Chapter I

CHAPTER I
INTRODUCTION
A. Background of the Problem
Reading is one of the four language skills which is beside speaking,
listening, writing. unlike speaking and listening which people most of time are
automatically able to do them, reading then must be taught and it can not be done
unintentionally. there must be such a teaching learning process that has to be
conducted, before a child is able to read. accordingly, peole should be taught how
to read as early as possible, perhaps since they are four or five years.
English Reading habit has must be owned for everyone, because it has many
advantages such as, Improve language skill, Future career, Access to social,
Increase knowledge, entertaining, etc. Richard Bamberger (1975, p.7) the
important of reading habits. He stated that reading is the most effective means of
systematic language that work for a person.Meanwhile, Kushmeeta Chettri (2013,
p.13) said “Reading is a man‟s bulwark against loneliness- his window on life, his
unending delight. It brings yesterday and tomorrow into now”. In other word,
reading provides experience through which the individual may expand his
horizons of knowledge, identify, extend and intensify his interest and gains deeper
understanding of himself, of other human beings and of the world. He added that
in this 21th century, people must have adequate time for reading to adapt new
technology in getting information in sources such as book, megazine, newspaper,
and internet. We can conclude that reading is the major key to making progress in
learning while inability to read well may make a student to fall progressively
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behind other members of the class In fact, reading habits among students in
Indonesia is still at very low level.
Erna Iftanti (2012,p.160) on her study about students reading habit stated
that student in Indonesia are generally not having a good reading habits, even
some student never read a single book in a day and just read when there is a task
from the school. In other word, student are not reading for pleasure but because of
force from the school. Surely reading habits is so much determining student
performance especially in English subject.
Fidzani (1998,p.169) in his study said, stressed that the book is still very
much part of people lives in our modern society an in spite of the invention of the
lates audio-visual materials, the book in its ordinary conventional form is still the
most important material for acquiring knowledge and information. The
enrichment in knowledge would, in turn, enable one of to present oneself more
confidently. Meanwhile, it important to encourage a love of reading in reluctant or
struggling readers, an effort that has been focus of a great deal of research over
the last several decades, it is equally essential to ensure that accelerated readers
continue to enjoy reading and are supplied with appropriate reading materials.
Reading comprehension skill therefore is on of crucial factors related to
students’ success. Thus, reading habit viewed as one of the factors relating the
succes of reading comprehension. By reading, students can build language skills,
adding their vocabulary knowledge, and fluency in reading. Therefore, to enhance
reading comprehension, it is necessary to improve reading habit of the students.
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Based on an explanation above, it migh assume that reading habit is vey
important to generate the reading skills because it is useful as the media for the
process of reading. How can the students have the good ability in understanding
reading texts if they do not have reading reading habit or reading experience? By
reading habit and reading all material from many branches and discipline, the
students have a place to practice their reading skills and they get new knowledge
and information about text.
There are several issues related to reading habit and reading comprehension
achievement. Cha, Ko, and Tse in Wahyudi (2008,p.2) stated that home
environment positively correlates with children’s reading comprehension. It has
been revealed that positive attitudes and high motivation are associated with
reading comprehension and reading habit. According to Zwiers (2004,p.3),
reading habit more clearly describe the automatic and unconscious processes that
are involved in constructing meaning from text. Thus, by this activity the readers
can improve their reading ability.Moreover, Patel and Jain (2008,p.114) say that
reading habits not only help the student to get knowledge and wisdom from the
cultural of heritage, but are also very helpful in passing for leisure period. So, the
improvement of reading comprehension depends on the application of reading
habit.
Junior High School 14 Pekanbaru is one of the junior high schools in
pekanbaru city. It uses 13 curriculum as their guidance. In K13 curriculum, it
insists on students to be more active. Students are expected to work on their own
to find their own way to study. Based on the preliminary research by interviewed
the teacher named Mrs. Susi Rahmayeni, S.Pd, April 13th 2018. She said
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“Students reading comprehension are low and some of the students have difficulty
to determine the generic structure of the text”
Furthermore, students almost have some problems which were they are not
really able to comprehend the text. Thus, based on the result interviewed of
english teacher, the problem can be seen into some phenomena. Such as :
1. Some of the students are difficult to determine the meaning of the text.
2. Some of the students are to difficult to conclude the text.
3. Some of the students are not able to determine the generic structure of
the text.
4. Some of the students are lack in vocabulary.
5. Some of the students are not interested in reading class.
Based on those problems and phenomena, the writer is interested in conducting a
research to dig more information about the students reading habits and its effect
on students reading habit at the seventh grade of Junior High School 14
Pekanbaru. Thus, the title of this research is ”The Relationship between
Students’ Reading Habit and Their Reading Comprehension at State Junior
High School 14 Pekanbaru”
B. Identification of the problem
Based on the background of the study, there were many problems that
could be identified. The problems were as follows :
1) Why are some of students unable to determine the meaning of the text?
2) Why are some of the students unable to conclude the text?
3) Why are some of the students unable to determine the generic structure
of text?
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4) Why are some of the students lack in vocabulary?
5) Why are some of the students not interesting in reading class?
C. Limitation of the problem
The researcher focuses on the relationship between students’ reading habit
and their reading comprehension in descriptive text based on the syllabus
that is used in Junior High School 14 Pekanbaru.
D. Formulation of the problem
a. How is the student’s reading habit at the seventh grade of Junior
High School 14 pekanbaru?
b. How is the students’ Reading Comprehension at the seventh grade
of Junior High School 14 pekanbaru?
c. Is there any significant relationship between students’ reading habit
and their reading comprehension at the seventh grade of Junior
High School 14 pekanbaru?
E. Objective and significance of the research
1. Objective of the research
a. To find out students’ reading habit at state Junior High School 14
pekanbaru.
b. To identify students’ reading comprehension at state Junior High
School 14 pekanbaru.
c. To identify significant correlation of students’ reading habit and
their reading comprehension.
2. Significance of the research
a. Theoritical Benefit
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The result of this research hopefully can be used to improve
reading skill, especially on students’ reading habit and reading
comprehension.
b. Practical benefit
1. For students
- The result of this research hopefully can be used as a
starting point to develop students understanding about
reading habit and reading comprehension.
- The result of this research hopefully can be used to increase
students reading habit in reading English material.
- Student hopefully will have a greater habit to read English
text.
2. For teachers
- The result of this research hopefully can be used by the
teacher as a starting point to improve reading
comprehension
- The result of this research hopefully can be used by the
teachers as a starting point to improve students reading
comprehension.
3. For other researchers
- The result of this research can be a reference for another
researcher in conducting further research about relationship
between reading habit and reading comprehension at
different level of students.
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F. Definition of the term
A. Correlation
According to Nunan (1992), correlation is a set of statistical
procedures for testing the strength or association between set scores.
Correlation is close to relationship or connection. In this research,
correlation is defined as the relationship between students’ reading
habit and reading comprehension.
B. Definition of Reading habit
According to Chettri and Rout (2013), habit is often considered in
term of amount of thing being done, the frequency of something that
we do as well as the average time spent on what we do. They also
stated that reading activity is regarded as a habit when it is repeatedly
carried out. When reading activity is carried out as regular activity by
the students, it will produce achievement of quality and their
education.
C. Definition of Reading Comprehension.
According to Chair (2002), Reading comprehension is the process
extracting and constructing meaning through interaction and
involvement with written language. In other words, reading
comprehension is the process that readers do in order to construct or
understand the meanings of the texts through reading activity.
D. Descriptive Text
According to Gerot (1994), Descriptive text is a text type that
describe a particular person, place or things.
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G. Reasons for Choosing The Title
There are some reasons why the writer is interested in carrying out
this research:
1. The title of the research is relevant with the writer’s status as a student
of English Education Department.
2. The title of this research (the problem investigated in this research) has
not been investigated by other previous researcher.
3. The location of the research facilitates the writer in conducting the
research.
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CHAPTER II
THEORITICAL FRAMEWORK
A. Reading Habit
Reading habits can be acquired by readers if they are frequently
read a book with any reasons that they have. When they get used to
read and search a book to read, reading can become their habit.
According to Grenne (2001,p.210) Reading habits can be achieved by
someone in younger age. If in young age, they formed reading habits it
will last long in their life. To form this reading habits is not simple as it
seems. Sometimes, some students or readers feelreading is a boring
activity. It happend because the first book that they read did not catch
their interest. It is important to reader to find a book that make them
interest in the content, so they will read and tend to finish it. If the
reader hooks into a book, they will try to find similar book or genre to
read and if it happens, reading will instantly become their habit.
In reading habits, frequency of reading or how many time students
read in one week is determined in their reading habits.Chettri and Rout
(2013,p.13) assert that reading habit is a reading activity which is done
recursively. In other words, based upon this view, reading can be
considered as a habit if it is done many times in a regular
way.Similarly, Iftanti (2012,p.154) also emphasizes that the key of
reading habit is repetition with respect to the desired reading behavior.
From this notion, reading habit is considered as the way in which
individuals repeat many times their reading activities so that it is
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absorbed into themselves as an enjoyable activity which is done with
full of awareness or sincerely.
Meanwhile, Iftanti (2015,p.365) state that since a habit of reading
is established by repeating the desired behavior, reading is practiced
regularly every day until it becomes the second nature to the learners.
Therefore, repetition of reading activities is the key of the
establishment of reading habits. Accordingly, in this study, “good
reading habits in English” refers to “behaviors of reading various kinds
of English reading materials which are regularly, permanently and
intentionally conducted so it becomes a part of the EFL students’ daily
activities”.
1. Definition of Reading Habit
Per Nilsen (2012,p.3) defines habit as “habit is behavior that has
been repeated until it has become more less automatic, enacted without
purposeful thinking, largely without any sense of awareness”. According
to Benyamin Gardner (2012,p.32), habit is an abstract theory, in habit
theory there is no single correct definition. In habit people are repeated
action without concerning why this self concept must happen.
A psychologist, Wendy Wood (2007,p.47) state that habit as an
integrated association between stimulus and response, and that association
sets up with goals during learning and performance. Habitual manner often
goes unnoticed and unconscious and it follow trough the same repeated
action regularly. In the american journal of psychology, is more or less
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fixed way of thinking, wiling, or feeling acquired through previous
repetition of mental experience. In term of habit, Meriam Webstern (2014)
dictionary also defines the word habit as follow: “An usual way of
behaving: something that person does often in a regular and repeated
way”. In other words habit is the process of behavior that goes
unconscious and become automatic that means that you are acquired habit.
For example, the habit looking both ways before crossing the street, it is
called habit.
According to Bashir Mattoo (2012,p.4) Behaviorist view habits as
routines of behavior that are repeated regularly and tend to occur
subconsciously. As a subconscious self concept, reading habits can help
students’ to gain academic achievement to a great extent. In term of
acquiring these habits of reading; they have to put these habits into
practice. Based on definitions above it can be said that as repeated actions,
habit involves a process of unconcious paattern. It reflects person’s
personality, good or bad, and they went constantly and regularly. Reading
habit will helps the learner obtaining and gaining a meaningful knowledge
and good academic performance in school.
2. The Purpose of Reading Habits

According to Ifshan Bashir (2007,p.2) There are some reading habits
purpose which have either positive or negative result. For purpose of
this topic, they are grouped into four segments they are ; hobbial,
recreational, concrentration, deviational.
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a. Hobbial
A hobby is an activity that creates joy and satsfaction in doing it.
The purpose of reading habit as a hobby make a reader
knowledgeable in so many areas, such as in educational, political,
religious, an economic. This purposes of reading habit are not only
for pleasure but also positive. Unlike others hobbes, reading is one
the most recommended one to shape readers personality skill. By
reading book particularly it can develop the knowledge of
vocabulary which helps in conversations. Reading as a hobby is
wonderful; it helps the readers to improve their ability to absorb
and to comprehend written material and help them to pursue a
better job. In other word, the more the students have a good
reading habit, the more the students can do their job to
comprehend. Moreover, Patel and Jain (2008, p.114) say that
reading habits not only help the student to get knowledge and
wisdom from the cultural of heritage, but are also very helpful in
passing for leisure period.
b. Recreational
A good reading habit for recretional makes the reader acquire more
knowledge in the classroom. Reading for relaxation is aimed to
cool the reader’s brain and to avoid mental fatigue; the example
activities on reading for relaxation are reading newspaper and
magazine.
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c. Concentration
One of the reading habit purposes is for concentration.
Concentration means that the readers acknowledge their reading
process to understand the meaning of passage. Reading for
concentration is recommended for use in school by stakeholders;
from the reading habit, we can see the positive result students in
the school.
d. Deviational
The last purpose of reading habit is deviational. This is only
reading habit which has a negative norm. The reader sometimes
pretends to read, and deviates from the actual reading. This should
be avoided by the students. If this reading habit attitude an
acquired by the student, it may lead to loss of interest in the
acquisition of knowledge.
3. The Aspect of Reading Habits
In gaining an effective reading habit, Julio Cesar (2011,p.59)
summarized six aspect of reading habit, they are: reading frquency,
books read, time spent on academic reading, time spent on non
academic reading, motivation in the family environments, motivation
in the academic environments.
1. Reading frequency
Reading frequency is used to measure students reading frequency
in their spare time.
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2. Books read
The number of books that the students have read in the last three
months will be included in the questionnaires.
3. Time spent on Academic Reading
It is considered the time that the students devote time to read
academic book especially for their specialist subject.
4. Time spent on Non-Academic reading
It discusses the amount of the time that the students used to read
non academic book, magazine, such as novel, fiction, romance,
horror, etc.
5. Motivation in the family environment
It focuses on the recommended book that is purchased by the
family based on the interest of the family.
6. Motivation in the Academic Environment.
It focuses on the frequency of students’ reading literature in their
school environment based on the teacher report.
4. Advantages of Reading Habits
In habitual reading; there are so many advantages that the student
can absorb. According to Bashir Mattoo (2012,p.2) Reading habit is
the powerful and long lasting tool in the development of students’
academic succes. The implications of applying reading as habitual
acivity are students can expand the knowledge, and increase focus and
concentration. Reading as a habitual activity also helps the student to
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pleasure their understanding, helps them become more intelligent, and
boost their vocabulary meaning.
Thanuskodi (2011,p.1) proposes several benefits of reading. He
said – the impact of reading in people’s live is extraordinarily
widespread. A reader can learn a new word, can be introduce to new
facts, new knowledgeabout the whole world and hestimulates to both
thought and emotion.
A more complete explanation stated by Steel jack (2008) . he
mentions several advantages of reading habit. They are: (1) habit of
reading helps the mind performs effectively, (2) habit of regular
reading helps us develop a good vocabulary. (3) habit of reading
reading means psychology activity. (5) Habitual reading helps readers
to have positive set of mind.
1. Habit of reading helps the mind performs effectively
To read frequently, people will have abilities to communicative
and think well. Acquiring reading habit will automatically active
neourons and make it always in a good shape. People who exhibit
habit of daily activity will help them perfom effectively in front of
public.
2. Habit of regular reading helps us develop a good vocabulary
Habitual reading develops their alertness in identifying error in a
sentence. The people who often read have much vocabulary. They
will have specific information about the meaning of the word
andthey are able to predict the meaning based on contect. They
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also will be better in understading the message that the writer
trying to convey.
3. Habitual reading boosts intellectual curiousity.
Regular habit of reading exposes a reader to read a variety of a
book. Habitual reading also helps the readers to understand the
complexity of different books. A reader become knowledgeable
about various literacy skills and leads the reader to think
independently and critically.
4. Habitual reading means a psychological activity
Regular habit as a psychological activity means a reader links with
their mind to feel the writers’ imagination. The reader previews the
story and goes into it and absorbs as the story goes on. The reader
uses their mind to figure out the scheme of story, to feel the writers
feeling and to experience the differences of personal players.
5. Habitual reading helps readers to have a positive set of mind
Efficient frequent readers should be active, positive mind set and
critical. The reades should give feedback quickly to the material as
a respond to what they have read. They should also get the
summary and make aa critical judgment from the material.
To conclude, here are some important benefits for reading
habit activities. By implementing habitual reading, readers are able
to train their mind in the context of helping brain to work
effectively. Habitual reading enriches readers vocabulary in
various literalcy skills. The readers are also able to read critically,
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effectively and positively. Morever, reading habit make the readers
open up their mind and helps them become more intelligent.
B. Reading Comprehension
1. The Nature of Reading Comprehension
According to Ralph (2009,p.36),Reading is defined as a
process of thinking which requires a response from the reader. It
may be through making generalization, drawing new inference and
planning succeeding steps based on what was read. Reading can be
seen as an interactive process between a reader and a text which
leads to automaticity or reading fluency. In this process, the reader
interacts dynamically with the text as he tries to elicit the meaning
and where various kinds of knowledge are being used: linguistic or
systemic knowledge (through bottom-up processing) as well as
schematic knowledge (through top-down processing).
Zint and Maggart in Ralph Blay (2009,p.6) defined
comprehension as the ability to build relevant ideas from
individual words to read in a particular context. The ability to
comprehend a text while the students are able to interpret the
experience related to new information to what is already known by
asking cognitive questions and being able to find answers to them;
a normal state, the absence of confusion.
Comprehension is multi components that involves many
interactions between reader and what they brings to the text, as
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well as variable related to text itself. According to Jannette
(2007,p.2) reading comprehension is the process of constructing
meaning by coordinating a number of complex words, that whole
words is included in a sentence.
According to Richard (1997,p.443) reading comprehension
perceives a written text in order to understand the content. It is the
ability to find out the information presented in written form even
the information is explicity stated or not in passage. In reading
comprehension, the reader interact with the message in the text to
generate an understanding of writter’s message.
2. Purposes of Reading
Braten and Stromso (2007,p.168) said that the characteristic
of the efficient reader is he/she can extend the purpose of his/her
reading. The readers’ purpose actually plays an important role in
determining how the readers read a text. Some people might read
to get general idea (reading an essay, articles, chapters, etc); They
specify the information they can get from the source. The people
might also read to extract a spesific detail as in reading a phone
book, an instruction sign, and warning sign. Some other might read
for their happiness, such as in reading novel, short stories, etc.
Henry Guntur Tarigan (1995,p.9) mentions seven purposes
on reading, they are :
a. Reading for details and fact is reading to know what is done by
the subject of the story.
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b. Reading for main ideas is reading to get the problem statement.
c. Reading for sequences of organization is reading to know each
part of the story.
d. Reading for inference is reading to know what is the writer
mean by its story.
e. Reading for classifying is reading to find unusual things.
f. Reading for evaluating is reading to know the value of the
story.
g. Reading for comparing is reading to compare the way of life of
the story with the life of reader.
3. Factor Influencing Students’ Reading Comprehension
Reading comprehension refers to the ability of a reader to construct
meaning from the text. Expected levels of reading comprehension
vary throughout a reader’s lifespan.
The factors of students’ reading comprehension are:
a. Decoding and word recognition speed.
According to Anderson, Hiebert, Scott, & Wilkinson
(1985,p.46) Decoding refers to the reader’s ability to make
sense of letter sound relationships, including proper word
pronunciation and noticing common letter combinations, in
order to quickly recognize familiar words. Readers who
experience difficult with decoding and recognizing words read
at a much slower pace and find it more difficult to comprehend
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the meaning of reading passages than the peers without
decoding difficulties.
b. Vocabulary
Vocabulary breadth can also have an impact on reading
comprehension. According to Oulette (2006,p.66) Readers use
decoding skills to figure out the pronunciation and approximate
meaning of words they haven’t seen before, but this process
takes far more time than recognition of familiar word.
Individuals with a wider vocabulary can interpret the meaning
of reading passages faster and more thoroughly than
individuals who must guess at the meanings of unfamiliar
words based on context clues.
c. Attention and motivation
The reader’s attention and motivation are integral to reading
comprehension. According to Dornyei (2001,p.9) the meaning
of motivation is so complicated because it is composed of
different models and theories. Teachers can supply an exciting
and relaxed environment to increase their learners’ reading
comprehension. By using various genres, they are able to make
a more attractive atmosphere for students. In fact the teachers
are as models and motivators.
d. The quality of reading material
The quality of writing can also affect reading comprehension.
Text that is poorly organized and difficult to understand can
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slow reading speed and significantly hinder reading
comprehension. According to Denish (2008,p.41) Poor quality
writing may slow decoding speed, as well as syntactic
recognition and sentence comprehension. Poor quality reading
material can also cause readers to lose motivation while
reading, which negatively affects the reader’s comprehension
of the text.
4. Levels of Reading Comprehension
Three levels of reading comprehension are mentioned by Arthur
Heilman (1981,p.246), They are literal comprehension, inferential
comprehension, and critical comprehension.
a. Literal Comprehension
Literal Comprehension refers to information explicitly stated in
the written text. As a basic level, the readers are needed the
abilities to understand meaning of words before recognizing
details message, then the readers are required to link the
grammar theories with the main ideas presented in the passage.
In the last step in literal comprehension, the readers are needed
to sequence all the information stated in the passage.
b. Inferential Comprehension
The inferential comprehension is the process how a readers
derives an implicit idea in the passage. The reader needs the
abilities to detect mood of the material such as the authors’
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tone, purpose and attitude, to make generalization, to see the
relationship, and to draw conclusion in the end of a story. A
reader is requuired to think harder when applying this
comprehension level.
c. Critical Comprehension
Critical comprehension is a higher thinking level of reading.
The reader should be actively reacting to the information
presented by the authors. The reader are needed the ability to
analyze the information and link those information to their
background knowledge. Further, the readers evaluate the value
of its information and give personal judgements as a feedback
to the author.
5. Strategies of Reading
There are so many strategies in reading techniques. Grellet
(1999,p.4) proposes the wayof reading; he defines the strategies of
reading into several points. They are skimming, scanning, intensive
and extensive.
a. Skimming
In skimming, readers are reading rapidly over a text in order to
get main point. In other word, skimming is a process of over
viewing the general concept of the material; it can be started
by selecting sub chapter move to larger content material.
Skimming permits reader to preview the next to get the scheme
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of a text not to read word by word. For example reading news
paper, people dismiss unimportant material and quickly
identify main idea. People usually do skimming in a multiple
speed because of limited time.
b. Scanning
Scanning is quickly scanning through a text to find a spesific
words, numbers and steps. The concept of scanning can be
defined in this way, in scanning the eye glances over the
materia aimed to find spesific information. In other words,
scanning means readers search through the material for a
spesific purpose, e.g finding the answer to question, and
seeking words in dictionary or prices in a catalogue.
c. Intensive
Intensive seems to be stigmatized by some researcher as a
boring style of reading, because the readers need to find the
details of the information required. Intensive reading usually
read at the slower speed; the aim of scanning is to read shorter
texts and to extract spesific information.
d. Extensive
Extensive reading is to read a longer passage, the aim of
extensive reading usually for one’s enjoyment. This extensive
reading also called as a fluency activity and it includes an
overall meaning from the passage. Extensive reading means to
read abundantly and fluently. The purpose of this strategy is for
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pleasure and the primary goal in extensive reading is reading
books after books e.g reading novel, short stories, and article.
6. The Component of Reading Comprehension
According to Malsi (2012,p.76), There are five components that
may help the students to read carefully.
a. Find factual information
Factual information requires readers to scan specific details.
The types question of factual information such as question type
of reason, purpose, result, comparison, identity, time, and a
mount in which most of the answer can be found in the text.
b. Main Idea
It is a statement that tells the author’s point about the topic. The
main idea provides the message of a given paragraph or the
argument that is being made about the topic.
c. Reference
In English, as in other language it would be clumsy and boring
to repeat the same word of phrase every time it has a reader
uses it. Instead of repeating the same word or phrase several
time it has been used, we usually refer to it rather than repeat it.
References words are usually short and are frequently
pronouns, such as it, she, it’s, those, and so on.
d. Inference
The important thing is needed in reading is understanding.
Write use language efficiently and recognize what can be
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inferred from their sentence. In this case, an efficient reader is
able to understand those implications.
C. Descriptive Text
Descriptive text is a text which says what a person or a
thing is like. Its purpose is to describe and reveal a particular
person, place, or thing. Anderson (1998,p.7) defines descriptive
text as painting pictures with words. By reading adescriptive text,
readers feel that they see the description just like they see pictures.
Descriptive text has the purpose to describe an object or a person
that the writer is interested in.
Descriptive texts include an introduction followed by an
ordered outline of the features of the thing being described and
there may be evaluative comment throughout. Hogins in Sherly
Deswita (1975,p.235) Purpose a descriptive text is essentially a
description that classifies and describes things in general and
specific terms. Descriptive texts draw attention to the
characteristics of a particular thing
Gerot and Peter (1994,p.208) mention that descriptive text
has two parts of generic structure. First is the identification which
is the introductory statement introducing general classification of
the things being described. The second is the description. This part
describes the description of the general classification mentioned
before.
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Gerot and Peter (1994,p.210) also state there are three
language features used in descriptive text. First is the use of
attributive and identifying process. Second is the use of adjective
and classifiers in nominal group. Last is the use of simple present
tense.
The example of descriptive text.
Identification Barong dance drama is one of the most popular

dances in Bali.
The dance enacts a battle between good and evil.

Description The dancers appeal to the spirit world during
performance. The barong dance-drama is believed
to exorcise evil spirits from the village. The barong
dance-drama depict a struggle between the witch
rangda and the barong, a mythical and benevolent
beast.
(adapted from English Learning Handout by M Mursyid
2011,p.7)
D. Relevant Research
Some investigations were conduted by researchers dealing with
reading. First, The research was administered by Riva Irmawati(2015)
entitled The Correlation between Curiousity and Reading
Comprehension in Learning English at MTS Darul Hikmah
Pekanbaru. She concludedthat there is significance correlation
between the students' curiosity and their reading comprehension in
learning English at the second year student of MTs Darul Hikmah
26
Pekanbaru. Because after analyzed the data in the previous chapter, the
writer found that whether in level significance 5% and 1% the rch is
higher than rtable. It was calculated that 0. 361< 0.789 > 0.463, that is
way alternative hypothesis (Ha) is accepted and hypothesis (Ho) is
rejected.
The similarities of this research and my research are the variable of
both researcher are similar. And this research used Test to measure
Students’ Reading Comprehension and also used descriptive
quantitative reseach as a research design.
The differences between our research are the researcher do not
investigated students’ reading habit. But, Riva’s research used simple
random sampling to collected the data, while the researcher use cluster
random sampling to collect the data.
The second research deals with the correlation research by Zehra
Kartal (2011). She conducted The Relationship between Students’
Reading Habit and Their Writing ability of SMA Pribadi Depok. She
concluded that reading habit has high influence on students’ writing
ability. It can be stated that student who has good reading habit has
good writing skill too: whereas, the student who has poor reading habit
tends to have poor writing ability in term of narrative text. It is proven
by the Pearson Product Moment correlation coefficient result which 58
the score is 0.610 which is higher than r table value ( = 0.610> ( ) =
0.304 and = 0.610> ( ) = 0.393). Furthermore, reading habit has
37.21% contribution in the students’ narrative writing ability.
27
The similarities of the researcher as this research is they have same
of variable X, our variable X is reading habit. And this research also
used questionnaire tu measure students reading habit and descriptive
quantitative reseach as a research design.
The differences among them is in the variable Y. The research of
Zehra does not investigated about reading comprehension. The
research Zehra used random sampling technique to collected the data
of the students.
E. Operational Concept
According to Syafi’i (2011), operational concepts are derived from
related theoretical concepts on all of the variables that should be
practically and empirically operated in a research paper. It means that
it is used to give explanation about theoretical framework in order to
avoid misunderstanding and misinterpretation on the research.
The operational concept is a concept as a guidance uses to avoid
misunderstanding. It should be interpreted into particular words in
order to make it easy to measure. In this operational concept, the writer
would like explain briefly about variables of the research itself. There
are two variables uses. The first is about student’s reading habits in
which is known as independent variable or variable X; the second is
students’ Reading comprehension which is known as dependent
variable or variable Y.
According to Julio Cesar (2011) “X” variable can be seen in the
following indicators:
28
1. The amount of reading books that the students do.
2. The students read academic readings books
3. The students read book frequently
4. The students read non academic reading books
5. The students get motivated in reading from family environment
6. The students get motivated in reading from academic environment
While the indicators of variable Y (reading comprehension)
According to Malsi (2012) and based on English Subject syllabus on 2013
curriculum, the indicators to define students’ reading comprehension can
be drawn as follow :
1. Students are able to determine the communicative purpose of
the text.
2. Students are able to identify the generic structures of the text.
3. Students are able to determine the factual information from the
text.
4. Students are able to determine the main idea of the text.
5. Students are able to determine the reference of the text.
6. The students are able to determine the inference of the text.
F. Assumption and Hypothesis
1. Assumption
a. The students have different reading habit
b. The students have different reading comprehension
29
c. The higher students’ reading habit, the higher students’ reading
comprehension and The lower students’ reading habit, the lower
student’s reading comprehension.
2. Hypothesis
a. Alternative hypothesis
There is significant relationship between reading habit and their
reading comprehension at the seventh grade of junior high
school 14 pekanbaru.
b. Null hypothesis
There is no significant relationship between reading habit and
their reading comprehension at the seventh grade of junior high
school 14 pekanbaru.
30
CHAPTER III
Method of the Research
A. Method of the research
This research is a correlational research. This research consists of
two variables independent (X) and dependent (Y). This research tries to
investigate the relationship between students’ Reading Habit and Their
Reading Comprehension at the Seventh Grade of Junior High School 14
Pekanbaru. There are two variables in this research, independent and
dependent variable. Students’ Reading Habit is as independent variable
and Reading Comprehension is as the dependent variable.
In conducting the research, the writer prepared a questionnaire to
measure the students reading habit as “X” and Test to find out the reading
comprehension that symbolized as “Y” variable.
B. Time and Location of this research
This research was conducted at state Junior High School 14 Pekanbaru
located which is on Hangtuah street. This research was conducted March
2019.
C. Subject and Object of this research
The subject of this research is the seventh grade students of Junior High
School 14 Pekanbaru. The subject is 1 class that consist of 35 students.
The Object of this research is the relationship between reading habits and
their Reading Comprehension at First year of Junior High School 14
Pekanbaru.
31
D. Population and Sample of this research
1. Population
The population of this research was the seventh grade students of Junior
High School 14 Pekanbaru. The total number of population was 280
students divided into eight classes.
Table III.1
The Total Population of Seventh Grade Students of Junior High
School 14 Pekanbaru
NO Class Number of
the students
1 VII.1 35
2 VII.2 35
3 VII.3 35
4 VII.4 35
5 VII.5 35
6 VII.6 35
7 VII.7 35
8 VII.8 35
TOTAL 280
2. Sample
The population of this research is 280 students. According to
Suharsimi Arikunto (2006) if the total population is less than 100, it is
better to take all of them as the sample but if the total populations are
more than 100 students. The sample can be taken between 10-15 % or
32
20-25%. Because the population is too large, the writer will take 20%
of the population as the sample. So, the researcher will take 56
students as the sample of the research.
To take the ones who will be the sample, the research will use
simple random sampling. According to Fraenkel, wallen and Hyun
(2012,p.43), if the population is large, simple random sampling is best
to obtain a sample representative of the population of interest. In line
with this statement, Sugiyono (2013) adds random sampling can be
used if the number of population is assumed homogenous.
In addition, to choose the selected ones which will be the sample
from each class, the researcher will use lottery technique, where the
one who gets the piece of paper containing number will be the sample.
E. Data Collection Technique
In order to get data for this research, the writer applied the technique as
follow:
1. Questinonnaire
In this research, the writer distributes the questionnaires to the
students aim at knowing their reading habit score. Before giving the
questionnaire to the students, According to Siregar (2014,p.10),
questionnaire is technique of collecting information to learn person’s
attitude, beliefs, habits, behaviours and characteristics toward certain
object. The scale of measurement for attitude is likert scale, in which
students will be asked to choose one of the responses ( strongly agree ,
agree , neither, disagree , strongly disagree. As stated by Siregar
33
(2014,p.13) likert scale used to measure attitude, opinion and
perception of individual or group of individual about social
phenomena.
In conclusion, to measure student’s reading habit, the simple way
to is use questionnaire, which uses likert scale because it deals with
student’s habit and their preference among activities, hobby or other
aspects.
The questionnaire is formulated from to several indicators from
julio cesar’s theory about reading habit aspects they are: reading
amount of books, academic reading, reading frequency, nonacademic
reading, motivation in the academic environment, and motivation in
the family environment. The following table present the indicator used
by the writer in questionnaire:
Table III.2
Reading Habit Indicators
No Reading habit (X) Indicators Item Number
1 Reading amount of book 1,2,3,4
2 Academic reading 5,6,7,8
3 Reading frequency 9,10,11,12
4 Non academic reading 13,14,15,16
5 Motivation in the academic 17,18,19

environment
6 Motivation in the family 20,21,22,23
environment
Total 23
34
Table III.3
Score of Reading Habits Questionaire
Scale Score
Strongly Agree (sangat setuju) 5
Agree (setuju) 4
Neither (tidak juga) 3
Disagree (tidak setuju) 2
Strongly Disagree (sangat tidak 1

setuju)
2. Test
This technique is use to find out the students’ score in reading
comprehension. According to Brown (2003,p.3), test is method of
measuring a person’s ability, knowledge, or performance in a given
domain. So, the researcher will use the reading test to purpose to
pinpoit strength and weakness students’ reading comprehension. The
researcher will make 25 questions, so the students should answer the
entire questions
Table III.4
Reading Comprehension Indicator
No Reading Comprehension (Y) Item Numbers
Indicators
Students are able to determine the 1,7,13,19,25

1 communicative purpose of the text.
Students are able to identify the 2,8,14,20,26
2 generic structure of the text.
35
3 factual information from the text.
4 main idea of the text.
5 reference of the text.
The students are able to determine the 6,12,18,24,30
6 inference of the text.
Total 30
After the students do the test, the researcher then takes total score from
the result of reading test. The classification of the students’ score is as
follows (Arikunto, 2011)
Table III.5
The Classification of Students’ Score
Score Category
Very Good
80-100
Good
66-79
Enough
56-65
Less
40-55
Fail
30-39
F. Data Analysis Technique
In this research, the writer conducted used questionnaire to score students
reading habit. Then, the writter conducted test to measure their reading
comprehension score. The independent variable of this research is the
students’ reading habit (variable X) and the students Reading
36
Comprehension is the dependent variable (Y). According to Hartono
(2012, p.77), to analyze the relationship between students reading habit
and their reading comprehension, the researcher will use product moment.
He said this technique can be used if the data is continue, homogenous,
and linear regression. In order to get easy in analyzing the data, the
rearcher will use SPSS 21 Program.
G. Validity and Reliability
1. Validity
Cresswell (2011) stated that validity is the individual’s score from an
instrument that make sense, meaningful; enable you, as the researcher,
to draw conclusion from the sample you are studying to the population.
It means that validity is the extent to which inference made from
assessment results are appropriate, meaningful, and useful in the terms
of the purpose of the assessment.
a. Validity of Questionnaire
In this research, the researcher used constructed validity.
Siregar (2013) described that construct validity means the validity
that relates to the ability of instrument which is used to measure
psychological construct such us intelligence, motivation, anxiety,
and critical thinking as in this research.
To analyze the validity of the questionnaire, the researcher
conducted a try out to 30 items by handing them to 28 students who
are not included in the research sample. The researcher used SPSS
37
21.0 program to analyze the data. The researcher compared r value to
rt at significant level of 5% is 0.222 (d=N-2=28). The r value of each
item should be higher than the rt to be considered as a valid question.
If the value of r on the analysis of less than r table, it can be
concluded that these items are not significantly correlated with the
total score (declared invalid) and must be removed or corrected.
The result of the analysis showed that there were 24 questions
accepted or valid and the others were rejected or invalid, 24
statements are valid and the rest are dropped. The dropped items are
statement number 19. These items were dropped because the scores
are under 0.222. Thus, there are 42 items of questionnaire used to
test students’ critical thinking disposition.
Table III.6
Validity of Reading Habit Questionnaire
Item No R. Value T. Table Status

Statement 1 ,358 0,222 Valid
Statement 19 ,202 0,222 Invalid
38
b. Validity of Reading Comprehension Test
To analyze the validity of the reading comprehension test,
the researcher conducted a try out to 30 items by handing them to
28 students who are not included in the research sample. The
researcher used SPSS 21.0 program to analyze the data. The
researcher compared r value to rt at significant level of 5% is 0.222
(df=N-2=28). The r value of each item should be higher than the rt
to be considered as a valid question. If the value of r on the
analysis of less than r table, it can be concluded that these items are
not significantly correlated with the total score (declared invalid)
and must be removed or corrected.
The result of the analysis showed that there were 25
questions accepted or valid and the others were rejected or invalid,
25 questions are valid and the rest are dropped. The dropped items
are statement number 11,12,18,24,30. These items were dropped
because the scores are under 0.222. Thus, there are 24 items of
questionnaire used to test students’ critical thinking disposition.
39
Table III.7
Validity of Reading Comprehension Test
Item no R.Value T.Table Status
Question1 ,409 0,222 Valid
Question11 ,202 0,222 Invalid
40
2. Reliability
Reliability has to do with accuracy of measurement. This kind of
accuracy was reflected in obtaining the similar results when
measurement was repeated on different or by different person. The
characteristic of reliability is sometimes termed consistency (Brown,
2003). And this research is internal consistency reliability. According
to Crasswell (2012), internal consistency reliability is the instrument
administered once; using one version of the instrument. The table
below is the categories of reliability test used in determining the level
of reliability of the test.
The level of Acceptable Reliability
No Reliability Validity
1 >0.90 Very High
2 0.80-0.90 High
41
3 0.70-0.79 Reliable
4 0.60-0.69 Marginally/Minimally
5 <0.60 Unacceptable low
(Cohen,Manion,&Morison,2007, p.506)
a. Reliability of Reading Habit
To obtain the reliability of the reading comprehension test,
the researcher used SPSS 21.0 Program to find out whether the
questionnaire was reliable or not.
The Reliability Statistic of the Reading Habit Questionnaire
Cronbach’s Alpha N of Items

,912 24
From the table above, it can be seen the value of
Cronbach’s alpha is 0.912. The value is higher than the standard
Cronbach’s alpha which is 0.60. Therefore, it can be concluded the
questionnaire is reliable, and the level of reliability is very high.
b. Reliability of Reading Comprehension
To obtain the reliability of the reading comprehension test,
the researcher used SPSS 21.0 Program to find out whether the
questionnaire was reliable or not.
Reliability Statistic of Reading Comprehension Test
Cronbach’s Alpha N of Items

,881 30
From the table above, it can be seen the value of
Cronbach’s alpha is 0.881. The value is higher than the standard
42
Cronbach’s alpha which is 0.60. Therefore, it can be concluded the
test is reliable, and the level of reliability is high.
H. Technique of Data Analysis
For the technique of data analysis, the researcher applied a
quantitative analysis. According to Nunan (2002), quantitative research
describes a research problem through a description of trends or a need for
an explanation of the relationship among variables by collecting numeric
data from a large number of people using instruments with preset
questions and responses.
The researcher used some techniques to answer the research
questions as follows:
1. To analyze the data of the students’ critical thinking, the researcher
used following formula based on (Ridhuan , 2011, p.40)
𝑓
P = 𝑁 × 100%
Where:
P=Number of Percentage
F=Frequency
N=Number of Sample
Riduwan (2011, p.41) indicated the scale to classify the gained
percentage of questionnaire as follows:
No Percentage Category Level
1 81%-100% Very High
2 61%-80% High
3 41%-60% High Enough
43
4 21%-40% Low
5 0%-20% Very Low
2. For the data of reading comprehension, the score was scored by using
following formula:
Where :
∑x = Total of students score

N = Total of students
Classification for students’ reading comprehension can be seen below:

The Scale of the Students’ Reading Comprehension
No Score Category
1 80-100 Very Good
2 66-79 Good
3 56-65 Enough
4 40-55 Less
5 30-39 Fail
Adopted from (Arikunto,2013,p.281, Dasar dasar Evaluasi

Pendidikan)
3. To analyze the correlation between students’ critical thinking and their
reading comprehension of analytical exposition, the researcher used
pearson product moment correlation coefficient (r) by SPSS 21.0
program for windows. The product moment correlation coefficient was
obtained by considering the degree of freedom (df) = N-nr, ( N=
44
number of sample, nr = number of variable) Statistically, the
hypotheses are:
Ha: ro > rt = If ro value is higher that rt, Ha is accepted. It means
that there is a correlation between students’ critical thinking
disposition and reading comprehension of analytical exposition.
Ho : ro < rt = if ro value is higher that rt, Ha is accepted. It means
that there is no correlation between students’ critical thinking
disposition and reading comprehension of analytical exposition.
Then, the strength of correlation is interpreted based on coefficient
correlation in the table below:
The Interpretation of Correlation Coefficient
r =.10 to .29 or r = –.10 to –.29 Small
r =.30 to .49 or r = –.30 to –.4.9 Medium
r =.50 to 1.0 or r = –.50 to –1.0 Large
Adopted from (Pallant,2005,p.126)
45
CHAPTER IV
DATA PRESENTATION AND ANALYSIS
A. Data Presentation
There were two instrument used in this research. They were a
questionnaire and a test. The questionnaire was used to measure the
reading habit of the students (x variable), and the test was used to measure
the reading comprehension of the students (y variable).
1. Data Presentation of Students’ Reading Habit
In collecting the data of students’ critical thinking, the researcher used
questionnaire. The items of the questionnaire were constructed based
on indicators of critical thinking by Fecione (2000), that have been
widely used to measure critical thinking disposition. The total number
of the items of the questionnaire was 42. The result of the analysis of
each item of the questionnaire is as follows:
Table IV.1
I read many books of various genre in 3 months
No Alternative F P
Strongly agree 0 0%
Agree 0 0%
Neither 44 78,6%
Disagree 12 21,4%
Strongly disagree 0 0
Total 56 100%
Table IV.1 shows that from 56 respondent, 78,6% answered “neither”, 21,4% of
respondents answered “disagree”. And there is no respondent answered “strongly
disagree, agree, and strongly disagree “.
46
Table IV.2
I read Science, Technology, Mathematics and other literature
because I like to discover new things
No Alternative F P
Strongly agree 7 12,5%
Agree 17 30,4%
Neither 25 44,6%
Disagree 7 12,5%
Strongly disagree 0 0%
Total 56 100%
Table IV.2 shows that from 56 respondent, 12,5% answered “strongly agree”,
32,1% of respondents answered “agree”, 44,6% of respondents answered
“neither”, 10,7% of respondents answered “disagree” . And there is no respondent
answered “strongly disagree“.
Table VI.3
Thickness, Font size, Illustrations and etc greatly influence the reading that I
choose
No Alternative F P
Agree 19 33,9%
Neither 19 33,9%
disagree 11 19,6%
Total 56 100%
Table IV.4
I like to read books when I'm free
No Alternative F P
Agree 22 39,3%
neither 26 46,4%
disagree 4 7,1%
Total 56 100%
47
Table IV.5
I underlined the important things in the textbook when I read
No Alternative F P
Agree 19 33,9%
neither 19 33,9%
disagree 6 10,7%
Total 56 100%
Table IV.6
I noted when the teacher was explaining the contents of the
textbook
No Alternative F P
Agree 19 33,9%
neither 25 44,6%
disagree 2 3,6%
Total 56 100%
48
Table IV.7
I wrote again the text notes in my own language
No Alternative F P
Agree 20 35,7%
neither 31 55,4%
disagree 3 5,4%
Total 56 100%
Table IV.8
I like to read related sources before the lesson starts
No Alternative F P
Agree 15 26,8%
neither 30 53,6%
disagree 8 12,5%
Total 36 100%
Table IV.9
every night I study regularly for at least 1 hour
No Alternative F P
agree 15 26,8%
neither 25 44,6%
disagree 9 16,1%
Total 56 100%
49
Table IV.10
I read in the same times and the same place
No Alternative F P
agree 16 28,6%
neither 28 50,0%
disagree 5 8,9%
Total 56 100%
Table IV.11
I read in the quite place and no interference
No Alternative F P
agree 21 37,5%
neither 16 28,6%
disagree 7 12,5%
Total 56 100%
50
Table IV.12
I makes some questions for checking my understanding
No Alternative F P
agree 17 30,4%
neither 26 46,4%
disagree 10 17,9%
Total 56 100%
Table IV.13
I read and connected the new information with my understanding
No Alternative F P
Agree 25 44,6%
Neither 19 33,9%
Disagree 5 8,9%
Total 56 100%
Table IV.14
I transleted the main idea with my own words
No Alternative F P
agree 14 25,0%
neither 23 41,1%
disagree 8 14,3%
Total 56 100%
51
Table IV.15
I read and compare the information from the one novel and others
novel.
No Alternative F P
agree 15 26,8%
neither 23 41,1%
disagree 16 28,6%
Total 100 100%
Table IV.16
I prepared the stationary before I read
No Alternative F P
agree 22 39,3%
neither 14 25,0%
disagree 7 12,5%
Total 100 100%
52
Table IV.17
I am one of the children who likes to read in my family
No Alternative F P
agree 13 23,2%
neither 28 50,0%
disagree 8 14,3%
Strongly disagree 1 1,8%
Total 56 100%
“neither”, 12,5% of respondents answered “disagree”, and 1,8 answered “strongly
disagree”.
Table IV.18
family encouraged me to read rather than have to play in my spare
time
No Alternative F P
agree 30 53,6%
neither 14 25,0%
disagree 2 3,6%
Total 56 100%
Table IV.19
I felt calm in the test because I was used to reading at home
No Alternative F P
agree 23 41,1%
neither 23 41,1%
disagree 8 3,6%
Total 56 100%
53
Table IV.20
I read for my academic succes
No Alternative F P
agree 19 33,9%
neither 17 30,4%
disagree 0 0%
Total 56 100%
“neither”. And there is no respondent answered “disagree and strongly disagree“.
Table IV.21
I read a lot to increase my knowledge
No Alternative F P
agree 25 44,6%
neither 11 19,6%
disagree 4 7,1%
Total 56 100%
Table IV.22
I read to get a good score
No Alternative F P
agree 20 35,7%
neither 16 28,6%
54
disagree 3 5,4%
Total 56 100%
Table IV.23
I read because of my own desire
No Alternative F P
agree 29 51,8%
neither 7 12,5%
disagree 0 0%
Total 56 100%
“neither”. And there is no respondent answered “disagree and strongly disagree“.
Students Reading Habit Score
No Student No Score
1 Student1 81
2 Student2 75
3 Student3 54
4 Student4 65
5 Student5 75
6 Student6 54
7 Student7 67
8 Student8 55
9 Student9 65
10 Student10 70
11 Student11 75
12 Student12 65
13 Student13 78
14 Student14 66
15 Student15 72
16 Student16 70
17 Student17 70
18 Student18 68
55
19 Student19 77
20 Student20 67
21 Student21 71
22 Student22 67
23 Student23 65
24 Student24 55
25 Student25 62
26 Student26 80
27 Student27 78
28 Student28 73
29 Student29 70
30 Student30 71
31 Student31 67
32 Student32 70
33 Student33 66
34 Student34 70
35 Student35 70
36 Student36 71
37 Student37 68
38 Student38 71
39 Student39 71
40 Student40 77
41 Student41 73
42 Student42 76
43 Student43 71
44 Student44 73
45 Student45 70
46 Student46 71
47 Student47 72
48 Student48 71
49 Student49 65
50 Student50 76
51 Student51 85
52 Student52 87
53 Student53 77
54 Student54 76
55 Student55 72
56 Student56 75
Total 3952
Mean 70,6
To make it clear, the researcher makes up the interval score distribution of
the students’ critical thinking score. To find the interval, the researcher computed
the range of score. Then, the range was divided by class interval.
56
The following chart is the data of interval score distribution of critical
thinking
25
20
15
10
0
54-58 59-63 64-68 69-73 74-78 79-83 84-88
It can be seen, at interval score of 54-58, there is 4 student. At interval
score of 59-63, there are 1 students. At interval score of 64-68, there are 13
students. At interval score of 69-73, there are 22 students. At interval score of 74-
78, there are 12 students. At the interval score of 79-83, there are 2 students. And
at the interval 84-88, there is 2 student.
Meanwhile, below the researcher present the percentage of the students’
interval score distribution.
The Percentage of the Interval Score Distribution of the Students’ Reading Habit
It can be seen, at interval score of 61-64, there are 2% percent. At the
interval score of 65-68, there are 21%. At the interval score of 69-72, there are
34%. At the interval score of 73-76, there are 30%, at the interval of 77-80, there
57
are 9%. At the interval score of 81-84, there are 4%, and at the interval score of
85-88, there are 4%.
The Percentage of Interval Score Distribution of Students’ Reading Habit
54-58 59-63 64-68 69-73 74-78 79-83 84-88
4% 4%
2%
7%
21%
23%
39%
2. Data Presentation of Students’ Reading Comprehension
In collecting the data of students’ reading comprehension, the
researcher took from the result of the students’ test. It can be seen in
following table.
No No respondent Score
1 Students1 96
2 Students2 80
3 Students3 64
4 Students4 72
5 Students5 88
6 Students6 48
7 Students7 72
8 Students8 48
9 Students9 56
10 Students10 80
11 Students11 68
12 Students12 52
13 Students13 80
58
14 Students14 64
15 Students15 72
16 Students16 60
17 Students17 80
18 Students18 80
19 Students19 64
20 Students20 76
21 Students21 76
22 Students22 64
23 Students23 68
24 Students24 64
25 Students25 84
26 Students26 72
27 Students27 88
28 Students 28 84
29 Students29 80
30 Students30 64
31 Students31 86
32 Students32 72
33 Students33 76
34 Students34 76
35 Students35 72
36 Students36 80
37 Students37 80
38 Students38 72
39 Students39 76
40 Students40 72
41 Students41 80
42 Students42 72
43 Students43 72
44 Students44 80
45 Students45 80
46 Students46 76
47 Students47 80
48 Students48 76
49 Students49 76
50 Students50 68
51 Students51 72
52 Students52 76
53 Students53 68
54 Students54 80
55 Students55 76
56 Students56 84
Total 4122
Mean 73,6
59
The Frequency of Students Reading Comprehension
25
20
15
10
0
48-54 55-61 62-68 69-75 76-82 83-89 90-96
It can be seen, at interval score of 48-54, there are 3 students. At interval
score of 55-61, there are 2 students. At interval score of 62-68, there are 11
students. At interval score of 69-75, there are 11 students. At interval score of 76-
82, there are 23 students. At the interval score of 83-89, there are 5 students. At the
interval score of 90-96, there are 1 students.
The Percentage of the Interval Score Distribution of the Students’ Reading

Comprehension
48-54 55-61 62-68 69-75 76-82 83-89 90-96
2% 5%
3%
9%
20%
41%
20%
It can be seen, at interval score of 48-54, there are 5% percent. At
the interval score of 55-61, there are 3%. At the interval score of 62-68,
60
there are 20%. At the interval score of 69-75, there are 11%, at the interval
of 76-82, there are 48%. At the interval score of 83-89, there are 11%. And
at the interval score of 90-96, there are 2%.
3. Data Presentation of Students’ Reading Habit and Reading
Comprehension
No Students no Score
Reading habit Reading

comprehension
1 Students 1 81 96
2 Students 2 75 80
3 Students 3 54 64
4 Students 4 65 72
5 Students 5 75 88
6 Students 6 54 48
7 Students 7 67 72
8 Students 8 55 48
9 Students 9 65 56
10 Students 10 70 80
61
Total 3952 4122
Mean 70,6 73,6
4. Normality Test
The normality test was used to know whether the distribution of
the data was normal or not. Then, the researcher used SPSS 21.0 for
normality test. The following table shows the normality test result for
variable X (students’ reading habit) and variable y (students’ reading
comprehension)
One-Sample Kolmogorov-Smirnov Test
Reading Reading
habit Comprehension
62
N 56 56
Normal Mean 70,59 73,29

a,b
Parameters
Std. Deviation 6,752 9,376
Most Extreme Absolute ,144 ,160

Differences
Positive ,078 ,130
Negative -,144 -,160
Kolmogorov-Smirnov Z 1,076 1,195
Asymp. Sig. (2-tailed) ,197 ,115
a. Test distribution is Normal.
b. Calculated from data.
For normality test, if the significance level (Asymp. Sig) is bigger
than 0.05, the data distribution is normal. For the table above, it can be
seen that the asymp significant value for reading habit ,197. And the
asymp significant value for reading comprehensin is 0.564. So, it can be
concluded that both data distribution are normal. Therefore, the analysis
of correlation for critical thinking and students’ reading comprehension
could be continued.
5. Linearity Test
The linearity test is used to know if there is significant linearity
relationship between two variables. In this case, the researcher used
SPSS 21.0 for linearity test. In the following table, the linearity test
result between students’ critical thinking and their reading
comprehension is shown.
63
ANOVA Table
Sum of df Mean F Sig.

Squares Square
Reading Between (Combined) 3191,200 18 177,289 3,990 ,000

Comprehension * Groups
Linearity 1334,899 1 1334,899 30,03 ,000
Reading habit
9
Deviation 1856,301 17 109,194 2,457 ,011

from Linearity
Within Groups 1644,229 37 44,439
Total 4835,429 55
The table above shows the significance level ,011 which higher
than 0.05. It means, there is a linear relationship between students’ reading
habit and their reading comprehension.
64
B. Data Analysis
1. Reading Habit of the Students
The Recapitulation of Reading Habit Questionnaire
No Alternatives
Item Strongly Strongly
Agree Agree Neither Disagree Disagree Total
F % F % F % F % F % N %
1 0 0 12 21 44 79 0 0 0 0 56 100
2 7 13 17 30 25 45 7 13 0 0 56 100
3 7 13 19 34 19 34 11 20 0 0 56 100
4 4 7 22 39 26 46 4 7 0 0 56 100
5 12 21 19 34 19 34 6 11 0 0 56 100
6 10 18 19 34 25 45 2 4 0 0 56 100
7 2 4 20 36 31 55 3 5 0 0 56 100
8 3 5 15 27 30 54 8 14 0 0 56 100
9 7 13 15 27 25 45 9 16 0 0 56 100
10 7 13 16 29 28 50 5 9 0 0 56 100
11 12 21 21 38 16 29 7 13 0 0 56 100
12 3 5 17 30 26 46 10 18 0 0 56 100
13 7 13 25 45 19 34 5 9 0 0 56 100
14 11 20 14 25 23 41 8 14 0 0 56 100
15 2 4 15 27 23 41 16 29 0 0 56 100
16 13 23 22 39 14 25 7 13 0 0 56 100
17 6 11 13 23 28 50 8 14 1 2 56 100
18 10 18 30 54 14 25 2 4 0 0 56 100
19 2 4 23 41 23 41 8 14 0 0 56 100
20 20 36 19 34 17 30 0 0 0 0 56 100
21 16 29 25 45 11 20 4 7 0 0 56 100
22 17 30 20 36 16 29 3 5 0 0 56 100
23 7 13 29 52 20 36 0 0 0 0 56 100
185 447 522 133 1
Table IV.50 above shows the score recapitulation of Critical Thinking
questionnaire. Obtained total frequency from each alternative multiplied by
standard-score from each option of alternatives. The result acquired can be
seen as follows:
65
Total frequency of strongly agree alternative 5 X 185 = 925
Total frequency of agree alternative 4 X 447 = 1788
Total frequency of indifferent alternative 3 X 522 = 1566
Total frequency of disagree alternative 2 X 133 = 266
Total frequency of strongly disagree alternative 1X 1 = 1
Total score = 4546
The ideal total score of the whole items should be 5 x 23 x 56 = 6440 (
If all respondents answer strongly agree). However, the total score acquired is
4776. In order to find out how is students’ reading habit, (Ridhuan, 2011, p.40)
pointed out the formula to analyze the percentage of the data as follows
𝐹
𝑃= × 100%
𝑁
4546
𝑃= × 100%
6440
𝑃 = 70,59%
Based on the category provided on chapter III, according to
Riduwan (2011, p.41), it can be concluded that the reading habit of the
seventg grade students at state junior high school 14 was high because the
percentage obtained was 70.59%. Thus, the first research problem which
was formulated and had been current issue in the school recently was
answered.
66
2. Reading Comprehension of the students
For analyzing data of students’ reading comprehension, the researcher
obtained the further analysis description by using SPSS 21.0 It can be
seen from the following table.
Descriptive Statistics
N Minimum Maximum Sum Mean Std. Variance

Deviation
Reading Comprehension 56 48 96 4104 73,29 9,376 87,917
Valid N (listwise) 56
From the table it can be seen that the mean of students’ reading
comprehension is 73.29, it means that the category for students’ reading
Comprehension is enough. Next, the variance is 87.917, the standard
deviation is 9.376, minimum score is 48, and maximum score is 96.
3. Data Analysis of the Correlation between Students’ Reading Habit
and Their Reading Comprehension
The Relationship between Students’ Reading Habit and Their Reading

Comprehension at State Junior High School 14 Pekanbaru
Reading Reading
Comprehensi
habit
on
Reading habit Pearson Correlation 1 ,525**
Sig. (2-tailed) ,000
N 56 56
Reading Comprehension Pearson Correlation ,525** 1
67
Sig. (2-tailed) ,000
N 56 56
**. Correlation is significant at the 0.01 level (2-tailed).
Pearson correlation was conducted in this research in order to determine
any significant correlation between the students’ reading habit and their
reading comprehension at state junior high school 14 Pekanbaru. Based on
Pearson analysis for students’ reading habit and their reading comprehension
on table above, it was found that the Ro is ,525. This value is higher than the
rtable stated in the Pearson’s r correlation 0.222 (Ro>Rt). Then, the alternative
hypothesis is accepted, meaning that there is a correlation between reading
habit and reading comprehension. The result showed that the scores
significantly correlate between reading habit and reading comprehension at
state junior high school 14 Pekanbaru.
In addition, the table above also showed that the coefficient correlation in
this research is ,525. Furthermore, there is also the symbol *. It is clear that
there is a positive correlation between reading habit and reading
comprehension. Meanwhile, in order to know the level or strength of
correlation between two variables, (Pallant, 2005, p.126) provides the
following categories:
The Interpretation of Correlation Coefficient
r =.10 to .29 or r = –.10 to –.29 Small
r =.30 to .49 or r = –.30 to –.4.9 Medium
r =.50 to 1.0 or r = –.50 to –1.0 Large
68
The correlation coefficient obtained was ,525 which means the level of
correlation between reading habit and reading comprehension of the seventh
grade students at State Junior High 14 School Pekanbaru was medium. Thus
the third research problem which was formulated and had been current issue in
the school recently was answered.
Furthermore, the R determination should be found in order to find out
how significant the correlation between reading habit and reading
comprehension of the seventh grade students at State Junior High School 14
Pekanbaru. According to Riduwan (2011), determinant coefficient is the value
that is used to know the contribution given by variable X to variable Y. The
following is the process of getting the R determinant:
R = (r)2 x100%
R = (,525)2 x 100%
= 28%
Eventually, the R determinant obtained was 28%. It means that 28%
reading comprehension of the seventh grade students at State Junior High
School 14 Pekanbaru influenced reading habit. Then, the other 72% was
influenced by other factors.
69
Reading habit Other factor
28%
72%
In conclusion, there is correlation between students’ reading habit and
their reading comprehension at the seventh grade of State Junior High School
14 Pekanbaru. 28 % of students’ reading comprehension at eleventh grade of
State Senior High School 2 Mandau was influenced by Reading Habit.
categorized into low level.
70
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research was conducted to find out whether there is a
significant correlation between reading habit and reading comprehension
of seventh grade at state junior high school 14 Pekanbaru or not. Based on
what has been discussed, presented and analyzed in the previous chapters,
the researcher concluded that:
1. The percentage score of students’ reading habit at seventh grade of
State Jenior High School 14 Pekanbaru is 75.80%. It is categorized as
“High” level.
2. The mean score of students’ reading comprehension at eleventh grade
of State Senior High School 2 Mandau is 63.5. it is categorized as
“Enough” level
3. There is a correlation between students’ critical thinking and their
reading comprehension of analytical exposition at eleventh grade of
state senior high, at the “Medium” level (0.391). It can be said that
critical thinking has a contribution on students’ reading
comprehension of analytical exposition. 15.28 % of students’ reading
comprehension was influenced by their critical thinking.
71
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75

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Chapter I

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CHAPTER I

A. Background of the Problem

Reading is one of the four language skills which is beside speaking,

unintentionally. there must be such a teaching learning process that has to be

Increase knowledge, entertaining, etc. Richard Bamberger (1975, p.7) the

systematic language that work for a person.Meanwhile, Kushmeeta Chettri (2013,

technology in getting information in sources such as book, megazine, newspaper,

Indonesia is still at very low level.

performance especially in English subject.

most important material for acquiring knowledge and information. The

enrichment in knowledge would, in turn, enable one of to present oneself more

confidently. Meanwhile, it important to encourage a love of reading in reluctant or

Reading comprehension skill therefore is on of crucial factors related to

succes of reading comprehension. By reading, students can build language skills,

adding their vocabulary knowledge, and fluency in reading. Therefore, to enhance

reading comprehension, it is necessary to improve reading habit of the students.

and information about text.

environment positively correlates with children’s reading comprehension. It has

reading comprehension and reading habit. According to Zwiers (2004,p.3),

improvement of reading comprehension depends on the application of reading

Junior High School 14 Pekanbaru is one of the junior high schools in

pekanbaru city. It uses 13 curriculum as their guidance. In K13 curriculum, it

to determine the generic structure of the text”

2. Some of the students are to difficult to conclude the text.

4. Some of the students are lack in vocabulary.

5. Some of the students are not interested in reading class.

Based on those problems and phenomena, the writer is interested in conducting a

on students reading habit at the seventh grade of Junior High School 14

Pekanbaru. Thus, the title of this research is ”The Relationship between

Students’ Reading Habit and Their Reading Comprehension at State Junior

High School 14 Pekanbaru”

B. Identification of the problem

could be identified. The problems were as follows :

2) Why are some of the students unable to conclude the text?

5) Why are some of the students not interesting in reading class?

C. Limitation of the problem

The researcher focuses on the relationship between students’ reading habit

and their reading comprehension in descriptive text based on the syllabus

that is used in Junior High School 14 Pekanbaru.

D. Formulation of the problem

a. How is the student’s reading habit at the seventh grade of Junior

High School 14 pekanbaru?

b. How is the students’ Reading Comprehension at the seventh grade

of Junior High School 14 pekanbaru?

c. Is there any significant relationship between students’ reading habit

and their reading comprehension at the seventh grade of Junior

High School 14 pekanbaru?

E. Objective and significance of the research

1. Objective of the research

a. To find out students’ reading habit at state Junior High School 14

b. To identify students’ reading comprehension at state Junior High

c. To identify significant correlation of students’ reading habit and

their reading comprehension.

2. Significance of the research

reading skill, especially on students’ reading habit and reading

- The result of this research hopefully can be used as a

starting point to develop students understanding about

reading habit and reading comprehension.

- The result of this research hopefully can be used to increase

students reading habit in reading English material.

- Student hopefully will have a greater habit to read English

- The result of this research hopefully can be used by the