THE CORRELATION BETWEEN STUDENTS’ READING
MOTIVATION AND TECHNOLOGY USED IN READING ACADEMIC BOOKS
THESIS
By:
Linda Kusuma Ningtias Pratama
201110100311152
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
THE CORRELATION BETWEEN STUDENTS’ READING
MOTIVATION AND TECHNOLOGY USED IN READING ACADEMIC BOOKS
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Language Education
By:
Linda Kusuma Ningtias Pratama
v
MOTTO AND DEDICATION
Life isn’t about proving to
someone else that we are better than
anybody else. Life is about proving to ourselves that we are
getting better everyday
Shoot for the moon.
Even if you miss, you’ll land among the stars.
-Brian
Littrel-I dedicated my thesis to:
My beloved father and mother who always support me
Thanks for every prayer, patient, and love for me,
My lovely sisters, thanks for spending your time to share,
ACKNOWLEDGEMENTS
Alhamdulillahirrabil’alamin, the researcher always believes that there is a
rainbow after rain. After facing many obstacles in these four years, finally she can
see the beautiful rainbow. In the name of Allah SWT, with His blessing, kindness,
love, and time that is given to her, the researcher can complete this thesis. The
deepest thanks is also delivered to my advisors Mr. Bayu H. Wicaksono, M.Ed,.
Ph.D and Mrs. Laela H. Nurbatra, M.A., M.EdLead which their time, thought,
advice, and suggest, the researcher can accomplish this thesis.
Then, thanks to my parents for every support and do’a in any condition.
Also for my sisters, thanks for our ‘share time’, always listening to my complaint
and anything. It is the therapy for me on healing my negative thinking. Last but
not least, special thanks to my gangs, Euis, Lusy, Fariha, Adnin, Ajeng, Anik, and
Lena for our incredible time to support, share, discuss, and also help me to reread
my thesis chapter by chapter.
Finally, for all my respondents, English Language Education Department
students, thanks for your spare time and chance to answer my questionnaires.
Then, for all people around me that the researcher cannot mention one by one,
thanks for every moment, time, chance, and attention to me which makes me
ix
1.2 Statement of Problem ... 4
1.3 Purpose of Study ... 4
1.4 Hypothesis ... 4
1.5 Significance of the Study ... 4
1.6 Scope and Limitation of the Study ... 5
1.7 Definition of Key Terms ... 5
CHAPTER II ... 7
2.1 The Importance of Reading ... 7
2.2 Reading Process ... 8
2.3 Motivation Toward Reading Activity ... 12
2.4 Technology ... 14
2.5 Technology Use in Education ... 15
2.6 Technology Devices ... 18
2.7 Related Studies ... 20
CHAPTER III ... 22
3.1 Research Design ... 22
3.2 Data Collection ... 23
3.2 Population and Sample ... 23
3.4 Research Instrument ... 24
3.4 Validity and Reliability ... 26
3.4 Procedures of Data Collection ... 27
3.4 Data Analysis ... 28
CHAPTER IV ... 29
4.1 Validity and Reliability of Questionnaire ... 29
4.2 The Correlation between Two Variables ... 30
4.3 Discussion ... 32
CHAPTER V ... 34
5.1 Conclusion ... 34
5.2 Suggestions ... 35
REFERENCES ... 36
APPENDICES ... 39
APPENDIX I ... 39
xi
REFERENCES
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Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education Eighth Edition (8 ed.). Belmont, Canada: Wadsworth, Cengage Learning.
Cambria, J., & Guthrie, J. T. (2010). Motivating and Engaging Students in Reading. The NERA Journal, 46(1), 16-29.
Chauhan, P., & Lal, P. (2012). Impact of Information Technology on Reading Habits of College Students. International Journal Of Research Review in Engineering Science and Technology, 1(1), 6.
Chen, M. (2010, September, 16). If Technology Motivates Students, Let's Use It!
Retrieved August, 13, 2015, from
http://www.edutopia.org/blog/motivating-students-technology
Clark, C., & Rumbold, K. (2006). Reading for Pleasure: A Research Overview.
National Literacy Trust, 1-35.
Cole, P. B. (2009). Young Adult Literature. New York: McGraw-Hill.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4 ed.). Boston: Pearson Eduvation, Inc.
Dale, K., & Deutcman, S. (2010). The Power of Technology, The Power of
Equality [Electronic Version], from
https://www.whitehouse.gov/blog/2010/07/20/power-technology-power-equality-0
Dash, N., & Dash, M. (2007). Teaching English as an Additional Language. New Delhi: ATLANTIC publishers and distributors (P)Ltd.
DeLoatch, P. (2015, May, 2). The Four Negative Sides of Technology. Retrieved
August, 13, 2015, from
https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
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Retrieved August, 13, 2015, from
https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
Franken, R. E. (2007). Human Motivation (6th ed.). USA: Thomson.
Fraenkel, J. R., & Wallen, N. E. (2009). How to Design and Evaluate Research in Education (7 ed.). New York: McGraw-Hill
GreatSchools. (2015). Get Ready for College Reading. Retrieved November, 16th 2015, from http://www.greatschools.org/gk/articles/ready-for-college-reading/
Harvey, A., & Woodall. (2009). Integrating Technology into the Classroom: How Does It Impact Student Achievement?
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http://www.thejakartapost.com/news/2009/11/29/developing-children039s-reading-habits.html#sthash.uEIueNv3.dpuf
Leipzig, D. H. (2001). What is Reading? [Electronic Version]. Retrieved November, 4th 2015, from http://www.readingrockets.org/article/what-reading
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Pangerapan, S. A. (2015, March, 23). Pengguna Internet Indonesia 2014, Sebanyak 88,1 Juta (34,9%). Retrieved August, 11, 2015, from http://www.apjii.or.id/read/content/info-terkini/301/pengguna-internet-indonesia-tahun-2014-sebanyak-88.html
Picton, I. (2014). The Impact of Ebooks on the Reading Motivation and Reading Skills of Children and Young People: A rapid literature review. London: National Literacy Trusto. Document Number)
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CHAPTER I
INTRODUCTION
Recently, the problem of reading motivation which is affected by technology
used makes students less interest to read books. Regarding to that problem, in this
chapter, the researcher presents background of the study, statement of problem,
purpose of study, hypothesis of the research, significance of the study, scope and
limitation of the study, and definition of key term as an introduction to lead the
readers to understand this research. Each point is presented as below.
1.1 Background of the study
Reading is one of receptive skills where these skills depend on our sense
to obtain the information similar to listening activity. Dash and Dash (2007)
defined that "reading and listening are the receptive side of language work
(p.36)”. They also said that receptive skill is the passive aspect of language
learning. As the receptive and passive skills, it means that whether reading or
listening is only receiving the information through our sense such as eyes and
ears. In short, some researchers thought that receptive is easier than productive
skills based on how the way to get the information. Thus, receptive skills are skills
which rely on our sense to get the information such as reading and listening.
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four skills can be understood as "the foundation on which language learning is
built (2007)”. So that, every skill in language learning is important.
The second important point is comprehension skill. Reading activity is
about comprehending and catching the idea of the text which can enhance our
knowledge. Comprehending the text means that we know what the text is about.
Cole (2009) said that "comprehension skills include connecting to prior
experiences, questioning, clarifying, and monitoring for meaning, making
predictions, and interferences, summarizing, and visualizing text (p.45)”. Without
knowing the meaning of the text, people will find some difficulties to read the text
and get the idea. Therefore, reading comprehension is important to lead us
understanding the text easily.
Indeed, reading a book without those two main points above is impossible.
It happens because those main points cover the entire thing that people need to
read a book. Nonetheless, reading activity is not only talking about the need of
language and comprehension skills, but we need something called motivation.
Cambria and Guthrie (2010) argued that there are two sides of reading; skill and
will (p.16). Side of skill is already discussed above and the other side is the will to
read. In „will‟ side, it is about motivation to read. So, we do not only need skills,
but we need a „will‟ to read a book.
Talking about motivation in reading, a research posited that students‟
reading motivation, especially in Indonesia is low. A research survey from United
Nation Educational Scientific and Cultural Organization (UNESCO) in 2012
shows that reading interest in Indonesia is coming to 0,001 point which means
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(LinggaPos, 2013). From the research data above, there are many factors why it
might happen. One of the factors is the lack of motivation to read books. Low and
high motivation depend on every single person where less or more of motivation
will persuade us. In other word, motivation is as a mental power which comes
from our inner and outer self. So, to anticipate the lack of reading interest in
Indonesia, we have to know how to drive our motivation that leads us toward
reading books continuously.
“A motivation in reading appears in positive and negative form (Cambria
& Guthrie, 2010)”. A positive form of motivation will lead us toward reading, but
a negative form will drive students away from reading books. Because of
technology development where students use gadget every day, some students‟
motivation change into negative form and push them away from reading books.
“A literacy survey posited that almost all (97%) students had access to electronic
devices”. That survey also showed that “68.7% students like reading on screen
than on paper (Picton, 2014)”. It means that almost all students had gadget and
more likely to read from gadget than books. Regarding this case, the use of gadget
gives negative impact toward their motivation to read books, especially academic
books.
From the explanation above, anxious about the use of technology which
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their lecturers. Besides, almost all of students use gadget such as cell phone, tablet
PC, and laptop in learning activities and unfortunately the negative effects of the
technology used plays major role in their reading habits.
1.2 Statement of Problem
Dealing with the problem stated in the background of study, the researcher
is trying to prove the fact above through a research question. The research
question is arranged in the statement of problem as below.
Does the existence of technology hinder the English Language Education Departments‟ student at UMM to read printed version of academic books?
1.3 Purpose of Study
In relation with the problem above, the researcher explain the purpose of
this study is to identify whether or not the existence of technology hinders the
English Language Education Departments‟ student at University of
Muhammadiyah Malang to read printed version of academic books.
1.4 Hypothesis
1. Null hypothesis (Ho): Students‟ reading motivation does not correlate with
the existence of technology provided in reading academic books of English
Language Education Department students‟ at UMM.
2. Alternative hypothesis (Hi): Students‟ reading motivation does correlate with
the existence of technology provided in reading academic books of English
Language Education Department students‟ at UMM.
1.5 Significance of the Study
Answering the readers‟ need through this research, the researcher expects
that this research will give some benefits for students, teachers and also the
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contribution; first, in developing knowledge as reference to support the theory
which already exist in the field of this study. Then, the second is to expanding the
students thought about reading motivation. So, this research is expected to give
further information for readers to develop their knowledge.
Besides, in practically, the researcher hopes that this research; first, can
informing the teachers as consideration in teaching learning process. So, the
teacher can decide the best way how to face students with lack of interest in
reading books. Last but not least, is to manage the students‟ habit in using
technology, gadget wisely. Through this research, students will learn how to
control their self in using gadget while teachers will learn how to improve
students‟ motivation in reading books.
1.6 Scope and Limitation of the Study
The scope of this present study is the correlation between students‟
reading motivation and technology use in reading academic books. Then, the
limitation of this research is the English Language Education Department
students‟ in University of Muhammadiyah Malang who uses the technology in
their daily life, such as mobile phone, laptop, and tablet PC in learning activities.
The researcher chooses a hundred students from more than thousand students to
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Gadget : Gadget or electronic device is a small device or machine
with a particular purpose such as computers, tablets, and
phones (University, 2008) & (Picton, 2014).
Academic book : A book which relating to schools, colleges and universities
or connected with studying and thinking, not with
practical skills.
After the researcher explained some points about the basic information on
the present study, chapter two will discuss some theoretical overview about what
reading is, process of reading, motivation, motivation in reading activity,
