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THE CONTRIBUTION OF STUDENTS’ READING HABBIT,
STUDENTS’ READING STRATEGY, AND STUDENTS’
MOTIVATION TOWARD READING ACHIEVEMENT
Submited to the Department of Languge Studies,
Graduate School of Muhammadiyah University of Surakarta
in Partial Fulfillment of the Requirentments for
the Degree of Master of Education
By
RUSTANIA FARMAWATI
ID No. S 200170 009
DEPARTMENT OF LANGUAGE STUDIES
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2018
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THE CONTRIBUTION OF STUDENTS’ READING HABBIT, STUDENTS’
READING STRATEGY, AND STUDENTS’ MOTIVATION TOWARD
READING ACHIEVEMENT
Abstrak
Membaca adalah keterampilan penting yang digunakan untuk mendukung
keterampilan lain dalam pembelajaran bahasa. Penelitian ini bertujuan untuk
mengetahui kontribusi dari kebiasaan membaca siswa, strategi membaca siswa,
dan motivasi membaca siswa pada prestasi belajar siswa. Jenis penelitian ini
adalah kuantitatif asosiatif. Subyek dalam penelitian ini adalah siswa kelas sebelas
program otomotif yang berjumlah 34 siswa. Teknik pengumpulan data dalam
penelitian ini menggunakan kuesioner dan tes. Kuesioner dalam penelitian ini
berhubungan dengan kebiasaan membaca siswa, strategi membaca siswa, dan
motivasi membaca siswa. Sedangkan instrumen tes dalam penelitian ini
berhubungan dengan prestasi membaca siswa. Data yang diperoleh dianalisis
menggunakan deskriptif statistik, uji asumsi klasik, uji regresi brganda dan uji
hipotesis. Hasil dari penelitian ini menunjukkan bahwa, kebiasaan membaca siswa
(X1) mempunyai hasil signifikasi sebesar 0,007. Strategi membaca siswa(X2)
mempunyai hasil signifikasi sebesar 0,009. Dan motivasi membaca siswa (X3)
mempunyai hasil signifikasi sebesar 0,032. Sehingga dapat disimpulkan bahwa
ada kontribusi positif dan signifikan dari kebiasaan membaca siswa, strategi
membaca siswa, dan motivasi membaca siswa pada prestasi belajar siswa
Kata Kunci: Kebiasaan Membaca, Strategi Membaca, Motivasi, Prestasi Belajar
Abstract
Reading is an important skill to support other skills in language learning.
This study aims to determine the contribution of student reading habits, student
reading strategy, and students' reading motivation on student reading
achievement. The type of research is quantitative associative. The subjects in this
study are 34 students of the eleventh grade students in the automotive program.
Data collection techniques in this study used questionnaires and tests. The
questionnaires in this study related to students' reading habits, students' reading
strategy, and students' reading motivation. While the tests related to student
reading achievement. The data obtained were analyzed using descriptive statistics,
classic assumption tests, multiple regression tests and hypothesis testing. The
results of this study indicate that, student reading habits (X1) have significant
results of 0.007. Student reading strategies (X2) have significant results of 0.009.
And student reading motivation (X3) has a significance result of 0.032. Therefore,
the researcher concludes that there is a positive and significant contribution of
student reading habits, student reading strategy, and students' reading motivation
on student reading achievement.
Keywords: Reading Habit, Reading Strategy, Motivation, Reading Achievement
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1. INTRODUCTION
Reading achievement is very important in learning evaluation. It is used
to measure the quality and quantity of students in learning English. The
teacher always used reading comprehension in examination such as UKK,
UNBK, UASBN, and TOEFL. In Indonesia the level of reading is still
lacking. In the future no one will get a bad reading achievement if students in
Indonesia have good reading habit. Mikulecky and Jeffrises (in Badroh,
2018:15) state that reading is the way to improve the general language skills
in English. Brown (2004, 187-188) states that microskills and macro skills
need to measure in reading skills. There are many factors affecting the
students’ achievement in reading, some of these factors are habit, strategy and
motivation. Reading habit influences the academic successes of students in
language learning. Chettri & Rout (2013: 13) define reading habit is
behaviour to express the likeness of reading. Reading habit can influence by
several aspects. Cesar in (Wulandari, 2016 :24-25) mentions several aspects
of reading habit are: reading frequency, reading a number of books, time
spent on academic reading, time spent on non-academic reading, motivation
in the family environment, and motivation in the academic environment. The
aspect above as the indicators to measure the students’ achievement in
reading
In reading activity, the students use strategy to acquire the difficult
information in a text. Erliana (2015: 7) states that strategy is learning
technique, behavior, and problem solving to make the learning process more
effective and efficient. Boyraz & Altinsoy (2017: 161) state that a good
reader has metacognitive aware and cognitive aware. Metacognitive strategies
help students to monitor the cognitive strategies. According to Nejad &
Mahmodi (2015:137) metacognitive reading strategies consist of planning,
monitoring, and evaluating. Meanwhile, cognitive strategies consist of
resourcing, repetition, grouping, deduction, imagery, getting the idea quickly,
elaboration, inferencing, note-taking, and summarizing. The metacognitive
and cognitive strategies above as the indicators to measure the students’
reading strategy.
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Motivation also gives influences in reading achievement. Students who
have high motivation will read the reading tasks happily. Takaloo & Ahmadi
(2017: 11) state that motivation is a desire to read and can influence the
students’ achievement. Therefore, motivation can help the students to read in
order to get a good achievement in reading activities. Harter (in Handayani,
2018: 33) divides motivation into two types, these are intrinsic and extrinsic
motivation. The characterizations of intrinsic motivation are challenging,
curiosity, and independent mastery. Meanwhile, extrinsic motivation is
external factors related to reward from outside. The characteristics of intrinsic
motivation are easy work, pleasing the teacher, and dependence on the
teacher. The intrinsic motivation and extrinsic motivation above as indicators
to measure the students’ motivation in reading.
Erliana (2015) states that the significant factor influencing students’
reading achivement is reading strategy and reading motivation. While,
Muawanah (2014) reports that reading habit is a strong factor influencing
students’ reading achievement. Therefore, this study aims to know the
contribution of students’ reading habit, the students’ reading strategy, and
students’ motivation toward reading achievement. The researcher hopes if the
teacher can make the students have reading habit, it will make the students
can use the best strategy in reading. Therefore, the students more motivated to
read.
2. RESEARCH METHOD
This research uses associational quantitative research to know the
contribution each variable toward other variables. The population in this
research are 135 students of the first grade students of Automotive
Engineering (O) program in SMK WARGA Surakarta in the academic year of
2018/ 2019. And the sample are 34 students in Automotive Engineering (O3)
class. The researcher uses cluster random sampling by lottery picking. In
collecting the data, the researcher uses questionnaires and tests as the
instruments. The researcher uses questionnaires to measure students’ reading
habit, students’ reading strategy, and students’ reading motivation. This
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research uses Indonesian language and closed-questionnaires with Likert
scale to measure each variable above. While the test is given to measure the
students’ reading achievement. The researcher uses Guttman scale as the
scoring rubric to know the result of the students’ reading achievement.
The the data acquired from tried out were tabulated and analyzed to
know whether there is any contribution or not in every variable toward
reading achievement. Instruments used in a research must be valid. The
distribution (of the r table) for N = 34 respondents, α = 0.05 and the degree of
deliberation (dk= N-2) is 0,339, The researcher concludes that the items are
significance when r_result > r_table (0,339). After the items of the
questionnaire are signifying, the item is valid to be responded by the subjects.
The r_result shows that each item is between 0,352 until 0,763. That means
that all items are valid, because they have the result more than 0,339.
Reliability refers to the consistency of scores or responses which achieves on
different occasions. Nunnally in (Ghozali: 2011: 48) states that the variable is
reliable if the Cronbach Alfa > 0,60. The Cronbach Alfa of Students’ reading
habit (X1) is 0.706, Students’ reading Strategy (X2) is 0.648, Students’
reading Motivation (X3) is 0.705, and Students’ reading Achievement (Y) is
0.746. Therefore, these variables are reliable, because Cronbach Alfa > 0,60.
The data uses descriptive, classic assumption, multiple regressions. The
researcher uses SPSS 16.0 program to analyze the data. Sugiyono (2014: 29)
states that descriptive statistic is used to describe the object of the research
with sample or population without doing analysis and it draws conclusion in
general. Classic assumption consists of normality, linearity, multicolinearity,
and heteroscedasticity. Ghozali (2011:163) states that normality testing uses
to investigate the regression model, the residual have a normal distribution or
not. The researcher used graphic analysis and Kolmogorov Smirnov test.
Linearity test used to know the regression line between the variables X and Y
forms a linear are line or not. Thus, multicolinearity used to test the
regression model between the independent variables. And heteroscedasticity
test used to test the regression model occurred inequality variance from the
one residuals observation of other ones.
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Multiple regression analysis uses to predict the condition of the
dependent variable if those are two or more independent variables as the
factors of manipulated variable. The last step is hypothesis using four tests
those are t-test, f-test, coefficient of determination, predictor contribution.
The research uses t-test to show how deep the influence of an independent
variable individual to explain the dependent variable. The function of f-test is
to know either all independent variable in this research simultaneously give
the influence toward dependent variable (Ghozali, 2011:98). Sugiyono (2014:
231) states that the coefficient of determination shows the variance happen in
dependent variable. In this research, predictor contributions used to know the
contribution of each variable X toward variable Y. That consist of effective
contribution (EC) and relative contribution (RC).
3. RESULT
3.1 Descriptive Statistics
The first variable is students’ reading habit which consists of reading
frequently, books read, time spent on academic reading, time spent on
non-academic reading, motivation in the family environment, and
motivation in the academic environment. The result shows that the mean
of all indicators is 3.05 and the standard deviation is 0.65. Generally, the
students often have a habit of reading. The highest mean is non-academic
reading habit which is 3.25. The lowest is motivation in the family
environment which is 2.68. The percentage of the indicators of students’
reading habit show that 5.4% respondents never have habit of reading,
13.2% seldom have a habit of reading, 35.8% often have a habit of
reading, and 44.6% always have habit in reading. The indicator, which
has the highest percentage of never and seldom is motivation in the family
environment with 38.2% ( never 2.9% + seldom 35.3%) which consists of
the motivation are given by family to read. Therefore, the indicator which
has the highest percentage of often and always is academic reading with
88.2% ( often 38.2% + always 50%) which consists of the time spent to
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read English books before learning and the time spent to read English in
the home.
The second variable is students’ reading strategies which consist of
metacognitive and cognitive strategies. The result shows the mean of all
indicators is 3.92 and the standard deviation is 0.54. Generally, the
students often use their strategies to read the reading text. The highest
mean is metacognitive strategies which is 4.62. Cognitive strategies are
the lowest which is 3.23. The percentage of the indicators of students’
reading habit shows that 13.2% respondents never use strategies in
reading, 7.3% seldom use strategies in reading, 38.3% often use strategies
in reading, and 41.1% always use strategies in reading. The indicator,
which has the highest percentage of never and seldom is reading
frequency metacognitive strategies with 26.5% ( never 11.8% + seldom
14.7%) which consists of the students find the purposes in pre-reading,
monitor their own learning processes, make an evaluation of the reading
text. Therefore, the indicator which has the highest percentage of often
and always is cognitive strategies with 85.3% ( often 50% + always
35.3%) which consists of students use dictionaries or textbooks as the
reference materials, read a text more than once, use a visual images to
understand or remember new information, use skimming, scanning to get
the information quickly, use the title to predict the content of the text, and
make a summary of new information in reading.
The third variable is students’ reading motivation which consists of
intrinsic motivation and extrinsic motivation. The result shows the mean
of all indicators is 3.22 and the standard deviation is 0.44. Generally, the
students often have the motivation in reading. The highest mean is the
intrinsic motivation which is 3.23. The lowest mean is the extrinsic
motivation which is 3.21. The percentage of the indicators of students’
reading habit show that 7.3% respondents never have motivation in
reading, 14.7% seldom have motivation in reading, 27.9% often has
motivation in reading, and 49.9% always have motivation in reading. The
indicator, which has the highest percentage of never and seldom is
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intrinsic motivation with 26.4% ( never 11.7% + seldom 14.7%) which
consists of trying to learn hardly and interest to do new work in the
difficult level, tries to gain or make question about new things, and
interesting to finish the assignment by himself. Then the indicator which
has the highest percentage of often and always is extrinsic motivation
with 82.3% ( often 35.3% + always 47%) which consists of feel easy to
do the work, try to finish the work because the teacher wants, want to ask
the teacher the way to get the right answer and help them to make next
plan.
The fourth variable is students’ reading achievement which consists
of comprehension, recognizing grammatical rules, recognizing the
meaning, recognizing the communicative function, inferring the links and
connection. The result shows the mean of all indicators is 3.44 and the
standard deviation is 0.54. Generally, the students have good reading
skill. The highest mean is recognizing grammatical rules which is 3.48.
The lowest is recognizing the communicative function which is 3.34. The
percentage of the indicators of students’ reading habit show that 8.2%
respondents have bad reading skill, 19.4% have sufficient reading skill,
34.7% have good reading skill, and 37.6% have excellent reading skill.
The indicator, which has the highest percentage of bad and sufficient is
recognizing the communicative function with 44.1% (bad 14.7% +
sufficiently 29.4%) which consists of understanding the functions of text.
Therefore, the indicator which has the highest percentage of good and
excellent is comprehension with 91.1% (good14.7% + excellent 76.4%)
which consists of understanding the information in the text and can
answer the question.
3.2 Classic Assumption Testing
The result of Kolmogorov-Smirnov test shows that The probability
value of each variable are: Students’ Reading Habit (X1) is 0.599,
Students’ Reading Strategies (X2) is 0.151, Students’ Reading Motivation
(X3) is 0.762, and Students’ Reading Achievement (Y) is 0.111. All
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probability values of variables are more than0,05 (>0,05). Therefore, the
researcher concludes that the data are in normal distribution. The linearity
result shows that The probability value of each variable are: Students’
Reading Habit (X1) is 0.482, Students’ Reading Strategy (X2) is 0.711,
and Students’ Reading Motivation (X3) is 0.482. All probability values of
variables are more than 0,05 (>0,05). Therefore, the researcher concludes
that the data is linear. The result of multicolineariry can be seen from
tolerance value and variance inflation factor (VIF). The tolerance value of
variable Students’ Reading Habit (X1) is 0.803, Students’ Reading
Strategy (X2) is 0.738, and Students’ Reading Motivation (X3) is 0.659,
which is all tolerance value > 0,10. The VIF value of variable Students’
Reading Habit (X1) is 1.245, Students’ Reading Strategy (X2) is 1.355,
and Students’ Reading Motivation (X3) is 1.518, which is all VIF value <
10. From the result above, the researcher concludes that the independent
variables do not have a serious multicolinearity problem with the other
independent variables. The probability value of each variable are:
Students’ Reading Habit (X1) is 0.287 Students’ Reading Strategy (X2) is
0.389 and Students’ Reading Motivation (X3) is 0.457. All probability
values of variables are more than 0,05 (>0,05). Therefore, the researcher
concluded that there is no heteroscedasticity on the regression model.
3.2.1 Multiple Regression
The result of regression coefficients for independent variables
are: Students’ Reading Habit (X1) is 0.237, Students’ Reading
Strategy (X2) is 0.291, and Students’ Reading Motivation (X3) is
0.262. The constant value of the regression is 9.456 Therefore, the
formation of multiple regression is Y= 9.456 + 0.237X1 +
0.291X2+ 0.262X3. It means that: If the variable students’ reading
habit, students’ reading strategy, and students’ reading motivation
are 0, students’ reading achievement will be 9.456. If the variables
students’ reading habit increases one point while the variable
students’ reading strategy and students’ reading motivation are
assumed constant, the increment of students’ reading achievement
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will be 0.237. If the variable students’ reading strategy increases
one point while the variables students’ reading habit and students’
reading motivation are assumed constant, the increment of
students’ reading achievement will be 0.291. If the variables
students’ reading motivation increases one point while the variable
students’ reading habit and students’ reading strategy are assumed
constant, the increment of students’ reading achievement will be
0.262.
3.2.2 Hypothesis Testing
The regression coefficient for variable Students’ Reading
Habit (X1) is 0.237. The t_result is 2.914 which is more than
t_table (>2.042). The significant result of this variable is 0.007
which is less than 0,05. The regression coefficient for variable
Students’ Reading Strategy (X2) is 0.291. The t_result is 2.798
which is more than t_table (>2.042). The significant result of this
variable is 0.009 which is less than 0,05. The regression coefficient
for variable Students’ Reading Motivation (X3) is 0.262. The
t_result is 2.242 which is more than t_table (>2.042). The
significant result of this variable is 0.032 which is less than 0,05.
The result of F_result is 17.332 which more than F_table (>2.92).
The significant is 0.000 which is less than 0,05. R2 is 0.634 It
means that the contribution value of all independent variables such
as the students’ reading habit (X1), students’ reading strategy (X2),
students’ reading motivation (X3) toward reading achievement(Y)
as the dependent variable is 63.7% and the other 36.3% are affected
by other factors which are not discussed in this research..
3.3 Discussion
This research shows that there is a positive and significant
contribution of students’ reading habit, students’ reading strategies, and
students’ reading motivation toward reading achievement. The F_result is
17.332 which more than F_table (>2.92). The significant is 0.000 which is
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less than 0,05. The contribution of the variables can be seen from
coefficient determination (R2). Based on the table 4.17 above, the result of
R2 is 0.634. It means that the contribution of students’ reading habit (X1),
students’ reading strategy (X2), and students’ reading motivation (X3)
toward reading achievement (Y) is 63.7% and the other 36.3% are
influenced by other factors which are not discussed in this research.
The result of this research is consistent with the research conducted
by O'Malley & Chamot (in Nejad & Mahmodi, 2015: 136) which state
that reading strategies help the students to make inferences and to monitor
comprehension tests. This result also consistent with the research
conducted by (Wulandari, 2016; Sely, 2016; Boyraz & Altinsoy, 2017;
Nejad & Mahmodi, 2015; and Zare & Othman, 2013) which conclude that
reading habit, reading strategy and motivation give a contribution toward
reading achievement. Reading habit helps the students to obtain a
meaningful knowledge. By having reading habit, the students will have
good strategies in reading. Therefore, good strategy can encourage the
students having the motivation to get a good achievement in reading
activities.
Statistically, the percentage of students’ habit is 80.4%. The highest
habit is in academic reading (88.2%), which consists of the time spent to
read English books before learning and the time spent to read English in
the home. Wulandari (2016: 22) states that the students’ habit to read the
academic books in spare time, can help the them to achieve a good
academic performance in education. The result of the regression
coefficient is 0.237. The t_result is 2.914 which is more than t_table
(>2.042). The significant of the result is 0.237 which is less than 0,05.
Reading habit gives 21.6% as effective contribution (EC) and 34% as
relative contribution (RC). The result of this research is consistent with
the previous study by Priajana (2013) which reports that many students
like reading in spare time. Therefore, the researcher concluded that
reading habit gives an important contribution in learning English to lead
the students get a good reading achievement
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Statistically, the percentage of students’ reading strategy is 79.4%.
The highest percentage of reading strategies are in cognitive strategies
(85.3%) which consists of students use a dictionary or textbook as the
reference materials, read a text more than once, use a visual image to
understand or remember new information, use skimming, scanning to get
the information quickly, use the title to predict the content of the text, and
make a summary of new information in reading. Reading cognitive
strategies according to O'Malley & Chamot (in Nejad & Mahmodi, 2015:
136) can help the students to make inferences and to monitor
comprehension tests. The result of the regression coefficient is 0.291. The
result of t_result is 2.798 which is more than t_table (>2.042). The
significant result of this variable is 0.291 which is less than 0,05. Reading
strategy gives 22.3% as effective contribution (EC) and 35% as relative
contribution (RC). The result of this research is consistent with the
previous study by (Zare and Othman, 2013; Hatami, M., & Asl, H.D,
2017) which report that reading strategy had positive correlation with
reading comprehension achievement. Therefore, the researcher concluded
that reading strategies can improve their reading achievement and shape
them to be a good reader.
Statistically, the percentage of students’ reading motivation is
77.8%. The highest percentage of reading motivation is intrinsic
motivation (82.3%) which consists of trying to learn hardly and interest to
do new work in the difficult level, try to gain or make question about new
things, and interesting to finish the assignment by himself. Ahmadi (2016:
2) defines intrinsic motivation is the behavior that is driven by internal
rewards. The result of the regression coefficient is 0.262. The t_result is
2.242 which is more than t_table (>2.042). The significant result of this
variable is 0.262 which is less than 0,05. Reading motivation gives 19.7%
as effective contribution (EC) and 31% as relative contribution (RC). The
result of this research is consistent with the previous study by Chettri &
Rout (2013) which report that motivational techniques can improve the
students’ intrinsic motivation to comprehend English text to achieve high
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scores on reading assessments. Therefore, the researcher believes that
motivation can encourage the students’ reading to get a good achievement
in reading activities.
4. CONCLUSION
In this research, the conclusions are made based on the previous
discussion. Those are as follows: There is a positive and significant
contribution of the reading habit, students’ reading strategy, and students’
reading motivation toward the students’ reading achievement with the
percentage 63.6%. It means that reading achievement is increasing by
keeping on gaining a good reading habit, a suitable strategy, and high
motivation of the students. There is a positive and significant contribution of
reading habit toward the students’ reading achievement with the percentage
21.6%. It means that reading habit gives a contribution in students’ reading
achievement. There is a positive and significant contribution of reading
strategies toward the students’ reading achievement with the percentage
22.3%. It means that reading habit gives a high contribution in students’
reading achievement. There is a positive and significant contribution of
reading motivation toward the students’ reading achievement with the
percentage 19.7%. It means that reading habit gives a contribution in
students’ reading achievement. In order to improve students’ reading
achievement, teachers should teach the students about strategy in reading and
motivate them with giving an interesting activity.
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