The Use of reader`s log in basic reading i class.

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ABSTRACT

Ratri, Lucia Natalia Rosari. (2015). The Use of Reader’s Log in Basic Reading I Class. English Language Education Study Program. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Reading is one of the English language skills which is important to learn. In supporting the process of learning, media are needed to train the students’ reading skills. In English Language Education Study Program of Sanata Dharma University, the lecturers of Basic Reading I have been using reader’s log as a medium to support the students’ reading skills. Nowadays, the use of reader’s log is already prevalent enough in Basic Reading I Class. Hence, this research was conducted to see the students’ perception onthe use of reader’s log in Basic Reading I Class.

There is one research problem addressed in this study; 1) What is the

students’ perception on the use of reader’s log in Basic Reading I Class? The theories were reviewed to help the researcher to find out the correlation between the results of the research and the theories proposed by the experts. The participants were the students of Basic Reading I course batch 2014 at English Language Education Study Program, Sanata Dharma University.

This study employed mixed method to collect both qualitative and quantitative data. In gathering the data, the researcher used two instruments namely questionnaire and interview. The questionnaire was used to answer the problem formulation. Meanwhile the interview was used to verify and support the questionnaire results and to gain further information.

Based on the data analysis results, the students have positive perception on the use of reader’s login Basic Reading I Class. The use of reader’s log is useful to support the students’ reading skills. Those reading skills are predicting, skimming, scanning, guessing the meaning of unknown words from the context, drawing inferences, and summarizing. Besides, the use of reader’s log is also useful to build

the students’ reading interest, increase the students’ English vocabulary, and

improve the students’ reading comprehension. Moreover, some suggestions are given to lecturers of Basic Reading I, students of Basic Reading I, and the future researchers.

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ABSTRAK

Membaca adalah salah satu ketrampilan Bahasa Inggris yang penting untuk dipelajari. Dalam menunjang proses pembelajaran, media dibutuhkan untuk melatih ketrampilan membaca mahasiswa. Dalam Pendidikan Bahasa Inggris Universitas Sanata Dharma, para dosen Basic Reading I menggunakan reader’s log sebagai media untuk mendukung keterampilan membaca mahasiswa. Saat ini, penggunaan reader’s log sudah umum digunakan di kelas Basic Reading I. Oleh sebab itu, penelitian ini dilakukan untuk mengetahui persepsi mahasiswa terhadap penggunaan reader’s log di kelas Basic reading I.

Terdapat satu rumusan masalah dalam penelitian ini; Bagaimana persepsi mahasiswa terhadap penggunaan reader’s log di kelas Basic Reading I? Teori-teori diterapkan untuk mengetahui korelasi antara hasil penelitian dengan teori-teori yang dibuat oleh para ahli. Sasaran peserta penelitian ini adalah mahasiswa Basic ReadingI angkatan2014, Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Penelitian ini menggunakan mixed method untuk mendapatkan data kuantitatif dan kualitatif. Dalam mengumpulkan data, peneliti menggunakan dua instrument yaitu kuesioner dan wawancara. Kuesioner digunakan untuk menjawab rumusan masalah sedangkan wawancara digunakan untuk memperjelas dan mendukung hasil kuesioner.

Berdasarkan hasil analisis data, mahasiswa memiliki persepsi positif terhadap penggunaan reader’s log di dalam kelas Basic Reading I. Penggunaan

reader’s log berguna untuk menunjang ketrampilan membaca mahasiswa. Keterampilan tersebut meliputi memprediksi, membaca sekilas, membaca cepat, menebak arti kata yang tidak diketahui, menarik kesimpulan, dan meringkas.Selain itu, penggunaan reader's log juga berguna untuk menumbuhkan minat baca mahasiswa, meningkatkan kosakata Bahasa Inggris mahasiswa, dan meningkatkan pemahaman membaca mahasiswa. Disisi lain, beberapa saran diberikan untuk para dosen Basic Reading I, mahasiswa Basic Reading I, dan peneliti selanjutnya.

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THE USE

OF READER’S LOG IN BASIC READING I CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Lucia Natalia Rosari Ratri Student Number: 111214076

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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i

THE USE

OF READER’S LOG IN BASIC READING I CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Lucia Natalia Rosari Ratri Student Number: 111214076

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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iv

“

All things are possible if you

believe

”

~Mark 9:23~



I dedicate this thesis to:

JESUS CHRIST

My Beloved Ibu and Bapak

Mbak Awang and Anggara

My Friends

Myself

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v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, August 10, 2015 The writer

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vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Lucia Natalia Rosari Ratri

Nomor Mahasiswa : 111214076

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE USE

OF READER’S LOG IN BASIC READING I CLASS

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya,

Dibuat di Yogyakarta

Pada tanggal :10 Agustus 2015

Yang menyatakan

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vii ABSTRACT

Reading is one of the English language skills which is important to learn. In supporting the process of learning, media are needed to train the students’ reading skills. In English Language Education Study Program of Sanata Dharma University, the lecturers of Basic Reading I have been using reader’s log as a medium to support the students’ reading skills. Nowadays, the use of reader’s log is already prevalent enough in Basic Reading I Class. Hence, this research was conducted to see the students’ perception onthe use of reader’s log in Basic Reading I Class.

There is one research problem addressed in this study; 1) What is the

students’ perception on the use of reader’s log in Basic Reading I Class? The theories were reviewed to help the researcher to find out the correlation between the results of the research and the theories proposed by the experts. The participants were the students of Basic Reading I course batch 2014 at English Language Education Study Program, Sanata Dharma University.

This study employed mixed method to collect both qualitative and quantitative data. In gathering the data, the researcher used two instruments namely questionnaire and interview. The questionnaire was used to answer the problem formulation. Meanwhile the interview was used to verify and support the questionnaire results and to gain further information.

Based on the data analysis results, the students have positive perception on the use of reader’s login Basic Reading I Class. The use of reader’s log is useful to support the students’ reading skills. Those reading skills are predicting, skimming, scanning, guessing the meaning of unknown words from the context, drawing inferences, and summarizing. Besides, the use of reader’s log is also useful to build

the students’ reading interest, increase the students’ English vocabulary, and

improve the students’ reading comprehension. Moreover, some suggestions are given to lecturers of Basic Reading I, students of Basic Reading I, and the future researchers.

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viii ABSTRAK

Membaca adalah salah satu ketrampilan Bahasa Inggris yang penting untuk dipelajari. Dalam menunjang proses pembelajaran, media dibutuhkan untuk melatih ketrampilan membaca mahasiswa. Dalam Pendidikan Bahasa Inggris Universitas Sanata Dharma, para dosen Basic Reading I menggunakan reader’s log sebagai media untuk mendukung keterampilan membaca mahasiswa. Saat ini, penggunaan reader’s log sudah umum digunakan di kelas Basic Reading I. Oleh sebab itu, penelitian ini dilakukan untuk mengetahui persepsi mahasiswa terhadap penggunaan reader’s log di kelas Basic reading I.

Terdapat satu rumusan masalah dalam penelitian ini; Bagaimana persepsi mahasiswa terhadap penggunaan reader’s log di kelas Basic Reading I? Teori-teori diterapkan untuk mengetahui korelasi antara hasil penelitian dengan teori-teori yang dibuat oleh para ahli. Sasaran peserta penelitian ini adalah mahasiswa Basic ReadingI angkatan2014, Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Penelitian ini menggunakan mixed method untuk mendapatkan data kuantitatif dan kualitatif. Dalam mengumpulkan data, peneliti menggunakan dua instrument yaitu kuesioner dan wawancara. Kuesioner digunakan untuk menjawab rumusan masalah sedangkan wawancara digunakan untuk memperjelas dan mendukung hasil kuesioner.

Berdasarkan hasil analisis data, mahasiswa memiliki persepsi positif terhadap penggunaan reader’s log di dalam kelas Basic Reading I. Penggunaan

reader’s log berguna untuk menunjang ketrampilan membaca mahasiswa. Keterampilan tersebut meliputi memprediksi, membaca sekilas, membaca cepat, menebak arti kata yang tidak diketahui, menarik kesimpulan, dan meringkas.Selain itu, penggunaan reader's log juga berguna untuk menumbuhkan minat baca mahasiswa, meningkatkan kosakata Bahasa Inggris mahasiswa, dan meningkatkan pemahaman membaca mahasiswa. Disisi lain, beberapa saran diberikan untuk para dosen Basic Reading I, mahasiswa Basic Reading I, dan peneliti selanjutnya.

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ix

ACKNOWLEDGMENT

First of all, I would like to express my greatest gratitude to my beloved Jesus Christ for His endless blessing, guidance, strength, and help to keep me find the light in this long journey. My gratefulness is worth giving to Mother Mary, to whom I always go and share the burdens.

My special thankfulness is addressed to my beloved family. My father Yusup Sunarso, my mother Margaretha Siti Mujirah, my sister, my best friend Catharina Awang Wara Kinanthi, also my little brother Leonardus Seco Patu Sila Anggara, who physically and mentally support me. They are the reasons why I should struggle to finish my thesis. They always pray for the best of me when I am in a hard situation.

I would like to dedicate my appreciation to my beloved sponsor, Drs. Concilianus Laos Mbato, M.A. Ed.D., for his willingness to spend his time to read my thesis, for his advice, patience, smile and guidance from the beginning until the end of this thesis writing. I especially thank Fidelis Chosa Kastuhandani, M.Hum for being the best academic advisor for ELESP students of class B (2011). Further, I would like to deeply thank all lecturers of PBI and all the staff for sharing the knowledge and giving the best of helpful efforts during my study. I also thank the member of ELESP 2014, who kindly became the participants of my study.

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x

Gita M, Alexandrea Thefannia, Raras Ganita, Indrias Pratama, and Tabitha Dwi A, PSM Cantus Firmus, also all the member of English Language Education Study Program for coloring my life during this wonderful period of studying in this university.

Inevitably, my sincere gratitude goes to Aries Adven Kurniawan. Special thanks are addressed to him for being there in my joys and sorrows. For the companionship, patience, warmth, support, prayer and love in every single story.

I express many thanks to the following people for coloring my life: Ana Srilestari, Afani Yasida, Fitria Ukhti, Wahyu Maniek, Leo, Riri, Denyk, Bagas

and others. I also address my thanks to the members of Kos 6B; Mbak Dian, Fica, Vivin, and Gita for the support.

Finally, I thank all of the people whose names I cannot mention one by one for their support and prayers.

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TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... iii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLWDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF FIGURES ... xii

LIST OF TABLES ... xiii

LIST OF APPENDICES... xiv

CHAPTER I. INTRODUCTION A. Research Background ………... 1

B. Research Problem ………. 3

C. Problem Limitation ……….. 3

D. Research Objective ………. 3

E. Research Benefits ………. 3

F. Definition of Terms ……….. 4

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description……… 7

1. Perception ……….. 7

a. Definition of Perception ……….. 7

b. The Process of Perception ………... 9

c. Factors Affecting Perception……….. 9

2. Reading ……… 11

a. Definition of Reading ………... 11

b. Reading skills……… 12

c. Reading Interest ……… 18

d. Reading Comprehension……….... 19

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xii

CHAPTER III. RESEARCH METHODOLOGY

A.Research Method ……… 24

B.Research Setting ………. 25

C.Research Participants ……….. 25

D.Instrument and Data Gathering Techniques ………... 25

E.Data Analysis Techniques ……….. 28

F. Research Procedure ……… 29

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A.Research Findings ……….. 31

1. Students’ Perception on the Use of Reader’s Log based on the Questionnaire Data ... ………….31

a. Reader’s Log Supports the Students’ Reading Skills………. 32

b. Reader’s Log Builds the Students’ Interest in Reading English text………....35

c. Reader’s Log Improves the Students’ Reading Comprehension ….……….. 36

d. Reader’s Log Increases the Students’ Familiarity with the Use of English Vocabularies in Certain Context………. 38

2. Students’ Perception on the Use of Reader’s Log based on the Interview Data ... 41

B.Discussion ... ……… 46

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A.Conclusions ……… 59

B.Suggestions ………. 60

REFERENCES………. 62

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xiii

LIST OF TABLES

Table Page

3.1 Table of Participants Responses ... 28 4.1 Reader’s Log Supports the Students’ Reading Skills ... 32 4.2 Reader’s Log Supports the Students’ Interest in Reading

English Text ... 35 4.3 Reader’s Log Improves Students’ Reading

Comprehension Ability ... 37 4.4 Reader’s Log Increases Students’ Familiarity with The

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xiv

LIST OF FIGURE

Figure Page

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xv

LIST OF APPENDICES

Appendix Page

APPENDIX A Surat Permohonan Ijin Penelitian ... 67

APPENDIX B Blueprint of Questionnaire... 70

APPENDIX C Questionnaire ... 74

APPENDIX D Raw Data of Close-Ended Questions... 78

APPENDIX E Raw Data of Open-Ended Questions………... 80

APPENDIX F Interview Guideline ... 100

APPENDIX G Transcript of Students’ & Lecturer’s Interview ... 102

APPENDIX H Syllabus of Basic Reading I in ELESP and Form of Reader’s Log ... 116

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1 CHAPTER I INTRODUCTION

This study investigates the use of reader’s log in Basic Reading I Class. This chapter consists of six parts, namely the research background, the research problems, the problem limitation, the research objective, the research benefit, and the definition of terms.

A. Research Background

Reading is one of the English language skills which is important to learn. It is also defined by Kustaryo (1988) that reading is the most important skills in learning language besides listening, speaking, and writing (p.1). In reading, there is a complex process involving word recognition, comprehension, fluency, and motivation (Leipzig, 2001). When students have good reading skills, they are able to comprehend, understand, and obtain a lot of information from the reading sources. Afterwards, reading can be a bridge to learn the other English language skills.

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learning media in order to engage the students to read more. Therefore, by using an appropriate medium, it is easier for the students to develop their reading skills. As a result, providing an appropriate medium will stimulate the students to get the habit of reading happily and correctly.

In English Language Education Study Program of Sanata Dharma University, the lecturers of Basic Reading I Class have been using reader’s log as a medium to train the students in reading. According to Lyutaya (2011), in reader’s log, students will be able to maintain a written record of personal reactions to the text on several levels. Erfort (2013) also states that a reader’s log is a place to take risks, speculate, ask questions, express opinions, build knowledge, and give the students the ability to grow as strategic readers and independent learners. The reader’s log provides some spaces for the students to express their attitudes towards

a text, based on their discoveries, and make the connections between what they know and what they are learning. In completing reader’s log, the students deserve to choose an article based on their own interest and it is also useful for them to measure their own reading ability.

Nowadays, the use of reader’s log in reading fields is prevalent enough, especially in English Language Education Study Program. However, it is important to see the students’ points of view whether the use of reader’s log supports the students’ reading skills. They may have various views on the use of reader’s log in

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B. Research Problem

This study is expected to answer a research question. There is one research problem addressed in this study: What is the students’ perception on the use of reader’s log?

C. Problem Limitation

In conducting this study, the researcher intends to investigate the use of reader’s log in Basic Reading I Class of the English Language Education Study

Program of Sanata Dharma University. This study also focuses on answering the question stated in the research problem. The researcher focuses on the first semester students in 2014/2015 academic year because Basic Reading I Class is offered in the first semester. Specifically, the researcher chooses class B and class D of the course as the participants of the study.

D. Research Objective

Based on the research problem, there is one objective in this study. The objective isto find out the students’ perception on the use of reader’s log in Basic reading I Class.

E. Research Benefits

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1. Students of Basic Reading I Class

The study will be useful for the students especially in the ELESP Sanata Dharma University. Through this study, the students can reflect and evaluate how the use of reader’s log drives them to have positive or negative perception.

Therefore, this study gives the opportunity to the students to give suggestions on the use of reader’s log in Basic Reading I Class.

2. Lecturers of Basic Reading I Class

This study provides the information on how students value the use of reader’s log in Basic Reading I Class. Based on the students’ perception, the lecturers are able to see the students’ reading problems. Thus, the lecturers will also

be able to find the solution to solve the students’ reading problems by maximizing the use of reader’s log.

3. Future Researchers

This research is beneficial for the further research which related to the use of reader’s log in Basic Reading I Class. The researcher expects that this study can inspire the other researchers. They may discuss any information dealing with the topic of the study. For instance, they can discuss further about the use of reader’s log or the new material design by using reader’s log in reading class.

F. Definition of Terms

There are some terms used in this study to avoid the misunderstanding. Those are reader’s log, Basic Reading I, and ELESP students of Sanata Dharma

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1. Reader’s Log

Reader’s log is a kind of independent learning. The students use reader’s

log to maintain a written record of the personal reactions to the text on several levels. In reader’s log, there are some spaces that used for the students to express their attitudes towards a text, on their discoveries, and make the connections between what the students know and what the students are learning (Lyutaya, 2011). The students should complete the reader’s log by the texts they read. It is also useful for them to measure their own reading ability.

2. Basic Reading 1

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3. ELESP Students of Sanata Dharma University

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7 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents two major parts, namely the theoretical description and the theoretical framework. The Theoretical description focuses on the review of related literatures underlying this study. Besides, the theoretical framework discusses the implementation of the theories. The theoretical framework is used in order to answer the research problem.

A. Theoretical Description

In this part, there are three main points which will be reviewed. Those are perception, reading, and readers’ log.

1. Perception

In reviewing the theories which are related to the perception, the researcher divides the theories into some parts. They are the definition of perception, the process of perception, and the factors affecting perception.

a. Definition of Perception

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organization of stimuli, the situation, and the person’s self-concept (Altman, Valenzi, & Hodgetts. 1985). Vernon (1962) on his psychology of perception states “perception is knowledge of the identity of objects and features in the environment”

(p. 13). He explains the perception as an indentity and value of the objects which occur in the surrounding. Since perception occurs in the surrounding, Leontiev (1981) explains that perception is something which is “characteristically integral,

structured, constant, meaningful, and concrete” (p. 32). When the people get the stimuli, people will interpret it by selecting and grouping the information based on their own thoughts. The result of interpreting; by selecting and grouping the information, will be their own concept or belief which is called as their own perception. The perception that the people get will be different to one another since everyone has his or her own concept or belief.

George and Jones (2005) also have similar definition of perception. They define perception as “the process of selecting, organizing, and interpreting the input from individuals’ senses (hearing, smell, touch, vision, and taste) in order to give

meaning to their environment” (p. 115). Based on their definition, they state that

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b. The Process of Perception

Perception occurs since the child is born (Leontiev, 1981, p. 32). Through the process of life, the psychology of sense will work from the light falls into the eyes. The following figure 2.1 explains the process of perception:

Figure 2.1 The Perceptual Process (Altman et al, 1985, p.86)

The diagram above helps to comprehend the basic process of human perception. When people get a stimulus, the sense of organs respond the sensory and try to interpret it. Altman et al. (1985) explain that the process of perception is started by a stimulus. The sensory organ will select and accumulate the stimuli and then lead it to the brain. After the brain interprets the stimuli, the perception will be formed and the result of the individual’s perception leads him to give response in a form of

different behaviors. Vernon (1962) states when people catch the stimulus, the light will be captured by the eyes then the sense of visual pattern occurs (p. 18).

c. Factors Affecting Perception

Every person has a different behavior response. It happens because he/she has different perception. The difference of behavior responses happen because there

Stimuli

Sensors’

selection of stimuli

Perception, organization,

and interpretation

of stimuli

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are some factors that influence a person’s perception. Altman et al. (1985) describe four important factors that influence the person’s perceptions. They are as followed: 1) Selection of stimuli

This part is a process when a person concentrates on a small number and starts to select and perceive things differently. In this process, each person will select specific cues and filter, or screens, out the others. By organizing the stimuli, people will be able to categorize the input. The categorization of stimuli reduces initially complex information into the simple categories.

2) Organisation of stimuli

After the information has been selected, it will be arranged into something meaningful. The mind tries to bring an order out the unarranged data by selecting certain items and putting them together in a meaningful way based on the experiences.

3) The situation

A familiarity and expectation about a situation (environment) influence

what the people’s believe. Believing a situation deals with how well a person adjusts

his or her behavior to situation. The situation which influences perception may deal

with a person’s familiarity with, or expectation about, a situation, or past

experience. When someone experienced something good/bad in the past, he or she perceives the same thing positively or negatively.

4) The person’s self concept

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he or she perceives and does. The knowledge and the way someone sees themselves affects the perception of the world around. When a person has a relatively stable and positive self-concept, he or she may perceive something positively.

2. Reading

This part presents the theories of reading. Those theories are the definition of literature, the reading skills, the reading interest, and the reading comprehension. a. Definition of Reading

As stated by McDonough, Shaw, and Masuhara (2013), reading is the most important language skills. Reading is the activity or skill of understanding written words (Bullon et al., 2005). Leipzig (2001) states that reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Grabe and Stoller (2002: p. 9) state that reading is the ability to draw the meaning from the printed page and interpret the information appropriately.

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whole and the whole takes on meaning from situation and culture context (Wallace, 2003: p. 11).

As stated by Perfetti and Marron (1998), learning to read is an acquisition of increasingly number of the words and the alteration of the individual representations along the quality. There are three majors of learning achievement based on Ahmadi and Supriyono (1991). The first is learning the stimuli factor which is related to leaning factors outside the learners; materials, tasks, and learning atmosphere. The second factor of learning reading is the method used by the teachers in classroom. It will give impact on the students’ improvement. The third

is the individual factors. Individual factors include the readiness, motivation, and learning experience.

b. Reading Skills

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& Goudvis, 2000 as cited in Daunis & Iams, 2007, p. 14). The reading skills are described as follows.

1) Previewing and Predicting

A preview is a quick and an easy way to find out what a text will be about before reading the whole text. This skill helps the students to decide whether they need to read a particular text or not. It also helps the students to decide what the text will be about before reading the whole text (Leane, 2002). If the students are able to use this strategy, the students will be able to catch the information before they read the whole text. If the information they want does not look like it will be in the text, they shouldn’t bother reading all the text of the reading passage. As stated by

Daunis and Iams (2007), whether the text is a professional text or a quick memo, knowing the genre of the text and having expectations of it allows the students to be more skillfully reading the text itself (p. 16). It is as if the students put a frame around their thinking before they start reading, helping them to contain their thoughts to both a specific purpose and a certain genre. When the students engage in this essential pre-reading skill, the students set their selves up for more successful comprehension of the text.

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can also use the illustrations, the vocabulary or the grammatical structure to guess what is coming next (Leane, 2002)

2) Skimming

Skimming is a strategy that gives the students the sense of the theme, purpose, the organization of the text, the perspective or point of view of the writer, the issues, the arguments and theoretical perspectives through using the author's organizational cues, the introductions and conclusions, the headings and the sub-headings, the italics, and the summaries. Skimming can also help the students make decision about where to place the greatest focus when there is limited time for reading (Freedman, n.d as cited in Chiew, 2013). Skimming helps the students identify whether or not to continue reading, what to read carefully, and where the best place is to begin (The Teaching and Learning Unit, University of Melbourne, 2010). Liao states that skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time (2011, as cited in Chiew, 2013).

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maximize the students’ interest in the text, the understanding, and the reflection on the material (The Teaching and Learning Unit, University of Melbourne, 2010). Chiew (2013) states that skimming is an essential academic reading skill because the students face massive amount of information in their academic studies which required them to read selectively by applying the skill of skimming.

3) Scanning

Scanning is reading quickly to search for the specific information (The Teaching and Learning Unit, University of Melbourne, 2010). Scanning is a reading skill which is used to quickly locate specific information (Study & Learning Center [RMIT], 2007). When the students scan, they know what they are looking for (e.g.: key words, dates, etc.). Scanning is useful when the readers want to find out specific information. It helps the students to save the time by quickly locating particular information that is relevant to the students’ study. Therefore, the students avoid reading unnecessary material. Scanning is the process of quickly searching for the particular piece or pieces of information in a text.

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4) Guessing the meaning of unknown words from context

Consulting the meaning of the unknown words to the dictionary sometimes takes time in reading. The students can guess the meaning of the unknown words from the context without opening the dictionary. Words are like glue and paint. They are there to provide the connections and add interests, but those are not essential for meaning. If the students concentrate on the information words, they can read faster and with better comprehension (The Teaching and Learning Unit, University of Melbourne, 2010).

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5) Making/Drawing Inferences

Inferring means making the use of syntactic, logical and cultural clues to discover the meaning of unknown elements. If these are words, then word-formation and derivation will also play an important part (Grellet, 1999). The most meaningful ideas from the text often stem from what the readers infer, not from

what’s written on the page (Daunis & Cassiani (2007, p. 26). The ability to make

inferences is the ability to use two or more pieces of information from a text in order to arrive at a third piece of information that is implicit (Kispal, 2008). Inference can

be as simple as associating the pronoun ‘he’ with a previously mentioned the male

person. It can be as complex as understanding a subtle implicit message, conveyed through the choice of the particular vocabulary by the writer and drawing on the

reader’s own background knowledge (Kispal, 2008).

6) Summarizing

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c. Reading Interest

As stated byTaschow (1985), interest is one of affective factors that develops and maintains a desire for reading. Harris (1954) also states that there are some factors influencing reading interest, they are accessibility and availability, teacher, friend, media, and the difficulty of the books (p.420). Schiefele and Krapp (1999) find that interest was related to deep-comprehension questions, recall of main ideas, and to a higher degree of cognitive organization in college students’ knowledge structures. They conclude that interest does not simply enhance the amount of recalled text information, but have a strong influence on the quality of learning. That is, interest seemed to motivate readers to go beyond the surface structure of the texts and focus on the main ideas and their underlying meaning (Krapp, 1999). Ryan and Deci (1990) also conclude that interest leads to more elaborate and deeper processing of expository texts.

Hidi (2001) finds that interest is a clear indicator of the quality of learning derived from reading. When the students’ interest in reading, they are encouraged

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d. Reading comprehension

Reading comprehension is the process of making meaning from the text. The goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences. The meaning of reading comprehension also well described by Kustaryo (1988):

“Reading comprehension means understand what has been read. It

is an active thinking process that depends not only on comprehension skill but also the students’ experience and prior knowledge comprehension involves understanding the vocabulary seeing the relationship among words and concepts, organizing ideas, recognizing author’s making judgment, and evaluating”.

As stated by Kustaryo (1988), the process of comprehending the reading texts need

the students’ experience and the prior knowledge comprehension that involves

understanding the vocabulary, the organizing ideas, the recognizing author’s making judgment, and the evaluating. Reading comprehension (understanding, gaining meaning and interpreting the text) depends on a variety of the reader-related, the text-reader-related, and the situational factors (De Corte et al., 2001). Yorio surveys the second language students, who states that vocabulary is their most important problem in reading comprehension (1971, as cited in Anjomshoa & Zamanian, 2014, p. 91).

Meaning is formed in the reader’s head, that is, a person’s prior knowledge

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situational model of the text. There are a multiplicity of factors that contribute to the reading difficulties for many students with special needs and the underlying causes of their reading problems may be largely unknown (Lewis & Doorlag 1999).

3. Reader’s Log

The students use the reader’ log to maintain a written record of personal reactions to the text on several levels. The space provided in the reader’s log is an opportunity for students to express their attitudes towards a text, on their discoveries, and make connections between what the students know and what the students are learning (Lyutaya, 2011). Lyutaya also states that a reader’s log is a

place to take risks, speculate, ask questions, express opinions, and build knowledge, giving students the ability to grow as strategic readers and independent learners (2011). Reader’s Log provides some space that should be completed by the texts that the students read. It’s also useful for them to measure their own reading ability. Reader’s log integrates between the writing and reading. Writing will help the

students integrate different sources of information and organize their thought; as a result, their thinking is more fluid, flexible, and tangible, “thus promoting conscious

awareness and deeper comprehension” (Dorn & Soffos, 2005 as cited in Lyutaya,

2011).

B. Theoretical Framework

This study is aimed to investigate the use of reader’s log in Basic Reading I

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use of reader’s log in Basic Reading I Class. In order to cover the problem formulated, the researcher employs three main theories, which are perception, reading, and also reader’s log. Those theories become the researcher’s foundations

in working this study out.

Basic Reading 1 is the course which focuses on the basic of reading for the first semester students. It is designed to develop students ‘reading skills (Lesson Unit Plan of Basic Reading I). However, reading activity in Basic Reading I Class is not only done in the classroom. The lecturer uses a reader’s log as the medium for students to train their reading skill. Students can read many articles by their own choices. A reader’s log is a place to take risks, speculate, ask questions, express opinions, and build knowledge, giving students the ability to grow as strategic readers and independent learners. The logs are an opportunity for students to express their attitudes towards a text, on their discoveries, and make connections between what they know and what they are learning (Lyutaya, 2011). They will be able to read English articles not only in the classroom but also outside the classroom. It will also help the students to enrich their reading experience independently.

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determine importance, visualize, synthesize, and monitor for meaning, they have fuller and more complete understanding on the text (Harvey & Goudvis, 2000 as cited in Daunis & Iams, 2007, p. 14).

Besides, in this study, the researcher also investigates the students’ perception on the use of reader’s log. As stated by Robbin (2005), perception is the

process by which individuals select, organize, and interpret the input from their senses to give meaning and order to the world around them. The students who

experience the use of reader’s log will give their perception on it. Thus, perception

will lead them to have a positive or a negative responses. The positive perception on the use of reader’s log may lead the students to have good behavior in reading.

The students use reading log to maintain a written record of personal reactions to the text on several levels.

Therefore, the lecturers also need to develop the reading material based on the characteristic of Basic Reading Class I in ELESP. The KPE 110 of Basic Reading I will be used to dive a picture and description about what Basic Reading I Class is and to explain the importance of this course to the readers. Moreover, the researcher also engages the theories of reading interest, reading skills, and reading comprehension. It helps the researcher to find out the relation between the use of

reader’s logand students’ reading development.

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24 CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with the methodology which is used by the researcher. The research methodology is intended to answer the research question. Meanwhile, the methodology covers some parts, those are the research method, the research setting, the research participants, the research instruments, the data gathering technique, the data analysis technique, and the research procedure.

A. Research Method

This research used mixed method. Ary, Jacob, and Razavieh (2006) explain that mixed method is an approach that combines both qualitative and quantitative methods in the design of a single study (p. 32). Lodico, Spaulding, and Voegtle (2006) state “A mixed method combines the strengths of both qualitative and quantitative research. Providing both an in-depth look at context, processes, and

interactions and precise measurement of attitudes and outcomes” (p. 282). The

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B. Research Setting

The study took place at Sanata Dharma University Yogyakarta, to be exact at the English Language Education Study Program. The study was conducted in class B and class D of Basic Reading I. In order to answer the research problem, the researcher distributed the questionnaire during the even semester of 2014/2015 academic year. It was on December 4, 2014. Meanwhile the interview was conducted on April 17, 2015.

C. Research Participants

The research participants were the first semester students of Basic Reading I Class in the English Language Education Study Program. There were two classes chosen; class B and class D in the academic year 2014/2015. Class B consisted of 26 students and class D consisted of 30 students. To sum up, the participants consisted of 56 students in total. In this case, the researcher engaged purposive sampling. Singleton and Straits (1999) state that purposive sampling goes to nonprobability sampling in which the researchers select the units that are representative or the typical of the population based on their judgments. The researcher used class B and class D since the students of those classes have experienced in using the reader’s log.

D. Instruments and Data Gathering Technique

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to answer the formulated problem. The research was started by asking some questions through questionnaire to the participants. After that, it is followed by asking further information through the interview.

1. Questionnaire

There were two classes of Basic Reading I that were given the questionnaire to gain the quantitative data. Gall, Gall, and Borg (2007) state that the questionnaires are printed forms that ask the same questions of all individuals in the sample and for which respondents record their answers in a verbal form (p. 228). The questionnaire was used to find out the students’ opinion on the use of reader’s log in Basic Reading I class. The questionnaire consists of two parts; the close-ended and the open-close-ended question. Firstly, the researcher distributed the questionnaire which consisted of close-ended and open-ended questionnaires. All the items in the questionnaire were related to the research problem formulated; to what degree the use of reader’s log supports students in learning reading.

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“disagree”, and “strongly disagree”. Then, to make the result clearer, the questionnaire is provided in Appendix C.

The second part of the questionnaire was open-ended question. In this part, the students were given a chance to answer the questions freely. It was also

acknowledged by Van Dalen (1979), “the open-form questionnaire permits the

participants to answer freely and fully in their own words and their own frame of

reference” (p. 126). It was also used to gain further opinion based on the students’

opinion on the use of reader’s logs in basic reading 1 class. Therefore, the

open-ended questions would make the first part clearer. 2. Interview

After the students were given the questionnaires, some of the students were given interview to draw the qualitative data. The interview was used as the compliment to strengthen the written observation (questionnaire) or as confirmation. It was also stated by Rodrigues and Zimmerman (1992) that interviewing was a structured process of questioning others (p.106). They also stated that the use of interview could help the researcher found the data that could not be gained by observation and questionnaire.

The participants were chosen purposively to verify unclear answers. Gall,

Gall and Borg (2007) state that “a sample in which all members of the accessible

population had an equal chance of being selected” (p. 168). By analyzing the results

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E. Data Analysis Technique

The data analysis technique dealt with analyzing the results of the questionnaire and interview. First, the researcher counted the close-ended question in the questionnaire. The result of the questionnaire were grouped and then presented in percentage mode. Moreover the results of the data were interpreted descriptively. Wiersma (1995) states that “the low value represented negative

responses and the high value represented positive responses” (p. 183). Then, the

researcher made a classification for the results of the percentage.The students had negative perception if the result of percentage was less than 50% (0% - 50%). Then, the students had positive perception if the result of percentage was higher than 50% (>51-100%). The data was presented in form of table (see Table 3.1). Meanwhile the percentage of each item was obtained by:

Note:

n: the total number of students based on the degree of agreement N: the total number of students

Table 3.1 Participants’ Responses

No Statement Degree

SD (%) D (%) U (%) A (%) SD (%)

1. Statement 1 2. Statement 2

Etc.

SA: Strongly Agree; A: Agree; U; Undecided; D: Disagree; SD: Strongly Disagree

�

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For the open-ended questions, the researcher grouped, clustered and classified the same answer and then interpreted it. Whereas, the data from the interview were transcribed in the written form. They were also interpreted to complete the data of questionnaires.

F. Research Procedure

In conducting this research, the researcher took some following steps which were necessary to the research procedures. The researcher began the research by deciding the topic. Then, the researcher formulated the research problem related to the topic. Afterwards, in order to gain the knowledge about certain theories related to the work, the researcher did the library study. After finding a topic and some supported theories, the researcher decided an appropriate research method which was able to accommodate this study in finding the answer to the formulated problem. Then, the researcher selected the research participants and prepared the research instruments such as blue print of the questionnaire.

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31 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research findings and the discussion to answer the research problem about the students’ perception on the use of reader’s log in Basic

Reading I Class. It consists of two parts; the first part is the research findings and the second part is the discussion of the findings which discusses the relation between the raw data and the supported theories in order to answer the research question.

A. Research Findings

The research findings present the data of the students’ perception on the use of reader’s log. The analysis of the research findings begins with the analysis of

data questionnaire and followed by the analysis of the data interview as the second part of this section.

1. Students’ Perception on the Use of Reader’s Log in Basic Reading I Class based on the Questionnaire Data

There will be four discussions on the students’ perception on the use of reader’s log in Basic Reading I Class. They are the reader’s log supports the

students’ reading skills, the reader’s log builds the students’ interest in reading

English text,the reader’s log improves the students’ reading comprehension ability, and the reader’s log increases students’ familiarity with the use of vocabularies in

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a. Reader’s Log Supports the Students’ Reading Skills

The aim of Basic Reading I Class is to invite the students to improve their reading skills. Therefore, in this part, the researcher wants to see the students’ perception on the use of reader’s log in supporting the students’ reading skills. There are six items provided related to the research question and the data are presented on the table below.

Table 4.1Reader’s Log Supports the Students’ Reading Skills

No Statements SA A U D SD

1. Reader’s log helps me to train my

reading skills 48.2% 44.6% 5.4% 1.8% 0

2. Reader’s log increases my

reading skills 42.9% 51.8% 5.4% 0 0

3.

Reader’s log helps me to understand some basic reading strategies, namely previewing, predicting, skimming, scanning, and guessing word meanings from context

30.4% 66.1% 3.6% 0 0

4.

Reader’s log helps me to apply the reading skills when reading various types of texts

25% 69.6% 5.4% 0 0

5.

Reader’s log trains me to scan for detailed information of the reading texts

12.5% 76.8% 8.9% 1.8% 0

6. Reader’s log trains me to make

inferences from the reading texts 10.7% 73.2% 10.7% 5.4% 0

SA: Strongly Agree; A: Agree; U; Undecided; D: Disagree; SD: StronglyDisagree

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who chose D (Disagree), and none of the students (0%) who chose SD (Strongly Disagree) to the research statement. However, most of the students (92.8%) agreed that reader’s log helped them to train their reading skills.

The first research statement showed that based on the students’ perception,

reader’s log helps the students to train their reading skills. In the second research

statement, the researcher wants to investigate the students’ perception whether or

not the use of reader’s log increases the students’ reading skills. From the table 4.1,

it showed that there were 24 students (42.9%) who chose SA (Strongly Agree) and 29 students (51.8%) who chose A (Agree). On the contrary, there were three students (5.4%) who chose U (Undecided), yet none of the students (0%) who chose neither D (Disagree) nor SD (Strongly Disagree). Since the data showed that almost all the students (94.7%) agreed to the research statement, hence the researcher concludes that reader’s log is effective way to supports the students’ reading skills.

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From the fourth research statement in the Table 4.1, the researcher wanted to investigate whether or not the use of reader’s log made the students practice the reading strategies. The result showed that 14 students (25%) chose SA (Strongly Agree) and 39 students (69.6%) chose A (Agree). However, there were three students (5.4%) who chose U (Undecided). Besides, there was no student (0%) who chose D (Disagree) and SD (Strongly Disagree). To sum up the findings, 94.6% of the total students agreed that the use of reader’s log made the students always applied the reading skills when reading English texts. Before the students implemented the reader’s log, they always opened the dictionary to find the meaning of some new words. However, after they were trained by the lecturer to use reader’s log, the students tried to practice the reading strategies.

The fifth research statement showed whether reader’s log trains the students to scan for the detailed information of the reading texts. From the table, it showed that there were seven students (12.5%) who chose SA (Strongly Agree) and 43 students (76.8%) who chose A (Agree). On the contrary, there were five students (8.9%) who chose U (Undecided), one student (0%) who chose D (Disagree) and none of the students who chose SD (Strongly Disagree). Since the data showed that almost all the students (89.3%) agreed to the research statement, thus the researcher concluded that reader’s log was an effective way to train the students to scan for the

detailed information of the reading texts.

The last research statement is about the students’ perception on the use of reader’s log to train the students to make inferences from the reading texts. The

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(73.2%) chose A (Agree). However, there were six students (10.7%) who preferred to choose U (Undecided). Besides, three students (5.4%) who chose D (Disagree) and none of the students who chose SD (Strongly Disagree). To sum up the findings, 83.9% of total students agreed that the use of reader’s log trained the students to make inferences from the reading texts.

b. Reader’s Log Builds the Students’ Interest in Reading English Text In this part, the researcher investigates the students’ perception on the use of reader’s log in building the students’ reading interest. In the questionnaire, the

researcher provided two questions in order to see the students’ reading interest. The data was presented below.

Table 4.2 Reader’s Log Builds the Students’ Interest in Reading English Text

1. Reader’s log helps me to form

my reading habit 42.9% 46.4% 5.4% 5.4% 0

2. Reader’s log motivates me to do