THE CORRELATION BETWEEN STUDENTS’ READING STRATEGIES AND READING COMPREHENSION ACHIEVEMENT
SKRIPSI
BY
SITI RAHMA ADAWIAH NPM.21701073098
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
APRIL 2021
THE CORRELATION BETWEEN STUDENTS’ READING STRATEGIES AND READING COMPREHENSION ACHIEVEMENT
SKRIPSI
Presented to
Faculty of Teacher Training and Education University of
Islam Malang
In partial fulfillment of the requirements for degree of Sarjana in English Language Education
BY
SITI RAHMA ADAWIAH NPM 21701073098
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
APRIL 2021
vi ABSTRACT
Adawiah, Siti Rahma. 2021. The Correlation between Students’ Reading Strategies and Reading Comprehension Achievement. Skripsi, English Education Department Faculty of Teacher Training and Education University of Islam Malang. Advisor I: Diah Retno Widowadi, S.Pd., M.pd. Advisor II: Fitri Awaliyatus Sholihah, S.Pd., M.Pd.
Keywords: Correlation, Reading Strategies, Reading Comprehension Achievement
One of the factors that influence the success of reading is reading strategy.
Students who have a good reading strategy will understand the reading text better. In this case, this research aims to find out the correlation between students’ reading strategies and reading comprehension achievement.
This research used a quantitative approach with a correlation design. The sample consisted of 80 accounting students in the sixth semester of the economics faculty at the University of Islam in Malang. The data was collected by using a reading strategies questionnaire and a reading comprehension test. Then, the data was analyzed by applying Pearson Product Moment Correlation analysis.
The findings of the research showed that there was a positive significant correlation between reading strategies and reading comprehension because the significance shown on the table was 0.000<0.05 level of significance. Then, the coefficient correlation obtained shown on the table was 0.420. According to the significant interpretation, the correlation was in the range of 0.40-0.60, indicating a moderate correlation between those two variables.
In addition, the significant correlation between reading strategies and reading comprehension achievement shows that the more students use strategies in reading, the better their reading comprehension is.
vii ABSTRAK
Adawiah, Siti Rahma. 2021. The Correlation between Students’ Reading Strategies and Reading Comprehension Achievement. Skripsi, English Education Department Faculty of Teacher Training and Education University of Islam Malang. Advisor I: Diah Retno Widowadi, S.Pd., M.pd. Advisor II: Fitri Awaliyatus Sholihah, S.Pd., M.Pd.
Kata Kunci: Korelasi , Strategi Membaca, Pemahaman Membaca
Salah satu faktor yang mempengaruhi keberhasilan membaca adalah strategi membaca. Siswa yang memiliki strategi membaca yang baik akan memahami teks bacaan dengan lebih baik. Dalam hal ini, penelitian ini bertujuan untuk mengetahui hubungan antara strategi membaca siswa dengan prestasi membaca pemahaman.
Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel terdiri dari 80 mahasiswa akuntansi semester enam fakultas ekonomi Universitas Islam Malang. Pengumpulan data dilakukan dengan menggunakan angket strategi membaca dan tes pemahaman bacaan. Kemudian, data dianalisis dengan menggunakan analisis Korelasi Product Moment Pearson.
Hasil penelitian menunjukkan bahwa ada hubungan positif yang signifikan antara strategi membaca dan pemahaman bacaan karena signifikansi yang ditunjukkan pada tabel adalah 0,000<0,05. Kemudian, koefisien korelasi yang diperoleh yang ditunjukkan pada tabel adalah 0,420. Menurut interpretasi signifikan, korelasi berada pada kisaran 0,40-0,60, menunjukkan korelasi sedang antara kedua variabel tersebut.
Kesimpulannya, korelasi yang signifikan antara strategi membaca dan pencapaian pemahaman membaca menunjukkan bahwa semakin banyak siswa menggunakan strategi dalam membaca, semakin baik pemahaman bacaan mereka.
1 CHAPTER I INDRODUCTION
Some aspects relevant to the study are covered in this chapter. They include the background of the study, the research problem, the objective of the research, the significance of research, and scope and limitations.
1.1 Background of the Study
Language is the most crucial part of human life in order to have good communication with other people. Language allows us to share our ideas, thoughts and feeling with others. According to Fitch (2010), language is the greatest strength for sharing experience and information. It means that language has a big role to make a good relationship with people. Most people nowadays are interested in learning English because of its position as an international language that allows individuals to connect with others from all over the world.
To understand English, learners have to know the basics of English language skills. There are four skills that students have to develop. Those four skills are listening, speaking, reading, and writing. Reading is one of the most critical abilities that students have to learn. Gilakjani (2016) said that reading is an essential skill taught in school because Patel&Jail (2008) states that reading is the key to get more information about everything. We can get information about education,
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news, even the hot issues in the world, etc., especially in English. Reading is an act of forming some perceptions from the written script (Sabouri & Gilakjani, 2016). Through reading, the individual can learn how to identify the meaning of the text and then paraphrase them into brief sentences. Reading is an activity that requires written media that can increase knowledge for the reader. Through reading, the reader is trained to look for the essence of reading. The readers can also train themselves in solving problems and finding solutions.
There are numerous crucial problems that learners often found in reading.
Kasim (2017) states that learners usually get a problem in understanding reading because of lack of vocabulary and reading strategies which happened in non- English Department students. It means that reading strategy is one of the factors that contribute to reading comprehension since it is highly important to help readers in comprehend a text. The readers will be better in comprehending a reading text when they use reading strategies (Roit, 2005).
There are several researchers who conducted the similar researches. One of them was Siregar’s (2019) who conducted the relationship between reading strategy and reading comprehension of EFL students at Bengkulu University. The second previous research was Baier’s (2005) who investigated the same research in Enlish Literature students at University of Wisconsin-Stout. The third previous research was by (Molla, 2015), who investigated the relationship between reading strategy and reading comprehension among Ethiopian EFL learners. The second previous study was conducted by Tobing (2013), which investigated the relationship among students' reading strategies, self-efficiency, and the reading
3
comprehension of high school students in Indonesia. The results of those previous studies were similar which indicated that students' reading strategies are correlated to their reading comprehension.
On the other hand, the present researcher wants to re-investigate this study to non-English department students as the subjects. Based on all the related statements, the researcher wants to analyze the correlation between reading strategies and reading comprehension achievement in the sixth semester in accounting students of economics faculty at University of Islam Malang.
1.2 Research Problem
Based on the discussion stated, the problem in this research is formulated:
Is there any significant correlation between reading strategies and reading comprehension achievement in sixth semester students of economics faculty at University of Islam Malang?
1.3 Objective of the Research
Concerning the problem stated, the objective of this research is to correlate reading strategies and reading comprehension achievement in sixth semester students of economics faculty at University of Islam Malang?
1.4 Significance of Research
Theoretically, this research validates the theory which states that reading
4
strategy is an essential part of reading. This research will strengthen or even weaken that theory.
Practically, this research will be beneficial for English lecturers. If the students’ reading strategies are correlated with reading comprehension, lecturers have to make sure that students understand about reading strategies and ask the suitable strategies used by students. It will help the students who get a low score in reading comprehension.
1.5 Scope and Limitation of the Study
The research focuses of sixth semester accounting students in faculty of economics at University of Islam Malang.
Economics Faculty consists of two majors which are management and accounting. There are some limitations of this study. First, the researcher only focuses on analyzing the accounting students. Accounting students were chosen because they are more familiar with English in the class than management students. It is because they are required to make a report in English at times.
Second, the researcher only uses a questionnaire adopted from the previous researcher and did conducted a validity test for non-English Department students because of the limited time.
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1.6 Definition of Key Terms
1.6.1 Reading Strategies
The term reading strategies refers to the student’s way to understand the text.
There are several ways for students to get any information from the text. It depends on the students themselves. If they choose the right strategy for their reading text, they will answer the question easier. The options of reading strategy in this research are global reading strategy, problem solving reading strategy and support reading strategy.
1.6.2 Reading Comprehension
The term reading comprehension refers to the student’s competence or ability in reading. When the students can understand the whole text, it means that they have a good reading comprehension. Not only understand the text, but they can also answer the comprehension question correctly.
27 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter offers the study's conclusion as well as the suggestions for students, lecturers, and future researchers.
5.1 Conclusion
Reading is one of the most crucial foreign language acquisition abilities.
Reading can help students come up with new ideas. According to Furqon (2013), reading allows a writer to share knowledge, ideas, and feelings with the reader, where both have their own language patterns and experiences. To comprehend a reading text, readers need some reading strategies. Li (2010) supports that reading strategies are crucial to increasing students' understanding of reading.
According to the analysis description, its results indicated that the variables were significantly correlated. The table description showed that the scores of reading strategies was 69.36 with a standard deviation of 11.022 and the scores of reading comprehension was 54.19 with a standard deviation of 13.035.
From the explanation in the previous chapter, the score obtained at the table interpretation level of correlation between those two variables was 0.420 at the interval of the 0.40-0.60 level of correlation. It means that those two variables have a significant correlation at a moderate level. The terms of significance also
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showed that R-obtained was higher than R-table, it was indicated that the variables was significantly correlated. It means the hypothesis in this research was accepted.
To conclude, while the subjects were non-English Department students, but most of them had good reading comprehension and reading strategies scores.
In this case, the more students' reading strategies are used, the higher their reading comprehension is. Accordingly, students who have good reading strategies will have better reading comprehension. Because reading strategies are essential in improving students' reading comprehension, students must employ any strategies that make it easier for them to comprehend a reading text.
5.2 Suggestion
After reviewing the findings of this study, the researcher makes some suggestions to students, lecturers, and future researchers. The following are the suggestions:
1. For students
Hopefully, students can improve their reading strategies and learn more about how to choose the best reading strategy that is suitable for them because it will make it easier to comprehend an English reading text.
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2. For lecturers
As English lecturers, they should be models for their students. They are expected to have appropriate strategies for teaching English, especially for reading. Even if the learners' targets are non-EFL students, they must teach their students how to use the reading strategy effectively in order to easily comprehend a text.
3. For future researchers
There are some suggestions for future researchers. Firstly, future researchers are suggested to conduct the same research on a different subject in the Economics faculty, especially in management students. Secondly, to get the maximal results, future researchers must give a questionnaire that provides different strategies. Thirdly, it will be better if the future researchers collect the data in an offline way to avoid misunderstanding the participants when answering the questionnaire and test. The last, if the future researchers are used a same questionnaire, they are able to test a validity in non-English Department students.
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