THE INFLUENCE OF READING HABIT TO
STUDEN
TS’ READING
COMPREHENSION
AT MA BILINGUAL KRIAN
THESIS
Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd.) in Teaching English
UIN SUNAN AMPEL SURABAYA
BY:
DINDA TRISNINDITA D75212065
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd.) in Teaching English
BY:
DINDA TRISNINDITA D75212065
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
xiii
ABSTRACT
Trisnindita, Dinda. 2016. The Influence of Reading Habit to Students’ Reading Comprehension at MA Bilingual Krian. English Education Department of Tarbiyah Faculty and Teachers Training
Advisor : Dra. Hj. Arba’iyah Yusuf, MA
Key words: Influence, Reading Comprehension, Reading Habit
ix
B.Statements of the Problem... 8
C.Objectives of the Study... 8
D.Significance of the Study... 9
E. Scope and Limitation of the Study... 10
F. Definition of Key Term... 10
CHAPTER II A. Review of Previous Study... 12
B. Review of Related Literature... 18
1. The Importance of Reading... 18
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby. ac.id digilib.uinsby.ac.id x
CHAPTER III
A. Approach and Research Design... 37
B. Population... 38
C. Sample... 38
D. Data and Source of Data... 40
E. Research Instrument... 41
F. Data Collecting Technique... 44
G.Data Analysis Technique... 44
CHAPTER IV A. Finding... 53
B. Discussion... 64
CHAPTER V A. Conclusion... 67
B. Sugesstion ... 68
Bibliography
This study explains the influence of reading habit to students’ reading
comprehension at MA Blingual Krian. This study focuses on the influence of reading
habit to students’ reading comprehension and the indicators of reading
comprehension influenced by reading habit. This chapter gives an overview of
background of the study, statement of the problems, objective of the study,
significance of the study, scope and limitation, and definition of key terms.
A. Background of the Study
In the end of 1000s, reading is known as habitual activity which cannot be left
by people in this world. Every people do a reading activity to get information and
knowledge everyday. Usually, people do not need a lot of time to do it. They
only read some minutes in their leisure time. They only read about what are they
like and need. For examples, students are prefer to read academic books or
articles while adult people are prefer to read newspaper, magazines, and article.
As habitual activity, reading activity takes a important role to build students’
character. Because reading can support their habit to build their character. For
example, if the students have good reading habit, they become a good reader, but
if the students have bad reading habit, they become a poor reader. So, reading is
2
Nowadays, reading should not do with books, journals, articles, or
newspapers only, but reading activitiy can do with using technology. For
example, people can read news with access internet and click the information
from their smartphone or laptop. This is one of example the development of
technology. The development tecnology has some benefits for reading activity
and it helps readers to access information easier through website as online media
to communicate. The readers can get information quikly and easily with visits
google, ask, mozilla firefox, and so on. As long as we know that in the early of
2000s the development technology increases significantly; many communication
devices develope for human benefit. It is useful for human life especially for
students in learning process.
Based on the explanation above, we know that technology has more benefit
for human life especially for reading activity. But, if we want to know more about
technology, we must explore the benefit and impact of technology for us. Like a
magnet which has both positive and negative sides, technology has positive and
negative sides or impact. The positive impact of the development technology is
mobile technology helps us to communicate with other people who are living far
from us, technology helps us to learn new things easily through internet,
the world, and technology helps us easier to reach a place that far from our
living.1Those are all of positive impact of technology.
Afterwards, the negative impact is technology decrease amount of reading
activity (reading habit). The development of technology does not follow of
increasing amount of reading habit. In some cases from different grade of
students learning, reading becomes forgotten activity. Based on research of
researcher environment’s, students as learners and users of technology do not
utilize the technology with positive activity. The students always do pleasure
activities without doing reading habit. Such as, students are prefer to use
technology for downloading music and movie, playing game online, browsing on
the internet, and watching television. Therefore, students do not have a lot of
time to do reading habit per day and they tend to forget a reading habit.
The statements above supported by Naufal Ilham Arrafi research’s about
reading habit. He shows the percentage of students’ reading frequency in his
class. He shows that 13% of students often do a reading, 27% of students usually
do a reading, 40% of students sometimes do a reading, 13% of students seldom
do a reading, and 7% of students rarely do a reading. 2 Then, Naufal said that
social media as facebook, twitter, skype, email, SMS,and BBM make Indonesian
people lazy to do a reading. All of people prefer to watch television than reading
1Suryono , “Positive and Negative Effects Technology on OurLives” (http://mydailyalerts.com, accessed on July 21,2016)
4
Furthemore, based on Badan Pusat Statistik Survey (BPS) about reading habit
in 2006. People prefer to watch television (85,9%), people prefer to listen radio
(40,3%), people read newspaper (23,5%). 3 Moreover, source of the head of the
central services of the national library and library information RI, Titik Kismiati
said that Indonesian people have low interest in reading. She also informs that
the data from BPS in 2012 showed 91,58% Indonesian people who age start of
10 years old prefer to watch television. Then, 17,58% Indonesian people like to
read books, newspapers, and magazines.4 These condition shows us that
Indonesian people have bad reading habit. These problems above give big gap
between development of tecnology and reading habit.
Then, Indonesian people reading habits’ decrease not only cause of
technology development but also cause of other problems. There are some
problems that researcher explains in this research. First, students have not enough
times to do a reading habit per day and to comprehend while doing reading
comprehension. This statement supports from Samroatul, Nurul Hidayah, and
Michael Swan. According to Samroatul in her thesis about “The Relationship
Between Students’ Reading Habit and Their Reading Comprehension (A
Correlational Study at The Second Grade Students of SMA Dua Mei Ciputat)”,
she said that students often failed in English Reading Comprehension because
3 Ghulam Nurul Huda, “Dampak Kemajuan Media Elektronik Terhadap Minat Baca Para Pelajar Indonesia” (http://ipb.ac.id . pdf, accessed on june 10, 2016)
they have a few time to read content material. So that, they have lack practice of
reading habit task.5 Meanwhile, according to Nurul Hidayah in her thesis about
“The Correlation Between Reading Habit in English and Reading Comprehension
at Second Semester of IAIN Tulungagung Academic Year”, she said that readers
get difficulty to understand and to respond about the reading material. It happens
because they have limit English reading habit.6 Then, Michael Swan states in his
book, most of students have less of time to do a reading activity in their spare
time because they prefer do pleasure activities like watch television, play games,
chat with friends, have fun at some places, and go to the department store.7
Second, some of students think that reading habit is not pleasure activity in this
moment. This statement supports from Samroatul research’s. She said that the
students view a reading as one of boring activity.8
Those problems above become attention by Tri Rismaharini as a mayor of
Surabaya, she is afraid of Indonesian students in the future. Because students have
not interest on books and reading habit. Moreover, they have not many
knowledges from different sources especially about education knowledge.
5 Samrotul Muawanah, Thesis : “ The Relationship Between Students’ Reading Habit and Their Reading Comprehension (A Correlational Study at The Second Grade Students of SMA Dua Mei Ciputat)”. (Jakarta : UIN Syarif Hidayatullah, 2014),7
6 Nurul Hidayah, Thesis : “The Correlation Between Reading Habit in English and Reading Comprehension at Second Semester of IAIN Tulungagung Academic Year”. (Tulungagung : IAIN Tulungagung, 2014),4
7 Michael Swan, Inside Meaning Proficiency Reading Comprehension, (Cambridge : Cambridge University Press, 1975), 1.
6
Therefore, the mayor of Surabaya gives briliant idea that the students should have
reading time for some minutes (10 – 15 minutes per day) before they get first
lesson or after they get the last lesson in their school. She applies her idea by
conducting literacy or we known as reading habit. “All of students in Elementary School until Senior High School in Surabaya must do literacy programme in their school and it starts from Education National Day in 2016 ,” said Tri Rismaharini . The purpose of her idea is increasing students’ interest to read book per day.9
In addition, the minister of Education and Culture (Education Minister) Anies
Baswedan gives a statement who support Tri Rismaharini statement’s. He said
about literacy for every school in “Jember reads for Indonesian motion reads”
programme. “Reading should be common habit. So that, in early of school year , students should read 15 minutes before lesson start,” said Anies Baswedan.10 Moreover, Mustain Baladan as head of Sidoarjo Education said in Jawa Pos
Newspaper that “school needs reinforcement of reading and writing interest not only for student but also for teacher in school”. He also said that to encourage the increasing quality and relevansing of education and he will make a public
program. This program focuses on literacy for students and teachers 11 These
reasons are background and main foundation to write this research.
9 Much. Khoiri, “Surabaya Kota Literasi Siswa Baca 15 Menit”, (http://www.kompasania.com, accessed on May 26, 2016)
10 Yakub Mulyono, “Mendikbud Akan Wajibkan Siswa Membaca 15 Menit Sebelum Pelajaran Dimulai”, (http://m.detik.com accessed on May 26, 2016)
Tirto Adi as the head of secondary education (Dikmen) Dispendik Sidoarjo
said that we ask all of students in every school for reading together. According to Tirto, this program uses for a starting point to anticipate thoughtfulness of low
literacy in students’ area. The second action held from Education Authorities
(Dispendik). Dispendik will make a regulation of litercy for school such as
certificate (Surat Keterangan) from Mustain Baladan as the head of Education
Authorities and regent regulation (Perbup). This regulation consists of
compulsory regulation about implementation literacy program as reading habit
minimal 15 minutes in the school.12
This research discusses about reading habit and reading comprehension. The
background of this research are the significant decreasing of reading habit amount
on student of Elementary School until student Senior High School in Indonesia,
some problems of reading comprehension that appear around of researcher
environment, and the development of technology does not comparable with
students’ reading habit in researcher’s environment.
The researcher chooses student Senior High School because almost all of
students Senior High School have less reading habit. They always spend their
leisure time with playing game in their smartphone, watching movie or television,
hanging out with their friend, and roving internet. These reasons above supported
by researcher observation in researcher environment’s. Later, the researcher
chooses student Senior High School at MA Bilingual Krian because students
8
applied a reading habit before class begin at less 10 – 15 minutes per day on last
year. In addition, the resercher chooses student of MA Bilingual Krian because
the writer knows that the students of MA Bilingual Krian have good reading
habit.
This study explains about the influence of reading habit to students’ reading
comprehension on the at MA Bilingual Krian and this study focuses on the
infuence of reading habit to students’ reading comprehension and what are
reading comprehension indicator influenced by reading habit. This research is
useful for further readers that want to know about reading habit and reading
comprehension.
B. Statements of the Problem
Based on the background of the study, the research problems are formulated
as follows.
1. Does reading habit influence the students’ reading comprehension?
2. What are the indicators of reading comprehension influenced by reading
habit?
C. Objectives of the Study
Based on the problems above, this study is intended to:
1. To know the influence of reading habit to students’ reading comprehension
D. Significance of the Study
It is expected that the findings of the research could be useful for school,
teachers, and readers.
1. For school:
This research gives informations about the influence of reading habit to
students’ reading comprehension. Then, it can help school to know more
students’ reading habit and it helps school to classify the students’
reading habit. Moreover, this research can contribute as reading material
to learn further about reading habit and reading comprehension.
2. For the teachers:
The teachers can increase students’ reading comprehension with utilize
this research as reading material. Because this research can become
source of knowledge about reading habit. Then, this research helps
teacher to increase students’ reading comprehension through students’
reading habit. The teachers can select or choose the reading habit for
their students and it can help teachers know students’ habit as individual.
10
3. For the readers:
The result of this research is expected to help the reader understand about
reading habit and reading comprehension. Moreover, it is expected to
useful for reader as addition material of knowledge about reading habit
and reading comprehension.
E. Scope and Limitation of the Study
The researcher limits this study on the influence of reading habit to students’
reading comprehension and the indicators of reading comprehension influenced
by reading habit. It will focus on students as subjects in this research and it will
held at MA Bilingual Krian.
F. Definition of Key Term
To avoid misinterpretation, these terms are defined as follows:
1. Influence :
Influence is the power to have and effect on people or things and influence
define as to affect or change how someone or something develops,
behaves, or thinks.13 In this study, influence is a activity or habit that
change the students’ knowledge about reading comprehension.
2. Reading Comprehension :
Reading Comprehension is process of making sense of written ideas
through meaningful interpretation and interaction with language.14 In this
study, reading comprehension is a activity to understand and get general
or specific informations of the text. Such as, students read some passages,
books, and article to search details, inferences, main ideas, and so on.
3. Reading Habit :
Per Nilsen said that habit is behavior that has been repeated until it has
become more less automatic, enacted without purposeful thinking, largely
without any sense, of awareness.15 Sood Sudesh said reading habits are the
intellectual activities for giving more information, knowledge, and learn to
various types of things and their activities.16 In this research, reading habit
is a activity that did by students’ in 10 until 15 minutes in the beginning of
the class. It uses to search detail or specific informations from the books
or article.
14 Arthur W. Heilman, Timoty R. Blair, and William H. Rupley, Principle and Practices of Teaching Reading Fitht Edition, (Ohio : Charles E. Merril Publising Company, 1981), 236
15 Per Nilsen, et. Al., “Creature of Habit : Accounting for the Role of Habit in Implementation Reasearch Clinical Behavior Change” Implementation Sains Journal, June 9th 2012, 2
12 CHAPTER II PREVIOUS STUDY AND
REVIEW OF RELATED LITERATURE
This chapter discusses about previous study and the related literature whom
include of the importance of reading, reading comprehension, the purpose of reading,
strategies for reading comprehension, reading habit, measurement of habit, and the
indicators of reading habit.
A. Previous Study
There are some researches that relate with this study. There are previous study
that have similarity of topic about reading habit and reading comprehension. The
first research written by Nurul Hidayah (2014) from IAIN Tulungagung. Her
thesis title is “The Correlation Between Reading Habit in English and Reading
Comprehension at Second Semester of IAIN Tulungagung Academic Year.” This
research has three aims. The aims are to know the students’ reading habit in
English, to know students reading comprehension , and to know whether there is
any positive correlation between reading habit in English and reading
comprehension. The findings of the study showed that the first result is the score
of reading habit in English is good enough, the second result is students English
education program at IAIN Tulungagung have good enough ability in reading
comprehension skill, and the last result is there is positive or significant
comprehension of second semester of students English education program at
IAIN Tulungagung, academic year 2012/2013.1 The different between her
research and this research are her research focused on score of reading habit,
level of reading comprehension, and the positive or significant correlation
between student between reading habit in English and reading comprehension
but this research focuses whether is reading habit influence to students’ reading
comprehension or not and what are the indicators of reading comprehension
influenced by reading habit
The second research conducted by Samroatul Muawanah (2014) from UIN
Syarif Hidayatullah about “The Relationship Between Students’ Reading Habit
and Their Reading Comprehension (A Correlational Study at The Second Grade
Students of SMA Dua Mei Ciputat)”. The aim of this study is to know the
relationship between students’ reading habit and their reading comprehension.
The result of her research is there is a strong relationship between students’
reading habit and their reading comprehension at the second grade students of
SMA Dua Mei Ciputat.2 The different between her research and this research is
her research just focused on the relationship between students’ reading habit and
their reading comprehension but this research focuses whether is reading habit
1 Nurul Hidayah, Thesis : “The Correlation Between Reading Habit in English and Reading
Comprehension at Second Semester of IAIN Tulungagung Academic Year”. (Tulungagung : IAIN Tulungagung, 2014)
2 Samrotul Muawanah, Thesis : “ The Relationship Between Students’ Reading Habit and Their
14
influence to students’ reading comprehension or not and what are the indicators
of reading comprehension influenced by reading habit.
The third research written by W Setyaning Budhi Candrawati (2009) from
Sebelas Maret University (UNS). Her thesis title is “A correlational study on
students’ translation ability, reading habit and students’ reading comprehension
of the tenth grade students of SMU N 1 Kebakkramat academic year
2008/2009”. The aim of her study are to know whether there is a positive
correlation between translation ability and reading comprehension; to know
whether there is a positive correlation between reading habit and reading
comprehension; to know whether there is a positive correlation between
translation ability, reading habit, and reading comprehension. In her research, the
researcher used the correlation method. The result of this study are there is
positive correlation between students’ translation ability and reading
comprehension; there is positive correlation between students’ reading habit and
reading comprehension; there is positive correlation between students’
translation ability, reading habit toward reading comprehension.3 The different
between her research and this reasearch are the aims in her research to find
positive correlation between three variables but the aims of this research are to
know whether is reading habit influence to students’ reading comprehension or
not and what are the indicators of reading comprehension influenced by reading
habit.
The fourth research conducted by Inayatul Maula (2015). The research title is
“The Correlation between Students’ Reading Habit and Their Ability of Writing
Narrative Text (A Correlational Study on the Eleventh Graders of SMAN 1
Kajen Pekalongan in the Academic Year of 2014/2015).” The purposes of her
research was to find out the level of reading habit of the eleventh graders of
SMAN 1 Kajen in the academic year of 2014/2015, to measure the level of
writing ability their writing ability, and to find out whether there is a
correlation between students‟ reading habit and their ability of writing narrative
text. The data analysis technique of her study use SPSS. The result of her
research shows that the correlation coefficient between two variables reading
habit and writing ability. There was a positive correlation between students’
reading habit and their ability of writing narrative text.4 The differences between
her study and this study are her research purpose to find a correlation between
students‟ reading habit and their ability of writing narrative text but this research
purposes to know whether is reading habit influence to students’ reading
comprehension or not and what are the indicators of reading comprehension
influenced by reading habit. Her research focused on reading and writing skill
but this research will focus on reading skill only.
16
The fifth research conducted by Faradila Anggie Fajri (2009). The research
title is “The Correlation Study Between Students’ Reading Habit and Their
Writing Ability in Narrative Text (A Case of the Eighth Students of SMP Negeri
21 Semarang in the Academic Year of 2008/ 2009)”. There are three aims of her
study. The aims of her study were: (1) to describe the reading habit of the eighth
grade students of SMP Negeri 21 Semarang in the academic year of 2008/ 2009;
(2) to describe the writing ability in narrative text; (3) to find out whether or not
there is significant correlation between students reading habit and their writing
ability in narrative text. Her study uses product moment to analyze the
correlation. The first result of her study was almost all of students eighth grade
students had good reading habit. The second result was almost half of the
students are able to make narrative text, although some of them still make a few
mistakes. And half of the students are not able to make narrative text. They get
some difficulties in writing narrative text. Such as, grammar, vocabulary. and
content. The third result of her research shows that there was a correlation
between students’ reading habit and their writing ability in narrative text of the
eighth grade students of SMP Negeri 21 Semarang in the academic year of 2008/
2009. The differences aims between his and this study are her study focused on
the correlation of reading habit and writing ability than this study purpose to
not and what are the indicators of reading comprehension influenced by reading
habit. 5
The sixth research conducted by Asvihand Noor Adha (2015). The research
title is “The Correlation between Reading Habit and Translation Ability at Fifth
Semester of English Department of IAIN Antasari Banjarmasin Academic Year
2014/2015.” There are three aims of her study. The aim of her research are to
know students’ reading habit, students’ translation ability, and the correlation
between reading habit and translation ability. The result of her research are
students’ reading habit of the fifth semester students of English Department of
IAIN Antasari Banjarmasin Academic Year 2014/2015 in average level,
students’ translation ability in good level, and there is positive correlation
between students’ reading habit and translation ability of the fifth semester
students of English Department of IAIN Antasari Banjarmasin Academic Year
2014/2015.6 The first difference between her research and this research are the
research purposes. Her research purposes to find a correlation between students’
reading habit and translation ability but this research purposes to find whether is
reading habit influence to students’ reading comprehension or not and what are
the indicators of reading comprehension influenced by reading habit. The second
difference is research focus. Her research focuses on reading habit and
5 Faradila Anggie Fajri, Thesis : “The Correlation Study Between Students’ Reading Habit and Their Writing Ability in Narrative Text (A Case of the Eighth Students of SMP Negeri 21 Semarang in the Academic Year of 2008/ 2009)”. (Semarang : Universitas Negeri Semarang, 2015)
18
translation ability but this research focuses on influence reading habit and
reading comprehension
B. Review of Related Literature 1. The Importance of Reading
Reading is one of important language skill in learning English because it
helps the readers understand and know many informations. The following
important of reading comes from Henry Guntur Tarigan7 :
a. Reading helps you learn to think in English
Many activities that help you to understand English easier. One of
the easier activity is reading. Reading is one of important skill that help
you know more about English. Through reading activity, the readers get
more knowledge of vocabulary, pronounciation, spelling, meaning, and
also information. Therefore, reading not only gives the reader information
but also reading activity helps the reader think in English.
b. Reading can Enlarge your English vocabulary
Vocabulary is a important component in reading activity because
vocabulary helps readers to understand the reading material easily and
effectively. As long as we know that vocabulary is one of starting point in
learning English. If the readers have a few of vocabulary, they get some
7 Henry Guntur Tarigan, Membaca Sebagai Suatu Keterampilan Berbahasa, (Bandung : Angkasa,
difficulties to understand and to absorb many informations. They will feel
dizzy to understand the text. So that, they will late to get some
informations because they need a lot of time to process, to analyze and to
filter it. Whereas, if the readers have a lot of vocabulary, they will easy to
understand and to get information. They do not need a lot of time to
process and to filter it. Therefore, reading activity has important
posisition to enlarge readers’ vocabulary.
c. Reading can help you improve your writing
Actualy, reading and writing have closed correlation in learning.
Because people start to learning through both of them. People can write
easily and fluently because they read before they write. For example,
before the readers read narrative text, the readers do not know about
narrative text and they do not write narrative text. But after the readers
read narrative text, they can write narrative text without many
difficulities. Based on explanations above, we can make conclusion that
reading can improve readers’ writing skill. They can write a word,
sentences, and paragraph after they read.
d. Reading may be a good way to practice your English if you live in a non-
English- Speaking country
Reading is one of effective and good way to learn English quickly.
Because reader can know a lot of pronounciation, new vocabulary, and
20
understand a information in English language if they live in a non English
speaking country like Indonesia. In Indonesia, English language as
second language in communication. Therefore, readers must learn and
practice English hardly if they want to become good English people.
e. Reading can help you prepare for study in an English- Speaking country.
This section is suitable with this moment. Many people want to
study in abroad. So that, they need to learn English language hardly than
other people. Because English language becomes mother tongue in
English Speaking country.
Many important information on the internet, journals, articles,
newspapers, and magazines use English language. It show to us that
English is important language that needed by people who want study in
abroad. People who want to study in abroad, they have to good language
preparation. Because they always uses English to communicate with other
people in there. Reading is one of good step to help them. Someone who
read frequently, they have good English language. Because reading
frequently makes people’s brain to think the meaning of new word.
f. Reading is a good way to find out about new ideas, facts, and experience.
People usually find out new ideas , fact, and experience with do a
reading. Reading is a key to open the world. Through reading, people get
new idea that people do not know before. Then, they can get special
Reading also process to dig facts from some source as journals, books,
Brown, reading is a process of negotiating meaning; the reader brings to the
text a set of schemata for understanding it, and in take is the product of that
interaction.10 Nunan states that reading is usually conceived as solitary
activities in which the reader interact with the text isolation.11 Based on some
explanations about we can draw out that reading is a activity to look for
some informations of the text and to comprehend the meaning of the text.
Comprehension is a process to connected the reader’s brain with Ciputat)”. (Jakarta : UIN Syarif Hidayatullah, 2014), 6.
10 H.Douglas Brown, Language Assessment Principles and Classroom Practices, (New york :
Longman, 2004), 189.
11 David Nunan, Language Teaching Methodology : A Textbook for Teachers,( New York : Prentice
22
Comprehension of the material studies is useful for student. It helps the
reader to know what they search while reading process.
Reading comprehension is interpreting and understanding activity to
get meaning and content of the text. In addition, reading comprehension is
main activity to evaluate the text. In addition, reading comprehension skill is
obtaining maining from unit large than a single word.12 So, reading
comprehension is activity to build inference about what the content and
meaning that write and implied of passage or book.
3. The Purpose of Reading
There are many purpose of reading as we know since this time.
According to Henry Guntur Tarigan reading comprehension has seven
indicators. The following indicators are :
a. Reading for details and facts :
Reading for details and facts is reading to know what is done by the
subject of the story. For examples what is she/he doing, how is she/he
condition, what are the facts of the story, and so on.
b. Reading for main ideas :
Reading for main ideas is reading to get the problem statement and to get
the point of the story. Usually, reading for main ideas answer of questions
about what is point of the story, what is main idea of the story, what is suitable
topic of the story, and so on.
c. Reading for sequences or organization:
Reading for sequences or organization is reading to know each part of the story.
In this part, reading is activity to arrange some sentences become good story.
Usually, it shows with series of story.
d. Reading for inference:
Reading for inference is reading to know what is the writer mean by its story.
Usually, the questions of this part like what is inference of the story above, the
conclusion of the story is, and from the text we may conclude.
e. Reading for classifying
Reading for classifying is reading to find unusual things, to find true or false
sentences of the story, and to find the important things of the story. In this part,
the questions show about which one is true sentences of the story, which one is
false sentences of the story, except, and so on.
f. Reading for evaluating:
Reading for evaluating is reading to know the value of the story and to evaluate
the story. Usually, reading for evaluating consist of what will subject happen of
the story, what do we learn from the text, and what is the moral value of the
24
g. Reading for comparing or contrast:
Reading for comparing or contrast is reading to compare the way of life of the
story with the life of reading. Usually, the questions of this part like identify the
similiarities between the story above and the true life , identify the differences
between the story above and the true life , compare two character of the story
above, and so on13
According to Beatrice and Linda, there are four purpose of reading :
a. To obtain information (facts, data, etc.)
The base purpose of reading is to obtain information because with “do
a reading activity”, the reader gets many information, data, and idea that they
do not know before. They can find out new information, problem solving,
and facts through reading.
b. To understand ideas or theories, etc.
The next purpose of reading is to understand ideas or theories.
Usually reader do not understand theories about something and they also
have not good ideas before they read. But after the reader read some books,
they understand theories easily and they get ideas quickly because reading is
direction to get sources of theories and ideas.
13 Henry Guntur Tarigan. (1979). Membaca Sebagai Suatu Keterampilan Berbahasa. Bandung:
c. To discover authors’ viewpoints
To find out the conclusion of the text or a information, people need to
read the text and understand a information before. It is analogous with
discover authors’ viewpoint. The reader can discover authors’ viewpoints
d. To seek evidence for their own point of view (and to quote) all of which may
be needed for writing their essays, etc.14
The last purpose of reading is to help the readers know their point of
view. It happens if the reader write a essay, article, or journal. Through
reading, the reader can write a lot of information and they can know their
point of view easily.
4. Models for Reading
The following explanation about bottom up and top down theories :
a. Bottom up theory is theory is the reader constructs the text from the
smallest units (letters to words phrases to sentences, etc.) and
becomes automatic that readers are not aware of how it operates.15 Jeremy
Harmer said that Bottom up theory is the reader or listener focus on
individual words and phrases, and achieves understanding by stringing
14 Beatrice S. Mikulecky – Linda Jeffries, More Reading Power : Reading for Pleasure, Comprehension Skills, Thinking Skills, Reading Faster, Second Edition, (United State of America : Pearson Education, 2001), 143.
26
these detail elements together to build up a whole.16 Bottom Up theory is a
reading process where is the reader or listener try to understand the passage
by reading word to word.
b. Top down theory is argues that readers bring a great deal of
knowledge, expectation, assumption, and questions to the text and
given a basic understanding of the vocabulary and check when new
information appears.17 Jeremy Harmer said that Top Down theory is the
reader or listener gets a general view of the reading or listening passage by,
in some way, absorbing the overall picture.18 Based on the explanations
above we can conclude that the reader or listener gets the meaning or
content of the text and the reader knows the informations of the text.
5. Strategies for Reading Comprehension
As we know, if we do reading comprehension, we must know what efficient
strategies to get comprehension of the text. The following strategies can help us
to do reading comprehension. Brown states that ,there are ten efficient strategies
that can apply to learner. The following starategies based on Brown19 :
16 Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (England: Longman,
2001), 201
17 Nur Hikmah Laila, Thesis: “Improving Students’ Reading Ability by Using Printed Mass Media ( A Classroom Action Research Conducted in the Eighth Grade Students of SMP N 3 Colomadu Karanganyar in 2008/2009 Academic Year)”. (Surakarta : Universitas Sebelas Maret, 2009), 10.
18 Jeremy Harmer, The Practice of English Language Teaching, Third Edition, (England: Longman,
2001), 201
19 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, Second
a. Identify the Purpose of Reading
Reading is activity to know what is purpose of the text. Before we read
some books, journals, and articles, we must know what we search and what
we need of the text. By identifying process, we can know purpose of the text.
we can classify the purpose of the text based on the kind of the text. Such as,
short functional text ( short massage, invitation, letters, advertisement, and
announcement) or short essay (narrative, descriptive, procedure, report, and
recount). It help you to identify the purpose of the text if you know what kind
of the text because each text carries different purposes By doing so, you
know what you are looking for and you can filter the main informations.
b. Use graphemic rules and patterns to aid in bottom –up decoding (especially
for beginning level learners).
At the beginning levels of learning, students usually get some
difficulties to connect what are they read, listen, speak, and write. One of the
difficulities students is making the correspondences between spoken and
written English in learning to read. In some cases, learners get difficulities in
spelling. So, they need orthographic rules to make them easy to learn.20
20 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, Second
28
c. Use efficient silent reading techniques for relatively rapid comprehension (for
intermediate to advanced levels).
Intermediate to advance level students need not be speed readers, but you
can help them increase efficiency by teaching a few silent reading rules :
1) You don’t need to “pronounce” each word to yourself
2) Try to visually perceive more than one word at a timer, preferably phrases.
3) Unless a word is absolutely crucial to global understanding, skip over it and
try to infer its meaning from its context.21
Those rules are useful for your learners while doing silent reading. Because the
learners give their focus in comprehension activity.
d. Skim the text for main ideas
Skimming is high-speed reading that can save your time and help you get
through lot of material quickly.22 Skimming is different reading technique to do
reading comprehension because scanning is process to to get the general sense of
a passage or book, not specific details as scanning.
Skimming is the popular reading aspect to do reading comprehension.
Every learner know that skimming is one of effective strategies to understand the
deeper content of the text. Moreover, skimming gives them good inception to
21 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, Second
Edition, 308
22 H.Douglas Brown, Language Assessment Principles and Classroom Practices, (New york
know some clues or main content with reading quickly. In addition, skimming
gives readers the more advantage that help them to comprehend the text while
reading process. For examples, skimming helps the readers to be able predict the
purpose of the text, predict the implied or written massage, finding the main topic
and moral value of the text , and developing the supporting ideas of the text.
e. Scan the text for specific information
Scanning is very high-speed reading that you do when you are looking for
a specifict piece of information.23 When reader scan, the reader has question in
mind. Scanning is process to look for the key word to answer their question in
their mind. And then, the reader throws the unimportant word to be a faster
reader. In addition, Scanning is quickly searching for some particular piece or
pieces of information in a text.
Scanning excercises may ask students to look for names or dates. To find a
definition of key concept, or to list a certain number or supporting details. The
purpose of scanning is to extract specific information without reading through the
whole text. Scanning is suitable for academic reading because scanning is
essential and effective way to get global and detail information with quickly.
23 H.Douglas Brown, Language Assessment Principles and Classroom Practices, (New york
30
f. Use semantic mapping or clustering
Semantic mapping is one of aspect to help the reader or learner to grouping
and classify the meaning or ideas from every word of the text with using map.
The readers can practice semantic mapping with using meaning clustering
technique. The reader can decide which one the meaning on the top and which
one the meaning on the bottom. It do by clustering the meaning in hierarchy. So,
the reader can conclude the whole meaning of the text with easily.
g. Guess when you aren’t certain
There are some strategies to help the readers understand the text with guess
technique when the readers is not certain with their interpretation. It can help
them to develop and expand their certainty with their interpretation.
A major aspect in helping students to build vocabulary for reading is to
encourage them to develop strategies for guessing word meanings from
contextual clues and background knowledge. Students are capable of guessing 60
– 80 per cent of unknown words in a text if the density of new words is not too
high.24
Before that, the readers must know the key to successful guessing is to
make the guess reasonably accurate. The following strategies can help the
readers become a accurate guessers.
24Hedge,Tricia, Teaching and Learning in the Language Classroom, ( New York : Oxford University
1) Guess the meaning of the word
2) Guess a grammatical realationship (e.g., pronoun reference)
3) Guess a discourse relationship
4) Infer implied meaning
5) Guess about a culture reference
6) Guess content message25
Now, the readers does not become hapzard readers when they interpretation
and understand the word of the text.
h. Analyze vocabulary
Vocabulary is another major component of reading ability with which
language learners will experience difficulty, but the degree of difficulty will vary
with demands of the text, the prior knowledge of the reader, the degree of
automaticity a learner has achieved in general word recognition, any specialist
lexical knowledge a student might have, and the learner’s first language.26
One of the main streategies to do reading comprehension is know what is
easier manner to analyze the vocabulary. It helps the readers more comprehend
quickly the content of the text when they read and it helps the readers easier to
classify every word that they find while reading. Meanwhile, it also helps the
25 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, Second
Edition. 309.
26 Hedge,Tricia, Teaching and Learning in the Language Classroom, ( New York : Oxford University
32
readers to know the differences meaning of every word if the word has adding in
front of the word or the word has adding behind of the word
The following techniques are useful for analyze vocabulary.
1) Look for prefixes (co-, inter-, un-, etc.) that may give clues
2) Look for suffixes (-tion, -tive, -ally, etc.) that may indicate what part of
speech it is.
3) Look for roots that familiar (e.g., intervening may be a word a student
does’t know, but recognizing that the root ven comes from Latin “to come”
would yield the meaning “to come in between”)
4) Look for grammatical contexts that may signal information
5) Look at the semantic context (topic) for clues27
i. Distinguish between literal and implied meanings
As the readers must know the differences between literal and implied
meanings to get comprehension from the sentence of the text. It needed by
readers because it make them easier to know what the real content of the
sentence. Literal meaning is very different from implied meaning because literal
meaning exposes in direct sentence of the text without we do analysis firstly. So,
the reader easier to find the real content of the sentence. Whereas, implied
meaning is meaning that we do not know in direct manner when we finish
27 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language Pedagogy, Second
reading the text or passange and if we want to know the meaning of the text, we
must make conclusion or draw out of high line in the text. Implied meaning is
kind one of meaning that needed brain working to process before we get real or
main meaning of the text.
j. Capitalize on discourse markers to process relationships
Many discourse markers in English signal relationships among ideas vas
expressed through phrases, clauses, and sentences. A clear comprehension of
such markers can greatly enhance learners’ reading efficiency. Such as logical
sequence has so, so far, altogether, overal as marker.
6. Reading Habit
Samrotul cited by Per Nilsen habit is behavior that has been reapeated until it
has become more less automatic, enacted without purposeful thinking, largely
without any sense, of awareness.28 Reading habits are the intellectual activities
for giving more information, knowledge, and learn to various types of things and
their activities.29Reading habits is active skill to get knowledge, constructing
meaning, and gaining oral and visual knowledge through reading activity.
28 Per Nilsen, et. Al., “Creature of Habit : Accounting for the Role of Habit in Implementation Reasearch Clinical Behavior Change” Implementation Sains Journal, June 9th 2012, 2
34
7. Measurement of Habit
Measurement is one way of evaluation which deals with the process of
qualifying the characteristics of persons or things according to explicit
procedures or rules (Isnawati 2011:2).30 From the explanation above, the
researcher know that measurement of Habit needs instrument to measure. The
instrument that use to measure reading habit in quantitative research is interview,
quetionnaire, and observation.
Nurul Hidayah cited from Thorndike and Hagen explain about technique in
measuring the people’s aspect as bellow: Measurement in any field always
involves three common steps; a) identifying and defining the quality or
attribute that is to be measured, b) determining a set of operations by
which the attribute may be manifest and perceivable, and 3) establishing a
set of procedures or definition for translating observations into quantitative
statements of degree or amount.31.
Usually to measure reading habit uses scale. The type of scale is Likert scale.
Sugiyono (2010) says that Likert Scale is used to measure attitude, opinion and
perception of individual or group of individual about social phenomena.32 Based
on the Sugiyono statement’s, the research concludes that Likert Scale is suitable
to measure reading habit. Likert Scale is a scale that use expressions to indicate
a respon of questions. Likert Scale is type of scale to measure closed-ended items
on questionneire. The following expression of Likert Scale : 1) Strongly agree, 2)
Agree, 3)Neither Agree / not disagree, 4)Disagree, 5) Strongly disagree33
8. The Indicators of Reading Habit
According to Julio Cesar’s, there are six indicators of reading habit34:
a. Reading frequency
is the frequency at which the person reports to read books in their spare
time. Moreover, reading frequecy is one of activity when someone do to read
for some minutes or hours as frequently
b. Books read
the number of books that the person reports having read in the last three
months. It is considered from the amount books
c. Time spent on academic reading
is the time that the person reports to devote to reading books on his or her study
subjects. It is considered from the time reported as devoted to “Books for
Class”
33 Zolán Dörnyei, Research Method in Applied Linguistics, (New York : Oxford University Press,
2007), 105
34Julio Cesar Galicia Gaona and Erwin Rogelio Villuendas González, “Relationship between reading
36
d. Time spent on non-academic reading
is the time that the respondent reports to devote to reading books that are not
directly related to the subjects of his or her studies. It is considered from the
time reported as devoted to “Books that are not for class”
e. Motivation in the family environment
is often reported by the person on the purchase of books, recommending books
and reading interest in the family.
f. Motivation in the academic environment
is the frequency the student reports on the teacher using activities to promote
more about approach and research design, population, sample, data and source of
data, research instrument ,data collection technique, and data analysis technique.
A. Approach and Research Design
This study used descriptive approach. According to Danim, descriptive
method is describe situation or phenomena or characteristic of individual or
group accurately. Also, descriptive method is describing the condition of
existence and classifying the information.1 Then, this study used quantitative
research. Arikunto states that quantitative research involves data collection
procedures that result primarily in numerical data which is then analyzed
primarily by statistical methods.2 According to Zolán Dörnyei that quantitative
research was seen to offer a structured and high regulated way of achieving a
macro-perspective of the overarching trends in the world.3 Meanwhile,
Sukmadinata states that descriptive research aimed defining some situation or
phenomenon naturally.
1Sudarwan Danim, Menjadi Peneliti Kualitatif, (Bandung: Pustaka Setia, 2002), 41.
2 Zolán Dörnyei, Research Method in Applied Linguistics, (New York : Oxford University Press,
2007), 24
3 Zolán Dörnyei, Research Method in Applied Linguistics, (New York : Oxford University Press,
38
Research design is one of concept to construct the idea and to plan about
approach or method in the research. Research design is „a plan or a concept
made by the researcher for the plan of action that will be conducted‟.4
B. Population
The population of this study was students of MA Bilingual Krian. There were
465 students. There were four classes on 12 grade, four classes on 11 grade and
seven classes on 10 grade.
C. Sample
This study used purposive sampling technique. The sample should
representative good scale of reading habit. Therefore, the questionnaire used to
classify students‟ reading habit and it used to choose sample based on purposive
sampling technique. To describe the questionnaire score, this study use likert
scale that applied in questionneire. There are 1, 2, 3, 4, and 5 scale in
questionnaire. Based on these scales, the scale was reject about 1 and 2. But the
scale was accept about 3, 4, and 5 scale. Therefore, the sample in this study was
students‟ who had good reading habit in scales 3, 4, and 5. The following table
below about the percentage of students‟ reading habit.
40
The table above showed about scale of students‟ reading habit. The frequency
of students and percentage showed that 465 students was good in reading habit.
based on the percentage of students‟ reading habit above, the students chose
scale 3, 4, and 5.
This study used 10 % sample of 465 students at MA Bilingual Krian. Because
according to Gay and Diehl that the minimize sample of descriptive research is
10% of population.5 Then, according to Roscoe that the sample is true if the
totatlity of sample about 30 until 500 sample for most of research.6 based on the
both of theory above, the calculation of sample in this study is 465 x 10% = 46.
Therefore, this study used 46 students as subject in this research. This subjects in
this study were students who had good reading habit. Therefore, the sampling
chose by result of questionnaire score.
D. Data and Source of data
This study uses two kinds of data based on aims of the problems. The first
statement problem wants to know whether is the influence of reading habit to
students‟ reading comprehension. Therefore the data is score resulted from
students‟ test score. Whereas, the source of data is students at MA Bilingual
Krian and document of test score. See appendix 5.
5 Gay, L.R. - Diehl, P.L, Research Methods for Bussiness and Management, (MacMillian Publishing
Company : New York, 1992), 67
The second statement problem wants to know the indicators of reading
comprehension influenced by reading habit. Therefore the data is students‟ test
score. Then, the source of data is students at MA Bilingual Krian and document
of test score. See appendix 5.
E. Research Instrument
An instrument is‟ a device to get the data‟.7 In this study, the researcher used
two instruments. They were questionnaire and test. The following instruments
were:
1. Questionnaire
The questionnaire used to collect non test data about reading habit
indicators and it only used to classify the students who have good reading
habit. Therefore, it did not use to answer first or second statement of
research problems. This questionnaire used Julio Cesar‟s theory about
reading habit indicators. According to Julio Cesar‟s, there were six
indicators of reading habit. But in this reasearch, the researcher used four
indicators only because the researcher used internal indicators in reading
habit. It consist of 12 item questions which represented 4 indicators.
7 Gay, L.R, Geoffrey E.Mills, and Peter Airasian, Educational Research (MacMillian Publishing
42
a. Reading amount of book
b. Academic reading
c. Reading frequency
d. Non-academic reading 8
To measure the indicators above, the researcher use Likert Scale.9 There are
five expressions that researcher uses to measure it. The following expressions
are:
Table 3.2 Likert Scale
Expressions Point
Strongly agree 5
Agree 4
Neither Agree / not disagree 3
Disagree 2
Strongly disagree 1
2. Test
Test is second instrument in this research and it used to answer first and
second statements of the problem. The researcher used Henry Guntur Tarigan‟s
8 Samrotul Muawanah, Thesis : “ The Relationship Between Students’ Reading Habit and Their
Reading Comprehension (A Correlational Study at The Second Grade Students of SMA Dua Mei Ciputat)”. (Jakarta : UIN Syarif Hidayatullah, 2014),20
9 Zolán Dörnyei, Research Method in Applied Linguistics, (New York : Oxford University Press,
theory for applied on the test. It consist of 14 questions which represented 7
indicators10. The following indicators were :
Table 3.3
Reading Comprehension Indicators
No Reading Comprehension Indicators Number of Items Total item Score
1 Reading for details 7 1 5 9 1 5
2 Reading for main ideas 2 1 5 6 1 5
3 Reading for inferences 3 1 5 11 1 5
4 Reading for classifying 1 1 5 8 1 5
5 Reading for comparing 5 1 5 10 1 5
6 Reading for evaluating 4 1 5 12 1 5
7 Reading for comparing 13 1 5 14 1 5
Based on table above, it showed that there were seven indicators of reading
comprehension. Each indicator had two questions. The true answer got 5 score and
the false answer got 0 score.
10 Henry Guntur Tarigan. (1979). Membaca Sebagai Suatu Keterampilan Berbahasa. Bandung:
44
F. Data Collection Technique
To obtain the valid data, the researcher used questionnaire and test. but the
questionnaire only used to classify students‟ reading habit into scales. The
questionnaire used 12 questions that represented 4 indicators in questionnaire and
it adapted of Julio Caser Theory. Therefore, the data collection technique for first
statement of the problem is test. Then, the data collection technique for second is
test. The test consist of 14 questions that represented 7 indicators and it adapted
from Henry Guntur Tarigan theory about reading comprehension.
G. Data Analysis Technique
Data analysis is the process of systematically searching and arranging the
result of the observation, recording, and other materials.11 It used to make easier
in understanding and interpreting the data.
In this study, there were some analyze to analyze the data. The first analyze
was analyze the questionneire. But the questionnaire only analyze in population
and sample not on the findings. The questionnaire used to classify the students
based on their reading habit scales and it used to decide the sampling in this
research. The students‟ reading habit devide into five scales. They are scale 1, 2,
3, 4, and 5. The scales aimed to know the grades of students‟ reading habit. The
score was reject in 1 and 2 scales. The score was accept in 3, 4, and 5 scales. The
questionnaire did not use to answer first and second research problems.
The second analyze was decide the variable dependent and variable
independent. The dependent variable was reading habit and the sub variables
were reading frequency, reading amount of books, academic reading, and non
academic reading. The independent variable was reading comprehension and the
sub variables were reading main ideas, reading comprehend, reading sequences,
reading inferences, reading classifying, reading evaluating , and reading
comparing.
The third analyze was analyze the test. To analyze the test, this study used
SPSS 18 (Statistical Package for the Social Science). This study used multiple
linear regression and it has some test. The following steps were use to analyze:
1. Add the respondents and students‟ test score into Ms.Excel
2. Calculating the sum score of each number.
For example : detail number 1 + detail number 9
3. Calculating the sum score of all indicators reading comprehension. For
example : score of details + main ideas + inferences + classifying +
comparing + evaluating + sequences.
4. Opening the SPSS 18 software
5. Putting the data in the “Data View”
6. Changing the variables‟ name in the “Variable View”
7. Clicking “Analyze”, choose “Regression”, and choose “Linear”
8. Putting the dependent variable and take it into dependent variable
46
9. Putting the independent variables and take them into independent
variables column
10.Clicking “Statistics”, choose “Descriptive and Colliniearity Diagnosis”
to know Tolerance and VIF score.
11.Clicking “Plots”, putting ZPRED into Y column and ZRESID into X
column to know heteroscedaticity.
12.Clicking “Save”, choose “Unstandardized”, continue, ok
After the output of SPSS showed, the next analysis are analyze the SPSS
output. The output of SPSS are variables entered and removed, classic assumsion
test (multicollinearity test, heteroscedaticity test, and normality test), and
multiple regression linearity test (F test and T test) . F test to answer first
research problem and T test to answer second research problem. The following
description about multiple regression linearity test.
1. Variables entered and removed
The variables entered and removed showed which one was variable
entered and which one was variable removed. Then, it explain about the
dependent and independent variables. The purpose of this table was to check
