Contoh Jurnal Dalam Bahasa Inggris Tentang Correlation
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Jurnal bahasa Inggris ihwal Correlation
THE CORRELATION BETWEEN STUDENTS’ READING HABIT AND THEIR READING COMPREHENSION ABILITY
Rahmayuni Wulandari, Sudirman, Huzairin
Abstract
Penelitian ini bertujuan untuk mengetahui hubungan antara students’ reading habit in English dengan students’ reading comprehension ability. Metode yang dipakai dalam pemelitian ini ialah metode kuantitatif dan dalam bentuk penelitian korelasi. Populasi dalam penelitian ini ialah 30 siswa kelas satu Sekolah Menengah Pertama PGRI 1 Gunung Pelindung, Lampung Timur tahun akademik 2015/2016. Kuesioner dan reading comprehension test dipakai sebagai instrumen untuk mengumpulkan data dalam pemelitian ini. Pearson’s Product Moment Formula dipakai untuk menghubungkan antara reading habit in English (variabel X) dan reading comprehension ability (variabel Y). Hasil mengatakan bahwa ada hubungan yang berpengaruh dengan nilai 0.642 antara students’ reading habit in English dan students’ reading comprehension ability dan dan level signifikannya ialah (0.00<0.05). Ini sanggup disarankan bahwa reading habit in English dapat membantu siswa dalam mengenal kosakata dan meningkatkan students’ reading comprehension ability.
The aim of this research was to find out the correlation between students’ reading habit in English and their reading comprehension ability. The method that was used in this research was a quantitative research and its design was a co-relational study. The subjects were 30 students of the first grade of Sekolah Menengah Pertama PGRI 1 Gunung Pelindung, East Lampung in the academic year 2015/2016. Questionnaires and the reading comprehension test were used as the instrument for collecting the data of this research. Pearson’s Product Moment Formula was used to correlate both reading habit in English (variable X) and reading comprehension ability (variable Y). The result showed that there was a statistically significant correlation (0.642) between the students’ reading habit in English and their reading comprehension ability with the significant level (0.00<0.05). This suggests that reading habit in English can help students familiarize vocabularies and improve their reading comprehension ability.
Keywords: Reading Habit in English, Reading Comprehension ability.
INTRODUCTION
Reading is a process of thinking. Reading is very complex and complicated process that involves some factors influential upon each other. The students have skills in inferential reading comprehension, the researcher has opinion that reading habit in English supports the students to be able to comprehend the text. That is the reason the researcher wants to show that reading habit in English is very important to support inferential reading comprehension.
Nunan (1998), states “Reading is usually conceived as solitary activities in which the reader interacts with text in isolation.” It can inferred that reading is not only looking at word in the form of graphic symbol, but reading is a communication process that involves an enjoyment of a readers to interact with text. Reading is also an activity that is active receptive language. It is said to be active because in the act of reading there is really an interaction between writer and reader, and said to be receptive, because the reader acts as receiver of the message in a correlation of communication between writer and reader directly. For students, reading is also instrumental in knowing various kinds of advanced science and technology continues to evolve. Through reading, advances in science and technology can be known and understood before it can be applied. Reading is one of the four basic language skills, and is a part or component of the communication.
According to Wallace and Larsen (1987), 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 of 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.
Nilsen (2012) defines habit as ―Habit is behavior that has been repeated until it has become more less automatic, enacted without purposeful thinking, largely without any sense of awareness. According to Gardner (2012) habit is an abstract theory, in habit theory there is no single correct definition. In habit people repeated action without concerning why this self concept must happen. Behaviorist view habits as routines of behavior that are repeated regularly and tend to occur subconsciously. As a subconscious self concept, reading habits can help students to gain academic achievement to a great extent.
Simanjuntak (1988) says that reading habit is the number of repetitions in given time to read English text. She also says that reading comprehension understands of a text written in English as proved by habit in reading English and his ability to correctly choose the right answer of question asked from the text. The students usually have different level of reading ability in English. Shane and Glinow (2007) say that ability is the natural aptitudes and learned capabilities required to successfully complete a task.
Reading activities need to be socialized from an early age, i.e. ranging from children recognizes letters. Make reading as a necessity and be fun for students. Reading can be done anywhere and anytime as long as there is desire, passion, and motivation. If this is true, expected reading can be a part of life that cannot be separated as a slogan that says, “No day without reading”. This course requires persistence and continuous pembinaan to train the habit of reading to the reading, especially reading comprehension ability in English can be achieved. The ability to read is the speed of reading and understanding all the contents.
The students’ reading habit in English has correlated with students’ reading comprehension ability. It seems that students’ reading habit in English have an impact toward students’ reading comprehension ability. Students who have high habit toward reading tend to be easier to comprehend the passage that they read than the students who have low habit in reading. The students who have habit in reading feeling interested in reading. It means enjoying the activity when somebody interested phenomenon or activity, and they are likely to attend to in and to give time to it.
METHOD
This research is quantitative research. The researcher intends to find out whether there is any significant positive correlation between students’ reading habit in English and their reading comprehension ability. The design of this research is ex-post facto co-relational study. The population of this research was 30 students of the first grade of Sekolah Menengah Pertama PGRI 1 Gunung Pelindung, East Lampung in academic year 2015/2016. The sample was determined through simple random sampling technique that is lottery technique. Questionnaire and test were used as the instruments of this research. First, reading habit questionnaire was given to the students in the form of closed questionnaire. The aim of this test is to know the students’ reading habit score. Second, reading comprehension test was conducted to measure students’ reading comprehension ability. The test is based on the aspects of reading such as main idea, finding detail information, inference, reference, and vocabulary. The data were analyzed by using Pearson Product Moment Correlation of SPSS (Statistical Package for Social Science) version 16.0.
RESULT
The result from the calculation by using Pearson Product Moment Correlation (SPSS 16.0) showed that for the habit of reading in English. In general, students have high-level of reading habit in English. This is evident from the 30 students, there are 15 students (50%) with score “between 34-67” (medium-level), 15 students (50%) get high-level frequency (68-100), and no one of student is in low-level frequency of reading habit in English. The total score is 2081 and the mean score of students’ reading habit in English is 69, which was the highest score is 84 and the lowest is 57. It means that half of the students get score over 69.4 and half below 69.4. It could be seen from Table 1.
Table 1. Result of Reading Habit Questionnaire
| No | Class Interval | Frequency | Percentage (%) | Level | |
| 1 | 0-33 | – | – | Low | |
| 2 | 34-67 | 15 | 50% | Medium | |
| 3 | 68-100 | 15 | 50% | High | |
| Total | 30 | 100% | |||
Similarly, reading comprehension ability, almost all students have the ability to read high-level understanding. The highest score gained in the reading ability test is 95 and the lowest score is 45. The total score is 2226. While the means score of students’ reading comprehension test is 74. This is evident from the 30 students there are 19 students who have the ability to read high-level of understanding, and 11 students have the ability to read medium-level understanding. It means that 36.67% had medium-level in reading comprehension skills and 63.33% had high-level in reading comprehension skills. It can be seen from Table 2.
Table 2. Result of Reading Comprehension Test
| No | Class Interval | Frequency | Percentage (%) | Level | |
| 1 | 0-33 | – | – | Low | |
| 2 | 34-67 | 11 | 36.67% | Medium | |
| 3 | 68-100 | 19 | 63.33% | High | |
| Total | 30 | 100% | |||
Therefore, on the result of reading habit in English and reading comprehension ability in the form of the aspects of reading based on the high-level and low-level of students, students who have good or high-level in habit are good in all of aspects of reading (main idea, finding detail information, inference, reference, and vocabulary). Whereas, students who have bad or low-level in reading habit in English get score lower than students who have good or high-level in five aspects of reading. It can be seen in the table 3 and 4.
Table 3. The Percentage of Correct Answer from Five Aspects of Reading in High-level
| No. | Aspects | Numbers | Correct Answer | Percentage |
| 1. | Main idea | 2, 5, 12, 26, 18, 30 | 69 | 76.67% |
| 2. | Finding detail information | 4, 16, 20, 22, 23, 25 | 72 | 80% |
| 3. | Inference | 8, 15, 19, 21, 27, 29 | 65 | 72.22% |
| 4. | Reference | 3, 6, 9, 11, 14, 28 | 70 | 77.78% |
| 5. | Vocabulary | 1, 7, 10, 13, 17, 24 | 73 | 81.11% |
| Total | 30 | 349 |
Table 4. The Percentage of Correct Answer from Five Aspects of Reading in Low-level
| No. | Aspects | Numbers | Correct Answer | Percentage |
| 1. | Main idea | 2, 5, 12, 26, 18, 30 | 58 | 64.44% |
| 2. | Finding detail information | 4, 16, 20, 22, 23, 25 | 64 | 71.11% |
| 3. | Inference | 8, 15, 19, 21, 27, 29 | 56 | 62.22% |
| 4. | Reference | 3, 6, 9, 11, 14, 28 | 67 | 74.44% |
| 5. | Vocabulary | 1, 7, 10, 13, 17, 24 | 62 | 68.89% |
| Total | 30 | 307 |
Table 5. The Percentage of Indicators of Reading Habit Questionnaire
| Good Habit | Bad Habit | Total | ||
| Indicators | Indicators | |||
| Always | Often | Sometimes | Never |
900 |
| 236 | 368 | 286 | 10 | |
| 26.22% | 40.89% | 31.78% | 1.11% | 100% |
| 67.11% | 32.89% | |||
From the table 3, high-level percentage, the correct answer of main idea items is 69 (76.67%), finding detail information items is 72 (80%), inference items is 65 (72.22%), reference items is 70 (77.78%), and vocabulary items is 73 (81.11%). It can be stated that the students who have high-level or good habit in reading are good in all aspects of reading.
However, from the table 4, low-level percentage, the correct answer of main idea items is 58 (64.44%), finding detail information items is 64 (71.11%), inference items is 56 (62.22%), reference items is 67 (74.44%), and vocabulary items is 62 (68.89%). It can be stated that the students who have low-level or bad habit in reading get score lower than students who have high-level or good habit in reading in aspects of reading.
Meanwhile, From the table 5, it can be seen more students have good habit in reading English. The percentage shows that 26.22% of the students chose indicator Always (selalu) and 40.89% of the students chose indicator Often (selalu) in their reading habit questionnaire. Meanwhile, 67.11% of the students chose indicator Sometimes (kadang-kadang) and 1.11% of the students choose indicator Never (tidak pernah). From the calculated the good and bad reading habit from the table above, there is 67.11% of the students have good habit in reading English and 32.89% of the students have bad habit in reading English. It can be stated that more than half of the students have good habit in reading English. The researcher suggested that the students must often read English texts or books and making a habit in their daily activity. It can increase their ability in reading comprehension and also can increase their knowledge.
The result of the coefficient correlation value was high. The result of “rxy” was 0.642. The result of robserved was higher than rtable. It can be seen in table 6.
Table 6. r-table of Pearson Product Moment
| N | r-table of Pearson Product Moment | |
| Significant Level | ||
| 5% | 1% | |
| 30 | 0.349 | 0.499 |
The value of “rxy” was 0.642 with the level significant rtable 1% = 0.499 or the level significant of rtable 5% = 0361. It can be understood that robserved was higher than rtable. In other words, the students’ reading habit in English has correlation with their reading comprehension ability. It means that the students who got good score in reading habit in English were able to get good score in reading comprehension ability.
DISCUSSION
The result shows that students’ reading habit in English and the students’ reading comprehension ability has positive significant correlation. For the habit of reading in English, students generally have higher levels of reading habit. And the result of reading comprehension ability, almost all students have the ability to read high-level understanding.
While, the data in this research show that the coefficient correlation is high. The value shows the degree of significant. In other words, the students’ reading habit in English has correlation with their reading comprehension ability. It means that the students who get good score in reading habit are able to get good score in reading comprehension. Students who have good or high-level in habit are good in all of aspects of reading (main idea, finding detail information, inference, reference, and vocabulary). Whereas, students who have bad or low-habit in reading get score lower than students who have good or high-level in all of aspects of reading.
In short, students who have good reading habit in English tend to have good reading comprehension ability. Practically, reading habit in English can help students in familiarizing vocabularies, in terms of the numbers of vocabulary they can master and their ability to pronounce English words which support their reading skill.
CONCLUSION
After conducting the research at the first grade students of Sekolah Menengah Pertama PGRI 1 Gunung Pelindung, East Lampung and analyzing the data, the researcher concluded a major conclusion. The value r count is 0.642. It means that the hypothesis was the test has a positive correlation and high correlation based on the criteria of product moment. The researcher can get the conclusion that the students’ reading habit in English and the students’ reading comprehension ability in the first grade of Sekolah Menengah Pertama PGRI 1 Gunung Pelindung, East Lampung at academic year 2015/2016 have positive significant correlation.
The students’ reading habit in English gave good effect on the students’ reading comprehension ability. Moreover, habit and comprehension can be used to motivate students to create a positive and relaxing environment in the classroom. Based on the result of analysis on the answer of the questionnaire, it is known that half of students have good or high-level of reading habit and some others have bad or low-level of reading habit in English. From the analysis of the students reading comprehension ability, it is known that some students have good or high-level in reading comprehension ability and some others have bad or low-level in reading comprehension ability.
SUGGESTION
Some suggestions could be listed as follows:
- For Learning and Teaching
- English teachers are expected to motivate their students to spend much time to read. One way for reading to reader is by increasing reading habit in English. Reading in English is one of the ways to improve students reading comprehension because habit in English is a medium that is easily got by the content authentic vocabulary from the reader.
- Teachers give their students popular English texts. This might be interesting for teachers or students to use it in reading English, because they do not only reading the text but also study English.
- Teachers make the learning situation more enjoyable and fun, far from being stress and threatened situation that is usually faced by students in the classroom.
- For The Students
- Students will be keeping their habit in English because it has been proven that English can make them having sensitivity of reading English words. Reading habit in English, moreover, can also increase their vocabulary and pronunciation. At last, habit in English is an enjoyable learning media for students’ knowledge.
- For Research
- It is expected that it will be useful to the readers especially as a reference that has correlate with the variable in this research.
- The researcher wishes that other researchers can conduct the same study on wider area of the research so the result will have more advantages and can be applied in a large area of the research.
REFERENCES
Gardner, B. 2012. Habit as Automaticity, Not Frequency, Journal of The European Health Psychologist.
Nilsen, P. 2012. Creature of Habit: Accounting For The Role of Habit in Implementation Research on Clinical Behavior Change. Implementation Schience Journal.
Nunan, D. 1998. Language Teaching Methodology: A Textbook For Teacher. New York: Prentice Hall.
Shane, M. C. and Glinow, M. V. 2007. Organizational behavior and ability. Edition No. 5. Chicago, IL: McGraw Hill.
Simanjuntak, E. G. 1988. Developing Reading Skills for ESL Students. Jakarta: Department Pendidikan dan Kebudayaan.
Wallace, M. J. and Larsen, F. D. 1987. Technique and Principles in Teaching Reading. Oxford: Oxford University Press.
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