THE CORRELATION BETWEEN STUDENTS’READING INTEREST

AND READING COMPREHENSION AT SEVENTH GRADE

OF JUNIOR HIGH SCHOOL BAITURRAHIM JAMBI

THESIS

Nurul Siti Chotimah

TE.151606

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY

SULTAN THAHA SAIFUDDIN

JAMBI

2020

ii

THE CORRELATION BETWEEN STUDENTS’READING INTEREST

AND READING COMPREHENSION AT SEVENTH GRADE

OF JUNIOR HIGH SCHOOL BAITURRAHIM JAMBI

THESIS

Submitted As Partial Fulfillment Of The Requirement To Get

Undergraduate Degree (S.1) In English Education

Nurul Siti Chotimah

TE.151606

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SULTAN THAHA SAIFUDDIN

JAMBI

2020

iii

Advisor I : Dr. Mahyuzar Rahman, M.Ag

Advisor II : Hilma Suryani, M.Pd

Adress : Faculty Of Education And Teacher Training The State Islamic

University At Sultan Thaha Saifuddin Jambi

To: The Dean Of Faculty Of Education And Teacher Training

The State Islamic University Of Sultan Thaha Saifuddin Jambi

In

Jambi

OFFICIAL NOTE

Assalamualaikum wr.wb

After reading and making some necessary, awe agree that thesis entitled

“The Correlation Between Students’ Reading Interest And Reading

Comprehension” by Nurul Siti Chotimah TE.151606, Eglish Education

Program is approved for thesis defense as partial fulfillment of requirements to

obtain undergraduate degree (S.1) at English Education Faculty of Education and

Teacher Training The State Islamic Sultan Thaha Saifuddin Jambi.

So, we submit it in order to be received well. We appreciate your attention

May this thesis be of great benefits to the field of English Education.

Wassalamu‟alaikum wr.wb

Advisor I Advisor II

Dr. Mahyuzar Rahman, M.Ag Hilma Suryani, M.Pd

Nip.1972 001 200003 1 002 Nip.19861226 201503 2 005

iv

v

KEMENTRIAN AGAMA RI

UNIVERSITAS ISLAM NEGERI SULTAN THAHA

SAIFUDDIN JAMBI FAKULTAS ILMU TARBIYAH

DAN KEGURUAN

Alamat Fakultas Ilmu Tarbiyah Dan Keguruan UIN STS Jambi

Jl. Jmabi Ma.Bulian KM.16 Simp. Sungai Duren Muara Jambi 36363

ORIGINALITY THESIS STATEMENT

I who signed below stated that the thesis that I arrange as a reqirement to

get under graduate degree which is entitled “The Correlation Between Students’

Reading Interest And Reading Comprehension” is originally and truly my

own work.

As certain part of the thesis which I quoted from the work of other people,

I have written the source clearly in accordance with the norms, rules and ethics of

scientific writing.

If letter found that some parts of the thesis are not my own or indicated

any element of plagiarism, I am willing to accept the consequences in accordance

with rules and regulation prevail. Therefore, in writing this statement I am in good

health and mind.

Jambi, November 2020

The researcher

Nurul Siti Chotimah

TE.151606

vi

DEDICATION

First of all, the writter gives praise and thankfulness to Allah SWT because his

blessing and the merciful with deeply this thesis can be finished.

I dedicated this thesis especially for:

My beloved parents, there are my mother (Atminah) and my father (Paimanto

Wiyono), thank you for you love, material, best support, and prayer for me. Both

of you always give me best mptivation when I am down. Your love give a power

for me to finish this thesis. I really love you all.

My beloved sister and brother (Yuka Indri Yani & Muhammad Afif Ma‟ruf),

thank you for your material, support, kindness. You are so patiently with my

characteristics, I love you so much.

For all my beloved family, my beloved lecturers, my first advisor (Dr. Mahyuzar

Rahman, M.Ag) and my second advisor (Hilma Suryani, M.Pd) thank you for

your times, helps, and advice, teaching me until I finished my thesis.

My beloved best friends (Dodi Iskandar). My beloved quality time ( Syarihan

Zakira, Meira Ana Putri, Rostiana). My beloved squad (Rahmaniah, Reka

Andani, Nur Hidayah, Maylan Kirli) thank you for giving support, helping, and

always hear my terobels, it really help me.

All my friends and especially my classmate English Member Class Of C 2015

who can‟t be mentioned one by one thank you for being my friends and giving

support to me. Goo luck and success for you all.

All of my lecturers who teach me since I don‟t know anything till I graduated.

All of people who keep supporting me whereever you are.

May Allah Subhanahu Wata;alaa bless us

Aameen.

vii

MOTTO

Meaning :

“If you do good, you do good your own souls, and if you do evil, it is for them (in

like manner)… “ (Q.S Al-Isra‟:7)

Soenarjo, R.H.A.1995. Al-Quran dan Terjemahannya. Semarang, Indonesia: PT .

Karya Toha Putra Semarang

viii

ACKNOWLEDEMENTS

Bay sayying Alhamdulillahirabbil‟aalamin all veneration to Allah SWT.

The benefience and merciful, who has given us the mercy, and blessing and

guidance to complete writing this thesis. My peace and salutation always be given

to our prophet Muhammad SAW who has given his life moral improvement and

to be mercy to universe.

The goal of this thesis is a partical requirements for the undergraduate

degree (S1) in English Education Study Program at The Islamic University of

Sultan Thaha Saifuddin Jambi which is entitled “The Correlation Between

Students’ Reading Interest And Reading Comprehension.

The writer would like to express my sincere gratitude to Dr. Mahyuzar

Rahman, M.Ag as the first advisor and Hilma Suryani.M.Pd as the second advisor.

They are my great inspiration in teaching field. Next, this success would not be

attained without support, guidance, help, encourage from individual and

institution for accomplishing this thesis. Then writer also would like to express

many thanks to the following people who provided me helps in finishing this

thesis, namely:

1. Prof. Dr.Su‟aidi Asy‟ari, MA.Ph.D as the Rector Of State Islamic

University Of Sultan Thaha Saifuddin Jambi

2. Dr. Hj. Fadlillah as the Dean Of Faculty Of Education And Teacher

Training Of The State Islamic University Of Sultan Thaha Saifuddin

Jambi.

3. Wahyuni Fitria, M.Pd as Chief Of English Education Study Program Of

Education And Teacher Training Faculty In The State Islamic University

Of Sultan Thaha Saifuddin Jambi.

4. All lecturers at of Tarbiyah Science and Teacher Training Faculty in The

State Islamic University Of Sultan Thaha Saifuddin Jambi.

5. The official administration staffs at The State Islamic Uiniversity Of

Sultan Thaha Saifuddin Jambi.

6. All friends who give me support and suggestion to finish this thesis.

ix

The writer hope that this thesis will give contribution to teaching English.

The writer realizes this thesis is stil far from being perfect. For that, the writer

hopes the contructive critics and suggestion from all readers for perfection of

this thesis. May Allah SWT. Always gives guidence and blessing us. Aamiin Ya

Rabbal ‘Alamin.

Jambi, November 2020

Nurul Siti Chotimah

TE.151606

x

ABSTRACT

Name : Nurul Siti Chotimah

Major : English Education Study Program

Title : The Correlation Between Students‟ Reading Interest And

Reading Comprehension

The study is intended to know The Correlation Between Students‟ Reading

Interest and Reading Comprehension At Seventh Grade Of Junior High School

Baiturrahim Jambi. The result of the study is expected to give benefits both

theoretically and practically. In this research, the researcher used quantitative

research. While the design of the study is a correlational study. The result of the

data analysis shows that the correlation coefficient between reading interest (x)

and reading comprehension (y) is (r) = 0.190 with a significance of 0.000. Based

on the above decision criteria, it can be concluded that the correlation of the two

variables is significant, because the accompanying significance is smaller than

0.05 (0.000 <0.05). The correlation that occurs is positive, meaning that if the

independent variable increases, it will be accompanied by an increase in the

dependent variable, the correlation that occurs is in the very weak category.

Key Words : The correlation, reading interest and reading comprehension

xi

ABSTRACT

Nama : Nurul Siti Chotimah

Jurusan : Tadris Bahasa Inggris

Judul : Korelasi Antara Minat Membaca Dan Pemahaman Membaca

Penelitian ini bertujuan untuk mengetahui Hubungan Minat Membaca

Siswa dengan Pemahaman Membaca Di Kelas VII SMP Baiturrahim Jambi. Hasil

penelitian ini diharapkan dapat memberikan manfaat baik secara teoritis maupun

praktis. Dalam penelitian ini, peneliti menggunakan penelitian kuantitatif.

Sedangkan desain penelitiannya adalah studi korelasional. Hasil analisis data

menunjukkan bahwa koefisien korelasi antara minat baca (x) dan minat baca (y)

adalah (r) = 0,190 dengan signifikansi 0,000. Berdasarkan kriteria keputusan di

atas, dapat disimpulkan bahwa korelasi kedua variabel signifikan, karena

signifikansi yang menyertainya lebih kecil dari 0,05 (0,000 <0,05). Korelasi yang

terjadi bertanda positif artinya jika variabel independen meningkat maka akan

diiringi dengan peningkatan variabel dependen maka korelasi yang terjadi berada

pada kategori sangat lemah.

Kata Kunci: Hubungan, Minat Membaca dan Pemahaman Membaca

xii

TABLE OF CONTENTS

Page Title............................................................................................................ I

Official Note ....................................................................................................... ii

Acceptance and Approval ................................................................................ iii

Statement Of Originality .................................................................................. iv

Dedication ........................................................................................................... v

Motto ................................................................................................................... vi

Acknowledgment ............................................................................................. vii

Abstract ........................................................................................................... viii

Abstract .............................................................................................................. ix

Table Of Content ................................................................................................ x

List of Table ..................................................................................................... xii

List of Appendices .......................................................................................... xiii

CHAPTER 1 : INTRODUCTION

A. .................................................................................................... Back

ground of the Study .............................................................................. 1

B. .................................................................................................... Identi

fication of Problem ............................................................................... 4

C. .................................................................................................... Limit

ation of the Problem ............................................................................. 5

D. .................................................................................................... Form

ulation of the Problem .......................................................................... 5

E. .................................................................................................... The

Objective of the Study .......................................................................... 5

F...................................................................................................... The

Benefit of the Study ............................................................................. 5

xiii

G. .................................................................................................... Theo

retical Benefits ..................................................................................... 5

H. .................................................................................................... Practi

cal Benefits ........................................................................................... 6

CHAPTER II : THEORETICAL REVIEW

A. .................................................................................................... Theo

retical Review ....................................................................................... 7

CHAPTER III : RESEARCH METHODOLOGY

A. .................................................................................................... The

Setting of the Research ......................................................................... 19

B. .................................................................................................... Rese

arch Method ......................................................................................... 19

C. .................................................................................................... Popul

ation, Sample, and Sampling ................................................................ 20

D. .................................................................................................... Tech

niques for Collecting the Data.............................................................. 21

E. .................................................................................................... The

Validity and Reliability of the Instrument ........................................... 24

F. ..................................................................................................... Tech

niques for Analyzing the Data .............................................................. 26

G. .................................................................................................... Hypo

thesis ..................................................................................................... 27

CHAPTER IV: FINDING AND DISCUSSION

A. ................................................................................................... The

result of reading comprehension ......................................................... 28

B. ................................................................................................... The

result of reading interesting ................................................................ 29

xiv

C. ................................................................................................... The

correlation between students‟ reading interest and reading comprehension

............................................................................................................. 31

D. ................................................................................................... Discu

ssion ................................................................................................... 33

CHAPTER V: CONCLUSION AND SUGGESTION

A. ................................................................................................... Conc

lusion .................................................................................................... 37

B. ................................................................................................... The

suggestion ............................................................................................. 37

REFERENCESS ............................................................................................. 39

APPENDICES

CONSULTATION CARD

CURICULUM VITAE

LIST OF TABLES

Table 3.1 Data on all students of Class VII SMP Baiturrahim Jambi.............. 20

Table 3.2 The Blue Print of the Students‟ Reading Interest ............................ 22

Table 3.3 The Classification of Students‟ Score Reading Interest ................... 22

xv

Table 3.4 The Blue Print of Reading Comprehension ..................................... 23

Table 3.5 The Classification of Students‟ Score Reading Comprehension ..... 23

Table 4.1 The Result Of Reading Comprehension .......................................... 28

Table 4.2 The Descriptive Statistics Of Reading Comprehension ................... 29

Table 4.3 The Result of Reading Interest......................................................... 30

Table 4.4 The Descriptive Of Reading Interest ............................................... 31

Table 4.5 Normality Test ................................................................................. 32

Table 4.6 Homogeny test ................................................................................. 33

Table 4.7 Pearson Product Moment Correlation ............................................. 34

xvi

LIST OF APPENDICES

APPENDIX 1 : Questionnaire of students reading interest ............................. 44

APPENDIX II : Reading Test .......................................................................... 51

Appendix III : Descriptive Analysis Of Students‟ Reading Interest ............... 61

APPENDIX IV : Descriptive Analysis Of Students‟ Reading Comprehension

.......................................................................................................................... 62

APPENDIX V :Normality Test ........................................................................ 63

APPENDIX VI: Homogeny Test .................................................................... 63

APPENDIX VII: Pearson Product Moment Correlation ................................. 63

APPENDIX VIII: Documentation ................................................................... 64

CUCICULUM VITAE

1

CHAPTER 1

INTRODUCTION

A. Background Of The Study

Nowadays, reading is considered as the most important skill for

language learners. Brown (2003) stated that reading is the most essential skill

for success in all educational contexts, remain of the skill of paramount

importance as we create an assessment of general language ability. Being able

to read in English is very important. We know that success in reading is the

most necessary because it is a basic tool of education. In university, reading

ability becomes even more important because students are more active to gain

written information that is why reading comprehension is an asset to be a

success in university.

One of the main goals of students who learn a language is to be able to

read. By reading, students can build language skills, adding their vocabulary

knowledge, and fluency in reading. The meaning of reading is not just about

reading aloud and being able to pronounce the words correctly, but in reading

students should understand the meaning of the whole idea of reading materials

that they read. Reading is the ability to recognize and examines words of

sentences and understand the information within (Lone, 2011). By reading, the

students would acquire a variety of information that has not previously been

obtained. They read the more information they obtained.

Reading is a multifaceted process, which can be described at various

time and developmental stages as a thinking process. Reading ability is the

main concern to be able to read English textbooks, journals, and references,

etc. Since most textbooks and references are written in English, many students

who find difficulties in comprehending them usually have their texts translated

or extracted. It would be better if they can do it by themselves, rather than

depend on their English teachers (Rahmaniah, 2019).

PISA (2017) research shows the low level of literacy in Indonesia

compared to countries in the world. This is the result of a study of 72

2

countries. The respondents were 15-year-old schoolchildren, numbering

around 540 thousand children 15. The sampling error was approximately 2 to

3 scores. Indonesia is ranked 62 out of 70 countries surveyed (not 72 because

2 other countries namely Malaysia and Kazakhstan did not meet the research

qualifications). Indonesia is still ahead of Brazil but under Jordan. The average

score for science is 493, for reading 493 as well, and for mathematics 490. The

Indonesian score for science is 403, for reading 397, and for mathematics 386.

Interest in reading is the tendency of an active soul to understand

language patterns to obtain information that is closely related to the will,

activity and feelings of pleasure that potentially allows individuals to choose,

pay attention and accept something that comes from outside themselves

(Shaleh, 1999).

Reading interest is a strong motivator to do an activity. Reading

activities will be carried out by children or not, largely determined by the

child's interest in these activities. In general, interest can be interpreted as a

tendency that causes someone trying to find or try activities in certain fields.

Witherington (1986) argues that interest is one's awareness of something,

someone, a problem or situation that has to do with him. Without someone's

awareness of an object, then the individual will never have an interest in

something.

While reading is an activity or process of applying many reading text

processing skills to understand the contents of the reading. Therefore, reading

can be said as an activity to obtain information or messages conveyed by the

writer in the written language. Someone can read not just by chance, but

because someone is learning and practicing reading texts that consist of

meaningful letters. In general, the purpose of reading is divided into three

main objectives, namely: (1) reading for study, (2) reading for effort, (3)

reading for pleasure. In this case, the purpose of reading must be set before

reading activities to make it easier to understand and obtain information

(Dalman, 2014).

3

Several factors can affect students' reading skills, both internal and

external factors. One of them is motivation and reading the material,

motivation is a big enough factor influencing reading skills, if someone has no

motivation it will result in a reluctance to read, while those who have high

motivation will have a strong enough urge to read. Reading material also

influences the reader's interest in reading. Reading material that is too difficult

to understand will make someone reluctant to read. Reading learning that can

provide experience to students is by directly involving students in the learning

process such as language games and the use of media that can involve students

(Arsyad, 2007).

In reality, during pre-observation, most of the students of SMP

Baiturrahim Jambi have problems in reading. They were not able to perform

their English subjects well. Most of them got a low mark in comprehending a

text. They failed to comprehend the reading text well which was indicated

with the fact that they did not pass the standard quality of the school (KKM

65).

The researcher found some examples that may be able to support this

research; the research can be more qualified and can be accepted by all circles,

especially in education. To support and strengthen this study the researcher

finds some samples. Those are the first, the journal research was conducted by

Wahyudi, this study showed that the majority of the students had good reading

habits (65%), but they had low reading comprehension achievement (86.5%).

Consequently, the alternative hypothesis (Ha) is rejected and the null

hypothesis (H0) is accepted. It means the correlation between the students'‟

reading habits and their reading comprehension achievement was not

significant.

The second study was conducted by Al Baroni,there is a significant

influence of student's‟ reading interest toward their reading comprehension

achievement.So, it can be seen that the reading interest significantly influences

4

Reading comprehension which shows that if the students got a high score in

reading interest they tended to get a high score in reading comprehension.

Also, the journal research was conducted by Hartati,the research that

there was a relationship between reading motivation and reading

comprehension at a moderate level. For the details, the correlation of intrinsic

motivation and reading comprehension is significant in 0,016 by the

coefficient correlation 0,399 that considered a low correlation. On another

side, the correlation of extrinsic motivation and reading comprehension is

significant in 0,000 by the coefficient correlation 0,599 that considered a

moderate correlation. It can be concluded that based on the data that was

analyzed, the students reading extrinsic motivation influence the students‟

comprehension more than the intrinsic motivation.

Besides, the research journal was conducted by Skenderi, the results of

the study reveal that college students in Macedonia don‟t have good reading

habits. A solid number of them enjoy reading and prefer some romantic,

historic or economic books but that is not enough compared to their age and

the need to develop as intellectuals. The reasons which deteriorate students‟

reading habits are mostly the use of social networks, busy schedule at school,

time spent with friends or simply the lack of will to read.

In line with the descriptions above, the researcher is interested in

investigating the correlation between students‟reading interest with reading

comprehension At Seventh Grade Of SMP Baiturrahim Jambi. This research is

intended to find out whether students‟ interest correlates and reading

comprehension.

B. Identification of Problem

Based on the background of the study, some problems may arise. The

problems are as follows:

1. Lack of awareness of students to use free time to read.

5

2. The tendency of students to only study the material provided by the

teacher.

C. Limitation of the Problem

In this research, the researcher limits the scope of the study. The study

only stressed on two variables of correlation. They are a correlation between

students' interest and reading comprehension. Reading comprehension here

refers to the text of English, and the interest of reading here also refers to the

text on English. And, the research subject is class VII of SMP Baiturahhim

Jambi.

D. Formulation of the Problem

The problems are formulated as follows:

1. Is there any correlation between students‟ interest and reading

comprehension at the SMP Baiturrahim Jambi?

E. The Objective of the Study

The objectives of the study are formulated as follow:To know whether

or not there is a correlation between students‟ interest and reading

comprehension at the SMP Baiturrahim Jambi

F. The Benefit of the Study

The study is intended to know The Correlation Between

Students‟reading Interest and Reading Comprehension At Seventh Grade Of

SMP Baiturrahim Jambi. The result of the study is expected to give benefits

both theoretically and practically

G. Theoretical Benefits

This research is to prove whether there is a positive significant

correlation between students' interest, and reading comprehension at the SMP

6

Baiturrahim Jambi, so it can be used as the reference in improving and

developing and their reading comprehension in the college.

H. Practical Benefits

a. For the students, the result of the research gives knowledge for them

to improve students‟ achievement and develop their reading

comprehension. It also gives motivation for students to develop their

interest in reading English text.

b. For teachers

Provide information and insights to the teacher regarding the

correlation between students‟ interest and their achievement in reading

comprehension.

c. For the researcher, the result of the research gives information for the

others who want to study deeper in English education to know the

other factor which can influence reading comprehensio

7

CHAPTER II

THEORETICAL REVIEW

A. Theoretical Review

1. Review on Reading Comprehension

In this part, a review of reading comprehension will explain some theories

related to reading comprehension. Those theories are the definition of reading,

the purpose of reading, reading comprehension, and the levels of reading

comprehension.

a. The Definition of Reading

There is a lot of definition of reading. Many experts give definitions

about reading. Some of them say reading is the process to get, to understand, to

catch the content of the reading by the reader. And some others say that

reading is a process to establish a representation of meaning, which involved

more than merely identifying the word on a page but what must be achieved, is

an understanding of the whole sequences of a sentence. And also reading is a

process to understand a written text which means extracting the required

information from it as efficiently as possible.

Reading is what the reader does to get the meaning he needs from

textual sources. Kennedy (2010) says that reading is the ability of an individual

to recognize a visual form, associate the form with a sound and or meaning

acquired in the past, and based on past experiences, understand and interpret its

meaning. While Lado (2009) stated that reading in a foreign language consists

of grasping the meaning in that language though its written representation. It

can be seen that reading is not only looking at the word in the form of graphic

symbols but also getting meaning from word to word or line to line to

understand what we read. It means that reading is a process to understand the

content and to get information.

8

b. The Purpose of Reading

Everybody may read for many purposes, and that purpose helps to more

understand what is read by them. If they are reading for pleasure, enjoyment,

they may read either quick or slowly based on the way they like or feel. But if

they are reading for study or information such as news, science, which are part

of their study or assignment it does very slowly and carefully, (Lado, 2009).

Gordon (1972) stated the purposes of reading. He said that in reading, readers

are usually at least vaguely aware of their purpose. Readers know that they are

reading either because they want to or because they have to and they are aware

of the differences in their approaches for each of these purposes.

According to Anderson (2010), there are seven purposes of reading;

reading for details and fact, reading for main ideas, reading for the sequence of

organization, reading for inference, reading for classifying, reading for

evaluating and reading for comparing of the contest.

1) Reading for details and facts; reading to know what is done by the subject

of the story.

2) Reading for main ideas; reading to get problem statement.

3) Reading for the sequence of an organization; reading to know each part of

the story.

4) Reading for inference: reading to know what is the writer meant by its

story.

5) Reading for classifying; reading to find unusual things.

6) Reading for evaluating; reading to know the value of the story.

7) Reading for comparing of a contest; reading to compare the way of the

story from the way life of the reader.

According to Grabe (2009), there are six major purposes for reading;

1) Reading to search for information when a reader wants to find specific

information, a reader should engage in the search process that usually

includes scanning and skimming. The combination of it can build a simple

9

quick understanding of the text allow the reader to search for information and

identifying a specific form.

2) Reading for quick understanding A reader skims when a reader wants to

determine what a text is about and whether or not a reader wants to spend

more time reading it.

3) Reading to learn A reader reads to learn when the information in the text is

identified as an important aspect and when the information will be used for

some task or may be needed in the future.

4) Reading to integrate information This purpose represents a more complex

and more difficult task than reading to learn.

5) Reading to evaluate, critique, and use information Sometimes the reader is

asked to evaluated and critique information from multiple texts, required to

decide which aspect of the text is most important, the most persuasive or

most controversial.

6) Reading for general comprehension (in many cases, reading for interest or

reading to entertain) It is the most common purpose for reading among

fluent readers, and it is the default assumption for the term reading

comprehension. It takes place as a reader reads a good novel, an interest

magazine, etc.

c. Reading Comprehension

Harris & Hodges (2011) stated that reading comprehension is the

construction of the meaning of a written text through a reciprocal interchange

of ideas between the reader and the message in the particular text. Brown

(2003) said that reading comprehension is an understanding of a written text

means extracting the required information from it as efficiently as possible.

Moreover, Kennedy (2010) defines that Reading comprehension as a

thought process through which readers become aware of an idea, understand it

in terms of their experiential background and interpret it with their own needs

and purpose.

10

From those definitions, it can be said that reading comprehension is the

ability to understand what they read and also the process that finding and

interpreting.

d. The Levels of Reading Comprehension

According to Kennedy (2010), there are kinds of reading

comprehension:

1) Literal comprehension

Reading to understand, remember, or recall the information explicitly

contained in a passage. It refers that the readers can know what a writer

says. This comprehension focuses on the readers' ability to find explicit

information.

2) Inferential comprehension

Reading to find information which is not explicitly stated in a passage,

using the reader's experience and intuition. It refers that the reader has to

be able to make reasoning or finding information that is not stated in the

text or implicit information.

3) Critical or evaluative comprehension

Reading to compare information in a passage with the readers' own

knowledge and values.

Based on the theory above, generally, it can be concluded that

reading comprehension is the process extracting and understanding the

information of written text which has elements for thinking of reading.

The inside element as reader, text, activity whereas the outside element,

there are content and socio-cultural. And also an aspect to access reading

comprehension should able to finding the main idea and specific

information of the text, finding the reference and the meaning of words or

expression within the text, and making inferences from the text. The

researcher reviewed that reading comprehension consists of several

indicators, there are:

11

1) Finding Explicit Information:

It consists of finding details and fact

2) Finding Implicit Information:

It is consists of finding the main idea, inferring referents, drawing

a conclusion, detecting the title of the text, detecting the purpose

of the text and making a prediction.

3) Finding Judgment:

It is consists of making a judgment.

4) Finding Idea

5) Finding meaning of certain word based in the context.

(Kennedy,2010)

2. Review on Reading Interest

a. Defenition of interest

Brown D. & Lent W.R (2003) explained the interest of an individual can

be defined as his/her like for, dislike for, or indifference to something such as

an object, occupation a person, a task, or an activity. Interest are one specs of

what is broadly considered as the motivation of an individual. Thus, interest are

a part of the person‟s personality structure or organization. When the

individual‟s interest is described in relation to occupations or the world of

work, we speak of his/her vocational interest.

Haidi & Berndoff (2006) said that interest has a strong influence on

learning. Individuals display more persistence, engagement, and positive affect

toward tasks that they are interested in. Interest influences the use of learning

strategies and choices for the direction and duration of attention. Interest can be

developed through motivation, therefore that to get the students interested in

reading, motivation is needed. Reading in the limited sense or in the board

sense is interest . The interest motivates one to read and put effort because the

reading selection is interest .

12

Commonly, a person knows more about a topic in which she/he has

interested that makes reading comprehension easier. So, it is necessary to

present some definitions or theories of interest as a proposed psychologist in

order to have a clear description about what interest is.

According to Norman L. Munn (1966) defines that most major interest

theorist have included five determinants of interest in their the theories, as

follows:

a) Interest arise from environmental and/or social influence.

b) Interest arise from genetic.

c) Interest arise from personality traits.

d) Interest arise from motivates, drives, or needs.

e) Interest arise from expression of self concept.

These determinates may be classified as dynamic factors or static factors.

The dynamic point of view describes vocational interest as the product of a

wide range of psychological and environmental influences and emphasizes the

affect of socialization and learning on the development of interest. The static

point of view regard interest as genetically pre- determined. Interest plays a

vital role in the reading comprehension achievement of higher level readers. By

determining individual students' interests in particular topics and creating

reading comprehension tests consisting of high and low interest passages.

From the statements above, the writer concluded that the learning process

does not only need the subject but also internal factors such as interest can be

included in teaching reading.

b. Interest and Reading

Empirical findings consistently show that all categories of interest aid

reading recall and comprehension. Interest ha been shown to influence reading

skill in a number of ways. Experiments with reading occurring under a variety

of condition, such as reading silently and aloud and reading with required post-

task, have exhibited positive influences of interest.

13

Interest is believed to improve learning by intensifying engagement and

automatic allocation of attention. In some cases, this quality of interest can

detract from learning, as in the case of readers who are distracted from deep

meaning in a text, elements which influence the readers and cause them to

ignore more important aspect of what they are reading.

c. Interest and Intrinsic motivation

Interest is sometimes inaccurately equated with intrinsic motivation.

Intrinsic motivation is defined chiefly in term of absence of external control or

reward that is to say, rewards from an activity are drawn solely the activity

itself. On the other hand, interest refers to an individual‟s engage interaction

with a specific object. Krapp (2012) An interested person isone attracted to an

object for reasons rooted in prior experience and knowledge, or in compelling

qualifies embedded in the object of interest.

Bandura (1986) suggested the semantic difference between the word

“interest” and “motivation” reflects the difference between the two process,

there is a major difference between a motive, which is an inner drive to action

and an interest which is a fascination with something.

d. Factors Influencing Interest in Reading

According to Simanjuntak (1988), interest is not fixed character since

his birth, and it is not a thing that can not change. One‟s interest is not his/her

nature but it develops through several steps as well as his growing. Like one‟s

age, interest change in from and content, that is why every step in age is

followed by an improvement of interest. Interest can be created and kept, so

that a teacher is expected to do good things to the students.

Alexander (1988) classify the factors influencing interest in reading in two

main heading, as follows:

1) Personal

The factors included in this category are; age, gender, intelligence,

reading, ability, psychological needs and attitude.

2) Institutional

14

The factors included in this category are availability of books, socioeconomic

status and ethnic background, peers, parents, teacher‟s influences, television

and movies.

Furthermore, the factors that have influence on reading interest are availability

of material, attitude towards reading, the competition for leisure time between

reading and leisure time activities, guidance towards higher quality of reading

and reading comprehension.

e. Indicators of The Students’ interest Instrument

In constructing the questionnaire of students‟ reading interest, the researcher

used the aspects of interest and principles that can be affecting the students‟

interest as the indicators. There are four aspects mentioned by Skinner (1984)

as follows:

1) Pleasure

Pleasure will emerge one‟s interest to objects of the people that

satisfythem.

2) Willingness

This motivational desire will produce a will, attention, and

concentration to a given object, then the interest of the individual will

appear.

3) Consciousness

A person can be said to be interested in something if he/she has

consciousness.

4) Attention

When the students observe an object, he perceives only what he/she

pays attention to or interested in.

The researcher can know the students‟ interest on English text from the

four of aspects above. From indicator pleasure, the researcher can know the

students‟ interest because pleasure seems to be derived from simply watching

the movements of the objects. From willingness, reading interest will be known

15

because it‟s mean that a motivational desire that directed to the purpose of life

controlled by thought.

The researcher can also be known the students‟ interest on English text

from their consciousness to read a particular English text and consciousness

can exist in an individual when the students have a will. It also be known from

the students‟ attention in English text, whether students try to comprehend the

text or not. When the students read an English text, they perceive only what

they pay attention to. It can be known whether they are interested in reading

English text or not from the result in answering the questionnaire.

According to Dawson and Bamman in Rachman (1985) also mention

there are four principles that can be affecting the interest in reading, as follows:

1) Attitude

The student who can find the riding material that appropriate with

him/herself means that he/she has a good attitude in reading and the attitude

refers how high his/her reading interest. Attitude here can come from two

factors, attitude to the reading material especially on English text about attitude

to the classmate or teacher, how the students‟ attitude in facing the teacher or

classmate who invite him to discuss about English text.

2) Habit

The students‟ activities and reading habit can reference his/her reading

interest. How often students do reading activity, it indicates their interest in

reading a text especially English text. If the student has needed reading on his

life, automatically his reading interest is high. Whereas if the student rarely

does the reading activity, it indicates that his/her interest in reading is limited.

3) Facility

Facility is one of the major factor influencing students‟ reading interest.

Student who has more facility from his/her parents or the school library has

higher interest than the student who has a limited facility. Availability of

textbooks in the environment of the student is one of the factors driving the

choice of reading materials and reading interest. Availability of the school

16

libraries is relatively complete and perfect as well as ease the process of

borrowing is a major factor that encourages the student interest in reading.

4) Motivation

Students‟ interest can be known from looking for information whether the

students get the motivation from the other or not. If the students get motivation

from the other perhaps they have higher interest to read than the students who

do not get the motivation. Suggestions from the parents or the teachers as

external factors may spark students in reading.

From those theories from two expert above, the researcher constructed the

questionnaire of the students‟ interest on English text from four aspects like

mentioned by Skinner (1984). Those are: pleasure, willingness, consciousness,

attention.

B. Previous Study

The first, research by Ewo Priyo Susanto (2017) about The correlation

between students‟ interest and students‟reading comprehension. The objective

of this research was to investigate the relationship between students‟ interest

and students‟ reading comprehension. This research was a quantitative

research. The sample of the research consisted of thirty students of second

grade at SMAN 1 Punggur. The data collecting technique that used were

questionnaire and reading test. The design of the research was ex post facto

design. The results of this research showed that the coefficient correlation was

0.673 and the coefficient influences value of both variables was 0.434. It was

shown when the students got high score in interest score; they also got high

score for their reading comprehension. Based on the results of the research it

could be concluded that there was correlation between students‟ interest and

their reading comprehension. By having high reading interest, students were

able to read better than those who have low interest.

Second, research by Ully Arta Gultom (2018) about the correlation

between reading interest and reading comprehension ability of the third year

17

students at the english department of Bunghatta University. The type of this

study was correlational design. The purpose of this study was to determine the

relationship between students‟ interest and students reading comprehension.

The population of this research was the third year students of English

Department Bung Hatta University. The number of population members was

128 and the members of sample in this research were 30 students. The data of

this research were collected by using two kinds of instruments. The first is

Questionnaire, and the second is reading test. To make the instrument reliable,

the researcher gave try out test to the students out of the sample. It was found

the reliability index of questionnaire was 0.89, and reliability index of reading

test was 0.80. It means that the instruments were very reliable. Based on the

result of data analysis, the researcher found that the value of r calculated of this

research was 0.78, while the value of r-table with level significance 0.05 and

degree of freedom (df=n-2) was 0.362. It means that r-calculated was higher

that r table (0.78>0.362). Therefore, the alternative hypothesis of this research

stating that there is significant correlation between students‟ interest and

reading comprehension at the third year students of English Department of

Bung Hatta University was accepted. Based on the conclusion, in order to

improve students‟ reading comprehension ability, it is suggested to lecturers to

guide their students to have more interest in reading. Suggestion also goes to

the students to have more interest in reading and make them have reading

comprehension ability.

The last is the study from Ewo Priyo Susanto (2017) with the title The

Correlation Between Reading Interest And Reading Comprehension. The

objective of this research was to investigate the relationship between research

students‟ interest and reading comprehension . This research was a quantitative

research. The sample of the research consisted of thirty students of second

grade at SMAN 1 Punggur. The data collecting technique that used were

questionnaire and reading test. The design of the research was ex post facto

design. The results of this research showed that the coefficient correlation was

18

0.673 and the coefficient influences value of both variables was 0.434. It was

shown when the students got high score in interest score; they also got high

score for their reading comprehension. Based on the results of the research it

could be concluded that there was correlation between students‟ interest and

reading comprehension. By having high reading interest, students were able to

read better than those who have low interest.

The similarity between the last study and this present study is in the

variables, they are reading comprehension and reading interest. The different is

in the subject of thr research and the population of the research.

28

CHAPTER III

RESEARCH METHODOLOGY

A. The Setting of the Research

This research carried out at Baiturrahim Jambi Junior High School in

class VII. Research time adjusted to the integrated English learning schedule

in class VII, and adjusted to the learning material that will be the object of

research so that it does not interfere with learning activities in junior high

school Baiturrahim Jambi.

B. Research Method

In this research, the researcher used quantitative research. While the

design of the study is a correlational study. Quantitative research concerned

with the collection and analysis of data in numeric form. Aim of correlational

research is to investigate the existence and the degree of a relationship

between two or more quantitative variables. If two variables were highly

related, scores on one variable can be used to predict scores on the other

variable.

According to Arikunto (2016), there were two kinds of variables;

independent variable and dependent variable. He stated that variable was an

attributive that regarded as reflecting or expressing some concept or

construct. Moreover, he stated that the dependent variable is the phenomenon

that was the object of study and investigation. While the independent variable

was the factor that is measurably separate and distinct from the dependent

variable but may relate to the dependent variable. In this research, there are

two variables as follows:

1. The independent variables

. Students' reading interest (X)

2. The dependent variables are reading comprehension (Y)

The correlation between the two variables as follows:

29

Figure 3.1: The relationship between X toward Y

C. Population, Sample, and Sampling

1. Population

The population is a generalization area that consists of: object/subject quality

and certain characteristics determined by researchers to be studied and then

drawn conclusions (Sugiyono, 2014). The population is also the entire subject

of research (Sugiyono, 2016).

Table 3.1

Data on all students of class VII SMP Baiturrahim Jambi

No Class Number of Students

1 VII A 20

2 VII B 19

Amount 39

2. Sampling

Sampling is a technique used in taking a sample. Hadi (2012) states

that sampling is a technique of taking a sample out of the population. The best

procedure to acquire a certain kind of sample is total sampling. There is

underlying total sampling which of all the parts of the population has the

same opportunity to be included in part of the sample (Hadi, 2012). Hence,

the researcher used one of a kind probability sampling that is Total Sampling

as the technique of taking a sample. This technique can be used because all

the classes are homogeny class.

Reading

comprehension (Y)

Students‟ reading interest (X)

30

D. Techniques for Collecting The Data

The researcher used the test and questionnaire as the techniques to collect

the data from the research. The questionnaire is used to collect the data of

student's interest in reading English text.

1. The Instruments of Collecting Data

According to Arikunto (2016), a research instrument is a device used by

the researcher while collecting data to make his work become easier and get a

better result, complete and systematic to make the data easy to be processed. In

this research, the writer used two instruments as follows:

a. Questionnaire

A questionnaire is a tool in gathering information through written

questions, it is one of the most widely used social research techniques.

According to Arikunto (2016), he stated that the questionnaire is a list of

questions given to the persons to give their responses concerning the

questions. Based on the definition above, it can be concluded that the

questionnaire is a list of questions given to the respondents of the

research to collect the information (data) about the respondents through

their responses concerning the questions. In this research, the

questionnaire is used to find numerical data of students' interest in

reading English text. In determining the students' scores, the writer

determines the score of each statement in the questionnaire first. The

researcher will use the Likert scale as the rating scale of the

questionnaire.The Likert scale is used to measure attitude, opinion,

peoples or groups' perception about social phenomena (Sugiyono, 2016).

To measure the students‟ reading interest, there were 40 items in

the reading questionnaire which taken was from Yogi Fauzi (2017). The

last instrument was reading comperehension test taken from Andri

Hamdani (2014). The test has 40 questions in the term of multiple

choice question.

31

The instrument used in a research have to be valid and reliable.

Korb (2013) says that an instrument in which its reliability and validity

have already been proofed from the previous study can be applied to

other particular studies (as cited in Marzulina et al, 2018).

In the test of reading interest, students have to choose one correct

answer among the five provided answers based on the question in the

test. The blueprint of the questionnaires is:

Table 3.2

The Blue Print of the students’ Reading Interest

Concept Indicator Item number Total

Interest is being one of

the important factors in

order to increase the

students‟ comprehension

achievement in reading.

If one has the interest to

read, if they read, it

means

that he or she will get a

good achievement. On

the other side, if the

the reader has no interest

to read, it can influence

his or her achievement.

1. Pleasure

2. Willingness

3. Consciousness

4. Attention

1, 5, 9, 13, 17,

21, 25, 34,

36, 39

2, 6, 10, 14,

18, 22, 24, 29,

32, 33

3, 7, 11, 15,

19, 23, 27, 31,

37, 38

4, 8, 12, 16,

20, 24, 28, 30,

35, 40

10

10

10

10

Total 40

Source: Skinner (1984)

Through descriptive analysis, the researcher tries to describe the

result of reading interest based on criteria of reading interest score. The

complete calculation can be seen in the table 3.3 :

Table 3.3

The Classification of Students’ Score reading interest

The Score level Category

146-200 Very high

95-145 Average

40-96 Low

Source: Gultom (2018)

32

b. Test

In the test of reading comprehension on narrative text, students have to

choose one correct answer among five provided answers based on the

question in the test. The blueprint of the test is:

Table 3.4

The Blue Print of Reading Comprehension

Concept Indicator Item number Total

Reading

comperehension

represents how

well readers

understand

literal

comprehension

which

consentrates on

explicit meaning

and inferential

comperehension

on implicit

meaning in the

reading text

1. Findingmain

idea

2. Finding

explicit

information

3. Finding

implicit

information

4. Finding

word

references

5. Finding

meaning of

certain word

based in the

context

1,5,13,15,27,33,40

2,7,8,11,17,20,18,29,33

3,9,22,23,26,30,32,24,35

6,10,14,16,21,28,38

4,12,19,24,25,31,39

8

8

8

8

8

Total 40

Source: Kennedy (2010)

Through descriptive analysis, the researcher tries to describe the result

of reading interest based on criteria of reading interest score. The complete

calculation can be seen in the table 3.5 :

Table 3.5

The Classification of Students’ Score reading comprehension

SCORE GRADE CLASSIFICATIONS

81-100 A Excellent

61-80 B Good

41-60 C Fair

21-40 D Poor

Under 20 E Failed

Source: Harris (2004)

E. Techniques for Analyzing the Data

1. Normality Testing

33

This test is aimed to know whether the sample taken from the population

has a normal distribution or not. To find out the normality of the sample of

the research, the researcher uses the formula Lilies. The formula of

Liliefors is as below:

𝐿𝑂 = 𝐹(𝑧𝑖 ) − 𝑆(𝑧𝑖 )

Where:

𝐿𝑂: The highest value of the difference ( ) and ( )

(𝑧𝑖) : The opportunity of the data

(𝑧𝑖) : The proportion of the data (Sugiyono, 2016)

2. Hypotheses Testing

The hypotheses are the correlation between students' interest (X) and

reading comprehension (Y). To test the hypotheses, the researcher used the

simple correlation technique using the Product Moment Formula as follows:

Where:

rxy : the coefficient of the correlation between variable X and Y

X : the independent variable

Y : the dependent variable

N : the number of the sample

F. Hypothesis

Ho = RX1X2Y = 0

It means that there is no correlation between students‟ interest (X) and reading

comprehension (Y).

Ha = RX1X2Y> 0

It means that there is a positive correlation between students‟ interest (X) and

reading comprehension (Y).

34

CHAPTER IV

FINDING AND DISCUSSION

A. The Result of Reading Comprehension

The test of reading comprehension has done in September 2020. The

students fill the 40 numbers of multiple choice answer. Their answer can be

seen as follow:

Table 4.1 The Result of Reading Comprehension

From the table, it can be explained that there were 5 or 12,8 % students

in fair classification score (41-60) or grade C. Then, there were 17 or 43,56 %

students in good classification score (61-80) or grade B. The last, there were 17

or 43,56 % students in excellent classification score (61-80) or grade A.

After the explanation above, the researcher used descriptive statistics to

show the mean, median and standard deviation. Descriptive statistics are used

to describe the basic features of the data in a study. They provide simple

summaries about the sample and the measures. Together with simple graphics

35

analysis, they form the basis of virtually every quantitative analysis of data.

Below is descriptive data of reading comprehensions result:

4.2 The Decsriptive Statstics of Reading Comprehension

Statistics

readingcomprehension

N Valid 39

Missing 0

Mean 74,6795

Std. Error of Mean 1,93558

Median 75,0000

Mode 75,00

Std. Deviation 12,08767

Variance 146,112

Skewness -,247

Std. Error of Skewness ,378

Kurtosis -,504

Std. Error of Kurtosis ,741

Range 45,00

Minimum 50,00

Maximum 95,00

Sum 2912,50

a. Multiple modes exist. The smallest value is shown

Source : Result of SPSS 22

Based on table 4.2, N indicates the amount of data processed, namely

39 pieces of data. The mean shows the average height of the 39 respondents

was 74,6795 for students‟ reading comprehension. The median shows the

midpoint of the data, that is, if the data is sorted and divided by two big same.

The standard deviation was 12,08767 for students‟ reading comprehension,

indicating the mean dispersion of the samples. The size of the skewness is -

0.101. The skewness ratio is the value of the skewness divided with standard

error skewness. Skewness ratio = 1,072 / 0,378= 2,83 for students‟ reading

comprehension.If the skewness ratio is between -2.00 and 2.00, then data

distribution is normal, so the data above is still normally distributed. The value

of kurtosis is 0.504 (reading comprehension). Just like skewness, the ratio of

36

kurtosis is the value of the kurtosis divided by the standard error. Kurtosis ratio

was -0,504/0,741= 0,68 (reading comprehension) So that it is more convincing

us that the distribution of the data is normal. Minimum, shows the smallest data

50 (reading comprehension)..Maximum shows the biggest data which was 96

(reading comprehension).

B. The Result of Reading Interesting

The test of reading interest has done in September 2020. The students

fill the 40 numbers of questionnaire. Their answer can be seen as follow:

Table 4.3 The Result of Reading Interest

From the table, it can be explained that there were 5 or 12,8 % students

in fair classification score (41-60) or grade C. Then, there were 17 or 43,56 %

students in good classification score (61-80) or grade B. The last, there were 17

or 43,56 % students in excellent classification score (61-80) or grade A.

After the explanation above, the researcher used descriptive statistics to

show the mean, median and standard deviation. Descriptive statistics are used

to describe the basic features of the data in a study. They provide simple

37

summaries about the sample and the measures. Together with simple graphics

analysis, they form the basis of virtually every quantitative analysis of data.

Below is descriptive data of reading comprehensions result:

4.4 The Decsriptive Statstics of Reading Interest

Statistics

readinginterest

N Valid 39

Missing 0

Mean 3,6564

Std. Error of Mean ,05641

Median 3,7000

Mode 3,50a

Std. Deviation ,35228

Variance ,124

Skewness 1,072

Std. Error of Skewness ,378

Kurtosis 2,999

Std. Error of Kurtosis ,741

Range 1,90

Minimum 3,00

Maximum 4,90

Sum 142,60

a. Multiple modes exist. The smallest value is shown

Source : Result of SPSS 22

Based on table 4.4, N indicates the amount of data processed, namely

39 pieces of data. The mean shows the average height of the 39 respondents

3,6564 for students‟ intersting. The median shows the midpoint of the data, that

is, if the data is sorted and divided by two big same. The standard deviation is

0,35228 for students‟ intersting, indicating the mean dispersion of the samples.

The size of the skewness is -0.101. The skewness ratio is the value of the

skewness divided with standard error skewness. Skewness ratio = 1,072 /

0,378= 2,83 for students‟ intersting.If the skewness ratio is between -2.00 and

2.00, then data distribution is normal, so the data above is still normally

38

distributed. The value of kurtosis is 2,999 (reading interest ). Just like

skewness, the ratio of kurtosis is the value of the kurtosis divided by the

standard error. Kurtosis ratio = 2,999/0,741 = 4,04 (reading interest ) So that it

is more convincing us that the distribution of the data is normal. Minimum,

shows the smallest data, namely 3,00 (reading interesting) Maximum shows the

biggest data which is 4,90 (reading ibteresting)

C. The Correlation Between Students’ Reading Interest with Reading

Comprehension

1. Normality Test

Normality test is a test that is carried out with the aim of assessing the

distribution of data in a group of data or variables, whether the distribution of

the data is normally distributed or not. Normality test is useful for

determining the data that has been collected is normally distributed or taken

from the normal population. Normality test is useful for determining the data

that has been collected normally distributed or taken from the normal

population. The classical deep method testing the normality of a data is not

that complicated. Based on empirical experience of some statisticians, the

data is much more of 30 digits (n> 30), it can be assumed that it is distributed

normal. Usually said to be a large. Below is the result of normality test:

Table 4.5 Normality Test

One-Sample Kolmogorov-Smirnov Test

Unstandardiz

ed Residual

N 39

Normal Parametersa,b

Mean ,0000000

Std.

Deviation 11,86804979

Most Extreme

Differences

Absolute ,122

Positive ,060

Negative -,122

Test Statistic ,122

Asymp. Sig. (2-tailed) ,146c

39

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance Correction.

In the table of the one sample Kolmogorov Smirnov normality test,

it can be seen that the sig. 0.146. This shows, the value of sig. Variable> 0.05

or 0.146> 0.05 so that it can be concluded that the results of the normality test

of the study sample were normally distributed.

2. Homogeny Test

The homogeney test is a test of whether the variances of two or more

distributions are equal.. Homogeney test is carried out to determine whether

the data in variables X and Y are homogeneous or no. Levene's Test is the

most popular test and is often used to perform the homogeney test. According

to Starkweather (2010), Levene's Test has the main objective of knowing the

differences between the two data groups with different variances. The

calculation result of this test will show the significance value (p) of two

different data groups.

Table 4.6 Homogeny Test

Test of Homogeney of Variances

readinginteresting

Levene

Statistic df1 df2 Sig.

2,313 12 23 ,071

In the table of the Levene's Test it can be seen that the sig. 0.071.

This shows, the value of sig. Variable > 0.05 or 0.071> 0.05 so that it can

be concluded that the results of the data is homogen.

40

3. Pearson Product moment

Product moment correlation analysis includes bivariate analysis

which aims to find a statistical solution to the closeness (strength and

weakness) of the relationship of two variables, namely the independent

variable (independent) and the dependent variable (dependent). The

calculation of product moment correlation requires that both the population

and the sample come from two normally distributed variants. Product moment

correlation (Pearson correlation) is widely used to measure the correlation of

data with an interval or ratio scale.

Table 4.7 Pearson Product moment Correlation

Correlations

Readinginter

esting

readingcomp

rehension

readinginteresting Pearson

Correlation 1 ,190

Sig. (2-tailed) ,000

N 39 39

Readingcomprehensi

on

Pearson

Correlation ,190 1

Sig. (2-tailed) ,000

N 39 39

From the output table above, it can be said that the correlation

coefficient between reading interest (x) and reading comprehension (y) is (r)

= 0.190 with a significance of 0.000. Based on the above decision criteria, it

can be concluded that the correlation of the two variables is significant,

because the accompanying significance is smaller than 0.05 (0.000 <0.05).

The correlation that occurs is positive, meaning that if the independent

variable increases, it will be accompanied by an increase in the dependent

variable, the correlation that occurs is in the very weak category.

41

D. Discussion

The result of the data analysis shows that there is a significant correlation

between students‟ interest and reading comprehension of Junior High School

Baiturrahim Jambi. It can be inferred that in order to increase the students

reading comprehension, the teacher can focus on improving students‟ interest

in the first place. As describe in the preverious chapter, reading is the

construction of meaning from printed or written message. Construction of

meaning involves the reader‟s connecting information from the writer massage

preverious knowledge to arrive at the meaning.

Reading interest plays important role in increasing students‟ reading

comprehension. Interest in reading is something very necessary for those that

are expected to facilitate the learning process. With self-interest in reading the

students will likely be able to motivate them to learn to be independent so it

can help to achieve the maximum learning achievement. Therefore, it is very

important to increase the students‟ interest by any means necessary which can

be done not only by the teacher, but also by the students themselves with the

support from parents and all of school elements in order to improve the

students‟ interest optimally.

The students should improve their reading comprehension which of course

needs comprehension, because reading comprehension is important skill to get

general information, specific information, expecially the main idea or topic

sentence in a text.

In regard with the finding, interest to language learning is one of the main

factors domain eventually directs to the success or failure in the study of

language towards the learning situation contributes to the way students behave

towards their present-ability and further reaching higher level of learning.

In the light of the discussion in the chapter of literature review, interest to

language learning plays significant role in enabling learners to learn effectively

42

and thus has an impact on their proficiency. This idea is in line with that of

McKenna (1994). In his study on the relationship between interest and

language learning, his finding showed positive correlation between them.

Interest plays a role in the decision to read, in the level of engagement with the

text during reading, and thus also in the product the reader creates in terms of

comprehension of the text and learning from the text.

Additionally, the current research finding proved that there was significant

reading comprehension. In regard with this result, the researcher drew

conclusion that interest is one of factors influence reading comprehension.

Learners who have more interest are inclined to have greater ability in

comprehending text. The result is supported by a study conducted by Henning

in Brantmeier (2006). That research showed that interest is one of factor affect

in acquisition of language. Interest is one of internal factor that influences

learning achievement. Interest as an affective domain in learning process

affects psychomotor and cognitive domain. Students who have interest and

positive attitude toward subject matter may enjoy the learning process. When

students read a text, the affective element of interest comes into play.

As mentioned in frame of theories, interest plays an important role in

learning achievement. Purwanto (1986: 6) said that there are factors that can

influence learning achievement; they are internal and external factor. Interests

which the desire of student to learn and explore the reading passage that they

are more interested. An individual with high of interest feel exciting and

channel energy into exploring the domain and expanding their knowledge of

it. They are therefore expecting to be more highly engaged in reading about a

content area in which they have an individual interest.

Besides, there are many other factors that can influence reading

achievement. Interest is only one of many factors that influence reading

achievement. Factors such as vocabulary mastery, good learning strategies,

good oral language skill, background knowledge and any others factors also

can influence learning achievement. We know that students with good oral

43

language and with welldeveloped of world knowledge are more likely to

become good learner. However, interest itself cannot be ignored in teaching

learning process. It seems that Students who have high interest toward reading

tend easier to comprehend the passage that they read than the students who

have low interest. Feeling interest in reading means enjoying the activity, when

somebody is interested in particular phenomenon or activity, they are likely to

attend to in and give time to it. Interest plays a role in decision to read. Interest

is one of characteristic of affective domain influence the successful in cognitive

and psychomotor domain.

In other words, many students have good reading motivation just for

certain book such as reading novel, comic and other interesting book for them

but they have low interest toward reading text especially in English language.

So, there are others variable influence the students‟ reading comprehension,

such as reading motivation, reading habit, reading strategies, vocabulary

mastery, and etc. It is depended on what factors that influences students to

read, it can be come from inside and outside.

The finding of this research supports prior research in interest toward

reading also support prior research that interest should be not ignored in the

learning process. The students select what they want to read, as they are more

likely to read material in which they are interested

This result supported by Susanto (2017 and Gultom (2018) ) which

showed that there is correlation between reading intereting and reading

comprehension. And the readung interesting is important in improving reading

comprehension.

However, the correlation both of the variables was significant which

proven by tcount was higher than ttable. So, it is clearly reading interest have

the significant correlation to reading comprehension. Interest is needed and

really important in reading. The last, from hypothesis testing of the research, it

is found that students‟ reading interest has the significant correlation to

students‟ reading comprehension. The correlation coefficient between reading

44

interest (x) and reading comprehension (y) is (r) = 0.190 with a significance of

0.000. Based on the above decision criteria, it can be concluded that the

correlation of the two variables is significant, because the accompanying

significance is smaller than 0.05 (0.000 <0.05). The correlation that occurs is

positive, meaning that if the independent variable increases, it will be

accompanied by an increase in the dependent variable, the correlation that

occurs is in the very weak category.

37

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on description in chapter IV, it is concluded the correlation

coefficient between reading interest (x) and reading comprehension (y) is (r) =

0.190 with a significance of 0.000. Based on the above decision criteria, it can

be concluded that the correlation of the two variables is significant, because the

accompanying significance is smaller than 0.05 (0.000 <0.05). The correlation

that occurs is positive, meaning that if the independent variable increases, it

will be accompanied by an increase in the dependent variable, the correlation

that occurs is in the very weak category. It means that the researcher

assumption is true that is to say: there is correlation between students‟ interest

and students reading comprehension of SMP Baiturrahim Jambi Besides, the

result of the test also shows that the correlation between students‟ interest and

students reading comprehension of SMP Baiturrahim Jambi is in the category

is enough correlation. It means that the students‟ interest has important role

especially in increasing students reading comprehension. Therefore, the

students should focus in improving students‟ interest in order to increase the

students reading comprehension optimally.

B. The Suggestion

In this case the researcher would like to give some suggestion of thus

research, they are

1. The students should read more English literary book to enrich their

ability in English

2. It is suggested to English teacher focus on increasing students‟ reading

interest.

3. The school should provide some more English books to be read by

students, so they can increase their interest in reading.

38

4. The school should provide another facility for students to practice

their English competency (Multimedia, Tape Recorder, and LCD)

39

39

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43

A

P

E

N

D

I

X

Appendix I

44

Nama :

No :

Kelas :

The Questionnaire of Students’ Reading Interest

Isilah pernyataan/pertanyaan si bawah ini dengan tanda (X) dengan benar dan tepat.

1. Membaca buku adalah kegiatan yang menyenangkan.

a. Sangat setuju d. Tidak Setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

2. Dengan membaca teks berbahasa Inggris saya merasa kemampuan akademik saya

semakin bertambah.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

3. Saya akan berusaha mencari arti sebuah kata/kalimat berbahasa Inggris bagaimanapun

caranya.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

4. Ketika membaca teks berbahasa Inggris saya hanya membacanya dan tanpa memahami

apa artinya dalam Bahasa Indonesia.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

5. Saya kurang menyukai pelajaran bahasa Inggris khususnya materi tentang reading?

a. Sangat setuju e. Tidak setuju

b. Setuju d. Sangat tidak setuju

c. Biasa saja

6. Bahasa Inggris adalah pelajaran yang sangat penting untuk dipelajari.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

45

c. Biasa saja

7. Berlama-lama membaca dan memahami bacaan berbahasa Inggris terlalu membuang-

buang waktu saya.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

8. Saya khawatir ketika mengerjakan soal bacaan berbahasa Inggris (reading) saat

tes/ujian.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

9. Bagaimana perasaan anda ketika berkunjung ke toko buku

a. Sangat senang d. Tidak Senang

b. Senang e. Sangat tidak senang

c. Biasa saja

10. Saya membaca terlebih dahulu buku Bahasa Inggris/LKS sebelum dibahas dikelas oleh

guru Bahasa Inggris.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

11. Saya berusaha meningatkan kemampuan dalam memahami bacaan berbahasa Inggris.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

12. Saya memperhatikan guru Bahasa Inggris ketika menerangkan isi teks bacaan

berbahasa Inggris.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

13. Saya merasa puas jika megetahui informasi dalam teks berbahasa Inggris

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

14. Ketika di rumah saya membaca ulang materi pelajaran yang sudah diterangan oleh

guru Bahasa Inggris agar tidak lupa.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

15. Saya bersedia membaca dan menartikan bacaan berbahasa Inggris di depan kelas bila

ditunjuk oleh guru saya.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

16. Saya mudah memahami pelajaran Bahasa Inggris utamanya materi reading.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

17. Saya lebih memilih melakukan hal lain daripada membaca bacaan berbahasa Inggris.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

18. Ketika menemukan kata-kata baru berbahasa inggris saya menulis artinya dalam

bahasa Indonesia agar tidak lupa.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

19. Saya membaca buku penunjang Bahasa Inggris walaupun tidak ada tugas dari guru

saya.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

20. Dalam membaca dan memahami bacaan berbahasa Inggris dibutuhkan konsentrasi

khusus.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

21. Apa perasaan anda saat mendapat tugas untuk menerangkan bacaan berbahasa Inggris?

a. Sangat senang d. Tidak Senang

b. Senang e. Sangat tidak senang

c. Biasa saja

22. Pada waktu pelajaran Bahasa Inggris saya menanyakan kata/kalimat berbahasa Inggris

yang belum saya mengerti pada guru Bahasa Inggris.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

23. Saya menggunakan jam kosong pelajaran untuk membaca walau tidak ditugaskan.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

24. Apakah anda mencoba mendapatkan kata-kata baru dalam Bahasa Inggris untuk

meningkatkan kemampuan?

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

25. Saya kurang suka membaca bacaan berbahasa Inggris

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

26. Saya merasa kemampuan Bahasa Inggris saya masih sangat lemah ketika dalam

membaca teks berbahasa Inggris masih sering kesulitan untuk memahaminya.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

27. Saya sering ke perpustakaan untuk mencari buku penunjang pelajaran Bahasa Inggris.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

28. Saya tidak berkonsenterasi jika teks bacaan berbahasa Inggris terlalu banyak dan

kalimatnya sulit untuk dipahami.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

29. Saya akan tertinggal oleh teman-teman saya jika tidak pernah/jarang mempelajari

pelajaran Bahasa Inggris utamanya dalam memahami kata/kalimat Berbahasa Inggris.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

30. Saya mem-fokuskan diri ketika sedang mambaca dan memahami teks berbahasa

Inggris.

a. Selalu d. Jarang

d. Sering e. Tidak pernah

e. Kadang-kadang

31. Membaca adalah jendela dunia.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

32. Daripada menulis, mendengar, dan berbicara dalam Bahasa Inggris, saya lebih

memilih membaca teks berbahasa Ingggris.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

33. Saya membaca seluruh kalimat dalam teks berbahasa Inggris jika ada ujian/ulangan

reading.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

34. Tanpa diminta oleh siapapun saya menyempatkan diri untuk membaca buku.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

35. Saya hanya membaca teks bacaan seperlunya jika mendapat soal teks bacaan

berbahasa Inggris yang cukup banyak.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

36. Membaca teks bacaan berbahasa Inggris adalah hal yang tidak saya sukai.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

37. Ada begitu banyak kosa kata dalam Bahasa Inggris yang belum saya ketahui.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

50

38. Saya berusaha menambah pengetahuan kosa kata Bahasa Inggris saya

dengan membaca teks-teks berbahasa Inggris.

a. Selalu d. Jarang

b. Sering e. Tidak pernah

c. Kadang-kadang

39. Membaca teks berbahasa Inggris yang tidak saya tahu artinya adalah hal

yang sia-sia.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

40. Kebiasaan dalam membaca teks berbahasa Inggris tidak berpengaruh

terhadap prestasi belajar (nilai) saya khususnya mata pelajaran Bahasa

Inggris.

a. Sangat setuju d. Tidak setuju

b. Setuju e. Sangat tidak setuju

c. Biasa saja

51

Appendix II

The Test of Students’ Reading Comperehension

Name:…………………….

Class :……………………..

Choose the correct answer by crossing (X) the correct answer (a,b,c, or d)

Text for number 1 – 4

My name is Nuri. I have a hamster. It is small and cute. I call it "Kao".

My grandfather gave it last week. Kao has three different colors, they are

white, brown, and black. Kao's ears are small. It always squeaks in the time I

come to close its cage. I feed it every morning. Kao likes to eat some leaves

and grass. I take the grass from the field near my house. Kao looks happy

eating the grass. I really love Kao.

1. What does the text tell us about?

a. Nuri's hamster c. a small hamster

b. a cute hamster d. funny hamster

2. Who gave Nuri a hamster?

a. her father c. her grandfather

b. her mother d. her uncle

3. Does Kao eating grass?

a. Yes, it does c. No, it doesn't

b. Yes, it is d. No, it isn't

4. "Kao looks happy eating the grass."

The similar meaning (persamaan) of the underlined word is .....

a. glad c. kind

b. patient d. friendly

52

Text for number 5 - 8

I have a pet. It is a dog and I call it Dolgy. Dolgy is a Chinese breed. It is

small, fluffy, and cute. It has got thick black fur. When I cuddle it, the fur feels

soft. Dolgy does not like bones. Every day it eats soft food like steamed rice,

fish, or bread. Every morning I give him milk and bread. When I am at school,

Dolgy plays with my rabbit. They get along well, and never fight

maybe because Dolgy does not bark a lot. It treats the other animals in our house

gently, and it never eats shoes. Dolgy is really sweet and friendly animal.

5. The author‟s purpose of writing the text above is …..

a. to inform a particular animal

b. to share an amusing incident with others

c. to present two poins of view about an issue

d. to describe about the beauty of Dolgy

6. “Dolgy plays with my rabbit. They get along well,

and never fight ..…” The underlined word above

refers to …..

a. milk and bread c. Dolgy and the rabbit

b. the author and Dolgy d. the author and the rabbit

7. Whom Dolgy plays with when the writer goes to school?

a. the writer‟s mother c. the writer‟s other dog

b. the writer‟s cat d. the writer‟s rabbit

8. What does the writer gives to Dolgy in every morning?

a. fish and rice c. milk and fish

b. bread and milk d. rice and bread

Text for number 9 – 14

Peter is the youngest in our family. He is fourteen years old and four

years younger than me. He has long, straight hair, bright eyes and a friendly

smile. Sometimes he is rather naughty at home, but he usually does what he is

asked to do. Peter is interested in sports very much, and at school, he plays

53

football and tennis. He is the best badminton player in our family.

9. How old is Peter? He is …. years old.

a. four c. fourty

b. fourteen d. ten

10. According to the passage about peter, we know that the word “he” is refer

to ….

a. the writer‟s youngest brother c. a naughty boy

b. the writer‟s elder brother d. a friendly boy

11. Which of the following statement is NOT TRUE about Peter?

a. he has long and straight hair c. he is interested in sports

b. he is youngest at the school d. he plays

football and tennis

12. “But he usually does what he is asked to do”. The underlined

phrase means ….

a. he does anything he wants c. he is lazy

b. he always asks d. he is diligent

13. What is the function of the text above?

a. to persuade readers about Peter

b. to retell the writer‟s his brother

c. to describe about Peter

d. to explain about the writer

14. ”He is fourteen years old …. Than “me”. The underlined word refers to ….

a. Peter c. the writer‟s brother

b. the writer d. the writer‟s family

Text for number 15 – 20

Natural Bridge National Park is luscious tropical rainforest. It is located

110 kilometers from south of Brisbane and is reached by following the Pacific

Highway to Nerang and then by travelling through the Numinbah Valley. This

scenic roadway lies in the shadow of Lamington National Park.

54

The phenomenon of the rock formed into a natural „arch‟ and the cave

through which a waterfall cascades is a short one-kilometer walk below a

dense rainforest canopy from the main picnic area. Swimming is permitted in

the rock pools. Night-time visitors to the cave will discover the unique feature

of the glow worms. Picnic areas offers toilets, barbeque, shelter sheds, water

and fireplaces; however, overnight camping is not permitted.

15. The author‟s purpose of writing the text above is …..

a. to present two points of views about Natural Bridge National Park

b. to explain the Natural Bridge National Park

c. to retell the Natural Bridge National Park

d. to describe the Natural Bridge National Park

16. “Natural Bridge National Park is luscious tropical rainforest. It is located

110 kilometers

from …..”. The word “it” from the text above is refers to ……

a. Natural Bridge National Park c. Numinbah Valley

b. Pacific Highway d. Lamington National Park

17. Where is the natural bridge national park located?

a. 110 kilometers from South of Brisbane

b. 110 kilometers from Pacific Highway

c. 110 kilometers from Numinbah Valley

d. 110 kilometers from Lamington National Park

18. What will the visitors see in the night?

a. a common glow worm

b. the unique feature of the glow worms

c. a great dark cave

d. the fantastic bridge

55

19. The word of “scenic” in the first paragraph has similar meaning as .…

a. aromatic c. bad

b. plain d. beautiful

20. Which of the following statement is NOT TRUE about text above?

a. swimming is permitted in the rock pools

b. Natural Bridge National Park is located 110 kilometers from south of

Brisbane

c. overnight camping is permitted in picnic area

d. the Pacific Highway to Nerang shows the scenic roadway

Text for number 21 – 25

Jellyfish are not really fish. They are invertebrate animals. This means

that unlike fish or people, they have no backbones. In fact, they have no bones

at all.

Jellyfish have stomachs and mouths, but no heads. They have nervous

systems for sensing the world around them, but no brains. They are made

almost entirely of water, which is why you can look through them.

Some jellyfish can glow in darkness by making their own light. The

light is made by achemical reaction inside the jellyfish. Scientists believe

jellyfish glow for several reasons. For example, they may glow to scare away

predators or to attract animals they like to eat.

21. This means that unlike fish or people, they have no

backbones.” (1st paragraph) The word “this” in the sentence

means …..

a. jellyfish c. fish or people

b. invertebrate animals d. backbones

22. Why jellyfish called invertebrate animals and not really fish?

a. because they have no bones at all

b. because they have stomachs and mouths

56

c. because they have no head

d. because they have nervous systems

23. Which one creates Jellyfish‟s light?

a. white blood c. chemical reaction inside the

jellyfish

b. nervous system d. salt water

24. What is the text describe about?

a. jellyfish c. all of invertebrate animal

b. kinds of all fish d. some kinds of sea animals

25. “Some jellyfish can glow in darkness by making their own light.”

(paragraph 3)

The word “glow” in the sentence means …..

a. move c. appear

b. dark d. shine

My Classroom

Hi, my name is Imam. I study at the first grade of SMP Al Hadiid

Bogor. My school has six classroom, two laboratories, and two squares. My

classroom is beside the square. There are forty two students, twenty three boys

and nineteen girls. The students are sitting on the chairs. They put their books

and pens in the drawer. In my classroom there is a big picture, some

decorations, and also a clock in the wall. My classroom is very simple but

very comfortable.

26. Who is the writer on the text?

a. Andi c. Imam

b. Akbar d. Hilman

27. What grade is Imam in SMP Al Hadiid?

a. he is in first grade c. he is in third grade

57

b. he is in second grade d. he is in fifth grade

28. Imam‟s classroom is … the square.

a. outside c. inside

b. in front of d. beside

29. Which of the following is NOT TRUE about the text above?

a. the writer‟s name is Imam

b. the classroom is beside the square

c. the classroom is very simple but very comfortable

d. there are 12 boys and 29 girls in the class

30. How many students are there in the class?

a. 14 students c. 40 students

b. 42 students d. 34 students

The Luxury of Bintang Senggigi Hotel in Lombok

Situated among beautiful tropical garden right by the sea, Bintang

Senggi Hotel offers a friendly atmosphere.

The accomodation comprises tastefully furnished air conditioned rooms

with bar, bath, shower, and balcony or patio. For those who prefer extra-

privacy, there are some elegant Sasak style bungalows around the gardens.

Other facilities include three restaurants, a 24-hour coffe shop, a

swimming pool, tennis and badminton courts and shopping arcades. Water

sports including windsurfing and sailing, can be arranged from the beach.

31. What is the text about?

a. Bintang Senggi Hotel c. Sasak style Bungalow

b. A beautiful tropical garden d. sport facility

32. Which facilty is not provided in the hotel?

a. a theatre c. a swimming pool

b. a coffee shop d. a restaurant

33. “The accomodation comprises tastefully furnished air conditioned room ”

(paragraph 2)

58

The description tells us that the rooms have the following qualities,

EXCEPT. . . .

a. they have good facilities c. they are comfortable

b. they have furniture d. they are cheap

A Giraffe Is A Mammal

It‟s about six meters tall. It eats leaves. It has a big brown eyes. They are

protected by very thicklashes. The skin has many spots. The spots are brown.

This coloring helps the giraffe from its enemy. It also has two short horns on

its head. The giraffe has two methods of self protection. If something frightens

an adult giraffe, it can gallop away at about fifty kilometer per hour or stay to

fight with its strong legs.

34. What is the colour of the giraffe spot?

a. black c. brown

b. white d. green

35. How far does giraffe can gallop in 2 hour?

a. 50 km c. 70 km

b. 60 km d. 100 km

My Blewuk

I have some pets. However my favorite pet is Blewuk. Blewuk is a male

cat that I call it Blewuk because his fur is grey. He is adorable with his soft

stripes. He has innocent round eyes and feeble sweet voice. He always

“meow” when he feels hungry. Actually his voice is not suitable with his giant

body. When I come home, he usually gives me a kiss.

Blewuk is a nice playmate. I‟m happy to spend my time with him. Most

of the time, he is a good pet. It is almost impossible for me to be angry with

him. In the mrning he always wake me up early. When he wakes up early, he

waits quitly quitly by me beside until I wake up.

36. Why the pet called Blewuk?

59

a. because it has got sweet voice c. because it is adorable

b. because it is a male cat d. because of the color of

his fur

37. Based on the text we know that …..

a. Blewuk always kisses the writer in the morning

b. every morning, the writer always wakes Blewuk up

c. Blewuk is a big cat

d. Blewuk is a female

38. What does the word “he” in the sentence “……. he usually gives me a

kiss”.

a. Blewuk c. the reader

b. the writer d. the writer‟s friend

39. What does the word “adorable” has the same meaning with?

a. very big c. popular

b. funny d. lovely

40. What is the purpose of the text?

a. to entertaint the reader c. to inform the leader

b. to describe about Blewuk d. to explain about Blewuk

60

Answer key Reading Test

1. D 13. A 25. D 38. D

2. C 14. D 26. B 39. D

3. B 15. A 27. C 40. C

4. A 16. D 28. B 41. A

5. D 17. C 29. D 42. A

6. A 18. C 30. C 43. C

7. B 19. D 31. C 44. B

8. D 20. D 32. D 45. C

9. A 21. D 33. B 46. A

10. A 22. C 34. C 47.. D

11. D 23. D 35. C 48. B

12. C 24. A 36. D 49. A

37. D 50. A

Jambi, November 2020

Pembimbing I Pembimbing II

Dr. Mahyuzar Rahman, M.Pd.I Hilma Suryani, M.Pd

Nip. 1972 001 200003 1 002 Nip. 19861226 201503 2 005

61

Appendix 3

The Decsriptive Statstics of Reading Comprehension

Statistics

readingcomprehension

N Valid 39

Missing 0

Mean 74,6795

Std. Error of Mean 1,93558

Median 75,0000

Mode 75,00

Std. Deviation 12,08767

Variance 146,112

Skewness -,247

Std. Error of Skewness ,378

Kurtosis -,504

Std. Error of Kurtosis ,741

Range 45,00

Minimum 50,00

Maximum 95,00

Sum 2912,50

a. Multiple modes exist. The smallest value is shown

62

Appendix IV

The Decsriptive Statstics of Reading Interest

Statistics

readinginterest

N Valid 39

Missing 0

Mean 3,6564

Std. Error of Mean ,05641

Median 3,7000

Mode 3,50a

Std. Deviation ,35228

Variance ,124

Skewness 1,072

Std. Error of Skewness ,378

Kurtosis 2,999

Std. Error of Kurtosis ,741

Range 1,90

Minimum 3,00

Maximum 4,90

Sum 142,60

a. Multiple modes exist. The smallest value is shown

63

Appendix V

Normality Test

One-Sample Kolmogorov-Smirnov Test

Unstandardiz

ed Residual

N 39

Normal Parametersa,b

Mean ,0000000

Std.

Deviation 11,86804979

Most Extreme

Differences

Absolute ,122

Positive ,060

Negative -,122

Test Statistic ,122

Asymp. Sig. (2-tailed) ,146c

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance Correction.

Homogenity Test

Test of Homogeneity of Variances

Reading Interest

Levene

Statistic df1 df2 Sig.

2,313 12 23 ,071

Pearson Product moment Correlation

Correlations

Reading

Interest

Reading

Comprehensi

on

Reading interest Pearson

Correlation 1 ,190

Sig. (2-tailed) ,000

N 39 39

Reading

comprehension

Pearson

Correlation ,190 1

64

Sig. (2-tailed) ,000

N 39 39

65

Appendix VII

DOCUMENTATION

66

67

68

69

70

71

72

73

74

75

76

77

3WBE

78

79

80

81

82

83

84

KEMENTERIAN AGAMA RI

UNIVERSITAS ISLAM NEGERI SULTHAN THAHA SAIFUDDIN JAMBI

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Fakultas Ilmu Tarbiyahdan Keguruan UIN STS Jambi

Jl. Jambi-ma. Bulian KM. 16 Simp. Sungai Duren Muara Jambi 36363

CONSULTATION CARD

Name : Nurul Siti Chotimah

Student ID : TE.151606

Advisor II : Hilma Suryani, M.Pd

Title : The Correlation Between Students‟ Reading Interest And Reading

Comprehension At Seventh Grade Of SMP Baiturrahim Jambi

Faculty : Faculty Of Education and Teacher Training

NO DAY DATE MATERIAL

CONSULTATION

SIGNATURE

1 Oct 31st 2019

Revise background

2 Nov 19th

2019

Add the students

problem in reading

3 Des 2nd

2019

Add categories of

questionnaire

4 Des 14th

2019

Revise the scales of

questionnaire

5

Jan 14th

2020

Clarify the instrument

6 Jan 31st 2020

Major revise on chapter 3

Feb, 20th

, 2020

Acc for seminar

7

Sep 29th

2020

Consultation chapter IV

& V

8 oct, 12nd 2020

Revise Chapter IV and V

9 Oct 22nd

2020

Acc to Munaqasah

Jambi, November 2020

Advisor II

Hilma Suryani, M.Pd

NIP. 19861226 201503 2005

85

KEMENTERIAN AGAMA RI

UNIVERSITAS ISLAM NEGERI SULTHAN THAHA SAIFUDDIN JAMBI

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Fakultas Ilmu Tarbiyahdan Keguruan UIN STS Jambi

Jl. Jambi-ma. Bulian KM. 16 Simp. Sungai Duren Muara Jambi 36363

CONSULTATION CARD

Name : Nurul Siti Chotimah

Student ID : TE.151606

Advisor I : Dr. Mahyuzar Rahman,M.Pd.I

Title : The Correlation Between Students‟ Reading Interest And Reading

Comprehension At Seventh Grade Of SMP Baiturrahim Jambi

Faculty : Faculty Of Education and Teacher Training

NO DAY DATE MATERIAL

CONSULTATION

SIGNATURE

1 Monday

Nov 4th 2019

Consultation chapter I

2 Wednesday

Des 17th 2019

Revise chapter II&III

3 Friday

Feb 21st 2020

Acc to Seminar

4 Oct 1st 2020 Consultation chapter IV V

5 Nov 10th 2020 Acc for Munaqasah

Jambi, November 2020

Advisor II

Dr. Mahyuzar Rahman,M.Pd.I

NIP. 1972 001 200003 1 002

86

CURICULUM VITAE

Name :Nurul Siti Chotimah

Gender : Female

Birthday : Rimbo Bujang, November 14th

, 1996

Address : Jl. Menggris Unit Vi, Rt 022/003, Desa Tirta Kencana,

Kec. Rimbo Bujang, Kan. Tebo, Jambi

Email : Nurulsitichotima@Gmail.Com

Contac Person : 0853 7977 6998

Education Background

No Education Place Graduated Year

1 The State Elementary School

No.119 Jl. Durian

Rimbo Bujang,

Tebo

2009

2 The Islamic Junior High School

(Mts) Raudhatul Mujawwidin

Rimbo Bujang

Rimbo Bujang 2012

3 The Islamic Senior High School

(MA) Raudhatul Mujawwidin

Rimbo Bujang

Rimbo Bujang 2015

4 The State Islamic University

Sultan Thaha Saifuddin Jambi

Jambi 2020

Jambi, November 2020

Nurul Siti Chotimah

Nim.Te 151606