Judul Skripsi : ANALYSIS OF THE STUDENTS PERCEPTION TOWARD READING STRATEGIES (A STUDY OF THE 4th SEMESTER
STUDENTS OF IAIN SALATIGA IN THE ACADEMIC YEAR OF
(2017/2018)
Abstrak :
Muhamad Misbah Nurohman. 2018. “Analysis of Students Perception toward Reading Strategies (A Study of the 4th Semester Students of IAIN Salatiga in The Academic Year of 2017/2018)”
IAIN Salatiga.
A Graduating Paper of English Education Department of Teacher Training and Education Faculty (TTEF) State Institute for Islamic Studies.
This researched is aimed to analysis of student’s perception toward Academic Reading. The objective of the research is (1) To know the reading strategies of graduate level EFL leaners in academic reading, (2) To know the reading strategies vary with regard to male and female students, This research was conducted in the 4th semester students of IAIN Salatiga in the academic year 2018/2019. The data was gathered from the SORS questionnaire. The result of the study shows that the quantitative data revealed that IAIN Salatiga students perceive some strategies as more important than other. For instance, the highest score statements was “I think about whether the content of the text fits my reading purpose” whereas the lowest scored was “when text becomes difficult, I do read too slowly for my study needs” These findings suggest that learners read for a purpose. Students prefer reading aloud when text become difficult. Both genders have differences in reading strategies. Only male students answered strongly agree in the questionnaire. Instead there are thirteen female students answer strongly agree. No one female IAIN Salatiga students answered NI (no idea) from the questionnaire but eight males students answer no idea..
Keyword: Academic Reading, Students perception, Mokhtari and Sheorey’s SORS
Pengarang : a. Nama : Muhamad Misbah Nurohman b. E-mail : Muhamadmisbah39@gmail.com
Pembimbing : a. Nama : Norwanto, Ph.D.
b. E-mail : Norwanto@iainsalatiga.ac.id
Fakultas : Fakultas Tarbiyah dan Ilmu Keguruan
Jurusan : Pendidikan Bahasa Inggris
ANALYSIS OF THE STUDENTS PERCEPTION
TOWARD READING STRATEGIES (A STUDY OF THE
4th SEMESTER STUDENTS OF IAIN SALATIGA IN
THE ACADEMIC YEAR OF 2017/2018)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd) in English
Education Department of
Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
Arranged By:
MUHAMAD MISBAH NUROHMAN
NIM. 11311024
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATIONAL FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
ANALYSIS OF THE STUDENTS PERCEPTION
TOWARD READING STRATEGIES (A STUDY OF THE
4th SEMESTER STUDENTS OF IAIN SALATIGA IN
THE ACADEMIC YEAR OF 2017/2018)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd) in English
Education Department of
Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
Arranged By:
MUHAMAD MISBAH NUROHMAN
NIM. 11311024
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATIONAL FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
MOTTO
DEDICATION
This paper is dedicated to My beloved
family and to everyone who helped
ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb,
Alhamdulillah the researcher would like to express his sincere thanks to Allah SWT, who has given health, blessing, inspiration, and protection so that this graduating paper could be finished.
This graduating paper is submitted in partial fulfillment of the requirement for the degree of sarjana pendidikan (S.Pd) at English Eduation Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2018. This graduating paper would not have been completed without support, guidance, and help from individual and institution. The researcher would like to express her sincere thanks to:
1. Dr. Rahmat Hariyadi, M.Pd, as Rector of State Institute for Islamic Studies (IAIN) of Salatiga.
2. Suwardi, M.Pd., as the dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Noor Malihah, Ph.D., as the Head of English Education Department of State Institute for Islamic Studies (IAIN) of Salatiga.
4. Norwanto, Ph.D., as the counselor, thanks for advice, support, suggestion, direction and guidance from the beginning until the end of this research. Thanks for your payience and care.
5. All the lecturers in English Education Department of teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga. Thanks for all guidance, knowledge, support, motivation, advice, attention, insight, values and etc.
6. My beloved mother, father, brother , my sister in law, my nephew, Fahmi Sidiq and Syukron Mawahib. Thanks for everything (trust, support, encouragement and all of your prayer for me)
7. To my best friends, Said Nidhom, Rahmad Azhari, Darussalam, Ahmad Fariq, Herman Zuhdi, Mohamad Hasan, Dwi Hantoro.
ABSTRACK
Muhamad Misbah Nurohman. 2018. “Analysis of Students Perception toward Reading Strategies (A Study of the 4th Semester Students of IAIN Salatiga in The Academic Year of 2017/2018)”
IAIN Salatiga.
A Graduating Paper of English Education Department of Teacher Training and Education Faculty (TTEF) State Institute for Islamic Studies.
This researched is aimed to analysis of student’s perception toward Academic Reading. The objective of the research is (1) To know the reading strategies of graduate level EFL leaners in academic reading, (2) To know the reading strategies vary with regard to male and female students, This research was conducted in the 4th semester students of IAIN Salatiga in the academic year 2018/2019. The data was gathered from the SORS questionnaire. The result of the study shows that the quantitative data revealed that IAIN Salatiga students perceive some strategies as more important than other. For instance, the highest score statements was “I think about whether the content of the text fits my reading purpose” whereas the lowest scored was “when text becomes difficult, I do read too slowly for my study needs” These findings suggest that learners read for a purpose. Students prefer reading aloud when text become difficult. Both genders have differences in reading strategies. Only male students answered strongly agree in the questionnaire. Instead there are thirteen female students answer strongly agree. No one female IAIN Salatiga students answered NI (no idea) from the questionnaire but eight males students answer no idea..
Keyword: Academic Reading, Students perception, Mokhtari and Sheorey’s SORS
TABLE OF CONTENTS
Table Page
COVER... i
LOGO ... ii
TITLE ... iii
ATTENTIVE CONSELOR NOTES... iv
CERTIFICATION PAGE ... v
DECLARATION ... vi
MOTTO ... vii
DEDICATION ... viii
ACKNOWLEDGMENT ... ix
ABSTRACT ... xi
TABLE OF CONTENTS ... xii
CHAPTHER I INTRODUCTION A.Background of the Study ... 1
B.Research Problem ... 5
C.Purpose of the Research ... 5
E.Definition of the Keys Term ... 6
F. Limitation of the Study ... 7
G.Review of Previous Researches ... 8
H.Organization of the Paper ... 11
CHAPTER II THEORITICAL FRAMEWORK A. Reading ... 12
1. Definition of Reading ... 12
2. Purpose of Reading ... 13
B. Reading Strategies ... 15
C. Perspective of Perception ... 17
CHAPTER III METODHOLOGY OF RESEARCH A. Research Setting ... 21
1. Research Location ... 21
2. Profil Institution ... 21
B. Research Methodology ... 22
1. Research Approach ... 22
2. Research Variables ... 23
3. Population and Sample ... 24
a. Population ... 24
b. Sample and Sampling ... 25
C. Technique of Data Analysis ... 30
D. Instrument ... 32
E. Data Analysis ... 35
CHAPTER IV DATA ANAYSIS
A. Finding ... 36
1. The Highest and Lowest Scored of Student Perceptions
Toward Reading Strategies ... 36
2. Reading Strategies Vary With Regard to Male and Female
Students ... 40
CHAPTER V CLOSURE
A. Conclusion ... 42
1. The Highest and Lowest Scored of Student Perceptions
Toward Reading Strategies ... 42
2. Reading Strategies Vary With Regard to Male and Female
Students ... 43
3. Suggestion... 43
CHAPTER I
INTRODUCTION
A. Background of the Study
There are four language skills in English, they are listening, speaking,
reading and writing. Reading is one of the language skills that must be mastered
by students.Reading becomes the receptive aspects to acquire knowledge.
Learners get information and insight by reading (text and context) so reading is
very important for the learner. Because of that, the role of teachers who teach
in English is to make their students enable easily in reading comprehension.
Therefore, the main goal of teaching reading especially for Junior High School
students are to enable students to read books, articles, or any other written text
in English and producing various short functional and monologue texts, such as
narrative, procedure, descriptive, recount and report. “Reading isa complex
information processing skill in which there are interact with the text in order to
create meaningfull discourse not just from the words and sentences but also
from the ideas, memories, and knowledge are used by those words and
sentences” (Cziko,Greenleaf, Hurwitz, &Schoenbach, 2000).
According to (Foertsch,1998) three basic definitions of reading skill
have driven literacy programs in the United States. The first definition,
“learning to read means learning to pronounce words”. The second definition,
third definition, learning to read means learning to bring meaning to a text in
order to get meaning from it.The definitions of reading are more than just word
recognition and mastery of phonemic decoding. Contemporary definitions
include “or” can be replaced “by” the dynamic, reciprocal interactions among
reader, text, and the context of the reader’s priorliteracy schema (Ulmer,
Timothy, Bercaw, Gilbert, Holleman, & Hunting, 2002). “Reading is the
process through which the dynamic interaction of thereare’s background
knowledge, the information inferred by the written language, and the reading
situation context are constructing meaning” (Dutcher, 1990).
Reading is activity to comprehend information of text. “Successful
reading comprehension is a complete grasp of meaning in a text in which
dynamic and growing appreciation of interrelationships in the text is required”
(Yang,2002). Furthermore, “reading comprehension depends on factors such as
the levels of readers proficiency, types of texts and task demands” (Anderson,
1991). With regard to the successful reading comprehension, learning and
information service (wolverhampton, 2013) at the University of
Wolverhampton, statesthat “by reading effectively you will learn to question
and survey the text you are reading to gain a better understanding of your
subject. by improving your reading skills you can reduce unnecessary reading
time and this will enable you to read in a more focused manner.”
Irvin (1990) states “some characteristics of an effective reader and in
reading, during reading, and after reading, as do most others scholars and
experts”.
Table 1.1 Characteristics of Proficient Readers (Irvin, 1990)
Proficient Readers (Good Readers) Ineffective Readers (Poor Readers) Before Reading
- Build up their background
knowledge on the subject
before they begin to read
- Know their purpose for
- Give their complete attention
- Stop only to use a fix-up
strategy when they do not
understand
After Reading
- Decide if they have achieved
their goal for reading
- Evaluate comprehension of
what was read
- Summarize the major ideas
- Seek additional information
from outside sources
various reading strategies as well as to determine any differences observed in
regard to gender.The data of the study were collected from the students of IAIN
SALATIGA in the academic year 2017/2018. These learners were Graduate
Education students enrolled in each of the skills courses, including writing,
The Survey of Reading Strategies (SORS) by Mokhtari and Sheorey
(2002) was modified and applied as the instrument for data collection. Before
data collection, written permission for application of the research was requested
from the administration of the School of Foreign Languages. In addition, the
participants were given a consent form explaining the purpose of the research
and assuring them of the confidentiality of their responses, the use of these
responses for solely scientific objectives, and the autonomous nature of
participation in the study.
B. Research problem
The research problem of the study were as follows :
1. What The Highest and Lowest Scored of Student Perceptions Toward
Reading Strategies?
2. Do these reading strategies vary with regard to male and female students?
C. Purpose of the research
1. To know The Highest and Lowest Scored of Student Perceptions Toward
Reading Strategies.
2. To know the reading strategies vary with regard to male and female
students.
D. Benefits of the study
Though this quantitative research, the writer hopes that it can give advantages
1. The lecturer
a. This research will improve the lecturer’s motivation to teach the student
with a better strategy.
b. The result will help lecturers to understanding the carracteristic of EFL
learner.
2. The students
a. To motivate the students in order to actively involved in learning
process
b. To attract students to read englist text.
c. To develop reading skill EFL students
d. To attract students participation and the individual responsibility
e. To train students confidence
3. The university
a. The result of this research can create the innovation for the school to
develop the teaching learning process with interesting and appropriate
learning strategy in order to improve students reading comprehension.
b. The application of this strategy can create good quality for students
output.
E. Definition of key terms
1. Perception
This section discuss about the definition of perception. “Perception
senses. ‘the normal limits to human perception”
(https://en.oxforddictionaries.com/definition/perception). “The act or
faculty of perceiving, or apprehending by means of thesenss or of the mind
cognition understanding” (http://www.dictionary.com/browse/perception).
“Perception can be defined as our recognition and interpretation of sensory
information. Perception also includes how we respond to the information.
We can think of perception as a process where we take in sensory
information from our environment and use that information in order to
interact with our environment. Perception allows us to take the sensory
information in and make it into something
meaningful”
https://study.com/academy/lesson/what-is-perception-in-psychology-definition-theory-quiz.html
2. Reading Strategies
Reading is the active process of understanding print and graphic texts.
Reading is a thinking process. Effective readers know that when they read,
what they read is supposed to make sense. They monitor their
understanding, and when they lose the meaning of what they are reading,
they often unconsciously select and use a reading strategy (such as
rereading or asking questions) that will help them reconnect with the
meaning of the text. Reading skills and strategies can be taught explicitly
while students are learning subject-specific content through authentic
F. Limitation of the study
In order to make focus in this research, the writer will limit the study as
follows:
1. The research is limited in the application of “mokhtari and sheorey’s
SORS (Survey of Reading Strategies)” strategy.
2. The research is limited in academic reading and perception of
students.
3. The research is carried out to 4th semester students of IAIN Salatiga
in the Academic year of 2017/2018.
G. Review of previouse research
In this graduating papers proposal, the writer will take three previous
research comparisons. The first research conducted by Oktay Akarsu and Leyla
Harputlu (2014). A questionnaire comprised of 37 statements was administered
to the participants. Out of these 37 several were randomly selected for an
interview. For the quantitative data collection, Mokhtari and Sheorey’s (2002)
SORS instrument was modified and applied. The participants of the study
consisted of 69 male and 75 female graduate students, numbering 144 in all and
consisting of six fewer males than females. Participants of this study are from
the School of Foreign Languages of Atatürk University, located in the east part
of Turkey. In this study, data were collected using a modified version of
suggest that Turkish EFL (English as a Foreign Language) students at the
graduate level, while engaged in academic reading, are aware of almost all
effective reading strategies, though each one is not used individually. Rather,
students engage effective reading strategies according to individual preference.
The influences of gender, age, and academic discipline on effective reading
strategies were investigated and significant differences were evaluated.
Suggestions are offered following the summary of results.
The second research was conducted by Rosalina Domínguez Angel
(2014). The present study involved the participation of thirty-two students
divided into two groups. Both groups of learners were in their 6th semester of
undergraduate studies in Applied Linguistics at the State University of
Tlaxcala, Mexico. Outcomes derived from a task on intensive reading carried
out by university students. The main goal is to analyze the frequency of use and
the success of idiom solving strategies used by the subjects while reading.
Additionally, our interest is to compare the above outcomes and the reading
time scores of a group of trained learners with the results obtained by untrained
learners. The results provide evidence to confirm three hypotheses posed in
relation to (a) differences in the use of inferring from context, (b) the times that
unknown words were ignored, and (c) the reading time related to the retention
of words between trained and untrained university level learners
The third research was conducted by Kate Tzu-Ching Chen and Sabina
high schools in Taiwan. Among them, 533 of them were male and 726 were
female. A cluster sampling technique was used because we cannot get a
complete list of the members of a population and the entire population is
divided into classes. As a result, one class of third-year students from each
participating school was sampled in this research. Only third-year high school
students were recruited for this study because they had experienced
reading-oriented teaching for two years. Compulsory textbooks based on the
requirements of the examination system were provided by The Ministry of
Education. The purpose of this study was to explore the use of English as a
Foreign Language (EFL) reading strategies used by high school students. The
participants were 1,259 students from 34 high schools in Taiwan. The Survey
of Reading Strategies (SORS) by Mokhtari and Reichard (2002) was used as
the instrument to collect data on the participants’ usage of reading strategies.
The results indicated a high awareness of reading strategy use among EFL high
school students. Students had a preference for global reading strategies,
followed by problem-solving strategies and support strategies. Female students
used EFL reading strategies significantly more frequently than male students.
Implications for the use of EFL reading strategies were also discussed.
From all three graduating paper that witer used for references, it can be
concluded that there are some differences those research and the writer’s, such
as the first by leyla harputlu she conducted the research by applying
the two studies are almost the same but it's just a different place Oktay Akarsu
and Leyla Harputlu do research in turkey and the authors do this research in
indonesia
H. Organization of the Paper
Chapter I discusses about the background of the research, research
problem, purpose of the research, benefit of the research, statistical hypothesis,
research methodology, definition of key terms, limitation of the research,
review of previous research. In the end of this chapter, the writer informs
organization of the paper.
Chapter II presents some theoretical foundation of the students’ mastery
on segmental and suprasegmental features toward pronunciation ability and
possible the correlation both of them.
Chapter III presents research setting, research methodology which
presents the discussion on research approach, variables of the research,
population, sample, technique of collecting the data, technique data analyzing,
and the instrument which are used to collect data, data analyzing method and
the statistical hypothesis of the students’ mastery on segmental and
suprasegmental features toward pronunciation ability.
Chapter IV concerns with research findings and data analysis. This
chapter covers data presentation and discussions of the findings. To find the
features toward pronunciation ability. In the end of this chapter, the writer
presents the research summary.
Chapter V presents closure which contains conclusions and suggestions.
CHAPTER II
THEORITICAL FRAMEWORK
A. Reading
1. Definition of Reading
Many experts define reading with different meaning. According to
Urquant in Grabe (2009: 14), “reading is the process of receiving and
interpreting information encoded in language from medium of print”.
Spears (2006: 2), “the reading process begins with decoding words that
is, deciphering the letters that make up individual words. But reading is
more than merely processing letters and sounds”.
Hittleman in Dallman (1972: 22) points out that reading is a verbal
process interrelated with thinking and with all other communication
abilities such as listening, speaking and writing. Specifically, reading is the
process of reconstructing from the printed patterns on the page of the ideas
and information intended by the author.
Dechant (1982: 5) considers that “reading always involves an
interaction between the writer and reader”. It is the culminating act of the
expressed thoughts of the writer and expressed through the symbol on the
page. Goodman in Dechant, (1982: 11) notes that reading is a selective
process, involving partial use of available minimal language cues (graphic,
semantic, and syntactic).
2. Purposes of Reading
According to Mahmoed (1992: 103-104), there are least five main
purposes for comprehensive reading. All these purposes require necessary
skills in order to be accomplished efficiently. These purposes include:
a. Reading for Specific Information
Reading for specific information is a common form of reading
used to discover specific or limited information. Reading for this
purpose involves looking for specific information and finding it
quickly. Looking up a word in the dictionary or a number in the
telephone book is the example of reading for specific information.
b. Reading for Application
Reading for application is used to accomplish a special task.
This type of reading may consist of reading a cake recipe or
following instruction to make or fix something
Individuals read for many pleasurable reasons. This includes
reading popular magazines, newspaper, novels, and other similar
material. It is a slower form of reading, which allows the reader to
envision the scenery and contemplate the background and characters
with enjoyment and appreciation. This form of reading calls for total
involvement of the reader.
d. Reading for Ideas
This type of reading requires paying special attention to main
ideas, concepts and the nature of the presented information. The
reader skims through major topics, headings, illustrations, and
conclusions in order to obtain a general idea of the content. Reading
for idea I enhanced though familiarity with the overall field of
study, related topics, facts, and discussions.
e. Reading for Understanding
Reading for understanding requires comprehension of the
relationship between the information introduced and overall
knowledge of the subject. It requires understanding the relationship
of topics to sentences, paragraphs and the main ideas.
f. Reading for Information
The materials of reading for information like newspapers are
designed to be read quickly in order to find facts. Most newspaper
three sentences. The text appears in narrow columns so the reader's
eye can quickly move down the page. Typically, readers do not read
every word, but skim the page for key facts.
g. Reading for main points in general
The main points could include information like why the text was
written, what the purpose of the writer was, how the text is
organized and what the main arguments are. For example: reading
for an exam.
h. Reading for selected main points
Reading for selected main points looks for information about a
specific area or answers to certain questions. For example: reading
for a thesis.
3. Reading Strategies
Reading strategies are deliberate, goal-directed actions to understand
and construct meanings of a text. For Cohen (1990) reading strategies are
the “mental processes that readers consciously choose to use in
accomplishing reading tasks”. As defined by Aarnoutse and Schellings
(2003) reading strategies are the cognitive activities which readers can
undertake before, during and after the reading of a text in order to
adequately comprehend the text and prevent, identify or solve any problems
which may occur during this process. Reading strategies are specific
intentionally to adequately process and understand the information
presented in a text.
Based on the definitions available in the literature, reading strategies
can be defined as the specific techniques readers employ to complete
reading tasks successfully. Reading strategies are what readers do to
comprehend and/or construct meaning; what they do when they come
across problems in comprehending; and what they do to memorize and
consolidate their comprehension (Block, 1986, 1992; Macaro, 2001;
Macaro & Erler, 2008; Singhal, 2001; Zhang, 2001). Six defining attributes
that differentiate strategies from other human actions have been recognized
in literature (Alexander, Graham & Harris, 1998). Strategies are understood
as procedural, purposeful, willful, effortful, facilitative and essential.
Reading strategies are the procedures readers often employ when they are
engaged in performing well/ill-structured reading tasks (procedural). To
deploy strategic behavior, the reader must intentionally decide upon a
course of action that would assist them in performing a reading task
(purposeful). Additionally, the reader must actually embark upon a
particular strategy (willful), which requires an additional commitment of
time and mental resources on the part of the reader (effortful). Reading
strategies are shown to enhance performance of the reader on a reading task
(facilitative). Strategic procedures are indispensable (essential) for
performance (see Alexander, Graham & Harris, 1998 for a detailed
discussion of these attributes).
Research on second language reading indicates that readers employ a
variety of strategies to assist themselves with the acquisition, storage, and
retrieval of information (Rigney, 1978). Research into reading identified
strategies such as planning, previewing, predicting, skimming, scanning,
recognizing difficult words, guessing, rereading, translating, taking notes,
highlighting key information, commenting, summarizing, paraphrasing,
separating main ideas from supporting ideas, visualizing, thinking aloud,
associating, adjusting speed of reading, checking understanding of the text,
making inferences, and checking guesses and predictions (Barnett, 1988;
Brantmeier, 2005). The above list is by no means complete, and future
research into reading may continue to add strategies to it.
B. Perspective of Perception
Perception is a word that is closely related to human psychology, it has
been defined in various ways, from a layman's perspective, the perception is
defined as the conscious act of a person's environment through physical
sensation, which demonstrates the ability of individuals to understand.
Meanwhile, in the opinion of experts, “the perception is defined in accordance
with the opinions and views of someone” (Unumeri, 2009: 18)
To be the source from Nelson and Fast (1997:83-84), "perception is the
human opinion of others depending on the amount of information available and
the extent to which they can interpret the information that has been obtained by
right. In other words, some people may have the same information that others
have in certain situations, however, a person or group has different conclusions
because of individual differences in the capacity to interpret the information .
According to Rao and Narayan (1998:329-330) describes the main
characteristics of the above definition However, they emphasize that
perceptions are among the "important cognitive factor of human behavior" or
psychological mechanism that allows people to understand their environment.
In their own language "perception is the process by which people select,
organize, and interpret sensory stimuli become meaningful information about
their work environment." They argue that perception is the most important
determinant of human behavior.
Adediwura and Tayo (2007:165-167) elaborate the theories of
perception by collecting some experts' explanation. First, they define
“perception as the way individual judge or evaluate others in everyday life”. In
cognitive dimension, they see that “perception is the process by which people
attach meaning to experiences”. It means that perception appears after people
attend to certain stimuli in their sensory memories.
However, “perception is critical because it influences the information in
working memory. Background knowledge in the form of schemas affects
claim that background knowledge resulting from experience strongly influence
perception. Meanwhile, experts strengthen the definition of perception as the
process by which we try to understand other people. Attempt to get information
about temporary causes of others behaviors (Adediwura and Tayo, 2007:
166-167)
For further, (Adediwura and Tayo, 2007) show the process of having
perception. They explain that “every impression that comes in from outside, be
a sentence, something we hear, an object or vision, no sooner enters our
consciousness than it is drafted off in some certain directions or others, making
a connection with other materials already there and finally producing a reaction.
From this, it is clear that perception is the reaction elicited when an impression
is perceived from without after making a connection with other materials in the
consciousness (memory)” (Adediwura & Tayo, 2007: 165-166). From this
point of view, it could be concluded that perception cannot be done in a vacuum,
it depends on some background information that will think out a reaction.
Perception may be energized by both the present and past experience, the
individual attitude at a particular moment, the physical state of the sense organ,
the human interest, the level of interest, and the interpretation of the perception
(Adediwura and Tayo, 2007: 166).
Students' perception can be understood as the students' ability to justify
their own opinions and distingish it from research heing presented in the class
it can be concluded that the perception is an excitatory stimulus preceded sensor
of the senses and delivered to the human brain consciously or unconsciously.
Perception is subjective, depending on one's perspective on a particular object.
So that the relative perception is influenced by factors originating from within
themselves issued with their own thoughts from someone. According to
Walgito (2003: 54-55), the perception is influenced by factors that have been
classified, among others:
a. External factors, namely the stimulus and traits that stand out in the
neighborhood behind the objects that constitute a determination or unity
subtle, among others: social and environmental.
b. Internal factors, i.e. factors related to the ability of self that comes from
a relationship with facets, mental, intelligence, and bodily.
(Setiyana, 2012), mentions the perception influenced by functional and
structural factors.
a. Functional factors or personal factors are factors relating to the
individual's understanding of the impact of the stimuli generated, or can
be referred to the benefits of stimuli generated.
b. Structural factors or situational factors are external factors that affect an
individual's understanding of the existing stimuli. From the explanation
above, the researcher concludes that those two experts have the same
theories. The differences of these are: according to David Krech and
CHAPTER III
RESEARCH METHODOLOGY
A. Research Setting
1. Research Location
This research was conducted in State Institute for Islamic Studies
(IAIN Salatiga), which is located in Jalan lingkar Salatiga Km. 02 Sidorejo,
Salatiga, Central Java, Indonesia. IAIN Salatiga the only Islamic higher
education in Salatiga. The students come from different schools. There was
also foreign lecturers coming from United States to teach the students of
IAIN Salatiga.
2. Profile of Instution
IAIN Salatiga was established to carry out the science transformation
through educational framework. By upholding Islamic values, IAIN
Salatiga proves that religion is a dimension that should be preserved and
will be beneficial for the profesional development. Furthermore, IAIN
science development at all. In fact, religion is the powerful motivator for
the development of the way of thinking and acting.
a. Vision
Become the reference of Indonesian Islamic studies for realizing
the dignified peacefully society in 2030.
b. Mission
1. Establishing education in various Islamic discipline based on the
Indonesian values.
2. Conducting research in various Islamic discipline for strengthening
Indonesian values.
3. Conducting community service based on research strengthening
Indonesian values.
4. Developing a campus culture that reflects Islamic Indonesian
values.
5. Organizing the management of high education in professional
accountable.
B. Research Methodology
1. Research Approach
According to Arikunto (2010: 20) the approach in this research is a
quantitative approach, because this research is presented with figures.
Kothari (2004 : 20) believes that quantitative research is based on the
measurement of the quantity or amount. It is applicable to phenomena that
can be expressed in term of quantity. This research is suitable when the
variables that mixed up is really complex, and cannot be done by
experiment method or which its variety cannot be arranged.From the
definitions, the writer takes a point that quantitative approach is an approach
which the results of research using of statistic numbers.
2. Research variables
Research often concerns relationships between variables (a
variable can be considered as a construct, operationalized construct or
particular property in which the researcher is interested). An
independent variable is an input variable, that which causes, in part or
an antecedent or a factor which may be modified (e.g. under
experimental or other conditions) to affect an outcome. A dependent
variable, on the other hand, is the outcome variable, that which is
caused, in total or in part, by the input, antecedent variable. It is the
effect, consequence of, or response to, an independent variable. This is
a fundamental concept in many statistics (Cohen, et al, 2007: 504).
3. Population and Sample
a) Population
Sugiyono (2010:117) defines that population is the
generalization areas that consist of an object or subject that has
quality and certain characteristics that carried out by researcher to
learn and to draw the conclusions. Population is totally of research
subject (Arikunto, 2010: 123). According to Sugiyono, (2009 :
61), population is the generalization areas that consist of an
subject that has quality and certain characteristic that carried out
From the definitions, the writer can say that population is a
group of person who have characteristics which the writer are able
to get data needed. The population of this research was all the
students of the fourth semester have learned academic reading in
IAIN Salatiga of the academic year of 2018/2019.
b) Sample and sampling
One of the most important step in research process is the
selection of sample who will be observed or questioned. Sample is
a part of the population from which the writer takes the research
data. According to Sugiyono (2010:118), “sample is a part of the
total and the characteristic which is has by the population”. The
samples which are taken must be representative. The sample is part
of the number and characteristics, for example, because of limited
funds, manpower and time, the researcher can use a sample drawn
from that population. What is learned from the samples, the
The sample of this research was the fourth semester of English
Education Department of IAIN Salatiga in the academic year of
2018/2019. The researcher select 36 students which it 20% from the
population.
1) Technique of Sampling
Technique of sampling is divided into two types: probability
and non-probability. The former sampling is sampling technique
which gives the same chance for the whole participants to become
sample. It consist of simple random sampling, stratified random
sampling, cluster random sampling, and systematic random
sampling (Darmawan, 2013: 145). Non-probability sampling is
sampling technique which gives the different chance to whole
participants to become sample. It consists of convenience sampling,
purposive sampling, judgement sampling, quota sampling, and
snowball sampling (Darmawan, 2013: 151).
In this research, the writer choosedsimple random sampling
simple random sampling is a technique for obtaining a sample
directly conducted on the sampling unit”(Margono, 2004).
Adi Bhat (2018) states the definition of simple random
sampling is :Simple random sampling is a sampling technique where
every item in the population has an even chance and likelihood of
being selected in the sample. Here the selection of items completely
depends on chance or by probability and therefore this sampling
technique is also sometimes known as a method of chances.
This process and technique is known as simple random
sampling, and should not be confused with systematic random
sampling. A simple random sample is a fair sampling technique.
Simple random sampling is a very basic type of sampling method
and can easily be a component of a more complex sampling method.
The main attribute of this sampling method is that every sample has
the same probability of being chosen.
The sample size in this sampling method should ideally be
applied in an appropriate manner. It is sometimes argued that this
method is theoretically simple to understand but difficult to
practically implement. Working with large sample size isn’t an easy
task and it can sometimes be a challenge finding a realistic
sampling.
4. Method of Data Collection
Data collection method is about how the writer collects the data. In this
study, the method of data collection was through giving questionnaire were
collected using a modified version of Mokhtari and Sheorey’s (2002)
Survey Of Reading Strategies (SORS).
Table 2.1 The descriptive statistic of reading strategies
No Answer 1 2 3 4 5
1 When I read, I keep paper and pen within reach
2 Before reading, I do skimming
3 Before reading, I do predicting by looking at the title
4 While reading, I do scanning
6 When text becomes difficult, I do read too slowly for my study needs
7 While reading, I try to find out the main ideas
8 I have purpose in mind while reading
9 I read the introduction and conclusion, then go back and read the whole assignment
10 I break long text into segments, I read 10 pages, and then do something else, later, I read the next 10 pages and so on
11 I take marginal notes to help me understand what I read
12 I think about what I know to help me understand what I read
13 When text becomes difficult, I read aloud to help me understand what I read
14 I think about whether the content of the text fits my reading purpose
15 I try to get back to trace when I lose concentration
16 I highlight the text to help me what I read
17 I adjust my reading speed according to what im reading
18 When reading I decide what to read closely and what to ignore
19 I use reference materials (e.g. dictionary) to help me understand what I read
21 I stop from time to time and think what I am reading
22 I use context clues to help me better understand what I read
23 I paraphrase (restate ideas on my own words) to better understand what I read
24 I try to picture or visualize information to help remember what I read
25 I use typographical features like bold face italics to identify key information
26 I critically analyze and evaluate the information presented in the text
27 I go back and forth in the text to find relationships among ideas in it
28 I check my understanding when I come across new information
29 When the text becomes difficult, I reread it to increase my understanding
30 I do sometimes read aloud to increase my understanding
31 I ask dense questions that I like to have answered in the text
32 I check to see if my guess about the text are right or wrong
33 When I read, I guess the meaning of unknown words or phrases
34 When reading, I translate from English into my native language
36 I do also read for pleasure to improve my reading skills
37 I follow some special techniques such as QAP (Question-answer-Relationships: right there questions, think and search, author and you, on my own), reciprocal teaching (predicting, questioning, clarifying and summarizing)
C. Technique of Data Analysis
To determine the correlation between Indonesia and turkey students
perception toward academic reading of the fourth semester of English
Education Department of IAIN Salatiga in the academic year of 2018, for the
Turkey’s student this research took the data from journal “Perceptions of EFL
students toward Academic Reading” at Ataturk University and Indonesian
University. The writer used the Pearson product moment correlation in the
SPSS statistic program version 16 for windows. According to Priyatno (2009:
1), SPSS or Statistical Product and Service Solution is a software program that
is widely used for conducting statistical analysis of data. It provides tutorials to
analyze the data.
The ways to interpret the correlation in SPSS are:
a. If the figures show the correlation coefficient 0, the two variables
b. If the figures of correlation coefficient close to 1, the two variables
have a stronger relationship.
In the correlation, there are two directions of correlations;
unidirectional and not unidirectional. In SPSS program named two
tailed.
The writer uses SPSS statistical version.16 for windows to find
out the correlation between Indonesia and turkey students perception
toward academic reading of the fourth semester of English Education
Department of IAIN Salatiga in the academic year of 2018. The writer
has some reasons in using this program. Santoso (2000: 7) states that
there are three superiority of this program rather than conventional, such
as:
a. Speed : It can calculate the data in big amount and does not
need a long time to find out the result of the correlation.
b. Accuracy : The result is more dependable.
c. Reliability : SPSS program is process of the data continually
D. Instrument
The writer uses of questionnaire in data collection offers several
advantages. According to Seliger and Shohamy (1990), these include: “A) They
are self-administered and can be given to a large group of subjects at the same
time. They are therefore less expensive to administer than other procedures,
such as interviews. B) When anonymity is assured, subjects tend to share
information of a sensitive nature more easily. C) Since the same questionnaire
is given to all subjects, the data are more uniform and standard. D) Since they
are usually given to all subjects of the research at exactly the same time, the
data are more accurate”.
Observing these benefits, the questionnaire was used in the collection of
data. The statements were designed to elicit participants’ agreement or
disagreement. Participants responded according to a 5 point Liker scale ranging
from 1 to 5 (1 = I strongly disagree; 2 = I disagree; 3 = I have no idea; 4 = I
that best corresponded to their level of agreement per each statements. For the
collection of data, the Survey of Reading Strategies (SORS) was modified and
applied. For the adaption and direct user of this survey, permissions were
obtained from the researchers who designed it.
Mokhtari and Sheorey’s (2002) SORS was used in measuring the
frequencies of reading strategies that EFL learners apply while reading
academic materials in English. SORS is fairly easy to read and administer
(Flesh reading Ease= 34.7; Flesch-Kincaid Grade Level Equivalent= 4.5-6.0).
It consist of the 30 statements, classified into “Global Reading Strategies,”
“Problem Solving Strategies” and “Support Strategies.” In the version of the
questionnaire modified for this study, 26 of these statements were used, and no
distinction was maintained between the classifications. A short background
questionnaire including gender was administered along with the survey.
For preliminary analysis using a simple distribution tables for each variable
by using the following criteria:
a. For alternative answer A, the score is 5
c. For alternative answer C, the score is 3
d. For alternative answer D, the score is 2
e. For alternative answer E, the score is 1
Next step, to determine the qualification of internal value, the researcher
uses the formula that is:
Where,
x2 : Chi Square
f : Frequency observed
fh : Frequency expected
E. Data Analysis
The methodology of the study has been explained in detail in the previous
sections. The participants, procedures, and the instrument of the research were
explained in detail, and several tables related to the participants.
All statistical calculations in this research were performed with the
Chi-Square test was used for the statistical calculation in the analysis of the data
collected in this research and dependability of the variables was determined.
Significance was considered at the level of p < 0.05 means for each item, their
sub-dimensions, and the descriptive statistics (descriptive, frequencies,
cross-tabulation, etc.) were calculated. Correlation analysis between the means of the
scores were also performed.
The questionnaire aimed to determine the reading strategies of IAIN
Salatiga EFL learners in academic reading materials and variances in regard to
CHAPTER IV DATA ANALYSIS A. FINDING
In this section, the findings attained through the quantitative data collection
procedure will be presented. They will be discussed with regard to the answer
supplied to the three research questions of the study.
1. The Highest and Lowest Scored of Student Perceptions Toward Reading Strategies.
The researcher have found the quantitative data about the reading
strategies of IAIN Salatiga English learner in academic reading materials in the
table below
Table 4.1 The Descriptive Statistics of Reading Strategies by Means
Min Max m. sd
1 When I read, I keep paper and pen within reach 1 5 3.833 1.056
2 Before reading, I do skimming 2 5 3.917 0.806
3 Before reading, I do predicting by looking at the
title
2 5 3.722 1.003
4 While reading, I do scanning 2 5 3.722 1.031
5 While reading, I do skimming 1 5 3.583 1.025
6 When text becomes difficult, I do read too slowly
for my study needs
2 5 3.417 1.052
7 While reading, I try to find out the main ideas 1 5 3.833 1.108
9 I read the introduction and conclusion, then go back and read the whole assignment
2 5 3.917 1.025
10 I break long text into segments, I read 10 pages,
and then do something else, later, I read the next 10 pages and so on
2 5 3.75 0.996
11 I take marginal notes to help me understand what
I read
1 5 3.806 0.951
12 I think about what I know to help me understand
what I read
2 5 3.444 0.939
13 When text becomes difficult, I read aloud to help
me understand what I read
1 5 3.722 1.233
14 I think about whether the content of the text fits
my reading purpose
17 I adjust my reading speed according to what im
reading
2 5 3.694 0.822
18 When reading I decide what to read closely and
what to ignore
2 5 3.833 0.845
19 I use reference materials (e.g. dictionary) to help
me understand what I read
1 5 3.861 1.046
20 I use tables, figures, and pictures in text to
increase my understanding
2 5 3.944 1.12
21 I stop from time to time and think what I am
reading
1 5 3.444 1.107
22 I use context clues to help me better understand
what I read
1 5 3.806 0.92
23 I paraphrase (restate ideas on my own words) to
better understand what I read
2 5 3.806 0.786
24 I try to picture or visualize information to help
remember what I read
2 5 3.806 0.92
25 I use typographical features like bold face italics
to identify key information
1 5 3.556 1.107
26 I critically analyze and evaluate the information
presented in the text
2 5 3.472 1.028
27 I go back and forth in the text to find
relationships among ideas in it
1 5 3.611 0.994
28 I check my understanding when I come across
new information
1 5 3.75 1.025
29 When the text becomes difficult, I read it to
increase my understanding
2 5 3.889 0.919
30 I do sometimes read aloud to increase my
understanding
31 I ask dense questions that I like to have answered
33 When I read, I guess the meaning of unknown
words or phrases
1 5 3.75 0.906
34 When reading, I translate from English into my
native language
1 5 3.639 1.046
35 When reading, I think about the information in
both English and my mother tongue
2 5 3.778 0.866
36 I do also read for pleasure to improve my reading
skills
2 5 3.889 0.919
37 I follow some special techniques such as QAP
(Question-answer-Relationships: right there questions, think and search, author and you, on my own), reciprocal teaching (predicting, questioning, clarifying and summarizing)
1 5 3.444 0.969
The result of research of shows that the highest score on the fourteenth
questionnaire (I think about whether the content of the text fits my reading
purpose). The mean of the statement is 3.972. The finding indicates that the
most of IAIN Salatiga students think the content of the text fits their reading
purpose. They have purpose in reading English material. The second grade of
questionnaire score is the twentieth statement (I use tables, figures, and pictures
in text to increase my understanding). The mean of the twentieth questionnaire
is 3.944. Most of IAIN Salatiga students use tables, figure, and picture in their
reading strategy to increase their understanding).
Based on the data finding, the researcher found that most of IAIN
Salatiga use skimming in their reading strategy. It is proven by many students
answer strongly agree for the second questionnaire (Before reading, I do
most of IAIN Salatiga students do skimming before they reading and predicting
by looking at the title. It appropriate to good reader or effective reader according
to Irvin (1990) in which “the one of the good reader characteristic is build up
their background knowledge on the subject before they begin to read”.
The similar mean to the second questionnaire is the ninth questionnaire
(I read the introduction and conclusion, then go back and read the whole
assignment) and the thirty second statement (I check to see if my guess about
the text are right or wrong). They are reading strategy that be used by IAIN
Salatiga students.
In addition to the highest score, the researcher also found the lowest
score from the research questionnaire. With regard to the first research question,
the least scored reading strategies were computed as the sixth questionnaire
(When text becomes difficult, I do read too slowly for my study needs) is the
lowest score. The mean of the sixth questionnaire is 3.417. The most of IAIN
Salatiga students don’t read slowly for their study needs instead they read aloud
to help me understand what they read as their reading strategy.
The twelfth questionnaire (I think about what I know to help me
understand what I read) got score mean 3.444. The same mean is the twentieth
first and thirtieth seven questionnaires. The twentieth first questionnaire states
seven state that ”I follow some special techniques such as QAP
(Question-answer-Relationships: right there questions, think and search, author and you,
on my own), reciprocal teaching (predicting, questioning, clarifying and
summarizing)”.
2. Reading Strategies Vary With Regard To Male and Female Students
The result of reading strategies vary with regard to the learners’ gender of IAIN
Salatiga English learner can be seen in the table below:
Table 4.2. The Chi-square Analysis on the Item of the Questionnaire by Learner
Gender. “I think about whether the content of the text fits my reading purpose”
questions, with a significance level of p< 0.05. The data analysis section,
significance by gender was found in the statement “ I think about whether the
content of the text fits my reading purpose.” Based on the data, it can be said
that the female learners think about whether the content of the text fits my
reading purposes more than the male learners (table 4.2). The differences were
found among participants by gender with regard to their perceptions toward
effective reading strategies in academic reading. Both genders have differences
in reading strategies. Only male students answered strongly agree in the
questionnaire. Instead there are thirteen female students answer strongly agree.
Based on the finding of table 4.2 no one female IAIN Salatiga student
answered NI (no idea) from the questionnaire but eight male students answer
no idea. A female student chose disagree with the statement of the questionnaire
but three male students answer disagree. In addition, three male students chose
agree and seven female students chose agree. In the questionnaire, only a male
student chose strongly agree and there are thirteen female students chose
CHAPTER V CLOSURE
This chapter consists of the conclusion and suggestion. After completing this research, the research provides some conclusions and suggestion of the research.
A. Conclusion
After conducting the research and analyzing the data, the researcher comes
to several conclusions to answer the problems of the research that:
1. The Highest and Lowest Scored of Student Perceptions Toward Reading Strategies.
The quantitative data revealed that IAIN Salatiga students perceive
some strategies as more important than others. For instance, the highest scored
statement was “I think about whether the content of the text fits my reading
purpose” whereas the lowest scored was “When text becomes difficult, I do
read too slowly for my study needs.” These findings suggest that learners read
The second grade of questionnaire score is “I use tables, figures, and
pictures in text to increase my understanding”, “I read the introduction and
conclusion, then go back and read the whole assignment”and “I check to see if
my guess about the text are right or wrong”.
2. Reading Strategies Vary With Regard To Male and Female Students.
The data analysis section, significance by gender was found in the
statement “ I think about whether the content of the text fits my reading
purpose.” Based on the data, it can be said that the female learners think about
whether the content of the text fits my reading purposes more than the male
learners. Both genders have differences in reading strategies. Only male
students answered strongly agree in the questionnaire. Instead there are thirteen
female students answers strongly agree. No one female IAIN Salatiga student
answered NI (no idea) from the questionnaire but eight male students answer
no idea. A female student chose disagree with the statement of the questionnaire
but three male students answer disagree. In addition, three male students chose
agree and seven female students chose agree. In the questionnaire, only a male
student chose strongly agree and there are thirteen female students chose
strongly agree.
B. Suggestion
Based on the research findings and discussion, the following suggestions
1. For the Teacher/ lecture
The teacher can guide the students to guide the students to the reading
strategies that suit them individually. This study shows that learners have
different approaches to reading. In other words, reading strategies change from
person to person. Although they know almost all the reading strategies, they
just use the ones they think essential. This is why learners should be considered
with regard to their individual approaches to reading. Teachers should take the
learners’ individual experiences and approaches into account while teaching
reading.
2. For the Students
Students should practice others strategies to improve their reading
strategies.
3. For the Future Researcher
The instrument used in the current study has significant reliability. It is
recommended that this questionnaire be used for the different levels of EFL
learners. It is recommended that more studies be done investigating student
perceptions of effective reading strategies. Additional variables could be tested
in regard to the selection of the reading strategies, such as the English
proficiency of the learner. Further studies should investigate the aspects of
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