CHAPTER I

INTRODUCTION

1.1 Background of the Problem

In learning English, there are four skills that they are listening, speaking,

reading, and writing. All of those skills should be learned by students as the basis

of communication. Those skills are important to be mastered without ignoring

each other. From all four aspects above the ability that must be mastered by

students in this study are reading and writing ability. This might be a fact that is

more like being used than other skills. It was proven on students test or national

exam.

Reading is a key activity we get to master information. The more information

we read, the more information we master. By reading a lot, which means that we

will know a lot of information, it will make it easier for us to speak and or write.

Reading is a process that is carried out and used by someone to get the message

conveyed by the author through the medium of language words. As a process,

reading is a part of human life that cannot be separated, because whoever is

without reading will experience a vacuum of knowledge.

Most people don't like reading especially read of long texts. To improve

students' reading skills, the English department at UMRAH puts reading

(intensive and extensive) as the course in curriculum. Students' reading skills can

increase if students make reading as a habit.

1
 The next ability that is no less important than reading is writing. Through

writing, the students can transfer information and knowledge to others by putting

their ideas into a piece of writing. Writing is a language ability that is used to

communicate indirectly or not face to face with other people. Writing ability will

not come automatically, but must be through a lot of practice and practice

regularly.

According to Olsthain as quoted by Kartal (2017) viewing writing as an act of

communication suggests an interactive process which takes place between the

writer and the reader via text. It means that both the writer and the reader have

significant role in written communication. Reading habit is regarded as the most

influenced factor in writing since people usually find out new ideas, fact,

information, knowledge and experience from reading activity. In addition,

Reading and writing have closed correlation in learning. Because of people start

to learn through both of them. People start writing after they are able to read.

Based on the background mentioned above, the researcher wants to know how

well the students’ reading habit and writing ability in opinion essay. The

researcher also wants to know if there is significant correlation between them.

Therefore, the researcher is interested in conducting a research entitled

“Correlation between Students’ Reading Habit and Writing Ability at the fourth

semester students of English Education Study Program in Universitas Maritim

Raja Ali Haji”.

2
1.2 Identification of the Problem

Based on background of the problem, the researcher identified of the problems

as follow:

1) Students were less interesting to read, especially read of long-text.

2) Students have some of problems in writing, like find out new ideas, fact,

information, knowledge, etc.

3) To write effectively, students should have some knowledge of the subject

matter of their writing which can be obtain through reading activity.

1.3 Limitation of the Problem

Based on the identification of the problem, the researcher focus on students’

reading habit and their writing ability in opinion essay at the fourth semester

students of English Education Study Program in Universitas Maritim Raja Ali

Haji.

1.4 Statement of the Problem

In this study, the researcher wants to know the correlation between students’

reading habit and their writing ability in opinion essay. By conducting this

research, the researcher hopes to be able to answer the problem here: Is there any

significant correlation between students’ reading habit and writing ability at the

fourth semester students of English Education Study Program in Universitas

Maritim Raja Ali Haji?

1.5 Purpose of the Study

In this research, the purpose of the study is to find out whether or not there is

correlation between students’ reading habit and their writing ability in opinion

3
essay at the fourth semester students of English Education Study Program at

Universitas Maritim Raja Ali Haji.

1.6 Significance of the Study

The result of this study is expected to give some benefits theoretically and also

practically. Both benefits as follow:

1) Theoretically: This study is expected to contribute in supporting the theory in

students’ reading habit and writing ability, especially in opinion essay.

2) Practically: This study has benefits for the students, English teachers, and

other researchers. Those benefits as follow:

a. The researcher hopes that the result of this study will motivate students to

practice more and can improve their ability in writing and also will

motivate the students to read more than they did before. In addition, by

improving their reading ability, they will be able to enrich their

vocabulary. And then, they will be able to increase their writing ability.

b. For the English teachers, it can be used as an additional reference to know

what are the students’ difficulties in reading and writing. The teacher can

encourage their students to read more books especially English books.

c. For the other researchers, it can be used as an additional knowledge in

doing further research on correlation between students’ reading habit and

writing ability.

4
1.7 Definition of the Key Terms

There are some definitions of the key terms in this study. There are

correlation, reading habit, and writing ability. The description of these terms as

bellow:

1.7.1 Correlation

Correlation is a statistical measure of the relationship between two or more

variables.

1.7.2 Reading Habit

Reading habit is a reading activity which is done many times in a regular

way. The habit of reading is one of the best qualities that person can possess. The

activity of reading is regarded as a habit when it is repeatedly carried out.

1.7.3 Writing Ability

Writing ability is the skill of putting together what you think or want to say

using words, which a person reading it is able to know your thoughts, ideas and

feelings as near to what you want to convey.

5
 CHAPTER II

LITERATURE REVIEW

2.1 Review of Related Theories

2.1.1. The Concepts of Reading Habit

2.1.1.1 Definition of Reading

Reading is one of the essential language skills. Reading is the first step of

learning and academic success (Kaldirim, 2017). The academic success of the

student is related with reading for understanding. According to Nunan (2006,

p.69), reading is a set of skills that involves making sense and deriving

meaning from printed word. In short, reading is a process to establish the

reader’s comprehension which involves making sense and deriving meaning

from printed word with different purposes.

According to Ozbay (2007:4) as quoted by Erdem (2015), Reading which

has been defined as “the process of the brain evaluating and making sense of

signs and symbols perceived through the eyes”, is a complex process that

consists of various stages of development. Above all, it is a process of

perceiving where symbols are recognized. In foreign language learning,

reading is likewise a skill that teacher simply expect learners to acquire.

Reading, arguably the most essential skill for success in all educational

contexts, remains a skill of paramount importance as we create assessments of

general language ability (Brown, 2001).

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 Because reading is the first step of learning and academic success, Palani

(2012) states that effective reading is on the way to effective learning hence it

is completely related with educational process, therefore; educational success is

directly about reading habits (Kaldirim, 2017). Meanwhile, Collins and Collins

(2002) as quoted by Wahyudi (2016), reading is a mental process. Although the

eyes are involved in sending information about print to the brain, the brain

performs the real act of reading. Then, reading is a mental process which

involves deriving meaning and sending information about print to the brain till

being the real action of reading.

In conclusion, reading is the most essential skill for success in all

educational contexts, remains a skill of paramount importance as we create

assessments of general language ability, because reading is the first step of

learning and academic success. Then, reading is a mental process which

involves deriving meaning and sending information about print to the brain till

being the real action of reading.

2.1.1.2 Nature of Reading Habit

Habit is a repeated performance. It is learned through a process in which

repetition incrementally tunes cognitive processors in procedural memory. This

can be simplified that habit formation is the process by which new behavior

become automatic, the behavioral patterns of one’s repeat most often are

etched into neural pathways. According to Yildiz (2010) as quoted by Kaldirim

(2017) defines reading habit as “spending time properly and constantly for

learning, having fun and relaxing thorough individuals’ interest, wonder and

7
needs” and states that many variables such as personal characters, interests,

wonders, needs, targets, environment and national policies may be effective to

acquire the habit. According to Andrew (1903: 121), a habit, from the

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

felling acquired through previous repetition of a mental experience. It means

that, a habit is a mental process as a means of thinking.

A habit is a characteristic behavioral pattern that is learnt and reinforced in a

manner realized in every case automatically (Blaha & Bennett, 1993:86). When

reading, which is the basic manner of acquiring information, is transformed

into a habit, another notion called “reading habit” comes into being. The habit

of reading is the act of reading being carried out throughout life in a constant,

regular and critical manner as a result of it being perceived by the individual as

a need and source of pleasure (Yilmaz, 1993). The habit of reading is the basis

of lifelong learning. (Erdem, 2015)

Chettri & Rout (2013) assert that reading habit is a reading activity which is

done recursively. In other words, based upon this view, reading can be

considered as a habit if it is done many times in a regular way. According to

Zwiers (2004:3), reading habits more clearly describes the automatic and

unconscious processes that are involved in constructing meaning from text.

Then, reading habit refers to the automatic process as the readers read the

textual material and deriving meaning unconsciously.

In conclusion, reading habit is a repeated performance. The habit of reading

is the act of reading being carried out throughout life in a constant and regular.

8
 Reading habit is a reading activity which is done recursively or it is done many

times in a regular way.

2.1.2 The Concepts of Writing

2.1.2.1 Definition of Writing

As we know that writing is one of the skills in language acquisition. There

are so many definitions about writing, whether from dictionaries, or from

experts. Meyers (2005) states that writing is a way to produce language you do

naturally when you speak. Writing is speaking to other on paper or on a

computer screen. Writing is also an action and a process of discovering and

organizing your ideas, putting them on a paper and reshaping and revising

them. According to Brown (2001) also claimed that writing is a thinking

process. Furthermore, he states that writing can be planned and given with an

unlimited number of revisions before its release. According to Harmer

(2001:79) writing is a form of communication to deliver thought or to express

feeling through written form.

The purpose of writing ability is that the students be able to construct

correct sentences grammatically and to communicate a meaning. Broughton

et.al (2003) then defines writing into three stages. First, controlled writing

where the teacher determines the final product and final content of writing

exercises. An example of this controlled composition is filling blanks in a

paragraph. Second, guided writing where the teacher provides the situation and

the students should prepare the composition. The result of the work might be

same in the term of the content but the language produced is different from

9
 each other. The third is a free writing. This means the teacher only provides the

title and the students will do everything else needed to be done.

From the explanation above, it can be concluded that writing ability is an

essential skill to be mastered. Writing is a process of thinking and pouring

ideas on paper or on a computer screen as a means of communication.This

ability combines the skill of the learners to put sentence together effectively

and grammatically correct by using proper vocabulary and it should

contextually have meaning. Therefore, even though grammar is not everything,

but it plays important role in good writing.

2.1.3 Opinion Essay Text

2.1.3.1 Definition of Opinion Essay Text

An essay is a group of paragraphs about a certain topic. It should have at

least three paragraphs. An essay should also have three basic parts; there are an

introduction, a body, and a conclusion. Introduction is the first paragraph of an

essay. It states the topic with general ideas. The main body consist of

paragraphs that will support and explain the topic. The conclusion summarizes

the topic and the supporting ideas (Zemach & Rumisek, 2005).

According to Savage and Mayer (2005), there are many types of essay such

as descriptive essay, narrative essay, opinion essay, comparison and contras

essay, and cause and effect essay. Opinion essay consist of some arguments to

support the writer’s point of view, therefore it can also be called as

argumentative writing. To write an opinion essay, the writer firstly needs to

state his position, whether he agrees or disagrees on a certain issue. This can be

10
done by using clear statement of reasoning. Secondly, he should give valid

evidence or example to support his reason. Then, he needs to consider the

rebuttal against him and respond to it (Perutz, 2010).

Based on the explanation above, it can be conclude that an opinion essay is

a group of organized paragraphs about a certain topic where the writer holds

his belief and tries to convince readers to support his opinion by providing

facts, evidence, and example.

2.1.3.2 Organization in Opinion Essay

In their book, Savage and Mayer (2005) explain the organization of opinion

essay. It has three parts as follow:

1. Introduction

a) The hook introduces a controversial issue that is worth to discuss. The

hook might be a question or a surprising statement to raise the curiosity of

the readers.

b) The middle sentences explain the background information on the issue.

c) The last sentence should present thesis statement to tell about the writer’s

position or point of view or what he believes.

2. Body Paragraph

a) The topic sentence has a controlling idea that supports the writer’s main

argument.

b) The following sentence may provide reasons, facts, and explanation to

convince the reader about the writer’s opinion.

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 c) It can also consist of counter-argument. It is when the writer describes the

opposing opinion and show his own argument is stronger.

3. Conclusion

a) This restates the writer’s opinion by using more persuasive language.

2.2 Review of the Related Findings

The researcher put some articles related to this study. This research is talking

about the correlation between students’ reading habit and writing ability in

opinion essay. There were some researchers that have already reported their study

about reading habit and writing ability. Some those following findings are:

Kartal (2017), his study was to identify whether or not there is a significant

correlation between students’ reading habit and their ability of writing narrative

text. The research was carried out as a correlational research among tenth grade

students of SMA Pribadi Depok academic year 2016/2017. The researcher

arranged the questionnaire to students’ reading habit of the tenth graders and

writing test to measure the students’ ability of writing narrative text.

The researcher explained that the reading habits of the eleventh grade students

of Depok 10 High School were good with the average score of the student

questionnaire was 68.84. Based on correlational analysis, the researcher can

conclude that reading habit has high influence on students’ writing ability. It can

be stated that student who has good reading habit has good writing skill too, and

vice versa.

Maula (2015), in her thesis that titled the correlation between students’ reading

habit and their ability of writing narrative. Similar to previous research, this study

12
also aims to find out whether there is a significant relationship between students'

reading habits and their ability to write narrative texts. In this study, researchers

also used questionnaires to obtain student reading habits, and used tests in the

form of narrative texts to measure students' writing skills.

In this study, it was stated that the reading habits of eleventh-grade students at

SMA 1 Kajen were good with the average score of the student questionnaire being

60.1. Then, the writing ability of class XI students of SMA 1 Kajen is also good

with an average score of students' writing ability is 72.4. In this research, there is a

significant positive correlation between students‟ reading habit and their ability of

writing narrative text on the eleventh graders of SMA Negeri 1 Kajen Pekalongan

in the academic year of 2014/2015.

Meanwhile Wahyudi (2016), he conducted the research about the correlation

between reading habit and reading comprehension achievement of 12 th grade

students of MA. PP. Qodratullah. In this study, the researcher concluded that there

was low correlation between 12th grade students’ reading habit of MA. PP.

Qodratullah and their reading comprehension achievement. This is caused by

several factors such as the researchers say in their research, such as; 1) the

misperception of the students’ point of view in their comprehension toward good

reading habit, 2) the students wanted to look good, though they were expected to

answer the questionnaire honestly, and 3) the students preferred to read for

pleasure, while the tests of this research were taken from reading for academic

purpose materials. In this study, the researcher concluded that the majority of

13
students were 12th grade MA. PP Qodratullah has good reading habits (65%), but

they have low reading achievement (86.5%).

From the statements above the writer concluded that reading habit has high

influence on students’ writing ability. It can be stated that student who has good

reading habit has good writing skill too: whereas, the student who has poor

reading habit tends to have poor writing ability. Incorrect perceptions of

viewpoints in understanding reading habits, and answering questionnaires

dishonestly can result in poor correlation, both between reading habits and writing

skills or reading habits and achieving student reading comprehension.

2.3 Conceptual Framework

In the previous subchapter, the review of the theoretical studies, the writer

explains some theories underlying two variables used in this research: reading

habit and writing ability of opinion essay. The theories will be used to test the

hypothesis: There is a correlation between students’ reading habit and writing

ability of opinion essay at the fourth semester students of English Education Study

Program in Universitas Maritim Raja Ali Haji.

This study will find out the correlation between students’ reading habit and

their writing ability of opinion essay. The students’ reading habit will be

measured through questionnaire. On the other hand, students’ writing ability will

be measured by conducting written test and scored by writing rubrics. Later, the

result of each test will be correlated each other to prove the hypothesis. Therefore,

the way of thinking for this research can be illustrated as the following figure:

14
 The Correlation between Students' Reading Habit and Writing
Ability

Reading Habit Writing Ability

Questionnaire
Writing Test

Correlational Computation

Result

Figure 2.1 Theoretical Framework

2.4 Hypothesis

Based on the problem of this study, the researcher proposes the hypothesis as

follow:

- Null hypothesis (H0): There is no correlation between students’ reading

habit and writing ability of opinion essay at the fourth semester students of

English Education Study Program in Universitas Maritim Raja Ali Haji.

- Alternative hypothesis (Ha): There is a significant correlation between

students’ reading habit and writing ability of opinion essay at the fourth

semester students of English Education Study Program in Universitas

Maritim Raja Ali Haji.

15
 CHAPTER III

RESEARCH METHOD

3.1 Research Design

The research design in this study is descriptive quantitative which uses

correlational design. It is employed to find out and measure the relationship

between two variables covering an independent variable (reading habit) and a

dependent variable (writing skill) and to see the influence of each other by using

correlational analysis. In this case, this design is employed to seek the relationship

between students’ reading habit (X) and their writing ability (Y) in opinion essay

at the fourth semester students of English Education Study Program in Universitas

Maritim Raja Ali Haji academic year of 2018/2019.

3.2 Place and Time

The research will be undertaken at Universitas Maritim Raja Ali Haji

Tanjungpinang on May 2019, as soon as the researcher finishes her seminar.

3.3 Population and Sample

3.3.1 Population

Population is the people of research subject. According to Creswell (2012),

population is a group of individuals who have the same characteristics. The

population of this study is fourth semester students of English Education Study

Program in Universitas Maritim Raja Ali Haji academic year of 2018/2019.

There are 65 students from 2 classes. The population of this study can be seen in

the following table.

16
 Table 3.1 Population of the research

No Class Population Quantity

1 E01 32

2 E02 33

Total 65

3.3.2 Sample

Sample is part of population which will be analyzed. Selecting the sample is

very important step in conducting a research. Determining the sample of this

research, the researcher uses cluster random sampling because the sample is in

group and both classes have the same level of English competency. In addition,

those students were chosen because they had already learnt opinion essay writing.

According to Kothari (2004), cluster random sampling involves grouping the

population and then selecting the groups or the clusters rather than individual

elements for inclusion in the sample.

Step to get the sample using cluster random sampling are identification of the

population to be used the study, determine the desire sample size, and determine

the basic logic for determining clusters. The sample of this study is 48% of

population (32 students). The logical basis of the cluster is a class where there are

32 students. The sample of this study can be seen in the following table:

17
 Table 3.2 Sample of the research

No Population quantity Sample quantity (48% of population)

1 67 32

3.4 Research Instrument

There are two instruments given to the students. The instruments are a

questionnaire about reading habit and a test of opinion essay writing. Those

instruments were distributed in order to achieve the goal of the study; to find out

the correlation between those variables. Here is the specific information of the

research instruments:

3.4.1 Questionnaire

Questionnaire is a document that contain questions used in survey research,

experiments or other modes of observation. It refers to a set written instrument in

order to obtain information from study objects. The questionnaire is given to the

students in order to know students’ reading habit. The number of questionnaires

given is 20 items. (See the questionnaire in Appendix 1) Students' reading habits

are divided into several types contained in the questionnaire, such as repeated

performance, motivation, frustration index, reading span (time for the reader to

spend in reading), vehicle of reading habit, and reading as the form of play. (See

the outline of reading habit questioner in Appendix 2)

Oppenheim (1992: 100) states that the word questionnaire is sometimes used to

distinguish a set of questions, including perhaps some open ended ones; from

more rigidly constructed scales or test.

18
 Table 3.3 Scoring System of Reading Habit Questionnaire

Positive Statement Option Score Negative Statement Option Score

Strongly Strongly
A 4 A 1
agree/always agree/always

Agree/often B 3 Agree/often B 2

Disagree/seldom C 2 Disagree/seldom C 3

Strongly disagree/ Strongly disagree/

D 1 D 4
Never Never

3.4.2 Test of Opinion Essay

This test was conducted to find out the students’ writing ability in opinion

essay text. The participants were asked to write a short composition of opinion

essay with the length of 100-200 words in 40 minutes. (See the instruments of

writing test in appendix 3) The written test of opinion essay was intended to find

out students’ writing ability of opinion essay.

The text is analyzed based on the social function, generic structure, and

significant lexicon grammatical features. Then each of text is also analyzed from

these some aspects, such as content, organization, vocabulary, language use, and

mechanism.

The analysis was based on the scoring rubric suggested by Hyland (2003:243)

in his book entitled “Second Language Writing”. Then the score is classified

based on criteria of ability as follows:

19
 Table 3.4 Criteria of Writing Ability
Score Criteria of Ability
91-100 Excellent
81-90 Very good
71-80 Good
61-70 Average
51-60 Fair
41-50 Poor
Less than 40 Inadequate
(Hyland, 2003)

3.5 Technique of Data Collection

The first instrument being distributed is reading habit questionnaire and

continued by writing test.

3.5.1 The Steps of Reading Habit Collecting Data

1) Firstly, the participants are asked to fill out the name, date, class and age

in the answer sheet.

2) The participants are asked to read the direction about how to answer the

questionnaire.

3) The participants had to answer the questionnaire based on themselves.

4) After the participants completed the test, the participants’ answers are

scored and the results are analysed.

3.5.2 The Steps of Opinion Essay Writing Test

1) The writing test is conducted in the same day directly after the

participants finished the questionnaire.

2) Firstly, the participants are asked to fill out the name, date, class and

semester in the answer sheet.

20
 3) The participants are asked to read the direction and the scoring criteria of

the test.

4) The participants make opinion essay based on the theme given.

5) The participants are given 40 minutes.

6) After the participants finished the writing test, their writings are scored

and the results are analysed by using assessment rubric.

3.6 Technique of Data Analysis

After collecting the answered questionnaire from the respondents, the

researcher begins to analyze the data to draw conclusion by using Minitab. To

analyze the data that had been collected for this research, the writer used the

analysis as follows:

1) Individual Competence

To measure the students’ reading habit, the writer used questionnaire and to

find the result, she used the individual competence, (Arikunto, 2006: 225) by the

following formula:

𝑛
Score = 𝑥 100
𝑁

Where:

P: The percentage of the student’s reading habit

n: The achieved score

N: The maximum score in the test

Then to know the percentage of students’ reading habit, Arikunto (2006: 230)

suggested these five categories.

21
 3.6 Percentage of students’ reading habit
Very good 81-100%

Good 61-80%

Fair 41-60%

Bad 21-40%

Very Bad 0-20%

(Arikunto, 2006)

2) Essay test

In this essay test was used to find out the result of students in writing ability.

The formula as follows:

𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 ′ 𝑠𝑐𝑜𝑟𝑒
final score = 𝑥 100
𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒

3) Normality of the Test

Normality test is a test that used to determine whether the data is distributed

normal or not. In this research, the researcher will use statistical computation by

using Minitab 17 for windows to analyze the data. The data will be said normally

distributed if the significance/ probability value is higher than 0.05, then it can use

parametric statistics. The following was the hypothesis for normality test:

H0 : the data are normally distributed

Ha : the data are not normally distributed

4) Homogeneity test

Homogeneity test is intended to test whether the data is from the same variance

or not. In this research, the researcher will use statistical computation by using

22
Minitab 17 for windows to analyze the data. The data will be said homogenous or

same variance if the p-value is higher than α = 0.05.

5) Linearity test

Linearity test is used to know whether the relationship between two variables

X and Y have linear form or not. The researcher will use statistical computation

by using Minitab 17 for windows to analyze the data. If the result is higher than

α = 0.05, it means that the data is linear.

6) Simple correlation

To find out the correlation between students’ reading habit and writing ability,

the researcher will use simple correlation technique by using the product moment

correlation through Minitab 17 for windows to find out whether there is

correlation between two variables or not.

7) T-Test

After knowing the correlation between the two variables, the researcher will

found out the significant correlation between them. To measure the significant of

the correlation, the researcher uses T-test through Minitab 17 to find out the

significance result.

The conclusion is made based on the result of the coefficient of significant

value. If the coefficient of significance is higher than coefficient table (th > ttable)

in contrast, will be there significant correlation. If the coefficient of significance is

lower than the coefficient table (th < ttable), there will not be significant correlation.

23
8) Hypothesis Testing

The hypothesis testing is used in this study because the writer should check

whether there is positive or there is not positive correlation between students’

reading habit and their writing ability of opinion essay. The writer used Minitab

17 to prove the following hypothesis:

H0: there is not a positive and significant correlation between variables

Ha: there is a positive and significant correlation between variables

3.7 Research Schedule

Year of 2019
NO Activities
Jan Feb March Apr May June July Aug Sep

1 Title
submission

2 Writing
proposal

3 Proposal
guidance

4 Submission
proposal

5 Proposal
seminar

6 Data
collection

7 Data
analysis

8 Thesis
guidance

9 Thesis
assembly

24
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Wahyudi, A. (2016). Comprehension Achievement of 12th Grade Students of
MA., 93–105.
Zemach, D & Rumisek, L. (2005). Academic writing from paragraph to essay.pdf.
Zwiers, J.(2004). Building Reading Comprehension Habits in Grades 6-12.
. Sanfransisco, CA: International Reading Association.

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Appendix 1
QUESTIONNAIRE
Conducted to collect data for a research project entitled
“Correlation between Students’ Reading Habit and Writing Ability”
Petunjuk Umum
1. Tulislah nama, kelas dan umur anda.
2. Berilah tanda silang (x) pada pilihan jawaban atas pertanyaan yang diberikan.
3. Tidak ada jawaban benar atau salah. Beberapa pertanyaan tampak memiliki
arti yang hampir sama, hal ini tidak perlu anda hiraukan.
4. Anda cukup menjawab langsung sesuai apa yang pertama kali muncul di
pikiran anda.
5. Kerjakan sesuai dengan keadaan dan kemampuan anda sendiri.
Nama :
Kelas :
Pilihlah salah satu jawaban yang paling sesuai dengan anda (a, b, c atau d)
ANGKET
1. Apakah anda membaca bacaan yang a. Selalu c. Kadang-kadang
berbahasa Inggris? b. Sering d. Tidak pernah
a. Selalu c. Kadang-kadang 6. Apakah anda berfikir bahwa
b. Sering d. Tidak pernah membaca buku lebih menyenangkan
2. Apakah anda menyediakan waktu 15- daripada bermain?
30 menit untuk kegiatan membaca a. Selalu c. Kadang-kadang
bacaan yang berbahasa Inggris setiap b. Sering d. Tidak pernah
hari? 7. Apakah anda menemukan kesulitan
a. Selalu c. Kadang-kadang vocabulary/ kosa kata dalam memahami
b. Sering d. Tidak pernah bacaan yang berbahasa inggris?
3. Apakah anda membaca buku, a. Selalu c. Kadang-kadang
majalah, koran atau bacaan apapun b. Sering d. Tidak pernah
setiap hari? 8. Apabila anda menemukan kata-kata
a. Selalu c. Kadang-kadang sulit dalam bacaan yang berbahasa
b. Sering d. Tidak pernah Inggris, apakah anda mencari hubungan
4. Apakah anda membaca buku sebelum makna dan menyesuaikan dengan
pelajaran dimulai? konteks kalimat?
a. Selalu c. Kadang-kadang a. Selalu c. Kadang-kadang
b. Sering d. Tidak pernah b. Sering d. Tidak pernah
5. Ketika anda sedang bosan, apakah 9. Apakah anda mencari buku-buku
anda menganggap bahwa membaca yang lain dari pengarang yang anda
menjadi salah satu aktifitas yang sukai?
mengurangi kebosanan anda? a. Selalu c. Kadang-kadang

27
b. Sering d. Tidak pernah 15. Ketika anda menemukan sobekan
10. Ketika ingin membaca buku, apakah majalah, headline koran, atau judul buku
anda membaca cover dan halaman apakah menarik minat membaca anda?
pertama untuk menentukkan buku yang a. Selalu c. Kadang-kadang
akan anda baca? b. Sering d. Tidak pernah
a. Selalu c. Kadang-kadang 16. Saat membaca buku apakah anda
b. Sering d. Tidak pernah merasa hanyut dalam cerita dan ingin
11. Bayangkan anda sedang berada segera menyelesaikannya?
disebuah hotel dan saat ini adalah waktu a. Selalu c. Kadang-kadang
favorit anda untuk membaca, namun b. Sering d. Tidak pernah
tidak ada satupun buku/ bacaan disekitar 17. Apakah anda merasa membaca novel
anda. Apa yang anda rasakan? atau cerita nonfiksi membuat anda
a. Mengerikan, merasa tersesat ketagihan?
b. Frustasi a. Selalu c. Kadang-kadang
c. Kecewa b. Sering d. Tidak pernah
d. Tidak Peduli 18. Apakah anda berfikir bahwa
12. Lalu apa yang akan anda lakukan? membaca adalah hal yang
a. Mencari toko buku dan membeli buku menyenangkan?
b. Bertanya apakah ada buku yang bisa a. Selalu c. Kadang-kadang
dibaca b. Sering d. Tidak pernah
c. Berkeliling 19. Apakah anda mengisi waktu luang
d. Tidak melakukan apa-apa dengan membaca bacaan-bacaan
13. Ketika anda menemukan bacaan hiburan?
yang anda sukai, apakah anda a. Selalu c. Kadang-kadang
menyelesaikan bacaan tersebut? b. Sering d. Tidak pernah
a. Selalu c. Kadang-kadang 20. Pikirkan apa saja yang telah anda
b. Sering d. Tidak pernah baca, entah itu buku, majalah, koran dsb,
14. Apakah anda membaca beberapa apakah anda mendapatkan kesenangan
buku sampai tamat dalam setahun tersendiri ketika membacanya?
terakhir ini? a. Selalu c. Kadang-kadang
a. Selalu c. Kadang-kadang b. Sering d. Tidak pernah
b. Sering d. Tidak pernah

~SELAMAT BEKERJA~

28
 Appendix 2

THE OUTLINE OF READING HABIT QUESTIONNAIRE

Psychological Theories Question Sub skill Item Item

Number amount

1. Reading habit is a repeated  Apakah anda membaca Activity 1, 2, 3, 4

4
performance. bacaan yang berbahasa
 Unthinking routines that form Inggris?
the bedrock of everyday life.  Apakah anda menyediakan Activity
 Automated response waktu 15-30 menit untuk
disposition that are cued by kegiatan membaca bacaan
aspect of the performance yang berbahasa Inggris
context (i.e., environment, setiap hari?
preceeding actions). They are  Apakah anda membaca
learned through a process in buku, majalah, Koran atau Activity
which repetition incrementally bacaan apapun setiap hari?
tunes cognitive processors in  Apakah anda membaca buku Activity
procedural memory. sebelum pelajaran dimulai?
2. Motivational analysis of  Ketika anda sedang bosan, Affective 5, 6, 7, 6
8, 9, 10
reading apakah anda menganggap
 A spontaneous reading is a bahwa membaca menjadi
legitimate goal of reading salah satu aktifitas yang
research, therefore, is to mengurangi kebosanan
specify the motivational anda?
structure of this complex  Apakah anda berfikir bahwa
Affective
activity the needs it promises membaca buku lebih
to satisfy and the rewards it menyenangkan daripada
mediates. The readers bermain?
reinforcement are to be found  Apakah anda menemukan Affective
not in the word and phrases of kesulitan vocabulary/ kosa

29
 the book, but in the cognitive kata dalam memahami
events that result from the bacaan yang berbahasa
interaction between book and inggris?
reader.  Apabila anda menemukan Activity
kata-kata sulit dalam bacaan
yang berbahasa Inggris,
apakah anda mencari
hubungan makna dan
menyesuaikan dengan
konteks kalimat?
 Apakah anda mencari buku- Activity
buku yang lain dari
pengarang yang anda sukai?
 Ketika ingin membaca buku, Affective
apakah anda membaca cover
dan halaman pertama untuk
menentukkan buku yang
akan anda baca?
3. The Frustration Index: This  Bayangkan anda sedang Affective 11, 12 2
index can be seen as an berada disebuah hotel dan
indirect measure of motive saat ini adalah waktu favorit
strength to engage in reading anda untuk membaca, namun
habit at the inception of tidak ada satupun buku/
reading. bacaan disekitar anda. Apa
 An uncomfortable feeling of yang anda rasakan?
finding that there is no book to  Lalu apa yang akan anda
Activity
read. lakukan?
4. Reading Span can be seen as  Ketika anda menemukan Activity 13, 14 2
an indirect measure of motive bacaan yang anda sukai,
strength during reading. apakah anda menyelesaikan

30
  Time for the reader to spend bacaan tersebut?
in reading.  Apakah anda membaca Activity
beberapa buku sampai tamat
dalam setahun terakhir ini?
5. Vehicle of Reading Habit  Ketika anda menemukan Affective 15, 16, 3
17
 Any kind of reading matter sobekan majalah, headline
can serve as the vehicle for koran, atau judul buku
reading habit: a torn scrap of apakah menarik minat
newsprint, a magazine, a membaca anda?
novel, or a text book on a  Saat membaca buku apakah
Affective
subject that the reader finds anda merasa hanyut dalam
engrossing. The reading of cerita dan ingin
light fiction, most usually in menyelesaikannya?
book form, is of special  Apakah anda merasa
interest for at least three membaca novel atau Affective
reasons: cerita nonfiksi membuat
 (1) fiction reading for most of the anda ketagihan?
pleasure readers (Nell,1985),
(2) The experience of being lost in
a book, in absorption or
entrancement, is most strongly
associated with the reading of
fiction and of “narrative
nonfiction”(Wolfe, 1975).
(3) Since the eighteenth century
the reading of fiction, unlike the
other kinds of reading, has been
the target of merciless critical
asceticism and has ever been
regarded as additive.

31
6. Reading as the form of play  Apakah anda berfikir bahwa Affective 18, 19, 3
20
 Pleasure reading is a form of membaca adalah hal yang
play. It is free activity menyenangkan?
standing outside ordinary life;  Apakah anda mengisi waktu Activity
it absorbs the players luang dengan membaca
completely, is unproductive bacaan-bacaan hiburan?
and takes place within  Pikirkan apa saja yang telah
Affective
circumscribed limits of place anda baca, entah itu buku,
and time (Caillois, 1961; majalah, koran dsb, apakah
Huizinga, 1938/1950). anda mendapatkan
Reading habit is therefore a kesenangan tersendiri ketika
useful descriptor of pleasure membacanya?
reading, reminding one that it
is at root a play activity and
usually paratelic, that is,
pursued for its own sake
(Apter,1979)
(Nell, Victor.1988. The Psychology of Reading for Pleasure: Needs and Gratification. Reading Research Quarterly, Vol. 23, 6-50)

32
Appendix 3

WRITING TEST
Name :
Date :
Class :
Semester :
Directions
1. Read the instruction carefully.
2. You have to write an opinion essay (choose a theme).
3. You have 60 minutes to plan, write, edit and revise your work.
4. Write an essay with 100-150 words.
5. Read the scoring of writing.
6. Themes: 1. Be a Professional Teacher in This Era
2. Free Education or Cheap Education?
3. The Importance of Early Childhood Education

Scoring Max
No Description
Criteria Score
1 Content Relevant with the topic chosen. Knowledgeable,
30
substantive development of text
2 Organization Ideas are clear, supported and organized,
20
Coherence, fluent expression
3 Vocabulary Sophisticated range, effective word/idiom
20
choice
4 Language Use Effective complex constructions, use various, and
proper words in expressing ideas 25

5 Mechanism Demonstrates mastery of conventions 5

33
Appendix 4

The Scoring Rubric of Writing

Score Criteria Comment
Excellent- Knowledgeable, substantive
30-27
Very good development of text
Good- Sure knowledge of subject,
26-22
Average adequate range.
Content
Limited knowledge of subject,
21-17 Fair-Poor
little substance
Does not show knowledge of
16-13 Very poor
subject, non-substantive
Excellent- Fluent expression, ideas
20-18
very good clearly stated/supported
Somewhat choppy, Loosely
Good-
17-14 organization but main ideas stand
average
out

Organization 13-10 Fair-poor Non fluent, ideas

Score Criteria Comment

confused of disconnected
Does not communicate, No
9-7 Very poor
organization
Excellent- Sophisticated range, effective
20-18
very good word/idiom choice
Good- Adequate range, Occasional errors
Vocabulary 17-14
average of word/idiom form
Limited range, Frequent errors of
Fair-poor
13-10 word/idiom form, choice, and
usage.

34
 Essentially translation, Little
9-7 Very poor
knowledge of English vocabulary
Excellent-
25-22 Effective complex constructions
very good
Good-
21-18 Effective but simple construction
average
Language use
Major problem in simple/complex
17-11 Fair-poor
constructions
Virtually mastery of sentence
10-5 Very poor
construction rule
Excellent- Demonstrates mastery of
5
very good conventions
Occasional errors spelling,
Good- punctuation, capitalization,
4
average paragraphing but meaning not
Mechanism obscured
Score Criteria Comment
Frequent errors of spelling,
3 Fair-poor
punctuation, capitalization
No mastery of conventions,
2 Very poor
Dominated by errors of spelling
(Ferdilyn & Mark, 2004 as cited by Prasetyo, 2016)

35