FACTORS AFFECTING THE ACHIEVEMENT OF STUDENTS IN READING ENGLISH TEXTS :
A CASE STUDY AT ENGLISH DEPARTMENT OF FACULTY OF CULTURAL SCIENCES, HASANUDDIN UNIVERSITY
A THESIS
Submitted to the Faculty of Cultural Sciences of Hasanuddin University in Partial Fulfillment to Obtain Sarjana Degree
in English Department
REZKY YULIANA J F 211 13 530
ENGLISH DEPARTMENT
FACULTY OF CULTURAL SCIENCES HASANUDDIN UNIVERSITY
MAKASSAR 2018
ACKNOWLEDGMENT
Alhamdulillah, Praise to Allah Subhanahu Wataala, the Most Gracious and High Merciful, for the health, strength, and also guidance to the writer’s presence in this world especially to accomplish the thesis as one of requirements to obtain her degree in English Department, Faculty of Cultural Sciences Hasanuddin University. Shalawat and salam also go to Prophet Muhammad Sall Allahu ‘alaihi wa sallam, the greatest of humankind.
In this occasion, the writers’ grateful thanks are due to the following people for their help, care, and advice, so that the writer can finish the study.
Those people are as follows:
1. The writer would like to convey her deepest gratitude to her beloved parents, Jamain and Sribulang for all the prayers, motivation, love, and care. Thank you for always being there to support every decision the writer takes. She is on her way to make you proud. Special thanks are also dedicated for her beloved Husband, Andi Muh. Roem Latif, S.TP., thanks for everything you give to me. And also to her Sister and Brother, Risma Yanti Jamain and Rafly Ferdiansyah Jamain for all the fight, advice, and protection.
2. The writer expresses her deep appreciation to Dr. Sukmawaty, M.Hum.
and Dra. Francisca E Kapoyos, M. Hum. as the writer’s first and second consultant for their time to help and guide the writer in writing her thesis.
3. All lecturers of English Department, Faculty of Cultural Science, Hasanuddin University for improving the writers’ knowledge during her study. Not forgotten also, all the staffs that already help the writer during administration process.
4. The writer also dedicated her special thanks to all friends in Etcetera 2013 for all experiences, laugh and spirit. It also goes to The Students on Reading English II (A) Class for their cooperation as the subject of this thesis. And also to her friends in Magellokestral UH, thanks for all the happines that she will never forget.
5. The last but not the least, the writer thanks go to her best friends, Wulan, Icez, Aning, Yayan, Nanda, Widya, Wany, Hanny Timeer, etc for being such a perfect companion in her life. Thank you for all the supports, motivation, and togetherness.
As the conclusion, the writer hopes this thesis will give a good contribution for the students of English Department and also for the future study about similar topic. The writer realizes that this thesis is still far from being perfect, therefore any suggestion or criticisms will be very much appreciated for the improvement of this writing. Thank you.
Makassar, 5th August 2018
Rezky Yuliana J
TABLE OF CONTENTS
APPROVAL FORM...i
ACKNOWLEDGEMENT ... v
TABLE OF CONTENTS ... vii
ABSTRAK ... ix
ABSTRACT ... x
CHAPTER I : INTRODUCTION A. Background ... 1
B. Identification of the Problem ... 3
C. Scope of the Problems ... 4
D. Research Questions ... 4
E. Objectives of the Study ... 4
F. Significances of the Study……… ... 4
CHAPTER II : THEORITICAL BACKGROUND A. Previous Studies ... 6
B. Theoretical Background ... 11
1. Definition of Reading ... 11
2. Definition of Reading Comprehension ... 12
3. Levels of Comprehension ... 14
4. The Importance of Reading ... 15
5. Types of Reading ... 16
6. Factors Affecting Reading Comprehension Skill ... 20
7. Purpose of Reading ... 23
CHAPTER III : RESEACRH METHODOLOGY A. Method of Research ... 25
1. Method of Collecting Data ... 25
2. Method of Analyzing Data ... 27
B. Populations and Sample ... 30
CHAPTER IV: FINDINGS AND DISCUSSIONS A. The Findings ... 31
1. Results of Reading Comprehension Achievement ... 31
a). Score of Students’ Reading Achievement ... 31
b). Percentage and Classification of Students’ Score ... 33
2. Findings of Questionnaires about Factors that Affecting the Students in Reading English Comprehension ... 34
B. Discussions ... 47
CHAPTER V: CONCLUSSIONS AND SUGGESTIONS A. Conclusions ... 52
B. Suggestions ... 53
BIBLIOGRAPHY...54
APPENDICIES...57
ABSTRAK
REZKY YULIANA J. 2018. Faktor - Faktor yang Mempengaruhi Pencapaian Siswa Dalam Membaca Bahasa Inggris: Studi Kasus di Departemen Sastra Inggris Fakultas Ilmu Budaya Universitas Hasanuddin . (Dibimbing oleh Sukmawaty dan Francisca E. Kapoyos).
Penelitian ini bertujuan untuk: (1) menjelaskan faktor - faktor yang mempengaruhi siswa dalam membaca bahasa inggris, dan (2) mengetahui bagaimana pencapaian siswa tahun pertama di kelas Membaca Bahasa Inggris II (A) dalam membaca bahasa inggris.
Penelitian ini menggunakan metode survei deskriptif, dengan melibatkan tehnik kualitatif dan kuantitatif. Populasi dalam penelitian ini berjumlah 35 siswa. Peneliti memilih sampel menggunakan metode pemilihan sederhana secara acak. Instrumen dalam penelitian ini adalah: (1) kuisioner motivasi dalam membaca (MRQ), (2) kumpulan pertanyaan mengenai belajar dan membaca bahasa inggris, dan (3) tes pemahaman membaca bahasa inggris. Kuisioner dan kumpulan pertanyaan digunakan untuk menganalisis faktor – faktor yang mempengaruhi siswa dalam membaca bahasa inggris. Tes pemahaman membaca digunakan untuk mengetahui pencapaian siswa dalam pemahaman membaca bahasa inggris.
Dari hasil kuisioner motivasi membaca MRQ dan kumpulan pertanyaan mengenai membaca bahasa inggris, terdapat beberapa faktor yang mempengaruhi siswa dalam pencapaian membaca bahasa inggris, yaitu: (1). Motivasi siswa dalam membaca bahasa inggris, (2). Sikap siswa dalam belajar bahasa inggris, (3). Frekuensi siswa dalam melakukan latihan membaca bahasa inggris, (4). Kurangnya kosakata siswa, (5). Usaha atau dorongan siswa untuk belajar membaca bahsa inggris di luar kelas, dan (6) Lingkungan hidup siswa.
Hasil dari data penelitian menunjukkan bahwa nilai rata – rata yang dicapai oleh siswa adalah 64,78. Dalam hal ini, dapat disimpulkan bahwa pencapaian pemahaman membaca bahasa inggris siswa tahun pertama di kelas Membaca Bahasa Inggris II (A), Jurusan Sastra Inggris, Fakultas Ilmu Budaya, Universitas Hasanuddin termasuk dalam kategori baik.
Kata Kunci : Kosakata siswa, Membaca Bahasa Inggris, Motivasi Membaca
ABSTRACT
REZKY YULIANA J. 2018. Factors Affecting the Achievement of Students in Reading English Texts: A Case Study at English Department of Faculty of Cultural Sciences Hasanuddin University (Supervised by Sukmawaty and Francisca E. Kapoyos).
This research aims to : (1) explain the factors that affect students in reading English texts, and (2) elaborate the achievement of the first year students of Reading English II (A) Class in reading english texts.
This research used Descriptive Survey Method. It is involved both qualitative and quantitative methods. The populations of this research were 35 students. The writer selected the samples by using simple random sampling method. The instruments of the study were: (1) the reading motivation questionnaire (MRQ), (2) the questionnaire about studying and reading English, and (3) the reading comprehension test. The questionnaires were used to analyze the factors that affected the students in reading English. Reading comprehension test was used to find out the students’ achievement in reading English comprehension.
The results of the motivation reading questionnaire (MRQ) and the questionnaire about studying and reading English indicated several factors that affected the students in reading English as follows: (1) students’ motivation in reading English, (2) students’ attitudes in learning English, (3) students’ frequency to practice and do the reading exercise, (4) lack of students’ vocabulary mastery, (5) effort of the students outside the class room related to English reading, and (6) environmental influences. The findings of this research showed that the mean score of the students in their reading achievement was 64,78. In this case, it can be concluded that the result of the achievement of sudents of Reading English II (A) Class of English Department, Hasanuddin University in reading English texts is good.
Keywords: Students’ Vocabulary, Reading English, Reading Motivation
CHAPTER I INTRODUCTION
A. Background of the Study
English is the most widely used in the world and has become an international language which has a very important role as a means of communication in every country in the world. In the current era of globalization, learning English in oral and written is important to prepare ourselves to compete in the future. In Indonesia, English is often used in international events, such as seminars, workshops, academic conferences and others, It is also used as a means of communicating in social media, advertising, health sciences, journals, books, movies, songs, technology, and many more.
In learning English, there are four skills that are very important, i.e.
speaking, listening, writing and reading. Learning the four skills is very important to develop English proficiency. In order to master those skill, the students have to master some elements of language, for instance, grammar, pronunciation, vocabularry, etc.
One of the skills is reading. Reading is process of interaction between the reader and the text in order to get information from the text (Devito 2014).
Reading is one of the complex ways in learning English, and one of the most important skills that students need in increasing our personal welfare and social progress. It cannot be denied that reading is a part of human life and society. Reading is the foundation for all academic learning in which the
students can get the information that can be applied in the next steps of learning process. Reading helps students develop their vital language skills, open up new world and enrich their lives, enchase, and provide them with fun activity.
According to Finichiaro and Bonomo (1973: 199), reading is bringing and getting meanings from the printed or written materials. It means that students have the ability in understanding and using the word and meaning.
Students know not only the words, but also the meaning. By reading students will understand more the ideas and messages conveyed by the authors in a text with written language. Also, students will more easily recognize the structures and forms of a sentence and spelling of a few words correctly in English after reading. It is arguable to say that reading plays an important part in developing students’ knowledge.
For students who want to develop and extend their reading knowledge, reading comprehension skill is the fundamental skill in obtaining progress.
The students can extend their reading knowledge by reading and comprehending books. They are expected to be able not only in pronouncing the words but also in grasping. The ideas are prepared in order to be able to draw inference from reading passage. Syahrir (1994: 2) points out that the primary purpose in reading instruction is to teach the reader to understand to respond what he reads. He also said that the fundamental goal in seeking to produce mature readers is to enable them to comprehend what ever printed materials will serve their purpose, no matter how difficult those materials
may be. This statement is emphasized by Adams and Collins (1977: 1) who stated that reading is not the ability to decode words but the ability to extract the meaning of both explicit and implicit from the written.
Until now, most of students still encounter difficulties in reading english texts. It happens because there are some factors affecting the students in reading English comprehension such as the lack of the students’ vocabulary, complexity of the texts, environment influences, students’ motivation, students’ habitual in learning english and many more. Therefore, to analyze the achievement and to know what the factors affect the ability of the students at English Department Hasanuddin University in reading English comprehension, the writer is interested in discussing the study with the title
"Factors Affecting The Achievement of Students in Reading English Texts: A Case Study at English Department of Faculty of Cultural Sciences, Hasanuddin University".
B. Identification of Problems
From the explanation above, the writer finds some problems as follows : 1. The students still have many problems in reading English text,
especially in comprehending the meaning of the complex texts.
2. The lack of the students’ vocabulary, interest, and motivation in reading english texts.
3. Students’ have bad habitual in practicing their reading english ability.
C. Scope of the Problems
In this research, the scope of analysis is limited by only focusing on the students’ achievement in reading English texts and factors that affect the achievement of the first year students in English Department of Hasanuddin University.
D. Research Questions
The writer formulates the research questions as follow:
1. How are the students’ achievements in reading English texts?
2. What are the factors that affect the achievement of the students in reading English texts?
E. Objectives of The Study
Based on the research questions above, the objectives of the research are as follow:
1. To elaborate the achievement of the students in reading English texts 2. To explain what are the factors that affect the students’ achievement
in reading English texts F. Significance of the research
The result of the research is expected to become a valuable input in the process of teaching and learning of English as follows:
1. Practical Significance
This research is significant in informing the teachers and the students about achievement of the students in reading english texts and the factors that affect the achievement of the students in reading English text.
Therefore, the outcomes of the research are expected to be used as the feedback to increase the reading comprehension of students.
2. Theoretical Significance
For the future researchers, this research can be taken as a contribution of opinion or reference to their research.
CHAPTER II LITERATURE REVIEW
In this section, the writer presents some theories which relate to each other in supporting the analysis. This chapter consists of previous studies and theoretical background.
A. Previous Studies
There are several researches that have been done by researchers related to the topic of this study. For completing this research, the writer found out some of references which is most probably can help this research.
Based on this part, the writer would like to present various terms and theses that are relative and helpful to this analysis. The previous studies are as follows:
Forsythia Catane Galgao (2016). The title of her research is Factors Affecting Reading Performance: A Study of Advanced EFL Students in Thailand . The aim of this research was to investigate how three factors – personal background, attitude towards reading, and motivation to read – affect the reading performance of Reading Advanced Level university students at a private international university in Thailand. The results indicated that there was a significant correlation between personal background and reading performance, and attitude towards reading and motivation to read. On the other hand, there was no significant correlation between attitude towards reading and reading performance, and motivation to read and reading
performance. Furthermore, the level of sample’s reading performance is relatively moderate.
Nurhana (2002). The title of her research is Factors Affecting Students Achievement in Reading Comprehension (A Study at the Third Years Students of SMP Negeri I Bontoramba Kabupaten Jeneponto). The objective of this research was to find out the students achievement in reading comprehension and factors that affect their achievement on reading comprehension test. The population of the research was the students of SMP Negeri 1 Bontoramba in the academic year 2006/2007, the sample of the research consisted of 25 students. The instrument of the research was reading comprehension test and questionnaire. The results of the research indicated that the department students of SMP Negeri 1 Bontoramba have fair achievement on reading comprehension. Factors that affected their achievement were the students motivation in learning English, the students perception about reading, and lack of practice.
Choirin Tria Kartika (2015). The title of her research is Improving The Students’ Reading Comprehension Through Herringbone Technique ( A Classroom Action Research of Second Grade of SMPN 1 Bergas, Central Java). This research aimed to improve the students’ reading comprehension through Herringbone technique. This research was conducted in SMPN 1 Beragas, Ngobo Street Karangjati, Bergas 50552. Thirty three students of the second grade of SMPN 1 Bergas 2014 were instructed through Herringbone technique to improve their reading comprehension. The research method in
this study is Classroom Action Research (CAR). Based on the results, the research recommends using Herringbone technique in reading.
Seli Marsela (2017). The title of her research is The Correlation Between Reading Motivation and Reading Comprehension Achievement of the Eleventh Grade Students of MAN 2 Palembang. The purpose of this study was to find out: (1) whether or not there is significant correlation between reading motivation and reading comprehension achievement of the students.
(2) whether or not reading motivation significantly influence reading comprehension achievement of the students. The population of this study was the whole classes of 11th grade which consist of three hundred forty six students. And then one hundred forty seven students was selected as the sample by using purposive sampling technique. The data were collected using MRQ questionnaire by Wigfeld, Jhon and Guthrie (1996) and reading section of TOEFL Junior test. Person Product Moment and regressions analysis were used to find out the correlation and influence between two variables. The result showed that there is significant correlation between reading motivation and reading comprehension achievement with r= .587. Besides, there was also significant influence of reading motivation and reading comprehension achievement with 34,5%.
Habtamu Walga Adaba (2016). The title of her research is Assessing Factors Affecting the Students’ Reading Speed and Comprehension:
Manasibu Secondary School Grade. The aim of this study was to find out the factors that affect students’ reading speed and comprehension that are related
to students, teachers, and school. A descriptive survey of quantitative and qualitative data analysis method was employed to carry out this study. 97 students and 12 teachers were selected using purposive and simple random sampling techniques. The data were gathered through questionnaires, interview and classroom observation. The result of the study revealed that the teachers rarely played their roles to improve the students’ reading speed and comprehension in the classroom reading due to lack of awareness. The finding also revealed the problem related to school like less oriented to the reading skills, lack of finance, lack of awareness, large number students in each class, unsuitability of seating arrangements to pair and group works and lack of access to teaching aidss.
Considering the previous researches above, it can be found that there are some similarities and differences among the five previous researches with this research. The similarities from the previous researches with the present research are the researchers equally try to explain the factors that affecting the students in reading english texts and find out the students achievement in reading English ability. While the differences are: (1) the previous research by Nurhana (2002) only used questionnaire and reading test as the intruments to collect the data, while in this research, the writer applies questionnaire, reading test, and also observation to gain information about the reality of the students activity in the classroom, (2) the previous research by Forsythia (2016), the researcher tried to find out the correlation between personal background, reading performance, attitude towards reading and motivation to
read of the students, while in this research, the writer tries to analyse the achievement of the student and what factors that influence the students achievement in reading english texts, (3) the previous study by Choirin (2015) is aimed to improve the students’ reading comprehension through Herringbone technique. There are some factors that affecting in proccess of the improvement of the students reading comprehension, so the writer compares the factors affecting the performance of students reading comprehension on the previous research and the factors affecting the achievement of the students on this research, (4) the next previous study by Seli Marsela (2017), the researcher tried to find out the correlation between reading motivation and reading comprehension of the students. The study only focus on one factor that affecting the studetnts reading comprehension, that is the students reading motivation, while the present research explains some factors that affecting the students reading comprehension, such as students motivation, students attitude, students habitual, etc. (5) The last previous research by Habtamu (2016), the aim of his study was to find out the factors that affect students’ reading speed and comprehension that are related to students, teachers, and school. So, the researcher used students and teachers as sample of the study, while the present research only selected the students as the sample of the study.
B. Theoretical Background
In this section, the writer would explain some definitions and theories related to the topic of the study. The theoretical background are as follows:
1. Definitions of Reading
Reading is one of English skills besides speaking, listening and writing. It is the way to understand written messages. According to Nuttal (2000:2) reading means a result of interaction between the writer’s mind and the reader’s mind. It is the way how to the reader tries to get the message or the intended meaning from the writer. In this process, the reader tries to create the meanings intended by the writer, the reader can get the message, and the writer’s meaning sense.
According to Pang (2003:6) reading is defined as understanding written texts. He says that reading consists of two related processes: word recognition and comprehension. Word recognition is defined as the process of getting how written symbols correspond to one’s spoken language while comprehension is the process of making the meaning of words, sentences and connected text. He adds his statement that the reader who has background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies can help them understand written texts.
Reading can be defined as the instantaneous recognition of various written symbol with existing knowledge and it also can be defined as comprehension of the information and the idea communicated. This is
supported by Grabe (1986) states, that reading is the ability to recognize vocabulary and syntax automatically. Reading is the ability to read at reasonable rapid rate, the ability to grasp the main idea and scan for piece of information and the ability to adjust rate and adapt strategies for careful analytical reading and critical evaluation.
Based on explanation above, the researcher concludes that reading is an active process to convey the message or information. It means that when a reader interacts with printed messages, he tries to get the visual (written) information result or to get meaning in comprehending the messages or the texts from the writer. It also can be said that reading not only the process of getting the written symbols correspond to one’s spoken language but it is also the process of making the meaning of words, sentences and connected text that can be called comprehension.
2. Definitions of Reading Comprehension
There are many definitions of reading comprehension accepted from some Writers. According to Block (2004), reading comprehension is a complicated process in which readers have an important role in making meaning from the text through applying existing skills. Pressley (2000) and Birsch (2011) defined reading comprehension as the ability to get meaning from what is read. Reading comprehension needs different reading skills such as word recognition, fluency, lexical knowledge, and pre-existing knowledge to be undertaken quickly so that the reader gets knowledge from text.
The word comprehension is Latin word ’comprehendere’ meaning
‘to grasp.’ Bell (2001) defined comprehension as grasping of meaning of several ideas that are grouped together. Rayner, Foorman, Perfetti, Pesetsky, and Seidenberg (2001) and Tompkins (2011) defined reading comprehension as the level of comprehending a text. This comprehension arises from the interplay between the written words and how they elicit knowledge outside the message. Tompkins (2011) expressed that comprehension is a creative process that hinges on four skills called phonology, syntax, semantics, and pragmatics. While Marilyn McCord (1994) states that proficient reading is dependent on the capability to recognize words easily. It is identified by individuals’ cognitive growth which is the structure of reasoning processes.
From the definitions above, reading comprehension can be concluded as the ability to find the stated or unstated writer’s idea in the text. The essence of reading comprehension is understanding all information delivered by the writer. It also refers to the ability to connect between the words in a text, to understand the ideas and the relationships between ideas conveyed in a text. By reading, the reader will know what they read and challenged to response the ideas of the author. In order to make the messages or information that comes from the author can be understood and comprehended easily by the reader. Reading with comprehension signifies not only understand the surfaces meaning of the text but also understand the purposes of the main idea of the reading text.
The purpose of reading passage commonly is to find idea from reading passage and to enhance knowledge of the language being read.
3. Levels of Comprehension
There are some levels of comprehension (Dallmann, Rouch, Char,
& DeBoer, 1982:25), they are : 1. Literal Comprehension
Literal comprehension refers to the idea and facts that are directly stated on the printed pages in fact, literal ideas and facts are usually clearly stated that one could go back in the passage and underling the information desired. The literal level of comprehension is fundamental to all reading skill at any level because a reading must first understand what the author said before he can draw an inference or make an evaluation.
2. Interpretation
Interpretation or reading between the line demands a higher level of thinking ability because the questions in this category of interpretation are concerned with answer that are not directly stated in the text but are suggested of implied. To answer the questions at the interpretative level, reader must have ability and be able to work at various levels of abstraction. Interference maybe defined as something devised by reasoning: something that is not directly stated but suggested in the statement, a logical conclusion that is draw from statements.
3. Critical Reading
Critical reading is a higher level than the other two categories because it involves evaluation, truthfulness of what is read. To be able to make judgment, a reader must be able to collect, interpret, apply, analyze, and synthesize the information.
4. Creative Reading
Creative reading uses different thinking skill to go beyond the literal comprehension, interpretation, and critical-reading level, in creative reading, the reader tries to come up with new or alternate salutations to what presented by writer.
4. The Importance of Reading
According to Brath (2012:4) reading is both directly and indirectly connected to later educational achievement and it is critically important to a student‟s growth across all subject areas. Failure to achieve reading comprehension has also been linked to other factors that have an impact on academic success. The habit of reading can add to the information available on various topics. It also helps the readers to stay in-touch with contemporary information and makes them sensitive to global issues and helps them catch in hand what is going on around them. Generally, reading texts are good sources and wealth choices for self improvement and motivation. They have a great contribution towards proficient achievement. In addition, they are informational and reliable for what we may query for a long time without satisfactory answers.
Furthermore, Brath also states reading is essential to success in school, work, and society. A student‟s ability to make sense of grade level texts can ensure either success or failure in school, depending on the student‟s ability to comprehend. Comprehension is a complex process, in which many factors play a role, including the active process of the interaction between the reader and the text, the understanding of the language and vocabulary in the text, and the learning and use of specific strategies for comprehension.
From the explanation above, it can be conclude that reading is an activity that involves greater levels of concentration and adds to the conversational skills of the reader, which enhances the knowledge acquired, consistently. The habit of reading also helps students to receive new words and phrases that they come across in everyday conversations.
The habit can become an ad to the information available on various topics.
It helps students to stay in-touch with contemporary writers as well as those from the days and makes students aware to global issues.
5. Types of Reading
Based on the purposes of reading, Nuttal (1982) classified the kinds of reading into two types; the first is intensive reading and the second is extensive reading. They are described as follows:
a). Intensive Reading
Intensive reading is kind of reading which the purpose is to grasp a comprehension of the whole passage. Based on Nuttal’s point
of view intensive reading involves approaching the text under the guidance of a teacher or a task which forces the student to focus on the text. The aim is to arrive at an understanding, not only of what text means, but of how the meaning is produced. In other word, intensive reading is used to gain a deep understanding of a text which is important for readers.
To reach the comprehension in reading, it is necessary to pay attention of reading accuracy concerning reading text. The emphasis of intensive reading is on comprehending certain reading material.
Students have to grasp the author’s message completely so as it requires a deep comprehension.
b). Extensive Reading
The second type of reading is extensive reading. It is kind of reading that lead reader to read the text with pleasure. This assumption also supported by Harmer “extensive reading enabled readers to enjoy what they read. If the readers enjoy what they read, they will read more, and if they read more, they will know better and used to read fast”. It is supposed that the best way to do the extensive reading is trying to enjoy reading itself.
Furthermore, Nuttal stated extensive reading is assumed that in order to understand the whole (e.g. book), we must first understand the parts (sentences, paragraphs chapters) of which it is made up.
However we can in fact often understand a text adequately without
grasping every part of it: Students have to be encouraged to develop this facility. It means, in extensive reading reader does not need to know every single word to grasp the entire meaning of the text.
Extensive reading helps reader to comprehend the text without read the whole chapter and every parts of the book. It is likely more to emphasize the accuracy activity involving reading for detail.
Extensive reading used to gain a deep understanding of a text by finding the specific information written on the text.
Both intensive and extensive reading is used for different reading purposes. Intensive reading used to understand the details meaning of the text completely for specific purposes such as business and science.
Meanwhile, extensive reading enables readers to read fast because they do not need to read the whole chapter of the book; the purpose is to find the detail information of the reading passages.
As Nuttal (1982: 22) states that certain students are to understand completely when necessary, but they must also learn that is wasteful to read with the some amount of care for very purpose. Nuttal also classified kinds of reading activity. There are three kinds of reading activity. They are:
1. Reading Aloud
Reading aloud is very important device that cannot be overlooked in achieving the goal because it is a great aid in
developing our habits to practice. In reading aloud the students will get experience to improve their vocabulary.
Reading aloud is an effective technique in reading because it gives the student an opportunity to comprehend the ideas, recognize the vocabulary, concepts, and correct their mistakes in pronunciation and intonation.
2. Silent Reading
Silent reading is a second kinds of reading that covers many ways of reading, silent reading focuses on comprehension pronouncing the words or sentences. This kind of reading leads the readers to better comprehension. Silent reading is a skill to criticize what is written. Reading means to draw inferences and conclusions and expressed new idea in the basis of what is read. This reading skill is called the ability of reading.
3. Speed Reading
This kind of reading is used to improve speed and comprehension. It is a very important skill for student to apply in reading. If the readers do not have a skills of reading speed, all the process of studying will be slow and effective. That is only speed reading should be regarded as one of main skill in reading.
Hafner and Hayden (1971: 249), state that reading rate is not separate, unified skill that can be considered in isolations from others characteristic of the reader or from the content he is reading.
This indicates that speed reading can not be separated with the other skills because it depends on the readers what they are reading.
6. Factors Affecting Reading Comprehension Skill
According to Dennis (2008), reading comprehension is a complex process between identifying printed symbols and interpreting the meaning behind the symbols. Some factors affect reading comprehension skill.
They are complexity of the reading text, environmental influences, anxiety during reading comprehension, interest and motivation, decoding or word recognition speed, and medical problems. In the following section, these factors are elaborated in detail.
1. Complexity of the Texts
One of the factors that impacts learners’ reading comprehension is the complexity of the texts. This factor is influenced by the readers’
strength and fluency in language and their comprehending of its applications and different meanings. Oral abilities have a significant part in identifying how skilled a reader can be because learners hear words and obtain a lot of vocabulary. A lot of vocabulary assist learners in explaining the unknown words through applying the opinions of context (Dennis, 2008).
2. Environmental Influences
The second factor related to the environmental conditions that impact the learners who try to read a passage. Readers may have a lot of problems to understand a text in an unorganized environment than
those who read in a calm and controlled place. If learners are in an unsafe place, they find it difficult to focus on their reading. When they are in safe environments, their reading comprehension ability will better. Readers will lose their concentration in understanding a text when there are noises like televisions or radios (Dennis, 2008).
3. Anxiety During Reading Comprehension
The third factor is pertinent to the anxiety during reading comprehension. Examinations, class work, or homework situations can put more pressure on readers’ reading than reading for enjoyment.
Some learners react positively to examinations while others are overwhelmed by the pressure to carry out a reading activity. Learners who experience this anxiety may not completely understand the instructions and this may lead to confusion and poor comprehension of the reading task (Dennis, 2008).
4. Interest And Motivation
The fourth factor is interest and motivation. According to Dennis (2008), learners’ interest and motivation are very important in developing reading comprehension skill. If readers find the reading material monotonous, they will have a lot of problems in concentrating on their comprehension. This can lead to a lowering of reading comprehension among readers. If the reading material is interesting for learners they can easily understand it and can remember
it clearly. EFL teachers should motivate their learners through providing interesting reading materials during their class time.
5. Decoding or Word Recognition Speed
The fifth factor is related to decoding or word recognition speed.
Readers who have problems in decoding and recognizing words read slowly and find it more difficult to understand the meaning of passages than those without decoding problems. He expressed that vocabulary influences the reading comprehension skill because readers apply decoding skills to understand the pronunciation and meaning of words they have not seen before. Persons who have enough vocabulary can clarify the meaning or reading passages faster than those who should guess the meaning of unfamiliar words according to the clues of context (Dennis, 2008).
6. Medical Problems
The last factor is concerned with the medical problems.
According to Hollowell (2013), poor reading comprehension skill may be related to the medical difficulty that does not get addressed until the child is older. This involves undiagnosed ADD (attention deficit disorder), speech problems, and hearing impairments. She emphasized that learners with speech and hearing difficulties are less likely to take part in oral reading and class discussions. These are the two activities that help learners improve their reading comprehension skill.
7. Purpose of Reading
A person may read for many purposes, and that purposes help to understand more what is read by people. If he or she is reading for pleasure or reading for pure recreation and enjoyment, he or she may read ether quickly or slowly based on the way he or she likes or feel. But if he or she is reading for study or information such news, science or some line, which are parts of his or her study or assignment it does very slowly and carefully. And generally, the purpose of reading is to find some information from the text.
McDonough and Shaw (1993), classify the purposes of reading into three purposes. First, people read to get the general information.
Second, people read to get the specific information. Third, people read to get pleasure or interest, although it is for enjoyment, it is still purposeful.
McDonough and Shaw (1993) also stated the specific purpose in reading, they are:
(1) to get the information about a topic that students need, such as books, encyclopedia, etc.
(2) to get the instruction on how to do something, such as instruction of electric devices.
(3) to keep in touch with friends such as letters and email.
(4) to know when or where something will take place or what is available, such as time table, schedule, etc.
(5) to know what is happening or has happened, such as newspaper or magazine.
(6) to get pleasure.
Those purposes are the reason why students want to read. On the other hand, they also stated that there are some other specific reading purposes for the students in academic setting, they are; to search information, to learn new information, to synthesize and evaluate the information.
Based on the description, the writer considers that there are two general reading purposes. First, is to get the information whether it is general or specific information. Second, people read only for pleasure, because he or she likes the reading activity.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the description about method of the research, collecting data, data analysis, population and sample.
A. Method of Research
In this research, the writer applies Descriptive Research Method.
There are three main types of descriptive methods, they are: observational methods, case-study methods and survey methods. However, the one that was suitable for this research is the Descriptive Survey Method. It involves both qualitative and quantitative methods. The purposes of descriptive survey method are to analyze, to identify, and to describe the data descriptively on the assumption that it would help to reveal the current hampering factors that are affecting students’ achievement in reading English texts.
1. Collecting Data
In collecting the data of this research, the writer followed some steps are as follows:
a. Observation
Before collecting the data, the researcher observes the learning process in the class. This observation conduct to know the reality of the students' behavior and activities, students attitudes during the class, students preparation in the class, students responts to the teacher, and interaction between the students and the teacher in learning process in
the classroom. The data of this observation are expected to support the result of this research.
b. Reading Comprehension Test
After observing the class, the researcher collected data by requiring the students to complete the questions of reading comprehension test. The writer conducted the reading comprehension test to find out the students’ achievements in reading English texts.
The writer applied the reading test based on English Placement Test (EPT) of The California State University. The test consists of 20 questions with some kind of questions, such as: Reading Comprehension, Vocabulary in Context, Logical Relationships, Construction Shift, Missing Sentence, and Supporting Sentence.
c. Questionnaires
The last phase of this research is to fill questionnaire. The questionnaire is used to explain factors that affecting the achievement of the students’ in reading english texts. There are three types of the questionnaire. The first types of questionnaires are assessed by likert scale rating reading motivation questionnaire (MRQ). This questionnaire was used by Alan Wigfield, John T, Guthriea, and Karen Mcgough (1996). The questionnaire contains of 53 questions about the students’ motivation in reading. The second types of questionnaires is multiple choices questions. The questionnaire contains of 10 questions about the students’ interest, habitual, and attitude in study and reading
english text. The last types of questionnaires is open-ended questions.
Sugiyono (2011) stated that open-ended questions was the set of questions that expected the respondents to explain something clearly. It means that the respondents can express their perceptions or opinions in a free-flowing manner. The questionnaire contains of 3 questions about the students’ perceptions in reading engllish texts.
2. Data Analyses
In this study, the writer analyzes the data from the results of the reading comprehension test and the questionnaires which were given to the first year students of English Department Hasanuddin University. There are several steps in analyzing the data, they are:
1. Reading Test Analyze a). Scoring
In this section, the writer analyzed the students reading comprehension by calculating the correct aswer. The correct answer was scoured 1 and the incorrect answer 0. Since there were 20 total number of items, there were 20 points of the highest score. The scoring is following the method suggested by Syah, (2008).
=Students correct answer
Total number of items 100
b). Classifying the Students’ Scores into the Following Classification.
Score of the test is classified into five which are based on standard of evaluation as follow:
Table 1: Range of Students Reading Achievement No Percentage Range Qualification
1 81-100 Very Good
2 61-80 Good
3 41-60 Fair
4 21-40 Poor
5 0-20 Very Poor
(Depdikbud in Rosmawati, 1994:28)
To discover the mean score, the writer applies the formula:
X = N
∑
XWhere: X = Mean score
∑
X = Total respondent N = Total raw score(Anas, 2011: 81)
a. Questionnaire Analysis
First, the writer analyzes the students reading motivation by scoring the motivation for reading questionnaire (MRQ) which consists of 53 items. MRQ uses likert scale with range of 1-4. It consists of very different from me, a little different from me, a little like me, a lot like me. The score of each item describes as follow :
Table 2: MRQ Score for Each Option
Category Score
Very different from me 1
A little different from me 2
A little like me 3
A lot like me 4
(Wigfiled et, al. 1996) The writer divides the level of the students reading motivation into three interval levels, the levels are high motivation, moderate motivation, and low reading motivation.
If the students get the score of 53-106, they are consider to have low level of reading motivation, those who belong score 107- 160, they are in medium level of reading motivation, and when they get score of 161-212, they have high level of reading motivation.
The next, multiple choice and open-ended questionnaire, the researcher calculates the students’ choice of answer by each questions.
This aim is to find out the description of the factors affecting the students in comprehending a reading passage. The researcher classifies the frequency of answer then made the percentage. The researcher uses the formula of frequency and percentage as follows:
Where: P : Percentage
ƒ : Frequency of the correct answer N : The total number of students
(Gay, 2006)
%
×100
=N P f
B. Populations and Sample 1. Population
The population of this research was the first year students at Reading English II (A) Class of English Department, Faculty of Sciences, Hasanuddin University in academic year 2017/2018, consist of 35 students.
2. Sample
According to Gay (2006:99), sampling is the process of selecting a number of participants for a study in such as a way that they represent the large group from which they are selected. A sample is made up of the individuals, items or events selected from a large group referred to as a population. On this study, the writer selected 23 students by simple random sampling.
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter consists of two sections. The findings of the research and the discussions of the research findings.
A. The Findings
In this section, the writer presents the data description of the students achievement on reading test and the students response on the questionnaires.
1. The Students’ Reading Achievement
In this part, the writer presents the scores of students’ reading comprehension test and the percentage and classification of students’ score in reading achievement.
a. The Scores of Students’ Reading Comprehension Test
Reading comprehension test was used to measure student’s reading comprehension achievement. It consists of 20 items and distributed in 30 minutes.
Table 3: The Scores of Students’ Reading Comprehension Test
No Code Correct
Answer Score Percentage
1. S-1 8 40 1,74
2 S-2 17 85 3,70
3 S-3 14 70 3,04
4 S-4 15 75 3,26
5 S-5 11 55 2,39
6 S-6 14 70 3,04
7 S-7 17 85 3,70
8 S-8 16 80 3,48
9 S-9 11 55 2,39
10 S-10 15 75 3,26
11 S-11 11 55 2,39
12 S-12 18 90 3,91
13 S-13 9 45 1,96
14 S-14 11 55 2,39
15 S-15 7 35 1,52
16 S-16 12 60 2,61
17 S-17 16 80 3,48
18 S-18 18 90 3,91
19 S-19 17 85 3,70
20 S-20 13 65 2,83
21 S-21 11 55 2,39
22 S-22 12 60 2,61
23 S-23 5 25 1,09
TOTAL 298 1490 64,78
Table 3 above illustrates the scores of students’ reading comprehension achievement. Previously, the writer has given code for each students, such as S-01, S-02, S-03,...until S-23.
From the the analysis above, S-12 and S-18 achieve the higher score.
They get 18 correct answer and the score is 90. While the lower score is achieved by S-23, she gets 5 correct answer and the score is 25.
b. The Percentage and Classification of Students’ Score in Reading Achievement
Table 4: The Percentage of the Students Achievement No. Classification Range Frequency Percentage
1.
2.
3.
4.
5.
Very good Good
Fair Poor Very poor
81 – 100 61 – 80 41 – 60 21 – 40
20
5 7 8 3 -
21,74 % 30,43 % 34,78 % 13,04 %
-
Total 23 100%
The result of the Table 4 above shows the data analysis from the percentage of students’ scores. For each category, not all of 23 students had very good reading comprehension. There are 5 (21,74%) students who are classified into very good and there is only 3 (13,04 %) student who are classified into poor in reading test. On the other hand, there are 7 (30,43%) students who are classified into good, and 8 (34,78%) students who are classified into fair, and none of the students are classified into very poor.
After calculating the result from the students reading test, the writer also calculates the mean score. The mean score of the students is 64,78.
The calculation shows that the mean score of the students in their reading achievement is based on the classification of the score of the students, that is classified as good reading achievement.
2. Findings of Questionnaires
In this part, the researcher analyzes factors that affecting the achievement of the students in reading English texts. The results of students’
responses are as follows:
a. Students Reading Motivation
The 53 items of questionnaire scale reading motivation (MRQ) was employed to investigate the students’ reading motivation. TheMRQ was rated by four-point Likert scale, ranging from one point “very different from me” to four point “a lot like me”. A higher score indicate higher degree of reading motivation. From the questionnaire, the three level of reading motivation were all perceived by the students with different number. The details are as follow:
Table 5: The Students Motivation in Reading English
Response Frequency Percentage
High Motivation Medium Motivation
Low Motivation
4 19
-
17,39%
82,61%
-
Total 23 100%
The result shows, there are 4 students (17,39 %) indicated as highly motivated and 19 students (82,61%) who are indicated as moderately motivated. And there is no students who are indicated as low motivation. In conclusion, it was revealed that from the questionnaire, medium motivation was the most perceived type of readingmotivation of the students.
b. Question No. 1
How often do you speak English in class ? a. Almost every lesson
b. Sometimes c. Never
The answer from students are classified in the following table:
Table 6: The Frequency of the Students in Speaking English in the Class
Response Frequency Percentage
Almost every lesson Sometimes
Never
2 20
1
8,70%
86,96%
4,35%
Total 23 100%
The frequency of students speaking English in the class can be seen in the Table 6 above that from 23 students, only 2 students (8,70%) of them said that they speak English in the class almost every lesson. 20 or the largest number of students (86,96%) say that they sometime speak English in the class and the last one student (4,35%) never speaking English in the class. It can be seen, that only 2 students who are really active and make efforts to improve their English ability with speaking in the Class.
c. Question No. 2
Among the four skills in English, which one do you like most ? a. Reading
b. Writing c. Listening d. Speaking
The answer from students are classified in the following table:
Table 7: The Students Interest of Four Language Skill Language skill Frequency Percentage
Reading Writing Listening Speaking
9 3 2 9
39,19%
13,04%
8,70%
39,13%
Total 23 100%
From the Table 7 above, we can see that among the four skills, reading and speaking are selected by students as the most interesting subject to study, with 9 students (39,19%). While there are 3 students (13,04 %) who prefer writing. And the lowest percentage is listening which is followed by 2 students (8,70 %). It can be conclude that reading is one of the most interesting subject and most interesting skill that students selected.
d. Question No. 3
When the teacher says something that you do not understand what do you do ?
a. Ask the teacher to repeat in Indonesia b. Say nothing, just let it be
c. Ask another students what it means
d. Ask the teacher to repeat in English and try to guess the meaning The answer from students are classified in the following table:
Table 8: The Students Response about What They Do When They Do Not Understand What the Teacher Said
Response Frequency Percentage
Ask the teacher to repeat in Indonesia Say nothing, just let it be
Ask another students what it means
Ask the teacher to repeat in English and try to guess the meaning
4 1 11
7
17,39 % 4,35 % 47,83 % 30,43 %
Total 23 100%
The Table 8 above shows the things that students do when they do not understand what the teacher said. Among 23 students, there are 4 students (17,39 %) prefer to ask the teacher to repeat in Indonesia, 7 students (30,43 %) prefer to ask the teacher to repeat in English and try to guess the meaning. The lithest percentage is to say nothing and just let it be followed by 1 student (4,35 %). And the highest percentage is followed by 11 students (47,83 %) that is Ask another students what it mean.
e. Question No. 4
How often do you ask question related to the reading subject to your teacher?
a. Always b. Sometimes c. Rarely d. Never
The answer from students are classified in the following table:
Table 9: The Frequency of the Students in Asking Question Related to Reading Subject
Response Frequency Percentage
Always Sometimes
Rarely Never
1 14
7 1
4,35 % 60,87 % 30,43 % 4,35 %
Total 23 100%
The frequency of students in asking question related to the reading material can be seen in the Table 9 above that from 23 students, only 1 student (4,35 %) says that always ask question on reading class. 14 students (60,87 %) say that they sometime asking question. 7 (30,43 %) of the students said that they rarely asking. And the last, 1 student (4,35%) said that never asking question to the teacher. From the data above, it can be conclude that the students do not take advantage of their time to asking something that they do not understand related to the reading subject and they are not really interact with the teacher.
f. Question No. 5
Do you have dictionary ? (not electronics) a. Yes
b. No
The answer from students are classified in the following table:
Table 10: The Students Response Wheter They Have English Dictionary or Not
Response Frequency Percentage
Yes No
19 4
82,61 % 17,39 %
Total 23 100 %
From the data above we can see that from 23 students, there are 19 students (82,61 %) have English dictionary, and 4 students (17,39) do not have English dictionary.
g. Question No. 6
How often does the teacher give you reading assigment ? a. Always
b. Sometimes
c. Rarely
d. Never
The answer from students are classified in the following table:
Table 11: The Students Answer About the Frequency of English Teacher in Giving Reading Assignment
Response Frequency Percentage
Always Sometime
Rarely Never
19 3 1 -
82,61 % 13,04 % 4,35 %
-
Total 23 100 %
Based on the Table 11 above, it can be seen that 19 of the 23 students (82,61 %) say that they always get reading assignment. 3 (13,04
%) of them say sometimes, and 1 (4,35 %) student say rarely. None of them say never.
h. Question No. 7
How difficult the assigment that the teacher give ? a. Very difficult
b. Diffficult b. Easy c. Very easy
The answer from students are classified in the following table:
Table 12: The Students Response towards English Reading Assignment
Response Frequency Percentage
Very difficult Difficult
Easy Very easy
- 12 11 -
- 52,17 % 47,83 %
-
Total 23 100%
From the Table 12 above, it can be seen that there are 12 respondents (52,17 %) say the reading assignment that given by their teacher is difficult. And, there are 11 respondents say that the English assignment is easy. None of them select very difficult and very easy.
i. Question No. 8
Which of these things do you try to do outside the classroom regularly to improve your reading skill?
a. Singing an English songs while reading the lyrics b. Reading stories or other books in English
c. Reading English newspaper/web d. Doing extra English grammar exercise
The answer from students are classified in the following table:
Table 13: The Students Aswer about the Things that They Try to Do to Improve Their Reading Skill
Response Frequency Percentage
Singing an English songs while reading the lyrics
Reading stories or other books in English Reading English newspaper/web
Doing extra English grammar exercise
12
6 3 2
52,17%
26,09%
13,04%
8,70%
Total 23 100%
The Table 13 shows the things that students do to improve their reading skill outside the class. From 23 students, the highest number of the students are 12 students (52, 17) prefer to singing an English song while reading the lyric to improve their reading skill. While 6 students (26,09 %) prefer to reading stories or other books in English, 3 students (13,04 %) answer reading English newspaper or web, and the last 2 students (8,70 %) choose to doing extra English grammar exercises.
From the result, it can be conclude that most of the students prefer to try enjoyable ways to improve their ability in reading English, such as singing an English songs while reading the lyrics and reading stories or other books in English.
j. Question No. 9
How often do you read outside the classroom?
a. Everyday b. Once a week c. 3-4 times a week d. Never
The answer from students are classified in the following table:
Table 14: The Frequency of the Students in Reading Book Outside the Classroom
Response Frequency Percentage
Everyday 3-4 times a week
Once a week Never
4 9 8 2
17,39%
39,13%
34,78%
8,70%
Total 23 100%
From the Table 14 above we can see that the highest number of the students that is 9 students (39,13 %) spend around 3-4 times a week for reading, also 8 students (34,78 %) say that they are reading book once a week. Only 4 students (17,39 %) that reading book everyday, and 2 students (8,70 %) are never reading book outside the classroom.
k. Question No. 10
Where do you like to read?
a. Bedroom b. Sitting room c. Classroom d. Library
The answer from students are classified in the following table:
Table 15: The Students Answer about Where They Usually Reading a Book
Response Frequency Percentage
Bedroom Classroom Sittingroom
Library
14 2 1 6
60,87%
8,70%
4,35%
26,09%
Total 23 100%
We can see the Table 15 above shows that from 23 students, there are 14 students (60,87 %) that usually reading book at the Bedroom, 2 students (8,70 %) usually reading book at the Classroom, while 1 student (4,35 %) prefer to read book at the Sittingroom, and the another 6 students (26,09 %) usually reading book at the Library.
From the analyses above, most of students answer that they usually reading book at the Bedroom. The writer believes that Bedroom and Library are a calm and controlled place, so that why the students prefer to read book in the Bedroom and Library.
l. Question No. 11 Why do you read ?
a. Its Fun
b. Teacher tell me to c. It will help me learn d. My parents tell me to e. I like writing
f. Something Else
The answer from students are classified in the following table:
Table 16: The Students Answer About the Reason to Read English
Response Frequency Percentage
Its fun
Teacher tell me to It will help me learn My parents tell me to I like writing
Something else
3 3 16
- 1 -
13,04%
13,04%
69,57%
4,35%
Total 23 100%
From the Table 16 above, we can see the reasons to read english of the students, The highest percentage of the reasons is “it will help me learn” followed by 16 students (69,57 %). The reason “its fun” chosen by 3 students (13,04 %) and the reason “teacher tell me to” also chosen by 3 students (13,04 %) and the last 1 student (4,35 %) says “i like writing” as the reason. None of them choose the reason “my parents tell me to” or something else.
It can be conclude that the most reason of the students reading English book is because “reading English book will help the students in learning English”. It shows that the students realize that in improving their ability in English, they have to read some English books.
m. Question No. 12
If you’re not a member of the library, why not?
a. I’m a member of Library b. I’m not interested
c. I would join but haven’t had the oportunity d. Something else
The answer from students are classified in the following table:
Table 17: The Students Answer About the Reason Not to be a Member of The Library
Response Frequency Percentage
I’m a member of the library I’m not interested
I would join but haven’t had the oportunity Something else
11 4 7 1
47,83%
17,39%
30,43%
4,35%
Total 23 100%
The Table 17 above shows that there are 11 students (47,83 %) are member of the Library, 4 students (17,39 %) are not member because they are not interest, 7 students (30,43 %) would join but have not had the oportunity. And 1 student said that she has her own mini library on her house.
