CHAPTER III METHODOLOGY OF THE RESEARCH
A. Findings
The results of this research shows the comparison of students‟ interest in English reading and writing who were taught by rotation reading literacy-based activity and students who were not taught by rotation reading. The result shows that students‟ reading interest in rotation reading class is higher than students‟
interest in non rotation reading class which is proven by descriptive statistical information in the following table:
Table 4.1 Descriptive Statistical Score
Score Rotation Reading Non-Rotation Reading
Reading Writing Reading Writing
Minimum 24 20 20 15
Maximum 45 50 45 44
Mean 34 34 29 27
Median 34 34 29 27
Modus 37 37 31 23
Table 4.1 showed that the average score of students‟ reading interest in rotation reading class (34) is in the range of 31-40 under classification of high interest. Meanwhile, in non-rotation reading class, showed average of students‟
reading interest (29) is in the range of 21-30 under classification of medium interest.
Furthermore, the average score of students‟ writing interest in rotation reading class (34) is in the range of 31-40 under classification of high interest.
Meanwhile, in non-rotation reading class, showed average of students‟ writing interest (27) is in the range of 21-30 under classification of medium interest.
The explanation of the number of students in classification of interest level can be seen in the following table
Table 4.2 English Reading and Writing Interest of Rotation Reading and Non-
Rotation Reading Class
Interest Level Rotation Reading Non-Rotation Reading
Reading Writing Reading Writing
Very High 42 31 27 29
High 15 20 29 26
Medium 25 26 29 22
Low 30 31 24 28
Very Low 17 21 20 24
Table 4.2 reports that there are more numbers of students have very high reading interest level in rotation reading class than that in non-rotation reading class (42 > 27). Meanwhile, students who have very low reading interest level in reading rotation class is less than that number in non-rotation reading class (17 <
20). In addition, students who have very high writing interest level in rotation reading class is a bit more than that number in non-rotation reading class (31 >
29). Whereas, students who have very low writing interest level in rotation reading class is a bit less than that number in non-rotation reading class (21 < 24).
In the following paragraph, researcher explained also the frequency of students‟ reading and writing interest in rotation reading class and non-rotation reading class. The frequency of each items is also reported. Finally, the significance test to see the effect of rotation reading towards students‟ reading and writing interest will be at the end of this section. Here is the frequency of reading interest (item no.1-10) and writing interest (item no.11-20).
Table 4.3 Frequency of Reading and Writing Interest of Rotation Reading Items
Number
Very high High Medium Low Very low
F % F % F % F % F %
1 109 85 20 15
2 5 4 9 7 34 26 63 49 18 14
3 21 16 15 12 39 30 20 16 34 26
4 29 23 7 5 22 17 57 44 14 11
5 5 4 9 7 26 20 25 19 64 50
6 5 4 26 20 66 51 24 19 8 6
7 52 40 65 50 12 10
8 16 13 46 36 57 44 7 5 3 2
9 49 38 66 51 13 10 1 1
10 35 27 67 52 19 15 6 5 2 1
11 107 83 18 14 4 3
12 12 9 23 18 41 32 40 31 13 10
13 10 8 23 18 35 27 21 16 40 31
14 23 18 11 9 27 21 48 37 20 15
15 4 3 6 5 26 20 30 23 63 49
16 9 7 28 21 68 53 14 11 10 8
17 44 34 72 56 11 8 1 1 1 1
18 12 10 38 30 52 40 21 15 6 5
19 52 40 58 45 17 13 1 1 1 1
20 47 37 50 39 25 19 5 4 2 1
Table 4.3 shows that more students are in the level of very high interest in reading and writing taught by rotation reading. Less numbers of students are in very low interest level. The comparison in non-rotation reading class showed the
converse number of students. More students are in low interest level. The frequency can be seen in table 4.4 as follows:
Table 4.4 Frequency of Reading and Writing Interest of NonRotation Reading
Items Number
Very high High Medium Low Very low
F % F % % F % % F %
1 99 77 30 23
2 3 2 9 7 17 13 56 44 44 34
3 11 9 17 13 26 20 22 17 53 41
4 8 6 12 9 18 14 59 46 32 25
5 3 2 9 7 15 12 14 11 88 68
6 4 3 11 9 55 43 34 26 25 19
7 27 21 84 65 17 13 1 1
8 9 7 40 31 63 49 14 11 3 2
9 70 54 55 43 4 3
10 18 14 57 44 41 32 10 8 3 2
11 97 75 31 24 1 1
12 4 3 11 9 27 21 44 34 43 33
13 6 5 16 12 26 20 25 19 56 44
14 5 4 11 9 18 14 60 47 34 26
15 12 9 16 12 19 15 82 64
16 4 3 21 16 54 42 26 20 24 19
17 28 22 83 64 17 13 1 1
18 10 8 26 20 54 42 39 30
19 28 22 73 56 27 21 1 1
20 38 29 55 43 32 25 4 3
a) The frequency of students‟ reading interest
In this part, researcher elaborates the frequency of reading interest from each item. The explanation of each items is as follows. Item 1 is asking about the importance of reading. The detail explanation is shown in the table 4.5
Table 4.5 Frequency of Item 1 the importance of reading
Class very high high medium low Very low
F % F % F % F % F %
Rotation reading 109 85 20 15 Non rotation reading 99 77 30 23
According to the data, in rotation reading class 85% of students is on the opinion that reading is very important while only 77% in non-rotation reading class is in the same opinion. Meanwhile 15% of students think that reading is important in rotation reading class but there are 23% of students think the same opinion. This result shows the correlation of students‟ interest in reading. From the data we can know that more students are in the opinion that reading is very important.
Table 4.6 Frequency of Item 2 duration of reading book
Class 4 or more 3 2 1 < 1 or none
F % F % F % F % F %
Rotation reading 5 4 9 7 34 26 63 49 18 14
Non rotation reading 3 2 9 7 17 13 56 44 44 34 Table 4.6 shows that 49% students spend 1 hour for reading book excluded their study time and 44% in non rotation reading class. 26% students spend 2 hours for reading in rotation reading class and 13% in non-rotation reading class.
14% students spend less than 1 hour for reading book in rotation reading class and more students are in the same condition (34%) in non-rotation reading class. 7%
students spend 3 hours for reading book. 4% students spend 4 hours or more for reading book excluded their study time. This result shows the correlation of rotation reading related to the duration they spend except study time when they
read a book. From the data we can know that mostly students spend 1 hour to read excluded their study time.
Item 3 is asking about how many times they visit library in a month. The result is shown in table 4.7 as follows:
Table 4.7 Frequency of Item 3 their frequency in visiting the library
Class 4 or more 3 2 1 never
F % F % F % F % F %
Rotation reading 21 16 15 12 39 30 20 16 34 26 Non rotation reading 11 9 17 13 26 20 22 17 53 41 Table 4.7 shows that in rotation reading class 16% students visit the library 4 times or more in a month for reading book excluded the study time and only 9%
in non-rotation reading class. 12% students visit library 3 times in rotaton reading class but 13% in non-rotation reading class. In rotation reading class, 30%
students visit library twice in a month but only 20% in non-rotation reading class.
16% students visit the library once in a month in rotation reading class but there are 17% in non-rotation reading class. In rotation reading class, 26% of students never visit the library in a month and more students never visit library in a month n non-rotation reading class (41%). This result shows the correlation of rotation reading related to the frequency they visit the library in a month. From the data we can know that mostly students visit the library twice in a month to read excluded their study time.
Item 4 is asking about reading book they have that excluded lesson book.
The data is shown in table 4.8.
Table 4.8 Frequency of Item 4 reading book they have excluded lesson book
Class 11 or more 8-10 5-7 2-4 1 or less
F % F % F % F % F %
Rotation reading 29 23 7 5 22 17 57 44 14 11
Non rotation reading 8 6 12 9 18 14 59 46 32 25
The data shows that in rotation reading class 5% students have 8-10 reading books, 17% students have 5-7 reading books and 44% students have 2-4 reading books, 23% of students have 11 or more reading books, and 11% of students have 1 or less reading book. Meanwhile, in non-rotation reading class 9%
students have 8-10 reading books, 14% students have 5-7 reading books and 46%
students have 2-4 reading books, only 6% of students have 11 or more reading books, and 25% of students have 1 or less reading book. This result shows the correlation of students‟ interest in reading related to their reading sources. From the data we can know that the amount of reading book excluded lesson book that more students have are 5-7 reading book.
Item 5 is asking about magazine or newspaper they subscribe. The detail information can be seen in the following table.
Table 4.9 Frequency of Item 5 reading source they subscribe
Class 4 or more 3 2 1 none
F % F % F % F % F %
Rotation reading 5 4 9 7 26 20 25 19 64 50
Non rotation reading 3 2 9 7 15 12 14 11 88 68 The results show that in rotation reading class, 50% students have no magazine and newspapare they subscribe. 19% students subscribe 1 magazine and newspaper. 20% students subscribe 2 magazine and newspaper. 7% students subscribe 3 magazine and newspaper. The rest 4% students subscribe 4 or more magazine and newspaper. Meanwhile, in non-rotation reading class, 68% students have no magazine and newspapare they subscribe. 11% students subscribe 1 magazine and newspaper. 12% students subscribe 2 magazine and newspaper. 7%
students subscribe 3 magazine and newspaper. The rest 2% students subscribe 4 or more magazine and newspaper. This result shows the correlation of students‟
interest in reading related to the reading sources they subscribe namely magazine and newspaper. From this data we can know that magazine and newspaper are not
interesting for students nowadays, we can see this reality from the number of students (64 rotation reading class and 88 non-rotation reading class) who don‟t subscribe any magazine and newspaper.
Item 6 is asking about students‟ savings for buying reading book. The data is shown in table 4.10.
Table 4.10 Frequency of Item 6 students‟ savings for buying reading book
Class Very often often sometimes seldom never
F % F % F % F % F %
Rotation reading 5 4 26 20 66 51 24 19 8 6
Non rotation reading 4 3 11 9 55 43 34 26 25 19 The data shows that in rotation reading class, 24% of students frequently save money for buying reading book, in which 4% do it very often and 20% of them do it often. 51% of them sometimes save their money while 19% seldom.
6% of students never save the money for buying reading book. Meanwhile, in non rotation reading class, 3% do it very often and 9% of them do it often. 43% of them sometimes save their money while 26% seldom. 19% of students never save the money for buying reading book. This result shows the correlation of students‟
interest in reading related to their frequency in buying reading book by using their saving. From the data we can know that students‟ interest in reading related to saving money for buying reading book is not very high because they save money only sometimes.
Item 7 is asking about their opinion about the teaching method of rotation reading task. The result can be seen in the following table:
Table 4.11 Frequency of Item 7 the teaching method
Class Really like like Not really dislike Really dislike
F % F % F % F % F %
Rotation reading 52 40 65 50 12 10
Non rotation reading 27 21 84 65 17 13 1 1
Table 4.11 shows that in rotation reading class, 40% of students really like the rotation reading task. 50% of students like the rotation reading task. 10%
students do not really like the rotation reading task. The result shows that none of students dislike rotation reading task. Meanwhile, in non-rotation reading class, none of students really like teaching method in their class, 21% of students like the rotation reading task. 65% students do not really like the rotation reading task, and 1% student relly dislike the teaching method in their class. This result showed the correlation of rotation reading related to their opinion about the teaching method of rotation reading task. From the data we can know that mostly students like this teaching method.
Item 8 is asking about what they are doing while waiting for something.
The result can be seen in the table 4.12
Table 4.12 Frequency of Item 8 activity while waiting for something
Class Very often often sometimes seldom never
F % F % F % F % F %
Rotation reading 16 13 46 36 57 44 7 5 3 2
Non rotation reading 9 7 40 31 63 49 14 11 3 2 Table 4.12 shows the result that in rotation reading class, 13% students very often read book while waiting and 36% often read book while waiting. In total, 49% of students read book when they are waiting for something. 44%
students sometimes read book while waiting, 5% seldom read book and 2% never read book when they are waiting for something. Meanwhile, in non-rotation reading class, only 7% students very often read book while waiting and 31% often read book while waiting. In total, 38% of students read book when they are waiting for something. 49% students sometimes read book while waiting, 11%
seldom read book and 2% never read book when they are waiting for something.
This result shows the correlation of students‟ interest in reading related to their activity while doing something. From the data we can know that students‟ interest
in reading related to activity they spend while waiting for something is not very high because they read a book while waiting for something is only sometimes.
Item 9 is asking about their feeling when they are given book as a gift. The result is shown in the table 4.13 as follows.
Table 4.13 Frequency of Item 9 their feeling about reading book as a gift
Class
Very happy
happy Not really
happy unhappy Very unhappy
F % F % F % F % F %
Rotation reading 49 38 66 51 13 10 1 1
Non rotation reading 70 54 55 43 4 3
The result shows that in rotation reading class, 38% of students are very happy when they are given reading book on their birthday. 51% students are happy when they get reading book in their birthday. 10% students feel not really happy when they get reading book as their birthday gift. 1% students feel unhappy when they get reading book for their birthday. Meanwhile, in non-rotation reading class, none of students feel very happy when they get reading book as a gift. 54%
students are happy when they get reading book in their birthday. 43% students feel not really happy when they get reading book as their birthday gift. 3%
students feel unhappy when they get reading book for their birthday. This result shows the correlation of students‟ interest in reading related to their feeling when they accept reading book as a gift. From the data we can know that students‟
interest in reading related to their happiness in accepting a reading book as the gift is high because most of them are happy when their gift is a reading book.
Item 10 is asking about students feeling when they are reading a book. The result is shown in table 4.14
Table 4.14 Frequency of Item 10 their feeling when reading
Class Very often often sometimes seldom never
F % F % F % F % F %
Rotation reading 35 27 67 52 19 15 6 5 2 1
Non rotation reading 18 14 57 44 41 32 10 8 3 2 The result shows that in rotation reading class, 27% students very often feel calm when they are reading. 52% of them are also calm when they are reading. 15% of them sometimes feel calm when they are reading. 5% of students seldom feel calm and 1% of students never feel calm when they are reading.
Meanwhile, in non-rotation reading class, only 14% students very often feel calm when they are reading. 44% of them are also calm when they are reading. 32% of them sometimes feel calm when they are reading. 8% of students seldom feel calm and 2% of students never feel calm when they are reading. This result shows the correlation of students‟ interest in reading related to their feeling when they read a book. From the data we can know that students‟ interest in reading related to their feeling while reading a book is high because most of them are often calm when they are reading a book.
b) The frequency of students‟ writing interest
In this part, researcher explains the frequency of writing interest from each items, namely item number 11 until 20.. The explanation of each items is as follows. Item 11 is asking about the importance of writing. The result can be seen in the table 4.15
Table 4.15 Frequency of Item 11 the importance of writing
Class very high high medium low Very low
F % F % F % F % F %
Rotation reading 107 83 18 14 4 3 Non rotation reading 97 75 31 24 1 1
The table 4.15 shows that in rotation reading class, 83% students think that writing is very important. 14% of them think that writing is important.
Meanwhile, 3% of students think that writing is not really important. Meanwhile, in non-rotation reading class, 75% students think that writing is very important.
24% of them think that writing is important. Meanwhile, 1% of students think that writing is not really important. This result shows the correlation of students‟
interest in writing. From the data we can know that more students are in the opinion that writing is very important.
Item 12 is asking about the duration they spend for writing something excluded their study time. The data is shown in the table 4.16 as follows:
Table 4.16 Frequency of Item 12 duration they spend for writing
Class 4 or more 3 2 1 < 1 or none
F % F % F % F % F %
Rotation reading 12 9 23 18 41 32 40 31 13 10 Non rotation reading 4 3 11 9 27 21 44 34 43 33 Table 4.16 shows that 31% students spend 1 hour for writing, 32% spend 2 hours for writing and 18% students spend 3 hours for writing. In total, 81%
students spend 1-3 hours for writing excluded their study time. Meanwhile, 9%
students spend 4 hours or more for writing and 10% students spend less than 1 hour for writing. In contrary, the result from non-rotation reading class, 34%
students spend 1 hour for writing, 21% spend 2 hours for writing and 9% students spend 3 hours for writing. Meanwhile, 3% students spend 4 hours or more for writing and 33% students spend less than 1 hour for writing. This result shows the correlation of rotation reading related to the duration they spend except study time when they write a story except the school task. From the data we can know that mostly students spend 2 hours to write excluded their study time.
Item 13 is asking about their visit to library to find the references. The data is shown in table 4.17 as follows:
Table 4.17 Frequency of Item 13 frequency of visiting library for references
Class 4 or more 3 2 1 never
F % F % F % F % F %
Rotation reading 10 8 23 18 35 27 21 16 40 31 Non rotation reading 6 5 16 12 26 20 25 19 56 44 Table 4.17 shows that in rotation reading class, 18% students visit the library 3 times in a month, 27% students visit the library twice in a month and 16% students visit the library in a month to find the references. Meanwhile, 8%
students visit the library 4 times or more in a month and 31% students never visit the library in a month to find the references. Meanwhile, in non-rotation reading class, 12% students visit the library 3 times in a month, 20% students visit the library twice in a month and 12% students visit the library in a month to find the references. Meanwhile, 5% students visit the library 4 times or more in a month and 31% students never visit the library in a month to find the references. This result shows the correlation of rotation reading related to the frequency they visit the library in a month to find the references. From the data we can know that library is not interesting for students nowadays to look for references we can see from the data that mostly students never visit the library in a month.
Item 14 is asking about references they have excluded lesson book. The detail result is shown in table 4.18
Table 4.18 Frequency of Item 14 references they have excluded lesson book
Class 11 or more 8-10 5-7 2-4 1 or less
F % F % F % F % F %
Rotation reading 23 18 11 9 27 21 48 37 20 15 Non rotation reading 5 4 11 9 18 14 60 47 34 26 Table 4.18 shows the result that in rotation reading class, 9% of students have 8 until 10 references, 21% of them have 5 until 7 references, 37% of them
have 2 until 4 references. In total, 67% of students have 2-10 references excluded the lesson book. Meanwhile, 18% of students have 11 or more references and 15%
of them have 1 or less references. Meanwhile, in non-rotation reading class, 9% of students have 8 until 10 references, 14% of them have 5 until 7 references, 47% of them have 2 until 4 references. Meanwhile, only 4% of students have 11 or more references and 26% of them have 1 or less references. This result shows the correlation of students‟ interest in writing related to their references. From the data we can know that the amount of references book excluded lesson book that more students have are 2-4 references.
Item 15 is asking about how many magazine or newspaper they subscribe.
The result is shown in table 4.19 as follows:
Table 4.19 Frequency of Item 15 references they subscribe
Class 4 or more 3 2 1 none
F % F % F % F % F %
Rotation reading 4 3 6 5 26 20 30 23 63 49
Non rotation reading 12 9 16 12 19 15 82 64
The result shows that in rotation reading class, 49% of students have no magazine and newspaper they subscribe. 23% of students have 1 newspaper and magazine they subscribe. 20% of students have 2 magazine and newspaper they subscribe. 5% of students subscribe 3 magazine and newspaper and 3% of students subscribe 4 or more magazine and newspaper. Meanwhile, in non- rotation reading class, 64% of students have no magazine and newspaper they subscribe. 15% of students have 1 newspaper and magazine they subscribe. 12%
of students have 2 magazine and newspaper they subscribe. 9% of students subscribe 3 magazine and newspaper and none of students subscribe 4 or more magazine and newspaper. This result shows the correlation of students‟ interest in writing related to the references they subscribe namely magazine and newspaper.
From this data we can know that magazine and newspaper are not interesting for