THE CORRELATION BETWEEN STUDENTS’READING INTEREST …
Transcript of THE CORRELATION BETWEEN STUDENTS’READING INTEREST …
THE CORRELATION BETWEEN STUDENTS’READING INTEREST
AND READING COMPREHENSION AT SEVENTH GRADE
OF JUNIOR HIGH SCHOOL BAITURRAHIM JAMBI
THESIS
Nurul Siti Chotimah
TE.151606
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTAN THAHA SAIFUDDIN
JAMBI
2020
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THE CORRELATION BETWEEN STUDENTS’READING INTEREST
AND READING COMPREHENSION AT SEVENTH GRADE
OF JUNIOR HIGH SCHOOL BAITURRAHIM JAMBI
THESIS
Submitted As Partial Fulfillment Of The Requirement To Get
Undergraduate Degree (S.1) In English Education
Nurul Siti Chotimah
TE.151606
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SULTAN THAHA SAIFUDDIN
JAMBI
2020
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Advisor I : Dr. Mahyuzar Rahman, M.Ag
Advisor II : Hilma Suryani, M.Pd
Adress : Faculty Of Education And Teacher Training The State Islamic
University At Sultan Thaha Saifuddin Jambi
To: The Dean Of Faculty Of Education And Teacher Training
The State Islamic University Of Sultan Thaha Saifuddin Jambi
In
Jambi
OFFICIAL NOTE
Assalamualaikum wr.wb
After reading and making some necessary, awe agree that thesis entitled
“The Correlation Between Students’ Reading Interest And Reading
Comprehension” by Nurul Siti Chotimah TE.151606, Eglish Education
Program is approved for thesis defense as partial fulfillment of requirements to
obtain undergraduate degree (S.1) at English Education Faculty of Education and
Teacher Training The State Islamic Sultan Thaha Saifuddin Jambi.
So, we submit it in order to be received well. We appreciate your attention
May this thesis be of great benefits to the field of English Education.
Wassalamu‟alaikum wr.wb
Advisor I Advisor II
Dr. Mahyuzar Rahman, M.Ag Hilma Suryani, M.Pd
Nip.1972 001 200003 1 002 Nip.19861226 201503 2 005
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KEMENTRIAN AGAMA RI
UNIVERSITAS ISLAM NEGERI SULTAN THAHA
SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH
DAN KEGURUAN
Alamat Fakultas Ilmu Tarbiyah Dan Keguruan UIN STS Jambi
Jl. Jmabi Ma.Bulian KM.16 Simp. Sungai Duren Muara Jambi 36363
ORIGINALITY THESIS STATEMENT
I who signed below stated that the thesis that I arrange as a reqirement to
get under graduate degree which is entitled “The Correlation Between Students’
Reading Interest And Reading Comprehension” is originally and truly my
own work.
As certain part of the thesis which I quoted from the work of other people,
I have written the source clearly in accordance with the norms, rules and ethics of
scientific writing.
If letter found that some parts of the thesis are not my own or indicated
any element of plagiarism, I am willing to accept the consequences in accordance
with rules and regulation prevail. Therefore, in writing this statement I am in good
health and mind.
Jambi, November 2020
The researcher
Nurul Siti Chotimah
TE.151606
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DEDICATION
First of all, the writter gives praise and thankfulness to Allah SWT because his
blessing and the merciful with deeply this thesis can be finished.
I dedicated this thesis especially for:
My beloved parents, there are my mother (Atminah) and my father (Paimanto
Wiyono), thank you for you love, material, best support, and prayer for me. Both
of you always give me best mptivation when I am down. Your love give a power
for me to finish this thesis. I really love you all.
My beloved sister and brother (Yuka Indri Yani & Muhammad Afif Ma‟ruf),
thank you for your material, support, kindness. You are so patiently with my
characteristics, I love you so much.
For all my beloved family, my beloved lecturers, my first advisor (Dr. Mahyuzar
Rahman, M.Ag) and my second advisor (Hilma Suryani, M.Pd) thank you for
your times, helps, and advice, teaching me until I finished my thesis.
My beloved best friends (Dodi Iskandar). My beloved quality time ( Syarihan
Zakira, Meira Ana Putri, Rostiana). My beloved squad (Rahmaniah, Reka
Andani, Nur Hidayah, Maylan Kirli) thank you for giving support, helping, and
always hear my terobels, it really help me.
All my friends and especially my classmate English Member Class Of C 2015
who can‟t be mentioned one by one thank you for being my friends and giving
support to me. Goo luck and success for you all.
All of my lecturers who teach me since I don‟t know anything till I graduated.
All of people who keep supporting me whereever you are.
May Allah Subhanahu Wata;alaa bless us
Aameen.
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MOTTO
Meaning :
“If you do good, you do good your own souls, and if you do evil, it is for them (in
like manner)… “ (Q.S Al-Isra‟:7)
Soenarjo, R.H.A.1995. Al-Quran dan Terjemahannya. Semarang, Indonesia: PT .
Karya Toha Putra Semarang
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ACKNOWLEDEMENTS
Bay sayying Alhamdulillahirabbil‟aalamin all veneration to Allah SWT.
The benefience and merciful, who has given us the mercy, and blessing and
guidance to complete writing this thesis. My peace and salutation always be given
to our prophet Muhammad SAW who has given his life moral improvement and
to be mercy to universe.
The goal of this thesis is a partical requirements for the undergraduate
degree (S1) in English Education Study Program at The Islamic University of
Sultan Thaha Saifuddin Jambi which is entitled “The Correlation Between
Students’ Reading Interest And Reading Comprehension.
The writer would like to express my sincere gratitude to Dr. Mahyuzar
Rahman, M.Ag as the first advisor and Hilma Suryani.M.Pd as the second advisor.
They are my great inspiration in teaching field. Next, this success would not be
attained without support, guidance, help, encourage from individual and
institution for accomplishing this thesis. Then writer also would like to express
many thanks to the following people who provided me helps in finishing this
thesis, namely:
1. Prof. Dr.Su‟aidi Asy‟ari, MA.Ph.D as the Rector Of State Islamic
University Of Sultan Thaha Saifuddin Jambi
2. Dr. Hj. Fadlillah as the Dean Of Faculty Of Education And Teacher
Training Of The State Islamic University Of Sultan Thaha Saifuddin
Jambi.
3. Wahyuni Fitria, M.Pd as Chief Of English Education Study Program Of
Education And Teacher Training Faculty In The State Islamic University
Of Sultan Thaha Saifuddin Jambi.
4. All lecturers at of Tarbiyah Science and Teacher Training Faculty in The
State Islamic University Of Sultan Thaha Saifuddin Jambi.
5. The official administration staffs at The State Islamic Uiniversity Of
Sultan Thaha Saifuddin Jambi.
6. All friends who give me support and suggestion to finish this thesis.
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The writer hope that this thesis will give contribution to teaching English.
The writer realizes this thesis is stil far from being perfect. For that, the writer
hopes the contructive critics and suggestion from all readers for perfection of
this thesis. May Allah SWT. Always gives guidence and blessing us. Aamiin Ya
Rabbal ‘Alamin.
Jambi, November 2020
Nurul Siti Chotimah
TE.151606
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ABSTRACT
Name : Nurul Siti Chotimah
Major : English Education Study Program
Title : The Correlation Between Students‟ Reading Interest And
Reading Comprehension
The study is intended to know The Correlation Between Students‟ Reading
Interest and Reading Comprehension At Seventh Grade Of Junior High School
Baiturrahim Jambi. The result of the study is expected to give benefits both
theoretically and practically. In this research, the researcher used quantitative
research. While the design of the study is a correlational study. The result of the
data analysis shows that the correlation coefficient between reading interest (x)
and reading comprehension (y) is (r) = 0.190 with a significance of 0.000. Based
on the above decision criteria, it can be concluded that the correlation of the two
variables is significant, because the accompanying significance is smaller than
0.05 (0.000 <0.05). The correlation that occurs is positive, meaning that if the
independent variable increases, it will be accompanied by an increase in the
dependent variable, the correlation that occurs is in the very weak category.
Key Words : The correlation, reading interest and reading comprehension
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ABSTRACT
Nama : Nurul Siti Chotimah
Jurusan : Tadris Bahasa Inggris
Judul : Korelasi Antara Minat Membaca Dan Pemahaman Membaca
Penelitian ini bertujuan untuk mengetahui Hubungan Minat Membaca
Siswa dengan Pemahaman Membaca Di Kelas VII SMP Baiturrahim Jambi. Hasil
penelitian ini diharapkan dapat memberikan manfaat baik secara teoritis maupun
praktis. Dalam penelitian ini, peneliti menggunakan penelitian kuantitatif.
Sedangkan desain penelitiannya adalah studi korelasional. Hasil analisis data
menunjukkan bahwa koefisien korelasi antara minat baca (x) dan minat baca (y)
adalah (r) = 0,190 dengan signifikansi 0,000. Berdasarkan kriteria keputusan di
atas, dapat disimpulkan bahwa korelasi kedua variabel signifikan, karena
signifikansi yang menyertainya lebih kecil dari 0,05 (0,000 <0,05). Korelasi yang
terjadi bertanda positif artinya jika variabel independen meningkat maka akan
diiringi dengan peningkatan variabel dependen maka korelasi yang terjadi berada
pada kategori sangat lemah.
Kata Kunci: Hubungan, Minat Membaca dan Pemahaman Membaca
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TABLE OF CONTENTS
Page Title............................................................................................................ I
Official Note ....................................................................................................... ii
Acceptance and Approval ................................................................................ iii
Statement Of Originality .................................................................................. iv
Dedication ........................................................................................................... v
Motto ................................................................................................................... vi
Acknowledgment ............................................................................................. vii
Abstract ........................................................................................................... viii
Abstract .............................................................................................................. ix
Table Of Content ................................................................................................ x
List of Table ..................................................................................................... xii
List of Appendices .......................................................................................... xiii
CHAPTER 1 : INTRODUCTION
A. .................................................................................................... Back
ground of the Study .............................................................................. 1
B. .................................................................................................... Identi
fication of Problem ............................................................................... 4
C. .................................................................................................... Limit
ation of the Problem ............................................................................. 5
D. .................................................................................................... Form
ulation of the Problem .......................................................................... 5
E. .................................................................................................... The
Objective of the Study .......................................................................... 5
F...................................................................................................... The
Benefit of the Study ............................................................................. 5
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G. .................................................................................................... Theo
retical Benefits ..................................................................................... 5
H. .................................................................................................... Practi
cal Benefits ........................................................................................... 6
CHAPTER II : THEORETICAL REVIEW
A. .................................................................................................... Theo
retical Review ....................................................................................... 7
CHAPTER III : RESEARCH METHODOLOGY
A. .................................................................................................... The
Setting of the Research ......................................................................... 19
B. .................................................................................................... Rese
arch Method ......................................................................................... 19
C. .................................................................................................... Popul
ation, Sample, and Sampling ................................................................ 20
D. .................................................................................................... Tech
niques for Collecting the Data.............................................................. 21
E. .................................................................................................... The
Validity and Reliability of the Instrument ........................................... 24
F. ..................................................................................................... Tech
niques for Analyzing the Data .............................................................. 26
G. .................................................................................................... Hypo
thesis ..................................................................................................... 27
CHAPTER IV: FINDING AND DISCUSSION
A. ................................................................................................... The
result of reading comprehension ......................................................... 28
B. ................................................................................................... The
result of reading interesting ................................................................ 29
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C. ................................................................................................... The
correlation between students‟ reading interest and reading comprehension
............................................................................................................. 31
D. ................................................................................................... Discu
ssion ................................................................................................... 33
CHAPTER V: CONCLUSION AND SUGGESTION
A. ................................................................................................... Conc
lusion .................................................................................................... 37
B. ................................................................................................... The
suggestion ............................................................................................. 37
REFERENCESS ............................................................................................. 39
APPENDICES
CONSULTATION CARD
CURICULUM VITAE
LIST OF TABLES
Table 3.1 Data on all students of Class VII SMP Baiturrahim Jambi.............. 20
Table 3.2 The Blue Print of the Students‟ Reading Interest ............................ 22
Table 3.3 The Classification of Students‟ Score Reading Interest ................... 22
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Table 3.4 The Blue Print of Reading Comprehension ..................................... 23
Table 3.5 The Classification of Students‟ Score Reading Comprehension ..... 23
Table 4.1 The Result Of Reading Comprehension .......................................... 28
Table 4.2 The Descriptive Statistics Of Reading Comprehension ................... 29
Table 4.3 The Result of Reading Interest......................................................... 30
Table 4.4 The Descriptive Of Reading Interest ............................................... 31
Table 4.5 Normality Test ................................................................................. 32
Table 4.6 Homogeny test ................................................................................. 33
Table 4.7 Pearson Product Moment Correlation ............................................. 34
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LIST OF APPENDICES
APPENDIX 1 : Questionnaire of students reading interest ............................. 44
APPENDIX II : Reading Test .......................................................................... 51
Appendix III : Descriptive Analysis Of Students‟ Reading Interest ............... 61
APPENDIX IV : Descriptive Analysis Of Students‟ Reading Comprehension
.......................................................................................................................... 62
APPENDIX V :Normality Test ........................................................................ 63
APPENDIX VI: Homogeny Test .................................................................... 63
APPENDIX VII: Pearson Product Moment Correlation ................................. 63
APPENDIX VIII: Documentation ................................................................... 64
CUCICULUM VITAE
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CHAPTER 1
INTRODUCTION
A. Background Of The Study
Nowadays, reading is considered as the most important skill for
language learners. Brown (2003) stated that reading is the most essential skill
for success in all educational contexts, remain of the skill of paramount
importance as we create an assessment of general language ability. Being able
to read in English is very important. We know that success in reading is the
most necessary because it is a basic tool of education. In university, reading
ability becomes even more important because students are more active to gain
written information that is why reading comprehension is an asset to be a
success in university.
One of the main goals of students who learn a language is to be able to
read. By reading, students can build language skills, adding their vocabulary
knowledge, and fluency in reading. The meaning of reading is not just about
reading aloud and being able to pronounce the words correctly, but in reading
students should understand the meaning of the whole idea of reading materials
that they read. Reading is the ability to recognize and examines words of
sentences and understand the information within (Lone, 2011). By reading, the
students would acquire a variety of information that has not previously been
obtained. They read the more information they obtained.
Reading is a multifaceted process, which can be described at various
time and developmental stages as a thinking process. Reading ability is the
main concern to be able to read English textbooks, journals, and references,
etc. Since most textbooks and references are written in English, many students
who find difficulties in comprehending them usually have their texts translated
or extracted. It would be better if they can do it by themselves, rather than
depend on their English teachers (Rahmaniah, 2019).
PISA (2017) research shows the low level of literacy in Indonesia
compared to countries in the world. This is the result of a study of 72
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countries. The respondents were 15-year-old schoolchildren, numbering
around 540 thousand children 15. The sampling error was approximately 2 to
3 scores. Indonesia is ranked 62 out of 70 countries surveyed (not 72 because
2 other countries namely Malaysia and Kazakhstan did not meet the research
qualifications). Indonesia is still ahead of Brazil but under Jordan. The average
score for science is 493, for reading 493 as well, and for mathematics 490. The
Indonesian score for science is 403, for reading 397, and for mathematics 386.
Interest in reading is the tendency of an active soul to understand
language patterns to obtain information that is closely related to the will,
activity and feelings of pleasure that potentially allows individuals to choose,
pay attention and accept something that comes from outside themselves
(Shaleh, 1999).
Reading interest is a strong motivator to do an activity. Reading
activities will be carried out by children or not, largely determined by the
child's interest in these activities. In general, interest can be interpreted as a
tendency that causes someone trying to find or try activities in certain fields.
Witherington (1986) argues that interest is one's awareness of something,
someone, a problem or situation that has to do with him. Without someone's
awareness of an object, then the individual will never have an interest in
something.
While reading is an activity or process of applying many reading text
processing skills to understand the contents of the reading. Therefore, reading
can be said as an activity to obtain information or messages conveyed by the
writer in the written language. Someone can read not just by chance, but
because someone is learning and practicing reading texts that consist of
meaningful letters. In general, the purpose of reading is divided into three
main objectives, namely: (1) reading for study, (2) reading for effort, (3)
reading for pleasure. In this case, the purpose of reading must be set before
reading activities to make it easier to understand and obtain information
(Dalman, 2014).
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Several factors can affect students' reading skills, both internal and
external factors. One of them is motivation and reading the material,
motivation is a big enough factor influencing reading skills, if someone has no
motivation it will result in a reluctance to read, while those who have high
motivation will have a strong enough urge to read. Reading material also
influences the reader's interest in reading. Reading material that is too difficult
to understand will make someone reluctant to read. Reading learning that can
provide experience to students is by directly involving students in the learning
process such as language games and the use of media that can involve students
(Arsyad, 2007).
In reality, during pre-observation, most of the students of SMP
Baiturrahim Jambi have problems in reading. They were not able to perform
their English subjects well. Most of them got a low mark in comprehending a
text. They failed to comprehend the reading text well which was indicated
with the fact that they did not pass the standard quality of the school (KKM
65).
The researcher found some examples that may be able to support this
research; the research can be more qualified and can be accepted by all circles,
especially in education. To support and strengthen this study the researcher
finds some samples. Those are the first, the journal research was conducted by
Wahyudi, this study showed that the majority of the students had good reading
habits (65%), but they had low reading comprehension achievement (86.5%).
Consequently, the alternative hypothesis (Ha) is rejected and the null
hypothesis (H0) is accepted. It means the correlation between the students'‟
reading habits and their reading comprehension achievement was not
significant.
The second study was conducted by Al Baroni,there is a significant
influence of student's‟ reading interest toward their reading comprehension
achievement.So, it can be seen that the reading interest significantly influences
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Reading comprehension which shows that if the students got a high score in
reading interest they tended to get a high score in reading comprehension.
Also, the journal research was conducted by Hartati,the research that
there was a relationship between reading motivation and reading
comprehension at a moderate level. For the details, the correlation of intrinsic
motivation and reading comprehension is significant in 0,016 by the
coefficient correlation 0,399 that considered a low correlation. On another
side, the correlation of extrinsic motivation and reading comprehension is
significant in 0,000 by the coefficient correlation 0,599 that considered a
moderate correlation. It can be concluded that based on the data that was
analyzed, the students reading extrinsic motivation influence the students‟
comprehension more than the intrinsic motivation.
Besides, the research journal was conducted by Skenderi, the results of
the study reveal that college students in Macedonia don‟t have good reading
habits. A solid number of them enjoy reading and prefer some romantic,
historic or economic books but that is not enough compared to their age and
the need to develop as intellectuals. The reasons which deteriorate students‟
reading habits are mostly the use of social networks, busy schedule at school,
time spent with friends or simply the lack of will to read.
In line with the descriptions above, the researcher is interested in
investigating the correlation between students‟reading interest with reading
comprehension At Seventh Grade Of SMP Baiturrahim Jambi. This research is
intended to find out whether students‟ interest correlates and reading
comprehension.
B. Identification of Problem
Based on the background of the study, some problems may arise. The
problems are as follows:
1. Lack of awareness of students to use free time to read.
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2. The tendency of students to only study the material provided by the
teacher.
C. Limitation of the Problem
In this research, the researcher limits the scope of the study. The study
only stressed on two variables of correlation. They are a correlation between
students' interest and reading comprehension. Reading comprehension here
refers to the text of English, and the interest of reading here also refers to the
text on English. And, the research subject is class VII of SMP Baiturahhim
Jambi.
D. Formulation of the Problem
The problems are formulated as follows:
1. Is there any correlation between students‟ interest and reading
comprehension at the SMP Baiturrahim Jambi?
E. The Objective of the Study
The objectives of the study are formulated as follow:To know whether
or not there is a correlation between students‟ interest and reading
comprehension at the SMP Baiturrahim Jambi
F. The Benefit of the Study
The study is intended to know The Correlation Between
Students‟reading Interest and Reading Comprehension At Seventh Grade Of
SMP Baiturrahim Jambi. The result of the study is expected to give benefits
both theoretically and practically
G. Theoretical Benefits
This research is to prove whether there is a positive significant
correlation between students' interest, and reading comprehension at the SMP
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Baiturrahim Jambi, so it can be used as the reference in improving and
developing and their reading comprehension in the college.
H. Practical Benefits
a. For the students, the result of the research gives knowledge for them
to improve students‟ achievement and develop their reading
comprehension. It also gives motivation for students to develop their
interest in reading English text.
b. For teachers
Provide information and insights to the teacher regarding the
correlation between students‟ interest and their achievement in reading
comprehension.
c. For the researcher, the result of the research gives information for the
others who want to study deeper in English education to know the
other factor which can influence reading comprehensio
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CHAPTER II
THEORETICAL REVIEW
A. Theoretical Review
1. Review on Reading Comprehension
In this part, a review of reading comprehension will explain some theories
related to reading comprehension. Those theories are the definition of reading,
the purpose of reading, reading comprehension, and the levels of reading
comprehension.
a. The Definition of Reading
There is a lot of definition of reading. Many experts give definitions
about reading. Some of them say reading is the process to get, to understand, to
catch the content of the reading by the reader. And some others say that
reading is a process to establish a representation of meaning, which involved
more than merely identifying the word on a page but what must be achieved, is
an understanding of the whole sequences of a sentence. And also reading is a
process to understand a written text which means extracting the required
information from it as efficiently as possible.
Reading is what the reader does to get the meaning he needs from
textual sources. Kennedy (2010) says that reading is the ability of an individual
to recognize a visual form, associate the form with a sound and or meaning
acquired in the past, and based on past experiences, understand and interpret its
meaning. While Lado (2009) stated that reading in a foreign language consists
of grasping the meaning in that language though its written representation. It
can be seen that reading is not only looking at the word in the form of graphic
symbols but also getting meaning from word to word or line to line to
understand what we read. It means that reading is a process to understand the
content and to get information.
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b. The Purpose of Reading
Everybody may read for many purposes, and that purpose helps to more
understand what is read by them. If they are reading for pleasure, enjoyment,
they may read either quick or slowly based on the way they like or feel. But if
they are reading for study or information such as news, science, which are part
of their study or assignment it does very slowly and carefully, (Lado, 2009).
Gordon (1972) stated the purposes of reading. He said that in reading, readers
are usually at least vaguely aware of their purpose. Readers know that they are
reading either because they want to or because they have to and they are aware
of the differences in their approaches for each of these purposes.
According to Anderson (2010), there are seven purposes of reading;
reading for details and fact, reading for main ideas, reading for the sequence of
organization, reading for inference, reading for classifying, reading for
evaluating and reading for comparing of the contest.
1) Reading for details and facts; reading to know what is done by the subject
of the story.
2) Reading for main ideas; reading to get problem statement.
3) Reading for the sequence of an organization; reading to know each part of
the story.
4) Reading for inference: reading to know what is the writer meant by its
story.
5) Reading for classifying; reading to find unusual things.
6) Reading for evaluating; reading to know the value of the story.
7) Reading for comparing of a contest; reading to compare the way of the
story from the way life of the reader.
According to Grabe (2009), there are six major purposes for reading;
1) Reading to search for information when a reader wants to find specific
information, a reader should engage in the search process that usually
includes scanning and skimming. The combination of it can build a simple
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quick understanding of the text allow the reader to search for information and
identifying a specific form.
2) Reading for quick understanding A reader skims when a reader wants to
determine what a text is about and whether or not a reader wants to spend
more time reading it.
3) Reading to learn A reader reads to learn when the information in the text is
identified as an important aspect and when the information will be used for
some task or may be needed in the future.
4) Reading to integrate information This purpose represents a more complex
and more difficult task than reading to learn.
5) Reading to evaluate, critique, and use information Sometimes the reader is
asked to evaluated and critique information from multiple texts, required to
decide which aspect of the text is most important, the most persuasive or
most controversial.
6) Reading for general comprehension (in many cases, reading for interest or
reading to entertain) It is the most common purpose for reading among
fluent readers, and it is the default assumption for the term reading
comprehension. It takes place as a reader reads a good novel, an interest
magazine, etc.
c. Reading Comprehension
Harris & Hodges (2011) stated that reading comprehension is the
construction of the meaning of a written text through a reciprocal interchange
of ideas between the reader and the message in the particular text. Brown
(2003) said that reading comprehension is an understanding of a written text
means extracting the required information from it as efficiently as possible.
Moreover, Kennedy (2010) defines that Reading comprehension as a
thought process through which readers become aware of an idea, understand it
in terms of their experiential background and interpret it with their own needs
and purpose.
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From those definitions, it can be said that reading comprehension is the
ability to understand what they read and also the process that finding and
interpreting.
d. The Levels of Reading Comprehension
According to Kennedy (2010), there are kinds of reading
comprehension:
1) Literal comprehension
Reading to understand, remember, or recall the information explicitly
contained in a passage. It refers that the readers can know what a writer
says. This comprehension focuses on the readers' ability to find explicit
information.
2) Inferential comprehension
Reading to find information which is not explicitly stated in a passage,
using the reader's experience and intuition. It refers that the reader has to
be able to make reasoning or finding information that is not stated in the
text or implicit information.
3) Critical or evaluative comprehension
Reading to compare information in a passage with the readers' own
knowledge and values.
Based on the theory above, generally, it can be concluded that
reading comprehension is the process extracting and understanding the
information of written text which has elements for thinking of reading.
The inside element as reader, text, activity whereas the outside element,
there are content and socio-cultural. And also an aspect to access reading
comprehension should able to finding the main idea and specific
information of the text, finding the reference and the meaning of words or
expression within the text, and making inferences from the text. The
researcher reviewed that reading comprehension consists of several
indicators, there are:
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1) Finding Explicit Information:
It consists of finding details and fact
2) Finding Implicit Information:
It is consists of finding the main idea, inferring referents, drawing
a conclusion, detecting the title of the text, detecting the purpose
of the text and making a prediction.
3) Finding Judgment:
It is consists of making a judgment.
4) Finding Idea
5) Finding meaning of certain word based in the context.
(Kennedy,2010)
2. Review on Reading Interest
a. Defenition of interest
Brown D. & Lent W.R (2003) explained the interest of an individual can
be defined as his/her like for, dislike for, or indifference to something such as
an object, occupation a person, a task, or an activity. Interest are one specs of
what is broadly considered as the motivation of an individual. Thus, interest are
a part of the person‟s personality structure or organization. When the
individual‟s interest is described in relation to occupations or the world of
work, we speak of his/her vocational interest.
Haidi & Berndoff (2006) said that interest has a strong influence on
learning. Individuals display more persistence, engagement, and positive affect
toward tasks that they are interested in. Interest influences the use of learning
strategies and choices for the direction and duration of attention. Interest can be
developed through motivation, therefore that to get the students interested in
reading, motivation is needed. Reading in the limited sense or in the board
sense is interest . The interest motivates one to read and put effort because the
reading selection is interest .
12
Commonly, a person knows more about a topic in which she/he has
interested that makes reading comprehension easier. So, it is necessary to
present some definitions or theories of interest as a proposed psychologist in
order to have a clear description about what interest is.
According to Norman L. Munn (1966) defines that most major interest
theorist have included five determinants of interest in their the theories, as
follows:
a) Interest arise from environmental and/or social influence.
b) Interest arise from genetic.
c) Interest arise from personality traits.
d) Interest arise from motivates, drives, or needs.
e) Interest arise from expression of self concept.
These determinates may be classified as dynamic factors or static factors.
The dynamic point of view describes vocational interest as the product of a
wide range of psychological and environmental influences and emphasizes the
affect of socialization and learning on the development of interest. The static
point of view regard interest as genetically pre- determined. Interest plays a
vital role in the reading comprehension achievement of higher level readers. By
determining individual students' interests in particular topics and creating
reading comprehension tests consisting of high and low interest passages.
From the statements above, the writer concluded that the learning process
does not only need the subject but also internal factors such as interest can be
included in teaching reading.
b. Interest and Reading
Empirical findings consistently show that all categories of interest aid
reading recall and comprehension. Interest ha been shown to influence reading
skill in a number of ways. Experiments with reading occurring under a variety
of condition, such as reading silently and aloud and reading with required post-
task, have exhibited positive influences of interest.
13
Interest is believed to improve learning by intensifying engagement and
automatic allocation of attention. In some cases, this quality of interest can
detract from learning, as in the case of readers who are distracted from deep
meaning in a text, elements which influence the readers and cause them to
ignore more important aspect of what they are reading.
c. Interest and Intrinsic motivation
Interest is sometimes inaccurately equated with intrinsic motivation.
Intrinsic motivation is defined chiefly in term of absence of external control or
reward that is to say, rewards from an activity are drawn solely the activity
itself. On the other hand, interest refers to an individual‟s engage interaction
with a specific object. Krapp (2012) An interested person isone attracted to an
object for reasons rooted in prior experience and knowledge, or in compelling
qualifies embedded in the object of interest.
Bandura (1986) suggested the semantic difference between the word
“interest” and “motivation” reflects the difference between the two process,
there is a major difference between a motive, which is an inner drive to action
and an interest which is a fascination with something.
d. Factors Influencing Interest in Reading
According to Simanjuntak (1988), interest is not fixed character since
his birth, and it is not a thing that can not change. One‟s interest is not his/her
nature but it develops through several steps as well as his growing. Like one‟s
age, interest change in from and content, that is why every step in age is
followed by an improvement of interest. Interest can be created and kept, so
that a teacher is expected to do good things to the students.
Alexander (1988) classify the factors influencing interest in reading in two
main heading, as follows:
1) Personal
The factors included in this category are; age, gender, intelligence,
reading, ability, psychological needs and attitude.
2) Institutional
14
The factors included in this category are availability of books, socioeconomic
status and ethnic background, peers, parents, teacher‟s influences, television
and movies.
Furthermore, the factors that have influence on reading interest are availability
of material, attitude towards reading, the competition for leisure time between
reading and leisure time activities, guidance towards higher quality of reading
and reading comprehension.
e. Indicators of The Students’ interest Instrument
In constructing the questionnaire of students‟ reading interest, the researcher
used the aspects of interest and principles that can be affecting the students‟
interest as the indicators. There are four aspects mentioned by Skinner (1984)
as follows:
1) Pleasure
Pleasure will emerge one‟s interest to objects of the people that
satisfythem.
2) Willingness
This motivational desire will produce a will, attention, and
concentration to a given object, then the interest of the individual will
appear.
3) Consciousness
A person can be said to be interested in something if he/she has
consciousness.
4) Attention
When the students observe an object, he perceives only what he/she
pays attention to or interested in.
The researcher can know the students‟ interest on English text from the
four of aspects above. From indicator pleasure, the researcher can know the
students‟ interest because pleasure seems to be derived from simply watching
the movements of the objects. From willingness, reading interest will be known
15
because it‟s mean that a motivational desire that directed to the purpose of life
controlled by thought.
The researcher can also be known the students‟ interest on English text
from their consciousness to read a particular English text and consciousness
can exist in an individual when the students have a will. It also be known from
the students‟ attention in English text, whether students try to comprehend the
text or not. When the students read an English text, they perceive only what
they pay attention to. It can be known whether they are interested in reading
English text or not from the result in answering the questionnaire.
According to Dawson and Bamman in Rachman (1985) also mention
there are four principles that can be affecting the interest in reading, as follows:
1) Attitude
The student who can find the riding material that appropriate with
him/herself means that he/she has a good attitude in reading and the attitude
refers how high his/her reading interest. Attitude here can come from two
factors, attitude to the reading material especially on English text about attitude
to the classmate or teacher, how the students‟ attitude in facing the teacher or
classmate who invite him to discuss about English text.
2) Habit
The students‟ activities and reading habit can reference his/her reading
interest. How often students do reading activity, it indicates their interest in
reading a text especially English text. If the student has needed reading on his
life, automatically his reading interest is high. Whereas if the student rarely
does the reading activity, it indicates that his/her interest in reading is limited.
3) Facility
Facility is one of the major factor influencing students‟ reading interest.
Student who has more facility from his/her parents or the school library has
higher interest than the student who has a limited facility. Availability of
textbooks in the environment of the student is one of the factors driving the
choice of reading materials and reading interest. Availability of the school
16
libraries is relatively complete and perfect as well as ease the process of
borrowing is a major factor that encourages the student interest in reading.
4) Motivation
Students‟ interest can be known from looking for information whether the
students get the motivation from the other or not. If the students get motivation
from the other perhaps they have higher interest to read than the students who
do not get the motivation. Suggestions from the parents or the teachers as
external factors may spark students in reading.
From those theories from two expert above, the researcher constructed the
questionnaire of the students‟ interest on English text from four aspects like
mentioned by Skinner (1984). Those are: pleasure, willingness, consciousness,
attention.
B. Previous Study
The first, research by Ewo Priyo Susanto (2017) about The correlation
between students‟ interest and students‟reading comprehension. The objective
of this research was to investigate the relationship between students‟ interest
and students‟ reading comprehension. This research was a quantitative
research. The sample of the research consisted of thirty students of second
grade at SMAN 1 Punggur. The data collecting technique that used were
questionnaire and reading test. The design of the research was ex post facto
design. The results of this research showed that the coefficient correlation was
0.673 and the coefficient influences value of both variables was 0.434. It was
shown when the students got high score in interest score; they also got high
score for their reading comprehension. Based on the results of the research it
could be concluded that there was correlation between students‟ interest and
their reading comprehension. By having high reading interest, students were
able to read better than those who have low interest.
Second, research by Ully Arta Gultom (2018) about the correlation
between reading interest and reading comprehension ability of the third year
17
students at the english department of Bunghatta University. The type of this
study was correlational design. The purpose of this study was to determine the
relationship between students‟ interest and students reading comprehension.
The population of this research was the third year students of English
Department Bung Hatta University. The number of population members was
128 and the members of sample in this research were 30 students. The data of
this research were collected by using two kinds of instruments. The first is
Questionnaire, and the second is reading test. To make the instrument reliable,
the researcher gave try out test to the students out of the sample. It was found
the reliability index of questionnaire was 0.89, and reliability index of reading
test was 0.80. It means that the instruments were very reliable. Based on the
result of data analysis, the researcher found that the value of r calculated of this
research was 0.78, while the value of r-table with level significance 0.05 and
degree of freedom (df=n-2) was 0.362. It means that r-calculated was higher
that r table (0.78>0.362). Therefore, the alternative hypothesis of this research
stating that there is significant correlation between students‟ interest and
reading comprehension at the third year students of English Department of
Bung Hatta University was accepted. Based on the conclusion, in order to
improve students‟ reading comprehension ability, it is suggested to lecturers to
guide their students to have more interest in reading. Suggestion also goes to
the students to have more interest in reading and make them have reading
comprehension ability.
The last is the study from Ewo Priyo Susanto (2017) with the title The
Correlation Between Reading Interest And Reading Comprehension. The
objective of this research was to investigate the relationship between research
students‟ interest and reading comprehension . This research was a quantitative
research. The sample of the research consisted of thirty students of second
grade at SMAN 1 Punggur. The data collecting technique that used were
questionnaire and reading test. The design of the research was ex post facto
design. The results of this research showed that the coefficient correlation was
18
0.673 and the coefficient influences value of both variables was 0.434. It was
shown when the students got high score in interest score; they also got high
score for their reading comprehension. Based on the results of the research it
could be concluded that there was correlation between students‟ interest and
reading comprehension. By having high reading interest, students were able to
read better than those who have low interest.
The similarity between the last study and this present study is in the
variables, they are reading comprehension and reading interest. The different is
in the subject of thr research and the population of the research.
28
CHAPTER III
RESEARCH METHODOLOGY
A. The Setting of the Research
This research carried out at Baiturrahim Jambi Junior High School in
class VII. Research time adjusted to the integrated English learning schedule
in class VII, and adjusted to the learning material that will be the object of
research so that it does not interfere with learning activities in junior high
school Baiturrahim Jambi.
B. Research Method
In this research, the researcher used quantitative research. While the
design of the study is a correlational study. Quantitative research concerned
with the collection and analysis of data in numeric form. Aim of correlational
research is to investigate the existence and the degree of a relationship
between two or more quantitative variables. If two variables were highly
related, scores on one variable can be used to predict scores on the other
variable.
According to Arikunto (2016), there were two kinds of variables;
independent variable and dependent variable. He stated that variable was an
attributive that regarded as reflecting or expressing some concept or
construct. Moreover, he stated that the dependent variable is the phenomenon
that was the object of study and investigation. While the independent variable
was the factor that is measurably separate and distinct from the dependent
variable but may relate to the dependent variable. In this research, there are
two variables as follows:
1. The independent variables
. Students' reading interest (X)
2. The dependent variables are reading comprehension (Y)
The correlation between the two variables as follows:
29
Figure 3.1: The relationship between X toward Y
C. Population, Sample, and Sampling
1. Population
The population is a generalization area that consists of: object/subject quality
and certain characteristics determined by researchers to be studied and then
drawn conclusions (Sugiyono, 2014). The population is also the entire subject
of research (Sugiyono, 2016).
Table 3.1
Data on all students of class VII SMP Baiturrahim Jambi
No Class Number of Students
1 VII A 20
2 VII B 19
Amount 39
2. Sampling
Sampling is a technique used in taking a sample. Hadi (2012) states
that sampling is a technique of taking a sample out of the population. The best
procedure to acquire a certain kind of sample is total sampling. There is
underlying total sampling which of all the parts of the population has the
same opportunity to be included in part of the sample (Hadi, 2012). Hence,
the researcher used one of a kind probability sampling that is Total Sampling
as the technique of taking a sample. This technique can be used because all
the classes are homogeny class.
Reading
comprehension (Y)
Students‟ reading interest (X)
30
D. Techniques for Collecting The Data
The researcher used the test and questionnaire as the techniques to collect
the data from the research. The questionnaire is used to collect the data of
student's interest in reading English text.
1. The Instruments of Collecting Data
According to Arikunto (2016), a research instrument is a device used by
the researcher while collecting data to make his work become easier and get a
better result, complete and systematic to make the data easy to be processed. In
this research, the writer used two instruments as follows:
a. Questionnaire
A questionnaire is a tool in gathering information through written
questions, it is one of the most widely used social research techniques.
According to Arikunto (2016), he stated that the questionnaire is a list of
questions given to the persons to give their responses concerning the
questions. Based on the definition above, it can be concluded that the
questionnaire is a list of questions given to the respondents of the
research to collect the information (data) about the respondents through
their responses concerning the questions. In this research, the
questionnaire is used to find numerical data of students' interest in
reading English text. In determining the students' scores, the writer
determines the score of each statement in the questionnaire first. The
researcher will use the Likert scale as the rating scale of the
questionnaire.The Likert scale is used to measure attitude, opinion,
peoples or groups' perception about social phenomena (Sugiyono, 2016).
To measure the students‟ reading interest, there were 40 items in
the reading questionnaire which taken was from Yogi Fauzi (2017). The
last instrument was reading comperehension test taken from Andri
Hamdani (2014). The test has 40 questions in the term of multiple
choice question.
31
The instrument used in a research have to be valid and reliable.
Korb (2013) says that an instrument in which its reliability and validity
have already been proofed from the previous study can be applied to
other particular studies (as cited in Marzulina et al, 2018).
In the test of reading interest, students have to choose one correct
answer among the five provided answers based on the question in the
test. The blueprint of the questionnaires is:
Table 3.2
The Blue Print of the students’ Reading Interest
Concept Indicator Item number Total
Interest is being one of
the important factors in
order to increase the
students‟ comprehension
achievement in reading.
If one has the interest to
read, if they read, it
means
that he or she will get a
good achievement. On
the other side, if the
the reader has no interest
to read, it can influence
his or her achievement.
1. Pleasure
2. Willingness
3. Consciousness
4. Attention
1, 5, 9, 13, 17,
21, 25, 34,
36, 39
2, 6, 10, 14,
18, 22, 24, 29,
32, 33
3, 7, 11, 15,
19, 23, 27, 31,
37, 38
4, 8, 12, 16,
20, 24, 28, 30,
35, 40
10
10
10
10
Total 40
Source: Skinner (1984)
Through descriptive analysis, the researcher tries to describe the
result of reading interest based on criteria of reading interest score. The
complete calculation can be seen in the table 3.3 :
Table 3.3
The Classification of Students’ Score reading interest
The Score level Category
146-200 Very high
95-145 Average
40-96 Low
Source: Gultom (2018)
32
b. Test
In the test of reading comprehension on narrative text, students have to
choose one correct answer among five provided answers based on the
question in the test. The blueprint of the test is:
Table 3.4
The Blue Print of Reading Comprehension
Concept Indicator Item number Total
Reading
comperehension
represents how
well readers
understand
literal
comprehension
which
consentrates on
explicit meaning
and inferential
comperehension
on implicit
meaning in the
reading text
1. Findingmain
idea
2. Finding
explicit
information
3. Finding
implicit
information
4. Finding
word
references
5. Finding
meaning of
certain word
based in the
context
1,5,13,15,27,33,40
2,7,8,11,17,20,18,29,33
3,9,22,23,26,30,32,24,35
6,10,14,16,21,28,38
4,12,19,24,25,31,39
8
8
8
8
8
Total 40
Source: Kennedy (2010)
Through descriptive analysis, the researcher tries to describe the result
of reading interest based on criteria of reading interest score. The complete
calculation can be seen in the table 3.5 :
Table 3.5
The Classification of Students’ Score reading comprehension
SCORE GRADE CLASSIFICATIONS
81-100 A Excellent
61-80 B Good
41-60 C Fair
21-40 D Poor
Under 20 E Failed
Source: Harris (2004)
E. Techniques for Analyzing the Data
1. Normality Testing
33
This test is aimed to know whether the sample taken from the population
has a normal distribution or not. To find out the normality of the sample of
the research, the researcher uses the formula Lilies. The formula of
Liliefors is as below:
𝐿𝑂 = 𝐹(𝑧𝑖 ) − 𝑆(𝑧𝑖 )
Where:
𝐿𝑂: The highest value of the difference ( ) and ( )
(𝑧𝑖) : The opportunity of the data
(𝑧𝑖) : The proportion of the data (Sugiyono, 2016)
2. Hypotheses Testing
The hypotheses are the correlation between students' interest (X) and
reading comprehension (Y). To test the hypotheses, the researcher used the
simple correlation technique using the Product Moment Formula as follows:
Where:
rxy : the coefficient of the correlation between variable X and Y
X : the independent variable
Y : the dependent variable
N : the number of the sample
F. Hypothesis
Ho = RX1X2Y = 0
It means that there is no correlation between students‟ interest (X) and reading
comprehension (Y).
Ha = RX1X2Y> 0
It means that there is a positive correlation between students‟ interest (X) and
reading comprehension (Y).
34
CHAPTER IV
FINDING AND DISCUSSION
A. The Result of Reading Comprehension
The test of reading comprehension has done in September 2020. The
students fill the 40 numbers of multiple choice answer. Their answer can be
seen as follow:
Table 4.1 The Result of Reading Comprehension
From the table, it can be explained that there were 5 or 12,8 % students
in fair classification score (41-60) or grade C. Then, there were 17 or 43,56 %
students in good classification score (61-80) or grade B. The last, there were 17
or 43,56 % students in excellent classification score (61-80) or grade A.
After the explanation above, the researcher used descriptive statistics to
show the mean, median and standard deviation. Descriptive statistics are used
to describe the basic features of the data in a study. They provide simple
summaries about the sample and the measures. Together with simple graphics
35
analysis, they form the basis of virtually every quantitative analysis of data.
Below is descriptive data of reading comprehensions result:
4.2 The Decsriptive Statstics of Reading Comprehension
Statistics
readingcomprehension
N Valid 39
Missing 0
Mean 74,6795
Std. Error of Mean 1,93558
Median 75,0000
Mode 75,00
Std. Deviation 12,08767
Variance 146,112
Skewness -,247
Std. Error of Skewness ,378
Kurtosis -,504
Std. Error of Kurtosis ,741
Range 45,00
Minimum 50,00
Maximum 95,00
Sum 2912,50
a. Multiple modes exist. The smallest value is shown
Source : Result of SPSS 22
Based on table 4.2, N indicates the amount of data processed, namely
39 pieces of data. The mean shows the average height of the 39 respondents
was 74,6795 for students‟ reading comprehension. The median shows the
midpoint of the data, that is, if the data is sorted and divided by two big same.
The standard deviation was 12,08767 for students‟ reading comprehension,
indicating the mean dispersion of the samples. The size of the skewness is -
0.101. The skewness ratio is the value of the skewness divided with standard
error skewness. Skewness ratio = 1,072 / 0,378= 2,83 for students‟ reading
comprehension.If the skewness ratio is between -2.00 and 2.00, then data
distribution is normal, so the data above is still normally distributed. The value
of kurtosis is 0.504 (reading comprehension). Just like skewness, the ratio of
36
kurtosis is the value of the kurtosis divided by the standard error. Kurtosis ratio
was -0,504/0,741= 0,68 (reading comprehension) So that it is more convincing
us that the distribution of the data is normal. Minimum, shows the smallest data
50 (reading comprehension)..Maximum shows the biggest data which was 96
(reading comprehension).
B. The Result of Reading Interesting
The test of reading interest has done in September 2020. The students
fill the 40 numbers of questionnaire. Their answer can be seen as follow:
Table 4.3 The Result of Reading Interest
From the table, it can be explained that there were 5 or 12,8 % students
in fair classification score (41-60) or grade C. Then, there were 17 or 43,56 %
students in good classification score (61-80) or grade B. The last, there were 17
or 43,56 % students in excellent classification score (61-80) or grade A.
After the explanation above, the researcher used descriptive statistics to
show the mean, median and standard deviation. Descriptive statistics are used
to describe the basic features of the data in a study. They provide simple
37
summaries about the sample and the measures. Together with simple graphics
analysis, they form the basis of virtually every quantitative analysis of data.
Below is descriptive data of reading comprehensions result:
4.4 The Decsriptive Statstics of Reading Interest
Statistics
readinginterest
N Valid 39
Missing 0
Mean 3,6564
Std. Error of Mean ,05641
Median 3,7000
Mode 3,50a
Std. Deviation ,35228
Variance ,124
Skewness 1,072
Std. Error of Skewness ,378
Kurtosis 2,999
Std. Error of Kurtosis ,741
Range 1,90
Minimum 3,00
Maximum 4,90
Sum 142,60
a. Multiple modes exist. The smallest value is shown
Source : Result of SPSS 22
Based on table 4.4, N indicates the amount of data processed, namely
39 pieces of data. The mean shows the average height of the 39 respondents
3,6564 for students‟ intersting. The median shows the midpoint of the data, that
is, if the data is sorted and divided by two big same. The standard deviation is
0,35228 for students‟ intersting, indicating the mean dispersion of the samples.
The size of the skewness is -0.101. The skewness ratio is the value of the
skewness divided with standard error skewness. Skewness ratio = 1,072 /
0,378= 2,83 for students‟ intersting.If the skewness ratio is between -2.00 and
2.00, then data distribution is normal, so the data above is still normally
38
distributed. The value of kurtosis is 2,999 (reading interest ). Just like
skewness, the ratio of kurtosis is the value of the kurtosis divided by the
standard error. Kurtosis ratio = 2,999/0,741 = 4,04 (reading interest ) So that it
is more convincing us that the distribution of the data is normal. Minimum,
shows the smallest data, namely 3,00 (reading interesting) Maximum shows the
biggest data which is 4,90 (reading ibteresting)
C. The Correlation Between Students’ Reading Interest with Reading
Comprehension
1. Normality Test
Normality test is a test that is carried out with the aim of assessing the
distribution of data in a group of data or variables, whether the distribution of
the data is normally distributed or not. Normality test is useful for
determining the data that has been collected is normally distributed or taken
from the normal population. Normality test is useful for determining the data
that has been collected normally distributed or taken from the normal
population. The classical deep method testing the normality of a data is not
that complicated. Based on empirical experience of some statisticians, the
data is much more of 30 digits (n> 30), it can be assumed that it is distributed
normal. Usually said to be a large. Below is the result of normality test:
Table 4.5 Normality Test
One-Sample Kolmogorov-Smirnov Test
Unstandardiz
ed Residual
N 39
Normal Parametersa,b
Mean ,0000000
Std.
Deviation 11,86804979
Most Extreme
Differences
Absolute ,122
Positive ,060
Negative -,122
Test Statistic ,122
Asymp. Sig. (2-tailed) ,146c
39
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
In the table of the one sample Kolmogorov Smirnov normality test,
it can be seen that the sig. 0.146. This shows, the value of sig. Variable> 0.05
or 0.146> 0.05 so that it can be concluded that the results of the normality test
of the study sample were normally distributed.
2. Homogeny Test
The homogeney test is a test of whether the variances of two or more
distributions are equal.. Homogeney test is carried out to determine whether
the data in variables X and Y are homogeneous or no. Levene's Test is the
most popular test and is often used to perform the homogeney test. According
to Starkweather (2010), Levene's Test has the main objective of knowing the
differences between the two data groups with different variances. The
calculation result of this test will show the significance value (p) of two
different data groups.
Table 4.6 Homogeny Test
Test of Homogeney of Variances
readinginteresting
Levene
Statistic df1 df2 Sig.
2,313 12 23 ,071
In the table of the Levene's Test it can be seen that the sig. 0.071.
This shows, the value of sig. Variable > 0.05 or 0.071> 0.05 so that it can
be concluded that the results of the data is homogen.
40
3. Pearson Product moment
Product moment correlation analysis includes bivariate analysis
which aims to find a statistical solution to the closeness (strength and
weakness) of the relationship of two variables, namely the independent
variable (independent) and the dependent variable (dependent). The
calculation of product moment correlation requires that both the population
and the sample come from two normally distributed variants. Product moment
correlation (Pearson correlation) is widely used to measure the correlation of
data with an interval or ratio scale.
Table 4.7 Pearson Product moment Correlation
Correlations
Readinginter
esting
readingcomp
rehension
readinginteresting Pearson
Correlation 1 ,190
Sig. (2-tailed) ,000
N 39 39
Readingcomprehensi
on
Pearson
Correlation ,190 1
Sig. (2-tailed) ,000
N 39 39
From the output table above, it can be said that the correlation
coefficient between reading interest (x) and reading comprehension (y) is (r)
= 0.190 with a significance of 0.000. Based on the above decision criteria, it
can be concluded that the correlation of the two variables is significant,
because the accompanying significance is smaller than 0.05 (0.000 <0.05).
The correlation that occurs is positive, meaning that if the independent
variable increases, it will be accompanied by an increase in the dependent
variable, the correlation that occurs is in the very weak category.
41
D. Discussion
The result of the data analysis shows that there is a significant correlation
between students‟ interest and reading comprehension of Junior High School
Baiturrahim Jambi. It can be inferred that in order to increase the students
reading comprehension, the teacher can focus on improving students‟ interest
in the first place. As describe in the preverious chapter, reading is the
construction of meaning from printed or written message. Construction of
meaning involves the reader‟s connecting information from the writer massage
preverious knowledge to arrive at the meaning.
Reading interest plays important role in increasing students‟ reading
comprehension. Interest in reading is something very necessary for those that
are expected to facilitate the learning process. With self-interest in reading the
students will likely be able to motivate them to learn to be independent so it
can help to achieve the maximum learning achievement. Therefore, it is very
important to increase the students‟ interest by any means necessary which can
be done not only by the teacher, but also by the students themselves with the
support from parents and all of school elements in order to improve the
students‟ interest optimally.
The students should improve their reading comprehension which of course
needs comprehension, because reading comprehension is important skill to get
general information, specific information, expecially the main idea or topic
sentence in a text.
In regard with the finding, interest to language learning is one of the main
factors domain eventually directs to the success or failure in the study of
language towards the learning situation contributes to the way students behave
towards their present-ability and further reaching higher level of learning.
In the light of the discussion in the chapter of literature review, interest to
language learning plays significant role in enabling learners to learn effectively
42
and thus has an impact on their proficiency. This idea is in line with that of
McKenna (1994). In his study on the relationship between interest and
language learning, his finding showed positive correlation between them.
Interest plays a role in the decision to read, in the level of engagement with the
text during reading, and thus also in the product the reader creates in terms of
comprehension of the text and learning from the text.
Additionally, the current research finding proved that there was significant
reading comprehension. In regard with this result, the researcher drew
conclusion that interest is one of factors influence reading comprehension.
Learners who have more interest are inclined to have greater ability in
comprehending text. The result is supported by a study conducted by Henning
in Brantmeier (2006). That research showed that interest is one of factor affect
in acquisition of language. Interest is one of internal factor that influences
learning achievement. Interest as an affective domain in learning process
affects psychomotor and cognitive domain. Students who have interest and
positive attitude toward subject matter may enjoy the learning process. When
students read a text, the affective element of interest comes into play.
As mentioned in frame of theories, interest plays an important role in
learning achievement. Purwanto (1986: 6) said that there are factors that can
influence learning achievement; they are internal and external factor. Interests
which the desire of student to learn and explore the reading passage that they
are more interested. An individual with high of interest feel exciting and
channel energy into exploring the domain and expanding their knowledge of
it. They are therefore expecting to be more highly engaged in reading about a
content area in which they have an individual interest.
Besides, there are many other factors that can influence reading
achievement. Interest is only one of many factors that influence reading
achievement. Factors such as vocabulary mastery, good learning strategies,
good oral language skill, background knowledge and any others factors also
can influence learning achievement. We know that students with good oral
43
language and with welldeveloped of world knowledge are more likely to
become good learner. However, interest itself cannot be ignored in teaching
learning process. It seems that Students who have high interest toward reading
tend easier to comprehend the passage that they read than the students who
have low interest. Feeling interest in reading means enjoying the activity, when
somebody is interested in particular phenomenon or activity, they are likely to
attend to in and give time to it. Interest plays a role in decision to read. Interest
is one of characteristic of affective domain influence the successful in cognitive
and psychomotor domain.
In other words, many students have good reading motivation just for
certain book such as reading novel, comic and other interesting book for them
but they have low interest toward reading text especially in English language.
So, there are others variable influence the students‟ reading comprehension,
such as reading motivation, reading habit, reading strategies, vocabulary
mastery, and etc. It is depended on what factors that influences students to
read, it can be come from inside and outside.
The finding of this research supports prior research in interest toward
reading also support prior research that interest should be not ignored in the
learning process. The students select what they want to read, as they are more
likely to read material in which they are interested
This result supported by Susanto (2017 and Gultom (2018) ) which
showed that there is correlation between reading intereting and reading
comprehension. And the readung interesting is important in improving reading
comprehension.
However, the correlation both of the variables was significant which
proven by tcount was higher than ttable. So, it is clearly reading interest have
the significant correlation to reading comprehension. Interest is needed and
really important in reading. The last, from hypothesis testing of the research, it
is found that students‟ reading interest has the significant correlation to
students‟ reading comprehension. The correlation coefficient between reading
44
interest (x) and reading comprehension (y) is (r) = 0.190 with a significance of
0.000. Based on the above decision criteria, it can be concluded that the
correlation of the two variables is significant, because the accompanying
significance is smaller than 0.05 (0.000 <0.05). The correlation that occurs is
positive, meaning that if the independent variable increases, it will be
accompanied by an increase in the dependent variable, the correlation that
occurs is in the very weak category.
37
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on description in chapter IV, it is concluded the correlation
coefficient between reading interest (x) and reading comprehension (y) is (r) =
0.190 with a significance of 0.000. Based on the above decision criteria, it can
be concluded that the correlation of the two variables is significant, because the
accompanying significance is smaller than 0.05 (0.000 <0.05). The correlation
that occurs is positive, meaning that if the independent variable increases, it
will be accompanied by an increase in the dependent variable, the correlation
that occurs is in the very weak category. It means that the researcher
assumption is true that is to say: there is correlation between students‟ interest
and students reading comprehension of SMP Baiturrahim Jambi Besides, the
result of the test also shows that the correlation between students‟ interest and
students reading comprehension of SMP Baiturrahim Jambi is in the category
is enough correlation. It means that the students‟ interest has important role
especially in increasing students reading comprehension. Therefore, the
students should focus in improving students‟ interest in order to increase the
students reading comprehension optimally.
B. The Suggestion
In this case the researcher would like to give some suggestion of thus
research, they are
1. The students should read more English literary book to enrich their
ability in English
2. It is suggested to English teacher focus on increasing students‟ reading
interest.
3. The school should provide some more English books to be read by
students, so they can increase their interest in reading.
38
4. The school should provide another facility for students to practice
their English competency (Multimedia, Tape Recorder, and LCD)
39
39
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43
A
P
E
N
D
I
X
Appendix I
44
Nama :
No :
Kelas :
The Questionnaire of Students’ Reading Interest
Isilah pernyataan/pertanyaan si bawah ini dengan tanda (X) dengan benar dan tepat.
1. Membaca buku adalah kegiatan yang menyenangkan.
a. Sangat setuju d. Tidak Setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
2. Dengan membaca teks berbahasa Inggris saya merasa kemampuan akademik saya
semakin bertambah.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
3. Saya akan berusaha mencari arti sebuah kata/kalimat berbahasa Inggris bagaimanapun
caranya.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
4. Ketika membaca teks berbahasa Inggris saya hanya membacanya dan tanpa memahami
apa artinya dalam Bahasa Indonesia.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
5. Saya kurang menyukai pelajaran bahasa Inggris khususnya materi tentang reading?
a. Sangat setuju e. Tidak setuju
b. Setuju d. Sangat tidak setuju
c. Biasa saja
6. Bahasa Inggris adalah pelajaran yang sangat penting untuk dipelajari.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
45
c. Biasa saja
7. Berlama-lama membaca dan memahami bacaan berbahasa Inggris terlalu membuang-
buang waktu saya.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
8. Saya khawatir ketika mengerjakan soal bacaan berbahasa Inggris (reading) saat
tes/ujian.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
9. Bagaimana perasaan anda ketika berkunjung ke toko buku
a. Sangat senang d. Tidak Senang
b. Senang e. Sangat tidak senang
c. Biasa saja
10. Saya membaca terlebih dahulu buku Bahasa Inggris/LKS sebelum dibahas dikelas oleh
guru Bahasa Inggris.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
11. Saya berusaha meningatkan kemampuan dalam memahami bacaan berbahasa Inggris.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
12. Saya memperhatikan guru Bahasa Inggris ketika menerangkan isi teks bacaan
berbahasa Inggris.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
13. Saya merasa puas jika megetahui informasi dalam teks berbahasa Inggris
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
14. Ketika di rumah saya membaca ulang materi pelajaran yang sudah diterangan oleh
guru Bahasa Inggris agar tidak lupa.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
15. Saya bersedia membaca dan menartikan bacaan berbahasa Inggris di depan kelas bila
ditunjuk oleh guru saya.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
16. Saya mudah memahami pelajaran Bahasa Inggris utamanya materi reading.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
17. Saya lebih memilih melakukan hal lain daripada membaca bacaan berbahasa Inggris.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
18. Ketika menemukan kata-kata baru berbahasa inggris saya menulis artinya dalam
bahasa Indonesia agar tidak lupa.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
19. Saya membaca buku penunjang Bahasa Inggris walaupun tidak ada tugas dari guru
saya.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
20. Dalam membaca dan memahami bacaan berbahasa Inggris dibutuhkan konsentrasi
khusus.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
21. Apa perasaan anda saat mendapat tugas untuk menerangkan bacaan berbahasa Inggris?
a. Sangat senang d. Tidak Senang
b. Senang e. Sangat tidak senang
c. Biasa saja
22. Pada waktu pelajaran Bahasa Inggris saya menanyakan kata/kalimat berbahasa Inggris
yang belum saya mengerti pada guru Bahasa Inggris.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
23. Saya menggunakan jam kosong pelajaran untuk membaca walau tidak ditugaskan.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
24. Apakah anda mencoba mendapatkan kata-kata baru dalam Bahasa Inggris untuk
meningkatkan kemampuan?
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
25. Saya kurang suka membaca bacaan berbahasa Inggris
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
26. Saya merasa kemampuan Bahasa Inggris saya masih sangat lemah ketika dalam
membaca teks berbahasa Inggris masih sering kesulitan untuk memahaminya.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
27. Saya sering ke perpustakaan untuk mencari buku penunjang pelajaran Bahasa Inggris.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
28. Saya tidak berkonsenterasi jika teks bacaan berbahasa Inggris terlalu banyak dan
kalimatnya sulit untuk dipahami.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
29. Saya akan tertinggal oleh teman-teman saya jika tidak pernah/jarang mempelajari
pelajaran Bahasa Inggris utamanya dalam memahami kata/kalimat Berbahasa Inggris.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
30. Saya mem-fokuskan diri ketika sedang mambaca dan memahami teks berbahasa
Inggris.
a. Selalu d. Jarang
d. Sering e. Tidak pernah
e. Kadang-kadang
31. Membaca adalah jendela dunia.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
32. Daripada menulis, mendengar, dan berbicara dalam Bahasa Inggris, saya lebih
memilih membaca teks berbahasa Ingggris.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
33. Saya membaca seluruh kalimat dalam teks berbahasa Inggris jika ada ujian/ulangan
reading.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
34. Tanpa diminta oleh siapapun saya menyempatkan diri untuk membaca buku.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
35. Saya hanya membaca teks bacaan seperlunya jika mendapat soal teks bacaan
berbahasa Inggris yang cukup banyak.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
36. Membaca teks bacaan berbahasa Inggris adalah hal yang tidak saya sukai.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
37. Ada begitu banyak kosa kata dalam Bahasa Inggris yang belum saya ketahui.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
50
38. Saya berusaha menambah pengetahuan kosa kata Bahasa Inggris saya
dengan membaca teks-teks berbahasa Inggris.
a. Selalu d. Jarang
b. Sering e. Tidak pernah
c. Kadang-kadang
39. Membaca teks berbahasa Inggris yang tidak saya tahu artinya adalah hal
yang sia-sia.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
40. Kebiasaan dalam membaca teks berbahasa Inggris tidak berpengaruh
terhadap prestasi belajar (nilai) saya khususnya mata pelajaran Bahasa
Inggris.
a. Sangat setuju d. Tidak setuju
b. Setuju e. Sangat tidak setuju
c. Biasa saja
51
Appendix II
The Test of Students’ Reading Comperehension
Name:…………………….
Class :……………………..
Choose the correct answer by crossing (X) the correct answer (a,b,c, or d)
Text for number 1 – 4
My name is Nuri. I have a hamster. It is small and cute. I call it "Kao".
My grandfather gave it last week. Kao has three different colors, they are
white, brown, and black. Kao's ears are small. It always squeaks in the time I
come to close its cage. I feed it every morning. Kao likes to eat some leaves
and grass. I take the grass from the field near my house. Kao looks happy
eating the grass. I really love Kao.
1. What does the text tell us about?
a. Nuri's hamster c. a small hamster
b. a cute hamster d. funny hamster
2. Who gave Nuri a hamster?
a. her father c. her grandfather
b. her mother d. her uncle
3. Does Kao eating grass?
a. Yes, it does c. No, it doesn't
b. Yes, it is d. No, it isn't
4. "Kao looks happy eating the grass."
The similar meaning (persamaan) of the underlined word is .....
a. glad c. kind
b. patient d. friendly
52
Text for number 5 - 8
I have a pet. It is a dog and I call it Dolgy. Dolgy is a Chinese breed. It is
small, fluffy, and cute. It has got thick black fur. When I cuddle it, the fur feels
soft. Dolgy does not like bones. Every day it eats soft food like steamed rice,
fish, or bread. Every morning I give him milk and bread. When I am at school,
Dolgy plays with my rabbit. They get along well, and never fight
maybe because Dolgy does not bark a lot. It treats the other animals in our house
gently, and it never eats shoes. Dolgy is really sweet and friendly animal.
5. The author‟s purpose of writing the text above is …..
a. to inform a particular animal
b. to share an amusing incident with others
c. to present two poins of view about an issue
d. to describe about the beauty of Dolgy
6. “Dolgy plays with my rabbit. They get along well,
and never fight ..…” The underlined word above
refers to …..
a. milk and bread c. Dolgy and the rabbit
b. the author and Dolgy d. the author and the rabbit
7. Whom Dolgy plays with when the writer goes to school?
a. the writer‟s mother c. the writer‟s other dog
b. the writer‟s cat d. the writer‟s rabbit
8. What does the writer gives to Dolgy in every morning?
a. fish and rice c. milk and fish
b. bread and milk d. rice and bread
Text for number 9 – 14
Peter is the youngest in our family. He is fourteen years old and four
years younger than me. He has long, straight hair, bright eyes and a friendly
smile. Sometimes he is rather naughty at home, but he usually does what he is
asked to do. Peter is interested in sports very much, and at school, he plays
53
football and tennis. He is the best badminton player in our family.
9. How old is Peter? He is …. years old.
a. four c. fourty
b. fourteen d. ten
10. According to the passage about peter, we know that the word “he” is refer
to ….
a. the writer‟s youngest brother c. a naughty boy
b. the writer‟s elder brother d. a friendly boy
11. Which of the following statement is NOT TRUE about Peter?
a. he has long and straight hair c. he is interested in sports
b. he is youngest at the school d. he plays
football and tennis
12. “But he usually does what he is asked to do”. The underlined
phrase means ….
a. he does anything he wants c. he is lazy
b. he always asks d. he is diligent
13. What is the function of the text above?
a. to persuade readers about Peter
b. to retell the writer‟s his brother
c. to describe about Peter
d. to explain about the writer
14. ”He is fourteen years old …. Than “me”. The underlined word refers to ….
a. Peter c. the writer‟s brother
b. the writer d. the writer‟s family
Text for number 15 – 20
Natural Bridge National Park is luscious tropical rainforest. It is located
110 kilometers from south of Brisbane and is reached by following the Pacific
Highway to Nerang and then by travelling through the Numinbah Valley. This
scenic roadway lies in the shadow of Lamington National Park.
54
The phenomenon of the rock formed into a natural „arch‟ and the cave
through which a waterfall cascades is a short one-kilometer walk below a
dense rainforest canopy from the main picnic area. Swimming is permitted in
the rock pools. Night-time visitors to the cave will discover the unique feature
of the glow worms. Picnic areas offers toilets, barbeque, shelter sheds, water
and fireplaces; however, overnight camping is not permitted.
15. The author‟s purpose of writing the text above is …..
a. to present two points of views about Natural Bridge National Park
b. to explain the Natural Bridge National Park
c. to retell the Natural Bridge National Park
d. to describe the Natural Bridge National Park
16. “Natural Bridge National Park is luscious tropical rainforest. It is located
110 kilometers
from …..”. The word “it” from the text above is refers to ……
a. Natural Bridge National Park c. Numinbah Valley
b. Pacific Highway d. Lamington National Park
17. Where is the natural bridge national park located?
a. 110 kilometers from South of Brisbane
b. 110 kilometers from Pacific Highway
c. 110 kilometers from Numinbah Valley
d. 110 kilometers from Lamington National Park
18. What will the visitors see in the night?
a. a common glow worm
b. the unique feature of the glow worms
c. a great dark cave
d. the fantastic bridge
55
19. The word of “scenic” in the first paragraph has similar meaning as .…
a. aromatic c. bad
b. plain d. beautiful
20. Which of the following statement is NOT TRUE about text above?
a. swimming is permitted in the rock pools
b. Natural Bridge National Park is located 110 kilometers from south of
Brisbane
c. overnight camping is permitted in picnic area
d. the Pacific Highway to Nerang shows the scenic roadway
Text for number 21 – 25
Jellyfish are not really fish. They are invertebrate animals. This means
that unlike fish or people, they have no backbones. In fact, they have no bones
at all.
Jellyfish have stomachs and mouths, but no heads. They have nervous
systems for sensing the world around them, but no brains. They are made
almost entirely of water, which is why you can look through them.
Some jellyfish can glow in darkness by making their own light. The
light is made by achemical reaction inside the jellyfish. Scientists believe
jellyfish glow for several reasons. For example, they may glow to scare away
predators or to attract animals they like to eat.
21. This means that unlike fish or people, they have no
backbones.” (1st paragraph) The word “this” in the sentence
means …..
a. jellyfish c. fish or people
b. invertebrate animals d. backbones
22. Why jellyfish called invertebrate animals and not really fish?
a. because they have no bones at all
b. because they have stomachs and mouths
56
c. because they have no head
d. because they have nervous systems
23. Which one creates Jellyfish‟s light?
a. white blood c. chemical reaction inside the
jellyfish
b. nervous system d. salt water
24. What is the text describe about?
a. jellyfish c. all of invertebrate animal
b. kinds of all fish d. some kinds of sea animals
25. “Some jellyfish can glow in darkness by making their own light.”
(paragraph 3)
The word “glow” in the sentence means …..
a. move c. appear
b. dark d. shine
My Classroom
Hi, my name is Imam. I study at the first grade of SMP Al Hadiid
Bogor. My school has six classroom, two laboratories, and two squares. My
classroom is beside the square. There are forty two students, twenty three boys
and nineteen girls. The students are sitting on the chairs. They put their books
and pens in the drawer. In my classroom there is a big picture, some
decorations, and also a clock in the wall. My classroom is very simple but
very comfortable.
26. Who is the writer on the text?
a. Andi c. Imam
b. Akbar d. Hilman
27. What grade is Imam in SMP Al Hadiid?
a. he is in first grade c. he is in third grade
57
b. he is in second grade d. he is in fifth grade
28. Imam‟s classroom is … the square.
a. outside c. inside
b. in front of d. beside
29. Which of the following is NOT TRUE about the text above?
a. the writer‟s name is Imam
b. the classroom is beside the square
c. the classroom is very simple but very comfortable
d. there are 12 boys and 29 girls in the class
30. How many students are there in the class?
a. 14 students c. 40 students
b. 42 students d. 34 students
The Luxury of Bintang Senggigi Hotel in Lombok
Situated among beautiful tropical garden right by the sea, Bintang
Senggi Hotel offers a friendly atmosphere.
The accomodation comprises tastefully furnished air conditioned rooms
with bar, bath, shower, and balcony or patio. For those who prefer extra-
privacy, there are some elegant Sasak style bungalows around the gardens.
Other facilities include three restaurants, a 24-hour coffe shop, a
swimming pool, tennis and badminton courts and shopping arcades. Water
sports including windsurfing and sailing, can be arranged from the beach.
31. What is the text about?
a. Bintang Senggi Hotel c. Sasak style Bungalow
b. A beautiful tropical garden d. sport facility
32. Which facilty is not provided in the hotel?
a. a theatre c. a swimming pool
b. a coffee shop d. a restaurant
33. “The accomodation comprises tastefully furnished air conditioned room ”
(paragraph 2)
58
The description tells us that the rooms have the following qualities,
EXCEPT. . . .
a. they have good facilities c. they are comfortable
b. they have furniture d. they are cheap
A Giraffe Is A Mammal
It‟s about six meters tall. It eats leaves. It has a big brown eyes. They are
protected by very thicklashes. The skin has many spots. The spots are brown.
This coloring helps the giraffe from its enemy. It also has two short horns on
its head. The giraffe has two methods of self protection. If something frightens
an adult giraffe, it can gallop away at about fifty kilometer per hour or stay to
fight with its strong legs.
34. What is the colour of the giraffe spot?
a. black c. brown
b. white d. green
35. How far does giraffe can gallop in 2 hour?
a. 50 km c. 70 km
b. 60 km d. 100 km
My Blewuk
I have some pets. However my favorite pet is Blewuk. Blewuk is a male
cat that I call it Blewuk because his fur is grey. He is adorable with his soft
stripes. He has innocent round eyes and feeble sweet voice. He always
“meow” when he feels hungry. Actually his voice is not suitable with his giant
body. When I come home, he usually gives me a kiss.
Blewuk is a nice playmate. I‟m happy to spend my time with him. Most
of the time, he is a good pet. It is almost impossible for me to be angry with
him. In the mrning he always wake me up early. When he wakes up early, he
waits quitly quitly by me beside until I wake up.
36. Why the pet called Blewuk?
59
a. because it has got sweet voice c. because it is adorable
b. because it is a male cat d. because of the color of
his fur
37. Based on the text we know that …..
a. Blewuk always kisses the writer in the morning
b. every morning, the writer always wakes Blewuk up
c. Blewuk is a big cat
d. Blewuk is a female
38. What does the word “he” in the sentence “……. he usually gives me a
kiss”.
a. Blewuk c. the reader
b. the writer d. the writer‟s friend
39. What does the word “adorable” has the same meaning with?
a. very big c. popular
b. funny d. lovely
40. What is the purpose of the text?
a. to entertaint the reader c. to inform the leader
b. to describe about Blewuk d. to explain about Blewuk
60
Answer key Reading Test
1. D 13. A 25. D 38. D
2. C 14. D 26. B 39. D
3. B 15. A 27. C 40. C
4. A 16. D 28. B 41. A
5. D 17. C 29. D 42. A
6. A 18. C 30. C 43. C
7. B 19. D 31. C 44. B
8. D 20. D 32. D 45. C
9. A 21. D 33. B 46. A
10. A 22. C 34. C 47.. D
11. D 23. D 35. C 48. B
12. C 24. A 36. D 49. A
37. D 50. A
Jambi, November 2020
Pembimbing I Pembimbing II
Dr. Mahyuzar Rahman, M.Pd.I Hilma Suryani, M.Pd
Nip. 1972 001 200003 1 002 Nip. 19861226 201503 2 005
61
Appendix 3
The Decsriptive Statstics of Reading Comprehension
Statistics
readingcomprehension
N Valid 39
Missing 0
Mean 74,6795
Std. Error of Mean 1,93558
Median 75,0000
Mode 75,00
Std. Deviation 12,08767
Variance 146,112
Skewness -,247
Std. Error of Skewness ,378
Kurtosis -,504
Std. Error of Kurtosis ,741
Range 45,00
Minimum 50,00
Maximum 95,00
Sum 2912,50
a. Multiple modes exist. The smallest value is shown
62
Appendix IV
The Decsriptive Statstics of Reading Interest
Statistics
readinginterest
N Valid 39
Missing 0
Mean 3,6564
Std. Error of Mean ,05641
Median 3,7000
Mode 3,50a
Std. Deviation ,35228
Variance ,124
Skewness 1,072
Std. Error of Skewness ,378
Kurtosis 2,999
Std. Error of Kurtosis ,741
Range 1,90
Minimum 3,00
Maximum 4,90
Sum 142,60
a. Multiple modes exist. The smallest value is shown
63
Appendix V
Normality Test
One-Sample Kolmogorov-Smirnov Test
Unstandardiz
ed Residual
N 39
Normal Parametersa,b
Mean ,0000000
Std.
Deviation 11,86804979
Most Extreme
Differences
Absolute ,122
Positive ,060
Negative -,122
Test Statistic ,122
Asymp. Sig. (2-tailed) ,146c
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
Homogenity Test
Test of Homogeneity of Variances
Reading Interest
Levene
Statistic df1 df2 Sig.
2,313 12 23 ,071
Pearson Product moment Correlation
Correlations
Reading
Interest
Reading
Comprehensi
on
Reading interest Pearson
Correlation 1 ,190
Sig. (2-tailed) ,000
N 39 39
Reading
comprehension
Pearson
Correlation ,190 1
64
Sig. (2-tailed) ,000
N 39 39
65
Appendix VII
DOCUMENTATION
66
67
68
69
70
71
72
73
74
75
76
77
3WBE
78
79
80
81
82
83
84
KEMENTERIAN AGAMA RI
UNIVERSITAS ISLAM NEGERI SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Fakultas Ilmu Tarbiyahdan Keguruan UIN STS Jambi
Jl. Jambi-ma. Bulian KM. 16 Simp. Sungai Duren Muara Jambi 36363
CONSULTATION CARD
Name : Nurul Siti Chotimah
Student ID : TE.151606
Advisor II : Hilma Suryani, M.Pd
Title : The Correlation Between Students‟ Reading Interest And Reading
Comprehension At Seventh Grade Of SMP Baiturrahim Jambi
Faculty : Faculty Of Education and Teacher Training
NO DAY DATE MATERIAL
CONSULTATION
SIGNATURE
1 Oct 31st 2019
Revise background
2 Nov 19th
2019
Add the students
problem in reading
3 Des 2nd
2019
Add categories of
questionnaire
4 Des 14th
2019
Revise the scales of
questionnaire
5
Jan 14th
2020
Clarify the instrument
6 Jan 31st 2020
Major revise on chapter 3
Feb, 20th
, 2020
Acc for seminar
7
Sep 29th
2020
Consultation chapter IV
& V
8 oct, 12nd 2020
Revise Chapter IV and V
9 Oct 22nd
2020
Acc to Munaqasah
Jambi, November 2020
Advisor II
Hilma Suryani, M.Pd
NIP. 19861226 201503 2005
85
KEMENTERIAN AGAMA RI
UNIVERSITAS ISLAM NEGERI SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Fakultas Ilmu Tarbiyahdan Keguruan UIN STS Jambi
Jl. Jambi-ma. Bulian KM. 16 Simp. Sungai Duren Muara Jambi 36363
CONSULTATION CARD
Name : Nurul Siti Chotimah
Student ID : TE.151606
Advisor I : Dr. Mahyuzar Rahman,M.Pd.I
Title : The Correlation Between Students‟ Reading Interest And Reading
Comprehension At Seventh Grade Of SMP Baiturrahim Jambi
Faculty : Faculty Of Education and Teacher Training
NO DAY DATE MATERIAL
CONSULTATION
SIGNATURE
1 Monday
Nov 4th 2019
Consultation chapter I
2 Wednesday
Des 17th 2019
Revise chapter II&III
3 Friday
Feb 21st 2020
Acc to Seminar
4 Oct 1st 2020 Consultation chapter IV V
5 Nov 10th 2020 Acc for Munaqasah
Jambi, November 2020
Advisor II
Dr. Mahyuzar Rahman,M.Pd.I
NIP. 1972 001 200003 1 002
86
CURICULUM VITAE
Name :Nurul Siti Chotimah
Gender : Female
Birthday : Rimbo Bujang, November 14th
, 1996
Address : Jl. Menggris Unit Vi, Rt 022/003, Desa Tirta Kencana,
Kec. Rimbo Bujang, Kan. Tebo, Jambi
Email : [email protected]
Contac Person : 0853 7977 6998
Education Background
No Education Place Graduated Year
1 The State Elementary School
No.119 Jl. Durian
Rimbo Bujang,
Tebo
2009
2 The Islamic Junior High School
(Mts) Raudhatul Mujawwidin
Rimbo Bujang
Rimbo Bujang 2012
3 The Islamic Senior High School
(MA) Raudhatul Mujawwidin
Rimbo Bujang
Rimbo Bujang 2015
4 The State Islamic University
Sultan Thaha Saifuddin Jambi
Jambi 2020
Jambi, November 2020
Nurul Siti Chotimah
Nim.Te 151606