The Correlation Between Student’s Reading Habit in English and Students’ Reading Comprehension Ability

Abstract

Reading comprehension can be influenced by reading habit. This research is intended to identify the students’ ability in reading English. The main objective of this research is to recognize whether there is significant correlation between student’s reading habit in English and students’ reading comprehension ability identified through the use of students’ habit questionnaire and reading test with the text was took from passage in TOEFL test. These subjects who are involved at this research are second semester of English Department in Widya Gama Mahakam Samarinda University. This research used quantitative research method. The research design of this study is correlational study. Reading test and questionnaire were used as the instruments; it was used to find out students reading comprehension (variable Y) and students reading habit (variable X) in order to get the data. Moreover, this research used simple random sampling technique. Population of this research was the second semester of English Department in Widya Gama Mahakam Samarinda. The researcher took 38 students as the sample. In this study the researcher computed the normality test to measure the data have a normal distribution and linearity test to measure the data is linear. The data was analyzed using product moment correlation coefficient by SPSS version 22. The result of this research is 0.657. From the result of this research is 0.657 was higher than the significant degree 0.05 at Sig. (2-tailed). It can be concluded the Null hypothesis (Ho) is rejected and the Alternative hypothesis (Ha) is accepted.

The Contribution of Genre Awareness and Reading Habits Towards Students' Reading Comprehension

“…The finding concerning the partial contribution of genre awareness to reading comprehension confirms the results of the previous studies (e.g. from Andriyani et al, 2019;Azizah & Fahriany, 2017;Grabe, 2012;Hansen, 2018;Kalali & Pishkar, 2015;Karbelaei & Hajezi, 2015;Molotja & Themane, 2018;Nam, 2014;Rozimela, 2014;Sari, 2017;Sawangsamutchai & Rattanavich, 2016;To & Pang, 2019;Xu & Li, 2018;Yayli, 2011). In general, these previous studies led to several findings.…”

“…This finding is supported by Rustania et al ( 2019) who found that there was a positive and significant contribution of the students' reading habits towards their reading comprehension. A similar study conducted by Andriyani et al (2019) showed that there was a significant correlation between reading habits in English and reading comprehension. This finding is supported by Hidayah's (2014) who revealed that both variables were correlated.…”

“…Knowledge of genre can also improve readers' reading speed and increase confidence and enjoyment. Andriyani et al (2019) recommend that teachers develop students' genre awareness by introducing stages and phases of genres or conventions of genres and by providing linguistic resources that the students need to grasp. Genre awareness equips students with an understanding of components of texts, and this knowledge can be used to approach diverse texts to find implicit and explicit information and therefore, it can assist students' understanding of the texts.…”

“…Reading habits enrich students' vocabulary and hence help them in reading. Students with good reading habits can easily understand reading materials as they enable them to predict the content of a passage correctly (Andriyani et al, 2019). Put in another way, if students have poor reading habits, then their reading comprehension would be poor.…”

EFL Learners’ Reading Comprehension Level: What Do They Portray?

“…At English Department Universitas Jambi, Reading Course or Subject is taught structurally for the first three semesters of academic year namely Reading for General Purposes, Reading for Academic Purposes, and Reading for Professional Contexts, as compulsory and prerequisite subjects at English Department Universitas Jambi. Each reading course has its own specific learning objectives, competences and outcomes to accommodate and facilitate learner's needs in mastering reading comprehension (Andriyani et al, 2019). Since this course is one of prerequisite courses or academic requirements and rules in English Department, the learners must complete a reading course (basic reading) offered at the first semester otherwise they are not allowed to continue or apply reading courses or subjects (advance reading) taught at the second and third semester.…”