CHAPTER III METHODOLOGY OF THE RESEARCH
B. Discussion
The result of this research shows that Rotation reading has significant effect towards students‟ reading interest and writing interest. The procedure of rotation reading task is enable students to write a summary of what they have read. So the writing task is given by teacher after they read their reading book.
Students are happy when they are given chance to rotate the book they have read with their friends. A study by Kirby explained that students with high reading ability do not lose their interest in reading in such a large degree with students who undergo decline of reading ability. Furthermore, he explained that declines in reading attitudes were related to reading ability. It proves that as students with low reading ability progress through school, their interest in reading for pleasure declines sharply.76
Another result of this research shows that some of students dislike the writing task given by teacher. Students did not show the same excitement when they were asked to write a summary after they read the book. The theory from Lenski states that reading is an activity that does not only pick up the words from the text but requires the reader to interpret what happen in the text.77 Unfortunately, students in this research have not been successful to write their interpretation of their reading book. This means that students have not achieved the real reading activity as stated by Aebersold that reading is when you can interpret what happen in the text orally or written form.78
76 John R. Kirby, Angela Ball & B. Kelly Geler, “The Development of Reading Interest and Its Relation to Reading Ability”, Journal of Research in Reading, p. 265.
77 Susan Lenski, Jill Lewis (ed.), Reading success for Sruggling Adolescence Learner, (The Guilford, Inc.,2008), p.177.
78 Jo A Aebersold & Mary L. Field, From Reader to Reading Teacher, (New York:
Cambridge University Press, 1997), p.15.
Rotation reading affects students‟ reading interest especially in the frequency of reading the book. This result means the basic principle of rotation reading namely continuous frequency of reading book correlated with students‟
interest. It is in line with Kirby, et al. that frequency of independent reading were related to internal motivation in reading.79 Furthermore, they explained that other information related with interest is that internal motivation for reading is based on items assessing characteristics such as reading self-efficacy, thinking deeply about text content and frequency of independent reading, which go beyond the usual sense of reading interest.
The result also shows another effect that interest can improve the success of rotation reading method. It is in line with another explanation of Kirby that students with high reading interest will read more frequent than students who have lower reading interest. That is, situational interest can be recognized and seen from someone„s attention, preference and response toward something he does.
Therefore, it would seem logical that if students were interested in reading they would read more often and therefore have more opportunities to improve their reading ability than students who prefer not to read. Students who have poor reading ability may find reading unrewarding and therefore lose interest in it, which inturn would have an impact on their future reading ability.80 It is clear that students who have high interest in reading will have better reading ability.
Moreover, he will have good vocabulary knowledge and know many information and knowledge to enrich his understanding of the text being read.
79 John R. Kirby, Angela Ball & B. Kelly Geler, “The Development of Reading Interest and Its Relation to Reading Ability”, Journal of Research in Reading, p. 265.
80 John R. Kirby, Angela Ball & B. Kelly Geler, “The Development of Reading Interest and Its Relation to Reading Ability”, Journal of Research in Reading, Vol. 34, issues 3, (Oxford:
Blackwell Publishing: 2011), p. 263.
Rotation reading that is one of the literacy activity makes reading activity becomes inseparate part of learning. It let students read many books include real- life texts for their own purpose. Also, another reading sources that students subscribe such as magazines. Besides the amount of reading sources they subscribe, we can also see it from the frequency of them in visiting the library outside learning time. Students in the school where rotation reading is applied in Labakkang also save their money for buying reading sources. This activity correlates with students‟ interest and curiosity in reading many genres of book.
The frequent students read, the better their ability. It is in line with Nell, et al. that authentic literacy activities are related to greater growth in the ability to read.81
The basic principle of rotation reading is reading many books by rotating the turn to read the book then make the summary from the books students have read. The result shows that rotation reading has also significant effect towards students‟ interest in writing. Although students‟ interest in reading and writing of rotation reading class has significant effect. Unfortunately, this method does not effect with students‟ reading and writing interest in non rotation reading class. The purpose of giving task to write a summary is to see students‟ interest in writing. It means, rotation reading has no effect with students‟ high or low interest in reading and writing of non-rotation reading class.
However, interest affects students‟ text processing in interpretation of the topic of a text. Silvia states that people with high interest in the topic recalled more of the text„s main ideas and more ideas overall. They also contributed more new ideas in the free recall, indicating that they had deeper processing of the text.
In conclusion, people with high interest were more likely to recall the main ideas
81 Nell K. Duke, “Authentic Literacy Activities for Developing Comprehension and Writing”, pp. 344-355, DOI: 10.1598/RT.60.4.4.
in correct sequence, reflecting more coherent representation of the text.82 In other words, interests had an important role in reader„s text processing. It is also based on the research of educational psychology. It was believed that readers could recall best the more important ideas at the higher levels of text structures with high interest.
This result shows that interest in writing cannot be only seen from teaching strategy. Interest, indeed, affects what people choose to study and how much time they spend studying it. Teachers should also consider topics that students like in learning since students are not yet very knowledgeable and not interested in the topics they learnt at school.
Reading interest and writing interest correlates one another. This means that reading interest is able to provide strong motivation for students to read. The strong motivation to read can ease students to obtain more useful information for writing activities. It is in Line with Farahzad that reading and writing are said to be so much interrelated at primary/secondary and/or tertiary levels of education that it has been claimed that good writers are good readers. Good reading is the key to become a good writer. Becoming a good writer works together with becoming a good reader.83
Furthermore, Krashen states the same opinion that we do not learn how to write by writing, but rather by reading.84 It is in line with Arndrt and Woore that reading and writing are substantially related to each other both concurrently and longitudinally. For example the free volunteer reading activities in their schools
82 Paul J. Silvia, Exploring The Psychology of Interest, p. 70.
83 F. Farahzad & Emam A., “Reading-Writing Connections in EAP courses: Implications and Application. Journal of Langage Teaching and Research, vol., No.5, (2010), pp.596-604.
84 S. Krashen, “Compelling Reading and Problem-Solving: The Easy Way (and The Only Way) to High Levels of Language, Literacy, and Life Competence. In Epoch Making In English Language Teaching And Learning”, Twenty-Fifth International Symposium On English Teaching (2016), pp. 115-125.
increased their reading comprehension, writing style, their vocabulary, their spelling and their grammatical development.85 Therefore, students who have good free volunteer reading in the early learning stage, will have good interest in reading when they are in the higher education level.
A study conducted by Yusiana, et.al. is in line with this result which showed that interest in reading directly contributes to writing interest and writing skill. If students‟ interest in reading is high, the exposition interest and skill will also be high. Conversely, if students‟ interest in reading is low, their exposition text writing interest and writing skill will also be low.86 This correlation is found similar in a study by Delviawati , et. al, that compared students‟ skill in writing between students who have high reading interest and students who have low reading interest. The results showed that students who have high interest in reading have better skill in writing explanation text than students who have low reading interest. Furthermore, they concluded that reading interest in writing is very important. Students who have high reading interest will find it easier to write explanatory text. Vice versa, students with low reading interest will find it more difficult to write explanatory text.
Besides, having high interest in reading will also affect the numbers of readings that is taken by students. It will provide insight and views regarding to ideas that will be written. In addition, the vocabulary in writing will increase because it is obtained from reading activities. However, another result of this study shows converse result with this research that although having high interest
85 H. L., Arndt, & Woore, R., “Vocabulary Learning From Watching Youtube Videos And Reading Blog Posts. Language Learning & Technology, (2018). 22(3), 124-142.
86 Yusiana, et.al, “Contribution of Reading Comprehension and Reading Interest Skills to the Text Writing Exposition Skills, ICLLE,(July 2019), p.49.
in reading can give better writing skill, but some students who have ability to write may not necessarily have a high interest in reading.87
87 Yesi Delviawati, et.al, “Effects of PBL Model and Reading Interest towards Explanatory Text Writing Skill”. ICLLE, (July 2019), p.76.
80
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of the summary of the research based on the findings and discussion at the risk of sounding repetitive. This chapter clarifies the result of statistical test to find out the Effect of Rotation Reading towards students‟ reading and writing interest. Besides, suggestion is provided in accordance with the result of this research to the people who get involved to this research and to the further research.
A. Conclusion
This research aimed to find out the effect of one of teaching strategy namely rotation reading towards students‟ reading and writing interest. The result found out that students who study English in rotation reading class, have higher interest level in both English reading and writing interest than students who study English in non-rotation reading class. In addition, the result shows that the number of students who have low interest level in rotation reading class is less than students in non-rotation reading class. Finally, it is also found that teaching strategy is not the only factor can affect students‟ interest. Topic of the text that students‟ read also take part in building their interest both in reading and writing.
B. Suggestion
This research provides information of the effect of rotation reading towards students‟ reading and writing interest. However, some suggestions are presented regarding to these two information that should be taken into consideration by English teachers, English teachers program designer and further research as well.
For English teachers in SMPN 1 Labakkang that it is important to enrich students‟ reading sources not only the printed books at the library but also the e- book in the online library. Teachers can also invite students to visit many online library.
For English teachers program designer that it is important for them to conduct a training about e-library for the teacher where teachers can be trained how to operate the e-library in order that students can enrich their reading sources from online sources.
For further research that this research is limited to a quantitative research that evaluates the running program at certain school. It is important for the next researcher to conduct an experiment of this rotation reading method and collaborate it with other strategy that can increase students writing interest.
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85
APPENDICES
86 Appendix 1: Questionnaires for Respondents
KUESIONER UNTUK SISWA (Minat Membaca)
Angket ini bukan tes dan tidak ada pengaruhnya terhadap nilai kamu sebagai siswa. Oleh karean itu, jawablah pertanyaan di bawah ini dengan jujur sesuai keadaanmu dan tidak perlu meniru atau mencocokkan kepada teman.
- Bacalah dengan seksama setiap pertanyaan berikut!
- Pilihlah jawaban yang paling sesuai dengan keadaan kamu dengan tanda silang ( X ) pada jawaban yang tersedia!
1. Menurutmu apakah membaca itu penting?
a. sangat penting b penting c. biasa saja d. tidak penting e. sangat tidak penting
2. Berapa jam kamu membaca tiap hari di luar jam belajar?
a. 4 jam atau lebih b. 3 jam
c. 2 jam d. 1 jam
e. Kurang dari 1 jam atau tidak membaca
3 . Berapa kali kamu mengunjungi perpustakaan dalam sebulan?
a. 4 kali atau lebih b. 3 kali
c. 2 kali d. 1 kali
e. Kurang dari 1 kali atau tidak pernah
4. Berapa bahan bacaan yang kamu miliki selain buku pelajaran?
a. 11 atau lebih b. 8-10
c. 5-7 d. 2-4
e. 1 atau kurang
5. Berapa jumlah langganan majalah/koran /tabloid kamu?
a. 4 kali atau lebih b. 3 kali
c. 2 kali d. 1 kali e. tidak ada
6. Apakah kamu menyisihkan uang jajan untuk membeli bahan bacaan?
a. sangat sering b. sering
87 c. kadang-kadang
d. jarang e. tidak pernah
7. Apakah kamu menyukai metode belajar yang diberikan oleh guru berupa tugas baca?
a. sangat suka b. suka c. biasa biasa d. tidak suka e. sangat tidak suka
8. Apakah kamu membaca ketika sedang menunggu sesuatu?
a. sangat sering b. sering
c. kadang-kadang d. jarang
e. tidak pernah
9. Apakah kamu senang jika mendapat hadiah ulang tahun berupa buku?
a. sangat senang b. senang c. biasa-biasa d. tidak senang e. sangat tidak senang
10. Apakah ketika kamu sedang membaca, jiwa kamu dalam keadaan tenang?
a. sangat sering b. sering
c. kadang-kadang d. jarang
e. tidak pernah
Catatan: Skor setiap jawaban: a : 5, b : 4, c: 3, d: 2, e: 1