The Correlation between Reading Habit on Reading English Book and Students’ Grammatical Mastery of English Education Department Batch 2015 at Universitas Muhammadiyah Yogyakarta.

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A Skripsi

Submitted to the Faculty of Language Education In a Partial Fulfillment of the Requirements

For the degree Sarjana Pendidikan

Lalu Radi Myarta 20120540049

English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta

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i A Skripsi

Submitted to the Faculty of Language Education In a Partial Fulfillment of the Requirements

For the degree Sarjana Pendidikan

Lalu Radi Myarta 20120540049

English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta

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Along I have gone through many obstacles to complete the research, Allah gives His mercy to ease me during conducting the research. Therefore, I am very thankful to Allah swt.

By this, I would like to express his gratitude to the most people who

summoned up the writers’ courage in this research. This appreciation is addressed to

1. My beloved parents Lalu Safe’i and Nila Sari and also my youngest the only brother I love Lalu Rapi Muhammad Akbar who have countless time to support, motivate and courage the me in every helpless circumstances. 2. My great and magnificent supervisor, Dr. Suryanto, who had lead, taught and

motivated me to go through the research accomplishment.

3. All of my EED of UMY lecturers who have participated in my education. Thank you for devote your knowledge, patience, tolerance, and skill in my meaningful learning process.

4. My respondents who contribute the huge role in his research, thank you very much for being my respondent voluntarily.

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accomplished even though this is far away from perfect. I hope that this research will bring beneficial to other readers.

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Authenticity Statement ... iii

Acknowledgement ... iv

Table of Content ... vi

List of Table ... x

Abstract ... xiii

Chapter One ... 1

Introduction ... 1

Background of the Research ... 1

Statement of the Problem... 6

Limitation of the Problem ... 7

Question of the Research ... 8

Objective of the Research ... 8

Significance of the Research ... 8

Outline of the Research ... 9

Chapter Two ... 11

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Reading Habit ... 13

Types of Reading ... 14

The Purpose of Reading ... 15

The Problems of Reading ... 16

Grammar ... 18

Grammar Mastery ... 18

The Importance of the Grammar Mastery... 19

Improving Grammar Mastery ... 22

Measuring Grammar Mastery ... 23

Review of Related Study ... 27

Conceptual Framework ... 28

Hypothesis ... 30

Chapter Three ... 31

Methodology ... 31

Design of the Research ... 31

Setting of the Research ... 32

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Data Collection Method ... 33

Questionnaire ... 33

Grammar Test ... 36

Validity of Instrument... 37

The Validity of the Questionnaire ... 37

The Validity of Grammar ... 40

Reliability of Instrument ... 41

Reliability of Questionnaire ... 41

Reliability of Grammar Test ... 42

Analysis of the Research ... 43

Chapter Four ... 46

Finding and Discussion ... 46

Finding ... 46

Entire questionnaire items of the research ... 46

EED of UMY students’ reading habit on reading English book ... 60

The entire of grammar test analysis ... 61

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Discussion ... 79

Students’ reading habit on reading English book ... 79

Students’ grammatical mastery of EED of UMY batch 2015 ... 81

The correlation between reading habit on reading English book and students’ grammatical mastery ... 82

Chapter Five ... 83

Conclusion and Recommendation ... 83

Conclusion ... 83

Recommendation ... 84

Reference... 86

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Table 1. The subclass of grammar ...24

Table 2. The research correlational table ...30

Table 3. Table of score criteria ...34

Table 4. The list items of questionnaire ...35

Table 5. Grammar test ...37

Table 6. The validity of questionnaire ...38

Table 7. The reliability of the instrument ...42

Table 8. The criteria of reliability ...42

Table 9. Reliability Statistics ...43

Table 10. The categories of reading habit ...44

Table 11. The categories of grammar mastery ...44

Table 12. The criteria of correlation ...45

Table 13. Questionnaire of the research. ...46

Table 14. Descriptive statistics of questionnaire items ...48

Table 15. A1 ‘I read about three hours every day’ ...49

Table 16. A7 ‘I read about one hour every day’ ...50

Table 17. B6 ‘I have read English book since I was in elementary school’ ...51

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Table 20. C9 ‘I only read nonfiction texts such as newspaper, magazine, textbooks on various

books’ ...53

Table 21. E4 ‘I have a good reading habit’. ...54

Table 22. E16 ‘I have poor reading habit’ ...55

Table 23. F20 ‘I read English for doing assignments’ ...55

Table 24. G18 ‘I read English because my parents provide me with a lot of English books’ ...56

Table 25. G19 ‘I read English although my parents do not provide me with English books’ ...57

Table 26. G22 ‘I have no motivation to read English book because English is difficult’ ...58

Table 27. G24 ‘I read English book although it is difficult’ ...59

Table 28. H21 ‘I believe that reading can improve my grammar’ ...60

Table 29. Frequency table of total score ...61

Table 30. The component of grammar test ...62

Table 31. The code of test items ...62

Table 32. Descriptive statistic of grammar item ...65

Table 33. A9, Question number 9 ...66

Table 34. A14. Question number 14 ...67

Table 35. A24. Questionnaire number 24 ...68

Table 36. B2. Questionnaire number 4 ...68

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Table 41. C3. Questionnaire number 3 ...71

Table 52. Frequency table of total score ...77

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This research is aimed (1) to investigate reading habits of the students of English Education Department of Universitas Muhammadiyah Yogyakarta (EED UMY) batch 2015, (2) to reveal the grammatical mastery of EED UMY students, and (3) to find the correlation between students’ reading habit and their grammatical mastery at

EED UMY batch 2015. This study is correlational design. The data were collected from 102 students of EED of UMY batch 2015 using a questionnaire and test. The test consists of 25 grammar items while the questionnaire consists of 25 items.The data were analyzed using descriptive statistics and inferential statistics computed in SPSS 22. The findings show that students’ reading habit of EED of UMY is 36.38, which indicate a moderate category (28.4 – 36.6). Whereas, the finding of

grammatical mastery indicates 38.08 (≤ 27 –38.3). It means that students’ grammatical mastery is in low level. The correlation between reading habit and grammatical mastery is value 0.077 and significance level 0.441. It indicates that, the correlation between both variable is low or almost have no correlation and it is

followed by low significance level. From the result, the researcher concludes that the increasing reading habit is not followed by students’ grammatical mastery.

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Introduction

The first part of this thesis discusses an introduction that is about the

background of the study, statement of the problem, limitation of the study, questions of the research, the objective of the research and significance of the research,

statement of the study, and the last is outline of the study.

Background of the Research

In the recent day, most people do the communication to express themselves through a language by several means and one of them is reading. Reading is a bridge to connect people to learn from others. The need of increasing reader's

comprehension through reading, it opens the chance for the scholars, scientists, politicians and academicians to share their useful knowledge to public. People now can easily access a variety of books in the school and university provided the library which consisted of maybe thousand of free books to read. Most of the people share their knowledge by using international language due to many languages used by other people from other countries. English is international language that is often used by people to communicate, share and help people for teaching among a different

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Indonesian student required them at least to have a basic understanding of English.

Moreover, Indonesian students who have learnt English in university must have read a lot of English sources and at least have an easiness to understand what is written in the book. On that way, they could have attained deep understanding such as about vocabulary and grammar of the language. It means that most of the students should have no difficulties to read English text. However, in fact, students still have common difficulties such as understanding some part of grammar and vocabulary used to gain the meaning. The common difficulties include the understanding of the passive or active sentences, adjective, adverb and tenses and many other factors that second language learners can encounter in reading. Therefore, if students learn it intensively, they must be able to overcome the difficulties and be able to analyze and describe the time use and meaning of the statement that explains the context in the book.

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the text can lead the readers to the precise meaning. To execute that away, readers need an effort and knowledge about grammar to parse entire texts that he or she intended to grasp. Sometimes, readers are struggling hard to get the gist from

delivered message of the text to find particular information such as an important fact, data or just news, which are solely for entertainment. Moreover, reading habit is always consistent to reading the schedule and repetitive action. It means that when people or students have a short duration of reading time, less than one hours per day and not do it continuously, it can be said that students have a low reading habit. In contrary, if students read more than two hours per day repetitively, it shows that students have a good reading habit.

Moreover, there are several factors may influence the reading habit. First of all, most of the Indonesian students do not realize that reading needs a repeated action. Reading habit comes over the frequent of reading exercise in the amount of time so that it could be EFL student' activities. The second, other factors which are

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and learning, but now the protection is less decisive from the parents in the use of technology itself. The last is role from parents to control their children to use the technology. The control means that when a parent does not concern to introduce how to use proper technology for learning, they may use the technology such as phone or computer to access another think beyond their priority. Otherwise, students use the devices unproductively for their education

There are several factors that could develop a reading habit, first of all, "environmental influence, parental influence, and peer pressure and school

curriculum" (Adetunji and Oladeji, 2007). Sometimes, the environment consisted of students who have a good reading habit like classmates in the school or university; other students could probably be influenced by their classmates who have good reading habit. When students at home, they also supported by the family, where parents provide many books to pursue them to read. The second is about the grammar, According to Weisi (2012) "The grammar of the language explains the description in which words can change their forms and can be combined into sentences in that language" (p 147). By understanding grammar, it helps the student to parse every related word in the sentence, the form, and the meaning. In particular situation, students have less interest to read English book as they have lack

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unconsciously. Therefore, people or students cannot deny that the prior knowledge of the grammar of L2 has a high influence to help students to interpret the sentences. There will be a barrier between students and English book as the students have less knowledge of grammar and make them lazy to read. Moreover, grammatical

competence is considered to have the crucial role to identify each syntactic structure of the sentence and show how grammar knowledge assists to L2 reading

comprehension (Shiotsi and Weir, 2007, p. 99). The last is about the time, Nunan (2006) said that "reading is not something that every individual learns to do. An enormous amount of time, money, and effort spent on teaching reading than any other skill" (p. 249). In other words, students should have an eagerness to spend and

manage their time to read the English book.

Some phenomena also exist in the university where the researcher observes students in English Education Department at University of Muhammadiyah

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the researcher observations, students of EED batch 2015 who come to AMCOR is very small.

Based on the phenomena above, the students’ frequency to visit the reading

corner is very low and. It signifies that students have low reading habit. The low frequency to visit the library might be caused by the lack of interest and motivation to read English book in reading corner. If students have high interest and motivation in reading, they might come continually as they realize that reading corner or library promote their reading habit. Reading corner or library could actually assist to develop students’ reading skill and mastery of the language, enhance students’ knowledge and help them in their academic work. This indicates that students may have low reading habit as they rarely come to visit the reading corner or library.

The phenomena above are the issues to their reading habit. While students' grammatical mastery batch 2015 is still unknown due to students have not yet followed grammar test. Therefore, the researcher needs to measure students'

grammatical mastery. By that phenomenon, the researcher is interested to conduct the research about the correlation between reading habit and student grammar mastery in EED of UMY.

Statement of the Problem

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many years, especially in educational context, scholars have debated about the reading habit that has been dominated the discussion of its problems. Based on researcher’s observation in two reading centers, the problem of reading indicates the factor of lack willingness or motivation, less interesting and less free time in reading of EED may exist, but there might still another undiscovered problem. The

consequences if scholars have less concern about these problems, it will be affecting the facility use and lack of language acquisition. The library and another reading center provided by the university will have less visitors to come. It will have bad effects on students and their future. Besides that, the researcher does not have students' grammatical record due to they have not followed any official test such as TOEFL.

Limitation of the Problem

As the researcher mentioned previously, the researcher focuses on including a particular problem in this research about reading, grammar mastery, and its

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research. By that limitations, the researcher focuses on the correlation between English reading book and grammatical mastery of EED student batch 2015.

Question of the Research

In finding the correlation on this research, the researcher constructs the question as follow: ‘What is student's reading habit on reading English book at EED

of UMY?', ‘how is students' grammatical mastery in EED of UMY?', ‘what is the

correlation between reading habit on reading English book and student grammatical mastery in EED of UMY?'.

Objective of the Research

Based on the problems depicted above, the researcher conducts this research in order to find out student's reading habit on English book in EED of UMY, to know student's grammatical mastery in EED of UMY, to find out the significant correlation of reading habit on reading English book and grammatical mastery in EED of UMY.

Significance of the Research

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student reading habit and grammar mastery in batch 2015. The next batch may represent difference perception about reading habit and different grammar

comprehension level. The current research may help lectures to have a record about students’ reading habit and their grammar knowledge.

The next researcher. The researcher hopes that this research will help the next researcher to find the further issue about reading habit and its correlation toward students ‘grammar achievement. Therefore, this research gives a sight of how to

conduct the research with similar variables.

Outline of the Research

The researcher explicates the study which contains five chapters. The first chapter discusses the background of the research which defines the context and problem, statement and limitation of the problem, question of the research, objective of the research, significance of study and outline of the study.

Then, the second chapter of this study discusses the literature review which focuses on the definition of reading, reading habit, types of reading, purpose of reading and problem of reading, grammar mastery, the importance of grammar mastery, improving grammar mastery, measuring grammar mastery, the framework of the study and hypothesis.

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data analysis.

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Chapter Two Literature Review

In this chapter, the literature discusses reading habit and grammatical mastery. The points of reading focus on the definition of reading, reading habit, types of reading and purpose of reading, problems of reading, grammatical mastery, the importance of grammar, how to enhance and measure grammar knowledge, conceptual framework and hypothesis afterward.

Reading

Definition of reading. In this part, the researcher believes that there are so many thoughts of everyone who have dealt with the world of reading. Those thoughts are to be the main sources for today’s scholar to continue further observation over

today’s human reading habit which defines reading, the proficiency of EFL (English

foreign language learner) and reading component skills.

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Irvin (1998) described the reading process as a collaboration between what is in the head with what is written on the page and the interaction of what is in the head of what is on the page within a particular circumstance that causes students to

understand what they read. So, reading shows the ability for recognizing, examining and understanding the Information in the printed word. According to Toit (2001), reading is a process of contemplating, thinking, recollecting, and connecting the concepts under every written word. That definition refers to reading fluency, learning to recognize the most high-frequency word in text automatically, decoding words and using multiple strategies for inferring the variants of the familiar word including employing skill to parse the syntax of the sentence.

Reading can be an "interactive" process between a reader and a text. This process can build automaticity or reading fluency. In this process, the reader interacts dynamically with the text as he or she tries to understand the meaning and various kinds of knowledge used including systemic knowledge (through bottom-up

processing) as well as schematic knowledge (through top-down processing) (Heskam, 2005).

According to Sabatini (2013), reading has important components that can be considered as a reader proficiency in reading; these consist of six components: word recognition and decoding, vocabulary, morphological awareness, sentence

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though mastering all of the components might be time-consuming, but it obviously distributes depth knowledge to learners' comprehension about reading.

Reading habit. Reading habit is considered as the intensity of time consumed, how many books and what books they read (Shen, 2006). The time-consuming which base on the overview above is also supported by Iftanti (2012) who describes reading habit as a repetitive action which is often done by people

continually and unconsciously doing it. In additional, Reading consistently has been as a result of the repetitive action itself. Another author Akarsu (2014) says that those reading habits element could be changed and even form new reading habit due to the development of technology and reading facility. It means that reading habit is also influenced by today's technology. Students can easily sustain their reading habit through it. According to several authors Morris and Bloodgood (2003) say that good reading habit can be indicated by fluency, automaticity, accuracy and high interest of reading exercise, amount of reading, good ability in English. From the reported study, it has implied that reading habit increased by some indicators that represent the aspects of the reading habit. So, if students do not perform good at some indicators, they may have a low reading habit.

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Moreover, the amount of time is also deemed as reading habit due to the time consuming on reading activity. Taken from relevant research, this is explained by Akande (2007) says that students at university spend between 1-2 hours per day on reading. Another researcher, Karim (2007) classifies that students who spend around 7 to 9 hours per week on reading is at a good level.

Types of reading. Most of the readers, especially, students are required to recognize which types of reading are they. Recognizing self – reading types is an effective way to understand the reading passage. For instance, the assignment is given for analyzing the whole text meaning and attention to grammar form or grasp general understanding of the text, which types of reading will they use. Therefore, reading has its own particular types than other, namely intensive reading and extensive reading.

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their own. Intensive reading is good as it provides a base to learn structure, vocabulary, idiom to grasp the particular reading material.

The distinction of extensive from intensive reading is that L2 learner read a large number of books based on their linguistic competence (Richard and Bamford, 1998). That perception of extensive reading referred to the linguistic competence of how readers used to get a universal understanding of a text. The statement of universal understanding of a text is also supported by Long, and Richard (1971) reveal more specific that extensive reading "occurring when students read large amounts of high-interest material, usually out of class, concentrating on meaning, "reading for gist" and skipping unknown words" (p. 216). This implies that how does the reading course in the class run. In this course, the students are set to read a book that they are highly interested and choose by their own self. The purpose of it is to get pleasure, some information and a general understanding that is how the extensive generally works out within English text.

The purpose of reading. The various of reading elements such as strategy of reading, types, and text material have been the main object to be observed by several researchers. Moreover, they are increasingly interested to determine the exact

circumstances which lead readers to generate the inference within a text and conclude the purpose afterward. Reading generally is an interaction between book and reader, which based one purpose only.

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generally known as a reading for pleasure, accomplishing the specific task or exactly for both of them. According to Grabe and Stoller (2002) state that the objectives of reading consist of finding the information, learning a specific subject, to chain the information, or submit the needed information.

According to Narvaez and Ruiz (1999) in their research, they test the

participant in two separate sessions. The first test, they asked the participant to read the expository text and narrative text. The second session, the participants were asked to read two books, viruses and all about suicide. Based on the result of this test, they revealed that "reading purpose (studying or entertainment) significantly affected three types of on-line responses: repetitions, knowledge break and evaluation" (p. 6). This research reveals that reading for studying or entertainment generally influence reader to act repetition more often to gain meaning and attain more information, then evaluate it.

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According to Akyway and Ogeyik (2009) revealed that foreign language learner dislikes reading in the foreign language for having joy because of the language problem in short of lack fluency and vocabulary. The lack knowledge of English grammar and unfamiliar word is assumed to be a deficiency of students to grasp overall message conveyed in the sentence (Weisi, 2012). Considering to the essential of grammar and vocabulary surpass the important of reading strategy and metacognitive knowledge.

According to Fayaz (2012), he reveals that students from rural area spend 1-2 hours on reading per day and students from urban spend 2-3 hours per day on

reading. It can be inferred that time consuming on reading can be influenced geographically. Students in the rural area may have less facility accommodation of book from their school and teacher with lack experience of how to lead students read in intensive time. Despite that, parents role indicate low concern about reading itself. Parents should be able to pursue them managing timetable to spend their time in many activities like playing a game, sport and technology. Otherwise, they will lose control over the time that they intensively focus on one activity, and others are not efficiently use. Whereas, in an urban area, they are managing the time intensively on the variety of activities, precisely on reading improve their knowledge and skill. Therefore, parents perform moral responsibility for their children.

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supported by Department of Education and Skills (1999) stated that positive attitude and motivation are crucial for development in literacy ad numeracy. The motivation is not always arise from internal, but teacher who involves in teaching on reading should encourage reader motivation by all means, and how teacher handled unmotivated reader.

All of the issues above are considered to be the primary factor to rising the problem of reading. Regarding the problem of reading which touch many areas and one of it, according to Iftanti (2012) students may have assumed as the poor reading habit by identified them as passive reading, purposeless reading, and regression. There are many problems toward reading material have been found.

Grammar

Grammar mastery. Grammar is an explanation about the structure of the language, include of how to combine the phrases or a word formed in accordance with the rule of a language. In this research, the field of grammar is too wide to be described thoroughly. So, syntactic functions are involved as a part of grammar which used to measure respondent comprehension through visual activity that the researcher calls as reading.

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arrangement and blend of words to form a correct and meaningful sentence grammatically.

Learners could not deny that grammar is necessary and playing the important part of the target language they have learned. Learners are required to master at least the basic system of that language to avoid misinterpretation of the information. Lock (1997) defined that grammar is a bunch of rule which determines the grammar of the language involving two aspects. The aspects constitute an arrangement of word and the internal structure of the word. The same ideas to what it had proposed after that by Brown (2001) states that grammar is a group of the rule governing the

conventional arrangement and relationship of words in words or sentence.

All of the thought above is referring to the combination between word and how to change the word into a sentence. To do that, students should master syntactic function regarding word, noun, verb, modifier, phrases, clauses are needed to be understood in the very earlier inception. According to Kuhn and Stahl (2003) to drill the L2 reader by dissect the sentences into a good phrase and giving them a text were aimed to promote their comprehension to a significant level of comprehension.

The importance of the grammar mastery. Grammar truly plays a

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Meanwhile, there are so many books, magazines and newspapers are printed in English. This is a wide door open up for L2 (second language learner) to grasp the gist of message or information of that materials by their grammar knowledge. It means that a grammar dominantly takes apart in analyzing a structure of language from someone’s thought. In order, they can write a group of words which contain

academic information or something else more educative and informative. Follow up the response of the scholar about grammar competence is argued to be indispensable for classifying syntactic relation of a part sentence (Jung, 2009).

In other description, a syntactic relation is a mechanism for combining the word together and produce acceptable sense to provide an easy way to understand each word. Moreover, knowledge of grammar has a chance to dissect sentence in order to be able to analyze, pars and ultimately elicit the unfamiliar tenses structure to develop an understanding of grammar itself. The significant rule of grammar in identifying entire related word component may need grammar competence with ways break the sentence apart at the beginning especially in reading. Besides that, grammar can help L2 to construct a group of the word to what it comes to be meaningful language. Also, the grammar function firstly determines a rule in the use of time, present continuous tense, for example, its orientation is providing a running event. Since the aim is to reveal how a situation is happening at the moment, the correct tense should be deployed.

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experience will use a certain structure that explicates the moment at the time or past, so a reader can determine which particular tenses are appropriate to use in describing the event. Meanwhile, by possessing grammar knowledge, the reader probably encounter many various kinds of tenses in reading materials that will help the reader recognize the situation and able to gain the meaning. Otherwise, the reader will confuse as well. As it is generally known that English grammar has sixteen tenses, but some are often deployed in the book such as past tense and present tense. Basically, the common tenses used is present and past, both of them still have root division that based on the time it intended to describe the event. Realizing the form of time use exist in a sentence, readers' grammar competence will work to analyze the subject, noun, object and what changing verb is addressed to time use in a sentence. Researcher draw a conclusion that grammar comprehension critically plays a significant role in reading, as it functionality is helping a reader to generate an inference of varied syntactic word relation. Xu and Zhang (2015) said that interior and exterior level have the functionality to analyze a discourse. Interior analysis refers to break down the linguistic unit such as structure, cohesive device, coherence and the objective in which it is to cultivate learners' ability to classify and applying recognizing grammatical unit. While exterior analysis words that are uttered and composed in the particular situation.

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This is a familiar issue that a word in English can contain double meaning even more, but the point is that reading provides a real context where each word is used to

describe an event which fit in the situation. In this context, reader's sociolinguistic competence are called back to work as a device to help the reader gain the meaning of particular some particular words. According to Claire and Mizne (1997)

sociolinguistic is "The study of language in context; the study of how situational factors (such as time; setting; age, sex, and gender of the participants) affect the language which being used and sociolinguistic competence is the ability to produce utterances appropriate to the social situation in which they are spoken", (p.11).

Improving grammar mastery. Grammar is to be indispensable for language learner which can be mastered in many ways. By learning grammar theory, students can practice it through reading. An activity that is not giving a stress for the students, but it is fascinating to be done is reading a book independently. However, reading contain many real contexts endeavor to describe a situation of the story in a book. There are several contexts in reading as means to help students developing their grammar, but the more focus of those is creating a context of a situation. This is where the students should focus on a particular passage which explicates any

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passage and the last is mode decide that whether the passage decomposed in spoken language or written language.

Based on the explanation above, the students will be able to understand and recognize the lexical choices and syntactical features on the passage. Besides that, all aspects involved students’ analyzing on the structure of the content. That will

encourage the students to grasp the implied meaning of the passage and sharpened students’ grammar and become acquainted with very kind of structure. In an attempt to develop grammar mastery, learning a model can be useful to expand grammar field mastery. The model breakdown into two kinds, namely the inductive and deductive. Inductive learning executes by seeing an example of a certain sentence and analyze the rules of grammar. Cohen and Macaro (2007) assumed this model in mastering the grammar as discovery rule, Where is deductive learning, in other definition still include reading which learns the rule of grammar from a book or teacher then put the rule in the sentence.

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Words. Words are a group of the alphabet that creates a particular meaning include word of noun, verb, subject and command. It is official can be affirmed that words are a unit of grammar as it has a lot of function in the grammar usage to form a sentence. The English language has an enormous amount of words as it is known that around millions of word, include the word which used often and rarely used. Imagine that, how the students are very required to learn a word as their basic foundation in order assist them to form a meaningful reference of the sentence.

Words contain several main clauses in grammar; they are noun, verb, adjective, pronoun, preposition, determiner and conjunction. All word classes are still divided into sub-classes as it shown in the table;

Table 1. The subclass of grammar VERB

Determiner Adverb Adjective Main

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Walk Auxiliary do; Should

Demonstrative;

this, that, those. Quickly Angry

Run

Clause. The clause is a construction of words or phrase, which contain a meaning, and pattern included subject and verb. The common thing of clause word namely independent clause and dependent clause, which often construct a full-related sentence understandably. The example of dependent clause and independent clause. This is the example of both independent and independent clauses.

Independent clause: Belitung is a city

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If independent clause and dependent clause are combined, it will be a complex sentence.

Sentence elements

Sentence element is a unit that is constructing full sentence or clause. Here are the examples. Full sentence: Two shepherds are very kindly

Subject: He Verb: is making Object: a cup of coffee Full sentence: He is making a

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attempt to make complete sentence based on the expression of time. The tenses that generally use are being discussed present tense, past tense and future. In this research, present tense can be broken into three tenses, simple present, simple continuous and simple future. Whereas past tense, can be divided into three tense, simple past tense, past continuous and past perfect. The next is future tense, which covered simple future, future continuous and future perfect. These tense will be used in one of the test instrument to measure students’ grammatical mastery.

Review of Related Studies

In this research area, there have been many researchers that conducted research about reading and its' correlation in grammar mastery. One related study from Setiyaningsih (2013). Her research title is about “The correlation study between students' grammar mastery and their reading ability at the eighth-grade students of junior high school 12 Purworejo in academic year 2012/2013". The research design of this study is research survey, and the population were at the eighth students of SMP N 12 Purworejo. The total population of this research was 64

students. In collecting the data, researcher used two tests namely grammar and reading test. The test consisted of 50 questions. 25 questions of grammar test and 25 questionnaires of reading habit. The researcher concluded that there was no

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reading ability is in bad category. Therefore, there is no significant correlation between grammar mastery and reading ability. The result obtained the from critical value of the Pearson r with the 5 % significant level is 0.317 and the computation value of grammar test, and reading is 0.119. It means that the result obtained from the computation is lower than its critical value. The researcher concludes that there is no significant correlation.

Another researcher title is "The Correlation between Reading Habit and Grammar Mastery at English Education Department Batch 2012 of Universitas Muhammadiyah Yogyakarta". This research is conducted by Risa Nurfadhilah. She stated, "Not all students of English Education Department (EED) of Universitas Muhammadiyah Yogyakarta (UMY) have high motivation to read, and high English grammar mastery." The statement underpinned the object of the research to students habit at EED of UMY, students' grammar mastery, and its' correlation. The data of the research were collected from 81 of undergraduate students of batch 2012. In this research, the researcher used the questionnaire to measure reading habit, and she took grammar score of the Structure and Written Expression Section of TOEFL in

International Language Testing Class.

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significant correlation between reading habit and grammar mastery of EED UMY. This is shown by the correlation p-value was in 0.08. Whereas, correlation of two variables r=0.945.

There are several differences between Nurfadhilahs’ (2012) research and the current research. The previous research observed batch 2012 and the recent research observes students batch 2015. On the other hand, the recent research used almost the same instrument with the old research, but the recent research measured students’ grammatical mastery through grammar test, while the old research used TOEFL test and grammar score of the structure. In the recent test, the researcher included modal auxiliary, verb tense, adjective and adverb in the test item. The current researcher adapted the test items from two websites that recommended by the expert,

www.owl.english.purdue.edu/excercise/2/ and www.grammarbank.com. The

researcher choose the aforementioned items because those four parts of grammar are considered to be difficult to learn. Based on the researcher observation, the current research and the previous research conducted by Nurfadilahs’ (2012) research is distinct in the terms of test instruments and the research participants.

Conceptual Framework

Grammar has a considerable contribution in a language that used to

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tenses.

Focus on the first variable of this research; reading is one of the four skills that requires serious grammar focus in reading. It helps the students to recognize each related words and ultimately combine them into an acceptable to the meaningful sentence. Moreover, reading contain so many structures of the sentence, patterns, and rules. These obstacles will be exposed by the students. As a result, hopes to come, students’ understanding and knowledge of both variables should have developed by this unconscious exercise of reading. Therefore, no matter kind of English books they have read, that will improve students’ grammatical mastery as they pertain each other

Table 2. The research correlational table

Hypothesis

The effort to answer research questions, the hypothesis are created whether there is correlation between reading English book and students’ grammar mastery in EED of UMY batch 2015/2016 or not. The researcher made two hypothesis to disclose the correlation between reading English book and grammatical mastery. The first is alternative (Ha), which there is correlation between reading habit on reading English books and students’ grammatical mastery at EED of UMY. The second is null hypothesis (Ho), which there is no correlation between reading English books and students’ grammatical mastery at EED of UMY.

Reading English

Books

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Methodology

This chapter provides the discussion about the methodology that is used in this study. The following methodology discusses the research design at the very early, subsequently; the discussion will be about research setting, population and sampling, data collection method, and the last is data analysis.

Design of the Research

This research aimed to find out the correlation between two variables. Reading habit on reading English book as the first variable that generally represents the habit, specifically, all of English book that students interested to read often. Whereas, the second was grammatical mastery as the second variable. Meanwhile, finding the correlation between reading and grammatical mastery of EED UMY was the priority of conducting this research. As a large number of data, which would be collected in EED of UMY batch 2015, the researcher needs to quantify the data from the population. By that means, the researcher used quantitative approach. The

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This research was conducted in English Education Department of UMY. The researcher chose EED of UMY due to three reasons. The first reason, the researcher found that the students have the characteristic of what researcher need to observe. The second, they had learned grammar structures in the subject of the Capita Selecta on Grammar and they had learned reading in the subject of Reading and Writing for Career Development, but grammar and reading habit have not measured yet. The third, the researcher concerned that reading habit and grammar mastery at EED of UMY need to observe in an attempt to expose students' reading habit toward grammar mastery. Therefore, the researcher is interested to conduct the research in EED of UMY batch 2015.

The researcher had conducted this research between September and October 2016. In this research, the researcher has depth consideration over the population and sample that involved in this study. The researcher took one week to collect the data from 102 students by distributing the questionnaire and grammar test. The data were based on students' willingness and accessible to fill the questionnaire and test. Therefore, the researcher claimed that batch 2015 was available and might represent the entire population of the research.

Population and Sample of the Research

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UMY batch 2015/2016 in the third semester. The total number of population in the university where the researcher took place were divided into four classes, then, the total number of populations were 145. According to Arikunto (2013), if the

population less than 100, it is preferable to take the whole number populations and if the population is more than 100, then, the sample can be taken around 10%-15% or 20%-25% and more. Therefore, the researcher decided to take 70 % of 145, which means 102 samples. The researcher chose a new batch because the records about their reading habit and grammar are still unknown.

Sample. Regarding selecting samples, the researcher used a convenience-sampling technique to select respondent, which fit the need in this study.

Convenience sampling is an act of choosing the sample based on populations' willingness to be observed (Creswell, 2009). The researcher uses this convenience sampling to produce reliable data. Reliable data comes from the population who is willing to answer the question based on their feeling without any force. To get a good result from piloting, the researcher draws the sample from one of four classes to measure which items are valid.

Data Collection Method

In the process of collecting the data, the researcher has two ways:

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research, the researcher collected the data for two days. The first day, the researcher provided questionnaire in accordance to the need of being measured and distributed to students batch 2015. These students were already divided into four classes by campus. Each class averagely consisted of 36 or 30. The total number of statements were 26. The researcher distributed questionnaires in class A,B,C and D. Before students continued to fill the questionnaire; the researcher gave some instruction as well as it needed.

The time allocation is given to students about 10 minutes to gain good result from 26 statement that written on the sheets, and it must be answered directly by students. The procedures of answering the questions, students just give a mark such as circling or crossing in the answer. After they answered, the researcher collected all questionnaire sheets. The questionnaire of this research used Likert scale. According to Ankur (2013), Likert scale is the scale that allows respondent identify their feeling intensity about agreement and disagreement from items. The response was addressed to the given items in the questionnaire. The researcher applied to range 1-4 scale in each response. The researcher considered that did not include neutral because the researcher wanted to get an exact answer from the population with no doubt.

Table 3. Table of score criteria

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Agree 3

Strongly Agree 4

Also, the questionnaire of this research is constructed as follow:

Table 4. The list items of questionnaire

No Indicator Item Total

1 (A)The amount of reading practice 1,7,8,15, 4

2 (B)The length of time of having reading habit

6,2,12,13,14 5

3 (C) The types of text read 5,3,9 3

4 (D) The number of books read 10,11 2

5 (E) The respondents’ claim on their reading habit

4,16 2

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The questionnaire above used to disclose students' reading habit. The

researcher adjusted by adding some statements on the questionnaire, which is number 6. "I have read English book since I was in elementary," number 7. "I have read English book soon when I have free time," and 21. "I believe reading can improve my grammar." Those items were added as it relevant to the current research and its population.

Grammar Test. Grammatical mastery is the second variable, which is considered as a dependent variable. The dependent variable is a determinant of this research to identify the relationship between the variables in this research. In this research, the grammar measurement was accomplished by a test. The test consisted of multiple choice. The researcher used the tests that have given the expert judgment by the competent lecture who has good understanding in grammar. The test measured the grammar comprehension by considering the complexity and the clarity of materials and components which accordance to fresh batch 2015 of EED at UMY. The total of the questions in the test is 25. To answer the questions, the researcher gave instruction as follow: the students should write their name, class and batch in the

English

8 (H) The beliefs of students about reading English text

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carefully, then give the answer by giving a mark (x) or (√). The time given was 15

minutes for answering the question. Then, submit the answer sheets if all questions have been answered. Each component presented the items, namely modal auxiliary, verb tense, adverb, and adjective.

Table 5. Grammar test

No Grammar components Amount

1 (A) Modal auxiliary 1,8,9,15,24

2 (B) Verb tense 2,5,12,18,21

3 (C) Adverb and adjective 3,4,6,7,10,11,13,14,

16,17,19,20,22,23,25

Validity of Instrument

The validity of the questionnaire. The validity contains the amount of accuracy of how are instruments answering the question and making a proper inference of the study (Sullivan, 2011). The instrument is measured for the interpretation to denote whether the instrument can reveal the validity of the

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not valid. The table below shows the result of piloting as follow.

Table 6. The validity of questionnaire

No R count r table Information

1 0.327 0.3 Valid

2 0.135 0.3 Not valid

3 0.301 0.3 Valid

4 0.301 0.3 Valid

5 0.270 0.3 Not valid

6 0.412 0.3 Valid

7 0.310 0.3 Valid

8 0.210 0.3 Not valid

9 0.366 0.3 Valid

10 0.034 0.3 Not valid

11 0.058 0.3 Not valid

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14 0.312 0.3 Valid

15 0.218 0.3 Not valid

16 0.357 0.3 Valid

17 0.173 0.3 Not valid

18 0.368 0.3 Valid

19 0.425 0.3 Valid

20 0.392 0.3 Valid

21 0.443 0.3 Valid

22 0.399 0.3 Valid

23 0.065 0.3 Not valid

24 0.453 0.3 Valid

25 0.103 0.3 Not valid

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instrument. There are 14 as valid of 26 items. So, there are 12 items which are not valid. The total valid items in the questionnaire that were used were 14 questions.

The validity of grammar test. In this test, the researcher used expert judgments to reanalyze the test regarding grammar section test. Two experts were involved in this process. The experts analyzed the construct validity of this test. The grammar test questions overall had been consulted to them, and they considered that the test had met the construct validity so that they allowed to distribute the test with several considerations such as test construction, complexity, and question structures.

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a. Don’t like/are working b. Would like/ worked c. Like/ worked

d. Don’t like/ didn’t like e. Will like/ were working

In this question, the researcher marked the wrong answer, so the researcher changed this answer and from A – E became A – D as follow:

Most of people ___ being disturbed while they ____

a. Don’t like/are working b. Would like/ worked c. Like/ worked

d. Will like/ were working

The researcher revised the test thoroughly according to the experts' feedback. Upon the above revisions, this test was considered to be constructively valid and could be distributed.

Reliability of Instrument

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This research shows the criteria of the value in three grade according to Sekaran (2000) showed in the table below:

Table 8. The criteria of reliability

1. 0.8 – 1.0 Good

2. 0.6 – 0.799 Moderate

3. < 0.6 Not good

Based on the table above, the result of the reliability that is in moderate level (0,679).

Reliability of grammar test. The reliability of grammar test needs to be measured to make sure that the questions were good enough and qualified to be distributed. The table below indicates the value of the grammar test. The researcher used the same tool SPSS 22 to perform Cronbach's Alpha technique.

Cronbach’s Alpa N of Items

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Based on the table of reliability result above, the score was 0.657 indicating that the reliability was at a moderate level.

Analysis of the Research

In analyzing both reading habit and grammar mastery, the researcher used descriptive statistics and inferential statistics to analyze the data. Descriptive statistics displayed the score of reading habits and grammar mastery. The descriptive statistics deals the mean as the central tendency of group values, median as the score from the lower to highest values, and mode as the highest frequency of the values. Then, after gaining all the values from the descriptive statistics analysis, the research used inferential statistic to display the correlation between reading habit and grammar mastery. The researcher utilized Statistical Package for the Social Science (SPSS) version 22 and Microsoft Excel in order to ease analyzing the data.

In the process of measuring the reading habit, the researcher adopted the questionnaire from Iftanti, (2012) in her research title, “Survey of the English reading

habit of EFL student in Indonesia". The indicators of reading habit can be seen in Table 2. In the questionnaire, the researcher used 4 scaled that based on likert scale.

Cronbach’s

Alpa N of Items

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with uncertainty. Overall, the result of the questionnaire will be categorized. Based on interval formula (Supratno, 2000), the category of reading habit can be seen in the table below.

Table 10. The categories of reading habit

≤ 28.3 Low

28.4 – 36.6 Moderate

≥ 36.7 High

In the process of measuring grammar mastery, the researcher distributed the grammar test in the form of multiple choice. The test was adopted from the website, which was recommended by the experts. Table 10 below is the standard categories to measure the level of students' grammar mastery:

Table 11. The categories of grammar mastery

≤ 27 – 38.3 Low

34 – 49.9 Middle

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correlation between reading habit and grammar mastery. According to Leedy and Ormrod (2001) said that it is very important to observe in what extent the researcher finds the correlations between two variables according to the degree of how good the data of each had been calculated. Therefore, the researcher used Pearson Product Moment correlation via SPSS version 22 to know the correlation between reading English book as independent variable and students grammatical mastery as the dependent variable. There are standard values to measure the strength of correlation between two variables. According to Sugiyono (2003), there are five criteria, which show the strength of the correlation between variables.

Table 12. The criteria of correlation

Interval of coefficient The level of correlation

0.00 - 0.199 Very low

0.20 – 0.399 Low

0.40 – 0.599 Moderate

0.60 – 0.799 Strong

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Finding and Discussion

In this chapter, the researcher discusses the finding of the data analysis. The findings are the results of data collection and data analyzed by using SPSS. These results from data collection are used to answer the research questions. The research questions are: ‘What is student's reading habit on English book in EED in UMY?', ‘how is students' grammatical mastery in EED of UMY?', and ‘what is the correlation

between reading habit on reading English book and students’ grammatical mastery in EED of UMY?'. Afterward, the final data can reveal whether the findings correspond or not to the researcher hypothesis.

Finding

Entire questionnaire items of the research. The results of questionnaires have been inputted in the SPSS program. At hand, the researcher already has descriptive statistic data that encode from raw data. The raw data of the questionnaires are displayed in the table below;

Table 13. Questionnaire of the research.

No of items Coding Question

1 A1 I read about three hours every day.

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6 B6 I have read English book since I was in elementary school.

7 A7 I read about one hour every day.

9 C9

I only read nonfiction texts such as newspaper, magazine, textbooks on various books.

14 B14 I have read English book since I was in university.

16 E16 I have poor reading habit.

18 G18 I read English because my parents provide me with a lot of English books.

19 G19 I read English although my parents do not provide me with English books.

20 F20 I read English for doing assignments.

21 H21 I believe that reading can improve my grammar.

22 G22 I have no motivation to read English book because English is difficult.

24 G24 I read English book although it with.

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N Mean

Std.

Deviation Skewness Statistic Statistic Statistic Statistic Std. Error

A1 102 2.44 .778 .200 .239

C3 102 2.83 .564 -.699 .239

E4 102 2.52 .767 .402 .239

B6 102 2.95 .709 -.100 .239

A7 102 2.66 .777 .041 .239

C9 102 2.32 .692 .386 .239

B14 102 2.33 .836 .027 .239

E16 102 2.46 .817 -.484 .239

G18 102 2.10 .589 .277 .239

Q19 102 2.70 .701 -.556 .239

F20 102 2.97 .737 -.709 .239

H21 102 3.30 .642 -.603 .239

G22 102 1.93 .707 .269 .239

G24 102 2.86 .661 -.476 .239

Valid N (listwise)

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they are normally distributed if the skewness value is between – 1 and +1. The data are normal since the skewness score of each item in the table indicates no skewness due to no range less than –1 or more than +1.

The frequency of questionnaire items analysis. In this part, the researcher displayed frequency data of questionnaire items.

The amount of reading practice

From the statement above, the table display that nine students (8.8%)

disagree (SD), 48 students (47.1%) disagree (D), 36 students (35.3%) agree (A), and nine students (8.8%) strongly agree (SA) toward the statement. From the report

Table 15. A1 ‘I read about three hours every day.'

Frequency Percent

Valid Percent

Cumulative Percent Valid Strongly

disagree

9 8.8 8.8 8.8

Disagree 48 47.1 47.1 55.9

Agree 36 35.3 35.3 91.2

Strongly agree 9 8.8 8.8 100.0

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(55.9%) students do not read English book for three hours every day. It means that half of students were not able to read for three hours per day.

Table 16. A7 ‘I read about one hour every day.'

Frequency Percent

Valid Percent

disagree

5 4.9 4.9 4.9

Disagree 39 38.2 38.2 43.1

Agree 44 43.1 43.1 86.3

Strongly agree 14 13.7 13.7 100.0

Total 102 100.0 100.0

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Table 17. B6 ‘I have read English book since I was in elementary school.'

The table above depicts that one student (1.0%) do not read English book at elementary school and 25 students (24.5) do not read English book in elementary school. In contrast, 54 students (52.9%) have read English book since elementary school, and 22 students (21.6%). It can be concluded that 76 students (74.5%) have started to read English book since in elementary school.

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The table above shows that 17 students (16.7%) who strongly disagree (SA) and 41 students (40.2%) also disagree (D) to the statement. Moreover, 37 students (36.3%) agree (A) that they read English book since in university and seven students (6.9%) also strongly agree (SA) to the statement. The description above reveals that 44 students (42.12%) read English book when they are studying in university. It means that, students read English book when they are active in university. The types of text read

disagree

Table 19. C3 ‘I read various kinds of reading texts'.

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From the table above, it show that two students (2.0%) strongly disagree (SD) to the statement and 20 students (19.6) disagree (D). Whereas, 73 students (71.6%) agree (A) to the statement and seven students (6.9%), agree (A) to the statement as well. From the description above, 80 students (77.15%) will able to read various kinds of reading texts. It means that, most of students were interested to read many kinds of English books.

Table 20. C9 ‘I only read nonfiction texts such as newspaper, magazine, textbooks on various books’

Frequency Percent

Valid Percent

disagree

8 7.8 7.8 7.8

Disagree 58 56.9 56.9 64.7

Agree 31 30.4 30.4 95.1

Total 102 100.0 100.0

The table above depicts that eight students (7.8%) strongly disagree (SA) to the statement and 58 students (56.9%) also disagree (A) toward the statement.

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students (4.9%) strongly agree to the statement. This report indicates that 36 students (34.13%) only read nonfiction texts such as newspaper, magazine, and textbooks on various books.

The respondents’ claim on their reading habit

The table above depicts that five students (4.9%) strongly disagree (SD) with the statement and 51 students (50.0%) disagree (D). Moreover, 34 students (33.3%) agree (A) that they have a good reading habit and 12 students (11.8) strongly agree (SA) to the statement. It can be concluded that about 46 students (44.11%) are deemed to have a good reading habit.

Table 21. E4 ‘I have a good reading habit’.

Frequency Percent

Valid Percent

disagree

5 4.9 4.9 4.9

Disagree 51 50.0 50.0 54.9

Agree 34 33.3 33.3 88.2

Strongly agree 12 11.8 11.8 100.0

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.

The table above performs that 16 students (15.7%) firm that they strongly disagree (SD) to have a poor reading habit, and 28 students (27.5%), disagree (D). Around 53 students (52.0%) agree (A) that they have poor reading habit and other five students (4.9%) strongly disagree (SA) with the statement. This analysis was generalized that around 44 students (43.13%) stated that they have good reading habit.

The purpose of reading English text

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The table above shows that five students (4.9%) strongly disagree (SD) that they read English book just for doing assignment and other 14 students (13.7%) also disagree with the statement. Moreover, there are 62 students (60.8%) agree (A) that they read English book for doing assignment and other 21 students (20.6%) strongly agree with the statements. From the report above, 83 students (80.14%) read English book just for doing the assignment.

The motivation of students to read English

Table 24. G18 ‘I read English because my parents provide me with a lot of English books’

disagree

5 4.9 4.9 4.9

Disagree 14 13.7 13.7 18.6

Agree 62 60.8 60.8 79.4

Strongly agree 21 20.6 20.6 100.0

Total 102 100.0 100.0

Frequency Percent

Valid Percent

disagree

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The table above shows that 12 students (11.8%) do not read English book because their parents do not provide English book to them and 69 students (67.6%) as well have the same issue. Whereas 20 students (19.6%) read English book as their parents provide them English book and one student (1.0%) strongly agrees with the statement. This can be told that 21 students (20.6%) are being provided English book by their parents.

Table 25. G19 ‘I read English although my parents do not provide me with English books’

Agree 20 19.6 19.6 99.0

Total 102 100.0 100.0

Frequency Percent

Valid Percent

disagree

6 5.9 5.9 5.9

Disagree 27 26.5 26.5 32.4

Agree 61 59.8 59.8 92.2

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The table above displays that six students (5.9%) do not read English book if their parents do not provide them English book and other 27 students (26.5%) also disagree (D) toward the statement. Differently, 61 students (59.8%) agree (A) toward the statement, because they read English book as their parents provide them and other eight students (7.8%) also strongly agree (SA) to the statement. From the report, it stated that 69 students (66.16%) read English book as they have provided English book by their parents.

Table 26. G22 ‘I have no motivation to read English book because English is difficult’

Frequency Percent

Valid Percent

disagree

28 27.5 27.5 27.5

Disagree 54 52.9 52.9 80.4

Agree 19 18.6 18.6 99.0

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they have no motivation to read English book as English is difficult and other 54 students (52.9%) also disagree to the statement. Moreover, 19 students (18.6%) agree (A) that they have no motivation to read English book because it is difficult and another one student (1.0%) strongly agree with the statement above. Based on the description above, 82 students (79.14%) have motivation to keep reading English book even though it is difficult.

Table 27. G24 ‘I read English book although it is difficult’

The table above shows that 3 students (2.9%) will not read English book if it is difficult for them and it draws by other 21 students (20.6%) who disagree (D) to the statement. Meanwhile, 65 students (63.7%) agree (A) to keep reading English book although it is difficult and other 13 students (12.7%) also agree toward the

Frequency Percent

Valid Percent

disagree

3 2.9 2.9 2.9

Disagree 21 20.6 20.6 23.5

Agree 65 63.7 63.7 87.3

Strongly agree 13 12.7 12.7 100.0

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though it is difficult.

The beliefs of students about reading English text

Table 28. H21 ‘I believe that reading can improve my grammar’

Frequency Percent

Valid Percent

disagree

1 1.0 1.0 1.0

Disagree 7 6.9 6.9 7.8

Agree 54 52.9 52.9 60.8

Strongly agree 40 39.2 39.2 100.0

Total 102 100.0 100.0

According to the table above, one student (1.0%) strongly disagree (SD) that reading can improve the grammar, and other seven students (6.9%) disagree toward the statement above. Meanwhile, 54 students (52.9%) agree (A) that reading English can improve their grammar and other 40 students (59.2%) strongly agree toward the statement. The description above shows that around 94 students (91.11%) perceive that reading can improve their grammar.

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to gain the total number of each item, the researcher uses Ms.Excel to calculate it. Afterward, the results are moved to SPSS and analyze it for finding the mean of the questionnaires. By that means, the results from SPSS computation can determine the level of students' reading habit in EED of UMY. See the table below.

The table above shows the result from the frequency of total score of reading habit. Based on table 7. ‘The category of reading habit' reveals that students who have score ≤ 28.3 are considered to have a low reading habit. Whereas students who

have score in between, 28.4 – 36.6 are considered as moderate level. Moreover, students who reach score ≥ 36.7 are considered to have a high reading habit. Based on the table above, students mean score lies on 36.38 which more than 36.7.

Therefore, students of EED of UMY batch 2015 are considered to have high reading habit according to the category of reading habit on table 7.

The entire of grammar test analysis. In this paragraph, the researcher shows several components of the test items, normality of the test question and displays the

Table 29. Frequency table of total score

N Minimum Maximum Mean Std. Deviation

Reading 102 26 47 36.38 3.670

Valid N (listwise)