CHAPTER I INTRODUCTION
1.1 Problem Background
English is a foreign language is formally taught in Indonesia from the elementary school through university. It is expected that the graduated students are able to master English well and reading. Reading, as one of the language skills must be mastered by the students. By reading, the students get much information and to improve our translation ability, because if we read something and we don’t know the meaning, it is useless. But if we understand and also know that reading can help us to get some information we should try to read it.
In Indonesia English a foreign language according to KTSP, English may be tough from the fourth year of elementary school as an elective subject. The objectives of teaching English are in tented to improve the students’ skill in communication. The skills include listening, speaki speaking, ng, and writing writing.. Practic Practicee the speaki speaking ng skill skill that that the studen students ts have have been been studyi studying ng English. The students will find that learning reading skill and understand English is not as difficult. Reading is an activity for setting information skills which is taught in the school from elementary school until university as the main subject. It takes on a very significant role in teaching as a foreign or second language.
Based on this research, the most important, problem as MTs N 1 Batanghari Metro is the students interest in learning English is low and there are many reason for this condition, another reason are of motivation to learning English; learning facilities, and psychological. In general student still have difficulties in understanding reading comprehension the common
2 problem from our students’ vocabulary in their native language, the students’ assume that English lesson is difficult. Result of data from pra survey in MTsN 1 Batanghari, 4 students’ have score from 85-100 that is excellent, 5 students’ have score 75-84 75-84 that is good. 4 students’ have score 60-74 60-74 that is satisfactory, 12 students’ have score 40-59 that is unsatisfactory, and 11 students’ have score 0-39 that is fail. Likewise Likewise the condition condition in MTs N 1 Batanghari, Batanghari, in the eight class student student face difficulties difficulties in their reading comprehension. One of case that causes students reading comprehension is students’ interest. From the problem above, the researcher wants to know whether there is any correlation between students’ interest in learning English and reading comprehension. Related with the problem about. The researcher would like to have research about the interest Englis English h in readin reading g compre comprehen hensio sion. n. Hopefu Hopefully lly the studen studentt are able able to increas increasee studen students’ ts’ interest and have reading comprehension well.
1.2 Problem Identification Identification
The problem identification on this research are: 1. The students’ students’ interest in learning English is still low. 2. There are so so many students’ find difficulties in learning reading comprehension. comprehension. 3. The The corr correla elatio tion n betw between een the the stud studen ents ts’’ inter interes estt in learn learnin ing g Engl Englis ish h and and readi reading ng comprehension. 1.3 Problem Limitation
Based on the identification problem above the research would like to focus the investigation only on “The Correlation Between The Students’ Interest In Learning English and The Reading Comprehension Eight Grade of MTsN 1 Batanghari in Academic Year 2010/2011”.
1.4 Problem Formulation
3 Based on the background above, the problem formulation as follow: 1. How far is the students’ interest in learning English? 2. How far is the students’ in reading comprehension? 3. Is there any correlation between the students’ interest in learning English and reading comprehension?
1.5 Research Objective Based on the problem formulation above, the objective there are: 1. To identify the students’ interest in learning English. 2. To know the difficulties in the students’ reading comprehension. 3. To know whether is the correlation between the students’ interest in learning English and reading comprehension.
1.6 Research Benefit
After doing this. The research hopes that the result of this research can be useful: 1.
To give information for the English teacher that there is a difference between students who interest in learning it toward the students reading comprehension.
2.
To enlarge the researcher’s understanding about the correlation between students’ interest in learning English and the reading comprehension.
3.
To motivate the students in learning English especially in interest learning English toward reading comprehension and to increase the students’ skill in reading.
1.7 Research Scope This research is a quantitative descriptive research which was focused on student interest in learning English and reading comprehension. The scope of the research are as follow: 1.
The characteristic of this research is correlation study.
2.
The subject of this research in the first semester students of MTs N 1 Batanghari.
4 3.
The object of this research is “the correlation between the students interest in learning English and reading comprehension of MTs N 1 Batanghari 2010/2011”.
4.
The place of this research is MTs N 1 Batanghari.
5.
The time of this research is in academic year of 2010/2011.
CHAPTER II THEORETICAL FRAMEWORK
2.1 Previous Research Overveiw
In the research, there are many research discussing reading. The research have purpose to increase the students’ ability in reading. Many of them use the class room action research. This research the researcher takes two research as previous overview. The first research over view in Uni Asnawati’s S1-thesis (2008) the title is “Correlation Between Students’ Vocabulary Mastery and Their Reading Comprehension Ability in the First Year of SMA Negeri 2 Bandar Lampung. She finds that her students get difficulties in reading comprehension ability, because the students do not vocabulary mastery, it will be difficult for the student in reading comprehension, she formulates of the problem background: is true any their reading comprehension ability. In her objective of the research is to identify whether there is the significant correlation between vocabulary mastery and their reading comprehension ability,
5 the student who get good scores in vocabulary mastery test tended to get good scores to in reading. The second, research overview in Sari, Kartika 2009 the title is “the implementation of skimming technique in students reading ability at the eight grade in SMP Paramarta Seputih Banyak Lampung Tengah Academic Year 2009/2010. She find that her students get difficulties in reading oral understanding of the skimming technique. The most important problems not enjoy their material in the homework and there are many reason for his condition, another reason is a long article and not familiar so that the lack of time.
The result of the analysis indicates that most of the students’ have difficulties in their reading comprehension ability. Based previous research overview above, the researcher is interested to find out the correlation between the students’ interest in learning English and the reading comprehension.
2.2Theoretical Review 2.2.1 Concept of Students’ Interest
a. The concept of interest Interest is to give attention, the condition of wanting to know or learn about, the quality that arouses concern or curiosity, that hold one’s attentions.
Another definition of interest in: 1) To course of permit to share. 2) To be concerned with or engaged in: to affect, to concern, to excite, after used impersonally. 3) To engaged the attention of: to a waken interest in to excite emotion or passion in be help of a person or thing. 4) Participation in advantage, profit and responsibility shore portion.
6 Based on the quotation above, it can bed inferred that interest is the condition of wanting to know of engaged the attention of a person of thing as the subject to some object concern. Interest is not only expressed by the statement to show that students prefer to something, bat also can be their activity on join a program.
b.
The indicators of interest
1) Developing students’ interesting in teaching English learning process. 2) Developing students’ inelegancy in learning process. 3) Developing students’ capabilities with generic software such as spreadsheets. Tool and communication.
c. The component of interest 1) Providing the opportunity for students’ to experience the learning as it would be experienced and used by people in their professional lives. 2) Equipping students with skill for self. 3) Linking the classroom with the community by arranging incursion to a variety. 4) Including studies of the local environment survey in the local community and local industry. 5) Tightly individual students to take advantage of camps.
d. The factor that influence of interest Many factor that influence of interest toward something. That rise from internal which concerned example weigh, experience ability of feeling, individuality, etc.
7 And that from external including environment of family, school and society. According to craw and crow, the are there factor including interest. 1)
Motivation from individual.
2)
Social motive, that can become the factor which up of interest for
doing something. 3)
Emotion factor, the interest have a dose relationship with emotion.
e. The kinds of interest There are three kinds of interest. Depending on the interest appear. On the direction of and on the give expression: 1)
Based on the interest appear, interest can be differed into two parts.
They are primitive and cultural interest. Primitive interest is the interest that makes because necessary of biologics, cultural interest of social interest is the interest of the process of study. 2)
Based on the direction, interest can be different into intrinsic and
extrinsic. Intrinsic interest is the interest that connects with activities, that is the be basic or gin interest. Extrinsic interest in the interest connecting with the and of the purpose activities. 3)
Based on the way give expression. Interest can be different into four
part they ac. a) Expressed interest b) Manifest interest c) Tasted interest d) Inherited interest
8 f. Technique inspire learning interest Interest is an important part in teaching learning process. So teacher must have technique to keep students interest in learning process. Some of them are as follow: 1)
Open up a new interacting are of real of vicarious
2)
Stimulate the asking of question
3)
Make available reading material in which answer can be found
4)
Provide books on closely related topic
2.2.2 The Concept of Reading
Reading is one of a good way to get much information and to improve our translation ability because if we read something and we do not know the meaning, it is useless. But if we understand and also know that reading can help us to get some information we should try to read it. Reading need student’s ability in understanding the meaning and main idea, Dechan Infahmi Abdul Ghafur (2008:7) states that reading is more that simple recognition of the organic symbols of the word, it is a progressive comprehension of the meaning and idea represented by sequence of word.
Based on the concept previously descried it can be concluded that reading has throng to enrich language. Reader’s knowledge about the culture, attitude, believes, behavior, and custom of the native language is important in understand in the reading articles.
Siahaan (2008:28) reading can be variable according to level of proficiencies. For the classroom activities at aspects and principles of a language. Its level of proficiency is to enable the student to use the language as a tool of communication to both the native and
9 non-native speakers of the language in bath spoken and written language. For those whose knowledge on the formal aspect and principles of the language are already in good command to express them and can understand after. Reading then touch the stages of the educated adults expression of content and social relation.
Richard and Bamford say that “reading is the construction of the meaning involutes the reader commenting information from the writer’s message with previous knowledge to arrive the meaning” (Richard and Bamford in fahmi, 2005:14).
Reading is essential in many language classes, it is source of information and pleasure. The students ability in reading means that the students can understand about the text. Before going further to discuss the concept of reading comprehension, it is good to know firefly what reading putting the contact and communication with idea. Therefore, reading is actually a conversation of sorts bet weed a writer and reader. Reading as a complex activity dependent upon the thinking and language skill of reader.
Based on this statement does not only read, tot also needs thinking and our language skill. Moreover reading English text. Without using that skill, someone will get misunderstanding in comprehension what the author massage on the reading wrong meaning of shades may result distorted understanding of not at all.
In establishing the concept of reading in this level this article tries to integrate there interrelated terms, Siahaan (2008:117). The first term is reading it is one of the four language skill. It is categorized in to the are of a receipted skill. This category is a skill to comprehend a place of information in the written language.
10 The second term is higher mental process it is considered to be congruent with reading as a process of decision making or problem solving, or analysis, or evaluating, or other manifestation of the cognitive process which involves the quality of thinking.
The third term is “background knowledge” the most basic background knowledge which the readers must improve to his mind is the linguistic code of the language of the text he is reading. On the level of linguistic analysis, the principle deal with the way a sentences is structured. How it owns semantic meaning and how that meaning function in a communicative interaction.
2.2.3 The Concept of Reading Comprehension
Dalman said that comprehension is more that moving that each letter of alphabets standing for reading involutes more than word recognition that without comprehension no reading takes place. Following Dalman in Setiyadi (2007:519) it is important that help be given to the learners in acquiring such skill as noting detail that support the main idea of a selection. Judging the authenticate of a report. And making generalizations on the basis of what is read. Therefore, a number of various comprehension skills are identified below. As suggested by adamant all the seraphic skills may be classified according to: 1.
The purpose of the reader
2.
The length and the rapture of the selection read
The fallowing skills are classified according to the purpose of the reader. Study the discussion of each classification carefully: 1. Reading to find the main idea 2. Reading to select significant details 3. Reading to follow directions 4. Reading to answer question
11 5. Reading to make summaries and organize materials 6. Reading to arrive at generalization and conclusion. 7. Reading to predict our chores. 8. Reading to evaluate critically. 9. Reading to develop skills in acquiring word meaning.
Furthermore, Sutanto (1988:5) says that reading meaning communication. It means that through reading the reader are able to catch the writer’s idea and directly have he perception in this mind about. What they read. So based on this explanation it may be said that reading is a process of interaction between the winter and through his language code and the readers through his thought.
Eskye, said that reading comprehension means knowing what one already knows. More cues. He says that reading comprehension is not different from other kind that depends on knowledge (Eskey in Ghayur, 2008:147). It can be understood that reading comprehension is a process in which the reader uses the background knowledge to make sense of what the reading and make students enjoyable in studying English ever they will find the difficulties in their translation some words in the articles.
2.2.4 The Important of Interest in Learning Process Reading Comprehension
Interest is main requirement or making tracing learning process become effective and competent. If the teacher does not pay attention to the interest, educational goal or purpose will not obtained well and maximally, interest can be use to facilities learning in a num of ways.
Previous research has established that interest in a text is related to better comprehension and recall, but the impact of interest on reading comprehension in testing situation has
12 been not widely investigated. This study used Hararical Linear Model (HML) to examine the relationship between students’ interest in reading passage and their performance on reading comprehension test items over those passage, the study involved 19.735 students in grade 4 through 8, stimuli consisted of 98 different reading passage a small but significant relationship between interest and test performance was found. Which was stronger for students of higher ability level. A second HML analysis was employed to explore whether certain passage characteristics was associated with higher or lower interest.
2.2.5 The Correlation between Students’ Interest and Reading Comprehension
Interest is main requirement or making teaching tearing process become effective and competent. If the teacher does not pay attention to the interest education goal of purpose will not well and maximally. Interest can be use to facilitate learning in nom of ways.
According to Guntur Tarigan that “interest is the biggest influence in student learning. If the text which given by teacher is appropriate cultch their interest and ability also they will be good learning”. Previous research has established that interest in a texts is related to better comprehension and recall. But the impact of interest on ready comprehension interest situation has been not widely investigated.
2.1 Thinking Framework
English is important to be teaching and learning because it has accepted and use as the first international language for communication propose and English has also playing an impotent role in national development. In instructional English most of the students get difficulty to understand in reading comprehension. The common problem comes for our students’ interest in learning English. The teacher must apply method and techniques to support their way of
13 teaching, so teacher’s creativity in applying technique will interest the students’ attention and in can be reading comprehension will be well.
Student’s Interest in Learning English X 1)
2)
Student’s interest in learning english can be improve the student’s readimg comprehension. Student’s interet in leaning english to icrease the student’skill in reading.
Student’s Reading Comprehension Y 1)
2)
The student’s understand with their reading comprehension. The students’ reading comprehension will be well.
2.2 Hypothesis
Based on the theorist and statement assumption, there research hypothesizes “there is significant correlation between the second year of MTs N students’ interest in learning English and reading comprehension.
14
CHAPTER III RESEARCH METHOD
3.1 Research Design
The research is quantitative one, because the research will study about product of teaching learning process. The writer will like to investigate the significant correlation between students’ interest in learning English and reading comprehension. The research design is correlation study. The research will not apply any treatment to the samples. She will analyze the collected data taken from student’s answer to the questionnaire about interest in learning English and Reading comprehension. 3.2 Research Variable
In the research, there are two variables: independent and dependent variable. The independent variable is Interest in leaning English called X. The dependent variable that observes and measures to determine the degree significance of the independent variable and called Y. The dependent variable in this research is Reading comprehension. 3.2.1 The Operational Definition of Variable The writer describes the characteristic the variable of the research; 1. Interest is the condition of waiting to know of enggaged the attention of a person of thing as the subject to some objeck concern. Interest is not only expressed by the statement to show that student’s prefer to something, but also can be their activity on join a program. So the teacher must be have tecnique is an activity who give information in learning English proses the student’s in order easy to touch lesson especially in the students’interest in learning english are;
15 1) The Students’ interest in learning English can be improve the students’ readi ng comprehension, 2) The Students’ interest in learning English to increase the students’ skill in reading. 2. Reading is one of a good way to get much information and to improve our translation ability. Reading comprehension is a process
in which the reader use the background
knowledge to make some sense of whta the readong and make students’ enjoyable in studying English ever they will find the difficulties in their translation some words in the articles. . Some of way have they do get solution in order the students can be improved English lesson especially reading comprehension. The students’ perception to English are: 1) The student’s understand with their reading comprehension, 2) The students’ reading comprehension will be well. 3.2.2 The Meansurement Design of Variable The wrier design the meansurement of variable is to know the result of students’ interest in learning english towords in Reading comprehension. The writer gave test reading comprehension and test angket to know so far the students’ interest in learning english. The test is objective test that is multiple-choice test that consist of 50 items of five options a, b, c, and d. Each item gets 2 points. The students have learned the materials of the test. The score of every test is 0 for lowest and the highest score is 100.
3.3 Population
The data will be collected all of students in MTsN 1 Batanghari. The total number of student is 600 students which consist of 16 classes. Each class consist of 35 until 37 students. The classes were not graded based on the intelligence level so that all of them have the same
16 to be taken as the sample. And then the research takes the sample from each group proportionally.
3.4 Sample and Sampling Technique
In this research, the writer used the cluster random sampling technique (is a sampling technique used when “natural” groupings are evident in a statistical population. In this technique, the total population is divided into these groups (or cluster) and a sample of the group is selected), because the students in the experimental class and the control class are heterogonous and the ability of each student is different from others. There would be two classes. One class consists of 36 students as experimental class and other class consists of 34 students as control class. 3.5. Research Instrument 3.5.1. Procedure
In a effort of collecting the data on both the students’ interest (X) and reading comprehension (Y), the writer will be used the instrument, i.e. questionnaire. The type of questionnaire items is the objective test. The writer will be distributed 60 questionnaire items to the participants, 30 questionnaire items about reading comprehension and 30 questionnaire items about student interest in learning English. The questionnaire will be constructed based on the theory, definition and explanation of students’ interest in learning English and reading comprehension. The researcher will be constructed based on the indicators of students’ interest in learning English and reading comprehension. This questionnaire requires the students to show their interest in learning English and reading comprehension.. 3.5.2. Kind of Instruments
17 To get the data of this research, the researcher will use questionnaire as a primer method, and observation also documentation as supporter method to collect the data at MTsN 1 Batanghari in academic year 2010/2011. 3.5.3. Specification Table of Instrument
To get the data, the researcher used questionnaire as a primer method, and observation also documentation as supporter method to get the data. There are two kind of specification table of instrument: a.
General specification table of instrument is a specification that is made to illustrate all of variable that will be measured, completed with all source of data, all method, and instrument that will be used.
b.
Special specification table of instrument that is made to illustrate plan of points that will be arranged for the instrument.
Tabel 3.1 Specification Table of Instrument Research Variable Variabel Penelitian Sumber Data Metode Instrumen 1. Students’ interest in learning Students Questionnaire Questionnaire english (X variable) Questionnaire Questionnaire 2.Reading Comprehension (Y Students variable)
Tabel 3.2 Specification Table of Instrument Student’s Interest in Learnibg English Variabel
Indikator Variabel
Item
18 1. To Facilitate Reading 2. Students’ interesting 3. Students’ inelegncy 4. Students’ capabilities 5. Students’ tool and communication
Variabel (X) Students’ interest in Learning English
1, 2, 3, 4, 5 6, 7, 8, 9, 10 11, 12, 13, 14, 15 16, 17, 18, 19, 20
Tabel 3.3 Specification Table of Instrument Student’s Reading Comprehension Variabel 1. 2. 3.
Student’s Reading Comprehension (Y Variable)
4. 5. 6.
Indikator Variabel Feeling of concern Feeling of attracted Taking a part and without any command Giving attention Permanent incline Considered important
a.
Item 1, 2, 3, 4, 5 6, 7, 8, 9, 10, 11 13, 14, 15, 16, 21 12, 22, 24, 26, 28 25, 27, 29, 30 17, 18, 19, 20, 23, 25, 26, 27, 28, 29, 30
3.6 Validity and Reliability 3.6.1 Try Out
Before the questionnaire will be distributed to the respondents, a try out will be conducted to decide its validity and reliability of the questionnaire.
3.6.2. Validity
To determine its validity, the questionnaire will be constructed based on the theory, definition and explanation of Students’ interest and Reading comprehension. This questionnaire requires showing their interest in learning english and reading comprehension. In this case, the writer will be used: r xy =
∑xy
(∑x )(∑y ) 2
2
(Suharsimi Arikunto, 2006: 273)
∑x = Total add score ∑y = Total even score
19 = Value of correlation variable X and Y
r
xy
Then from the calculation result to interpreting the coefficient correlation, according to Suharsimi Arikunto (2006: 276) as follow: Between 0,800 until 1,000 = very high Between 0,600 until 0,800 = high Between 0,400 until 0,600 = fair Between 0,200 until 0,400 = low Between 0,000 until 0,200 = very low
3.6.3. Reliability
Before the questionnaire is administered to the participants, the research wants to know whether the questionnaire is reliable or not. The researcher will employ the Spearman Brown formulation as follows. r 11 =
2 xR xy
1 +R xy
(Suharsimi Arikunto, 2006: 180) Note: r 11
: The full coefficient correlation regularity level (reliability).
R xy
: The coefficient correlation between X and Y
2 and 1
: The constant number
3.7 Data Collecting Technique 1. Primer
1) Questionnaire Questionnaire is a number of written questions used to get information from respondents about the report of themselves or known matters. It is used to mention the
20 method or instrument. This instrument to support the data and correlation between students’ interest in learning English and reading comprehension are multiple choice forms. This questionnaire requires the students to show their interest in learning English and Reading comprehension. There are two kinds of questionnaire: a. Direct questionnaire, it is respondent who answer about themselves b. Indirect questionnaire, it is respondent who answer about other people In this research, the writer will be used direct questionnaire and indirect questionnaire that is showed to the students to get data about students’ interest in learning english and reading comprehension. The questionnaire used
liker scale.
It is a scale contains of degree of
respondent answers about the question about respondent agreeing about the statements that is told to answering options that have been provided. Each item has a numerical value, for example: 1 =I never do it 2 =I almost never do it 3 =I something do it 4 =I often do it The weight of score answering between 1 – 4 score. Each item consists of four choices that have weight of each option. Its mean that for first choice is 1 poin, second choice is 2 poin, third choice is 3 poin, and the fourth choice 4 poin. So, each item of questions is provided four choices.
2. Secondary
1) Observation Observation is a systematic perception about fhenomenon that is Investigated. There are kinds of observation:
21 a.
Participant observation/non participant
b. Systematic observation/non systematic c. Experimental observation/non experimental In this research, the writer used observation non participant, it is the writer just performing perception at the research area and the researcher not do activity in object that is observed by the researcher. The data that is observed in this research is a supporter data; consist of society’s situation and place of research environment. Documentation Documentation the source of information is all of kind in the source information that is related with document. Actually, it is can formal document or informal document. In this method, the writer used it to get data of the students MTsN 1 Batanghari in academic year 2010/2011 and also to get the supporter data at environment of the research.
3.8 Data Analysis Technique To find the correlation between students’ interest in lerning english and reading comprehension, the data analysis of this research is used product moment correlation by Pearson with the formula.
r xy
=
∑ xy ( ∑ x )( ∑ y ) − ( ∑ x ) }{∑ y − ( ∑ y ) n
{∑
x
2
2
2
( Suharsimi Arikunto, 2006: 274) n
= Total sample
∑x = Total add score
2
}
22
∑y = Total even score = Value of correlation variable X and Y
r
xy
Then from the calculation result to interpreting the coefficient correlation, according to Suharsimi Arikunto (2006: 276) as follow: Between 0,800 until 1,000 = very high Between 0,600 until 0,800 = high Between 0,400 until 0,600 = fair Between 0,200 until 0,400 = low Between 0,000 until 0,200 = very low
3.9 The Hypothesis in This Research
There are two hypotheses in this research: 1.
H1: There is correlation between students’ interest in learning english and
reading comprehension. This hypothesis can be accepted if r obsevation (r o) is higher than r table (r tab). 2.
Ho: There is no correlation between between students’ interest in learning
english and reading comprehension.. This hypothesis can be accepted if r obsevation (r o) is lower than r table (r tab).
To find the significant correlation between X and Y, the following formula will be used.
23 r t
n
−
=
1
−
r
2 2
(Sugiyono, 2008:184)
