading comprehension achievement.
2.1.3 Rosenberg’s Self-esteem scale
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[image:26.595.134.566.295.461.2]The questionnaire consists of ten items with items that are answered by four point scale (strongly agree = SA, agree = A, disagree = D, and strongly disagree = SD). Items 1, 2, 4, 6, and 7 are positively worded and items 3, 5, 8, 9, and 10 are negatively worded. The result of self-esteem is the calculation of every statement’s score. If the score is high, it means that the students’ self-esteem is high.
Table 1. The Self-esteem Questionnaire based on Rosenberg’s Scale
No Statements
Score
SA A D SD
0 1 2 3
1.* I feel that I am a person of worth, at least on an equal plane with others. 2.* I feel that I have a number of good qualities.
3. All in all, I am inclined to feel that I am a failure. 4.* I am able to do things as well as most people. 5. I feel I do not have much to be proud of. 6.* I take a positive attitude toward myself. 7.* On the whole, I am satisfied with myself. 8. I wish I could have more respect for myself. 9. I certainly feel useless at times.
10. At times I think that I am no good at all.
(http://www.dartmouth.edu/~thlab/pubs/03_Heatherton_Wyland_APP_ch.pdf)
For the positive statements, the score for the answer are:
Strongly Agree (SA) = 3 Agree (A) = 2
Disagree (D) = 1
Strongly Disagree (SD) = 0
For the negative statements, the score for the answer are: Strongly Agree (SA) = 0
Disagree (D) = 2
Strongly Disagree (SD) = 3
The final score, interpretation of the self-esteem score, is the accumulation of the score.
2.1.4 Self-Esteem in English Reading Comprehension
There are many factors that influence the students’ reading comprehension achievement such as background knowledge, motivation, learning strategies, personality, attitude, and self-esteem. In this research, the writer tried to find out the influences of one of the factors that influence the students’ reading comprehension achievement; it is self-esteem. Brown (2000) maintained that no successful activity can occur without some degree of self-esteem. Based on this statement, the writer assumes that self-esteem may affect the students’ achievement.
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Study conducted by Timothy et al. (2001) suggests that self-esteem strongly correlated with oral communicative skill and the students with low self-esteem can not express their opinion or their idea in English confidently. For example, the students with high self-esteem can speak in front of the class comfortably because they have high self-confidence and they feel as prestigious people.
The other researcher in writing, Hassan (2001) clarifies that self-esteem gives a good effect in writing ability. It shows that self-esteem might give a good effect to
the students’ achievement and may help the students to develop their writing
ability. For example, the students with low self-esteem feel worried to write their thinking in English because they do not believe their ability in writing. Temporary, this condition does not happen to the students with high self-esteem.
comprehend the text than the students with low esteem. It means that self-esteem effect the students’ achievements especially the students’ reading achievement.
2.2 Concept of Reading Comprehension
Clark and Sillberstein (1987) state that reading as an active cognitive process of interacting with print and monitoring comprehension to prove meaning. Anderson (1999) also states that reading is an active, fluent process which involves the reader and the reading materials in building meaning. Meaning does not reside on the printed page, nor is it only in the reader. From those theories, it means that, reading is an active prosess of the readers to interpret the meaning of text.
There are two major kinds of reading activity according to Brown (1989) in Mahmud Abdallah (2010) namely Oral Reading (Independent Reading, Public Reading or reading aloud for learners, Guided Reading, and Shared Reading) and Silent Reading (Intensive Reading and Extensive Reading). They would be explained as follows:
1. Oral reading
In oral reading, the readers read the text loudly as the way to develop the
readers’ reading competencies, to get general understanding of the text, and to
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a. Independent Reading: Students read silently by themselves and at their own pace (Taylor, 1993; Abdallah 2010).
b. Reading Aloud for Learners: Teachers use the interactive read-aloud procedure to share selections that are appropriate for students' interest level but too difficult for them to read by themselves (Barrentine, 1996).
c. Guided Reading: Teachers scaffold students' reading to teach reading strategies (Fountas & Pinnell, 1996, 2001).
d. Shared Reading: Students follow along as the teacher reads a selection aloud (Fisher & Medvic, 2000). Primary-grade teachers often use big books-enlarged versions of the selection-for shared reading (Holdaway, 1979).
2. Silent Reading
In silent reading, the readers only use their eyes and their ability to understand or comprehend the meaning of the text without pronouncing words out loud. Silent reading is divided into two types that would be explained as follows:
a detailed in-class analysis, led by the teacher, of vocabulary and grammar points, in a short passage.
b. Extensive Reading: Brown (1989) in Abdallah (2010) explains that extensive reading is carried out to achieve a general understanding of a text. Long and Richards (1971, p.216) identify extensive reading as occurring when students read large amounts of high interest material, usually out of class, concentrating on meaning, reading for gist, and skipping unknown words.
Finocchiaro and Bonomo (1973) state that reading comprehension is ability which depends on the accuracy and speed of grapheme perception, that is perception of written symbol, control of languaage relationship and structure, knowledge of vocabulary items and lexical combination, awareness of redundancy, the ability to use contextual clues and recognition of cultural allusion.
Heilman et al. (1986) in Turmaida (2011) says that reading comprehension is a process of making sense of written ideas through meaningful interpretation and interaction with language. From those theories, it means that comprehension is the crucial aspect of reading. Moreover, they classificate reading comprehension into three levels of comprehension:
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2. Interpretative comprehension: Interpretative comprehension is the process of understanding the ideas or information implicitly. In this level, the readers not only try to get information that is written on the text but also they try to get the information that is knotted on the text. For example, to understand the author purposes or interfactual information or summarize the story content.
3. Critical comprehension: Critical comprehension is the process of evaluating, analyzing, and personally reacting to information that is gotten from the text. In this level, the readers try to analyze the text generally. They try to understand the information not only explicitly and implicitly but also they try to analyze all of aspect of the text such as the quality of written symbol or information in the terms of standard.
The readers have many goals when they read texts. As Suparman (2005:1) states that there are two major reasons for reading: reading for pleasure (to entertain the readers) and reading for information (to find out something or how something do with the information readers found). Following this statement, reading is one of the activities to get some information or satisfaction by using loud voice or silent style in comprehending the text refering the readers’ purposes or goals.
Nuttal (1985) defines reading as the meaningful interpretation of printed or written verbal symbols. Following those theories, reading is the interaction
between perception of the symbols that represent the language and the readers’
the readers try to match their perception with the authors’ perception; Therefore, the readers can understand the meaning of the text.
The writer assumes that comprehension is the basic competence of the reading ability. For example, when the readers read text which title „learning style’, they are supposed to understand the main idea of the text. According to the explanation, the writer assumes that reading comprehension is the ability where the readers try to follow the thinking of the writer’s text by grasping the meaning of the written materials comprehending the meaning of the text with full understanding.
There are many aspects of reading comprehension according to Nuttal (1985) such as determining main idea, making inference, identifying reference, finding specific information, and the understanding meaning of words. In determining of the main idea, the students are expected to find the main idea of the text, so, they should comprehend the topic that is told in the text. For example, when the students face the question of reading comprehension test that asks them to determine the main idea of the text, they should find the main topic of the text, usually the questions would be expressed like that “what is the main idea of this
text?” or “which the title which suitable for this text”, etc.
25
the students have to find the conclusion based on the statement. They should inference what the meaning of the statement that is not written on the text.
In identifying reference, the students are expected to understand for what the pronouns in the sentences are used such as the pronouns on the text that are used to show people, place, or situation. There is a part of simple text with sentences
like that “The students in this room are studying Biology. They are sitting on their
chairs.” and the question is „the word they refer to’, so the students should find that the word they refer to whom.
In finding the specific information, the students have to find the detail information or idea that was mentioned on the text. These questions usually are written like
that „what happened on the text or which was the character there’. In
CHAPTER III RESEARCH METHOD
This chapter describes the method which is used in collecting the data of the research such as research design, population and sample of the research, research instruments, research procedures, the criteria of good test, data analysis, and the hypothesis testing.
3.1 Research Design
This research was quantitative by nature. The writer used Ex Post Facto design to investigate the effect of two variables (dependent and independent variables) without do experiment (Setiyadi, 2006:144). The writer chooses this research design because she tries to investigate whether there is significant effect of students’ self-esteem on their reading comprehension achievement, do the
students with high self-esteem get reading comprehension achievement better than students with low self-esteem or not, and what the problems that are faced by the students with low self-esteem.
Ex Post Facto design as follows:
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Note:
X : The students’self-esteem test
Y : The students’ reading comprehension achievement test
3.2 Population and Sample of the Research
3.2.1 Population of The Research
The population of this research is the first year of SMP Muhammadiyah 3 Bandar Lampung in academic year 2012/2013. There are six classes (VII A- VII F) with total number 256students. There are 141 boys and 115 girls.
3.2.2 Sample of The Research
The sample of this research is taken by using Simple Random Sampling where every first year student of SMP Muhammadiyah 3 Bandar Lampung could be chosen as the sample of this research. However, the writer chose only one class to be the sample of this research by using lottery that consists of 37 students. The writer used Simple Random Sampling as the method to choose the sample in order to fulfill the reliability aspect and normal distribution data. The procedure was done by the writer as follows:
The writer collects the data based on the teachers’ presence, there are six
Then, the six classes name is written in the rolled paper and put into a
glass.
The glass is shaken and poured. The rolled paper which come out will be
the sample.
Finally, there are 37 students of VII E Class that is choosen as the sample
of this research.
3.3 Research Instruments
3.3.1 Questionnaire of Self-Esteem
In this research, the writer is used the Rosenberg self-esteem scale as the instruments to measure the self-esteem. The questionnaire consists of ten items with items are answered on a four point scale (strongly agree = SA, agree = A, disagree = D, and strongly disagree = SD). Items 1, 2, 4, 6, and 7 are positively worded and items 3, 5, 8, 9, and 10 are negatively worded. The result of self-esteem is calculated based on the score of every statement. If the score is high, it means that the students have high self-esteem. The writer translated this questionnaire that has been developed by Rosenberg (1965) in Indonesian because the research’s objects are the Indonesian students.
3.3.2 Reading Comprehension Test
29
and discrimination power (see Appendix 5), there were26 questions in the reading comprehension try out are good but the writer used only 20 good questions on the reading comprehension test to measure the students’ reading comprehension achievement.The range of the test score is 0-100. Every correct answer was given 5 point and 0 for the wrong one.
3.3.3 Interview
The writer interviewed the students for knowing what the problems that are faced by the students with low self-esteem in reading comprehension. This interview is also used to strengthen the result of this research that self-esteem affect the students’ reading comprehension achievement and the students with high self
-esteem can comprehend the text better than the students with low self--esteem. The writer administered this interview when she did the pre-observasion before she gave self-esteem questionnaire and reading comprehension test for the students.
3.4 Research Procedure
To do this research, the writer prepared some research procedures, as follows: 1. Determining research problems
2. Determining research objectives
The objectives of the research are to investigate whether there is significant effect of students’ self-esteem on their reading comprehension achievement,
better than students with low self-esteem or not, and what problems that are faced by the students with low self-esteem in reading comprehension.
3. Deciding the research sample
The sample of this research is the first year students from SMP Muhammadiyah 3 Bandar Lampung. There are seven classes for the first year students from SMP Muhammadiyah 3 Bandar Lampung. The writer chose the sample based on seven classes in that school by using lottery
4. Planning research instrument a. Interview
The writer made some questions for the students as the questions of interview that consists of seven questions.
b. Questionnaire of self-esteem
The questionnaire of self-esteem is ten items with each items areanswered on four point scale (Strongly Agree, Agree, Disagree, and Strongly Disagree). Items 1, 2, 4, 6 and 7 are positively worded and items 3, 5, 8, 9 and 10 are negatively worded.
c. Test of reading comprehension
The reading comprehension test is multiple choice tests which consist of 20 questions. The range of the test score is 0-100. The right answer gave 5 point and wrong answer gave 0 point.
5. Asking the interview
The writer asked the interviewing questions to the students. 6. Administrating self-esteem test
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7. Administrating reading comprehension test
The writer gave the reading comprehension test to the students. 8. Collecting the data
Having administrated the tests, the data which were gotten from the result of two tests were collected by the writer.
9. Analyzing the data
The writer analyzed the data by using One-Way Anova which had been computed by SPSS to investigate whether there is a significant effect of students’ self-esteem on their reading comprehension achievement, do the
students with high self-esteem get reading comprehension achievement better than students with low self-esteem or not, and what the problems that are faced by the students with low self-esteem.
3.5 Scoring System
In scoring system of the students’ reading comprehension test, the writer used Arikunto’s formula (1997:212). The writer calculated the students’ reading
comprehension scores by using this formula:
= �
Note:
3.6 The Criteria of Good Test
This section concerns with the criteria which should be had by the good test such as reliability, validity, level of difficulties, and discrimination power.
3.6.1 Reliability
Reliability is the consistency of the instruments to be the instruments that can measure the same data in the different times but still show the similar result relatively (Setiyadi, 2006:16). Therefore, the instruments can be used to measure the data in the research if the instruments have a good reliability. Kimberlin and Winterstein (2008) states that reliability estimates are used to evaluate (1) the stability of measures administered at different times to the same individuals or using the same standard (test–retest reliability) or (2) the equivalence of sets of items from the same test (internal consistency) or of different observers scoring a behavior or event using the same instrument (integrated reliability).
a. Reliability of the Questionnaire
33
b. Reliability of the Test
In this test of reliability, the writer used the split-half method that divided the number of the test become into two groups: odd and even.
The formula which was used:
=
Notes:
r : coefficient or reliability between first and second half group x : total number of the first half group
y : total number of the second half group x2 : the square of the X
y2 : the square of the Y
(Lado in Hughes, 1991:3) After that, the researcher continuedthe calculation by using formula of Spearman Brown (Hatch and Farhady, 1982: 268):
= +
Note:
The criteria of reliability: 0, 90 – 1, 00 : high 0, 50 – 0, 89 : moderate 0, 00 – 0, 49 : low
3.6.2 Validity
A test can be said to be valid if it measures the object to be measured and suitable for the criteria (Hatch and Farhady, 1982:250). It means that the test or instrument which is used in the research can be said valid if the instrument measures the object to be measured and suitable with the criteria which is used in the research.
Setiyadi (2006:22) states that the instruments or tests are not valid if the instruments do not measure the object to be measured. He said that in the research of the foreign language learning, there are four types of validity of instruments or tests: face validity, predictive validity, content validity, and construct validity.
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a. Content Validity
[image:44.595.117.520.278.378.2]This validity concerns with the content details of the instruments. This validity analysis analyzes all the content of the instruments or tests whether the content of the instruments represents the material that would be measured by the instruments. The content of the test was presented by the table below:
Table 2. Table of specification
No Objectives Item Numbers Total Items Percentage
1 Identify the main idea 1, 8, 16, 20, 28 5 17%
2 Inference 2, 12, 13, 18, 27, 29, 30 7 23%
3 Reference 6, 11, 14, 23 4 13%
4 Specific information 3, 4, 9, 10, 17, 21, 24, 25, 26 9 30%
5 Vocabulary 5, 7, 15, 19, 22 5 17%
Total 30 100%
b. Construct Validity
This validity was used to the instruments which have some indicator to measure one aspect. The construct validity of the instruments are measured by evaluating the content whether all the content of the instrument concern to one aspect or not.
3.6.3 Level of Difficulties
The writer used the following formula to see the level of difficulty of the tests. It was calculated by the following formula:
Notes:
LD : level of difficulties
R : the number of the students who answer correctly N : the total number of the students
(Shohamy, 1985:79)
3.6.4 Discrimination Power
The writer used the following formula to see the discrimination power:
��= −
(Shohamy, 1985:81) The criteria were:
1. If the value is positive, it has discrimination because a large number or more knowledgeable students than poor students got the item correct. If the value was zero, it means no discrimination.
2. If the value is negative, it has negative discrimination because more low-level students than high-level students got the item correct.
3. In general, the higher discrimination index, the better, in the classroom situation most items should be higher than 0.20indexes.
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3.7 Data Analysis
In this research, there are two variables: independent and dependent variable. To collect the data of this research, the writer used test for two variables, they are self-esteem test and reading comprehension test. Self-esteem is the independent variable because the writer assumes that self-esteem influences the students’ reading achievement. The students’ reading achievement is classified as the dependent variable which is affected by the self-esteem. Having collected the data of two variables, the writer analyzed the data by using One-Way Anova with the significant value 0.05 that was computed by using SPSS.
3.8 Hypothesis Testing
The writer determined the criterion of the hypothesis acceptance. To decide whether the first hypothesis were accepted or rejected, the following criterion acceptance were used:
H0 = Fvalue<Ftable
H1 = Fvalue>Ftable
Notes:
Ho : there is no significant effect ofstudents’ self-esteem on their
reading comprehension achievement
H1 : there is a significant effect of students’ self-esteem and their
From the statements above, it means that:
1. If Fvalue > Ftable, it means that H1 is accepted and the null hypothesis (H0) is
rejected. It means that there is a significant effect ofstudents’ self-esteem on their reading comprehension achievement.
2. If Fvalue < Ftable, it means that H1 is rejected and the null hypothesis (H0) is
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter shows the research conclusions and suggestions.The explanation will be explained as follows:
5.1 Conclusions
In line with the results of the data analysis and discussions, the following conclusions are given:
1. There is a significant effect of students’ self-esteem on their reading comprehension. It is shown by the result of data analysis, the writer found that Fvalue > Ftable (14.099 > 3.275898). it means that, there is a significant effect of students’ self-esteem on their reading comprehension.Self-esteem affect the students’ reading comprehension achievement by making the
students be more confident and have more motivation in learning process, so that, it can improve their reading comprehension achievement.
the significant value of the scheffe on the students with high and low self-eesteem is 0.000 and the mean score of reading comprehension of students with high self-esteem is 75 and the mean score of reading comprehension of students with low self-esteem is 54.
3. The problems that are faced by the students with low self-esteem is to understand the meaning of the words. It is shown by the students’ answer of the interview that they get difficult to get the meaning of words in the text when they reading, so that, they do not believe that they can comprehend the text well. All students with low self-esteem says that they get difficult to get the meaning of words in the text when they reading, so that, they do not believe that they can comprehend the text well. They are also doubt when they answer the reading comprehension test, so that, their reading comprehension are bad.
5.2 Suggestions
Given the conclusions above, the writer wants to give suggestions as follows:
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2. The English teacher should help the students to establish or improve their self-esteem in order to create the positive environment by giving appreciation to the students, so that, they have positive appreciation on themselve. Besides that, the English teacher maynot underestimate the students to avoid students feeling imferior.
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