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AL JAUHAREN JAMBI
THESIS
MU’AWANA TE. 140016
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING OF THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI 2018
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THE CORRELATION BETWEEN STUDENTS’ READING HABIT AND THEIR READING COMPREHENSION OF THE ELEVENTH
GRADE ISLAMIC SENIOR HIGH SCHOOL AL JAUHAREN JAMBI
THESIS
Submitted to fulfillment one the requirements to obtain the Undergraduate Degree (S1) in English Education program of Faculty of Education and
Teaching Training of State Islamic University Sultan Thaha Saifuddin Jambi
MU’AWANA TE. 140016
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING OF THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI 2018
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Allah, most gracious, the most merciful for the blessing and leading me I could finally finish writing this thesis.
I dedicated this thesis especially for:
My beloved parents, there are my Mother (Rati) and my Father (Zakaria), who always give me everlasting love, best support, and advice, my
best huge, your prayers are really powerfull and I really love you all.
My beloved lecturers, my first advisor (Drs. Marzuki Arsyad. Ash, MA) and my second advisor (Uyun Nafiah, M. Pd) thanks for your time,
helps, and patience on guiding me to finish this thesis.
My beloved sister (Zahara Ulfa, Pariha, Ulya) and my younger brother (M Abdul Aziz) thanks for your support and love, its make me strong.
and my best friends Julaiha, Nurhakiki, Juita, Navilatul Fikroh, thanks for your support, helps, motivation, and always hear my troubles.
All my friends and especially my classmates in class A 2014, Thanks for their kindness and togetherness during my study at English education department.
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MOTTO
اْوُ نَواَعَ تَو ِناَوْدُعلا َو ِْثِْلإا ىَلَع اْوُ نَواَعَ ت َلاَو ىَوْقَّ تلا َو ِرِبلا ىَلَع
ِباَقِعْلا ُدْيِدَش َّللّا َّنِإ رللّااوُقَّ تاَو
“ Help you one another in Albirr and Attaqwa ( virtue, righteousness and piety ); but do not help one another in sin and transgression. And fear Allah. Verily, Allah is Severe in Punishment ”(Q.S. Al-Maidah : 2)
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given to our prophet Muhammad SAW who has given his life moral improvement and to be mercy to universe.
The goal of this thesis is a partial requirements for the undergraduate degree (S1) in English Education Study Program at The State Islamic University of sultan Thaha Saifuddin Jambi which is entitled “The Correlation Between Students’ Reading Habit and Their Reading Comprehension of the Eleventh Grade Islamic Senior High School Al- Jauharen Jambi”
The researcher would like to express my sincere gratitude to as the first advisor Drs. H. Marzuki Arsyad. Ash, MA and Uyun Nafiah, M. Pd as the second advisor who have give me support, guidance for accomplishing this thesis. Then Researcherm also would like to express many thanks to the following people who provided me helps in finishing this thesis, namely : 1. Dr. H. Hadri Hasan, MA as the rector of The State Islamic University of
Sultan Thaha Saifuddin Jambi.
2. Prof. Dr. Su’aidi, M. A., Ph, D, as the first vice rector of The State Islamic University of Sultan Thaha Saifuddin Jambi.
Dr. H. Hidayat, M. Pd, as the second vice rector of The State Islamic University of Sultan Thaha Saifuddin Jambi.
Dr, Hj. Fadlillah, M. Pd, as the third vice rector of The State Islamic University of Sultan Thaha Saifuddin Jambi.
3. Dr, Hj. Armida, M. Pd, as the dean of Faculty of Educational and Teacher Training of The State Islamic University of Sultan Thaha Saifuddin Jambi.
4. Dr. Lukman Hakim, M. Pd, as the viece dean of Academic Affair of Faculty of Education and Teacher Training of The State of The State Islamic University of Sultan Thaha Saifuddin Jambi.
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Administration of of Faculty of Education and Teacher Training of The State of The State Islamic University of Sultan Thaha Saifuddin Jambi.
Dr. Kemas Imron Rosadi, M. Pd as the viece dean of Students’ Affair and Cooperative of Faculty of Education and Teacher Training of The State of The State Islamic University of Sultan Thaha Saifuddin Jambi.
5. Amalia Nurhasanah, S. Pd, M. Hum as chief of English Education Study Program of Education and Teacher Training of The State of The State Islamic University of Sultan Thaha Saifuddin Jambi.
6. All lecturer at Faculty of Education and Teacher Training in The State Islamic University of Sultan Thaha Saifuddin Jambi who gives knowledge to writer.
7. The administration staff at The State Islamic University of Sultan Thaha Saifuddin Jambi.
8. All classmates who give me support and suggestion to finish this thesis.
The writer hopes that this thesis will give contribution to the world of teaching English.
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Reading Comprehension of The Eleventh Grade Islamic Senior High School Al Jauharen Jambi
This thesis investigated the correlation between students’ reading habit and their reading comprehension of the eleventh grade Islamic Senior High School Al Jauharen. This is quantitative research with correlational design. The population in this study was of the eleventh grade Islamic Senior High School which consisted of 2 classes with 74 students. The researcher used total sampling which means that the sample 74 students. The variables in this were one independent variable (students’ reading habit) and one variable dependent (Reading Comprehension). The data were collected by test and questionnaire. Based on the research findings, the result of the coefficient correlation between reading habit and reading comprehension was r= 0.125. It means that those variables were positively correlated. However, r= 0.125 is considered very low correlation. The last, from the regression analysis found out that R Square is 0.030 or 0,3%. It means that the students’ reading habit gives contribution as much 0,3% to reading comprehension.
Key words: Correlation, Students’ Reading Habit, and Reading Comprehension
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ABSTRAK
Nama : Mu’awana
Jurusan : Pendidikan Bahasa Inggris
Judul : The Correlation Between Students’ Reading Habit and Their Reading Comprehension of The Eleventh Grade Islamic Senior High School Al-Jauharen Jambi
Skripsi ini membahas tentang antara kebiasaan membaca dan pemahaman membaca siswa Penelitian ini adalah penelitian kuantitatif jenis korelasi. Populasi dalam penelitian ini adalah seluruh XI Islamic Senior High School Al-Jauharen Jambi yang terdiri dari 2 kelas dengan jumlah siswa 74. Peneliti menggunakan total sampling yang berarti bahwa sampel yang diambil adalah 74 siswa. Variabel penelitian ini terdiri dari satu variable bebas (kebiasaan membaca siswa) dan satu variable terikat (pemahaman membaca). Data diambil menggunakan test dan kuisioner. Berdasarkan hasil penelitian, hasil dari korelasi antara kebiasaan membaca dan pemahaman membaca siswa adalah r= 0.046. Itu diartikan semua variable adalah hubungan positive. Bagaimanapun, korelasi dari r= 0.046 dikategorikan sebagai hubungan yang sangat lemah. Yang terakhir, dari analisa regresi diketahui bahwa R Square 0.030 atau 0,3%. Ini menunjukkan bahwa kebiasaan membaca siswa memberikan kontribusi terhadap pemahaman membaca sebesar 0,3%.
Kata Kunci: Hubungan, Kebiasaan Membaca, dan Pemahaman Membaca.
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Originality Thesis Statement ... iv
Dedication ... v
Motto ... vi
Acknowledgement ... vii
Abstract ... ix
Abstrak(Indonesian) ... x
Table of Contents ... xi
List of Table. ... xiii
List of Appendices ... xiv
CHAPTER I INTRODUCTION A. Background of The Study ... 1
B. Limitation of Problem ... 4
C. Problem of The Research ... 5
D. Objective of The Study ... 5
E. Significance of The study ... 5
CHAPTER II LITERATURE REVIEW A. Reading Comprehension….……… 6
1. Definition of Reading Comprehension…….……… 6
2. The Straregy of Reading…….………. 8
3. Aspect of Reading…..………... 9
4. Factors Affecting Reading Comprehension…….……… 9
5. Reading in The Eleventh Grade Level…..…….……… 11
B. Reading Habit….……… 12
6. Definition of Reading Habit…….………. 14
7. The Aspect of Reading Habit…….………... 13
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8. Advantages of Reading Habit…..………. 13
C. Previous Study……..……….. 15
D. Research Hypothesis………... 16
CHAPTER III RESEARCH METHOD A. Research Setting…….……….... 17
B. Research Design.……… 17
C. Population and Sample………... 18
D. Instrument of the Research………...……… 19
E. Validity and Reliability………. 22
F. Techniques for Analysing Data……….. 22
CHAPTER IV FINDING AND INTERPRETATION A. Finding of the Study………... 24
1. Descriptive Analysis for Reading Habit……...……….. 24
2. Descriptive Analysis for Reading Comprehension………..………... 25
B. Statistical Analysis………... 26
1. Normality Test……… 26
2. The Correlation Test………... 27
3. Regression Analysis……….………... 28
C. Interpretation……….. 28
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion………. 30
B. Suggestion………. 30
REFERENCES APPENDICES
CONSULTATION CARD CURRICULUM VITAE
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Table 3.3 The Score Reading Comprehension ... 20
Table 3.4 Reading Habit Indicators ... 21
Table 3.5 The Score Reading Habit ... 21
Table 3.6 Interpretation of r Value... 23
Table 4.1 The Score Reading Habit ... 25
Table 4.2 The Score Reading Comprehension ... 26
Table 4.3 Normality Test ... 27
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LIST OF APPENDICES
Appendix I : Reading Habit Questionnaire Appendix II : Reading Comprehension Test Appendix III : The Result of Inter Reliability
Appendix IV : Descriptive Analysis of Reading Habit
Appendix V : Descriptive Analysis of Reading Comprehension Appendix VI : The result of Normality Test
Appendix VII : The Result Correlation of Reading Habit and Reading Comprehension
Appendix VIII : The Result of Regression Analysis Appendix IX : Table of Reading Habit Questionnaire Appendix X : The Result of Reading Habit Questionnaire Appendix XI : Table of Reading Comprehension Test Appendix XII : The Result of Reading Comprehension Appendix XIII : Documentation
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CHAPTER I INTRODUCTION
A. Background of the study
Reading is one of the most useful and important skills in learning English as a foreign language. English has four skills they are : Listening, Writing, Speaking, and Reading. Through reading, the students can get a lot of knowledge, by reading the students will acquire a variety of information that has not previously been obtained. Reading also the most important skill for students especially in academic context because students need to comprehend and deal with all reading aspects and difficulties.
Furthermore, reading is a set of skills that involves making sense and deriving meaning from printed word. It means that reading is a process to establish the reader’s comprehension which involves making sense and deriving meaning from printed purpose (Nunan, 2006: p. 69). That reading means to understand the meaning of printed words written symbols. Reading is an active process which consist of recognition and comprehension skill ( Patel et al, 2008: p. 13).
In addition, reading as a process of thingking, evaluating, judging, imagining, reasoning, problem solving. In short, reading is an active process which involves making sense and deriving meaning from printed or written word as a means of understanding what has been read (Palani, 2012: p. 1). According to Collins in Wahyudi Agus (Collins, 2002: p. 9) reading is essential skill, perharps the most important skill, taught in school. There are many reasons to clarify the important of reading comprehension, especially, English language.
In generally, reading is made up of recognizing, identifying, interpreting or responding the components of written message. In this chase the students have to understand interpret the meaning of words or symbols in a text to achieve their own goals.
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Based on the explanation above, reading is very important for the students because all of the students learning activities will involve reading comprehension.
Therefore, one of the factors success of students study also depends for the greater part on their comprehension to read. The more they read books, the more successful they will be in learning. They need reading comprehension not only for learning something (lessons), but also for getting experience, knowledge and everything which can support future study students in higher education.
In Indonesia setting, identify that many high school graduates or university entrance students are poor reader of english text. Only small proportions of them can read fairly well, why so many students have trouble learning to read is not well understood (Sutarsyah, 2015: p. 35).
However, the researcher assumes that there is one factors of students to have a reading comprehension is students’ reading habit. Reading comprehension is a reading activity to develop the power of reason, reading in the power of reason coaching is an activity undertaken reading person to understand an implied meaning in terms of writing, because it is to understand the meaning of a person must exercise the power of reason in order to catch the implied meaning in terms of writing. Reading comprehension is an activity that’s aims to get in depth information and understanding about what is the read.
Reading comprehension is a process that requires how to decode through the development of an extensive repertoire of sight words, learning the meanings of vocabulary words encountered in the texts and learning how to abstract meaning from text. It represents how well readers understand literal comprehension which concentrates on explicit meaning and inferential comprehension which concentrates on implicit meaning in the reading text (Al Odwan, 2012: p. 140).
In addition to be successful in reading, reading habit very important role to support reading because reading habit would help the learner obtaining and gaining a meaningful knowledge and good academic performance in school.
Moreover, reading habit makes the readers open up their mind and helps them become more intelligent.
According to Palani (2012) Reading habit is an essential and important aspect for creating a literate society in this world. It shapes the personality of individuals and it helps them to develop proper thinking methods, and creates new ideas.
In addition, effective reading is important avenue of effective learning and reading is interrelated with the total educational process, hence, educational success requires successful reading habit, reading is the identification and comprehension. Comprehension skills help the learner to understand the meaning of words in isolation and in context.
Reading habit more clearly describes the automatic and unconscious processes that are involved in constructing meaning from text. (Zwiers, 2004: p. 3) Thus, by this activity the readers can improve their reading comprehension.
Meanwhile, Shen in Wahyudi Agus (2006) identifies reading habit, as how often, how much, and what the readers read. It means that to get good understanding about what is read someone need to read a lot. Reading a lot refers to the frequency of reading as well as the average time on reading and amount reading materials being read. Reading habit not only help the students to get knowledge and wisdom from the culter of heritage, but are also very helpful in passing for leisure period. (Patel et.al. 2018: p. 114) It is supported by the research done by National Endowment for the Art of USA (2007: p. 3-4). It is proved that habit of daily reading, for instance, overwhelmingly correlates with better reading skills and higher academic achievement.
Based on preliminary observation at Islamic Senior High School Al-Jauharen, it was found many students of the eleventh grade have less of reading speed and reading habit to read a text. and that most of the students have problems in reading comprehension in english. Most students come across several difficulities in reading texts in their studies because they are difficult to understand and catch the information in the reading text, when the students do the exercise in the text, they have difficulty to answer the questions because they do not know the content of the text.
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Based on the explanation above, the researcher is interested in conducting the study entitled: ’’ The Correlation between Students’ Reading Habit, and Their Reading Comprehension of the Eleventh Grade Islamic Senior High School Al- Jauharen’’.
B. Limitation of the Problem
In this research, the researcher focuses on The Correlation between Students’
Reading Habit, and Their Reading Comprehension of the Eleventh Grade Islamic Senior High School Al-Jauharen.
C. Problem of the research The problem of this study are :
a. How high the correlation between students’ reading habit, and their reading comprehension of the Eleventh Grade Islamic Senior High School Al-Jauharen?
b. Is there any correlation between students’ reading habit, and their reading comprehension of the Eleventh Grade Islamic Senior High School Al- Jauharen?
D. Objective of the Problem
According to the formulation of the problem above, the objective of this research is to find out:
a. Describe there is Correlation between students’ reading habit , and their reading comprehension of the Eleventh Grade Islamic Senior High School Al-Jauharen.
b. Whether there is Correlation between students’ reading habit , and their reading comprehension of the Eleventh Grade Islamic Senior High School Al-Jauharen.
E. The significance of the Research
The result of this study is expected to be used for:
a. Students: To improve reading habit and their reading comprehension.
Teachers: To give an input in order that he or she can improve the students’ reading comprehension an English text.
b. For the other researchers: The finding of the research hopefully can be useful as the source of their reference and it is also useful to inform the readers about the correlation students’ reading reading habit and their reading comprehension.
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CHAPTER II
REVIEW OF LITERATURE
A. Reading Comprehension
1. The Definition of Reading Comprehension
Reading is the activity of understanding the printed matters. The main purpose of reading is to understand what the writer tried to express through printed maters. reading as a process that begins with decoding words: it is deciphering the letters that make up individual words. According to Pang, et.al (2003: p. 6) reading is about understanding written texts. It is a complex activity that involves both perception and thought. Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences and connected text.
Reading is regarded as the most dominant skill in learning any subject because the ability to read is not only performance to pronounce the passage but also the understanding of the massage from a passage or text. Patel (2008: p. 13) clearly state that reading is an important activity in life with which one can update his or her knowledge. Reading skill is an important tool for academic success.
Morever, All in all reading actually is a process of communication in which the readers use strategies in order to look for meaning from printed symbols. In other words, good readers generally understand about their reading purpose and try to translate the codes that are contained in the text into meaning.
Reading as process also noted as follows. Definitions states by Sutarsyah, she said that Reading is actually a cognitive process where a reader engages in the mental process of knowing, learning, and understanding things (Sutarsyah, 2015: p. 8).
It can inferred that reading is not only looking at word in the form of graphic symbol but reading is a communication process that involved an enjoyment of a reader’s to interact with text.
Reading and comprehension are two things that cannot be separated each other, they are highly interrelated. Comprehension is the essence of reading itself. Reading comprehension will called as a reading comprehension only if the readers are able to comprehend the meaning of the text. If the readers can read but do not. comprehend the meaning of the text, it means they do not do reading comprehension.
There are some experts have been developed process on how reading comprehension occurs. According to Ahuja (2010: p. 50) reading comprehension is read by understanding the reading material involving the association is right between the meaning and symbols word, the assessment context meaning are suspected to exist, the selection of the correct meaning, organization of ideas when the material is read, safe ideas, and its use in a variety of current or future activities.
So, the meaning of comprehension itself is to understand and interpret the word symbols correctly, so that the ideas will appear and be used for various activities. According to Rand (2002) comprehension is the process of eliciting and making meaning through interaction and involvement with written language.
According to Duke (2003: p. 230) comprehension is a process in which readers make meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text, and the views of readers related to the text.
Furthermore, The thinking process means the core of comprehension skill those four operations are: identifying, analyzing, evaluating, and applying. understand the writer’s
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message. When the reader failed to apply, this process it cannot be conducted as a reading comprehension process.
From the explanation above, it can be concluded that reading comprehension is an interactive process between readers, text and strategies. Thus interactive process includes understanding, utilizing, and evaluating the important message that author trying to convey. Continuously readers link all those information with their background knowledge in order to extract meaning from the written material.
2. The Strategy of Reading
The strategy of reading is plays an important role in understanding material. The are four strategy of reading, the first skimming, scanning, extensive reading, and intensive reading.
The first the strategy of reading. In skimming, readers are reading rapidly over a text in order to get main point. In other word, skimming is a process of over viewing the general concept of the material: it can be started by selecting sub chapter move to larger content material, Skimming permits reader to preview the text to get the scheme of a text not to read word by word. According to Harmer (2001: p. 202) skimming is a technique in looking for a text to get a quick idea of the gist of a text.
The second strategy is scanning. Scanning is quickly scanning through a text to find a specific words, numbers, and steps. The concept of scanning can be defined in this way, in scanning the eye glances over the material aimed to find specific information. In other words, scanning means readers search trough the material for a specific purpose, e.g. finding the answer to a question, and seeking words in dictionary or prices in a catalogue, While, According to Brown (2001). scanning is strategy for quickly
finding specific information in a text while ignoring its broader meaning.
The third is intensive. Intensive seems to be stigmatized by some researcher as a boring style of reading, because the readers need to find the details of the information required. Intensive reading usually read at the slower speed: the aim of scanning is to read shorter texts and to extract specific information.
The last strategy is extensive. Extensive reading is to read a longer passage, the aim of extensive reading usually for one’s enjoyment. This extensive reading also called as a fluency activity and it include an overall meaning from the passage, extensive reading means to read abundantly, and fluently.
3. Aspects of Reading
Reading is an astoundingly complex cognitive process.
Brown in Kusni (2004: p. 64) states the reading aspects as the following:
The first aspect of reading is Identifying topic. In the topic the one thing a text about. In identifying the topic, the reader focus on the general subject of reading.
The second aspect of reading is identifying main idea.
Finding the main idea in a text is knowing the author’s mean about the text. An efficient reader understands not only the ideas but also the relative significance as expressed by the authors.
The third, Identifying detail.Once the reader have to identify the main idea, the reader have to understand a paragraph for more detail. Details are used to support clarify, and explain the main idea.
details may be word, phrase, or statement that explained in the text.
The fourth is Identifying reference of pronoun. In identifying reference of pronoun Recognizing reference of words, will help the reader understand the readinng passage.
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The next is figuring out the meaning of vocabulary in context.
Vocabulary is an important part of reading. Most reader get new vocabulary through reading. By understanding the vocabulary in context, the reader will comprehend the text easily.
The last identifying explicit and implicit meaning. Explicit meaning is meaning that explicitly stated in reading text, and implicit meaning is meaning that not explicitly stated in reading text. To understand the implied meaning in a text, the reader might be looking for the word connotation.
4. Factors Affecting Reading Comprehension
The low reading comprehension skills are caused by a variety of factors which are responsible to the depth of readers’
comprehension as follows: Background experience, language abilities, thinking abilities, affection and reading purposes. The other one includes two factor external to the reader and it includes the nature of the text to be read and physical factor (Sutarsyah, 2015: p. 25)
The first factors affecting reading comprehension is background experience, known as background knowledge, plays a very important role to understand a text. Thus, a reader must have enough background experience on the topic that enables him or her to bring personal meaning to the events and feeling of the story.
The second factor is the ability to analyze the language as a means to convey ideas of the writer. In other words, comprehension depends on the reader’s knowledge about the language. Thus, the most obvious language requirement is one of semantics or word meaning.
The third in the ability of the reader to think. Having background experience and linguistic knowledge is not enough. The reader should be equipped with the ability to think or reasoning.
The fourth factor that could also cause comprehension is related to the reader’s ability to understand his own emotion. The most easily recognized affective factor is reader’s interest, a condition of wanting to know something or quality that arouses concern or curiosity. If the text does not interest the reader, he does not have curiosity to read the text. On the other hand, the reader will also attend better to a story about a topic that the reader finds personally interesting and the reader will comprehend it better.
The same thing will do for the other affective factors, such as motivation, attitudes, beliefs, and feeling. Interest, attitude, and beliefs are usually closely linked. A reader understands material better when it matches the reader or the reader own attitudes on a topic.
The fifth is the purposes of reading. A reader will also has a problem when he does not have particular in mind. These purposes should come from his own intention and not from some body else’s purposes.
The next is external to the reader, is clarity of the text. The text should be in accordance with the readers proficiency level, that is, the text is not difficult or compicatedd to read. It should also contain selected words that convey meaning and weaving them into a coherent whole that easily apprehended. The appropriateness of the overall structure created by the writer and his ability to reveal that structure to the reader can facilitate or impede comprehension.
The last factor is about physical condition. That is the place or situation where reading takes places. This includes proper lighting and room temperature, legible reading matter. And well rested reader, this factor really affects students performance in comprehending a text and the process of reading.
Furthermore, it is apparent that the result of comprehension depends on those factors. If one of them does not avail, the process
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of comprehension will not run smoothly. Thus reading learner or teacher should pay attention to these factors and find possible way and compensate if one of them is not found.
5. Reading in The Eleventh Grade Level
Based on the syllabus of reading at the eleventh Grade Islamic Senior High School Al-Jauharen Jambi the text to be learned are as follows:
1. Narrative Text
Narrative text is a story with complication or problematic events and it tries to find the resulations to solve the problems. The purpose of narrative text is to amuse or to entertain the reader with a story.
There are various kinds of narrative such as fairy stories, science fictions, romance, horror, etc. the generice structure of narrative text is: orientation, complication, resolution, and reorientation.
2. Report
Report is a text which presents information about something, as it is. It is as a result of systematic observation and analysis. Report can be used in textbooks, encyclopedias, scientific magazine, environment program, etc. Generic structure of report is: General Classification and Description.
3. Analytical exposition
Analytical exposition is a text that elaborates the write’s idea about the phenomena surrounding, to persuade the reader or listener that there is something that, needs to get attention. To analyze a topic and to persuade the reader that this opinion is correct and supported by arguments. Generic structure of analytical exposition is: Thesis, Arguments and Conclusion.
B. Reading Habit
1. Definition of Reading Habit
Reading habits are well-planned and deliberate pattern of study which has attained a form of consistency on the part of students toward understanding academic subjects and passing at examinations. Reading habits determine the academic achievements of students to a great extent. Both reading and academic achievements are interrelated and dependent on each other. Students often come from different environments and localities with different levels of academic achievement. Therefore, they differ in the pattern of reading habits. While some students have good reading habits, others tend to exhibit poor reading habits. Academic achievement means how much knowledge the individual has acquired from the school (Bashir & Mattoo, 2012).
A creative and pragmatic education involves the habit of personal investigation. The act of personal investigation requires self-study to be followed by self-thinking and analysis. Self-study, otherwise referred to as reading at one’s own accord, requires a habit, which is known as reading habit. Reading makes way for a better understanding of one’s own experiences and it can be an exciting voyage to self-discovery. Reading habit is best formed at a young impressionable age in school, but once formed it can last one’s life time (Greene, 2001). Per Nilsen defines habit as ‘‘Habit is behavior that has been repeated until it has become more less automatic, enacted without purposeful thinking, largely without any sense of awareness’’ (Per Nilsen et al, 2012: p. 2). According to Benyamin Gardner habit is an abstract theory, in habit theory there is no single correct definition. In habit people are repeated action without concerning why this self concept must happen (Gardner, 2012: p. 32).
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A psychologist, Wendy Wood sub serves habit as an integrated association between stimulus and response, and that association sets up with goals during learning and performance (Wood & Neal, 2007: p. 843). Habitual manner often goes unnoticed and unconscious and it followed trough the same repeated action regularly. Based on definitions above it can be said that as repeated actions, habit involves a process of unconscious pattern. It reflects person’s personality, good or bad, and they went constantly and regularly. Reading habit will helps the learner obtaining and gaining a meaningful knowledge and good academic performance in school.
2. The Aspect of Reading Habit
In gaining an effective reading habit, Julio Cesar summarized six aspect of reading habit, they are: reading frequency, books read, time spent on academic reading, time spent on non academic reading, motivation in the family environments, motivation in the academic environments (Julio Cesar Galicia Gaona, 2011: p. 59-60).
The first aspect of reading habit is reading Frequency. In reading frequency used to measure students’ reading frequency in their spare time. The second is Books Read. The number of many books that the students have read in the last three months was included in the questionnaires. The third is time Spent on Academic reading. It is considered the time that the students devote their time to read academic book especially for their specialist subject. The fourth is the time Spent on Non-Academic Reading. It is discussed amount of time that the students used to read non academic book, magazine, such as novel, fiction, romance, horror, etc. The fifth motivation in the Family Environment. It focuses on the recommended book that purchased by the family based on the interest of the family. The last is motivation in the Academic
Environment. It is focuses on the frequency of students’ reading literature in their school environment based on the teacher report.
3. Advantages of Reading Habit
Thanuskodi proposes several benefits of reading. He said, The impact of reading in people’s live is extraordinarily widespread. A reader can learn a new word, can be introduce to new facts, he can become knowledgeable about the whole world and he can stimulated to both taught and emotion (S. Thanuskodi, 2011: p. 1).
The first advantages of reading habit is habit of reading help the mind performs effectively to read frequently, the people will have abilities to communicate and think well. Acquiring reading habit will automatically active neurons and make it always in a good shape. People who exhibit habit as daily activity will help them to perform effectively in front of public.
The second is habit of regular reading helps us develop a good vocabulary habitual reading develops their frequent readers have a range of words bank. They will have specific information about the meaning of the word and they are able to predict the meaning based on context. Frequent readers will be better in understanding the message that the writer trying to convey.
Alertness in identifying error in a sentence.
The third is habitual reading boosts intellectual curiosity.
Regular habit of reading exposes a reader to read a variety of a book. Habitual reading also helps the readers to understand the complexity of different books. A reader become knowledgeable about various literacy skills and leads the reader to think independently and critically.
The fourth is Habitual reading means a psychological activity. Regular habit as a psychological activity means a reader link with their mind to feel the writers’ imagination. The reader
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previews the story and goes into it and absorb as the story goes on it. The reader uses their mind to figure out the scheme of story, to feel the writers feeling and to experience the difference of personal players.
The fifth is Habitual reading helps readers to have a positive set of mind efficient frequent readers should be active, positive mind set and critical. The readers should give feedback quickly to the material as a respond to what they have read. They should also get the summary and make a critical judgment from the material.
To conclude, here are few important benefits for reading habit activities. By implementing habitual reading, readers are able to train their mind in the context of helping brain to work effectively. Habitual reading enriches readers’ vocabulary in various literacy skills. The readers are also able to read critically, effectively, and positively. Moreover, reading habit makes the readers open up their mind and helps them become more intelligent.
C. Previous Study
In this research, the researcher takes previous study from other references as comparison that closes relation to this study. Here the researcher shows some studies. Theye are ‘‘The Correlation between Students’ Reading Habit in English and Students’ Reading Comprehension Ability in the first Grade of SMP PGRI 1 Gunung Pelindung, East Lampung’’ by Rahmayuni Wulandari, ‘‘The correlation between student’s reading habit achievement and reading comprehension of the second years students at MTsN Aryojeding Rejotangan Tulungagung” by Rohmatul Umah and ‘‘The relationship between student’s reading habit and their reading comprehension at Second Grade Students of SMA Dua mei Ciputat’’ by Samrotul Muawanah.
The first research was conducted by Rahmayuni Wulandari (2016) in the first grade of SMP PGRI 1 Gunung Pelindung, East Lampung.
This research is quantitative correlation design, she investigated Correlation between Students’ Reading Habit in English and Students’
Reading Comprehension. She found that students’ reading habit in English correlated with students’ reading comprehension. students’
reading habit have an impact toward students’ reading comprehension ability. Students who have high habit toward reading tend easier to comprehend the passage that they read than the students who have low habit in reading. Thus reading habit helps the student to maximize their ability in gaining academic purpose.
The second research was conducted by Rohmatul Umah (2015 of the second years students at MTsN Aryojeding Rejotangan Tulungagung. This research was quantitative descriptive design. The subject of this study were all students of second years which consisted of 50 students from 311 person. The researcher used questionnaire and comprehension test as the instrument to get the data, the analyzed by using Product Moment Coefficient. The result indicated that there was positive correlation.
The third research was conducted by Samrotul Muawanah (2014) at Second Grade Students of SMA Dua mei Ciputat. This research is quantitative method and researcher used questionnaire and calculated the parasite testing requirement analysis. The result between students reading habit and their reading comprehension was positive relationship.
From the result of the previous research there are have similiarities, the first similiarity is investigating what Correlation between Students’
Reading Habit in English and Students’ Reading Comprehension and the second they using techniques same with this research. The correlation between this research is on the reading habit and reading comprehension as variables, however the researcher focuses only on reading habit and reading comprehension. The differences that found
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by researcher is about subject of the research, Most of previous researcher have choosen subject of the research from the students students junior high school but this research choosen Islamic Senior High School.
D. Research Hypothesis
Based on the research question formulated previously, the hypothesis of study are :
Alternative Hypothesis Ha1:
There is correlation between students’ reading habit and their reading comprehension.
Null Hypothesis Ho1:
There is no correlation between students’ reading habit and their reading comprehension.
Alternative Hypothesis Ha2:
There is correlation between students’ reading habit and their reading comprehension.
Null Hypothesis Ho2:
There is no correlation between students’ reading habit and their reading comprehension.
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CHAPTER III RESEARCH METHOD
A. Research Setting
The research of this study will be conducted of the Eleventh Grade Islamic Senior High School Al-Jauharen Jambi. Pondok Pesantren Al-Jauharen are moved from Sungai Asam Darat to Tanjung Johor in 1305 H coincides in 1877 M location not far from the Tower Gentala Arasy Pelayangan in the city of Jambi Sebrang.
B. Research Design
In this research, the researcher used a quantitative research which is correlational design, because the researcher tried to describe and to test the relationship between two variables of students’ reading habit and their reading comprehension.
In addition, According to Creswell (2012) correlational designs are procedures in quantitative research in which investigators measure the degree (or relation) between two or more variable using the statistical procedure of correlation analysis.
Then, the researcher identifies reading comprehension by using reading test.
and reading habit by using questionnaire. Based on the result of the questionnaire and reading test. The research design is as follows:
X1 =Reading habit
Y =Reading comprehension
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C. Population and Sample of the research 1. Population
According to Sugiyono (2012: p. 61) population is generalization region consisting of the object/subject that have certain qualities and characteristics defined by the researcher to learn and then than drawn conclusions. Furthermore, Creswell (2012: 42) adds that is group of individuals who have some common characteristic that the researcher can identify and study. The population of the study is 74 students which come from 2 classes at Islamic Senior High School Al Jauharen Jambi. Population of the study in the table of population as follows:
Table 3.1 The population of the study
No Classes Number Of
Students
1. XI A 37
2. XI B 37
Total 74
(Source: Administration of Islamic Senior High School Al-Jauharen Jambi)
2. Sampel
According to Sugiyono (2011: p. 117) sample is part of the number and characteristics possessed by the population. The sample of this research was taken by using total sampling. total sampling is the process of taking a subset of subject that is representative of the entire population (Sugiyono 2011). The researcher uses total sampling because the samples include the entire population. Morever, According to Sugiyono (20011) total sampling used when the entire population less than 100.
D. Instrument of the research 1. Reading Comprehension Test
In this research, the instruments based on the syllabus of reading at the eleventh grade Islamic Senior High School Al Jauharen. the researcher used Multiple choice in reading comprehension test. The correct answer get the score 1 and the incorrect answer get the score 0. The are 30 items for highest score.
Testing reading comprehension used to measure score that the reader get after reading the text and answering some questions related to the text. The formula is:
Table 3.2 Reading Comprehension Indicators No Reading Comprehension
Indicators
Item Number
1 Identifying Topic 1,6,13,19,24
2 Identifying Main Idea 2,8,14,20,26 3 Identifying Detail 3,9,15,21,27 4 Identifying Reference of Pronoun 4,10,16,22,28 5 Figuring out the Meaning of
Vocabulary in Context
5,11,17,23,29
6 Identifying Explicit and Implicit Meaning
6,12,18.24,30
TOTAL 30
(Source : Brown 2004)
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Table 3.3
The score interpretation for reading comprehension
Score Category
80-100 Very good
66-79 Good
56-65 Average
46-55 Poor
0-45 Very poor
2. Questionnaire
The questionnaire is a technique of data collection is done by giving a set of written questions respondent to answer (Sugiyono: p.
199). To investigate how the students reading habits and types of material those students prefer read, the researcher would give a questionnaire. In this research, the researcher adopted the instruments questionnaire by Samrotul Muawanah (2014). The research instrument which is used in collecting the data is a reading Habit questionnaire. The questionnaire based on indicators of reading Habit.
The indicators are taken from Gaona theory about reading aspects. The questionnaire consists of 30 items. In this part, the researcher asked the students to choose one option that they want.
It means that the answers must reflect their personality or their real life about their frequency of reading habit in English.
Tabel 3.4
Reading Habit Indicators
No Reading Habit Indicators Item Number 1 Reading Frequency 1,2,3,4,5
2 Books Read 6,7,8,9,10
3 Time Spent on Academic Reading
11,12,13,14,15
4 Time Spent on Non Academic 16,17,18,19,20 5 Motivation in the Family
Environment
21,22,23,24,25
6 Motivation in the Academic Environment
26,27,28,29,30
TOTAL 30
(Source : Gaona, et al 2011)
Table 3.5 Score Categories of Reading Habit
No Categories Score
1 Very Good 81-100%
2 Good 61-80%
3 Fair 41-60%
4 Bad 21-40%
5 Very Bad 0-20%
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Based on the table above, if the students’ choose option (always) get the scored 4, the students’ habit in english was very good. and when the rstudent’s choose option (often) get the scored 3, the students’ habit in english was good. If the students’ choose option (sometimes) get the scored 3, the students’ habit was fair. If the students’ choose option (never) get the scored 1, the students’ habit was bad.
E. Validity and Reliability 1. Validity
According to Fraenkel, et. al (2012: p. 147) validity has been defined as referring to the appropriateness, correctness, meaningfulness, and usefulness of the specific inferences researchers make based on the data they collect.
A valid instrument means as measuring instrument used to obtain that data is valid. Valid means he instrument can be used to measure what it should be in the measure (Sugiyono, 2011: p. 173).
The test is made based on the syllabus of reading in Islamic Senior High School Al-Jauharen Jambi that contains Narative text, Report, and Analytical exposition.
2. Reliability
Another characteristic of a good test is reliability. According to Fraenkel, et. al (2012: p. 154), reliability refers to the consistency of the scores obtained how consistent they are for each individual from one administration of an instrument to another and from one set of items to another.
In this research, the researcher use Alpha Cronbach’s formula and the researcher will conduct the questionnaires and test. Where the question and test will be given to the students ensure that understood and there is no error occurred.
F. Techniques for analysing the data 1. Descriptive Analysis
Before the researcher conducted the statistical analysis, the researcher applied descriptive analysis. In author to find out wether the students reading speed, how the students’ reading habit and how students reading comprehension. The researcher will describe the data true using descriptive analysis. The researcher display the frequency and percentage of students’ reading habit and reading comprehension. The researcher also applied descriptive analysis to see minimum and maximum score.
2. Statistical Analysis
After the researcher used normality test, the researcher use nonparametric test namely Spearman’s Rho and regression analysis. Normality test conducted to see whether the data normally distributed or not. Indicator testing normality test is if significants value > 0.05 then the data normally distributed. So, if the data lower than 0.05 it means that the data are not normally distributed. The researcher conducted normality test by applying Kolmogrov-Smirnov using SPSS 24 for windows.
The are two criteria correlation, positive correlation and negative correlation. So, positive correlation is when one variable increases as the other variable also increases and negative correlation when one variables increases as the other variables decrease.
In statistics, a perfect positive correlation is represented by + 1.00, while 0.00 indicates no correlation and -1.00 indicates a perfect negative correlation. The researcher followed the interpretation r value in following table.
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Table 3.6 Interpretation of r value Coefficient correlation Interpretation
0.00-0.20 Very low
0.20-0.40 Low
0.40-0.70 Medium
0.70-0.90 High
0.90-1.00 Very high
(Source: Anas Sudjino 2012)
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CHAPTER IV
FINDINGS AND INTERPRETATION
This chapter presents the result of the research. It discusses the findings which cover (A) finding of study and (B) interpretation of the research. The descriptive analysis for reading habit and the descriptive analysis for reading comprehension. The correlation between students’ reading habit and their reading comprehension and regression analysis.
A. Finding of the study
1. The Descriptive Analysis for Reading Habit
The 30 of items questionnaire scale reading habit was employed to investigate the reading habit. it was rated by four point likert scale : Always, Often, Sometimes, Never.
Based on the result of the questionnaire, the researcher found that there were 15 students with percentage (20%) were categorized as fair based on statement reading amount of books in a day based on the scale
“Sometimes”. 23 students with percentage (31%) were categorized as good based on the scale “Often”. While the result 36 students with percentage (48%) were categorized as very good based on the scale “Always”.
In conclusion, it was revealed that from questionnaire, students’ of Islamic Senior High School Al-Jauharen Jambi are categorized as fair in reading habit. The distribution of reading habit is presented in the following table 4.1.
Table 4.1
The score interpretation for the students’ reading habit Categories Students Percentage
Very bad 0 0%
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Bad 0 0%
Fair 15 20%
Good 23 31%
Very good 36 48%
2. The Descriptive Statistics for Reading Comprehension
The researcher analysed 74 students’ reading comprehension test. The findings showed that there are 41 students with percentage (55%) were categorized as very poor based on the score interpretation from 0-45. 3 students with percentage (4%) were categorized as poor based on the score interpretation from 46-55. 14 students with percentage (18%) were categorized as average based on the score interpretation from 56-65. 10 students with percentage (13%) were categorized as good score based on the score interpretation from 66-79. 6 students with percentage (8%) were categorized as very good score based on the score interpretation from 80- 100.
It means that the eleventh grade Islamic Senior High School Al- Jauharen Jambi are categorized as very poor in reading comprehension.
The distribution of reading comprehension is presented in the following table 4.2
Table 4.2
The score interpretation for the students’ reading comprehension Categories Students Percentage
Very poor 41 55%
Poor 3 4%
Average 14 18%
Good 10 13%
Very good 6 8%
3. Statistical Analysis 1. Normality Test
This test is carried out in order to check whether the data is normally distributed or not. To measure the normality test in this research, the researcher used SPSS24 for windows. Indicator testing normality test is if the significance value > 0.05 then data normally distributed. Otherwise if the significance value < 0.05 then the data are not normally distributed. Conducted prior to data analysis through SPSS24 version for windows, in terms of correlation and regression, it was necessary to know whether the data was normal for each variable.
Kolmogrov-Smirnov test is used to see the normality of the instrument. The result of normality test showed that the significant value students’ reading habit and their reading comprehension is 0.000. It means that 0.000 < 0.05, the researcher can conclude that data of reading comprehension are not normally distribution. Then, the significant value for reading comprehension is 0.000. It means that 0.000 < 0.05, the researcher r can conclude that data of reading comprehension are not normally distribution. can be seen in the table 4.3.
Table 4.3
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk Statistic Df Sig. Statistic Df Sig.
Readinghabit .150 74 .000 .921 74 .000
Readingcomprehension .174 74 .000 .917 74 .000
a. Lilliefors Significance Correction
2. The Correlation between Reading Habit and Reading Comprehension
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After calculating students’ reading speed and reading comprehension, then the researcher continues to reading habit and reading comprehension. This section answered the second research question “is there any correlation between reading habit and reading comprehension of the eleventh MAS Al-Jauharen?” was answered in this section.
The researcher used Spearman’s Rho Correlation tes to find out the correlation between reading habit and reading comprehension. The result showed that the correlation between reading habit and reading comprehension is r= 0.125, it means that there is positive correlation between reading habit and reading comprehension. Based on interpretation of r value, 0.125 showed that is small correlation (very low). The complete can be seen a table 4.4.
Table 4.4 Correlations
Readinghabit
Readingcomprehen sion Spearman's
Rho
Readinghabit Correlation Coefficient 1.000 .125
Sig. (2-tailed) . .288
N 74 74
Readingcomprehension Correlation Coefficient .125 1.000
Sig. (2-tailed) .288 .
N 74 74
3. Regression Analysis of students’ reading habit and reading comprehension
After computing the correlation analysis, then the researcher analyze the regression analysis. The function of regression analysis to know how much the contribution of students’ reading habit to reading comprehension. The result showed in R Square column is 0.030 (0.030×100%) or 0,3 %. It means that students’ reading habit gives
contribution as much 0,3% to reading comprehension. The complete can be seen a table 4.5.
Table 4.5 Model Summaryb
Model R R Square Adjusted R Square
Std. Error of the
Estimate Durbin-Watson
1 .174a .030 .017 20.609 1.531
a. Predictors: (Constant), Readinghabit
b. Dependent Variable: Readingcomprehension
B. Interpretation
Based on the findings of the study, the interpretation are made based on the result of data analysis, the researcher draws some interpretations. Students’
reading habit has correlations with reading comprehension. There are some reasons behind this result.
The first is in reading habit, there are so many advantages that the student can absorb. Reading habit is the powerful and long lasting tool in the development of students academic success. The implications of applying reading as habitual activity are students can expand the knowledge, and increase focus and concentration. Reading as a habitual activity also help the students to pleasure their understanding, helps them become more intelligent, and boosts their vocabulary meaning. The impact of reading in students live is extraordinarily widespread. A reader can learn a new word, can be introduce to new facts, they can become knowledgeable about the whole world and they can stimulated to both taught and emotion This is in line with result of study conducted by Thanuskodi (2011).
The second reason is found that students do not awere the importance to have a habit of reading based on the score of students reading habit. Reading habit very important because reading habit makes the students open up their mind and good academic performance school. This is in line with result of study conducted by Rahmayuni (2016) which is found that reading habit correlate with students’
reading comprehension. reading habit also becomes a basic problem of reading
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comprehension Reading habit and reading comprehension both are interrelated.
Habits for reading are viewed as significant effect on the successfulness of students’ reading comprehension, while comprehension itself is the result of a good reading habit process. Thus reading habit helps the student to maximize their ability in gaining academic purpose. Through reading habit the students Students who are having a good reading habit demonstrate a positive relationship in their academic performance. Thus reading habits would help the students to link many sources of the English reading material. Students’ reading habit would automatically help them to comprehend the English text material. The students who make reading as their habitual activity would force their selves to acquire a new material without any obstacles. Therefore, there seems no doubt that students’ good reading habit contribute to their reading comprehension.
However, the correlation of the variables is considered very low correlation.
Very low correlation is 0,00-0,20. The categories of the variables considered are correlation between students reading habit and reading comprehension. There is some research factors affecting students reading comprehension is factor students reading reading habit. After the calculation of the data showed that students’
reading habit gives contribution as much 0,3% to reading comprehension. This contribution is very low.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of findings and interpretations. It is found out the result of r calculated in students reading habit and reading comprehension was r= 0.046.
this value showed that positive correlation between students’ reading habit and reading comprehension. In fact, based on interpretation of r value is low. So, Null hypothesis (Ho) Rejected and alternative hypothesis (Ha) Accepted. It showed that both of students’ reading habit and their reading comprehension were significantly correlated. Furthemore, based on the regression analysis found out that the students’ reading habit gives contributen as much 0,03% to reading comprehension.
B. Suggestion
Based on conclusion above and based on the study that has been done, the researcher would like to offer some suggestions. First, it is suggested that the future researcher would use different from of questionnaire. Moreover, the writer suggested that the future researcher could prepare be better reading instrument during the test, such as preparing the material to be tested to the students. Second, for the teacher, they should expected never stop to keep, increase and motivate the students in reading habit and reading comprehension through give them more meaningful practice and exercise. The last is for the students, the writer hope the students also educated to realize the importance of reading to improve their reading comprehension.
