STUDENTS’ PERCEPTION ON READING STRATEGIES FOR IMPROVING READING COMPREHENSION.

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Yulita Estin Prihandini, 2014

STUDENTS’ PERCEPTION ON READING STRATEGIES FOR IMPROVING READING COMPREHENSION Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

STUDENTS’ PERCEPTION ON READING STRATEGIES FOR IMPROVING READING COMPREHENSION

Submitted to the English Education Department of Universitas Pendidikan Indonesia

as a Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

Written by:

YulitaEstinPrihandini

0902485

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS OF EDUCATION

UNIVERSITAS PENDIDIKAN INDONESIA

BANDUNG

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Student’s Perception on Reading

Strategies for Improving Reading

Comprehension

Oleh

Yulita Estin Prihandini

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

Oktober 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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PAGE OF APPROVAL

STUDENT’S PERCEPTIONS ON READING STRATEGIES FOR IMPROVING READING COMPREHENSION

A Research Paper

Written by:

Yulita Estin Prihandini

0902485

Approved by:

Main Supervisor

Prof. Dr. H. Didi Suherdi, M.Ed.

NIP.196211011987121001

Co-Supervisor

Drs. Prawoto S. P., M. Pd.

NIP. 195110081980021002

The Head of English Education Department

Indonesia University of Education

Prof. Dr. H. Didi Suherdi, M.Ed.

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STUDENTS’ PERCEPTION ON READING STRATEGIES FOR IMPROVING READING COMPREHENSION

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

STUDENTS’ PERCEPTION ON READING STRATEGIES FOR IMPROVING READING COMPREHENSION

ABSTRACT

The study analyzed the students’ perception on reading strategies for improving reading comprehension. Qualitative and quantitative approaches were employed in this study. The obtained data were analyzed by using Pearson Product Moment Correlation in finding whether there is any correlation between students’ reading strategies and reading comprehension test. Data collected from interview were analyzed by using descriptive qualitative analysis method. Related to students’ perception on reading strategies for improving reading comprehension, it was found that students have positive attitude toward reading strategies since they were aware that reading strategies can help them in reading comprehension. The perception can be influenced by self-esteem, which in turn is affected by interaction with teachers, classmates, and family, eventually impacting their motivation for reading.But in facts, there were some students who often applied reading strategies have lower score in reading test compared to students who frequently applied the strategies. The result shows that the correlation coefficient (robt) equals 0.457. The correlation between students’ reading strategies and reading comprehension test has positive direction, although the correlation is very low. The fact shows that although high and low achievers used similar reading strategies but the result is different in their reading scores. It depends on how effective students use their strategies.

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TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION………... i

PREFACE………... ii

ACKNOWLEDGEMENT………... iii

ABSTRACT………... v

TABLE OF CONTENT………... vi

LIST OF TABLES………... ix

LIST OF FIGURE………... xi

CHAPTER I INTRODUCTION………... 1

1.1Background………... 1

1.2Research Question………... 4

1.3Aim of the Study………... 4

1.4Significance of the Study………... 4

1.5Research Methodology………... 5

1.6Clarifications of Related terms………... 8

1.7Organization of the Paper………... 9

CHAPTER II THEORETICAL FOUNDATION………... 10

2.1 Perception………... 10

2.1.1 Definition of Perception………... 10

2.2 The Nature of Reading………... 14

2.3 The Purposes of Reading………... 17

2.4 The Process of Reading……….... 18

2.5 Reading Comprehension………... 22

2.6 Reading Difficulties………... 24

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CHAPTER III RESEARCH METHODOLOGY………... 30

3.1 Research Design………... 30

3.2 Sites and Respondents………... 31

3.3 Data Collection Methods………... 31

3.3.1 Questionnaire………... 31

3.3.2 Interview………... 34

3.3.3 Reading Test………... 34

3.3.4 Testing Instrument………... 35

3.3.5 Validity and Reliability………... 37

3.3.5.1 Testing Validity………... 37

3.3.5.2 Testing Reliability………... 37

3.4 Data Analysis………... 38

3.4.1 Questionnaires………... 39

3.4.2 Reading Comprehension Test………... 40

3.4.3 Analyzing Correlation between Students Reading Strategies and Their Reading Comprehension………..…...41

3.4.4 Interview………...42

3.4.5 Transcribing the Data………...43

3.4.6 Pre-coding and Coding………...43

3.4.7 Growing Ideas………...43

3.4.8 Interpreting the Data and Drawing Conclusion………... 44

CHAPTER IV FINDINGS AND DISCUSSIONS………... 45

4.1 Findings………... 45

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4.1.1.1 Difficulty Index………... 45

4.1.1.2 Discriminating Power Index………... 46

4.1.2 Validity and Reliability………... 47

4.1.2.1 Validity………... 47

4.1.2.2 Reliability………... 48

4.1.3 Reading Comprehension Test Result………... 49

4.1.4 Questionnaires Result………... 50

4.1.5 The Normality of the Data Result………... 52

4.1.6 Correlation between Students’ Reading Strategies and ReadingComprehension………...51

4.1.7 Interview Result………... 55

4.2 Discussion………... 62

CHAPTER V CONCLUSION AND SUGGESTIONS………... 68

5.1 Conclusion………... 68

5.2 Suggestions………... 69

REFERENCES………... 70

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LIST OF TABLES

Table 1.1 Likert Scale Score………7

Table 2.1 Reading Strategies………..28

Table 3.1 The Aspects of Questionnaire………33

Table 3.2 The Criteria of Frequency Level of Reading Strategies……….34

Table 3.3 The Measurement of Students’Achievement………35

Table 3.4 The Criteria of Validity………..37

Table 3.5 The Reliability Level Based on the Alpha Value………...38

Table 3.6 Likert Scale Score………..39

Table 3.7 The Criteria of the Frequency Level of Reading Strategies…………..40

Table 3.8 Sugiyono’s Correlation Reference……….42

Table 4.1 Difficulty Index of the Reading Test……….46

Table 4.2 Discriminating Power Index of the Reading Test………..47

Table 4.3 The Interpretation of Correlation Coefficient………47

Table 4.4 Reliability Statistics………...48

Table 4.5 The Score of Reading Test………49

Table 4.6 The Score of Reading Strategies………...50

Table 4.7 Data of Reading Strategies Questionnaire……….51

Table 4.8 One-Sample Kolmogorov-Smirnov Test………...52

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Table 4.10 Descriptive Statistics………...54

Table 4.11 Correlations……….54

Table 4.12 Students’ Interest toward Reading………..55

Table 4.13 The Most Favorite Reading Text………56

Table 4.14 Motivation to Read………..56

Table 4.15 Aims and Advantages of Reading………57

Table 4.16 Students’ Comprehension on the Text………58

Table 4.17 Students’ Effort in Understanding the Text……….58

Table 4.18 The Characteristic of Difficult Text……….59

Table 4.19 The Existing Reading Strategies Which Students Had Already Known………60

Table 4.20 Motivation to Use Reading Strategies………..61

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LIST OF FIGURE

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CHAPTER I

INTRODUCTION

This chapter elaborates the background for conducting this study, research questions,

aim of the study, scope of the study, significance of the study, research methodology which

includes the research design, population and the sample, instruments, data collection, and

data analysis, clarification of terms, and organization of the paper.

1.1Background of the Study

Reading proficiency plays a great role in understanding a written statement accurately

and efficiently. Reading serves as an important tool in every field of professional service. In

many situations reading is considered to be the indispensable channel of communication in an

ever widening world (Maher, 2000). The reading skill becomes one of the most important

element of learning English because if someone does not have the ability to interact and learn

through reading and writing surely he or she will have disadvantages in his or her life (Rose,

2006, cited in Westwood, 2008:2). Reading is a basic tool in the living a good life (Adler,

1977). In learning reading, students have to comprehend the text given. Brown (2001) stated

that reading comprehension is primarily a matter of developing efficient comprehension

strategies for the majorities of the second language learners whoalready literate in their native

language.

Among the four English skills, reading is more emphasized to be taught in Indonesia as

the item tests of the national examination focus on the reading comprehension (Sunggiwati,

2013). However, most of students in Indonesia have lack of ability in reading. They cannot

focus on what they read and feel bored for the text given.For example, students in Indonesia

who have been studying English for six years, regretably, can hardly understand and speak

English effectively (Nur, 2004).Many students judge that an English text is very hard to

understand. Consequently they fail in trying to comprehend a written text and finally they

treat reading as the most avoidable activity as Collins (1996, cited in Aeny, 2009) stated in her research “many disabled readers never saw reading as a language operation. They never saw reading as something they could do-it was something to be avcoided”.According to Bank

Dunia no. 16369-IND, and the study of IEA (International Association for Evaluation of

Education Achieverment) in East Asia,the lowest reading level of children was in

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Indonesia people showed0.001. That means in a thousand populations, there is only one

person who still has interest in reading.

Teaching cannot be defined apart from learning because teaching is guiding and facilitating learning. That’s why the teacher’s style, approach, method, technique and strategy would give a huge impact to success in learning process (Brown, 2001). Teachers have to

choose the appropriate method and strategy for students with different quality and quantity

(Brown, 2001; Harmer, 2001; Harmer, 2002). If teachers insist a wrong technique in teaching

reading comprehension for students, how can our young generation can explore the world by

reading. Cole (2008) stated that it is the teacher’s role to provide effective plans/strategies in

accomplishing students’ educational needs, whose general purpose is to be able to

communicate using the language being learnt. Davies and Whitney (cited in Numaya 2003:

21) stated thatboth student and teacher have developed their own reading strategies. Not only

teachers need various strategies but students also need reading strategies for improving their

reading comprehension.

The students’ view of reading is an example of a perception of reading that greatly

differs from reading perception that is held by adults. Students in various stages of learning to

read do their best to make sense of their instruction; however, they may develop perception

about reading that impede their progress or make the task of reading a somewhat mysterious

activity. It is important to know how these perception affect students as readers and discover

alternative teaching techniques; ways to motivate students, as well as things teachers and

parents can do to improve the ways in which they present reading to their students and

children. Students who can learn independently from content text are strategic readers who

can access and link prior knowledge to new learnings or concepts, monitor and adjust their

learning through metacognitive thought, and organize their understanding of expository texts

with their knowledge of text structure (Stevens, 1980; Hayes & Tierney, 1982). While some

learners seem to possess these skills with little or no instruction, others do not. Learners who

do not have control over their learning processes and do not apply learning strategies

effectively are less likely to live up to their academic potential.

The constructivist view of a strategic reader supports at least three areas key to learning

and content literacy strategies: prior knowledge, metacognition, and text structure awareness.

Content literacy strategies help students become strategic readers, which is the goal for all

competent readers. Degree and accuracy of prior knowledge or background knowledge has

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Tierney, 1982; Stevens, 1980). Students who possess metacognitive knowledge monitor their

comprehension and strategies for learning. They recognize when problems in understanding

occur, identify what is wrong and why the problem is occurring, identify strategies which

might help ameliorate the problem, select the most appropriate strategy, and determine if the

strategy was successful (Barton, 1997). Strategy based reading programs promote and foster

critical thinking of students. These strategies require students to dig deeper in order to deepen their understanding of the text. This is because students are thinking when they’re reading. Students are monitoring their thought processes and asking questions while they’re reading.

Literacy researchers have been able to extract from those studies and have agreed upon the

seven key strategies that encourage reading comprehension and growth. Those strategies are:

creating visualizations, making connections, asking questions, inferring, determining importance and synthesizing, and monitoring one’s comprehension while engaged with texts (Zimmerman, C. & Hutchins, C., 2003).

Based on the explanation above, the researcher intends to conduct a study that concerns

to the topic. The study will analyze the students’perception on reading strategies for

improving reading comprehension. The study will investigate the students’ reading strategies

in reading lesson. Hopefully, from those investigations, the researcher will find out

whatstudents’perception on reading strategies for and help students to discover their own

reading startegies.

1.2Research Question

The purpose of the study is to investigate the students’ perception on reading strategies for junior high school.

1. What isstudents’ perception on reading strategies for improving reading

comprehension?

1.3The Aim of the Research

From the earlier explanations and the proposed research questions, the study attempts to

explore the students’ strategies in reading. Given the above research question, the aim of this

study is:

1. To find out students’ perception on reading strategies for improving reading

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1.4Scope of the Study

The study focused on the students’ perception on reading strategies for improving

reading comprehension. The research was conducted in teaching learning process; in junior

high school. The study analyzed the students’ perception on reading strategies for improving

reading comprehension.

1.5Significance of the Study

This study is expected to give benefits for many people, especially for those who are

associated with this area.

Theoritically, the result of the reasearch are expected to enrich the literature on English

teaching reading and also give beneficial references for future research on reading skills that

students need to succeed.

For the next reasearchers, the result of the reasearch can be used as a contribution of

opinion that can be taken as references for another investigation in the same area in different

contexts.

Practically, for English teachers, it is important for teacher to know what students’

background, their weaknesses and strengthen to motivate students in improving their skill in

reading comprehension. And choose the appropriate strategiesin teaching reading

comprehension. For students, it is important for students to learn about reading. Not only add

so many new vocabularies but also enhance their knowledge about English language and fix

the grammar structure. This research could help the students to discover their own reading

strategies so that they can manipulate it in making the reading more successful.

1.6Research Methodology

1.6.1 Research Design

Qualitative and quantitative approaches are employed in this study. The

purpose of qualitative approach is to understand, describe and explain beliefs,

behaviors and meaning in context-specific settings (Wu and Volker, 2009).A

qualitative "approach" is a general way of thinking about conducting

qualitative research. They describe about situations. The interviews

wereconducted to find information about students’perception on reading

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interview were analyzed by using descriptive qualitative analysis method.A

quantitative approach is a type of educational research in which the researcher

decides what to study; asks specific, narrow questions; collects quantifiable

data from participants; analyze these numbers using statistics; and conducts

the inquiry in an unbiased, objective manner (Fischler, 2014). The obtained

data were analyzed by using Pearson Product Moment Correlation in finding

whether there was any correlation between students’ reading strategies and

reading comprehension test.

1.6.2 Subject of the Research

This study was conducted in one of the junior high schools in Bandung (SMP

N 15 BANDUNG). The subject of the research wasclass 9th in the school. The

researcher observed the students’ perception on reading strategies for

improving reading comprehension.

1.6.3 Data Collection

Data Collection is an important aspect of any type of research study. Survey or

questionnaire, interview, observation and document analysis are several

methods that can be employed to collect data (Alwasilah, 2002). There are

several tecniques to collect the data such as observation methods, document

review in gaining the information. The reading comprehension test was used

to measure students’ reading comprehension. Survey questionnaire was used

to collect data that relates to students’ perception on reading strategies.

Informal interviews wereconducted to find information about students’

perception on reading strategies to collect the information in the survey.

1.6.4 Data Analysis

In this study, the data were gained through interview and survey questionnaire

and with the aim of getting the fullest evaluation from students’ perception on

reading strategies for improving reading comprehension. There are the

following steps:

1) Survey questionnaire: In this study, the data obtained from the

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Table 1.1 Likert Scale Score

Always Often Sometimes Seldom Never

Score 5 4 3 2 1

(Adopted from Sugiyono, 2008: 135 cited on Hardiani : 2011)

2) Interview: The steps to analyze the interview data wererecording students’ statements on reading strategies then describing the recording. The next step was categorizing the data based on some

aspects. Data collected from interview were analyzed by using

descriptive qualitative analysis method.

3) Reading test: the reading comprehension test was used to measure students’ reading comprehension.

CA = Number of correct answers

N = Number of the total items

The obtained data were analyzed by using Pearson Moment Correlation

Formula, but if the obtained data was abnormal another appropriate formula

will be used. Correlation study is used to find whether there is any relation

between one variable to another and how strong the relation is without

controlling the sample (respondents) since there is no treatment or experiment

the respondents.

X = independent variable

Y = dependent variable

n = number of samples ∑ x = the totaling of x ∑ y = the totaling of y

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1.7Clarification of the Term

There are some significant terms in the research that are needed to be clarified

to avoid misinterpretation, they are:

1. Reading

Reading is a way to accept an information from the text. Reading

comprehension is the application of a skill that evolved for other purposes

(listening or oral comprehension) to a new form of input (text) (Johnston&

Kirby, 2006). teacher’s techniques in improving reading comprehension is

needed to motivate them in reading.

2. Reading strategies

Students’ strategy is a person's approach to learning and using information. The ability to understand and use the information in these texts is the key

to a students’ success in learning. Students who can learn independently

from content text are strategic readers who can access and link prior

knowledge to new learnings or concepts, monitor and adjust their learning

through metacognitive thought, and organize their understanding of

expository texts with their knowledge of text structure (Stevens, 1980;

Hayes & Tierney, 1982).

4. Students’ perception

The way students perceive stimuli about what students have learned and

actions in response to these stimuli. It also involves the cognitive processes

required to process information, such as recognizing the text in reading

(Cherry, 2014). It is important to know how theperception affects students

as readers and discover alternative teaching techniques; ways to motivate

students, as well as things teachers and parents can do to improve the ways

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1.8Organization of the Study

This paper will be organized into five chapters. The chapters will be divided

into subtopics to elaborate the issue given as follows:

Chapter 1 is Introduction. It comprises the background of the study, research

problems, aims of the study, limitation of the study, research methodology, clarification

of the terms, and organization of the study.

Chapter 2 Theoretical Framework which provides the theoretical framework

on the issue that is relevant with the present study.

Chapter 3 is Research Methodology which explicates the methodology on

conducting this study. It consists of research method, instrument, respondent, technique

of data collection, and data analysis.

Chapter 4 is Finding and Discussion which provide the explanation of the

result of the study after conducting the research.

Chapter 5 is Conclusion and Suggestion which present all the conclusion of

the study and also provide the recommendation for further researchers and related

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CHAPTER III

RESEARCH METODOLOGY

This chapter provides the research methodology in order to answer the research

question as follows.

1. What isstudents’ perception on reading strategies for improving reading comprehension?

This chapter includes research design, site and participant, data collection methods, and

data analysis of the research.

3.1Research Design

The qualitative and quantitative approaches are employed in this study. The purpose of

qualitative approach is to understand, describe and explain beliefs, behaviors and meaning in

context-specific settings (Wu and Volker, 2009).Alwasilah (2008: 92) claims several

characteristics of a qualitative research: (1) the focus of the research is ‘quality’, (2) the aim is description, findings and understanding, (3) the settings are natural, (5) the sample is small

and purposive, and (6) the data collections consist of researcher as the main instrument,

interviews and observations. The interviews wereconducted to find information about

students’perception on reading strategies to collect the information in the survey.Data collected from interview were analyzed by using descriptive qualitative analysis method.

Descriptive described the findings found in research, interpretation explained the meaning of

finding, and theory combined the findings and meaning.

A quantitative approach is a type of educational research in which the researcher

decides what to study; asks specific, narrow questions; collects quantifiable data from

participants; analyze these numbers using statistics; and conducts the inquiry in an unbiased,

objective manner (Fischler, 2014). The obtained data were analyzed by using Pearson

Moment Correlation Formula, but if the obtained data was abnormal another appropriate

formula will be used. Correlation study was used to find whether there is any relation

between one variable to another and how strong the relation is without controlling the sample

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3.2 Sites and Respondents

This research was conducted in one of the junior high schools in Bandung (SMP N 15

Bandung). The subject of the research was class 9th(9C) in the school. In conducting the

research, the respondents were chosen by using simple random technique of sampling. It

means all of students have an equal probability to be chosen as a sample. As Gay’s

recommendation (cited in Nurmaya, 2003) that for correlation study the minimum sample is

30 subjects, while the present research took 32 students as sample of respondents. In this

study, researcher decided to do the research in the site with reasons that the respondent is

well behave and the site is easily accessible for researcher to do the research.

3.3Data Collection methods

Data Collection is an important aspect of any type of research study. Survey or

questionnaire, interview, observation and document analysis are several methods that can be

employed to collect data (Alwasilah, 2002). There are several techniques to collect the data

such as observation methods, document review in gaining the information. There are several

steps:

1. Data of reading strategies obtained from questionnaire

2. Data of reading achievement obtained from reading comprehension test

3. The result of interview

3.3.1 Questionnaire

A questionnaire is a research instrument consisting of a series of questions and other

prompts for the purpose of gathering information from respondents. A distinction can be

made between questionnaires and questions that measure separate variables (preferences,

behaviors and facts), and questionnaires with questions that are aggregated into either a scale

or index (latent traits, attitudes and an index) (Mellenbergh, 2008). The researcher will gather

information from the respondent by use a closed-ended question which is the respondent has

to pick an answer from a given number of options. Paper and pencil questionnaire

administration, where the items are presented or paper is needed for the researcher to do the

research. It consists of 15 statements about strategies in reading which partially adopted from

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combine with theories of reading strategies from Brown (2001) (cited in Aeny 2009). The

classifications of questionnaire items were using reading technique (items 2, 3, 4, 5),

arranging and planning learning (item 1), creating structure for input and output (item 6),

guessing intelligently (items 7, 14), receiving and ending messages (item 8), analyzing and

reasoning (items 9, 11) creating mental linkages (item 10), empathizing with others (item 12).

The scoring was adopted from SILL, where respondent will get score based on the statement

they choose, one point means that the respondents never use that kind of reading strategy,

two points means that they rarely use the strategy, three points means that they apply strategy

occasionally, four points means that they use the strategy frequently, and five points means

that respondent always use the strategies. The form of questionnaire consisted of fifteen

positive statements with the frameworks as follows.

Table 3.1 The Aspects of Questionnaire

No. Statement in questionnaire Items Number Total

1. I know my purpose in reading English text 1 1

5. I read carefully to answer the questions about

the text

5 1

6. I make a note or highlighting the certain point in

a text that I consider important

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not know based on the meaning of the entire

text

11. I translate every word in the text into Indonesian

to understand the main ideas of the text

11 1

12. When I read the English text, I think about the

purpose of the author in writing text

12 1

13. I reread parts of the text that I do not understand 13 1

14. I’m trying to understand a sentence by

understanding the connecting word first

14 1

15. When reading English text, I connected what I

have already known with the text that I read

15 1

Last, the questionnaire calculated and classified based on Oxford Classification (cited

in Aeny 2009). She classified the category into:

Table 3.2 The Criteria of Frequency Level of Reading Strategies

Criteria Frequency Score

Very high Always or almost

always

4.50-5.00

High Usually 3.50-4.49

Medium Sometimes 2.50-3.49

Low Rarely 1.50-2.49

Very low Never or almost never 1.00-1.49

3.3.2 Interview

Interview resemble everyday conversation, the interview is used as an instrument to

gather the information. The researcher used open-ended interview in order to gain the

information. The interviews were conducted once in SMP Negeri 15 Bandung. The

respondents were class 9th(IX C), there were thirty two respondents. The interviewers were

asked to explain their perception towards reading, their reading comprehension, and their

difficulties in reading, and their reading strategies. The steps to analyze the interview data

were recording students’ statements on reading strategies then describing the recording. The next step categorizing the data based on some aspects. The aspects were students’ interest towards reading, the most favorite reading text, motivation to read, aims and advantages of

reading, students’ comprehension on the text, students’ effort in understanding the text, the characteristic of difficult text, the existing reading strategies which students had already

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3.3.3 Reading Test

The reading test was conducted to measure students’ reading comprehension. The test was conducted at once. The time allocated for respondent to finish the test was 90 minutes.

The test was in form of multiple choices consist of twenty numbers test which developed

based on standard of competence for third grade junior school. The test was taken from

(BSE) English in focus book for the evaluation. During the test students were asked to find

specific information from the passage.

In this way, the scores were processed to the scale of 0 to 100. In addition, the

processed scores would be used sequentially from the highest to the lowest. Harris (1969:

134) suggests that the measurement of students’ achievements can be interpreted by using some criteria.

Table 3.3 The Measurement of Students’ Achievement

Criteria of Mastery Grade Grade

91-100 Excellent

validity and reliability must be tested. The validity was used to measure whether the reading

test represent certain things to be measured as stated by Anderson et al (cited inAeny, 2009)

‘a test is valid if it measures what it purpose to measure while, reliability was used to measure

the level of consistency of the test as Anderson et al (cited in Aeny, 2009) restate the reliable

measure is one that provides consistent and stable indication of the characteristic being

investigated.

Each item of data was calculated in terms of difficulty index and discriminating power

index. Difficulty index was used to find whether each item of the test is easy, moderate or

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item in determine respondents reading skill. It also can be able to determine the ability of

high achiever and low achiever students.

 The formula of difficulty index:

P = difficulty index

B = total number of the right answer

T = number of sample

(Arikunto, 2008; 208)  The range of difficulty index

- 0. 00 P 0. 30……….Difficult - 0. 30 P 0. 70……….Moderate - 0.70 P 1. 00………..Easy

 The formula of discriminating power index

D = discriminating power index

Ju = number of respondent in upper group

Jl = number of respondent in lower group

Bu = number of respondent in upper group answering right

Bl = number of respondent in lower group answering right

Pu = number of respondent in upper group answering wrong

Pl = number of respondent in lower group answering wrong  Classification of discriminating power index

- D = 0.00 – 0. 20 – poor

A good test when the test is valid and reliable. Therefore, the validity and reliability of

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a. Testing Validity

To calculate the validity of reading test, each item of the test was analyzed and

calculated by using Pearson Product Moment Correlation Formula:

(Arikunto, 2008 cited in Aeny, 2009)

X = score item for each number

Table 3.4 The Criteria of Validity

Correlation Coefficient Validity Criteria

b. Testing Reliability

The reliability of the reading test was analyzed by using Split-half Method.

The obtained data were separated equally become two parts based on the item

number of the test. After that, the obtained data calculated by using Pearson

Product Moment Correlation. After the formula gained, Spearman-Brown

formula then used to gain the data.

where

r11 = coefficient reliability

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Table 3.5 The Reliability Level Based on the Alpha Value

Reliability Coefficient Criteria

0.80 r11 1.00 Very High

0.60 r11 0.80 High

0.40 r11 0.60 Moderate

0.20 r11 0.40 Low

0.00 r11 0.20 Very Low

3.4Data Analysis

In this study, the data were gained through interview, survey questionnaire and with the

aim of getting the fullest evaluation from students’ perception on reading strategies. The evaluation of the datawas carried out in accordance with the following steps:

1) Survey questionnaire: was used to collect data that relates to the students’perception on reading strategies for improving reading comprehension.

2) Interview: The steps to analyze the interview data were recording students’ statements on reading strategies then describing the recording. The next step

categorizing the data based on some aspects. Data collected from interview were

analyzed by using descriptive qualitative analysis method.

3) Reading test: the reading comprehension test was used to measure students’ reading comprehension

There are many different ways to analyze the qualitative data. After having the data

from the video recordings, interviews and questionnaires, the researcher analyzed the data

employing the following steps adopted from Dornyei (2008.)

3.4.1 Questionnaires

In this study, the data obtained from the questionnaire were analyzed by using a Likert

scale formula. The students’ answers were counted by changing their answer into the form of

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Table 3.6 Likert Scale Score

Always Often Sometimes Seldom Never

Score 5 4 3 2 1

The average scores of each strategy and the overall average were calculated in finding

what types of strategies mostly used by students. The highest average scores on each strategy

showed which groups of strategy the students mostly used in reading, while the overall

average showed how often the students used strategies for reading.

To find the average value or mean the formula used:

X =

X = Average

∑x = total Score

N = Number of Subjects

Furthermore, the responses were classified based on the criteria for evaluating the

frequency of strategy use formulated by Oxford as follow.

Table 3.7 The Criteria of the Frequency Level of Reading Strategies

Criteria Frequency Score

Very high Always or almost always 4.50-5.00

High Often 3.50-4.49

Medium Sometimes 2.50-3.59

Low Seldom 1.50-2.49

Very low Never or almost never 1.00-1.49

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The reading comprehension test was used to measure students’ reading comprehension. To obtain the score of the test, this study employed a simple formula.

CA = Number of correct answers

N = Number of the total items

In this research, normality test was carried out by Kolmogorov-Smirnov (cited on

Hardiani, 2011) formula using SPSS. The decision of normality in this research comes upon

the level of significance at 0.05. Therefore, since the distribution of students reading

comprehension score greater than 0.05, it can be said that the data was normally distributed.

If the data normally distributed, it means that the sample represents the while population. On

the contrary, if it is not normally distributed, it only works at the sample.

The normal distribution score hypothesis for reading strategies and reading

comprehension are as follows:

Ho: the reading strategies score and reading comprehension score are normally

distributed.

Ha: the reading strategies score and reading comprehension score are not normally

distributed.

3.4.3 Analyzing Correlation between Students Reading Strategies and Their Reading

Comprehension

After the data of students’ reading strategies and reading comprehension test were gained, the data were analyzed by using Pearson Moment Correlation Formula. The data

were analyzed by using Pearson Moment Correlation Formula through computerization

which known as SPSS.

The Pearson Moment Product Correlation Formula

X = independent variable

Y = dependent variable

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∑ x = the totaling of x

∑ y = the totaling of y

∑ xy = the totaling of x times y

After the correlation coefficient gained through analyzing Pearson Product Moment

Correlation, the previous finding interpreted based on Sugiyono’scorrelationreference (cited in Aeny, 2011). For correlation, the null hypothesis is that r = 0 -- that there is no relationship

between the variables. The hypotheses concern whether or not there exists a non-zero

correlation in the population.

If the absolute value of the obtained r is less than the r- critical, then retain the null

hypothesis and conclude that there is no linear relationship between the two variables,

in the population represented by the sample.

If the absolute value of the obtained r is greater than the r-critical, then reject the null

hypothesis and conclude that there is a linear relationship between the variables in the

population represented in the sample.

Table 3.8 Sugiyono’s Correlation Reference

Coefficient interval Correlation

0. 00-0. 199 Very low

0. 20-0. 399 Low

0. 40-0. 599 Almost low

0. 60-0. 799 Strong

0. 80-1. 000 Very strong

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The interviewers were asked to explain their perception towards reading, their reading

comprehension, and their difficulties in reading, and their reading strategies. The steps to

analyze the interview data were recording students’ statements on reading strategies then describing the recording. The next step categorizing the data based on some aspects. Data

collected from interview were analyzed by using descriptive qualitative analysis method.

Descriptive describes the findings found in research, interpretation explains the meaning of

finding, and theory will combine the findings and meaning. The next step categorizing the

data based on some aspects. The aspects were students’ interest towards reading, the most favorite reading text, motivation to read, aims and advantages of reading, students’ comprehension on the text, students’ effort in understanding the text, the characteristic of difficult text, the existing reading strategies which students had already known, motivation to

use reading strategies, and the applied reading strategies.

3.4.5 Transcribing the data

Qualitative research data is generally converted into textual form, producing hundreds

of pages of transcripts. The recording gained from the observation and interview will

transcribe to know the data thoroughly about students’ perception on reading strategies.

3.4.6 Pre-coding and Coding

After transcribing all the data, the researcher read through all the texts to get the same

general sense of the data, reflected on them, and noted down some thoughts. This is called

pre-coding. The process of coding is highlighting the texts and giving it label, so the

researcher could easily identify, retrieve and group data.

3.4.7 Growing ideas

To develop the main theme of the study, researcher tried to grow ideas by preparing

memos, interview profile, and data display. From this, the researcher was helped in meeting

the research questions with the answers, discovered the phenomena of the techniques in

presenting reading comprehension.

3.4.8 Interpreting the data and drawing conclusion

Next the researcher interpreted the data based on the research questions that had been

formulated. Qualitative study intends to widen the range of possible interpretations of the

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study. In the end, conclusions were drawn, and the researcher also gave some suggestions for

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusion of the research. The conclusion is then followed by suggestions for other researches who are concerned with a similar issue.

A. Conclusion

Related to students’perception on reading strategies for improving reading

comprehension, it was found that students have positive attitude toward reading

strategies since they were aware that reading strategies can help them in reading

comprehension. The way students perceive themselves as a reader is important for

their success as a reader. The perceiver’s attitudes affect perception because it can

affect the students in applying their reading strategies in improving reading

comprehension. Many students agree that reading strategies were important and

beneficial for their learning. But in facts, there were some students who often applied

reading strategies have lower score in reading test compared to students who

frequently applied the strategies. This may happen because students can not apply the

reading strategies appropriately.

The hypothesis of the present research showed that correlation between

students’ reading strategies and reading comprehension test has positive direction, although the correlation is almost low. The result of students’perception on reading

strategies for improving reading comprehension showed that lower students used

number five (I read carefully to answer the questions about the text) strategy more

often than high achiever students. Related to similar strategies applied, both high and

low achiever apply number five (I read carefully to answer the questions about the

text) strategy in the same rate. It means that, both students actively use the strategy. In

contrast, the result shows that failure seems to appear to lower students even though

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The purpose of students to use reading strategies is understanding text more

easily. In characteristic the text, most of students do not understand the text because

the particular type text is difficult. Many students applied reading strategies in their

learning although there were some students didn’t apply their reading strategies. A teacher’s hands need to help students in applying reading strategies. Teachers can use many ways to engage students in materials.

B. Suggestions

Reading proficiency plays a great role in understanding a written statement

accurately and efficiently. For English teachers, Teachers should provide students

many several of reading strategies. The materials given should be fun and easy

learning so that motivate students in learning materials. Teachers also give students

opportunities to be more active in the classroom. In addition, teachers occasionally

provide students with difficult text. If students encounter only texts that they can read

easily, there will be no reason to practice and apply strategies. It can enhance

students’ reading ability.

For students, it is important for students to learn about reading. Not only add

so many new vocabularies but also enhance their knowledge about English language

and fix the grammar structure. This research could help the students to discover their

own reading strategies so that they can manipulate it in making the reading more

successful. Students can find their own reading strategies which help them in

understanding the text and materials given in effective way.

For the next reasearchers, the result of the reasearch can be used as a

contribution of opinion that can be taken as references for another investigation in the

same area in different contexts. Theoritically, the result of the reasearch are expected

to enrich the literature on English teaching reading and also give beneficial references

for future research on reading skills that students need to succeed. Another

investigation should conduct in the future the research to be more detail and complete

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