Embed Size (px)
Citation preview
THE CORRELATION BETWEEN STUDENTS’ MOTIVATION IN
READING AND THEIR READING SPEED
(A Correlational Study in the Second Grade of Department of English
Education Syarif Hidayatullah State Islamic University 2012/2013)
A Skripsi
By:
Murniasih
108014000071
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2013
i
ABSTRACT
THE CORRELATION BETWEEN STUDENTS’ MOTIVATION IN
READING AND THEIR READING SPEED A Correlational Study in the
Second Grade of Department of English Education Syarif Hidayatullah State
Islamic University. Skripsi of Department of English Education Faculty of
Tabiyah and Teachers’ Training State Islamic University Syarif Hidayatullah
Jakarta, 2013.
Keywords: Reading Motivation, Reading Speed,
The objective of the study is to see the correlation between students’
motivation in reading and their reading speed in the second grade of Department
of English Education Syarif Hidayatullah Jakarta academic year 2012/2013,
whether there is any correlation between students’ motivation in reading and their
reading speed achievement.
Furthermore, in this quantitative research, the writer used correlational
study by Product Moment Correlation technique or Pearson’s Correlation
Product Moment technique. Product Moment Correlation is one of technique that
usually used to find out the significance of the correlation between two variables.
There are two main variables in this research. Reading Motivation of the students
as independent variable (variable X) and students’ reading speed rate as
dependent variable (variable Y). The data were collected through test (reading
speed and reading comprehension test) and questionnaires of reading motivation.
From the calculation by using Pearson’s Product Moment formula, it is
obtained that the value of “r” product moment (rxy) or “r” observation (ro) is 0,64.
The degree of freedom (df) is 28. The degree of significance 5% is 0.304, and the
degree of significance 1% is 0.393. So it means that the hypothesis rois bigger
than rt(0.64 > 0.304 and 0.64 < 0.393). The result of hypothesis of this research is:
alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected, so
it means there is correlation between students’ motivation in reading and their
reading speed.
ii
ABSTRAK
THE CORRELATION BETWEEN STUDENTS’ MOTIVATION IN
READING AND THEIR READING SPEED A Correlational Study in the
Second Grade of Department of English Education Syarif Hidayatullah State
Islamic University. Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu
Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta,
2013.
Keywords:Motivas iMembaca, Membaca Cepat.
Skripsi ini bertujuan untuk melihat hubungan antara motivasi membaca
siswa dan kecepatan membaca pada mahasiswa tingkat dua Pendidikan Bahasa
Inggris di UIN Syarif Hidayatullah Jakarta tahun ajaran 2012/2013, apakah ada
hubungan antara motivasi membaca siswa dan kecepatan membacanya.
Dalam penelitian kuantitatif ini, penulis menggunakan rancangan
penelitian korelasi dengan teknik Korelasi Product Moment atau teknik Korelasi
Product Moment Pearson. Teknik Korelasi Product Moment adalah salah satu
teknik yang biasa digunakan untuk mencari hubungan yang signfikan antara dua
variabel. Terdapat dua variabel di dalam penelitian ini, yaitu motivasi membaca
siswa sebagai independen variabel atau variabel X. Dan kecepatan membaca
siswa sebagai dependen variabel atau variabel Y. Data dalam penelitian ini
diperoleh melalui test (test kecepatan membaca dan pemahaman bacaan) serta
angket motivasi membaca siswa.
Berdasarkan perhitungan dengan menggunakan rumus Product Moment
Pearson, diperoleh “r” produk moment(rxy)atau “r” observasi (ro)adalah 0.64,
denganderajat bebas (df) 28. Taraf signifikansi 5% adalah 0.304 dan taraf
signifikansi 1% adalah 0.393. Hal itu berarti Hipotesis ro lebih besar dari pada rt
(0.64 > 0.304 dan 0.393 < 0.64). Hasil dari hipotesis penelitian ini adalah:
alternative hipotesis (Ha) diterima dan null hipotesis (Ho) ditolak. Berdasarkan
hasil tersebut dapat disimpulkan bahwa terdapat hubungan atau korelasi antara
motivasi membaca siswa dan kecepatan membacanya.
iii
ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful.
All praises be to Allah, Lord of the Worlds, who has bestowed strength
and health upon the writer in finishing this research paper. Peace and blessing be
upon our prophet Muhammad SAW, his family, companions, and all his
followers.
Alhamdulillah by the grace of Allah the Highest, the writer could finish
her research paper after long hard effort of writing. Thus, she would like to
express her greatest gratitude to her beloved parents (H. Marjani (alm )and Hj.
Mumun Maemunah) who always pray, support, and motivate her in every part of
her life especially in doing this research.
The writer would like to address her gratitude to her advisors Dr.
Muhammad Farkhan, M.Pd and Yenny Rahmawati, M.Ed for their patient
guidance, kindness, valuable advice, and correction during the development of
this research.
She would like to express her deep appreciation and gratitude to:
1. All lecturers of Department of English Education who have taught her
new knowledge and have given her gorgeous experiences in study.
2. Drs. Syauki, M.Pd., the head of Department of English Education.
3. Dra. Nurlena Rifa’i, MA., Ph.D, the Dean of Faculty of Tarbiyah and
Teachers’ Training.
4. The principal and the lecturers of Department of English State Islamic
University Syarif Hidayatullah Jakarta for permitting and helping the
writer to conduct the research.
5. All her beloved friends whose name cannot be mentioned one by one who
always help and motivate her in accomplishing this research paper.
iv
Finally, the writer realizes that this research paper still has some weakness
and shortage. Thus, she would be grateful to accept any suggestions and
corrections from anyone for better writing.
Jakarta, 23 September 2013
The Writer
v
TABLE OF CONTENTS
ABSTRACT .................................................................................................... i
ABSTRAK ...................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................. iii
TABLE OF CONTENTS ............................................................................... v
LIST OF APPENDICES ............................................................................... vii
CHAPTER I: INTRODUCTION
A. The Background of the Research......................................... 1
B. The Limitation of the Problem ........................................... 4
C. The Formulation of the Problem ......................................... 4
D. The Objective of the Research............................................. 4
E. The Significance of the Research ........................................ 4
CHAPTER II: THEORETICAL FRAMEWORK
A. Motivation …. .................................................................... 5
1. The Concept of Motivation…………. .......................... 5
2. Kinds of Motivation ...................................................... 6
B. Reading…… ...................................................................... 11
1. Definition of Reading ................................................... 11
2. Purposes of Reading ..................................................... 13
3. Kinds of Reading .......................................................... 14
C. Reading Motivation ............................................................ 16
1. The Understanding of Reading Motivation .......... 16
2. Dimensions of reading Motivation......................... 18
D. Reading Speed ..................................................................... 20
1. The Definition of Reading Speed .......................... 20
2. The Factors Affecting Reading Speed .................. 26
3. The Techniques of Reading Speed ........................ 29
E. The Previous Study ........................................................... 30
vi
CHAPTER III: REASERCH METHODOLOGY
A. The Time and Place of the Research .................................. 32
B. The Method of the Research …………. ............................ 32
C. The Population and Sampling ............................................ 33
D. The Technique of Data Collection ..................................... 33
E. The Technique of Data Analysis ....................................... 34
F. The Hypothesis .................................................................. 35
CHAPTER IV: RESEARCH FINDING
A. The Description of the Data.. ............................................. 36
1. Data of Students’ Motivation in Reading and
Reading Speed .............................................................. 36
2. The Correlation between Students’ Motivation
In Reading and Reading Speed .................................... 37
B. The Data Analysis .............................................................. 40
C. The Test of Hypothesis…………………………………... 41
D. The Interpretation of the Data…………………………… 41
E. The Heterogeneity and Normality of the Data ................... 43
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion …………………………………………. ....... 45
B. Suggestions …………………………………………… ... 45
BIBLIOGRAPHY ......................................................................................... 46
APPENDICES
vii
LIST OF APPENDICES
Appendix 1 : Skor Motivasi dan Kecepatan Membaca Siswa
Appendix 2 : Tabel Korelasi Motivasi Membaca dan Kecepatan Membaca
Appendix 3 : Grafik Heterogenitas Kecepatan Membaca
Appendix 4 : Grafik Normalitas Kecepatan Membaca
Appendix 5 : Angket Motivasi Membaca Siswa
Appendix 6 : Teks Kecepatan Membaca
Appendix 7 : Tes Pemahaman Membaca
Appendix 8 : Tabel Nilai Koefisiensi Korelasi Product Moment
Appendix 9 : Surat Bimbingan Skripsi
Appendix 10 : Surat Permohonan Izin Penelitian
Appendix 11 : Surat Keterangan dari Universitas
1
CHAPTER I
INTRODUCTION
This chapter presents the basic account of the present research that covers
the background of the research, the limitation of the problem, the formulation of
the problem, the objective of the research, the significance of the research.
A. The Background of the Research
For many years, students from many places around the world learn English.
Since English is considered as an International language, learning English has
become necessity for everyone who wants to engage in international interactions.
Mastering this language is not a simple thing to do; there are some skills that
should be learnt and practiced, such as listening, speaking, reading and writing.
Listening and reading skills are regarded as receptive skills while speaking and
writing are considered to be productive skills.1 Those are the basic language skills
especially in teaching and learning English as a foreign language at schools,
courses or other educational institutions whether they are formal or informal.
As one of the language skills, reading plays an important role because
reading has become a part of our daily life. Through reading, people are able to
gain a lot of knowledge, information, pleasure and problem solutions. Hence, the
ability to read a text in many forms will contribute a great deal advantage in our
life such as gaining success at school, university or other educational institutions.
Reading is the act of interpreting printed and written words. Reading
requires understanding or comprehending the means of the text. Through reading,
readers can also understand the message the writer has informed. People have
their own reason for reading. In many cases, people will do their reading to get
pleasure, knowledge and information, or just to waste the time.
1Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1989), p. 16.
2
The ability to read is crucial in contemporary society. Nowadays,
information is being presented to people around the world in many forms. During
the past few years there has been a plethora of information introduced to them.
While books are being produced, there is also a significant amount of information
on the internet. As a result of all this information, people living in this age have to
be able to read faster and comprehend information at a much faster rate.
Moreover, due to the limited time people have in the globalization era, the
importance of reading speed is getting higher every day. People should have an
ability to read faster in order to receive information given to them in this era.
Therefore, the ability of reading speed is important to help people in facing the
huge improvement in the era of information nowadays.
The low interest in reading is regarded to be a problem by lot of people in
this country. There are a lot of factors that cause the low people’s speed reading
achievement. They can come from intrinsic and extrinsic factors. Some factors
that come from intrinsic are IQ, talent, interest, attitude and aptitude, including
motivation. Lacking one or more of these factors, may lead people to read but it
will not reach the optimum reading speed achievement. According to the
statement, it can be seen that the low interest in reading appears because of the
low motivation to read people have. That low motivation to read becomes the
main problem of this research.
When someone is motivated to read, they are more likely to be engaged in
reading and therefore comprehend better. Someone who comprehends the text will
increase their reading speed achievement. “Motivation influences reading
comprehension, highly motivated readers have feeling of involvement, stimulation
or enjoyment during reading, and tend to possess knowledge in the dominant of
their interest.”2 In addition, someone who is highly motivated in reading will have
a better reading comprehension, while someone who has a low motivation will
decrease their reading speed and will also decrease its comprehension.
2John T. Guthrie, et.al, Reading Motivation and Reading Comprehension Growth in the
Later Elementary Years, Contemporary Educational Psychology, 2007, p. 282.
3
As one of factor affecting reading speed, reading motivation plays an
important role to support reading speed achievement. In addition, Buzan stated
that “Increase your motivation – it increases your speed. The more educated
person usually reads faster only because of pressure of time and greater
motivation, not because they know how to read more effectively.”3 According to
Buzan’s statement, someone reads faster because they have a great motivation not
because they know how to read effectively. It means that, someone with higher
motivation in reading will have a better speed reading achievement.
In this research, the writer emphasizes her research in finding the correlation
between students’ motivation in reading and their reading speed on the second
semester of Department of English Education State Islamic University (UIN)
Syarif Hidayatullah, Jakarta. The writer tries to find whether the reading
motivation of the students’ influence their reading speed. To find out the
importance of reading for University level, the writer refers to the syllabus of
reading 2 for the second semester.
The standard competence in Reading for the second semester are
understanding written text from various genres, finding main ideas and specific
details on the passage and guessing meaning of the context4. And the indicators of
reading for the second semester are (1) Identifying the main idea and supporting
detail in the passages. (2) Read rapidly with sufficient understanding. (3) Guess
meaning of words through the context and shape the critical thinking.5 From the
Standard Competence and Indicators above, in this reading activity the students
should mastery the speed reading ability and understand the text sufficiently.
Based on the description above and the standard competence required for
the University level, the ability and skill in reading speed is very important while
the low motivation in reading still become the main problem in reading activity.
3Tony Buzan, The Speed Reading Book, (London: BBC Worldwide Limited,2003), p. 31.
4 Department of English Education, Reading 2 Syllabus (Jakarta: Department of English
Education, 2013), p. 1. 5 Ibid.
4
From the point of view above, the writer wanted to research about: The
Correlation between Students’ Motivation in Reading and their Reading Speed (A
Correlational Study at the Second Semester of Department of English Education
State Islamic University Syarif Hidayatullah Jakarta).
B. The Limitation of the Problem
The writer limited the research on the correlation between students’
motivation in reading and their reading speed achievement of the Second Semester
of Department of English Education faculty of Tarbiyah and Teachers’ Training
Academic year 2012/2013UIN Syarif Hidayatullah Jakarta.
C. The Formulation of the Problem
Based on the background of the research, the writer formulates the problem
as follows:
“Is there any significant correlation between Students’ Motivation in Reading and
their Reading Speed?”
D. The Objective of the Research
According to the formulation of the problem above, the objective of this
research is to find out whether there is any correlation between students’
motivation in reading and their reading speed achievement and to describe how
high the correlation between students’ motivation in reading and their reading
speed.
E. The Significance of the Research
The result of this study is expected to be used for:
1. Students: To improve their reading comprehension and reading speed ability.
2. Teachers: To give an input in order that he or she can improve the students’
ability in reading an English text and also improve students’ reading speed,
and to motivate the students to read an English text more.
5
CHAPTER II
THEORETICAL FRAMEWORK
A. Motivation
1. Concept of Motivation
Motivation appears when someone has a huge desire to achieve and usually
come from inside. For the example, someone study hard because he or she wanted to
be number one; it means that he or she has a motive to be a better students than others
“Motivation is some kind of internal drive which pushes someone to do things in
order to achieve something”.1 It means that motivation is person’s desire to make the
necessary effort to achieve a goal. Lai define motivation as the attribute that moves us
to do or not to do something, motivation is the reason of underlying behavior.2
Motivation is an internal desires that refers to derive behavior to which pushes
someone to do things in order to achieve goals and directs the individual activities.
In learning activity, motivation in any kind of dimensions plays an important
role that influences the success of learning activity. Even thou it is important, but
motivation is not the only factor on the successful of learning activity. McDonald
states that motivation has a significant role in learning process. Students who have
higher motivation will get better opportunity to succeed in their learning activity than
the lower one. Motivation is necessary but not a sufficient condition for learning. If a
person is not motivated, he or she will not expand the psychological energy necessary
to acquire responses; he or she will avoid the learning situations that will produce the
desired changes.3
1Harmer, op. cit., p. 51.
2Emily R. Lai, Motivation: A Literature Review, Always Learning, 2011, p. 4.
3Richard M. Ryan and Edward L. Deci, Intrinsic and Extrinsic Motivation: Classic
Definitions and New Directions, Educational Psychology, 2000, pp. 54-65.
6
But even though motivation holds an important role in learning activities, it is
not the most important one because teaching learning process will still happens even
thou with low motivation; it will only decrease learning achievement. Ur states that
there are some others characteristics of motivated learners, those are:
a. Positive task orientation. The learner is willing to tackle tasks and challenges
and has confidence in his or her success.
b. Ego-involvement. The learner finds it important to succeed in learning in order
to maintain and promote his or her own positive) self-image.
c. Need or achievement. The learner has a need to achieve, to overcome
difficulties and succeed in what he or she sets out to do.
d. High aspiration. The learner is ambitious, goes for demanding challenges, high
proficiency, top grades.
e. Goal orientation. The learner is very aware of the goals of learning, or of
specific learning activities, and directs his or her efforts towards achieving.
f. Perseverance. The learner consistently invests a high level of effort in learning,
and is not discouraged by setback or apparent lack of progress.
g. Tolerance of ambiguity. The learner is not disturbed or frustrated by situations
involving a temporary lack of understanding or confusion; he or she can live
with these patiently, in the confidence that understanding will come later.4
2. Kinds of Motivation
Motivation can be divided into two kinds, intrinsic motivation (the urge to
engage in the learning activity for its own sake) and extrinsic motivation (motivation
that is derived from external incentives). Both of these have an important part to play
in classroom motivation, and both are at least partially accessible to teacher
influence.5
4Penny Ur, A Course in Language Teaching Practice and Theory, (New York: Cambridge
University Press, 1996), p. 275.
5Ibid., p. 276.
7
a. Intrinsic Motivation
Motivation that comes from the individual itself called as intrinsic
motivation. “Intrinsic motivation comes from within the individual.”6 It means
that motivation is a desire which comes from inside to do something. Santrock
said that intrinsic motivation involves the internal motivation to do something
for its own sake. For example, another student may study hard for a test
because he or she enjoys the content of the course.7 So, intrinsic motivation is
the natural tendency to seek out challenges as we pursue personal interest and
exercise capabilities. The statement above shown that motivation will be active
or has function and do not need to stimulate from outside, because every person
has a drive to do something.
According to Berliner, intrinsic motivation can be found in four
components; interest, needs, hobby and goal.8 Those four components will be
described as follows:
1) Interest
Students with an interest on a subject tend to pay attention on it. They
feel it makes a difference to them. They want to become a fully aware of
its characters. Interest is the factor which determiners an attitude in
working or studying actively. Learning process will run well if the
students have an interest. The students will study regularly or effectively
and they will be success if they have high interest. Students enjoy dealing
with the subject they learn because he or she believes it can lead them to
success. In teaching learning process the teachers should not only transfer
the knowledge to the students, but they should also increase their interest
in learning in order that they want to learn harder. According to Stone and
6 Harmer, op. cit., p. 51.
7 John W. Santrock, Educational Psychology, (New York: Mc-Graw Hill, 2004), p. 418.
8N.L. Gage & David C. Berliner, Educational Psychology, (Boston: Houghton Mifflin
Company, 1984), p. 374.
8
Nielson “on personal there is a positive interest that will increase the
character of success”.9 It could be conclude that interest is one of the
component that can motivate someone in achieving something.
2) Need
Need is a condition of tension in an organism resulting from
deprivation of something required for survival well-being, or personal
fulfillment a substance, state or any other thing. It means that need is a
circumstances in which something is necessary. In his book, Harmer
stated the term “need” is used to denote some interfered common
characteristics of the motivational basis for the behavior of an
individual.10
It means that in observing individuals in different situation,
we sometimes note consistencies in their behavior. Someone usually do
anything they can due to their need, and the things they do refer to their
independency.
3) Hobby
Hobby is an activity or interest that is undertaken for pleasure or
relaxation in one’s spare time.11
So, hobby is an activity which is done for
pleasure and it is usually something that you really enjoy to do it. Hobby
usually did for pleasure during someone’s free time. That means hobby
refers to like or pleasure doing something for wasting time.
4) Goal
The writer has said that motivation is closely bound up with a person’s
desire to achieve a goal. The learner is very aware of the goals of learning
activities, and directs his or her efforts towards achieving them. All
people have a goal in their life. Before they do what they wanted to do,
9 David R. Stone and Elwin C. Nielson, Educational Psychology, (New York: Harper and
Row Publishers, 1983), p. 165. 10
Harmer, op. cit., p. 259.
11
Frank Liz, Do You Want to Increase Your Intrinsic Motivation?, 2009, (www.artipot.com).
Retrieved on Wednesday, January 02, 2013.
9
they have decided a goal first. For the example; the students works hard
for his or her paper because they wanted to achieve their goals. Almost all
people have goals in every activity that they want to do in their daily life.
Goal can lead someone to do or avoid something related to the goal itself.
In teaching and learning activity, the students have to know and decide
their purposes in learning, because it can be a great motivation for them. If the
students know the appropriate purposes, they will prepare everything that can
help them to achieve everything they want.
b. Extrinsic Motivation
Extrinsic motivation is kind of motivation that come from outside which
also pushes someone to achieve the goal. “Extrinsic motivation is that which
derives from the influence of some kind of external incentive, as distinct from
the wish to learn for its own sake or interest in tasks.12
Extrinsic motivation will
be active if there is stimulation from outside. An example: a student studying,
because he or she knows that tomorrow there will be a test, by hoping that he or
she could get a good value.
We can find many sources of motivation, but actually motivation only has
two big sources, the first source comes from within the individual itself or
known as intrinsic motivation and the second is extrinsic motivation, which
appears from the outer side of and give some influences to the individual like
give incentives, social pressure or punishment. Gage and Berliner stated that the
extrinsic motivation comes from three basic elements, those are teachers,
parents and environments.13
The concept of the three basic elements would be
described as follows:
12Ur, op. cit., p. 277.
13 Gage & Berliner, op. cit., p. 441.
10
1) Teachers
A major factor in continuing of a student’s motivation is the
teachers. Teachers have an important role in learning activity because
they will be the students’ parents as long as they stay at school. The
teachers are not only a person who transfers the knowledge to the
students, but also as a motivator who can support the students in learning
activity. Teachers should not only give the knowledge to the students but
they should also increase the students’ interest in learning in order to
make the students study harder and have a higher motivation in learning.
2) Parents
Students who are encouraged by their parents will try new things
and try to give high performance to get reward from their parents. As a
result they will get better achievement. According to Harmer “Parents’
attitude to language learning will be greatly affected by the influence of
people who are close to them. The attitude of parents and older siblings
will be crucial”.14
The role of parent, especially learning activity is really
crucial, because they are the main role model for their children.
3) Environment
A student who has higher motivation in learning and though by a
qualifier teacher is not always guaranteed to study or get success well, but
there is still other factor that can motivate student in order to study hard
that is environment. According to Arrends, there are two kinds of
environment which can influence the students in learning; home
environment and classroom environment.15
14
Harmer, op. cit., pp. 51-52. 15
Richard I Arrends, Learning to Teach, (Singapore: Mcgraw-Hill Book Company, 1989), p.
164.
11
To sum up, there are two kinds of motivation in learning activity. Those
comes from the internal derives of students which called as intrinsic motivation
and the other one are motivation that come from external which called as
eternal motivation. Both of those motivations play an important role in learning.
B. Reading
Reading is one of the major avenues of communication is an essential skill of
English as a second or a foreign language; and reading is an important skill to be
mastered. With strengthened reading skills, a reader will make greater progress and
attain greater development in all academic area. Reading is an active fluent process
which involves the reader and the reading material in building meaning. It involves
skill, thinking, but considered in its broader sense it affects the entire personality.
1. Definition of Reading
In today’s world, one of an important ways to communicate with speakers of
other languages and with members of other cultures is via reading. Reading is the
process to get, to understand, to catch the content of the reading by the reader. Some
others say that reading is a process to establish a representation of meaning, which
involves more than merely identifying the word on the page but what must be
achieved, is an understanding of the whole sequences of sentence.
Reading is the activity of understanding the printed matters. The main purpose
of reading is to understand what the writer tried to express through printed maters.
Spears states reading as a process that begins with decoding words; it is deciphering
the letters that make up individual words. Reading is more than just processing the
letters and sounds, because the real meaning of a text lies in the relationship the
words have with each other, and it is a process to understand that relationship.16
The
reading activity is not only the activity to understand what the writer tried to show
16 Deanne Spears, Developing Critical Reading Skills, (New York: McGraw-Hill Inc., 2006),
7th
edition, p. 2.
12
about what he or she has written, it is also the communication process between the
writer and the reader. In this case, the writer tried to communicate with the reader
through printed text. Harris and Smith defined reading as a form of communication.
Information and ideas are exchanged between writer and reader in the act of
communicating. The writer expresses his thoughts on paper with language, using
whatever skills and style he has developed personally. The reader attempts to retrieve
meaning from the printed page.17
Indeed, reading is the activity to build a simple idea of huge information.
“Reading is the process by which we identify individual words from their printed and
written forms, and by which we combine these words into simple ideas or
prepositions, in order to be able to form a mental model of a text based upon
inferences that take us beyond the information given.”18
Through reading, the reader
intended to build a schema related to the information he or she get, so he or she has a
different point of view about anything.
Through reading activity, someone can be an open minded person; because he
or she got a lot of information from the text they read and construct a new main set in
their mind. This opinion also supported by Taboada and Buehl who described the
meaning of reading as the process of constructing meaning in the reader’s mind
through interaction and involvement with written text. It is more about
comprehending the texts; a reader must be an active participant who engages to a
problem solving process where thinking is influenced by the text and reader’s
knowledge.19
17Larry A. Harris and Carl B. Smith, Reading Instruction, (New York: Richard C. Owen
Publishers., 1980), p. 39.
18Geoffrey Underwood and Vivienne Batt, Reading and Understanding: An Introduction to
the Psychology of Reading, (Cambridge: Blackwell Publishers, 1996), p. 189.
19
Ana Taboada & Michelle M. Buehl, Teachers’ Conception of Reading Comprehension and
Motivation to Read, Teachers and Teaching: Theory and Practice, vol. 18, 2012, p. 102.
13
From the definitions above, the writer assumes reading is an activity that the
reader does to get information and writer’s idea from textual sources. Reading is not
only looking at word in the form of graphic symbols but also getting meaning from
word to word or line to line to understand what we read. It means that reading is the
process to understand the text content and to get information meaningfully.
2. Purposes of Reading
A person may read for many purposes, and that purposes help to understand
more what is read by people. If he or she is reading for pleasure or reading for pure
recreation and enjoyment, he or she may read ether quickly or slowly based on the
way he or she likes or feel. But if he or she is reading for study or information such
news, science or some line, which are parts of his or her study or assignment it does
very slowly and carefully. And generally, the purpose of reading is to find some
information from the text.
McDonough and Shaw as quoted from William; classify the purposes of
reading into three purposes. First, people read to get the general information. Second,
people read to get the specific information. Third, people read to get pleasure or
interest, although it is for enjoyment, it is still purposeful.20
McDonough and Shaw also stated as they quoted from Rivers and Temperley
that the specific purpose in reading are (1) to get the information about a topic that
students need, such as books, encyclopedia, etc. (2) to get the instruction on how to
do something, such as instruction of electric devices. (3) to keep in touch with friends
such as letters and email. (4) to know when or where something will take place or
what is available, such as time table, schedule, etc. (5) to know what is happening or
has happened, such as newspaper or magazine. (6) to get pleasure.21
Those purposes
are the reason why students usually want to read. In other hand, Murcia also stated
20Jo McDonough & Christopher Shaw, Materials and Methods in ELT, (London: Blakweel,
1993), p. 102. 21
Ibid, pp. 102-103.
14
that there are some other specific reading purposes for the students in academic
setting, they are; to search information, to learn new information, to synthesize and
evaluate the information and for general comprehension.22
Based on the description, the writer considers that there are two general
reading purposes. First, is to get the information whether it is general or specific
information. Second, people read only for pleasure, because he or she likes the
reading activity.
3. Kinds of Reading
There are numerous kinds of reading activity, but based on the purposes of
reading, Nuttal classified the kinds of reading only into two types; the first is
intensive reading and the second is extensive reading.23
they are described as follows:
a. Intensive Reading
Intensive reading is kind of reading which the purpose is to grasp a
comprehension of the whole passage. Based on Nuttal’s point of view intensive
reading involves approaching the text under the guidance of a teacher or a task
which forces the student to focus on the text. The aim is to arrive at an
understanding, not only of what text means, but of how the meaning is
produced.24
In other word, intensive reading is used to gain a deep
understanding of a text which is important for readers.
To reach the comprehension in reading, it is necessary to pay attention of
reading accuracy concerning reading text. The emphasis of intensive reading is
on comprehending certain reading material. Students have to grasp the author’s
message completely so as it requires a deep comprehension.
22
Marrianne Celce-Murcia, Teaching English as a Second or Foreign Language, (Boston:
Heinle & Heinle, 2001), p. 187. 23
Christine Nuttal, Teaching Reading Skill in a Foreign Language, (London: The Nemman
Educational Ltd., 1982), p. 23. 24
Ibid
15
b. Extensive Reading
The second type of reading is extensive reading. It is kind of reading that
lead reader to read the text with pleasure. This assumption also supported by
Harmer “extensive reading enabled readers to enjoy what they read. If the
readers enjoy what they read, they will read more, and if they read more, they
will know better and used to read fast”.25
It is supposed that the best way to do
the extensive reading is trying to enjoy reading itself.
Furthermore, Nuttal stated extensive reading is assumed that in order to
understand the whole (e.g. book), we must first understand the parts (sentences,
paragraphs chapters) of which it is made up. However we can in fact often
understand a text adequately without grasping every part of it: Students have to
be encouraged to develop this facility.26
It means, in extensive reading reader
does not need to know every single word to grasp the entire meaning of the
text.
Extensive reading helps reader to comprehend the text without read the
whole chapter and every parts of the book. It is likely more to emphasize the
accuracy activity involving reading for detail. Extensive reading used to gain a
deep understanding of a text by finding the specific information written on the
text.
To sum up, both intensive and extensive reading is used for different reading
purposes. Intensive reading used to understand the details meaning of the text
completely for specific purposes such as business and science. Meanwhile, extensive
reading enables readers to read fast because they do not need to read the whole
chapter of the book; the purpose is to find the detail information of the reading
passages.
25
Harmer, op. cit., p. 99. 26
Nuttal, op. cit., p. 38.
16
C. Reading Motivation
1. The Understanding of Reading Motivation
As what explained before that motivation is kind of internal derives that pushes
someone to do things in order to do something, and it has a significant role in
teaching learning process. In terms of reading speed, motivation to read has an
important role due to reading activity and its speed. As an important factor in reading,
the lack of motivation as the origin of the problems lot of teachers faced in the
learning environment.27
It is known that reading motivation contributes to students’
comprehension of they read and their reaching success at school and its
comprehension predicts their achievements.
In real life, people generally read something because they want to or have a
desire to do so and purpose to achieve. Someone who has a huge motivation in
reading means that he or she felt the enjoyment of reading activity. The same concept
of reading motivation declared by Guthrie and Caddington in their journal that
reading motivation can be defined as the enjoyment and internal derives of reading
activities for one’s sake. Reading motivation consists of text interaction for
enjoyment to satisfy curiosity and to gain new challenging to broad readers’
knowledge. While someone already find the feeling of enjoyment in reading, he or
she will do that reading activity regularly and automatically comprehend better, those
reading comprehension will also automatically affect its speed.28
Motivation in reading, especially for the students became the factor of how
many information and comprehension someone will get after he or she read a text.
“Reading motivation has a determining effect on students concerning how much they
27 Edmunds & Bauserman, What Teachers Can Learn about Reading Motivation through
Conversation with Children, The Reading Teachers, 2006, pp. 414-424. 28
John T. Guthrie, Cassandra S. Coddington, and Allan Wigfield, Profils of Reading
Motivation for Reading, Profiles of Reading Motivation, 2010, p. 6.
17
will read.”29
Based on those statements, motivation in reading not only predicts
students’ achievements and comprehensions, but indicates that it also predicts how
much students will read and how much time they will spare. In other words, there is a
relation between reading amount and reading motivation.
In terms of reading speed, improving students’ motivation in reading can make
them spare more time for reading and to make them become a more competent
reader. In this context, the matter on how students’ motive can be increased becomes
a highly important question, it affected by lots of factors. In line with Hirabe who
defines reading motivation as the internal desires of someone to learn language. He
believes that while someone has a high motivation to read, he or she is learning those
languages through printed text to communicate with others (social life).30
According
to those statements, the motive of the students to read caused by lot of factors, some
of them read because they wanted to learn its language, some others learn because
they feel connected with the characters of the book they read, or simply because they
just love reading.
The motivation of reading itself affected by lots of factors, and those factors
depend of the reader’s personal reason in deciding their reading purposes. Those
purposes could be the desire to seek knowledge, the pleasure of reading activity or the
enjoyment of learning the languages. Students usually increase their motivation in
reading if they love the content of the book and environment that support them.
Meanwhile, students will decrease their reading motivation if they could not find the
enjoyment of reading and support from the environment. “Social life including
29Guthrie, J. T., & Wigfield, A, Engagement and Motivation in Reading, Reading Research
Book, 2000, p. 403. 30
Ryko Hirabe, “Extensive Reading and L2 Reading Motivation in Japanese as a Foreign
Language”, A Thesis of New Zeland High School Students, New Zeland, 2011, p. 28.
18
friends and parents, student’s freedom to choose their own book to read and also
difficulty of books level are an essential factors effecting reading motivation”.31
Based on the explanation above, the writer concludes that reading motivation is
a kind of internal derives that pushes someone to read, it could come from internal or
external. Reading motivation that come from internal causes by the reader’s personal
desire to find information or maybe only for pleasure. While reading motivation
comes from external drives, it may caused by reader’s social life, such as find
information for educational purposes or demands for a job.
2. Dimensions of Reading Motivation
Motivation in reading is affected by the reason of why someone do or avoid the
reading activity. “Dimensions of reading are the internal and external reasons in
motivating students to read”.32
According to Watkins and Coffey the reading
motivation consists of eight main dimensions, those are (1) Grades compliance, (2)
Involvement, (3) Social, (4) Competition, (5) Reading work avoidance, (6) Curiosity,
(7) Recognition, (8) Efficacy.33
Here are the explanations.
a. Grades-Compliance
Grades-compliance is a combination factor of the Compliance, Grades
and Recognition factors. This dimension represents performance concern and
extrinsic sources of motivation. This dimension focuses on grades and
compliance with reading work demands.
b. Involvement
This factor is clearly related to the general involvement, but focused
on the specific reason to enjoying mystery stories. “Reading involvement refers
to the enjoyment involved with reading different kinds of texts, it is the feeling
31Edmunds & Bauserman, op. cit., p. 415.
32 Linda Gambrel & Rose Marie Codlington, Fostering Reading Motivation: Insight from
Theory and Research, American Reading Forum,1998, p. 17. 33
Marley W. Watkins & Debra Young Coffey, Reading Motivation: Multidimensional and
Indeterminate, Journal of Educational Psychology, 2004, pp. 110-116.
19
of engagement between the readers and their reading text”.34
Mostly, the feeling
of involvement appears because the reader itself really loves the reading
activity.
c. Social
Social dimension of reading is a factor reflecting aspects of reading.
This aspect is kind of internal desire to connect with others through reading
activity. In addition, William states “dimensions of social in reading motivation
is the relationships among academic achievement and social goals, social
competence, and social responsibilities”.35
Social dimension of reading
sometimes can be a tool for someone to know how people around the reader
can receive him or her based on the knowledge they got through reading
activity.
d. Competition
Reading Competition is concerned with an individual's attempt to
outperform others in reading. Dimension of competition in reading pushes
someone to be a better reader than others around them.
e. Reading Work Avoidance
This factor is the most clearly and consistently factor in term of
motivation in reading. It is the factor that identified why reader are commonly
avoids reading, and do not make reading as a habitual activity.
f. Curiosity
Watkins and Coffey stated “curiosity refers to the desire to learn about
a certain idea, and is related to work on reading interest”.36
It means that
curiosity is the desires to know a text. Commonly, curiosity comes from
someone’s internal motivation to find information or reading for pleasure.
34
Ibid 35
William R. Lai, Operational Definition and Assessment of Higher Order in Reading
Motivation, Educational Psychology Review, 11, 2003, pp. 110-111. 36
Watkins and Coffey, op. cit., p. 115.
20
g. Recognition
Reading Recognition is related with tangible forms of recognition such
as teacher or peer approval in reading. Recognition related to the relationship
with others, whether it is the teacher or the reader’s friends. This dimension
represents how other people recognize someone as good reader or not.
h. Efficacy
Efficacy refers to readers’ beliefs about their ability and constancy in
reading habits. In this point of view, students believe that they have a better
ability in reading that any other materials.
According to the above statements, the dimensions of reading can be concluded
as eight main factors which can measure the students’ motivation in reading.
According to those dimensions of reading, factors that motivate students to read can
be found. Based on the eight theoretical dimensions of reading motivation, Marley
and Coffey create 32 questionnaires in order to measure learner’s motivation to read,
that commonly known as Motivation for Reading Questionnaires (MRQ).
D. Reading Speed
1. Definition of Reading Speed
Reading speed is a technique of reading that helps a person to focus his or her
attention better. Buzan said “this speed reading course will help you to read more
quickly. It also helps you to understand better. Reading without comprehension is
useless.”37
Reading speed is not only read a text faster but it is reading a text faster
with a good comprehension. It is a technique that should be mastered by the students,
and as a technique, reading speed cannot be mastered constantly but should be
practiced regularly and step by step. In other point of view, speed reading is seeing,
decoding and comprehending the words. When people read with a right speed, their
37Buzan, op. cit., p. vi.
21
comprehension usually reduce, therefore when people speed their reading they have
to know when to slow down and speed up their reading.38
It means that reading speed
is also the ability of the reader to manage their skill in reading, because they have to
know when to fast and slow down their reading.
According to Wainwright written in his book, speed reading is “Reading faster
without loss of comprehension, skimming and studying effectively, and of course
reading critically.”39
Based on that statement, there are some techniques that must be
practice while trying to rapid reading a text. Reading speed is a skill to get the
information faster and better comprehension. According to the above statement, it can
be explained that reading speed is reading with a limited time but do not lose its
comprehension. Someone called a speed reader if he or she understand and
comprehend the text that has been read, and to know its comprehension, the test must
be held based on the reading text.
In other hand, Anderson said as he cited from Nuttal that reading speed is not
only a strategy to read faster, but it is a rapid reading with understanding the ideas
written by the writer. Mostly, reader who do not understand and lack of motivation
often slow down their reading rate and then do not enjoy their reading because it
takes too much time.40
While some one slow down their reading, that means he or she
could not understand clearly the text they read. Konstant in her book states “Speed
Reading is not just about reading fast, it is about managing information. It is a skill.
Developing that skill does not mean you have to read fast all the time. The technical
content of the material, mood, and familiarity of the subject, purpose and motivation
38Richard Sutz, & Peter Weverka, Speed Reading for Dummies, (New York: Wiley
Publishing, Inc.,), p. 46.
39 Gordon Wainwright, How to Read Faster and Recall More, (New York: How to Books
Ltd, Spring Hill House & Begbroke, 2007), 3rd
edition, p. 38.
40
Neil J. Anderson, Improving Reading Speed: Activities for the Classroom, English
Teaching Forum, (Utah: 1999), p. 2.
22
to read faster are some of factors that will offers the speed at which you read.”41
Those statements clearly explained that reading speed is ability to manage some
technique to increase reading comprehension.
According to the writer, speed reading is reading at speeds significantly than
normal without losing its comprehension or a method of reading rapidly by
assimilating several words or phrases at a glance or by skimming. Based on some of
the statements above, it is important to remember that reading speed and motivation
to read are two separate elements in the reading process, but both of them are
influenced each other. Reading speed is not only about read a text faster but it is also
reader’s ability to manage the information they got from the text wisely. And that
ability is influenced by some factors like technical content, difficulty of the text,
background knowledge and motivation to read.
An effective and efficient reader is a flexible reader. Flexible reader is a reader
that is able to adapt or control flexibility of reading time with purposing read and any
reading conditions, such as reading difficulty level, reading motivation, interest,
reading strategy, etc. Another ability that should be reached by a reader is 80%
comprehension of reading content.42
Commonly, effective reading rate can be
classified into highest, high, fast, average and slow.
Reading speed is not only reading with a short time, but the main purposes of
reading speed itself is to comprehend reading materials better with a limited time by
pushing the capability of our brain maximum. While someone fast their reading, they
will also pushes their brain to think harder than when they slow down their reading.
41Tina Konstant, Work Smarter with Speed Reading (Great Britain: A Macmillan Company,
2010), p. xv.
42
Sutz & Weverka, op. cit., p.76.
23
Reading speed relates its speed to educational level, as figured mentioned by
Buzan:
Graphic 2.1
Buzan said: “the reason for the increase with education is not so much due to
gaining knowledge of how to read better, but to the simple pressure of having to read
so much more material in such a compressed time.”43
Based on the statement above,
motivation to read is a crucial factor in reading speed because the image shows
during collage and post-graduated research, people are more motivated to read
because commonly the pressure to read and seek of information are higher than
during junior and senior high school. While after leaving formal education, people
usually jump right back to the junior school level, primarily because their motivation
and pressure to read has declined.
The reading speed between the first language learner (L1) and the second
language learner (L2) must have a different rate. As known that reading is a process
to understand the information through printed text, reading speed need not only the
understanding but also comprehension that written text with a short time. For many
43Buzan, op. cit.,, p. 29.
24
foreign or second language (L2) learners, reading speed is performed to obtain
meaning from a text, from which vocabulary and grammatical structures are acquired
at the same time. This problem may causes the foreign language (L2) learners read
much more slowly in L2 than in their native language. Anna C-S Chang states that
“The slow reading for the L2 learners usually happened because while the L2 learners
read, they often do so laboriously word by word and check unfamiliar words as they
encounter them, implying that they lack automatically of word recognition.”44
The habitual reading activity did by a foreign language learner may caused the
slow reading habit, the attention to focus in reading materials will be divided in
receiving the words meaning and comprehending the content, and automatically the
habit of slow reading is formed. An effective and efficient reading rate for a foreign
language learner (L2) could be classified as follows:45
Reader Speed wpm Comprehension
1. Poor 10-100 30-50%
2. Average 200-250 50-70%
3. Fast 250-300 70-80%
4. Top 1 in 100 800-1000 80+%
5. Top 1 in 1000 1000+ 80+%
44
Anna C-S Chang, The Effect of a Timed Reading Activity on EFL Learners: Speed,
Comprehension and Perceptions, Reading in a Foreign Language, 2, 2010, p. 284. 45
Buzan, op.,cit., p. 15.
25
According to Sutz and Weverka, there are two procedures that must be passed
in measuring reading speed. The first is measuring the reading speed and the second
is measuring the reading comprehension, and both of the score must be integrated to
get an Effective Reading Rate (ERR).46
a. Testing Speed-reading
This test used to measures how many words that read by the readers. Formula to
get result from speed reading test is:
The number of words in the text
X 60 = Words per Minute (WPM)
The number of second required to read the text
b. Testing Reading Comprehension
Testing reading comprehension used to measure the whole comprehension got
by the reader after reading the text and answering some questions related to the text.
In order to get the result of an Effective Reading Rate (ERR), both aspects; speed
reading rate and reading comprehension score must be integrated.
Right Answers
X 100% = Reading Comprehension Score (percentage)
Maximum Score
Word Per Minute Rate X Comprehension Percentage Score = ERR
46Sutz & Weverka, op. cit., pp. 75-83.
26
2. Factors Affecting Reading Speed
There are some purposes affected someone to speed their reading. According to
Konstant there are five main factors contributing in reading speed, they are as
follows:
a. Clarity of Purpose
The clarity of purpose is the ability to always know the reason why we
read something. The purposes itself depend on the reader, whether he or she
read a text for pleasure of to get an information in it. The clearer the purpose,
the faster that will be able to read.
b. Mood and Motivation to Read
Mood and motivation in reading are something important. If someone
feeling tired and do not have motivation to read they usually cannot read as
quickly as when they have a clear reading motivation. Tried to manage and
clearer the motivation so that we can concentrate and focus on the time.
c. Familiarity with the Subject-related Terminology
This factor means the background knowledge the readers have about
the material. If readers have background knowledge about the text, they will
have a framework to build and might be able to read quite quickly.
d. Difficulties of the Text
If the books are easy to read, the readers will read it faster, but if the
books are difficult to read, then readers will read it slower. The difficult book to
read usually will slow down our reading.
e. Urgency and Stress Level
Urgency and stress lever are also important factors due to reading
speed factors. When we read something immediately, we cannot read quickly
because stress will slow us down.47
47
Konstant, op., cit. p. 22.
27
The different factors affected the inefficient reading speed also stated by Ahuja
& Ahuja. They divided it into some areas as follows:
a. Faulty Visual Perception
b. Word by word reading
c. Regression
d. Finger pointing and head swinging
e. Vocalization
f. Sub-vocalization
g. Lack of Stamina
h. Lack of Motivation and Reading Interest
i. Other Miscellaneous Barriers48
The nine problems above would be explained further concerning the causes and
how to overcome those problems in order the readers able to avoid those problems
and faster their reading.
The first problem is the area which related to the visual problems. Some
readers, even thou they have a perfect vision, they might still have a problem with
their visual perception which causes mistakes in recognition of words. The second
problem is word by word reading. Someone who reads word by word positively a
slow reader, because that one is not used to grasp the print in the longer meaningful
units and do not dare to read faster. That one is just become the word caller.
The third problem of reading habit is regression. A regression means denote
backward movement along line of print this is a reverse movement from right of left.
While regressing, the reader re-reads certain words or phrases in the line second time
while following reverse ayes movements. This attitude causes the slow reading.
Next, the fourth problem is finger pointing and head swinging. Finger pointing holds
the reader down to read one word at a time. As a result, only a very slow speed or
48
G, C, Ahuja & PramilaAhuja, How to Increase Your Reading Speed (Kuala Lumpur:
Synergy Books International, 1995), pp. 33-45.
28
reading can be attained. Fingers cannot move as fast as the eyes can see. And then,
there is a vocalization due to slow reading habit. Vocalization is the activity people
do while reading; they used to move their lips or even murmuring while reading
silently. Vocalization reduces the speed or reader because this attitude could hinder
the growth of adequate speed in reading.
The sixth problem of reading habit is sub-vocalizing. It is characterized by a
reader’s forming the words in his or her larynx. This attitude appears as if the readers
are saying each word to themselves as if they pronouncing each word and listening to
themselves. In order to avoid pronouncing internally the words you read, practice
reading rapidly under timed conditions, or talk about the material to yourself. The
seventh problem is lack of stamina. There are people who do not like reading and
some of them have no stamina to read, because they thing reading is a tiring and
stressful activity for them.
The net problem appeared in reading speed and commonly become the biggest
problem in it is the lack of motivation and reading interest. Lack of motivation in
reading activity causes someone a slow reader. The person who is not motivated to do
a certain reading becomes responsible for hindering his or her own reading speed.
The most important factor affected reading speed is motivation to read, due to the
lack of motivation and interest in reading it can slow down their reading. Finally the
last problem in reading habit is some others miscellaneous barriers. The others
barriers in affecting reading speed are word blocking, word analysis, monotonous
plodding, back tracking, re-reading, readability, mood and purposes and the lack of
concentration.
29
3. Techniques of Reading Speed
As discussed before, reading speed is not only reading rapidly, it is kind or
reading skill about how to manage the information, and as many other skill it skill
must be practiced regularly. In the effort of managing the information, people usually
use some techniques in it. There are lots of techniques that could be learned to help us
reading faster.
According to Nuttal, there are three techniques of reading speed that especially
well, those are as follows:
a. Preview; preview technique usually used to get the general idea of a
heavy reading.
b. Skimming and Scanning; Skimming refers to reading quickly to gain a
general idea and not the specific information. While scanning is usually
used to search some specific information, and skip other information.
c. Clustering; Clustering is a technique of reading speed that train to look at
groups of words instead of one at a time to increase reading speed.49
According to the explanation above, the writer concludes that there are lots of
various techniques in order to improve someone’s ability in reading speed and those
techniques used depends on the purpose of reading itself.
If someone wanted to get the general information from the heavy reading text,
he or she can use previous technique. Moreover, if the reader wanted to get the main
idea of a text, he or she can use skimming technique, while scanning used if the
reader has a limited time and only search for the detail information of the text. In
another way, reader can also used clustering technique in order to increase their
reading speed, but mostly clustering used for someone who already has a better
comprehension and reading vocabulary, because this technique need a higher
concentration and train the reader to read a text in the whole group of words.
49
Nuttal, op. cit., p.93.
30
There are any other techniques are able to use in order to improve reading
speed instead of some techniques mention above by the writer. In this case, the writer
mentions only some of them that commonly used to improve reading speed.
E. The Previous Study
There are three previous studies that the writer takes related to her research.
They are Ika Rosika, Ichwan Setiadi and Maidah. The Correlation between Students’
Interest in Reading and Reading Speed, The Effect of Reading Speed Software and
Students’ Reading Comprehension and The Correlation between Students’ Reading
Comprehension and Intelligent Quotation (IQ).
The first previous study is about students’ interest (hobby) in reading and the
correlation to their speed reading achievement. This research tried to find out whether
students’ who have an interest in reading also good in their speed reading. The result
of this research is the students’ interest influenced their reading speed.50
The second study is about the influence of speed reading software towards
students’ achievement in their reading speed, a study case in SMAN 1 Tangerang.
This research tried to find out whether the reading speed software gave the positive
effect to the students reading comprehension. The result of this study is reading speed
software affected about 40% students’ comprehension in reading.51
The last previous study the writer found was about the correlation between
students Intelligent Quotation (IQ) and their reading comprehension, a correlational
study at Madrasah Aliyah Pembangunan. This research focused on the correlation
between students Intelligent Quotient (IQ) scores and their reading comprehension
scores, whether students’ Intelligent Quotient influence their reading comprehension.
50
Ika Rosika, “The Correlation between Students’ Interest in Reading and Reading Speed,”
Skripsi of The Degree of Strata I UIN Syarif Hidayatullah Jakarta, Jakarta , 2010, p. 42, unpublished. 51
Ichwan Setiadi, “The Effect of Reading Speed Software and Students’ Reading
Comprehension”, Skripsi of the Degree of Strata I UIN Syarif Hidayatullah Jakarta, Jakarta, 2009, p.
43, unpublished.
31
The result of this research that Intelligent Quotation strongly influenced students’
comprehension in reading, the calculation result is about 0, 72 which means that it
strongly correlated.52
The previous studies above can be a good reference for the writer in doing her
research. She will compare the result of the research to the writer’s research, the
writer’s research itself will focused on finding out the relationship between
motivation in reading and reading speed. Besides the reading speed and its
comprehension, the writer will also focus on the motivation that mostly affected
students to read.
52
Maidah, “The Correlation between Students’ Intelligent Quotation (IQ) and Reading
Comprehension”, Skripsi of the Degree of Strata I UIN Sarif Hidayatullah Jakarta, Jakarta, 2009, p. 39.
32
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents place and time of the research, method of the research,
population and sampling, research instrument, technique of data collecting, and
technique of data analysis.
A. The Time and Place of the Research
The place of this research was conducted at Department of English
Education, Faculty of Tarbiyah and Teachers‟ Training; „Syarif Hidayatullah‟
State Islamic University located at Jl. Ir H. Juanda no 54. Post Code 15412
Ciputat, South Tangerang, Banten. The time of this research was started on May
02nd
2013 until May 06th
2013.
B. Method of the Research
The method used in this study is a quantitative research, because the writer
tried to describe and to test the relationship, it also presented the findings in a
numerical form, and analyze through the use of statistics. “Quantitative research
is an objective and systematic processes in which numerical data are used and
interpreted to obtain information about the world.”1 The research design used by
the writer is correlational study; it is an experimental study which will test the
relationship between two variables. In quantitative research, the writer builds
hypothesis to be proved.
The writer analyzed the research by using Pearson Correlation Product
Moment to know the result. For completing the data, the writer used two kinds of
research; library research and field research. In library research, the writer
observed and read some books in some libraries to support this paper. In field
`
1 Ronald E. Walpole, Qualitative and Quantitative Research for Education 5th Edition
An Introduction to Theories and Methods, (Boston: Pearson Education, Inc., 2006), p. 274.
33
research, the writer collects the students‟ motivation in reading through
questionnaires and their reading speed score.
The research is about the correlation between students‟ motivation in reading
and their reading speed.
C. The Population and Sampling
The population of the research consists of three classes from second semester
of English Education Students of Tarbiyah and Teachers Training, UIN Syarif
Hidayatullah, Jakarta.
The writer used cluster random sampling and chosen 1 class to be the sample
of taken data. The class consists of 30 students.
D. The Technique of Data Collecting
In collecting the data, the writer uses some instruments:
a. Questionnaire
The research instrument which is used in collecting the data is a reading
motivation questionnaire. The questionnaires based on indicators of
motivation in reading and they consist of 32 items, and the item has four
options on a scale from 1 to 4, with 1 (very different from me), 2 (a little
different from me), 3 (a little like me), 4 (a lot like me). Before the students
fill the questionnaires, the writer gives the explanation and direction about
what the students should do with the questionnaires.
b. Test
The test that used by the writer consists of two main tests. The first is
testing students‟ reading speed. In this test students will be asked to do the
rapid reading and find out their Word Per Minute Rate. The second is testing
students‟ comprehension. The reading comprehension test will be done after
the students finish doing the speed reading, and they will be ask to answer the
reading comprehension test related to the text they have read before. Both
reading speed score and comprehension score will be integrated and the final
score would be the effective reading rate.
34
E. The Technique of Data Analysis
In obtaining the result of research, the writer used analysis technique by Karl
Pearson, therefore it often called by Pearson correlation technique.This analysis
is to find out the correlation between students‟ motivation in reading and reading
speed. The writer uses the correlation formula by Pearson Product Moment
Correlation Formula.
The formula that used is:
rXY = ( )( )
√* ( ) +* ( ) +
rxy = The Correlation Coefficient Between Reading Motivation andtheir
Reading Speed
N = The Number of Respondents
X = The Student‟s Score of Reading Motivation
Y = The Student‟s Score of Reading Speed
ΣX = The Sum of Reading Motivation Score
ΣY = The Sum of Reading Speed Score
ΣX2
= The Sum of Squares of Reading Motivation Score
ΣY2
= The Sum of Squares of Reading Speed Score
(ΣX)2 = The Squares of The Sum of Speed Reading Motivation Scores
(ΣY)2 = The Squares of The Sum of Reading Speed Scores
ΣXY = Total Number of Reading Motivation Scores and Reading Speed Score
35
To know the correlation between two variables, namely: reading motivation
and reading speed, the writer used correlation level (r) as seen in the Table below:
Table 3.1
Interpretation of Product Moment Score
Coefficient of Correlation “ r ” Interpretation
0.00—0.20 The Correlation is Neglected
0.20—0.40 The Correlation is Weak
0.40—0.70 The Correlation is Strong Enough
0.70—0.90 The Correlation is Strong
0.90—1.00 The Correlation is Very Strong
Interpretation of Product Moment Score, adapted from Burns and Grove, page:
157.
F. Hypothesis
The statistical hypothesis of this skripsi may be:
1. Null Hypothesis (Ho)
“There is no correlation between students‟ motivation in reading and their
reading speed”.
2. Alternative Hypothesis (Ha)
“There is a correlation between students‟ motivation in reading and their
reading speed”.
36
CHAPTER IV
RESEARCH FINDING
This chapter presents the result of the research. It discusses the findings
which cover; the description of the data, the analysis of the data, the interpretation
of the data and discussion.
A. The Description of the Data
As it has been mentioned in the previous chapter, the sample was taken from
1 class of Department of English Education on second grade. The class consists of
30 students that was analyzed their scored in order to know whether there is any
correlation between students’ motivation in reading and reading speed of second
semester of English Education of Department, State Islamic University Syarif
Hidayatullah, Jakarta.
In this chapter, it will be discussed and explained about the score of
Motivation in Reading and the result of students reading speed achievement which
has been collected. To find out whether there is significance correlation between
students’ motivation in reading and reading speed. The whole data is as follows:
1. Data of Students’ Motivation in Reading andReading Speed
From the table it can be seen the total score from 30 respondents for
students’ motivation in reading is 3092 and the reading speed test is 6675,18. The
result of reading motivation score and reading speed test can be seen as follows:
a. The Highest Scores:
1) Reading Motivation Score : 114
2) Reading Speed Test : 288
b. The Lowest Scores:
1) Reading Motivation Score :91
2) Reading Speed Test :153.15
37
2. The Correlation between Students’ Motivation in Reading and
Reading Speed
After achieving the data of students’ motivation in reading as variable X
and the score of reading speed as variable Y, the next step is determine the
calculation table, which is to be used as the calculation for the index score
correlation of product moment.In this case, scores of students’ motivation in
reading and reading speed test are correlated by using Pearson Product Moment
formula. The data can be seen in the table 4.2 which the description is as follows:
Based on the result score of Students’ Motivation in Reading (x) and
Reading Comprehension (y) the total score and the data can be seen as follows:
Table 4.2
The Result of Product Moment Table
NO
READING
MOTIVATION
READING
SPEED X
2
Y2
XY
X Y
1 105 271.48 11025 73698.9 28504.92
2 106 248.40 11236 61702.56 26330.4
3 103 254.77 10609 64907.36 26241.23
4 105 254.77 11025 64907.36 26750.77
5 104 246.35 10816 60686.9 25620.1
6 103 283.08 10609 80132.54 29156.92
7 95 208.63 9025 43526.44 19819.84
8 97 193.40 9409 37404.12 18759.94
38
9 97 210.29 9409 44220.08 20397.71
10 104 288.00 10816 82944 29952
11 99 205.40 9801 42187.25 20334.14
12 95 190.62 9025 36335.49 18108.78
13 108 229.29 11664 52574.96 24763.57
14 114 248.40 12996 61702.56 28317.6
15 111 270.98 12321 73431.15 30078.98
16 102 197.73 10404 39097.68 20168.6
17 96 153.16 9216 23456.78 14702.98
18 101 172.30 10201 29687.49 17402.36
19 97 184.00 9409 33856 17848
20 108 250.49 11664 62743.94 27052.64
21 110 248.40 12100 61702.56 27324
22 101 172.30 10201 29687.49 17402.36
23 109 246.35 11881 60686.9 26851.83
24 96 186.59 9216 34816.41 17912.79
25 110 227.54 12100 51775.35 25029.62
26 106 224.54 11236 50419.28 23801.49
27 109 199.52 11881 39807.46 21747.47
39
28 109 220.80 11881 48752.64 24067.2
29 91 173.18 8281 29990.09 15759.06
30 101 214.45 10201 45987.11 21659.05
∑ 3092 6675.182741 319658 1522829 691866.4
91 153.1560694 8281 23456.78 14702.98
114 288 12996 82944 30078.98
Based on the result of the score above, it can be described as follows:
N : 30
∑X : 3092
∑Y : 6675.18
∑X2
: 319658
∑Y2
: 1522829
∑XY : 691866.4
The highest and the lowest score or the two variables are as follows:
a. The Highest Scores:
1) X : 114
2) Y : 288
3) X2
: 12996
4) Y2
: 82944
5) XY : 30078.98
b. The Lowest Scores:
1) X : 91
2) Y : 153.15
3) X2
: 8281
4) Y2 : 23456.78
5) XY : 14702.98
40
B. The Data Analysis
After the calculation of whole the data from variable (x), and variable (y),
the next step is to statistical data analysis in order to insert the information from
the Table into the raw score formula (Product Moment) to find the correlation
index, as follows:
rxy = ( )( )
√* ( ) +* ( ) +
rxy = ( )( )
√* ( ) +* ( ) +
rxy =
√* +* +
rxy =
√* +* +
rxy =
√
rxy =
rxy = 0.64
The Last step is Determining Degree of Freedom (df)
df = N – nr = 30 – 2 = 28
df = 28 (the values for df 28 are 5% and 1%)
At the degree of significance 5% = 0,304
At the Degree of significance 1% = 0,393
41
C. The Test of Hypothesis
To prove the result of hypothesis, the writer calculates the obtained data by
using Pearson’s coefficient of correlation or ―Product Moment‖ as follows:
1. Formulation alternative hypothesis (Ha): there is a significance
correlation between variable X and variable Y.
2. Formulation the null hypothesis (Ho): there is not significance
correlation between variable X and variable Y.
From the formulation above, the writer followed some assumption as
bellow:
1. If the result of calculation rois lower than rt (r table) ro<rt, the null
hypothesis (Ho) is accepted, and the alternative hypothesis (Ha) is
rejected.
2. If the result of calculation rois bigger than rt(r table) ro>rt, the null
hypothesis (Ho) is rejected, and alternative hypothesis (Ha) is accepted.
Based on the description of calculation above, the result of this research is
rois bigger than rt(r table) ro>rt, so the null hypothesis (ho) is rejected, and
alternative hypothesis (Ha) is accepted.
D. The Interpretation of the Data
After the writer preceded the formula, as it has been found out about the
result of the correlation, the next step is to give the interpretation of ―r‖ score (rxy).
1. From the data of students’ motivation in reading score and their reading speed
score, it appeared that the correlation index between variable X and variable Y
is 0.64. it means there is a strong enough correlation between the two
variables. To give the simple interpretation toward a correlation index ―r‖
Product Moment (rxy) can be seen by the table of the Interpretation of Product
Moment Score.
42
Table 4.1
Interpretation of Product Moment Score
Coefficient of Correlation “ r ” Interpretation
0.00—0.20 The Correlation is Neglected
0.20—0.40 The Correlation is Weak
0.40—0.70 The Correlation is Strong Enough
0.70—0.90 The Correlation is Strong
0.90—1.00 The Correlation is Very Strong
Looking at the score rxy = 0.64 that the score is between 0.40 – 0.70 which
is the correlation between the two variable is strong enough or it means there is a
correlation between variable X and variable Y.
2. The writer used the interpretation with table of value ―r‖ : df = N – nr = 30 – 2
= 28. Looking at the table of significance of 5% in rtable = 0.304, and 1% =
0.393 because rxy on the table of significance of 5% is bigger than rtable (0.64 >
0.304), so on the table degree of significance of 5% the null hypothesis (Ho) is
rejected but the alternative hypothesis (Ha) is accepted. So, it means on the
degree of significance 5% there is a strong enough correlation between
variable X and variable Y. Then, because on the degree of significance 1% rxy
is bigger than rtable (0.64 > 0.393), so on the degree of significance 1% the null
hypothesis (Ho) is rejected but the alternative hypothesis (Ha) is accepted. So
it means on the degree of significance 5% there is a strong enough correlation
between variable X and variable Y.
From the calculation of estimation above, it concludes that there is a strong
enough correlation between students’ motivation in reading and their reading
speed, and the hypothesis of the research is accepted. It means that both variables
are correlated.
43
E. The Heterogeneity and Normality Test of the Data
1. Heterogenity Test of the Data
One important assumption of the classical linear regression model is that the
disorder Ithat obtained from the population of regression is homoskedastik and
all disturbances have the same variance. Heteroscedasticity is one of the classical
linear regression assumption violations, in example where the variance of the
interference is no longer constant. Usually heteroskedasticity problems often
occur in cross-sectional data than in time series data.
To see homokedastisitas or heterogeneity of the data, the hypothesis must be
concluded as follows:
Ho : There is no heterokedastisitas
H1 : There is heterokedastisitas
If the probability value of Sig > 0.05 Ho is accepted. If the probability of Sig
< 0.05 Ho is rejected. To see the result of heterokedastisitas, the writer use SPSS
data analysis to find out the result, the result and the explanations are belows:
Coefficientsa
Model
Unstandardized Coefficients
Standardized
Coefficients
t Sig. B Std. Error Beta
1 (Constant) -187.008 92.947 -2.012 .054
Motivation 3.973 .900 .640 4.413 .000
a. Dependent Variable: Speed Reading
Based on the tabe above table, it can be seen that the value of Sig variable
0.54 > 0.05, therefore Ho is accepthed. It means that there is no heterokedastisitas
between the two variable, and the data given is homogen. In conclusion, there is a
homogeniety on the data.
44
2. Normality Test of the Data
The purpose of the normality test of the data is to find of whether the whether
the distribution of the data is normal or not. There are two ways to find out
whether the distribution of the data is normal. The first is through histogram
graphic and the second is through the Normal P-Plot Standard Residual. If the
distribution of the data is normal, it will show a line it means that the distribution
of the data spread normally.
To analyze the data, the probability value must be decided, and the
probability value (α) for the normality test of the data is 0.05.
The Hypothesis:
Ho : Distribution of the data normal
H1 : Distribution of the data is not normal
If the probability value α is > . Ho is accepted, but if the probability
value α is < than . Ho is rejected and H is accepted. To find out whether the
distribution is normal, the result of the distribution can be seen on the table below
Tabel 4.2
One-Sample Kolmogorov-Smirnov Test
Speed Reading Motivation
N 30 30
Normal Parametersa Mean 222.51 103.07
Std. Deviation 35.989 5.801
Most Extreme Differences Absolute .146 .119
Positive .072 .119
Negative -.146 -.102
Kolmogorov-Smirnov Z .801 .651
Asymp. Sig. (2-tailed) .543 .791
a. Test distribution is Normal.
Based on the table above, the value of probability of α is normal. The
value of reading speed and reading motivation is bigger than the probability value.
The assumption is 543 and 791 > 0.05, which means that the data distributed
normally. Therefore Ho is accepted and H1 is rejected.
45
CHAPTER V
CONCLUSION AND SUGGESTIONS
After finishing the whole steps of the research, in this chapter the writer will
present the conclusion and suggestions.
A. Conclusion
Based on the research analysis, the writer concludes that the null
hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. It can
be seen from the result of ro is 0.64 with the degree of freedom (df) is 28. The
result of rton the table of the degree of significance 5% = 0.304 and in 1% =
0.393. So ro>rt(0.304<0.64>0.393). The result means that students’ motivation in
reading is positively correlated with their reading speed.
So the writer infers that this “skripsi” answered the research question is “Is
there any significant correlation between students’ motivation in reading and their
reading speed?”.And the answer is there is a strong enough correlation between
students’ motivation in reading and their reading speed.
B. Suggestions
Based on the conclusion mentioned above, the writer gives the following
suggestions:
1. The motivation in reading is really necessary; students are expected to
increase their motivation in reading in order to improve their reading speed
ability. By improving the ability of reading speed and use its techniques,
students will increase the ability of brainto understand and comprehend a text
to the maximum level.
2. Reading speed is a skill that must be practiced regularly, so students have to
practice its techniques regularly in reading activity. By increasing their
reading motivation and eliminate factors that reduce reading speed, their
ability in reading speed and reading comprehension will increase.
46
3. English teachers are the main simulatorand motivator in teaching learning
process, and as a simulator, they should be much more creative in deciding
methods and techniques in learning activities; especially in teaching reading
skill, so the students will not bored in reading activity. As a motivator,
teachers should support students’ expectation about the importance of reading
due to the era of information, so teachers should arose students’ reading
interest and reading motivation.
47
BIBLIOGRAPHY
Anderson, J. Neil. Improving Reading Speed: Activities for the Classroom,
English Teaching Forum. 1999.
Ahuja & Ahuja Pramila. How to Increase Your Reading Speed. Kuala Lumpur:
Synergy Books International, 1995.
Buzan, Tony. The Speed Reading Book. London: BBC Worldwide Limited, 2003.
Celce-Murcia, Marrianne. Teaching English as a Second or Foreign Language.
Boston: Heinle & Heinle, 2001.
Chang, Anna C-S. The Effect of a Timed Reading Activity on EFL Learners:
Speed, Comprehension and Perceptions, Reading in a Foreign Language.
2010.
Edmunds & Bauserman. What Teachers Can Learn about Reading Motivation
through Conversation with Children, The Reading Teachers. 2006.
Guthrie, John.,etal., Reading Motivation and Reading Comprehension Growth in
the Later Elementary Years. Contemporary Educational Psychology, 2007.
Gage & Berliner.Educational Psychology. Boston: Houghton Mifflin Company.
1984.
Gans, Roma. Common Sense in Teaching Reading. New York: The Boobs-Merill
Company Inc., 1963.
Guthrie, J. T., & Wigfield. A. Engagement and Motivation in Reading, Reading
Research Book. 2000.
Harris & Smith. Reading Instructio.New York: Richard C. Owen Publishers,
1980.
Hirabe, “Extensive Reading and L2 Reading Motivation in Japanese as a Foreign
Language”, A Thesis of New Zeland High School Students, New Zeland,
2011.
Harmer, Jeremy. The Practice of English Language Teaching, New York:
Longman, 1989.
Konstant, Tina. Work Smarter with Speed Reading. Great Britain: A Macmillan
Company 2010.
48
Lai R. Emily. Motivation: A Literature Review, Always Learning. 2011.
Liz, Frank. “Do You Want to Increase Your Intrinsic Motivation?”,
www.artipot.com, 2009.
McDonough & Shaw. Materials and Methods in ELT. London: Blakweel, 1993.
Nuttal, Christine. Teaching Reading Skill in a Foreign Language. London: The
Nemman Educational Ltd., 1982.
Ryan & Deci. Intrinsic and Extrinsic Motivation: Classic Definitions and New
Directions. Educational Psychology. 2000.
Santrock W. John. Educational Psychology. New York: Mc-Graw Hill, 2004.
Spears, Deanne .Developing Critical Reading Skills. New York: McGraw-Hill
Inc.,7th
edition, 2006.
Stone, David R., and Nielson, Elwin C, Educational Psychology. New York:
Harper and Row Publishers, 1983.
Sutz, Richard & Peter Weverka, Speed Reading for Dummies. New York: Wiley
Publishing, Inc., 1996.
Taboada & Buehl. Teachers’ Conception of Reading Comprehension and
Motivation to Read, Teachers and Teaching: Theory and Practice.18, 2012.
Ur, Penny.A Course in Language Teaching Practice and Theory. New York:
Cambridge University Press. 1996.
Underwood & Batt, Reading and Understanding: An Introduction to the
Psychology of Reading.Cambridge: Blackwell Publishers, 1996.
Virginia Polytechnic Institute and State University. “Improving Reading
Speed”,www.richoutmichigan.org, 2010.
Wainwright, Gordon.How to Read Faster and Recall More. New York: How to
Books Ltd, Spring Hill House & Begbroke, 3rd
edition, 2001.
Watkins, Marley W. & Debra Young Coffey, Reading Motivation:
Multidimensional and Indeterminate, Journal of Educational
Psychology.2004.
APPENDICES
Appendix 1 : Skor Motivasi dan Kecepatan Membaca Siswa
Table 4.1
The Score of Reading Motivation and Reading Speed Test
Number
The Score of Reading
Motivation (X)
Number The Score of Reading
Speed wpm(Y)
1 105 1 271.48
2 106 2 248.40
3 103 3 254.77
4 105 4 254.77
5 104 5 246.35
6 103 6 283.08
7 95 7 208.63
8 97 8 193.40
9 97 9 210.29
10 104 10 288.00
11 99 11 205.40
12 95 12 190.62
13 108 13 229.29
14 114 14 248.40
Number The Score of Reading
Motivation (X)
Number The Score of Reading
Speed wpm (Y)
15 111 15 270.98
16 102 16 190.73
17 96 17 153.16
18 101 18 172.30
19 97 19 184.00
20 108 20 250.49
21 110 21 248.40
22 101 22 172.30
23 109 23 246.35
24 96 24 186.59
25 110 25 227.54
26 106 26 224.54
27 109 27 199.52
28 109 28 220.80
29 91 29 173.18
30 101 30 214.45
N = 30 ∑х = 3092 N = 30 ∑Y = 6675.18
Appendix 2 : Tabel Skor Produk Moment
Table 4.2
The Result of Product Moment Table
NO
READING
MOTIVATION
READING
SPEED X
2
Y2
XY
X Y
1 105 271.48 11025 73698.9 28504.92
2 106 248.40 11236 61702.56 26330.4
3 103 254.77 10609 64907.36 26241.23
4 105 254.77 11025 64907.36 26750.77
5 104 246.35 10816 60686.9 25620.1
6 103 283.08 10609 80132.54 29156.92
7 95 208.63 9025 43526.44 19819.84
8 97 193.40 9409 37404.12 18759.94
9 97 210.29 9409 44220.08 20397.71
10 104 288.00 10816 82944 29952
11 99 205.40 9801 42187.25 20334.14
12 95 190.62 9025 36335.49 18108.78
13 108 229.29 11664 52574.96 24763.57
14 114 248.40 12996 61702.56 28317.6
15 111 270.98 12321 73431.15 30078.98
NO READING
MOTIVATION
READING
SPEED
X2
Y2
XY
16 102 197.73 10404 39097.68 20168.6
17 96 153.16 9216 23456.78 14702.98
18 101 172.30 10201 29687.49 17402.36
19 97 184.00 9409 33856 17848
20 108 250.49 11664 62743.94 27052.64
21 110 248.40 12100 61702.56 27324
22 101 172.30 10201 29687.49 17402.36
23 109 246.35 11881 60686.9 26851.83
24 96 186.59 9216 34816.41 17912.79
25 110 227.54 12100 51775.35 25029.62
26 106 224.54 11236 50419.28 23801.49
27 109 199.52 11881 39807.46 21747.47
28 109 220.80 11881 48752.64 24067.2
29 91 173.18 8281 29990.09 15759.06
30 101 214.45 10201 45987.11 21659.05
∑ 3092 6675.182741 319658 1522829 691866.4
91 153.1560694 8281 23456.78 14702.98
114 288 12996 82944 30078.98
Appendix 3 : Grafik Heterogenitas Kecepatan Membaca
Appendix 4 : Grafik Normalitas Kecepatan Membaca
Normality Graphic of Reading Speed
Appendix 5 :Angket Motivasi Membaca Siswa
The Directions:
1. Write dawn your name
2. Give the mark (√) on the column which represents which represents yourself during
reading experiences
Reading Motivation Questionnaires
No Factors
A Lot
Like
Me
A
Little
Like
Me
A Little
Different
From Me
A Very
Differen
t From
Me
1 Grades-Compliance
I always try to finish my reading on time
I read to improve my grades
I always do my reading work as my
teacher wants
In comparison, it is important to be a good
reader
2 Involvement
I enjoy story or fiction book
I read because I have to
If I read an interesting topic, I lose track of
time
If a book is interesting, I don’t care how
hard it’s to read
3 Social
My friends and I like to exchange books to
read
I talk to my friends about what I am
reading
My friends sometimes tell me that I’m a
good reader
I feel like I make friends with people in
good books
4 Competition
I will work hard to read better than my
friends
I try to get more answers right than my
friends
I like to finish my reading before other
students
I like being the only one who knows the
answer
5 Reading Work Avoidance
I do not like reading something with
difficult words
Complicated stories are not fun to read
I do not like vocabularies questions
I don’t like if there’re too many people in
the story
Appendix 5 :Angket Motivasi Membaca Siswa
The Directions:
1. Write dawn your name
2. Give the mark (√) on the column which represents which represents yourself during
reading experiences
Reading Motivation Questionnaires
6 Curiosity
I read about my hobbies to learn more
about them
If the teacher discusses an interesting
topic, I might read more about it
I like to read about new things
I like it when the questions in books make
me think
7 Recognition
I like hearing the teacher say I read well
I like to get compliments for my reading
I like being the best at reading
I am happy when someone recognizes my
reading
8 Efficacy
I am a good reader
I believe I will do well in reading next
semester
I learn more from reading than most
students
In comparison to other subjects, I do best
at reading
Appendix 5 :Angket Motivasi Membaca Siswa
The Directions:
1. Write dawn your name
2. Give the mark (√) on the column which represents which represents yourself during
reading experiences
Reading Motivation Questionnaires
Appendix 6 : Reading Speed Text
Read the Text Rapidly and Write Down the Time!
Name :
Willem Iskandar
Willem Iskandar was a famous writer from North Sumatra in Indonesia. He was
interested in teaching and learning and he was one of the first Sumatran people to write poems
and school-books.
Willem Iskandar was born in 1838. His father was the king of a part of Sumatra. When
he was a baby, his parents called him Sati. When the first school was opened in his village,
Sati was one of the first children to enter it. His school was not a rich school. The building
was very small and it had only one teacher. His teacher soon liked Sati because he was a very
clever student.
Then Mr. Gouden, an important Dutch man in Sumatra, came to visit the school. He
saw Sati and was interested in him because he was clever. After the visit he went to see Sati's
parents. He wanted Sati to come and live with his family and to learn Dutch and other things
with his own children. Sati's parents were happy about this and Sati lived with the Gouden
family until he was old enough to start work in an office.
A few years later, when the Gouden family went back to Holland, they asked Sati to
go with them. So in 1854 Sati left for Holland to study there. He was the first person from
Sumatra to study in that country. While he was living in Holland, the Dutch king heard about
him and one day Sati went to see the king. He was the first person from Sumatra to visit the
king. When the king met him, he gave him a new name: Willem Iskandar. When his parents
heard about this, they were not very happy because they did not want Sati to forget about his
own country. This never happened.
After studying in Holland for five years, Willem came back to his own village and got
some money to open a high school. This was the first high school in Sumatra. He was the only
teacher so he taught all the classes. Willem worked very hard and at the same time he wrote
Appendix 5 :Angket Motivasi Membaca Siswa
The Directions:
1. Write dawn your name
2. Give the mark (√) on the column which represents which represents yourself during
reading experiences
Reading Motivation Questionnaires
books for his students. After some time, he asked the good students from the higher class to
teach the students in the lower class. In this way he taught his students to be teachers. His
students later became teachers in many different parts of Sumatra.
Willem Iskandar worked for about 15 years and then he was sent again by the Dutch to
study in Holland. He met many people and made many friends. After some time he married
one of his Dutch friends.
After three years the people in Willem’s village were happy because he had passed his
examinations and he was coming back soon. However, he never went home. Willem Iskandar
was ready to go home and had said good-bye to his friends. Then his wife suddenly did not
want to go with him. She did not want to leave her country. Willem Iskandar was very sad. He
loved his wife but he wanted to go home to his own country. One day, in one of the quiet
corners of a beautiful flower-garden in Amsterdam he shot himself. Near his body they found
a note in Dutch from Willem. Only the word 'Good-bye' was written on it.
Appendix 5 :Angket Motivasi Membaca Siswa
The Directions:
1. Write dawn your name
2. Give the mark (√) on the column which represents which represents yourself during
reading experiences
Reading Motivation Questionnaires
Appendix 7 : Reading Comprehension Test
1. Willem Iskandar wrote
a songs.
b school-books.
c long stories.
d many famous letters.
2. Sati's family were
a quite rich.
b poor.
c not famous.
d farmers.
3. Mr. Gouden was interested in Sati
because he was
a from a good family.
b very friendly.
c strong.
d good at school-work.
4. Sati went to live with Mr. Gouden's family
ato work for them.
bto learn many new things.
cto get away from his parents.
dto teach them his language.
5. Sati went to Holland to
a be with the Gouden family.
b study there.
c meet the Dutch king.
d built a school there.
Answers:
1. B 6. C
2. A 7. A
3. D 8. B
4. B 9. D
5. B 10. C
6. Sati got his new name from
a his parents.
b the Gouden family.
c the Dutch king.
d a book.
7. Willem's parents were unhappy because
a they wanted him to come home.
b they were very poor.
c they wanted to go to Holland.
d Willem met the Dutch king.
8. When Willem came back to Indonesia, he
a studied hard.
b built a high school.
c did not go back to his village.
d went to other parts of Sumatra.
9. When Willem went back to Holland,
a he made many enemies.
b he did not pass his examinations.
c he did not want to go home.
d he married a Dutch woman.
10. Willem killed himself because
a his friends laughed at him.
b he did not pass his examinations.
c his wife would not go with him.
d he did not want to go home.
Appendix 8
Nukilan Tabel Nilai Koefisiensi Korelasi “r” Product Moment dari Pearson
untuk Berbagai “df”
Degree of Freedom (df) Banyak Variabel yang Dikorelasikan: 2
atau Harga “r” pada Taraf Signifikansi:
Derajat Bebas (df) 5% 1%
1 0.997 1000
2 0.950 0.990
3 0.878 0.959
4 0.811 0.917
5 0.754 0.874
6 0.707 0.832
7 0.666 0.798
8 0.632 0.765
9 0.602 0.735
10 0.576 0.708
11 0.553 0.684
12 0.532 0.661
1 0.514 0.641
14 0.497 0.623
15 0.482 0.606
16 0.458 0.590
17 0.456 0.575
18 0.444 0.561
19 0.433 0.549
20 0.423 0.537
21 0.413 0.526
22 0.404 0.515
23 0.396 0.505
24 0.388 0.496
Nukilan Tabel Nilai Koefisiensi Korelasi “r” Product Moment dari Pearson
untuk Berbagai “df”
Degree of Freedom (df) Banyak Variabel yang Dikorelasikan: 2
atau Harga “r” pada Signifikansi
Derajat Bebas (db) 5% 1%
25 0.381 0.487
26 0.374 0.478
27 0.367 0.470
28 0.304 0.393
29 0.355 0.391
30 0.349 0.383
35 0.325 0.378
40 0.320 0.374
45 0.288 0.372
50 0.273 0.354
60 0.250 0.325
70 0.232 0.302
80 0.217 0.283
90 0.205 0.267
100 0.195 0.254
125 0.174 0.228
150 0.159 0.208
200 0.138 0.181
300 0.113 0.148
400 0.098 0.128
500 0.088 0.115
1000 0.062 0.081
Dinukil dari Henry E. Garett, Statistics in Psychology and Education, (New York:
Longman, Green and co), hal.437-439, dengan penyesuaian seperlunya 2 variabel.
