THE RELATIONSHIP BETWEEN STUDENTS’ READING

HABIT AND THEIR READING COMPREHENSION

(A Correlational Study at the Second Grade Students of SMA Dua Mei

Ciputat)

By:

Samrotul Muawanah

108014000091

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER’S TRAINING

‘SYARIF HIDAYATULLAH’

STATE ISLAMIC UNIVERSITY

JAKARTA

2014

i

ABSTRACT

SAMROTUL MUAWANAH. 108014000091. “The relationship between

students‟ reading habit and their reading comprehension (A correlational study

at the second grade of SMA Dua Mei Ciputat”. Strata 1 (S1). English Education

Department, Faculty of Tarbiyah and Teacher‟s Training „Syarif Hidayatullah‟

State Islamic University Jakarta. 2014

Key Words : Reading Habit and Reading Comprehension

The objective of this study is to know the relationship between students’

reading habit and their reading comprehension at the second grade students of SMA

Dua Mei Ciputat in academic year 2012/2013. The method used in this research is a

quantitative research and it designed in a correlational study. The population of this

study was fourteen students of the second grade science and social students of SMA

Dua Mei Ciputat in academic year 2013/2014. The data of students are collected

through simple random sampling technique. Questionnaires and test are used as the

instruments of this research. First of all, reading habit questionnaires are given to the

students in the form of closed questionnaire. The aim of this test is to know the

students’ reading habit score. Second, reading comprehension tests is conducted to

measure students’ reading comprehension. Then, the writer analyze the relationship

use Pearson’s Product Moment Formula to correlate both reading habit (variable X)

and reading comprehension (Variable Y). The result shows that the t-observed is

0.779 and t-table is 0.320. It means that t-value is higher than t-table and Ha is

accepted and Ho is rejected. The result can be concluded that there is a strong

relationship between students’ reading habit and their reading comprehension at the

second grade of SMA Dua Mei Ciputat in academic year 2013/2014.

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ABSTRAK

SAMROTUL MUAWANAH. 108014000091, “Hubungan antara kebiasaan

membaca siswa dengan kemamapuan membaca pemahaman mereka (Studi

korelasi di kelas dua siswa SMA Dua Mei Ciputat)”. Strata 1 (S1). Jurusan

Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas

Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Kata Kunci : Kebiasaan Membaca and Membaca Pemahaman.

Studi ini bertujuan mengetahui hubungan antara kebiasaan membaca siswa

dengan kemampuan membaca pemahaman siswa kelas dua SMA Dua Mei Ciputat

tahun akademik 2013/2014. Metode yang di gunakan dalam penelitian ini adalah

metode kuantitatif dan dalam bentuk penelitian korelasi. Populasi dalam penelitian

ini adalah empat puluh siswa kelas dua IPA dan IPS tahun akademik 2013/2014.

Data siswa di dapatkan melalui teknik simpel random sapling. Kuesioner dan test di

gunakan sebagi instrument dalam penelitian ini. Pertama, siswa di berikan kuesioner

dalam bentuk keusioner tertutup untuk menentukan nilai kebiasaan membaca siswa.

Kedua, test membaca pemahaman di berikan untuk mengetahui nilai membaca

pemahaman siswa. Penulis manganalisa hubungan dengan menggunakan formula

person product moment untuk menghubungkan antara kebiasaan membaca (Variabel

X) dan membaca pemahaman (Variabel Y) mereka. Hasil menunjukan bahwa t-nilai

0.779 dan t-tabel adalah 0.320. Ini berarti bahwa t-nilai lebih besar dari t-tabel.

Dengan demikian, Ha di terima dan Ho di tolak. Berdasarkan hasil tersebut dapat di

simpulkan bahwa ada hubungan yang kuat antara kebiasaan membaca siswa dengan

kemampuan pemahaman siswa kelas XI SMA Dua Mei Ciputat tahun akademik

2013/2014.

iii

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim

In the name of Allah, Most Gracious Most Merciful

Praise be to Allah, the Cherisher and Sustainer of the Worlds

May peace and blessing of Allah be upon to all of us

All praise be to Allah, lord of the universe, Who gives the writer blessing

and bless to complete this “Skripsi”. The Peace and Prayers be upon to the

Prophet Muhammad shalallahu ‘alaihi wassalam to his family, his relatives, and

his followers.

The writer would like to express a deepest gratitude to her advisor Dr.

Alek M.Pd. who has given a great contributions, guidance, kindness and patience

in writing this skripsi.since the beginning up to the end.

In this occasion the writer would like to express her great and deepest

gratitude to her beloved parents, Achmad Surury Maksudi (beloved father) and

Khaliyah Surury (beloved mother) who always give motivation and moral

encouragement to the writer, Maysaroh Maksudi (beloved aunt) her brothers, her

sisters, her beloved husband (Eko Budiyono S.Kep.) and her beloved daughter

(Etisa Yasmin Alesha) who always give support, either material or spiritual.

Moreover, the writer would like to give thanks and appreciation to:

1. The chairman of English Education Department, Drs. Syauki, M.Pd. And his

secretary, Zaharil Anasy, M.Hum, for their outstanding dedicacy, Mrs. Aida,

and all staffs of English Department who help the writer to finish this “skripsi”.

2. The dean of Faculty of Tarbiyah and Teacher’s Training, Dra. Nurlena Rifa’i,

M.A, Ph.D.

3. Yayat Ruhiyat, M.Pd as the principal of SMA Dua Mei Ciputat.

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4. The staff of library whose books are used for the references of this research;

Main Library Syarif Hidayatullah State Islamic University, Library of Faculty

of Tarbiyah and Teachers Training, the Indonesia Catholic University

(UNIKA) of Atmajaya library Library, and the Indonesia Open University

(UT).

5. All her friends in English Department especially classmates of PBI class C in

academic year 2008/2009.

Depok, September 2014

Samrotul Muawanah

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TABLE OF CONTENTS

COVER

APPROVAL SHEET

ENDORSEMENT SHEET

ABSTRACT ..................................................................................... i

ABSTRAK ....................................................................................... ii

ACKNOWLEDGMENT ................................................................ iii

TABLE OF CONTENTS ................................................................ v

LIST OF TABLE ............................................................................ vii

LIST OF APENDICES ................................................................... viii

CHAPTER I. INTRODUCTION ................................................... 1

A. Background of Research .................................. 1

B. Identification of the Problem ........................... 3

C. Limitation of the Problem ................................ 4

D. Formulation of the Problem ............................ 4

E. Objective of the Research ............................... 4

F. Significance of the Research ............................ 4

CHAPTER II. THEORETICAL AND THINKING FRAMEWORK ... 6

A. Reading Comprehension ................................. 6

1. Definition of Reading ................................... 6

2. Purpose of Reading ...................................... 8

3. Strategies of Reading .................................... 9

4. Models of Reading ....................................... 11

5. Definition of Comprehension ....................... 11

6. Level of Reading Comprehension ................ 13

7. Factors Affecting Reading Comprehension 14

B. Reading Habit................................................... 18

v

1. Definition of Reading Habit ........................ 18

2. Purpose of Reading Habit ............................ 19

3. Aspect of Reading Habit .............................. 20

4. Advantages of Reading Habit ...................... 21

C. Review of Previous Related Research ............ 23

D. Thinking Framework ...................................... 24

E. Theoretical Hypothesis ................................... 26

CHAPTER III. RESEARCH METHODOLOGY ....................... 27

A. Place and Time of the Research ...................... 27

B. Methods of the Research .................................. 27

C. Population and Sample..................................... 27

D. Research Instruments ...................................... 28

E. Technique of Data Collecting .......................... 30

F. Technique of Data Analysis ............................. 31

G. Statistical Hypothesis ....................................... 32

CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION 33

A. Research Finding ............................................. 33

1. Data Description .......................................... 33

2. Data Analysis .............................................. 34

B. Data Interpretation ........................................... 36

CHAPTER V. CONCLUSION AND SUGGESTION ................. 39

A. Conclusion ....................................................... 39

B. Suggestion ........................................................ 40

BIBLIOGRAPHY

APPENDICES

vii

LIST OF TABLES

Table 3.1 Reading Habit Indicators

Table 3.2 Reading Habit Indicators

Table 3.3 Result of Reliability Test

Table 4.1 Table Students Reading Habit and Reading Comprehension Score

Table 4.2 Result of Normality Test

Table 4.3 Result of Linearity Test

Table 4.4 Result of Correlation Product Moment

Table 4.5 The Level of Correlation

viii

LIST OF APPENDICES

Appendix 1. Reading Comprehension Questions

Appendix 2. Answer of Reading Comprehension

Appendix 3. Students answer’s of Reading Comprehension

Appendix 4. Reading Habit Questionnaires

Appendix 5 Answer of Student’s Reading Habit Questionnaires

Appendix 6 Validity Test Out Put

Appendix 7 Reliability Test Out Put

Appendix 8 Normality Test Out Put

Appendix 9 Linearity Test Out Put

Appendix 10 Description Data Research

Appendix 11 Table Value Distribution

CHAPTER I

INTRODUCTION

This chapter presents the general account of the present study. It covers

background of research, identification of the problem, limitation of the problem

and the formulation of the problem, objective of the research, and significance of

the research.

A. Background of Research

English is used as an international language by the majority of countries of

the world. As an international language, English has a very important role in the

development of education, communication, commerce, diplomacy, social, and

scientific research. In education field, English therefore prompted become an

important subject learnt by the student throughout the world.

English as a subject matter in school covers the four basic language skills:

reading, speaking, writing and listening. Listening and reading are called receptive

skills in which people the need ability to receive some information, while writing

and speaking are called productive skills because people involve language

production skill to produce written or spoken language.

In Indonesia, The education governments establish English begins to be

taught as a subject matter starts from elementary up to university level. Moreover,

English is one of the subjects that is tested in the national final examination. So

having ability to master English is potentially required for students. It also

describes by Jo. Mc Donough, he says that the role of English as a tool of

communication must be taught in the school as a primarily subject whether or not

English used as their first foreign language or alternative language that they never

heard.1

Reading is viewed as one of the most important language skill

components. In school curriculum therefore, reading instructions dominate the

curriculum in the most classrooms. In senior high school curriculum, English is

1 Jo McDonough and Christopher Shaw, Materials and Methods in ELT: A Teacher’s

Guide Second Edition, (Oxford: Blackwell Publishing Ltd, 1993), p. 7.

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also used as a primary subject that is learnt by all students, and it becomes

compulsory subject. There are so many subjects such as literature, science,

history and social that requires comprehension as a result of students’ reading

activities. Kurikulum Tingkat Satuan Pendidikan (KTSP) explains that the

standard competency of teaching English in senior high school curriculum is

reading. The aim of reading tasks means to comprehend meaning of different

functional text such as narrative, recount, procedure, news items, anecdote,

exposition, etc.

Reading comprehension skill therefore is one of crucial factors related to

students’ success. Thus, reading habit viewed as one of the factors relating the

success of reading comprehension. Therefore, to enhance reading comprehension,

it is necessary to improve reading habits of the students. The benefits of readings

habit are enormous; gaining reading habit will enable the students open a new

world and broaden their perspective. Thus reading habit will help the students to

speak with confidence and build an expertise. Simultaneously, reading

comprehension and habit are both interrelated. Reading habit is the process and

comprehension is the essence of it. By accustoming a good reading habit as a

daily activity, it will help the student to read and to comprehend English text

fluently and accurately. Pursuing reading as a habit will help the students to

become more intelligent. Practicing reading habit also improves analytical skill in

comprehension task.

In reality, many students actually still have reading comprehension

problems. Some even conclude why more and more students have become poor in

reading comprehension. There were several things may go wrong. Those negative

attitudes toward reading habit were viewed as a number of reasons why this self-

concept affected everyone in the school negatively.

First, the students were lack practice of reading habit task. They often

failed in the English comprehension test in school because they read English

content materials relatively little. In the same manner, Michael Swan supports, he

said “Some of the reasons for failure in comprehension are connected with

defective reading habit.”2 Moreover, most of students prefer to watch television,

play games, chat with friends, have fun at some places and go to the department

store rather than spare their time in reading activities.3

Second, the students view reading as boring activities. Haryati Soebadio

states that “The education system does not develop reading habit in the pupils. In

family, parents do not develop reading habit in their children.”4 It carries an

opinion that those with a poor reading; attempting reading as a problem because

they believe that they will fail. Reading is associated as a boring task rather than

pleasure activities. Family and school environment also bring effects on the

students’ perspective about reading, particularly those whose reading habit

remained low.

Further, some issues arise regarding the students’ low reading habit. A

reality shows that the people in this country have low reading habit practice. In

2003, research conducted by UNESCO, the Program for International Student

Assessments (PISA), showed that reading competency of 15 years old Indonesian

students was at the level of 39 of 41 countries. Only 37.6 % students are able to

read without getting the meaning, and 24.8 % students can get only one meaning

or knowledge.5 All those facts shows that our Senior High School student’s

reading habits are quite low. From what have been stated above, the students’ low

reading habit toward reading text material assume as one of the factors that

decrease their comprehension significantly.

It is not surprising, students’ bad reading habit attitudes show impairment

on their reading comprehension. The involvements of bad reading habit attitudes

toward reading comprehension were clearly stated.

Based on the reasons above, this study seek to find out whether reading

habit in second grade of SMA Dua Mei Ciputat gave a great significance factors

in their reading comprehension positively or negatively.

2 Michael Swan, Inside Meaning Proficiency Reading Comprehension, (Cambridge:

Cambridge University Press, 1975), p. 1. 3 Laksmi, “The Effectiveness of Reading habit Promotion in Public Libraries of DKI

Jakarta Province” ICOLIS Journal, 2007, pp. 165—172. 4 Ibid.

5Ibid.

B. Identification of the Problem

Based on the background of the study, there were many problems that

could be identified. The problems were as follows: 1) how good the student’s

reading comprehension; 2) how good the students’ reading habit; 3) what the

factors which influenced the students’ reading comprehension; 4) whether the

student’s reading habit played an important role toward student’s reading

comprehension.

C. Limitation of the Problem

Based on the identification problems, the problem can be limited only on

the relationship between the student’s reading habit and their comprehension at

second grade of SMA Dua Mei Ciputat in academic year 2013/2014.

D. Formulation of the Problem

Based on the limitation of the problem, the problem of this research can

be formulated as follows:

“Is there any relationship between student’s reading habit and their reading

comprehension at second grade of SMA Dua Mei Ciputat?”

E. The Objective of the Research

The objective of the research was to get empirical data as follows:

To know the relationship between students’ reading habit and their reading

comprehension at the second grade students of SMA Dua Mei Ciputat in

academic year 2013/2014.

F. Significance of the Research

1. Theoretical Benefit

The result of this research hopefully can be used to improve reading skill,

especially on students’ reading habit and reading comprehension.

2. Practical Benefit

a. For Students

- The result of this research hopefully can be used as a starting point to

develop student’s understanding about reading habit and reading

comprehension.

- The result of this research hopefully can be used to increase

students’ reading habit in reading English material.

- Student hopefully will have a greater habit to read English text.

b. For Teachers

- The result of this research hopefully can be used by the teachers as a

starting point to improve reading comprehension.

- The result of this research hopefully can be used by the teacher as a

starting point to improve students’ reading performance.

c. For Other Researchers.

- The result of this research can be a reference for another researcher

in conducting further research about relationship between reading

habit and reading comprehension at different level of students.

CHAPTER II

THEORETICAL FRAMEWORK

This chapter covers some theories related to the research. The discussion

focuses on reading which consists of general concept of reading, the definition of

reading, purpose of reading, strategies of reading, models of reading, reading

comprehension, level of reading comprehension, and factors affecting reading

comprehension, essentials element of reading comprehension. And the general

concept of habit, definition of reading habit, purpose of reading habit, aspect of

reading habit, advantages of reading habit; review of previous related research,

thinking framework and theoretical hypothesis.

A. Reading Comprehension

1. The Definition of Reading

Reading is an essential for students in order to cope with new knowledge in a

changing world. This is reasonable enough due to the fact that the fast growing

information is recorded and issued through media, such as television, internet,

radio, magazine and eBooks. The source of information is easily accessible.

Trough reading students can access the latest information. The ability to read fast

and accurate will help them to increase their knowledge and perspective. By

reading, enable students to enhance the current information and technology, enjoy

literature, find ideas and do so many things.

For students, reading becomes very essential tool to increase their

background knowledge. Especially, since English becomes one of the subjects

that is tested in the final national examination. For that reason, the students have

to read many kinds of references. Therefore, emphasizing the student’s ability to

grasp the idea from the written text has to be taken into consideration. The

student’s ability to understand content material will eventually affects their study.

Hence, different capabilities in mastering reading comprehension have showed

results. For students who are able to use reading skill properly will successfully

6

7

affect to their academic progress and those who are not able to read properly will

have difficulties in their study.

Up to now, many definitions have been defined by hundreds of education

scientists. There are some experts who defined reading. Paul C Burn defines

reading into two part, they are reading process and reading product. Reading

process means that several sequences steps that students should accomplished

while reading text material. While reading as a product means that the reader has

to understand about interaction between a reader and a text and meaning-getting

process, simply it called communication.1 Process of reading also explained by

Heilman, he says that ―Reading is an active process that is affected directly by an

individual’s interaction with language that has been coded into print.‖2 All in all

reading actually is a process of communication in which the readers use strategies

in order to look for meaning from printed symbols. In other words, good readers

generally understand about their reading purpose and try to translate the codes that

are contained in the text into meaning.

Reading as process also noted as follows. Definitions states by Nunan, he

said that ―Reading is usually conceived as solitary activities in which the reader

interacts with text in isolation.‖3 It can inferred that reading is not only looking at

word in the form of graphic symbol but reading is a communication process that

involved an enjoyment of a reader’s to interact with text. Margaret Ann and

friends have attempted to define reading. They stated that ―Reading is the process

of constructing meaning trough the dynamic interaction among reader, the text

and the context of the reading situation.‖4 It could be synthesized that a truly

reader, therefore should follow several steps of getting meaning process. Not only

several steps that a reader should follow, but a reader should also consider linking

their knowledge, interest and condition with the process of constructing meaning.

1 Paul C. Burn, Betty D. Roe, and Elinor P. Ross,Teaching Reading in Today’s

Elementary Schools, (Boston: Houghton Mifflin Company, 1984), p. 2. 2 Arthur W. Heilman, Timothy R. Blair, and William H. Rupley, Principle and Practices

of Teaching Reading Fifth Edition, (Ohio: Charles E. Merril Publishing Company, 1981), p. 4. 3 David Nunan, Language Teaching Methodology: A Textbook for Teachers, (New York:

Prentice Hall, 1998), p. 72. 4 Margaret Ann Richeck, Lynne K. List, and Janet W. Lerner, Reading Problems

Assessment and Teaching Strategies Second Edition, (New Jersey: Prentice hall Inc., 1989), p. 7.

8

Those theories above showed the various definitions of reading. Therefore it

can be conclude that reading is an active thinking process whereby people involve

many steps of getting meaning or message from the author. All in all the students

have to use codes, experiences, and background knowledge, along with all their

strategies in order to understand the written text.

2. Purposes of Reading

An expert said that the characteristic of the efficient reader is he/she can

extend the purpose of his/her reading. The readers’ purpose actually plays an

important role in determining how the readers read a text. Some people might read

to get general idea (reading an essay, articles, chapters, etc); they specify the

information they can get from the source. The people might also read to extract a

specific detail as in reading a phone book, an instruction sign, and a warning sign.

Some other might read for their happiness, such as in reading novel, short stories,

etc. Henry Guntur Tarigan mentions seven purposes on reading. They are:

(1) reading for details and fact is reading to know what is done by the subject

of the story. (2) reading for main ideas is reading to get the problem

statement. (3) reading for sequences of organization is reading to know each

part of the story. (4) reading for inference is reading to know what is the

writer mean by its story. (5) reading for classifying is reading to find unusual

things. (6) reading for evaluating is reading to know the value of the story.

(7) reading for comparing is reading to compare the way of life of the story

with the life of reader.5

Dalmann further mentions several important reading purposes. He classifies

three purposes of reading as follows6 :

a) Reading purpose on the factual level

This reading purpose enable reader to understand the information directly

stated in the passage.7 There are many skills that the reader should have to

achieve factual level. First, the readers are required to know the meaning

of words. Second, this reading purpose needs the ability to find main idea

5Henry Guntur Tarigan, Membaca Sebagai Suatu Ketrampilan Berbahasa, (Bandung:

Angkasa Bandung, 1995), pp. 9—10. 6 Martha Dallmann, et al., The Teaching of Reading Sixth Edition, (New York: Holt

Rinehart and Winston, 1982), pp. 161—163. 7 Ibid., p. 161.

9

in the written information. Third, the ability to note important point

supports the students in gaining their purpose on reading. Fourth, the

ability to follow directions demands students to organize, to note the

information is essential to this level.

b) Reading purpose on the interpretative level

Reading inferential level often called as reading between lines.8 In the

same way it also means that the readers need the ability to recognize

unstated information in the passage. To achieve this goal the readers to

summarize and to organize the information and feel the relationship

between key points and details. Skill in making generalization is also

needed; the readers should present conclusion on what they read.

c) Reading purpose on the evaluative level

The ability to make evaluative judgments is the most important step in

reading purpose.9 Before setting up the purpose the reader should consider

this level. To arrive on the evaluative level the readers should create

critical feedback. The readers should be able to detect relevant information

proposed by the authors with the fact; to compare it with another source of

information and to give suggestion to the author for better writing.

3. Strategies of Reading

There are so many strategies in reading techniques. Grellet proposes the way

of reading; he defines the strategies of reading into several points, and they are

skimming, scanning, intensive and extensive.10

a. Skimming

In skimming, readers are reading rapidly over a text in order to get main

point.11

In other word, skimming is a process of over viewing the general

concept of the material; it can be started by selecting sub chapter move to

8 Ibid., p. 162.

9 Ibid., p. 163.

10Frangoise Grellet, Developing Reading Skills A practical Guide to Reading

Comprehension Exercise, ( Cambridge: Cambridge University Press 1999), p. 4. 11

Ibid.

10

larger content material.12

Skimming permits reader to preview the text to

get the scheme of a text not to read word by word. For example reading

news paper, people dismiss unimportant material and quickly identify

main idea. People usually do skimming in a multiple speed because of

limited time.

b. Scanning

Scanning is quickly scanning through a text to find a specific words,

numbers, and steps.13

The concept of scanning can be defined in this way,

in scanning the eye glances over the material aimed to find specific

information.14

In other words, scanning means readers search trough the

material for a specific purpose, e.g. finding the answer to a question, and

seeking words in dictionary or prices in a catalogue.

c. Intensive

Intensive seems to be stigmatized by some researcher as a boring style of

reading, because the readers need to find the details of the information

required. Intensive reading usually read at the slower speed; the aim of

scanning is to read shorter texts and to extract specific information.

d. Extensive

Extensive reading is to read a longer passage, the aim of extensive reading

usually for one’s enjoyment. This extensive reading also called as a

fluency activity and it include an overall meaning from the passage.15

Extensive reading means to read abundantly, and fluently. The purpose of

this strategy is for pleasure, and the primary goal in extensive reading is

reading books after books e.g. reading novel, short stories, and articles.

According to those reading strategies the writer sums up the four

points of reading strategies as follows: skimming, scanning, intensive, and

extensive.

12

Tony Buzan, Speed Reading (First Edition), (New York: E. P. Dutton, Inc., 1984), p.

53. 13

Grellet, loc.cit. 14

Buzan, loc.cit. 15

Grellet, loc.cit.

11

4. Model of Reading

Aebersold and Mary Lee mention model of reading. They are bottom-up

theory and top-down theory.16

a) Bottom-up theory

The bottom-up theory depends primarily on the information presented

in the text. The readers begin with pre reading strategies such as

processing the information, recognize the graphic stimuli, recognizes

words and link to their back ground knowledge, and predict the next

sentence. In bottom up processing, readers must identify a complex of

linguistic signals such as letters, morphemes, syllables, words, phrases,

grammatical cues, discourse markers; and from all those signals then

the readers come to conclusion.17

b) Top-down theory

Top-down model is the opposite of the bottom-up reading. The readers

use higher level skill such as draw the meaning by linking of their

background knowledge instead of focusing on letter, sound and word.

Then the readers make prediction on what they read and adjust their

reading process until they come to the end of the paragraph. In the

similar way it can be said that the readers emphasize about general

picture of the text and look for key information by linking prior

knowledge and then decide to come across the text or not.

5. Definition of Comprehension

Reading and comprehension are two things that cannot be separated each

other, they are highly interrelated. Comprehension is the essence of reading itself.

Reading comprehension will called as a reading comprehension only if the readers

are able to comprehend the meaning of the text. If the readers can read but do not

16

Jo Ann Aebersold and Marry Lee Field, From Reader to Reading Teacher: Issues and

Strategies for Second Language Classrooms, (Cambridge: Cambridge University Press, 1997), pp.

97—98. 17

H. Douglas Brown, Teaching by Principles An Interactive Approach to Language

Pedagogy Second Edition, (Longman: White Plain Publisher, 2001), p. 299.

12

comprehend the meaning of the text, it means they do not do reading

comprehension. There are some experts have been developed process on how

reading comprehension occurs.

According to Larry A Harris, the thinking process means the core of

comprehension skill, those four operations are: identifying, analyzing, evaluating,

and applying.18

First, identification means the readers are required to locate

message proposed by the author. Then, analysis means that the readers should

identify the part according to its structure or scheme. Third, the evaluation process

requires the readers to evaluate information do something with the information.

The last is applying means that the readers used the information to fix their

problem.

Simultaneously, Grellet determines comprehension as, ―Understanding a

written text means extracting the required information from it as efficiently as

possible.‖19

For example, if there is an advertisement and an article in a scientific

journal. In the former case, the reader ignores the unimportant information and

seeks what he is looking for. In the last case, more detailed information is

essential to be taken for the reader. Therefore comprehension above means the

reader need ability to locate the relevant information carefully based on their

particular purposes.

Reading comprehension also called as metacognitive process in which the

readers are aware to control their comprehension. They know how to select

strategies, how to apply strategies and when to use those strategies.20

In addition,

other definition comes from Arthur W. Heilman, he states that ―Reading

comprehension is a process of making sense of written ideas through meaningful

interpretation and interaction with language.‖21

As reviewed by Heilman above, it

can be highlighted that comprehension is one of the active mental thinking

processes between the writer and the reader in which the readers need to

18

Larry A Haris and Carl B Smith, Reading Instruction Diagnostic Teaching in the Class

Room, (New York: Richard C. Owen Publisher, Inc., 1980) p. 236—237 19

Grellet, op. cit., p. 3. 20

Barbara Taylor, et al., Reading Difficulties Instruction and Assessment Second Edition,

(New York: McGraw-Hill, Inc., 1995), p. 224. 21

Heilman, op. cit., p. 236.

13

understand the writer’s message. When the reader failed to apply this process it

cannot be conducted as a reading comprehension process.

From the explanation above, it can be concluded that reading comprehension

is an interactive process between readers, text and strategies. Thus interactive

process includes understanding, utilizing, and evaluating the important message

that author trying to convey. Continuously readers link all those information with

their back ground knowledge in order to extract meaning from the written

material.

6. Levels of Reading Comprehension

Three levels of reading comprehension are mentioned by Arthur Heilman,

they are literal comprehension, inferential comprehension, and critical

comprehension.22

1) Literal Comprehension

Literal comprehension refers to information explicitly stated in the written

text. As a basic level, the readers are needed the abilities to understand

meaning of words before recognizing of details message, then the readers

are required to link the grammar theories with the main idea presented in the

passage. In the last step in literal comprehension the readers are needed to

sequence the all the information stated in the passage.

2) Inferential Comprehension

The inferential comprehension is the process how a reader derives an

implicit idea in the passage. The reader needs the abilities to detect mood of

the material such as the authors’ tone, purpose and attitude, to make

generalization, to see the relationship, and to draw conclusion in the end of a

story. A reader is required to think harder when applying this

comprehension level.

3) Critical Comprehension

Critical comprehension is a higher thinking level of reading. The reader

should be actively reacting to the information presented by the authors. The

22

Heilman, op. cit., p. 246.

14

reader are needed the ability to analyze the information and link those

information to their background knowledge. Further, the readers evaluate the

value of its information and give personal judgments as a feedback to the

author.

Elizabeth Hall elaborates some stage in reading comprehensions. They

are speech perception, comprehending syntax and meaning and intention23

.

The first stage in reading comprehension is speech perception. That means

that readers should recognize the sound of the words. The reader has to

pronounce a clear sound in the given situation or context which functions to

derive a clear meaning. After uttering the right sound strings the reader

should move into the second stage, it is comprehending syntax. The ability to

recognize the correct sentence pattern is needed in order to avoid ambiguity

or multiple words meaning in a passage. The last level of reading

comprehension is meaning and intention. This level the reader focuses on text

meaning and how he addresses the information, for instance it is a question

therefore the reader should provide an answer, if it is an instruction the reader

should complies or reject the instruction given.

7. Factors Affecting Reading Comprehension

The low reading comprehension skills are caused by a variety of

factors. Martha Dallmann and Roger L. Rouch figure out the factors which

are responsible to the depth of readers’ comprehension as follows: difficulty

of material, intelligence, environment, emphasis on word recognition,

emphasis on oral reading, background of reading selection, adjustment of

reading techniques, and rate of reading.24

a. Difficulty of Material

The difficulty of the material is proposed as one of the major causes of

lack comprehension. Especially multiple concepts in reading material, it

23

Elizabeth Hall, Psychology Today An Introduction (Fifth Edition), (New York:

Random House Inc., 1983), pp. 298—299. 24

Dallmann, op. cit., pp. 165—167.

15

contributes to the difficulty absorbing material.25

Teachers sometimes

supply the students with advance materials beyond their capabilities. In

the same manner, unsuitable methods that the teachers used may caused

frustration to the students.

b. Intelligence

Readers’ ability to comprehend is sometimes limited by the richness of

their background knowledge and vocabulary. The more broaden

knowledge and vocabulary that readers have the more success of reading

comprehension they will be. Therefore, mental maturity should be taken

into consideration in term of determining where reading instruction

should start.26

c. Environment

The unpleasant environments such as noisy surrounding, inadequate

lighting, high or low temperatures, and distracting surroundings may

interfere the students’ comprehension.

d. Emphasis on Word Recognition

All assignments will be wasted only if the students know how to make

word meaning properly.27

The deficiencies in comprehension are

sometimes caused by the lack power of concentration on the recognition

of individual words. Emphasizing on word recognition is enormously

important in reading comprehension. Teachers should teach the students

how to use dictionary and how to build word meaning.

e. Emphasis on Oral Reading

When students do oral reading, automatically they interpret the meaning

of the text passage through their mouth. The more practice students on

oral reading the more accurate they on comprehending the text.

f. Background for a Reading Selection

25

Buzan., op.cit. p. 41. 26

Dallmann, op. cit. p. 69. 27

Thomas G. Devine, Teaching Study Skill (Guide for Teachers), (Massachuttes: Allyn

and Bacon Inc., 1987), p. 226.

16

Concept about reading material and experience are frequent problems of

students’ poor reading comprehension. Teacher should be careful in

selecting type of reading passage. Disorganized text materials such as

used advance textbook to younger learner, give them irrelevance contents,

and supply them with unfamiliar glossaries should be ignored by the

teachers. Therefore, teachers should aware to select textbook, and

distribute it efficiently to the students.28

g. Adjustment of Reading Techniques to Purpose

The importance of adjusting reading techniques and choosing the right

type of material are crucial factors in determining success in reading

comprehension

h. Rate of Reading

The wrong selection in adjusting the reading rate to the type of material,

such as news paper, text book, novel or magazine might cause failure in

comprehending text material.

In addition, Larry E Harris and Carl B. Smith identify five major

determinant factors of reading comprehension as follow: ―Background experience,

language abilities, thinking abilities, affection (interest, motivation, attitudes,

beliefs, feelings), and reading purposes.‖29

To maximize reading comprehension readers should have several factors.

First, the reader should have enough background knowledge in order to carry the

writer’s taught. Second factor is the ability in grasping the language competence

includes syntax, phonetic, and semantic. Those language competences therefore,

will enable them in getting meaning from a written text. Another factor causing

comprehension problem is a readers’ ability to think, how they understand event

and concept in a reading. Larry and Carl mention next factor about affection

factor, readers will understand a text better only if it matches with his interest,

attitude, and beliefs. In the last explanation is purpose of reading. The success of

28

Ibid. p. 225. 29

Harris, op. cit., pp. 207—209.

17

reading is determined by the aim of reading text material. The readers should

establish their purpose before reading.

More complete explanation proposed by Tony Buzan. He designs several

factor should be avoided to help reader overcome reading comprehension

difficulties, as follows:

Good readers are they who are able to maximize the reading

comprehension only if they avoid eleven factors they are : vocabulary

difficulties, conceptual difficulty of the material, inappropriate speed,

incorrect mental approach or set, poor organization, lack of interest, lack

of motivation, wrong time for reading, poor health, Interference, and poor

reading conditions.30

First, vocabulary difficulties make a gap in understanding the material.

Second, multiple concepts in reading material also contribute the difficulty in

absorbing material. The third factor should be avoided is varying the speed when

reading certain material reduces misunderstanding information. Next, the wrong

mental set such as unnecessary argument about subject material interfere the

readers’ idea. Far more common problems is poor organization, for instance

readers don’t have a pencil, notepaper; lack of interest often contribute to a lack of

reading comprehension. Different problem come from lack of motivation. Seven

is reading at wrong time of day. Further is poor physical health. Another factor is

interference which can causes the low reading comprehension. The last factor is

bad reading conditions.

Based on the explanation above, it can be concluded that there are several

factors that may influence the success of reading comprehension process, they are:

vocabulary difficulty, the wrong selection of material, environment factors,

mental and physic factors, the wrong reading techniques and speed reading. All

those factors should be avoided in order to gain successfulness on reading

comprehension.

30

Buzan, op.cit., pp. 40—45.

18

B. Reading Habit Theory

1. Definition of Reading Habit

Per Nilsen defines habit as ―Habit is behavior that has been repeated until

it has become more less automatic, enacted without purposeful thinking, largely

without any sense of awareness.‖31

According to Benyamin Gardner habit is an

abstract theory, in habit theory there is no single correct definition. In habit people

are repeated action without concerning why this self concept must happen.32

A psychologist, Wendy Wood sub serves habit as an integrated association

between stimulus and response, and that association sets up with goals during

learning and performance.33

Habitual manner often goes unnoticed and

unconscious and it followed trough the same repeated action regularly.34

In the

American Journal of Psychology; habit defined in this way: ―A habit , acquired

the standpoint of psychology, is more or less fixed way of thinking, willing, or

feeling acquired through previous repetition of mental experience.‖35

In term of

habit, Merriam Webster Dictionary also defines the word habit as follow: ―An

usual way of behaving: something that person does often in a regular and repeated

way.‖36

In other words habit is the process of behavior that goes unconscious and

become automatic that means that you are acquired habit. For example the habit

looking both ways before crossing the street, it is called habit.

Behaviorists view habits as routines of behavior that are repeated regularly

and tend to occur subconsciously. As a subconscious self concept, reading habits

31

Per Nilsen, et al., ―Creature of habit: Accounting for the role of Habit in

Implementation Research on Clinical Behavior Change‖, Implementation Science Journal, June 9th

2012, p. 2. 32

Benjamin Gardner, Habit as automaticity, not frequency, Journal of the European

Health Psychologist, 14, June 2012, p. 32. 33

Wendy Wood and David T. Neal, A New Look at Habits and the Habit-Goal Interface,

Psychological Review, American Psychological Journal Association, Vol. 114, No. 4, 2007, p.

843. 34

Farlex, The Free Dictionary, 2014, (http://www.thefreedictionary.com/habit). 35

B.R Andrew, Habit, American Journal of Psychology, Vol. 14. No.2, 1903, p. 1. 36

Merriam Webster, An Encyclopedia Britannica Company Dictionary, 2014,

(http://www.merriam-webster.com/dictionary/habit) .

19

can help students’ to gain academic achievement to a great extent.37

In term of

acquiring these habits of reading; they have to put these habits into practice.

Based on definitions above it can be said that as repeated actions, habit

involves a process of unconscious pattern. It reflects person’s personality, good or

bad, and they went constantly and regularly. Reading habit will helps the learner

obtaining and gaining a meaningful knowledge and good academic performance

in school.

2. The Purpose of Reading Habits

There are some reading habits purposes which have either positive or

negative result. For purpose of this topic, they are grouped into four segments

they are: hobbial, recreational, concentration, deviational.38

a. Hobbial

A hobby is an activity that creates joy and satisfaction in doing it. The

purpose of reading habit as a hobby make a reader knowledgeable in so

many areas, such as in educational, politic, religious, and economic. This

purpose of reading habit not only makes one satisfied but also positive.39

Unlike others hobbies, reading is one of the most recommended one to

shape readers personality skill. By reading book particularly can develop

the knowledge of vocabulary which helps in conversations.40

Reading as a

hobby is wonderful; it helps the readers to improve their ability to absorb

and to comprehend written material and help them to pursue a better job.41

b. Recreational

A good reading habit for recreational makes the reader acquire more

knowledge in the classroom. Reading for relaxation is aimed to cool the

37

Ifshan Bashir and Nadia Hussain Matto, A Study on Study Habits and Academic

Performance among Adolescents (14—19) Years, International Journal of Social Science

Tomorrow, vol. 1, 2007, p. 2. 38

Ogbodo Rosemary Ochanya, Effective Study Habits in Educational Sector: Counseling

Implications, Edo Journal of Counseling, Vol. 3. No. 2, 2010, pp 231—235. 39

Ibid., p. 231. 40

Anshi, Habit of Reading ….a Beneficial Start, 2012,

(http://www.depthnheight.com/habit-of-reading-a-beneficial -start/com). 41

Trent Hamm, Perfect Hobby? Reading book is fun, cheap, and good for you, 2012,

(http://abcnews.go.com/Business/reading-books-fun-cheap-good/story/com).

20

reader’s brain and to avoid mental fatigue; the example activities on

reading for relaxation are reading newspaper, and magazine.42

c. Concentration

One of the reading habit purposes is concentration. Concentration

means the readers acknowledge their reading process to understand the

meaning of a passage. Reading for concentration is recommended for use

in school by stakeholders; this reading habit purpose shows positive result

in student’s achievement in school.43

d. Deviational

The last purpose of reading habit is deviational. This is the only reading

habit which has a negative norm. The reader sometimes pretends to read,

and deviates from the actual reading. This should be avoided by the

students. If this reading habit attitude acquired by the student, it may lead

to loss of interest in the acquisition of knowledge.44

3. The Aspect of Reading Habits

In gaining an effective reading habit, Julio Cesar summarized six aspect of

reading habit, they are: reading frequency, books read, time spent on academic

reading, time spent on non academic reading, motivation in the family

environments, motivation in the academic environments.45

1. Reading Frequency

Reading frequency used to measure students’ reading frequency in their

spare time.

2. Books Read

The number of many books that the students have read in the last three

months was included in the questionnaires.

3. Time Spent on Academic reading

42

Ochanya, op. cit., p. 231. 43

Ochanya, op. cit., p. 232. 44

Ibid. 45

Julio Cesar Galicia Gaona, Relationship between Reading Habits, University Library

and Academic Performance in A Sample of Psychology Students, Revista de La Educacion

Superior Journal, Vol. XL (I), No. 157, 2011, pp. 59— 60.

21

It is considered the time that the students devote their time to read

academic book especially for their specialist subject.

4. Time Spent on Non-Academic Reading

It is discussed amount of time that the students used to read non academic

book, magazine, such as novel, fiction, romance, horror, etc.

5. Motivation in the Family Environment

It focuses on the recommended book that purchased by the family based

on the interest of the family.

6. Motivation in the Academic Environment

It is focuses on the frequency of students’ reading literature in their school

environment based on the teacher report.

4. Advantages of Reading Habits

In habitual reading; there are so many advantages that the student can

absorb. Reading habit is the powerful and long lasting tool in the development of

student’s academic success. The implications of applying reading as habitual

activity are students can expand the knowledge, and increase focus and

concentration. Reading as a habitual activity also helps the student to pleasure

their understanding, helps them become more intelligent, and boosts their

vocabulary meaning.

Thanuskodi proposes several benefits of reading. He said, ―The impact of

reading in people’s live is extraordinarily widespread. A reader can learn a new

word, can be introduce to new facts, he can become knowledgeable about the

whole world and he can stimulated to both taught and emotion.‖46

A more complete explanation stated by Steel jack. He mentions several

advantage of reading habit. They are: (1) habit of reading help the mind performs

effectively; (2) habit of regular reading helps us develop a good vocabulary, (3)

habit of reading boots intellectual curiosity, (4) habit of reading means

46

S. Thanuskodi, Reading Habit among Library and Information Science Students of

Annamalai University: A Survey, International Journal Education Science, Vol.3, No.2, 2011, p.

1.

22

psychological activity (5) habitual reading helps readers to have positive set of

mind.47

1. Habit of reading help the mind performs effectively

To read frequently, the people will have abilities to communicate and

think well.48

Acquiring reading habit will automatically active neurons and

make it always in a good shape. People who exhibit habit as daily activity

will help them to perform effectively in front of public.

2. Habit of regular reading helps us develop a good vocabulary

Habitual reading develops their alertness in identifying error in a

sentence.49

Frequent readers have a range of words bank. They will have

specific information about the meaning of the word and they are able to

predict the meaning based on context. Frequent readers will be better in

understanding the message that the writer trying to convey.

3. Habitual reading boosts intellectual curiosity

Regular habit of reading exposes a reader to read a variety of a book.

Habitual reading also helps the readers to understand the complexity of

different books. A reader become knowledgeable about various literacy

skills and leads the reader to think independently and critically.50

4. Habitual reading means a psychological activity

Regular habit as a psychological activity means a reader link with their

mind to feel the writers’ imagination.51

The reader previews the story and

goes into it and absorb as the story goes on it. The reader uses their mind

to figure out the scheme of story, to feel the writers feeling and to

experience the difference of personal players.

5. Habitual reading helps readers to have a positive set of mind

47

Steel Jack, The Habit of Reading And Its Advantages-Why You Should Develops Habit

of Regular Reading, 2008 ,(http://voice.yahoo.com/the-habit-its-advantages.com.) 48

Ibid. 49

Ibid. 50

Ibid. 51

Ibid.

23

Efficient frequent readers should be active, positive mind set and critical.52

The readers should give feedback quickly to the material as a respond to

what they have read. They should also get the summary and make a

critical judgment from the material.

To conclude, here are few important benefits for reading habit activities.

By implementing habitual reading, readers are able to train their mind in the

context of helping brain to work effectively. Habitual reading enriches readers’

vocabulary in various literacy skills. The readers are also able to read critically,

effectively, and positively. Moreover, reading habit makes the readers open up

their mind and helps them become more intelligent.

C. Review of Previous Related Research

To support this research, many researches which are relevant with this

study are presented here. Those are:

1. The Journal research was done by Aisha Riaz, Asma Kiran and Niaz Malik

entitled ―Relationship of Study Habit with Educational Achievement” (A

Survey in the University of Agriculture Faisalabad, Pakistan). This quantities

research tried to find out the relationship between study habit and education

achievement. The data took 150 students of B. Sc Home Economist and M.

Sc Home Economist during the year 2000 – 2001. The result showed that

there was a strong relationship between study habits on the educational

performance of learners. The relationship between this research and the

writer research was the use of the variable. Aisya Riaz used study habit and

the writer used reading habit as variable.

2. The research was done by Ifa Riana student of Universitas Sebelas Maret,

Faculty of English Department Sebelas Maret University. The title of this

research is ― Correlational study between translation ability, habit of

watching movies and reading comprehension of the fourth semester students

of English of Education and Teachers Training” the research took place in

Faculty of English Education and teachers training Sebelas Maret University

52

Ibid.

24

academic year 2011/2012. The result of the research showed that (1) there is

a positive correlation between student’s translation ability and their

comprehension, (2) there is a positive correlation between students’ habit of

watching movies and their reading comprehension, (3) there is a positive

correlation between student’s translation ability and student’s habit of

watching movies and students’ reading comprehension. The result of this

research was almost the same to the writer research. The relationship between

researches to the writer’ research is the use of reading comprehension as the

variable.

3. The research was done by W Setianing Budi Chandra Wati, student of

Education Department, Sebelas Maret University. The title is “A

Correlational Study on Student’s Translation Ability, Reading Habit, and

Reading Comprehension of the tenth student’s of SMUN I Kebakramat

academic year 2008—2009”. This research used correlation product moment

test. The result of this research showed that there is a positive correlation

between (1) students’ translation ability and student’s reading

comprehension, (2) reading habit and student’s comprehension. (3)

Translation ability, reading habit and reading comprehension. The

relationship between this research and the writer’ research is on the reading

habit and reading comprehension as variables; however the writer focuses

only on reading habit and reading comprehension.

D. Thinking Framework

Reading is considered as a tool to gain comprehensive information and

knowledge from all aspect. It is by reading; the students can achieve not only

academic success but also a good chance to open up the world. Now, reading

remains the most needed skill by the students. Most of reading instructions in

classrooms consist of activities require comprehension skill. One condition to

maximize reading comprehension is by reading abundantly as a forming of habit.

Reading habit and reading comprehension both are interrelated. Habits for

reading are viewed as a significant effect on the successfulness of student’s

25

reading comprehension, while comprehension itself is the result of a good reading

habit process. Thus reading habit helps the student to maximize their ability in

gaining academic purpose. To support, in their book S. V. Kiester & Kiester state,

―It has long been recognized that in the process of learning, the reading habits of

the students play an important role in their academic performance.‖53

Similarly, R.

Ames and J.Archer add that ―Good students are not born but are made by constant

and deliberate practice of good reading habits, for which there is no substitute.‖54

In the same way, Gilbert and Rollick suggested ―Good reading habits to

significantly enhance academics performance of the pupils.‖55

Trough reading habit the students will have a high confidence in learning

English. Students who are having a good reading habit demonstrate a positive

relationship in their academic performance.56

In linguistic aspect, they will

accustom to see word positioning precisely, understand the complexness of

structure and sentence effectively. Thus reading habits will help the students to

link many sources of the English reading material. Simultaneously, students who

are engage in reading habit in their childhood will have a better knowledge and

information rather than those who are not.

In addition, by implementing reading habit as daily routine, the student’s

vocabulary knowledge and linguistic aspect will automatically improved. They

will receive only trough the practice of reading habit. Most of the times, reading

habits provide plenty of benefits especially in the national final examination.

Students’ reading habit will automatically help them to comprehend the English

text material. The students who posit reading as their habitual activity will force

their selves to acquire a new material in English reading task without any

obstacles.

53

Shabir Ahmad Rana and Rukhsana Kausar, Comparison of Study Habit and Academic

Performance of Pakistani British and White British Students, Pakistan Journal of Social and

Clinical Pshychology, Vol. 9, 2011, p. 21. 54

Ibid. 55

Ibid., p. 22. 56

Haslinda Husaini and Rafidah Abdul Aziz, ―The Roles of School Resource Center in

Nurturing Reading Habits and Attitude among Secondary School Students‖, CONSAL General

Conference, Malaysia, 28th

May—31st

May 2012, p. 2.

26

Therefore, there seems no doubt that students’ good reading habit

contribute to their reading comprehension. It is important to prove the relationship

between students reading habit and their reading comprehension.

E. Hypothesis

Based on the theoretical and conceptual framework, the hypotheses can be

formulated as follows: there is any relationship between students’ reading habit

and their reading comprehension.

27

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the place and time of the research, methods o f the

research, population and sample, research instruments, technique of data

collecting, and technique of data analysis.

A. Place and Time of the Research

This research was conducted at SMA DUA MEI located in Jl. H. Abdul

Gani No. 135 Cempaka Putih Ciputat Timur Tangerang Selatan. This research was

on August 19th

until August 22nd

20132014.

B. Method of the Research

In doing this research, the writer used quantitative method; quantitative

research is essentially collecting numerical data to explain a particular

phenomenon.1 In this research, the writer used questionnaire to score students’

reading habit. Then, the writer conducted reading comprehension test to measure

their reading comprehension score. Then, Pearson Product moment correlation is

used to correlate two variables and to find out the significance relationship

between students’ reading habit and their reading comprehension. The

independent variable of this research is the students’ reading habit (variable X)

and the students’ reading comprehension is the dependent variable (variable Y).

C. Population and Sample

The populations of this research were second grade students of SMA DUA

MEI Ciputat. There are 71 total students; they are 35 science students and 36

social students of second grade SMA Dua Mei Ciputat. Moreover, the writer only

took 40 samples. In this research the writer used simple random sampling to

collect the data of the students.

1Daniel Muijs, Doing Quantitative Research in Education, (London: Sage Publications

Ltd., 2004), p. 2.

28

D. Research Instruments

The instruments of this research are questionnaires about reading habit as

variable X and the reading comprehension test as variable Y.

1. Questionnaire

In this research, the writer distributed the questionnaires to the students

aimed to know their reading habit score. Before giving the questionnaire to the

students, the writer analyzed the validity of the questionnaire first. There are 40

questionnaires for validation and test, only 30 valid items used for reading habit

test. In determining students score the writer used closed questionnaire in which

the respondents ticked the available responses given by the writer. The

calculation of validity test can be seen in the appendix.

The questionnaires used five alternatives based on the Likert’s Scale

Types. Likert’s scale is used to measure attitude, opinion, perception based on the

certain object or phenomena.2 The result of validity and reliability can be seen in

appendix. The indicators of the questionnaire were explained as follows:

A: Selalu (Always)

B: Sering (Often)

C: Kadang – kadang (Sometimes)

D: Jarang (Seldom)

E : Tidak Pernah (Never)

The questionnaire were given to the students consist of many indicators.

Indicators are taken from Julio Cesar’s theory about the reading habit aspects,

they are: reading amount of books, academic reading, reading frequency, non-

academic reading, motivation in the academic environment, and motivation in the

family environment. The following table presents the indicator used by the writer

in the questionnaire:

2 Syofian Siregar, Statistik Parametrik untuk Penelitian Kuantitatif, (Jakarta: PT Bumi

Aksara, 2013), p. 50.

29

Table 3.1 Reading Habit Indicators

2. Test

A test is a systematic procedure for observing one’s behavior and it with

the aid of numerical or category system. A test is used to collect the data of

students’ reading comprehension. The test of reading comprehension was an

objective test in the form of multiple choice tests consisting 20 items. Before

giving reading comprehension test items to the students, the writer validated the

items of the tests. From the 30 questions, the writer took 20 valid items. The

calculation of validity test can be seen in the appendix.

There were five options in each item (A, B, C, D, E). The writer took

some of the questions that have significant correlation with the students’

compulsory book, such as Look Ahead (Published by Erlangga) and student’s

work sheet (LKS - Lembar Kerja Siswa Sakti SMA XI, published by CV Arya

Duta) and many other sources from the internet. The writer marked 1 for each

item which is answered correctly and marked 0 for the wrong answer.

No Reading Habit (X) Indicators Item Number

1 Reading Amount of Books 1, 2,3,4,5

2 Academic Reading 6,7,8,9,10

3 Reading Frequency 11,12,13,14,15

4 Non Academic Reading 16,17,18,19,20

5

Motivation in the Academic

Environment 21,22,23,24,25

6

Motivation in the Family

Environment 26,27,28,29,30

TOTAL 30

30

The indicators of reading comprehension test were taken from Henry

Guntur Tarigan theory. The indicators are described below:

Table. 3. 2 Reading Comprehension Indicators

Variable No. Aspects Items Total

Rea

din

g C

om

pre

hen

sion

1

Reading for Details

1, 2, 8, 11,

18

5 items

2 Reading for Main ideas 6, 14, 19 3 items

3 Reading for Sequences 4, 7, 2 items

4 Reading for Inference 3, 12, 17 3 items

5 Reading for Classifying 5, 13, 2 items

6 Reading for Evaluating 9, 15, 20 3 items

7 Reading for Comparing 10, 16 2 items

Total 20 items

E. Technique of Data Collecting

The techniques used in collecting data include non test in the form of reading

habit questionnaires and reading comprehension tests in the form of multiple

choice tests. Reading habit questionnaires were given to the students in order to

determine their reading habit score, and multiple choice of reading comprehension

tests were used to measure reading comprehension score of the students’ of

second grade of SMA DUA MEI Ciputat.

31

F. Technique of Data Analysis

The writer calculated the perquisite testing requirement analysis such as

validity, reliability, linearity, and normality test before calculating the statistical

testing Pearson Product Moment Correlation.

a. The Validity Test

An instrument is valid when if it is able to measure what the researchers are

going to measure.3 There are two criteria to determine validity of test items, as

follows:

1. If rvalue > rtable at the level significance of 5%, it means that the instrument is

valid.

2. If rvalue < rtable at the level significance of 5%, it means that the instrument is

not valid.

The calculation of validity test used correlation formula from Statistical

Package for Social Science (SPSS) version 21. The result of the validity test items

are consulted to rtable for N = 40 at the level of significance of 5%. The result

showed that the coefficient validity of reading habit and reading comprehension

were valid. The result of validity test computation can be seen in the appendix.

b. The Reliability Test

Reliability test refers to consistency if the instrument used repeatedly for

different subject or different time.4 The instrument is reliable if:

1. If alpha cronbach > rtable at the level significance of 5%, it means that the

instrument is reliable.

2. If alpha cronbach < rtable at the level significance of 5%, it means that the

instrument is not reliable.

The following is the result of the reliability of reading habit (X) and reading

comprehension (Y) test.

3Ibid., p. 87.

4Ibid., p. 94.

32

Table 3. 3. Result of Reliability Test

Variable Alpha rtable 5% (40) Description

X 0,801 0,312 Reliable

Y 0,733 0,312 Reliable

The computation showed that the coefficient reliability of reading habit was on

0,801 while the coefficient reliability of reading comprehension was on 0.733. It

could be concluded that all of these instruments were reliable and consistent. The

computation result of reliability test can be seen in the appendix.

G. Statistical Hypothesis

Statistically, the formulation of hypothesis as follows:

Ha = Alternative hypothesis

That means there is significant relationship between students’ reading

habit and their reading comprehension

Ha accepted if:

ro > rt (α, n – 2) or

to > tt (α, n – 2).

Ho = Null hypothesis

That means there is no significant relationship between students’

reading habit and their reading comprehension.

Ho accepted if:

ro < rt (α, n – 2) or

to < tt (α, n – 2).

33

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

A. Research Finding

1. Data Description

In this chapter writer present the data description of second grade students

SMA DUA Mei Ciputat (data of reading habit and data of reading comprehension).

It can be seen in the following table:

Table 4.1 Student’s Reading Habit and Reading Comprehension Score

(X and Y Variables)

No. Student’s Name (X) (Y)

1 EP 97 17

2 FS 95 13

3 SP 97 11

4 FR 127 17

5 SM 94 13

6 NM 75 4

7 KM 123 19

8 AS 108 10

9 NA 96 6

10 TA 97 14

11 NZ 92 12

12 VL 102 12

13 AK 89 11

14 SD 106 11

15 VM 96 13

16 DP 123 19

17 WL 106 11

18 DY 97 11

19 AY 101 8

20 BD 90 10

21 AS 102 13

22 RS 95 12

23 MR 95 11

24 MD 107 10

25 SP 103 13

26 MA 99 14

27 AS 96 12

34

No. Students’ Name (X) (Y)

28 NA 94 12

29 RG 104 10

30 HC 89 4

31 UM 98 12

32 YR 75 3

33 HN 95 11

34 SF 72 3

35 LW 95 11

36 ES 89 9

37 BM 102 11

38 NN 129 18

39 NR 89 8

40 JA 100 9

2. Data Analysis

Before calculating the relationship between students’ reading habit and their

comprehension using Pearson Product Formula, the writer tries to conduct the testing

requirement analysis; namely normality and linearity test.

a. Testing Requirement

1) The Normality Test

Normality test is done to determine a normal distribution of data. This

coincides with statistical accuracy of the selection test will be used. The

variables are normal if it:

1. A normal distribution of data normal if the value of sig (significance) >

0.05.

2. An abnormal distribution of data normal if the value of sig (significance) <

0.05.

The data in this research is analyzed by SPSS version 21. The result of

normality test can be seen in the following table:

Table 4.2 Result of Normality Test

Variable Sig Criteria

X 0,394 Normal

Y 0,298 Normal

35

Based on the result above, it shows that the value of variable X 0.394 and

variable Y 0.298 is higher than 0.05, so it can be concluded that these data

area normal. The result of the normality test can be seen in the appendix.

2) The Linearity Test

After computing normality test then the writer continued to analyze the

linearity test. Thus, linearity test is used to know the relation between

dependent and independent variable. The variables have linearity based on

these testing criteria:

A. If the value of sig (significance) > 0.05. It means that the variable is linier.

B. If the value of sig (significance) < 0.05. It means that the variable is not

linier.

Table 4.3 Result of Linearity Test

Variable Sig Criteria

X*Y 0,212 Linear

The result of linearity reading habit and reading comprehension test

above shows that result of significance value is 0,212. It means that the value

is higher than significance 0.05. So it can be concluded that the variable X

and variable Y is linear. The result of reliability test can be seen in the

appendix.

b. Statistical Testing

Based on the result of the first prerequisite test, it showed that the data

from population above was well-modeled by normal distribution; the second

testing requirement is linearity test. It was found that the data is linear. And

the last test was product moment calculation; this test is aimed to know the

relationship between students’ reading habit (variable X) and their

comprehension (Variable Y). Product moment correlation on (Statistical

Package for Social Science) SPSS version 21 is used to find the relationship

between the two variables. After processing the data it showed a result Rxy is

0.779. It can be concluded that the relationship between students’ reading

36

habit and reading comprehension was on high correlation. The result can be

seen in the following table:

Table 4.4 Result of Correlation Product Moment

Reading Habit Reading

Comprehension

s

Reading Habit

Pearson Correlation 1 ,779**

Sig. (2-tailed) ,000

N 40 40

Reading Comprehensions

Pearson Correlation ,779** 1

Sig. (2-tailed) ,000

N 40 40

Table 4.5 The Level of Correlation1

Product Moment (r) Interpretation

0.00 0.20

0.20 0.40

0.40 0.70

0.70 0.90

0.90 1.00

Very low correlation

Low correlation

Moderate correlation

High correlation

Very high correlation

B. Data Interpretation

After the writer calculated the formula of product moment, it showed that

the correlation index between students’ reading habit and their reading

comprehension score was on high correlation. The correlation index (rxy is 0.779) is

in the interval 0.70 – 0.90. It means that the relationship between students’ reading

habit and their reading comprehension was on high correlation.

The result of calculation by applying SPSS version 21 described as follows.

It obtained (Rxy = 0.779) > than ttable (0.320). The degree of freedom (df) is 40 – 2

=38 in the table significant of 5% it is obtained 0.320. The assumption of hypothesis

Rxy is higher than rt (Rxy > rt), so the null hypothesis (Ho) is rejected and the alternative

1 Anas Sudjono, Pengantar Statistika Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

2004), p. 193.

37

hypothesis (Ha) is accepted. The writer concluded that there was a high relationship

between the students’ reading habit (X) and their reading comprehension (Y) at the

second grade of SMA Dua Mei Ciputat.

From the first hypothesis, it stated that there was a positive relationship

between reading habit and students’ reading comprehension. The result above means

that there was a relationship between students’ reading habit and their reading

comprehension at the second grade of SMA Dua Mei Ciputat. In academic field,

Reading habit help the students to speak with confidence, they always perform better

in front of the class. Reading habits also help the students to build an expertise and

intelligent in many subjects especially English. They easily understand content

material without any obstacles. Pursuing reading habit helps the students to improve

analytical skill in comprehension task. They automatically predict the error in the

passage; and build word order precisely and accurately.

In relation with the relationship of students’ reading habit to their reading

comprehension; Ifshand and Nadia, already explained about it. They stated that

reading habits have a significant effect on students’ academic achievement. Gilbert

and Rollick also added that good reading habit significantly enhance academic

performance to the students. Students who posed a good reading habit demonstrated

a positive effect in their academic performance. Creemers strengthened in a similar

way that only through reading habit the students will have a high confidence in

learning English. Based on the theory above it can be said that reading habits give

beneficial effect to student’s academic performance, especially in their reading

comprehension.

In the discussion here, relevant studies also pointed the same positive

relationship between reading habit and students’ reading comprehension. First, a

research was done by Aisha Riaz, the title of his research was ―Relationship of Study

Habit with Educational Achievement‖. Second, the similar research had done by Ifa

Riana, a student of Sebelas Maret University, by the title ―Correlational Study

between translation ability, habit of watching movies, and reading comprehension.‖

The result showed that there was a positive correlation between students’ translation

ability, habit of watching movies, and reading comprehension. Further, a same result

38

proposed by W Setianing Budi Chandra Wati. In her research, entitled ―A

Correlational Study on Student’s Translation Ability, Reading Habit, and Reading

Comprehension of the tenth student’s of SMUN I Kebakramat academic year 2008—

2009”. It concluded that there was a strong relationship between students’ reading

habit and student’s reading comprehension at SMUN I Kebakramat academic year

2008—2009.

39

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the description of the data analysis and data interpretation, it can

be concluded that reading habit is proven as one of the factors that influence

student’s reading comprehension. Based on the background of research, the

theoretical framework, and result of the data calculation, it can be delivered some

points. First, students who develop practice of a good habit material such as reading

amount of academic or non academic book and spent their amount of time on

regular routine of reading show more positive result on their reading

comprehension. Second, family environments also contribute to create atmospheres

on how the students’ view reading positively or negatively. Third, habit of reading

at school also proves to be one of the effective tools to build a solid foundation on

their reading comprehension. From the result of the statistical calculation, it can be

synthesized that the alternative hypothesis (Ha) is accepted and the null hypothesis

is rejected. It means that there is a strong relationship between the students’ reading

habit and their reading comprehension at second grade of SMA Dua Mei Ciputat.

B. Suggestions

Based on the conclusion above, It can be delivered some suggestions go to:

a) Teachers

1. English teacher should consider providing a comfort room for cultural

literacy and completing plenty of good books in the class.

2. English teacher should give opportunity to the student to practice reading

habit in and outside classroom in order to improve their reading

comprehension.

3. English teacher should be a good motivator to the students, and support

their interest in reading so that the reading habit programs will run

effectively.

40

b) Students

1. Student should improve their ability to absorb and comprehend

different material abundantly in order to help them their academic

success.

2. Student should build a good reading habit in their daily life and

maintain it by continual reading activity so that the student can improve

their reading comprehension skill.

3. Student should encourage themselves to adopt regular habit of reading

and to promote reading habit to their classmates.

c) Other Researcher

1. The result of this research hopefully can be used as a reference for

further study on similar problems about reading habit and reading

comprehension at different level of students.

2. The result of this research hopefully can be used for further investigation

about several factors that influence students reading comprehension

which have not investigated in this study yet.

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Appendix 1

Reading Comprehension Test

Name :_________________

Class :_________________

Time : 30 minutes_______

Passage 1

Read the following text and answer questions 1 to 6

Indonesia Tourism

Lake Toba, which is situated in the center of the Bukit Barisan mountain

range, is an interesting mountain resort with Samosir Island in the center of the

lake. It boats many modern hotels and facilities for water sport such as boating,

water skiing and swimming.

In West Sumatra, the center of culture and tourism is Bukit tinggi, situated in

the highlands north of the provincial capital of Padang. West Sumatra is a land of

scenic beauty with green lakes, and blue mountains.

Java has a great number of attractions, including the world renowned Botanic

Garden in Bogor, the wildlife reserve of Ujung Kulon on the south west part of

the island. Borobudur, a gigantic Buddhist shrine is situated 42 kilometers

northwest of Yogyakarta and the Ijen crater lies in East Java and displays hot

springs, waterfalls and free roaming deer as well as a sulphur crater. A three-hour

drive from Surabaya, and the a pony ride from the village of Ngadisari over the

sea will take you to mount Bromo which is an active volcano with sulphur fumes

and smoke still emitting from its depths. The inhabitants of the surrounding areas

believe in the God of Bromo and bring offerings to his deity.

Bali is different from the rest of Indonesia because of its unique form of

Hinduism called "Hindu Dharma." Religion is at the main source of traditional

custom in family and community life. The soul of a Balinese if religion and it

finds its expression in art. Many articles and books have been written on Bali.

1. What natural beauty does West Sumatra have?

a. Active volcanoes

b. Water sport

c. Modern hotels

d. Mountains resort

e. Green lakes and blue mountains

2. Which of the following attractions is not found in at the surroundings of the

Ijen crater?

a. Hot springs

b. Waterfalls

c. A sea of sand ,

d. A sulphur crater

e. Free-roaming deer

3. Borobudur, a gigantic Buddhist shine is situate 42 kilometers northwest of

Yogyakarta.

The underlined word means ...

a. Nice

b. Huge

c. Tall

d. Large

e. Wonderful

4. How many tourist resorts are mentioned in the third paragraph?

a. Three

b. Four

c. Five

d. One

e. Two

5. Which place is called "Hindu Dharma." ?

a. Bali

b. East Java

c. Ujung Kulon

d. Padang

e. Central Java

Passage 2

Music may be defined as the art of organizing sounds and silences into

meaningful patterns. Music is one of the oldest arts. In the world history, every

civilization is accompanied by any form of music. Thus, music is a part of every

civilization.

There are many kinds of music, such as a classical music, waltz, jazz, pop

music, and rock'n roll music. In this text we are going to discuss about jazz music.

Jazz began in the early 20th century as a music of black Americans. It was

intended for singing, dancing, entertaining and party atmosphere. Since then, jazz

continued to develop. There are many leading singers, instrumentalists, and

composers in the world. Jazz also influenced almost every other kind of music.

Jazz represents a blending of musical elements fromAfrica and from Europe. Jazz

uses some European ideas of harmony and melody, but the rhythms are more

African in origin. It is irregular in rhythm.

Jazz has also developed in Indonesia. Most people in Indonesia know who

Ireng Maulana is. He and his band often appear on television. His band is one of

the leading jazz music bands.

6. What is the suitable title from the short text above?

a. Music

b. Kinds of Music

c. Jazz

d. Music bands

e. African Music

7. According to the text, there are any kinds of music, expect…

a. Classical Music

b. Waltz

c. Jazz

d. Pop music

e. R & B music

8. According to the text, jazz music started in....

a. America

b. Africa

c. Europe

d. Indonesia

e. Australia

9. What does paragraph two tell us about?

a. What music is.

b. Kinds of music

c. Development of music

d. The history of music

e. Function of Music

10. What is the rhythm of jazz like?

a. Very slow

b. Very fast

c. Irregular

d. Monotonous

e. Homogenous

Passage 3

At present, almost every family has television, especially those who live in

big cities. Now, television is not one of luxurious things anymore because it is so

common that almost every family has one.

Many people –old and young-spend their time watching television, since

there are a lot of television programs we can enjoy. There are music, film, sport,

news and many other programs we can choose as we wish. An interesting

program makes us keep watching it, so that sometimes we forget what we should

do. It can be a disturbance for us, but we still love to watch it.

Everything in this world leads to two sides; good and bad, and so does

television. As one of the mass-medial television really brings many results. Of

course, there are good results, and bad ones. The good results for us are that we

get entertainment. It makes us happy, and it also gives information and

knowledge.

On the other hand, television shows programs that are not suitable for our

culture, custom and age. For example, the romantic and action films, that are

shown at noon when children stay at home and watch them.

However, in some ways television is very useful to us. We can choose the

programs in line our favourite programs. We however, should consider many

aspects.

11. Now, television is not a …. Thing.

a. cheap

b. important

c. luxurious

d. primary

e. unimportant

12. “We, however should consider many aspects” (the last line)

a. care

b. know

c. learn

d. think

e. take

13. Who likes to watch television?

a. All people

b. Old people

c. Special people

d. Young people

e. New people

14. The main idea of paragraph 2 is ….

a. only young people like to watch TV

b. sometimes TV programs disturb us

c. there are music, film, sport and news on TV

d. television programs are interesting

e. radio program

15. How should we watch the TV programs?

a. As much we like

b. Choose the bad one

c. Choose the good one

d. Choose the suitable one

e. Choose the best one

Passage 4

Many years ago, watching a view of events on a screen as well hearing its

sound at the same time was a daydream. But now, television makes it true.

Television presents events taking place in places thousands miles away in front of

us.

Television makes the world narrower and long distances shorter. What

happens at one moment in other parts of the world can be seen and heard at the

same time. The great concert in London or the busiest hours of the New Your

Stock Exchange can be watched on the television screen. Television does not only

inform us of the world situation but also gives us some new information on

science, technology, art and sports; periodically it presents many kinds of

entertainment programs such as plays, films, musical shows, jokes, games and

many others.

The government uses television to inform the people, for example, of the

family planning program, the reports of the local development, the domestic

economic growth, taxation, tourism, public health and so on.

16. What does television make true?

a. a view of events

b. daydream

c. the world narrower

d. long distances shorter

e. short distance

17. Television presents events taking place in places …. (p.1)

The underlined words have the same meaning as ….

a. participating

b. happening

c. providing

d. joining

e. governing

18. What does the governments use television for ?

a. To present many kinds of entertainment

b. To make the world situation and give new information on science, arts.

c. To inform us of world situation and to give new information on science,

arts, etc.

d. To inform us of the family planning program; the report of the local

development, taxation,

e. To inform us stock exchange or new information.

19. What’s the first paragraph about?

a. People like watching television

b. People like to go to places thousands miles a way

c. Television informs the government program

d. Watching television isn’t daydream anymore

e. The dream comes true

20. Was it possible to own a television set many years ago ?

a. Yes, it was

b. No, it wasn’t

c. I don’t know

d. I think so

e. I hope so

Appendix 2

Answer Keys of Reading Comprehension Test:

1. E

2. C

3. B

4. C

5. A

6. A

7. E

8. A

9. B

10. C

11. C

12. D

13. A

14. D

15. C

16. B

17. B

18. D

19. D

20. A

Appendix 3

Student’s Answer of Reading Comprehension Test

No Nama 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Y

1 Eko Prasetyo 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 17

2 Fais Sidik 0 0 1 0 0 1 1 1 1 1 1 0 1 1 1 1 0 1 0 1 13

3 Suci Puspita 0 1 0 1 0 1 1 1 1 1 0 0 1 1 0 1 0 0 0 1 11

4 Feni Ramadani 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 17

5 Sofia M 0 1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 0 1 13

6 Nia Manna 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 1 4

7 Khaifa Mudrikatil 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 19

8 Arifin S 1 1 1 1 0 1 1 0 0 0 0 0 0 1 1 0 0 1 0 1 10

9 Nuh Adjie Y 0 1 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 1 0 1 6

10 Tasya Azzahra 1 1 0 1 1 1 1 1 1 1 0 0 0 1 1 0 0 1 1 1 14

11 Nada Zakia 0 1 1 1 0 1 1 1 1 1 0 0 1 1 0 0 0 1 0 1 12

12 Vonny lesmana 0 1 0 1 0 1 1 1 1 0 0 0 1 1 1 0 0 1 1 1 12

13 Aprianti Kusuma 0 0 0 1 1 1 1 1 1 0 0 0 1 1 1 0 0 1 0 1 11

14 Sintia Desiana 0 0 0 1 1 1 1 1 1 0 0 0 1 1 1 0 0 0 1 1 11

15 Virsa May Dwi 0 1 0 1 1 1 1 1 1 1 0 0 1 1 1 0 0 0 1 1 13

16 Desy Putri 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 19

17 Wahyu Lestari 1 0 1 1 1 1 1 0 1 0 0 0 0 1 0 0 0 1 1 1 11

18 Dimas Yuba 0 1 0 1 1 1 1 1 1 1 0 0 1 1 0 0 0 0 1 0 11

19 Atin Yulianti 0 1 0 1 0 1 1 1 1 0 0 0 0 1 0 0 0 1 0 0 8

20 Banu Dwi Antoko 0 1 0 1 1 1 1 1 0 0 1 0 1 1 0 0 0 1 0 0 10

21 Andhika sulaiman 0 1 0 1 1 1 1 1 1 1 1 0 1 1 0 0 0 1 0 1 13

22 Renaldy Saputra 1 0 0 0 1 1 1 1 1 1 1 1 0 1 0 0 0 1 0 1 12

23 Muhamad rifai 1 1 0 0 1 1 1 0 0 1 1 1 0 1 0 1 0 1 0 0 11

24 Muhamad david 0 0 0 0 1 1 0 1 1 1 1 1 1 1 0 0 0 0 0 1 10

25 Satrio pamungkas 0 0 0 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 1 13

26 Mayang aulia 1 1 1 0 1 1 0 0 1 1 1 1 1 1 0 1 0 0 1 1 14

27 Amel safitri 1 0 0 1 1 1 0 1 1 1 1 0 0 1 0 1 0 0 1 1 12

28 Nadya anggita 1 1 1 1 0 0 0 1 1 1 1 0 0 0 0 1 1 0 1 1 12

29 Ricky Gading 0 1 1 1 1 0 0 1 1 1 0 0 0 0 0 0 1 0 1 1 10

30 Hanny Cramoy 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 1 4

31 Ukhti Melati 1 1 1 0 0 0 1 1 1 0 0 1 1 0 0 1 1 1 1 0 12

32 Yeni Rahmawati 0 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 0 0 0 0 3

33 Hikmah nisa 1 0 0 0 0 0 1 1 1 1 0 1 1 0 0 1 1 1 1 0 11

34 Siti Fatimah 0 0 0 1 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 3

35 Linda wati 1 1 1 0 0 0 1 1 1 0 0 1 1 0 0 0 1 1 1 0 11

36 Eka Syafila 0 0 1 0 1 1 1 1 0 0 0 1 1 0 0 0 1 0 1 0 9

37 Bayu muhamad 1 1 1 1 1 1 1 1 0 0 0 0 1 0 0 0 1 0 1 0 11

38 Nisa Nurul fariha 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 18

39 Novi rahmawati 0 0 1 1 1 1 0 1 1 1 0 0 1 0 0 0 0 0 0 0 8

40 Jilan abiyu daris 1 1 0 0 1 1 1 1 1 0 0 1 1 0 0 0 0 0 0 0 9

Appendix 4

ANGKET PERTANYAAN (QUESTIONNAIRE) TENTANG KEBIASAAN

MEMBACA DAN PENGARUHNYA TERHADAP MEMBACA

PEMAHAMAN SISWA

A. Petunjuk Umum

1. Angket ini bersifat ilmiah, tidak ada tujuan lain

2. Jawablah pertanyaan ini dengan jujur

3. Berilah tanda checklist (√ ) pada petanyaan yang sesuai dengan pengalaman yang

anda alami

4. Atas bantuannya saya ucapkan terima kasih

B. Biodata Responden

1. Nama Lengkap :

2. Jenis Kelamin :

3. Kelas :

C. Keterangan Jawaban

SL : Selalu

SR : Sering

KD : Kadang- Kadang

JR : Jarang

TP : Tidak Pernah

No Pertanyaan Reading Habit SL SR KD JR TP

Reading Amount of Books

1 Saya banyak membaca buku berbagai genre

dalam waktu 3 bulan

2 Saya membaca science, teknologi, matematika

dan literature lain karena saya suka menemukan

hal baru.

3 Ketebalan, ukuran huruf, ilustrasi, dsb, sangat

mempengaruhi bacaan yang saya pilih.

4 Banyak membaca buku tidak membantu saya

mengekpresikan perasaan saya.

5 Saya tidak membaca buku ketika waktu luang.

Academic Reading

6 Saya menggaris bawahi hal penting di dalam

buku pelajaran ketika saya membaca

7 Saya mancatat ketika guru sedang menjelaskan

isi buku pelajaran

8 Saya kembali menulis catatan teks ke dalam

bahasa saya

9 Saya tidak melengkapi catatan saya dengan

penjelasan yang lebih detail

10 Saya tidak suka membaca sumber yang terkait

sebelum pelajaran di mulai

Reading Frequency

11 Setiap malam saya belajar teratur selama

minimal satu jam

12 Saya membaca di waktu yang sama dan tempat

yang sama

13 Saya membaca di tempat yang sepi suara dan

tidak ada gangguan

14 Saya membuat pertanyaan untuk mengecheck

pemahaman saya

15 Saya tidak menargetkan tujuan ketika belajar

Non Academic Reading

16 Saya membaca dan mengubungkan informasi

baru dengan pemahaman saya

17 Saya menterjemahkan ide utama ke dalam

bahasa saya

18 Saya membaca dan membandingkan informasi

dari novel satu ke novel yang lainnya

19 Saya tidak mempunyai waktu untuk membaca

buku pelajaran

20 Saya tidak pernah mempersiapkan alat tulis

sebelum membaca

Reading Motivation for Academic

Environtment

21 Saya membaca untuk kesuksesan akademik

saya

22 Saya banyak membaca untuk menambah

pengetahuan saya

23 Saya membaca untuk mendapatkan nilai yang

baik

24 Saya membaca karena perintah dari guru

25 Saya tidak suka membaca buku pelajaran

karena harga buku terlalau mahal

Reading Motivation in the Family

Environtment

26 Saya salah satu anak yang gemar membaca di

keluarga saya

27 Keluarga mendorong saya untuk membaca

minimal satu menit per hari dari pada harus

bermain di dalam waktu luang saya

28 Keluarga memilihkan saya berbagai topik dan

genre bacaaan.

29 Saya merasa tidak tenang dalam test karena

saya tidak terbiasa membaca di rumah.

30 Saya lebih memilih menonton TV dari pada

membaca.

Reading Habit (x) APPENDIX 5

No Nama siswa 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 X1 Eko Prasetyo 2 3 2 4 2 5 3 3 3 2 3 2 2 4 4 3 3 4 3 5 5 4 5 5 2 4 1 3 2 4 972 Faiz sidiq 3 3 4 4 4 3 2 3 5 2 3 2 1 2 2 2 2 3 4 3 4 4 3 4 2 5 4 4 3 5 953 Suci Puspita 3 4 5 4 3 3 2 3 1 3 3 4 4 4 5 3 3 2 2 2 2 4 3 4 2 3 5 4 4 3 974 Feni Ramadhani 3 4 4 5 4 5 5 5 5 3 3 2 4 5 5 4 5 5 5 4 4 3 5 5 3 4 5 5 4 4 1275 Sofia Marwania 3 3 5 3 3 4 4 2 2 2 2 2 5 5 2 2 2 4 3 2 3 4 2 2 4 4 5 3 4 3 946 Nia Marina 2 1 3 2 2 3 4 2 2 2 2 2 2 3 4 4 3 2 3 2 3 1 4 2 2 2 2 3 4 2 757 Khaifa Mudrikatil M 4 4 4 4 4 4 5 4 5 5 4 4 4 5 4 3 4 5 4 4 4 4 4 4 4 4 5 4 4 2 1238 Arifin S 2 2 4 2 4 4 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 3 5 5 5 4 2 5 5 1089 Nuh Adjie Y 2 2 4 3 4 4 4 2 2 2 4 4 4 4 2 2 4 4 2 2 3 3 3 4 2 5 3 3 4 5 96

10 Tasya Azzahra Prinsiloo 4 3 4 4 3 4 3 3 4 2 3 2 3 4 5 4 4 4 2 2 3 3 3 3 3 2 5 3 3 2 9711 Nada Zakia 4 3 2 3 4 5 5 3 5 3 3 2 3 2 2 3 3 3 2 2 3 3 3 2 2 5 4 3 3 2 9212 Vonny Lesmana 3 3 2 4 4 4 4 2 4 3 3 3 5 4 4 4 3 4 2 2 3 4 3 4 2 5 5 3 3 3 10213 Aprianti Kusuma Astuti 3 2 4 3 2 4 2 2 5 3 4 4 3 3 4 3 3 2 2 2 3 3 2 2 3 5 4 3 2 2 8914 Sintia Desiana 3 1 4 4 2 3 2 3 3 3 3 4 5 4 5 4 3 4 4 4 3 5 2 5 3 5 5 4 3 3 10615 Virsa May Dwi Nadya 3 4 3 4 5 4 4 3 2 2 3 4 3 3 3 2 4 2 3 2 3 4 2 2 5 2 5 3 4 3 9616 Desi Putri Umarisa 4 4 5 5 4 4 4 4 5 3 4 2 4 4 4 5 4 4 5 4 3 4 4 4 5 5 4 4 5 3 12317 Wahyu Lestari 3 4 4 4 3 4 4 4 3 3 4 4 4 4 5 4 2 2 3 3 3 3 4 4 4 3 4 4 3 3 10618 Dimas Yuba Wibisono 3 2 4 3 4 2 4 2 2 2 3 4 4 4 3 4 4 4 4 2 3 4 2 4 2 4 4 5 2 3 9719 Atin Yulianti 3 3 4 3 3 4 3 3 3 3 3 3 4 3 4 3 3 3 4 4 3 4 3 4 3 3 4 3 5 3 10120 Banu Dwi Antoko 4 2 4 3 1 2 4 1 1 4 4 3 3 2 4 3 4 2 4 2 3 3 2 5 1 5 4 2 5 3 9021 Andhika sulaiman 5 2 4 5 5 3 5 2 3 5 2 5 3 2 3 2 3 2 3 3 3 4 3 2 4 3 4 3 5 4 10222 Renaldy Saputra 2 4 4 2 4 4 5 2 5 1 2 3 2 4 5 3 3 2 2 3 3 3 4 4 1 3 4 3 3 5 9523 Muhamad rifai 2 4 2 2 2 2 3 4 2 2 3 4 5 3 3 3 2 3 3 4 3 3 3 5 5 3 4 3 4 4 9524 Muhamad david alfarizi 3 4 5 4 3 3 3 4 4 4 5 5 2 2 2 3 3 2 3 4 5 3 2 2 4 5 4 4 5 5 10725 Satrio pamungkas 2 2 2 1 1 2 2 2 2 4 5 4 4 4 3 3 4 4 4 4 5 3 2 5 5 5 5 5 5 4 10326 Mayang aulia 2 2 2 4 5 5 3 3 2 5 3 2 5 5 2 3 4 3 2 3 2 3 2 3 3 3 5 5 3 5 9927 Amel safitri 2 4 5 4 5 5 2 2 1 2 2 2 3 4 3 3 3 2 2 2 4 3 5 2 3 3 5 5 4 4 9628 Nadya anggita putri 2 2 4 4 4 5 3 3 2 1 4 3 3 3 3 3 3 3 2 3 2 4 2 2 3 4 5 4 4 4 9429 Ricky Gading 3 2 3 4 5 5 4 3 3 3 3 3 3 2 3 4 4 4 5 4 5 3 3 2 3 3 3 4 4 4 10430 Hanny Cramoy 3 4 4 3 2 3 4 4 5 1 1 1 2 1 2 2 3 3 4 4 4 3 4 3 3 3 2 4 4 3 8931 Ukhti Melati 2 3 4 4 3 3 2 1 4 4 4 5 3 2 2 2 3 3 4 5 5 4 3 2 4 3 4 3 4 3 9832 Yeni Rahmawati 2 1 2 2 3 3 2 2 2 2 2 2 2 4 3 2 2 3 2 3 3 3 3 2 3 2 2 4 4 3 7533 Hikmah nisa 3 3 4 4 3 2 2 3 4 4 3 2 2 2 4 4 2 3 4 3 5 5 2 3 3 4 4 4 2 2 9534 Siti Fatimah 2 1 2 3 4 3 2 3 2 1 1 1 3 2 3 2 4 5 2 3 2 3 3 3 3 3 2 2 1 1 7235 Linda wati 3 2 4 5 4 3 2 1 3 2 3 1 4 4 5 5 3 3 4 3 4 5 2 4 4 3 4 2 1 2 9536 Eka Syafila 4 4 4 2 2 2 2 3 1 1 4 1 5 4 1 2 1 3 4 4 2 4 4 4 4 4 5 3 2 3 8937 Bayu muhamad akbar 5 2 4 1 5 3 4 5 2 3 1 2 1 5 4 5 5 4 2 5 4 4 4 4 4 2 1 4 3 4 10238 Nisa Nurul fariha 4 4 5 5 5 5 4 2 4 4 5 4 5 5 5 4 3 4 5 4 5 5 5 4 4 4 4 4 4 4 12939 Novi rahmawati 2 2 2 3 2 2 4 4 5 4 3 2 3 1 1 1 3 3 4 4 4 4 2 4 3 4 2 4 4 3 8940 Jilan abiyu daris 2 2 2 2 2 2 4 5 5 5 4 3 3 4 3 2 2 2 4 4 4 4 4 5 5 4 3 3 3 3 100

Nilai Hitung 0,3714 0,4837 0,4029 0,4706 0,3289 0,364 0,3634 0,3317 0,3696 0,4727 0,4811 0,3604 0,3573 0,4312 0,3724 0,4485 0,3359 0,3632 0,5195 0,3906 0,3808 0,3906 0,3278 0,3701 0,3629 0,3196 0,3933 0,3624 0,3431 0,3287

Tabel 0,312 V V V V V V V V V V V V V V V V V V V V V V V V V V V V V V

Appendix 6

1. Validity Test Reading Habit Questionnaires

Total_Score

Item_X_1

Pearson Correlation ,371

Sig. (2-tailed) ,018

N 40

Item_X_2

Pearson Correlation ,484

Sig. (2-tailed) ,002

N 40

Item_X_3

Pearson Correlation ,403

Sig. (2-tailed) ,010

N 40

Item_X_4

Pearson Correlation ,471

Sig. (2-tailed) ,002

N 40

Item_X_5

Pearson Correlation ,329

Sig. (2-tailed) ,038

N 40

Item_X_6

Pearson Correlation ,364*

Sig. (2-tailed) ,021

N 40

Item_X_7

Pearson Correlation ,363

Sig. (2-tailed) ,021

N 40

Item_X_8

Pearson Correlation ,332

Sig. (2-tailed) ,037

N 40

Item_X_9

Pearson Correlation ,370

Sig. (2-tailed) ,019

N 40

Item_X_10

Pearson Correlation ,473

Sig. (2-tailed) ,002

N 40

Item_X_11

Pearson Correlation ,481

Sig. (2-tailed) ,002

N 40

Item_X_12

Pearson Correlation ,360

Sig. (2-tailed) ,022

N 40

Item_X_13

Pearson Correlation ,357**

Sig. (2-tailed) ,024

N 40

Item_X_14

Pearson Correlation ,431

Sig. (2-tailed) ,005

N 40

Item_X_15

Pearson Correlation ,372**

Sig. (2-tailed) ,018

N 40

Item_X_16

Pearson Correlation ,448*

Sig. (2-tailed) ,004

N 40

Item_X_17

Pearson Correlation ,336

Sig. (2-tailed) ,034

N 40

Item_X_18

Pearson Correlation ,363*

Sig. (2-tailed) ,021

N 40

Item_X_19

Pearson Correlation ,520

Sig. (2-tailed) ,001

N 40

Item_X_20

Pearson Correlation ,391

Sig. (2-tailed) ,013

N 40

Item_X_21

Pearson Correlation ,381

Sig. (2-tailed) ,015

N 40

Item_X_22

Pearson Correlation ,391

Sig. (2-tailed) ,013

N 40

Item_X_23

Pearson Correlation ,328*

Sig. (2-tailed) ,039

N 40

Item_X_24

Pearson Correlation ,370*

Sig. (2-tailed) ,019

N 40

Item_X_25

Pearson Correlation ,363

Sig. (2-tailed) ,021

N 40

Item_X_26

Pearson Correlation ,320

Sig. (2-tailed) ,044

N 40

Item_X_27

Pearson Correlation ,393

Sig. (2-tailed) ,012

N 40

Item_X_28

Pearson Correlation ,362

Sig. (2-tailed) ,022

N 40

Item_X_29

Pearson Correlation ,343

Sig. (2-tailed) ,030

N 40

Item_X_30

Pearson Correlation ,329

Sig. (2-tailed) ,038

N 40

Total Score

Pearson Correlation 1**

Sig. (2-tailed)

N 40

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

2. Validity Test Reading Comprehension

Total_Score

Item_Y_1

Pearson Correlation ,337

Sig. (2-tailed) ,033

N 40

Item_Y_2

Pearson Correlation ,357

Sig. (2-tailed) ,024

N 40

Item_Y_3

Pearson Correlation ,362

Sig. (2-tailed) ,022

N 40

Item_Y_4

Pearson Correlation ,385

Sig. (2-tailed) ,014

N 40

Item_Y_5

Pearson Correlation ,427

Sig. (2-tailed) ,006

N 40

Item_Y_6

Pearson Correlation ,487

Sig. (2-tailed) ,001

N 40

Item_Y_7

Pearson Correlation ,443

Sig. (2-tailed) ,004

N 40

Item_Y_8

Pearson Correlation ,439

Sig. (2-tailed) ,005

N 40

Item_Y_9

Pearson Correlation ,519**

Sig. (2-tailed) ,001

N 40

Item_Y_10

Pearson Correlation ,396

Sig. (2-tailed) ,011

N 40

Item_Y_11

Pearson Correlation ,387**

Sig. (2-tailed) ,014

N 40

Item_Y_12

Pearson Correlation ,391

Sig. (2-tailed) ,013

N 40

Item_Y_13

Pearson Correlation ,396

Sig. (2-tailed) ,011

N 40

Item_Y_14

Pearson Correlation ,453

Sig. (2-tailed) ,003

N 40

Item_Y_15

Pearson Correlation ,426

Sig. (2-tailed) ,006

N 40

Item_Y_16

Pearson Correlation ,375*

Sig. (2-tailed) ,017

N 40

Item_Y_17

Pearson Correlation ,382

Sig. (2-tailed) ,015

N 40

Item_Y_18

Pearson Correlation ,327

Sig. (2-tailed) ,040

N 40

Item_Y_19

Pearson Correlation ,476

Sig. (2-tailed) ,002

N 40

Item_Y_20

Pearson Correlation ,404

Sig. (2-tailed) ,010

N 40

Total Score

Pearson Correlation 1*

Sig. (2-tailed)

N 40

*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).

Appendix 7

1. Reliability Test Reading Habit Questionnaires

Case Processing Summary

N %

Cases

Valid 40 100,0

Excludeda 0 ,0

Total 40 100,0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's

Alpha

N of Items

,801 30

Item-Total Statistics

Scale Mean if

Item Deleted

Scale Variance

if Item Deleted

Corrected Item-

Total

Correlation

Cronbach's

Alpha if Item

Deleted

Item_X_1 95,58 139,738 ,307 ,796

Item_X_2 95,70 135,856 ,415 ,791

Item_X_3 94,90 137,785 ,328 ,795

Item_X_4 95,10 135,682 ,397 ,792

Item_X_5 95,13 138,881 ,239 ,799

Item_X_6 94,98 138,743 ,286 ,797

Item_X_7 95,15 138,695 ,285 ,797

Item_X_8 95,60 139,528 ,252 ,798

Item_X_9 95,33 136,430 ,266 ,799

Item_X_10 95,65 134,746 ,392 ,792

Item_X_11 95,38 136,087 ,413 ,791

Item_X_12 95,60 138,041 ,273 ,797

Item_X_13 95,15 138,387 ,273 ,797

Item_X_14 95,10 136,144 ,349 ,794

Item_X_15 95,10 137,631 ,285 ,797

Item_X_16 95,38 137,112 ,380 ,793

Item_X_17 95,30 140,472 ,270 ,797

Item_X_18 95,28 139,435 ,293 ,796

Item_X_19 95,23 134,897 ,453 ,790

Item_X_20 95,25 138,551 ,319 ,795

Item_X_21 95,00 139,077 ,312 ,796

Item_X_22 94,88 140,061 ,334 ,795

Item_X_23 95,38 139,984 ,253 ,798

Item_X_24 95,00 137,949 ,285 ,797

Item_X_25 95,23 138,333 ,280 ,797

Item_X_26 94,78 139,974 ,241 ,798

Item_X_27 94,63 137,061 ,307 ,796

Item_X_28 94,95 140,100 ,299 ,796

Item_X_29 94,95 138,972 ,261 ,798

Item_X_30 95,15 139,721 ,250 ,798

2. Reliability Test Reading Comprehension

Case Processing Summary

N %

Cases

Valid 40 100,0

Excludeda 0 ,0

Total 40 100,0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's

Alpha

N of Items

,733 20

Item-Total Statistics

Scale Mean if

Item Deleted

Scale Variance

if Item Deleted

Corrected Item-

Total

Correlation

Cronbach's

Alpha if Item

Deleted

Item_Y_1 10,75 13,628 ,214 ,730

Item_Y_2 10,55 13,587 ,240 ,727

Item_Y_3 10,80 13,549 ,241 ,727

Item_Y_4 10,55 13,485 ,270 ,725

Item_Y_5 10,55 13,331 ,315 ,721

Item_Y_6 10,43 13,276 ,396 ,715

Item_Y_7 10,45 13,382 ,344 ,719

Item_Y_8 10,40 13,477 ,348 ,719

Item_Y_9 10,43 13,174 ,431 ,713

Item_Y_10 10,58 13,430 ,280 ,724

Item_Y_11 10,88 13,497 ,274 ,724

Item_Y_12 10,85 13,464 ,276 ,724

Item_Y_13 10,58 13,430 ,280 ,724

Item_Y_14 10,50 13,282 ,349 ,718

Item_Y_15 10,93 13,404 ,323 ,721

Item_Y_16 10,80 13,497 ,256 ,726

Item_Y_17 10,93 13,558 ,274 ,724

Item_Y_18 10,65 13,669 ,202 ,731

Item_Y_19 10,70 13,087 ,364 ,717

Item_Y_20 10,53 13,435 ,292 ,723

Appendix 8

NORMALITY TEST

NPar Tests One-Sample Kolmogorov-Smirnov Test

Reading Habit Reading

Comprehension

s

N 40 40

Normal Parametersa,b

Mean 98,48 11,20

Std. Deviation 12,117 3,831

Most Extreme Differences

Absolute ,142 ,154

Positive ,136 ,144

Negative -,142 -,154

Kolmogorov-Smirnov Z ,899 ,975

Asymp. Sig. (2-tailed) ,394 ,298

a. Test distribution is Normal.

b. Calculated from data.

Appendix 9 LINEARITY TEST Case Processing Summary

Cases

Included Excluded Total

N Percent N Percent N Percent

Reading Comprehensions *

Reading Habit

40 100,0% 0 0,0% 40 100,0%

ANOVA Table

Sum of

Squares

df Mean

Square

F Sig.

Reading

Comprehensions *

Reading Habit

Between

Groups

(Combined) 486,783 21 23,180 4,873 ,001

Linearity 347,798 1 347,798 73,121 ,000

Deviation from

Linearity

138,985 20 6,949 1,461 ,212

Within Groups 85,617 18 4,756

Total 572,400 39

CORRELATION TEST

Correlations

Reading Habit Reading

Comprehension

s

Reading Habit

Pearson Correlation 1 ,779**

Sig. (2-tailed) ,000

N 40 40

Reading Comprehensions Pearson Correlation ,779** 1

Sig. (2-tailed) ,000

N 40 40

**. Correlation is significant at the 0.01 level (2-tailed).

Appendix 10

DESCRIPTION DATA RESEARCH

Frequencies Statistics

Reading Habit Reading

Comprehension

N Valid 40 40

Missing 0 0

Mean 98,48 11,20

Std. Error of Mean 1,916 ,606

Median 97,00 11,00

Mode 95 11

Std. Deviation 12,117 3,831

Variance 146,820 14,677

Skewness ,527 -,170

Std. Error of Skewness ,374 ,374

Kurtosis 1,493 ,558

Std. Error of Kurtosis ,733 ,733

Range 57 16

Minimum 72 3

Maximum 129 19

Sum 3.939 448

Frequency Table Reading Habit

Frequency Percent Valid Percent Cumulative

Percent

Valid

72 1 2,5 2,5 2,5

75 2 5,0 5,0 7,5

89 4 10,0 10,0 17,5

90 1 2,5 2,5 20,0

92 1 2,5 2,5 22,5

94 2 5,0 5,0 27,5

95 5 12,5 12,5 40,0

96 3 7,5 7,5 47,5

97 4 10,0 10,0 57,5

98 1 2,5 2,5 60,0

99 1 2,5 2,5 62,5

100 1 2,5 2,5 65,0

101 1 2,5 2,5 67,5

102 3 7,5 7,5 75,0

103 1 2,5 2,5 77,5

104 1 2,5 2,5 80,0

106 2 5,0 5,0 85,0

107 1 2,5 2,5 87,5

108 1 2,5 2,5 90,0

123 2 5,0 5,0 95,0

127 1 2,5 2,5 97,5

129 1 2,5 2,5 100,0

Total 40 100,0 100,0

Reading Comprehension

Frequency Percent Valid Percent Cumulative

Percent

Valid

3 2 5,0 5,0 5,0

4 2 5,0 5,0 10,0

6 1 2,5 2,5 12,5

8 2 5,0 5,0 17,5

9 2 5,0 5,0 22,5

10 4 10,0 10,0 32,5

11 9 22,5 22,5 55,0

12 6 15,0 15,0 70,0

13 5 12,5 12,5 82,5

14 2 5,0 5,0 87,5

17 2 5,0 5,0 92,5

18 1 2,5 2,5 95,0

19 2 5,0 5,0 100,0

Total 40 100,0 100,0

Appendix 11

Distribusi nilai rtabel Signifikansi 5% dan 1%

N The Level of Significance

N The Level of Significance

5% 1% 5% 1%

3 0.997 0.999 38 0.320 0.413

4 0.950 0.990 39 0.316 0.408

5 0.878 0.959 40 0.312 0.403

6 0.811 0.917 41 0.308 0.398

7 0.754 0.874 42 0.304 0.393

8 0.707 0.834 43 0.301 0.389

9 0.666 0.798 44 0.297 0.384

10 0.632 0.765 45 0.294 0.380

11 0.602 0.735 46 0.291 0.376

12 0.576 0.708 47 0.288 0.372

13 0.553 0.684 48 0.284 0.368

14 0.532 0.661 49 0.281 0.364

15 0.514 0.641 50 0.279 0.361

16 0.497 0.623 55 0.266 0.345

17 0.482 0.606 60 0.254 0.330

18 0.468 0.590 65 0.244 0.317

19 0.456 0.575 70 0.235 0.306

20 0.444 0.561 75 0.227 0.296

21 0.433 0.549 80 0.220 0.286

22 0.432 0.537 85 0.213 0.278

23 0.413 0.526 90 0.207 0.267

24 0.404 0.515 95 0.202 0.263

25 0.396 0.505 100 0.195 0.256

26 0.388 0.496 125 0.176 0.230

27 0.381 0.487 150 0.159 0.210

28 0.374 0.478 175 0.148 0.194

29 0.367 0.470 200 0.138 0.181

30 0.361 0.463 300 0.113 0.148

31 0.355 0.456 400 0.098 0.128

32 0.349 0.449 500 0.088 0.115

33 0.344 0.442 600 0.080 0.105

34 0.339 0.436 700 0.074 0.097

35 0.334 0.430 800 0.070 0.091

36 0.329 0.424 900 0.065 0.086

37 0.325 0.418 1000 0.062 0.081