GRADUATING PAPER
Submitted to the Board o f Examiners as a partial o f the requirements For the degree o f Sarjana Pendidikan Islam (S.Pd.I)
in English Department
B y:
FATKHUR ROZAOIYAH NIM : 123 06 005
E N G L ISH D E PA R T M E N T OF E D U C A T IO N FA C U L T Y STATE ISLAM IC STU DIES IN ST IT U T E (ST A IN )
M IN IST R Y OF R E L IG IO U S A FFA IR S
STATE ISLAM IC ST U D IE S IN ST IT U T E (STA IN) SA LATIG A Jl. Stadion 03 Phone. 0298 323706 Salatiga 50721 Website: www.stainsalatiga.ac.id E-mail: administrasi@stainsalatiga.ac.id
D EC LARA TIO N
In the name o f Allah, the M ost Gracious and the Most Merciful.
Hereby the researcher fully declares that this Graduating paper is made by the researcher herself, and it is not containing materials written or has been published by other “people” ideas except the information from the reference.
The researcher capable account this for graduating paper if in the future this graduating paper can be proved o f containing others idea or in fact the researcher imitate the other graduating paper.
This declaration is made by the writer to be understood.
Salatiga, August 11th, 2010 Researcher
STA TEM E NT OF CER T IFIC A T IO N
A CO RR ELATIV E STU DY O F R EA DIN G IN T E R E ST TO R EA DIN G CO M PR EH EN SIO N OF TH E SE C O N D Y E A R ST U D E N T S O F SM K A L
FALAH SA L A T IG A IN T H E AC C A D E M IC Y E A R O F 2010/2011
FATK H U R R O Z A O IY A H NIM . 123 06 005
Has been brought to the board o f examiners in August, 3 1 st 2010 M / Ramadhan, 2 1 st 1431 H, and hereby considered to completely fullfillment o f the requirement
for the degree o f Sarjana Pendidikan Islam (S.Pd.I) in The English and Educational Faculty.
Salatiga,
August, 31 sti2010M Ramadhan, 21st 1431 H Board o f examiners
D r. I la h m a fH a m a d i, M .Pd NIP.) 19670112 199203 1 005
2nd examiner
Prof. Dr. H. M uh. Zuhri1. M. A'g-J ■' M aslihatul Um am i, S.Pd.I, M .A
NIP. 19530326 197803 1 001 NIP. 19800513 200312 2 003
Consultant R uw andi, S. Pd. M .A
N ik 19661225 200003 1 002
MOTTO
When You Wholeheartedly Adopt A “W ith A d Your
Heart" A ttitu de A n d (jo Out W ith Yhe (Positive
Principles, You Con (Do Incredi6Ce Yhin
^
o
Yhe Modest, (Be Pgspectful O f Other A n d Yry Yo
This graduating paper is whole heartedly dedicated to:
1. My beloved father (Suwamo) and my beloved mother (Latifah,) you are
inspiration in my life, thanks for your support, trust, finance, encouragement
and everlasting prayer, may I can stand without you.
2. My beloved sisters and brother, Mb Jannah, mb umi, mas fat and dhe’
Halimah, thanks for your kindness, togetherness and your prayer and my
nephew Abyan Alimi love you so much, also my beloved grand father and
grand mother.
3. My dearest friend, Ella, ZhaQy, Vella, Uzly, UnnuxT, Doweeks, udhin, mb
M a’un,City and kukuh.
4. The big family o f Islamic Boarding School Al Falah Salatiga.
ACKNOWLEDGEMENT
In the name o f Allah, the m ost gracious, the most merciful, the lord o f
universe, because o f Him, the writer could finish this graduating paper as one o f
the requirement for Sarjana Pendidikan in English Department o f Educational
faculty o f State Islamic Studies Institute (STAIN) Salatiga in 2010.
Secondly, peace and salutation always be given to our Prophet
Muhammad SAW who has guided us from the darkness to the lightness.
This paper entitled “The Influence o f listening English songs habit toward
vocabulary mastery o f the first year students o f SMK Al Falah Salatiga in
academic year o f 2009/2010” is presented as partial fulfillment for the Sarjana
Degree at English Department o f the Salatiga State Islamic Studies Institute
(STAIN). In writing this paper, the writer is guidance and support by several
people, so it can be finished, although there are still many mistakes. The writer
would like to thank to:
1. Dr. Imam Sutomo, M. Ag, the Head o f State Islamic Studies Institute
(STAIN) Salatiga.
2. Dr. Sa’adi, M.Ag, as a chief o f Education Faculty.
3. Mrs M aslikhatul Umami, S.Pd.I, M.A as a chief o f English Department.
4. Especially to M r Ruwandi, M.A as a consultant who has educated
supported, directed and given the writer advice, suggestion, and
recommendation for this graduating paper from beginning until the end.
5. All o f the lecturers in English department.
7. All o f the staff who have helped the writer in processing o f graduating paper
administration.
8. M y beloved father (Suwamo) and mother (Latifah), thanks all support, trust,
finance, encouragement, and pray.
9. Mr&Mrs.Zoemri.RWS thanks for support, praying, and your knowledge.
10. All o f my friends who can’t the writer mention it that has helped m e to
finish this Graduating paper.
Finally this thesis is expected to be able to provide useful knowledge and
information to the readers. And the writer is pleased to accept more suggestion
and contribution from the reader for the improvement o f the graduating paper.
Salatiga, it August, 2010
Writer
ABSTRACT
Fatkhur Rozaqiyah. 2010. A C orrelative Study o f Reading Interest to Reading Comprehension, A Case Study o f The Second Year Students o f SM K A L-Falah Salatiga in the Accadem ic Year o f 2010/2011.
The goal o f this graduating paper is investigating the correlation between reading interest to reading comprehension which focuses on problems: (1) How far is the score o f reading interest (2) How far is the score o f reading comprehension (3) How far is the influence o f reading interest to reading Comprehension.
The score of reading interest o f the second year students o f SMK AL- Falah Salatiga, according to writer is fair enough from the percentage o f reading interest score is (62,73%) The score o f reading comprehension in the second years students o f SMK AL-Falah Salatiga, according to writer,is good because the score o f the percentage o f reading comprehension score is (67,69%)
There is positive correlation between reading interest and reading comprehension because the score o f arithmetic is 0,87 after is consulted with critical r in the level o f significant o f 5 %, it is found that critical r for the number o f sample 26 is 0,388 it means mean that the research hypothesis saying that is correlation between reading interest and reading comprehension is received. It is proved that rh > rt (0,87 > 0,38)
This graduating paper is quantitative case study; with questionnaire and test, questionnaire in this research is question or statements about student’s interest given to the students to find out information about how far their reading interest is. Test is a measurement which is given to individual to get his or her pure score; the test used in this research is reading comprehension test to find out student mastery in reading.
After the writer find out the result o f research, that reading interest contributes a lot to reading comprehension, student should know their reading intensity to get more interest and reach the reading comprehension.
Keyword: Correlation, Reading, Interest, Comprehension.
T IT L E ... i
DECLARATION... ii
ATTENTIVE CONSELOR N O T E S ... iii
STATEMENT OF CERTIFICA TIO N ... iv
M O T T O ... v
DEDICATION... vi
ACKNOW LEDGENM ENT... vii
ABSTRACT... ix
TABLE OF CONTENT... x
LIST OF T A B L E ... xii
C H A P T E R I IN TRO D U C TIO N A. The Background o f the S tu d y ... 1
B. Identification o f the Problem s... 3
C. Limitation o f the Problems... 4
D. Statements o f the Problem s... 4
E. The Objectives o f the Research... 5
F. The Significance o f the Study... 5
G. Definition o f Key T e rm ... 6
H. H ypothesis... 7
I. Research M ethodology... 7
CHAPTER H REVIEW OF RELATED LITERATURE
A. Definition o f Reading... 11
B. The Important Aspect to Improve Reading Skill 12 C. Strategies to R e a d ... 15
D. Extensive and Intensive R e a d in g ... 16
E. Reading Com prehension... 17
F. Related Reading and Com prehension... 21
G. Reading Interest ... 23
H. Causes o f Reading Failure ... 25
CHAPTER HI RESEARCH REPORT A. Data Presen tatio n ... 26
B. Research M eth o d o lo g y ... 28
C. Research V ariable... 30
CHAPTER IV DISCUSSION A. The Analysis ... 35
B. Interpretation on the Research R e s u lt... 41
CHAPTER V CLOSURE A. C onclusion... 42
B. Suggestion... 43
BIBLIOGRAPHY
APPENDIX
TABLE I The Teachers and Staff SMK Al Falah S a la tig a ... 26
TABLE II The Name o f Sample ... 27
TABLE III The Score o f Reading In terest... 30
TABLE IV The Score o f Reading C om prehension... 31
TABLE V The Score o f Reading In terest... 36
TABLE VI The Score o f Reading Com prehension... 37
TABLE VII Product Moment Table ... 39
7
help understand the text. Reading is an understanding a message conveyed by
the writer through visual and non visual information (Fauziati, 2002:139)
3. Interest
Is the feeling of attentiveness or curiosity aroused by something
(Grolier, 1981: 502).
4. Comprehension
Power of the understanding to receive the contain ideas. (Grolier,
1981:208).
H. Hypothesis
Hypothesis is a predicated is answers o f the research problem with
data. (Arikunto, 1993:102) The alternative hypothesis in this research is as
follow:
1. There is a positive correlation between reading interest and reading
comprehension.
2. There is a significant correlation between reading comprehension and
reading interest.
I. Research Methodology
1. Approach
In this research the writer used a quantitative approach.
Quantitative is a process o f to getting knowledge by using a number of
2. Types o f the research
This is a correlation research. This is to find out the correlation
between two variables or more. The first variable reading interest (x) and
the second variables is reading comprehension (y). (Margono, 2006:9).
3. Population and Sample
a. Population
Suharsimi Arikunto states “population is all members of the
research subjects” (Arikunto, 1993:102). The population in this
research o f this research is the second year students o f SMK AL
FALAH Salatiga. The total number of population is 26 that are
consisting of 21 male and 5 female students.
b. Sample
Sample is a part of total population having heterogeneous
characteristic (Sugiyono, 2007:620). The writer used a total sample of
the second year sstudents o f A1 -Falah and consists o f 26 students.
4. Data Analysis
To calculate the data obtained, the writer uses the data as follows:
1. To calculate the score of reading interest, the writer uses formula as
9
P : Percentage
I X : The sum o f reading interest score
N : Number o f the samples
2. To calculate the score o f reading comprehension, the writer uses
formula as follows:
y v
P = — x 100% N
By witch:
P : Percentage
ZY : The sum o f reading interest score
N : Number if the samples
3. To calculate the correlation between reading interest and reading
comprehension, the with
" ‘ p r s ' p r s ' j
Where:
r : Correlation coefficient o f variable X and Y
2'JCY : The sum o f the product multiplying and reading test scores
and the Questionnaire’s scores
UC : The sum o f the reading interest scores
E7 : The sum o f reading comprehension scores
2
Z ( f ) : The sum o f reading comprehension square
N : The total number o f samples
5. Out Line o f the Thesis.
This thesis consists of five chapters, which is systemized as
follows:
Chapter I introduction; consist of the problem, the identification
o f problem, limitation o f the problem, the formulization of the problem,
the objective of the research, the significance o f the research, definition of
key term, hypothesis, research methodology, thesis outline
Chapter II Deal with theoretical review o f reading
comprehension consist of definition of reading, important aspects to
improve reading skill , the strategies to reading, extensive and intensive
reading, reading comprehension, related reading and comprehension,
reading interest, role o f reading interest, cause of reading failure.
Chapter III is research report and data presentation which
contains general situation o f SMK Al - Falah Salatiga, and data
presentation.
Chapter IV is analysis of with discussion, the result of the
research and implication o f the research.
Chapter V is closure; consist o f conclusion, suggestion
Bibliography
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Definition of Reading
There are many definitions and the goals o f reading because o f the
complexity o f the reading process. It is suitable to discuss the differences
among point o f views.
According to Rudolph Fleshch in the “Why Johnny can’t read and you
can do about it”, at reading means getting meaning from each letter stands for
and he can read.
According to Daniel Hittleman, in “Development Reading” : A
psycholinguistic perspective that reading is a verbal process interrelated with
thinking and with all other communication abilities as listening, speaking and
writing. Specifically, reading is the process of reconstructing from the printed
patterns on the page the ideas and information intended by the author.
Reading is an interactive and interpretative process (Fauziati,
2002:139). The students process their background knowledge and the printed
text using specific skills and strategies from expectations or predictions about
the text, selection and using the most productive cues to confirm or reject
those predictions, through Reading and Discussion.
Reading involves more than word recognition, and comprehension is a
vital aspects of reading. Students must know the text whole comprehension;
students should bring to the premises at time as significant to reading as what
is actually written on it.
B. The Important Aspects to Improve Reading Skill
To reach the reading comprehension, there are elements that are
important to growth in reading comprehension physical as health, mental
health, and intelligence, maturity background of experience, role o f the
learner, and role o f the teacher (Dalmam, 1982: 27).
1. Physical Health
The physical health is essential in the learning process nervous
tension and even can reduce enjoyment and interest in reading.
To provide the help o f healthful physical environment, it must be
takeover o f rest and exercise, the function part of body it’s foundation
necessary, sight receive the images o f an object. The learner who has low
sight they will get difficulties in reading the low sight they will get the
target in the reading. Teacher’s focus to the students that has problem with
eye and focus on how is the way to read well.
2. Hearing
Learner who suffers from hearing is at a distinct disadvantage of
losing the oral explanation from the teacher’s oral explanation. The sharp
o f auditory is necessary in the process of learning to read. Hearing loss
may be no more common among poor readers than among good readers.
13
explanation by teacher. So that, the learner who has low hearing will
reduce than those hearing.
3. Speech
Normal speech development is an advantage in early reading
instruction. The learner with a speech obstacle the teacher o f reading has
to identify the difficulties and realize that students with a speech obstacle
may not be able to produce correctly the sound products. Informal speech
development, it’s the answer to reduce that obstacles.
Learner who has speech obstacle will get difficulties and will be
distressed when reading loud voice and he may get stress usually when the
learner will read with load voice even do not want to read.
4. Mental Health
Safe feeling is the basic development in the growth in readings self
confidence is a basic to perform better in any activity. A feeling of
successful performance and a strong desire to achieve this may cannot
learn up to capacity, in reading or in anything else. May case used by
anxieties, frustration and the sense o f failure. To create students be
accepted and respected effort is help it.
To get successful in the process of learning to read, teachers must
know the learner capabilities, teachers need to set reading program to
improve the capacity of reading of the learner to comprehend better what
5. Intelligence
Intelligence and reading ability have the close relation. The cultural
background and environment are likely to effect between reading and
intelligence test. The correlation between intelligence test and reading test
means that a large parts of an intelligence test it’s closely related to the
ability to read.
The students’ intelligence may be unclear in early stage of
learning, to read than later. There are many students who are slow to find
the target o f reading. Teachers must support them to reach their aims in
reading.
6. Maturity
Age should be taken into consideration in the planning reading of
program for the students. It is a matter of dispute, that physical maturity is
necessaiy and usually a characteristic that does not influence the learning
process in reading.
7. Background of experience
Acquiring meaning is related to previous experience of the
students. The experience related to other words and ideals in the sentence.
It may learner has personal experience.
8. Attitude o f students
It is connected with students’ interest in reading and motivation in
15
should be the teacher’s duty to provide or help the students reach their
goal.
Activities will show new experience in the capabilities o f reading
interest and reading comprehension.
9. Attitude of The Teacher
Teacher is the most important role in reading program. Such
reading material, reading curriculum, the teachers successful in reading
must be considered to achieve the effective ways o f teaching reading and
his teaching accordingly.
C. Strategies to Read
The students need to read affective by get ease so that they can reach
the goal o f reading well. Learner must decide reading goal, because will help
learners to reach the aims of far instance skimming or scanning. (
Djiwandono, 2002:76).
There are three activities in reading, before reading, while reading and
after reading. In the first steps or before reading, learner should arrange the
question about the main idea and the answer in the while reading. Activities
after reading is use to know, what that questions are answered well. This way
is suitable to the learner who is studying to big knowledge.
Effective’s ways to read vastly to get the new information in the target
vastly in reading, skimming and scanning is solution. Skimming is the act to
take essence from the object. Skimming in reading is look for the essence in
D. Extensive and Intensive Reading.
Students need to be involved both extensive and intensive reading to
get maximum on their reading.
1. Extensive reading program
Extensive reading program for development o f learner word
recognitions such appropriate materials, guidance, task and facilities.
a. Extensive reading material
Extensive reading material should be in the fundamental
condition because students should read the reading material which they
can mastery. There are struggle to understand every word; they can
hardly be reading for pleasure. For the case teacher should be
provides books which improve their reading.
b. Setting up a library
Library with suitable book is necessary; library will not have
been wasted if the students take part in extensive reading program.
c. The role of teacher
Teacher roles are crucial because most o f learner will not do a
lot o f extensive reading by themselves. May the teacher need to
promote reading, persuade students o f its benefit.
d. Extensive reading task
To rich the goal o f reading the students should be report task on
their reading in a number ways so that teacher should be prompt
17
2. Intensive reading and the role o f teacher
The teacher needs to tell exactly what the reading purpose is giving
the learner instruction how to achieve it. Teacher observes learner progress
in reading, give learner the task. Teacher may lead a feedback session to
check that they have completed the task successfully and always ask to say
where in the text founded in learner’s answer (Harmer, 1988: 110-113),
E. Reading Comprehension
Comprehension is an absolute necessity in the reading. Reading with
comprehension is meant constructing meaning from what is being perceived in
writing, in fact. Reading without understanding should not be called reading,
for reading necessarily involves comprehending.
1. Method to developing reading comprehension
Student who can perform their ability in reading do not lie to use
the strategies increase their reading, so that the students may:
• Establish a goal o f principal part to reading
• During, before, and after reading the students have to asking the
questions
• A drawing, map, chart, diagram, have to show through retelling story
that they have understood the purpose of what they have read.
• Teacher writers a little paragraph or story to identify the topic
sentences.
Make more and more competition with each friend. With this way
teachers also make sure the materials are interesting and teach that they
should establish a background of experience and knowledge to the reading
assignment.
Literal comprehension is the meaning of words and sentences
In the literal meaning words and sentences, the student should be able to
recognize, locate, and elaborate explicitly in the main idea, significant
details sequence, direction and so on .Therefore they must be able to
answer the questions required literally.
2. Good and Poor Comprehend
a. Good comprehend
Reading comprehension may have ability to pronounce the
printed word. Good comprehend are capable o f mastering the words
accurately. May students have master thousands o f word accurately or
may students have master thousands o f words or vocabulary, and
show install, good readers always pay much attention to the
information relevant their purpose by read in the largest unit
appropriate with the task.
The indicator o f good comprehender possesses the ability to:
1) Associate experiences and meaning with the graphics symbol (have
an adequate meaning vocabulary).
2) Understand words in context and select the meaning o f that’s fits
19
3) Give meaning to units o f increasing size: the phrase, clause,
sentence, paragraph, and whole selection.
4) Develop literal and denotative meaning (be able to answer literal
question about a passage)
• Detect and understand the main idea.
• Recognize and recall significant fact or details.
• Follow directions given in the material.
• Recognize the sequence o f a passage.
• Identify explicitly stated expressions o f relationship, such as
cause-effect, contrast, comparison.
5) Develop an understanding o f the organization (be able to answer
question calling for an analysis, synthesis, or organization o f ideas
and information explicitly stated)
• Identify the basis o f paragraph organization; for example,
comparison-contrast, cause-effect, classification or
categorization, enumerative sequence, time sequence, size,
distance, position or degree, general to specific, thesis-proof
pattern, opinion-reason pattern, problem-solution pattern,
narrative-description pattern, definition pattern.
• Summarize, outline, underline, and take notes on the material
read.
6) Develop inferential, interpretative, or connotative meaning o f the
• Make inferences, draw conclusions, generalize, speculate, or
predict.
• Interpret figurative expressions.
• Supply implied details.
• Anticipate outcomes.
7) Make judgments or critical evaluations about the material:
• Evaluate the quality, accuracy, truthfulness, and
appropriateness, o f what read.
• Determine whether the text affirms, denies, or fails to express
an opinion about a suppose fact or condition.
• Detect propaganda, one sided presentation, prejudices, biases,
and faulty inferences.
• Evaluate the writer’s reputation, biases, purposes, and motives.
• Detect errors o f reasoning, analogy, over generalization, over
implication, and distortion.
8) Reading for learning:
• Retain ideas.
• Apply ideas and integrate them with pass experience.
• Reads maps, graphs, chart.
• Use the dictionary
9) Read for appreciation:
21
• Identify the tone, theme, mood, and intent or purpose the
writer. (Dechant, 1982:314)
b. Poor comprehend
The poor readers are more concerned with word identification.
They read the text in a word by word manner with a minimum o f task
organization at a higher level. When the materials are read, the
students can understand. The poor comprehend on reading may
increase obstacles to face unfamiliar words. Uncorrected errors
especially in oral reading were made by students. It they can not cut
the meaning o f the task, they get difficulties to correct their problems
on the reading task.
F. Related Reading and Comprehension
Reading necessarily involves comprehension. Sometimes reading
certainly implies comprehension. Context generally serves to make meaning
to make meaning clear preserving us for the undesirable necessity of using
familiar words in unfamiliar ways or o f inventing unfamiliar words for
familiar purposes (Smith, 1982: 5).
When students enjoy reading a book and sometimes it does not but
students have been repeat reading and scarcely understood a word. Such
flexibility does not illustrate a flaw o f language but rather its boundless
productivity.
The Distinction between reading with comprehension and reading.
them at all. When there is no possibility o f comprehension of a meaning and
it’s important to make the situation clear. Reading is something that makes
sense to the students, and always should.
The understand comprehension theoretically is o f crucial importance in
the study o f reading. There are some problems in comprehension, the problem
is not a quantity o f any thing and therefore cannot be measured.
Comprehension is not an opposite of ignorance, and therefore is not
quantifiable as the accumulation o f a certain number o f facts or items of
information.
Comprehension is more appropriately regarded as a state the opposite
o f confusion comprehension in reading task, repairing an appliance or trying
to find the way through the traffic downtown.
The greatest in the students’ read is depend on the health environment
situation, because if the learner grow up in the environment that give the bad
effect may not get the good situation to create concentration in process of
study (Musthafa, 2005: 118 ).
Environment effort to improve the reading abilities and can be
stimulate. It can be achieved through habitual action in reading more one more
in other parts o f the schools day, reading out o f the class, as well as through
the use of practice exercises specifically set up to provide improvement in the
readings skills. Activities other than reading, can serve as an important means
23
The close relation between environment and comprehension, its benefit
to create the power o f motivation which is made for stimulating purpose on
the part of learner.
G. Reading Interest
The lack of interest in reading may make the poor reading or reading
failure. Student interest also improves students reading achievement.
Interest is the functions o f soul to reach something and come from
inner powerful the problem are learner will not read consideration of
motivation and an interest in reading is the answer that problem.
Students may learn to read because are motivated bay base personal
needs. Little by little the students become skill in reading and become interest
by self awareness.
1. The interest role
Interest is set o f attending, the tender to give selective attention to
something.
Interest appears trough the communication o f basic needs and the
mean used to satisfy the learner. The basic needs o f personal capable such
self esteem of others, Curiosity or success.
With reading interest the students learn to use reading as a mean of
enjoyment studying and thinking also will prepare in order to provide time
for reading interest to determines how much students will read or even
whether they will become and more important the area within which
The ladder and lure described development o f interest in reading,
teacher and parent must be make lured to their children or students,
reading failure are lack o f attention, the poor o f concentration also get
difficulties to established interest and obstacles.
Material that too difficult it may make the problem in the
motivation, and may be help through their progresses and awareness.
2. Method to improve reading interest
After the students are skillful to read they must make reading as a
hobby. To achieve this, should make decision to grow up reading interest
with good condition at home. The method can be as follows:
• The positive remarks from parent
• Provide the interesting books and magazines are which appropriate
with learners’ hobby
• Parents should to discuss with their children about the content of the
books, magazines, and newspapers.
• Story tells and read with louder sound, and one other material that
improve their reading interest.
3. The school role
The role o f teacher to grow up reading interest is by creating the
conducive information, as the following.
• The teacher must show to the students and their reading interest.
• Provide the materials which are suitable with learners necessity.
25
H. Causes of Reading Failure
There are many causes o f reading failure such as personal
maladjustment. The part of maladjustment may even cause problems with
reading; painful emotional events early during effort at reading may turn to
students. Difficulties in adjusting to a new environment, poor parents’
students’ relationship, lack of encouragement from home and negative
attitudes o f parents to learning, in general may all lead to reading failure.
Students may be pessimist that there are lack in reading and those are
sure that they cannot learn to read , students may be pessimist o f making
mistakes and they do not want to be wrong they refuse to read.
The special factors that disturb reading disability for certain students
are low frustration. Such students are easily discouraged, cry easily, fight
A. Data Presentation
1. General Situation o f SMK AL-Falah Salatiga
SMK AL- Falah Salatiga has been established since 2005 years
ago. SMK AL-Falah was built the students o f AL- Falah Islamic boarding
school.This school is established by the leader of the Islamic boarding
school o f AL - Falah, KH Mohamad Zoemri in his own place. At the
beginning, KH Mohamad Zoemri received the students in his surroundings
and followed by the students from the other regions, SMK AT .-Falah is
located at Jalan Bima No 2, Dukuh, Sidomukti Salatiga, post code 5072.
2. The Identity of School
a. Name : SMK AL FALAH SALATIGA
b. Address : Jl. Bima No. 2 Kel. Dukuh.
Sidomukti post code 50722
Telp: (0298) 321685
3. The Teachers and staffs of SMK AL-Falah Salatiga are as follows:
TABLE I
No Name Teaching Job Status
1. Samsidi, A. Md Chemistry Head master
2. Dra. Tri Fatichah English Teacher
3. Nikmah, S.Pd Productive Teacher
4. Laksmi H. S.Pd Productive Teacher
27
No Name Teaching Job Status
5. Edy Romly Qur'an Hadits Teacher
6. Abdullah Salam Ahli Sunah Wal
Jamaah
Teacher
7. Sri Widyaningsih, S.Pd English Teacher
8. Mateas Ma'ruf, S.Pd Conseling Teacher
9. Suharto, S.Pd Mathematics Teacher
10. Drs. Setyo Prayitno Physic Teacher
11. Meyla Kumiawati, S.Pd Mathematics Teacher
12. Rinta Sari, S.Pd Sociology and
anthropology
Teacher
13. Dhany Susatyo Productive Teacher
14. Nur Ahmad A1 Faruqi Religion Teacher
No Name
using a number o f data as instruments to have explanations about what
will we know. In general quantitative research can do as descriptive
research. (Margono, 2005:106).
b. Method
The goal o f this research is to find out how far the variations in
a factor witch connect with variations in one factor or more based on
correlation.
There are important aspects in correlation
29
• Literature review
• Set the approach
o Identify the relevant variables
o Choose the best subject
o Set the appropriate measurement
o Choose the appropriate correlation method
• Collecting data
• Analyze the data
• Make report ( Suryabrata, 1983:26)
2. Method o f collecting data
a. Questionnaire Method
Questionnaire in this research is question or statements about
student’s interest given to the students to find out information about
how far their reading interest is.
In this research the writer gives the questionnaire three times to
the students witch the writer choose the most appropriate answer with
multiple choice, the number o f questionnaire is 25 points.
b. Test
Test is a measurement which is given to individual to get his or
her pure score, the test used in this research is reading comprehension
test to find out student mastery in reading. (Sudjana and Ibrahim,
c. Document
It is finding data about variables in notes, recording cassette,
video, (Sukandarmudi, 2004:101)pictures and others.
This method is using to know the situation and condition,
teacher, student and location of SMK AL-Falah Salatiga.
31
THE SCORE OF READING COMPREHENSION
No Name Score
16 Nduwono
70
17 Muhamad Iksanudin
80
18 Mukamad Saefudin
60
19 Ivan aditya
70
20 Baedony
50
21 Muhamad Abu dardaq
60
22 Joko Sulistyo
50
23 Rohmad Barudin 90
24 Shobri Zidni 80
25 Didik Tri Widodo 60
26 Muhamad Adriyanto
70
CHAPTER IV
DISCUSSION
After collecting the data, the writer is going to analyze the result of the
research and review the calculation o f the data from second year students o f
SMK Al-Falah Salatiga. There are three calculations stage which are going to be
used in this research namely the calculation o f reading interest, reading
comprehension , and the correlation between reading interest and reading
comprehension.
Based on the objective o f this study that:
1. To know the score of reading interest of the second year students of SMK AL-
Falah Salatiga in the academic year o f 2010/2011
2. To know the score of reading comprehension of the second year students of
SMK AL- Falah Salatiga in the academic year o f 2010/2011
3. To know the correlation o f reading interest to reading comprehension o f the
second year students o f SMK AL- Falah Salatiga in the academic year of
2010/2011.
To get three objectives above the writer uses percentage formula to find
out the score of reading interest and how far the score o f reading comprehension.
To know how far is the correlation o f reading interest to reading comprehension
the writer uses product moment calculation.
There three stages o f calculation namely the calculation o f the reading
interest, reading comprehension, and the correlation between reading and reading
comprehension.
1. To calculate the score o f reading interest, the writer uses formula as follows:
By witch
r J * . xl00% N
P : Percentage
Zx
: The sum o f reading interest scoreN : Number o f the samples
2. To calculate the score o f reading comprehension, the writer uses formula as
follows:
y y
P= — *100%
N
By witch:
P : Percentage
ZY : The sum o f reading interest score
N : Number if the samples
3. To calculate the correlation o f reading interest and reading comprehension, the
writer uses formula as follows:
The steps of the product moment correlation formula are as follows:
o Make a table for calculating the product moment correlation formula
o Insert the column o f table
35
Make the conclusion o f result
NLXY
-Correlation coefficient o f variable X and Y
The sum of the product multiplying and reading test scores
and the Questionnaire’s scores
The sum of the reading interest scores
The sum o f reading comprehension scores
The sum o f reading interest square
The sum of reading comprehension square
N
The total number of samplesA. The analysis
According to the problems statement the writer is going to analyze
them, the data are collected through questionnaire and test, the questionnaire is
an instrument to know about reading interest and test is an instrument to know
the reading comprehension.
1. The calculation of reading interest. This is used to know how far the score
of reading interest of the second year students of SMK Al-Falah
P= — x\00%
calculation showing the percentage of it that is 62,73%.
37
Al-Falah Salatiga is, The writer uses formula as follows:
Y Y
Based on the calculation above, the writer sum up that the score of
students, reading comprehension is fair enough. The result o f the
calculation showing that the score is 67,69%.
TABLE VI
THE SCORE OF READING COMPREHENSION
No Name Score
comprehension of the second year students of SMK Al-Falah Salatiga, the
X Y X3 Y3 XY
67 70 4489 4900 4690
42 50 1764 2500 2100
51 60 2601 3600 3060
49 50 2401 2500 2450
80 90 6400 8100 7200
75 80 5625 6400 6000
53 60 2809 3600 3180
54 70 2916 4900 3780
7.1631 71760 7.106015 7.123400 7.113850
Based on the calculation and analysis above the writer is able to
explain that:
1. The score o f reading interest o f the second year students of SMK AL-
Falah Salatiga, according to is fair enough from the percentage of
reading interest score is (62,73%)
2. The score o f reading comprehension in the second years students o f SMK
AL-Falah Salatiga, according to writer is good because the score of the
percentage o f reading comprehension score is (67,69%)
3. There is positive correlation between reading interest and reading
comprehension because the score o f arithmetic is 0,87 after is consulted
with critical r in the level o f significant o f 5 % its found that critical r for
the number o f sample 26 is 0,388 that’s mean that the research hypothesis
saying there is correlation between reading interest and reading
41
B. Interpretation on the Research Result.
Based on the reading interest score the writer infers that there is
enough score of the students’ reading interest is 62,7% and the score of
students reading comprehension is 67,69 is good
From the result o f product moment calculation analysis is 0,87. To
understand the correlation o f variable (x) to variable (y) the arithmetic r
should be compared with r table with the number o f sample are 26 students,
and level o f significance 5% is proved that r calculation is higher than r table
(0,87 > 0,38).
Therefore, the hypothesis saying, there is correlation between students’
breading interest and reading comprehension is received. It means that there is
positive correlation o f reading interest and reading comprehension, o f the
After calculating and analyze the result of the research the writer is going
to conclude and share suggestion in this study. This study includes two variables
they are variable x and variable y. The students reading interest is symbolized by
x and students comprehension, is symbolized by y this aim to describe the
correlation between reading interest and reading comprehension o f the second
year students of SMK AL-Falah
A. Conclusion
Based on the research, the writer concludes that:
• Based on the calculation, the writer sum up that the students reading
interest o f the second year students o f SMK AL-Falah is fair enough. This
based on the on the score of the calculation showing the percentage o f it
that is 62, 73%
• Based on the calculation above, the writer sum up that the score of
students reading comprehension of the second years students o f SMK AL-
Falah is 67,69, it means that the students reading comprehension is good.
The result o f the calculation showing that the score is 67,69%
• There is positive correlation between reading interest and reading
comprehension because the score o f arithmetic is 0,87 after is consulted
with critical r in the level of significant of 5 % its found that critical r for
the number o f sample 26 is 0,388 that’s mean that the research hypothesis
43
saying there is correlation between reading interest and reading
comprehension is received. It is proved that rh > rt (0,87 > 0,38)
B. Suggestion.
After the writer find out the result o f the research, the writer gives
some suggestions hopefully would be useful to English teacher especially, to
improve students reading interest so that they can mastery English language.
1. To the students
Reading interest contributes a lot to reading comprehension, so that
how to improve in reading interest students should be increase the
intensity o f reading to get more interest in reading and get the good result.
To get the reading interest and reading comprehension students should
know their reading hobbies, students may collect some books as what they
want.
Student should be active in the class and responsible with their
duty and read the material at home intensively and repeatedly.
2. To the teacher
Motivation from the teacher is great contribution to increase
reading interest. In the teaching learning process, appropriate method is a
Ahmadi, Abu. 1991 .P sikologi belajar, rien eacipta.
Arikunto, Suharsimi. 1993. Prosedur Penelitian Suatu Pendekatan Praktek. Yogyakarta: Rineka Cipta.
Dallmann, Martha. 1982. the teaching reading. New York: College publishing.
Darjowijojo, Soejono. 2003. Rampai Bahasa Pendidikan dan Budaya Jakarta: Yayasan Obor Indonesia.
Dechant, Emerland v. 1982. Im proviing the teaching o f reading. London: united states.
Djiwandono, istitarto. 2002. Stratergi membaca bahasa ingri., Jakarta: Pustaka utam a
Fauziati, Endang. 2002. Teaching o f English A s Foreign Language, Surakarta: Muhamadiyah Univerity Press.
Grolier. 1981. The Grolier International dictionary. United State of America: Maynard Massachusetts,Inffonic.
H a d i, Sutrisna .1981. Statistik. Yogyakarta: Offset.
Harmer, Jeremy. 1988. English language teaching. England: Longman.
Margono, 2004. M etodologi penelitian. Jakarta: Rineka cipta.
Musthafa, Fahim. 2005. Agar anak gamar membaca. Hikmah.
Smith, Frank, 1982. understanding reading., New York: College publishing.
Sudjana, Nana Ibrahim. 1989. Penelitian dan Penilaian Pendidikan, Bandung: Sinar Baru.
Sugiyono,. 2007. Statistika untuk Penelitian, Bandung: Alfa Beta.
A. IDENTITAS SISWA
Nama :
Kelas :
No Absen :
B. PETUNJUK PENGISIAN ANGKET
Baca dan pahami pertanyaan-pertanyaan yang ada dengan teliti.
Jawablah pertanyaan dengan sebaik-baiknya.
Berilah tanda silang (X) paada jawaban a, b, c, atau d pada setiap pertanyaan.
C. PERTANYAAN
1. Apakah anda tertarik dengan bahasa inggris ?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
2. Apakah anda tertarik dengan tema - tema pelajaran bahasa inggris yang anda pelajari?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
3. Apakah anda tertarik memepelajari kata - kata bahasa inggris dan berupaya menguasainya?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
4. Apakah anda tertarik untuk menguasai struktur bahasa dalam mempelajari bahasa inggris?
a. Sangat tertarik c. Tidak tertarik
5. Apakah anda tertarik membaca buku - buku bahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
6. Apakah anda tertarik berbicara dengan bahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
7. Apakah anda tertarik menulis buku harian dengan bahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
8. Apakah anda tertarik menulis surat dengan bahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
9. Apakah anda tertarik menulis catatan dengan bahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
10. Apakah anda tertarik menyaksikan film -film berbahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
11. Apakah anda tertarik mendengarkan siaran - siaran berbahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
12. Apakah anda tertarik mendengarkan lagu berbahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
14. Apakah anda tertarik membaca koran berbabahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
15. Apakah anda tertarik membaca majalah berbahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
16. Apakah anda tertarik membaca iklan berbahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
17. Apakah anda tertarik membaca komik berbahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
18. Apakah anda tertarik menyaksikan kartun berbahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
19. Apakah anda tertarik bertanya dengan bahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d . Sangat tidak tertarik
20. Apakah anda tertarik menjawab pertanyaaan berbahasa inggris?
a. Sangat tertarik c. Tidak tertarik
21. Apakah anda tertarik menjelaskan dengan bahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
22. Apakah anda tertarik membaca majalah berbahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
23. Apakah anda tertarik mendengarakan lagu berbahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
24. Apakah anda tertarik mendiskusikan pengalaman anda dengan berbahasa inggris?
a. Sangat tertarik c. Tidak tertarik
b. Cukup tertarik d. Sangat tidak tertarik
25. Apakah latar belakang pengetahuan yang anda miliki membantu dalam pemahaman teks bahasa inggris?
a. Sangat membantu b. Tidak membantu
international airport in Bandung. You have to go to Jakarta, than travel to Bandung.
Now the question is how to get to Bandung from Jakarta ? There are many ways.
• Taxi from the airport. You can ride taxi from the airport to Bandung. Current
estimate o f the cost is around Rp 250.000; (with US$1 = Rp 10.000;so that’s
around US$25). Be sure to get a good taxi. Blue Bird is a reliable name in taxi.
Don’t use other taxi name if you can.
• Trains, (this is the means that I usually take) trains rim frequently from Jakarta
to Bandung and vice versa. Have alook at its schedule . Jakarta - Bandung route
is very popular. If you don’t get tiket, you’ll going to wait a long time in a line.(
more dian 1 hours) On Friday and weekends it’s almost impossible to get ticket
if you don’t book ahead o f time. The cost o f ticket is Rp 20.000 to Rp 40.000;
(depending on the class). To get the train station from the airport, you have two
options:
o Taxi. Its around R 50.000; (or Rp 80.000; if you get a private taxi from
the inside o f airport. It’s safe) Outside the airport you have to haggle
again, look for Blue Bird taxi .(this is what I take)
o Bus.there is a shuttle bus from the airport to train station. Look for “
Gambir “. It costs Rp 5.000 /person. The bus is relatively safe and ok,
You’ll just have to wait a little longer ( since it has schedule). If you
heve planty o f time to catch to train, then bus is an ok choice. Watch
your bellongings while you’re on the bus. There has not been any
problem with this bus. But, it’s better to be cautious.
• Shuttle, There are informal shuttle (they call it “travel”’) at the Gambir train
station. They ussualy wait outside the train station and wait for people who
could not get tickets. The cost is around Rp20.000 to 30.000/person. This is also
ok, if you can stand the way they drive. Even I feel scared with the way they
drive. I dont recommend this for the faint o f heart.
Now ... there is an airline (Deraya) that provides services from jakarta to
Bandung (and back to Jakarta) daily. It’s Rp. 285.000 for one way trip. It takes 30
QUESTIONS
1. According to the writer, what is Bandung like?
2. Where is it located?
3. Is there an airport in Bandung?
4. So, what must someone do if he wants to fly to Bandung?
5. What means of transportation can we take to get Bandung from Jakarta?
6. Which one is the cheapest? How much is the fare?
7. Where can we find train?
8. Is it easy to get on a train?
9. If you don’t get ticket, you’ll going to?
Website: \yww,st8insalatiga,ag,id E-mail: administrasi@stainsalatiRa,ac,id
Ruwandi, S.pd, M.A Salatiga, August 16lh, 2010
The Lecturer of Educational Faculty State Islamic Studies Institute o f Salatiga ATTENTIVE COUNSELOR’S NOTE
Case : Fatkhur Rozaqiyah’s Graduating Paper
Dear
The Head o f State Islamic
Studies Institute o f Salatiga
Assalamu’alaikum, Wr. Wb.
After reading and correcting Fatkhur Rozaqiyah’s Graduating Paper entitled
“A CORRELATIVE STUDY OF READING INTEREST TO READING
COMPREHENSION OF THE SECOND YEAR STUDENTS OF SMK AL
FALAH SALATIGA IN THE ACCADEMIC YEAR OF 2010/2011 ” I have
decided and would like to propose that if it could be accepted by educational
faculty, I hope it would be examined as soon as possible.
Wassalamu’alaikum, Wr. Wb.
KEMENTERIAN AGAMA
SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN) SALATIGA
Jl. T e n ta ra P e la ja r 0 2 T e lp .( 0 2 9 8 ) 3 2 3 7 0 6 ,3 2 3 4 3 3 F ax 3 2 3 4 3 3 S a la tig a 50721
W e b s ite : w w w .s ta in s a la tig a .a c .id E - m a i l : u d m in is tra s i@ s ta in s a la tig a .a c .id
Nomor: Sti.24/K-l/TL.01/rtS£ /2010 17 Mei 2010
Lamp : Proposal Penelitian.
Hal : 1 jin Penelitian
Kepada
Yth.Kepala SMK Al Falah Salatiga di Salatiga
Assalamualaikum w. w.
Yang bertanda tangan di bawah ini, kami menerangkan bahwa :
N am a
: Sekolah Tinggi Agama Islam Negeri (STAIN) Salatiga : Tarbiyah
: Tadris Bahasa Inggris (TBI)
Dalam rangka penyelesaian studi Program S. 1 di STAIN Salatiga, diwajibkan memenuhi salah satu persyaratan yang berupa pembuatan SKRIPSI.
Adapun judul yang diambil adalah :
A CORRELATIVE STUDY OF READING INTEREST TO READING COMPREHENSION OF THE SECOND YEAR STUDENTS OF SMK AL FALAH SALATIGA IN THE ACADEMIC YEAR OF 2009/2010
Dengan Pembimbing : Ruwandi, M.A Asisten Pembimbing :
Untuk penyelesaian Skripsi tersebut, kami mohon Bapak/Ibu memberi izin kepada mahasiswa tersebut untuk mengadakan penelitian guna memperoleh data atau keterangan dan bahan yang diperlukan di SMK Al Falah Salatiga, mulai tanggal 24 Mei 2010 s.d. selesai.
Kemudian atas pemberian izin Bapak/Ibu, kami sampaikan terima kasih.
Wassalamualaikum w. n>.
Website : www.stainsalatiga.ac.id E-mail: administrasi@stainsalatiga.ac.id
mor: Sti.24/K-l/PP.00.9/I-1.3.048/2010 12 Mei 2010
np. : Proposal Skripsi
Dalam rangka penulisan Skripsi Mahasiswa Program Sarjana (S.l). Saudara ditunjuk sebagai Dosen Pembimbing / Asisten Pembimbing Skripsi mahasiswa :
N a m a : FA TKH U RROZAQIYAH SALATIGA IN THE ACADEMIC YEAR OF 2009/2010
Apabila dipandang perlu Saudara diminta mengoreksi tema Skripsi di atas.
Demikian untuk diketahui dan dilaksanakan.
LEMBAR KONSULTASI SKRIPSI
ma Mahasiswa : FATKHUR ROZAQIYAH
M : 123 06 005
nbimbing : Ruwandi, S.Pd., MA.
d u l A Correlative Study o f Reading Interest to Reading Comprehension (A
Case Study of the Second Year StudenCof SMK Al - Falah Salatiga in the
Academic Year of 2010/2011) ^
.onsultasi lembar ini harus dibawa
Nama : Fatkhur Rozaqiyah
Nim : 123 06 005
Jurusan/Progdi : Tarbiyah/TBI
PA : Ruwandi, S.Pd, M.A
No Jenis Kegiatan Pelaksanaan Status Nilai
1. M asa Penerimaan Anggota Baru (MAP ABA) PMII Joko Tingkir Salatiga
14-16 September 2006
Peserta 3
2. Pelatihan Kader Dasar (PKD) 17-19 Mei 2007 Peserta 3
3. W orkshop “Pelatihan Karya Tulis Ilmiyah” BEM STAIN Salatiga
27-28 November
6. Bakti Sosial Forum Mahasiswa Temanggung
18-20 Desember 2007
Panitia 3
7. Bedah Buku “Cintailah Cinta” LDK STAIN
22 Maret 2010 Peserta 2
8. Training o f Trainer (TOT) PMII Joko Tingkir Salatiga
13-14 Agustus 2008
Peserta 4
9. Konsolidasi Kader PMII Joko Tingkir Salatiga 2008
21 September 2008
Panitia 3
10 MAP ABA PMII Joko Tingkir Salatiga
14-16 Nopember 2008
Panitia 3
11 PLCPP ke 16 RAC ANA 21-24 November Peserta 3
12 Saminar Regional Entrepreneur goes to campus by Forum Komunikasi Wartawan M ahasiswa Jawa Tengah
03 Juni 2009 Peserta 4
13 Amalan Ramadhan Racana (ARR) 6-10 September 2009
Peserta 2
14 MAP ABA PMII Joko Tingkir Salatiga
13-15 Nopember 2009
Panitia 3
15 Optimalisasi Gerak Kader PMII Joko Tingkir Salatiga 2008
22 Nopember 2009
16 Seminar Kebangsaan DEMA STAIN Salatiga
2 Desember 2009 Peserta 2
17 Seminar Regional “ Modernisasi Pendidikan Islam Berbasis Iptek”
16 Desember 2009
Peserta 4
18 Festifal Bahasa Internasional CEC dan ITTAQO
20 April 2010 Peserta 2
19 Bedah Buku “JalanCinta Para Pejuang” LDK STAIN Salatiga
24 A p ril 2010 Peserta 2
20 Seminar Pendidikan Seks Bagi Remaja, Biro Konsultasi TAZKIA
22 Seminar Regional “ Peran Pendidikan Islam Dalam
M embentuk Jati Diri Mahasiswa”
17 Mei 2010 Peserta 4
