PSZ 19:16 (Pind. 1/07)

DECLARATION OF THESIS / UNDERGRADUATE PROJECT PAPER AND COPYRIGHT

Author’s full name : MUHAMMAD CANDRA Date of birth : 20 OCTOBER 1981 Title : READING HABITS AND STRATEGIES OF ENGLISH TEACHERS IN PUBLIC

SENIOR HIGH SCHOOLS

Academic Session : 2010/2011 SEMESTER I I declare that this thesis is classified as: I acknowledged that Universiti Teknologi Malaysia reserves the right as follows:

1. The thesis is the property of Universiti Teknologi Malaysia. 2. The Library of Universiti Teknologi Malaysia has the right to make copies for the purpose

of research only. 3. The Library has the right to make copies of the thesis for academic exchange.

Certified by:

SIGNATURE SIGNATURE OF SUPERVISOR T335567 PROF. DR. NORAZMAN BIN ABDUL MAJID

(NEW IC NO. /PASSPORT NO.) NAME OF SUPERVISOR

Date: Date:

NOTES : * If the thesis is CONFIDENTAL or RESTRICTED, please attach with the letter from the organization with period and reasons for confidentiality or restriction.

UNIVERSITI TEKNOLOGI MALAYSIA

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CONFIDENTIAL (Contains confidential information under the Official Secret Act 1972)*

RESTRICTED (Contains restricted information as specified by the organisation where research was done)*

OPEN ACCESS I agree that my thesis to be published as online open access (full text)

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I hereby declare that I have read this project report and in my opinion

this project report is sufficient in terms of scope and quality for

the award of the Master of Education (TESL)

Signature : …………………………………………

Name of Supervisor : PROF. DR. NORAZMAN BIN ABDUL MAJID

Date : …………………………………………

 

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READING HABITS AND STRATEGIES OF ENGLISH TEACHERS

IN PUBLIC SENIOR HIGH SCHOOLS

MUHAMMAD CANDRA

A project report submitted in partial fulfillment of the

requirements for the award of the degree of

Master of Education (TESL)

Faculty of Education

Universiti Teknologi Malaysia

DECEMBER 2010

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I declare that this project report entitled “Reading Habits and Strategies of English

Teachers in Public Senior High Schools” is the result of my own except as cited in the

references. The project report has been accepted for any degree and is not

concurrently submitted in candidature of any other degree.

Signature : ………………………………..

Name : Muhammad Candra

Date :

iv  

To my beloved father and mother,

Bakar Bin Rachmad

Rukiah AB Binti Abu Bakar

Especially to my wife Dwi Sukarti,

My children

Syakira Salwa, Muhammad Rizki, Maulana

And my siblings,

Dewi Nurhatimah

Deri Oktaviani,

Novi Andirani

Sualdi Salam

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ACKNOWLEDGEMENTS

First and will never be end, I want to thank to the Almighty God for giving me

peace, a nice chance in completing this study.

Next, I would like to address my deep gratitude to my supervisor Prof. Dr.

Norazman bin abdul majid, for his guidance, advice and supports for me to complete this

Master project.

I am also grateful to the examiners and all English lectures in UTM for their

contribution during my project preparation.

Special thanks are given to my mum and my family who motivate me all the time

and also to the most special person in my life Dwi Sukarti. Special gratitude is also given

for English teachers who help me to be the respondents in completing this project.

I also thank to my friends; Toni, Jack, Ellysa, Laksmi, Turiang and all my friends

in Tanjungpinang which I cannot mention your name here.

Finally, thanks to my government to support me on the scholarship.

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ABSTRACT

This research was carried out to investigate reading habits and strategies of English

teachers in six public senior high schools. This is a qualitative study which identifies

types of reading materials read and frequency of reading in academic or non academic

materials, factors that influence reading habits and reading strategies used by English

teachers. Twenty respondents of English teachers in public senior high schools were

chosen for the research. The instruments used for this research were questionnaire,

interview and think aloud procedure. The triangulation technique process was used in

comparing information found. Based on the data analyzed, it is concluded that English

teachers have poor reading habits. The results of the research show that English teachers

read both academic and non academic materials to acquire their knowledge and getting

information. Majority of the respondents read reference books for teaching purpose

between 1 - 3 hours per week. The respondents read at home because the atmosphere and

situational were influenced their habits in reading. Majority of English teachers used

skimming and scanning in reported reading strategies while a small number of

respondents used difficult words. Based on think aloud procedure, it is found that

respondents used more clarify mind strategies in reading and minority of them used

repeat word. The English teachers should be aware that reading habits and strategies are

very important in acquiring the knowledge. The finding of this research can be used as

motivation for the English teachers to have more reading habits and strategies in reading.

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ABSTRAK

Kajian ini di jalankan bagi mengkaji tabiat serta strategi membaca di kalangan guru

bahasa inggeris di sekolah negeri menengah atas. Kajian ini menggunakan kaedah

kualitatif dalam mengenal pasti jenis bahan bacaan dan kekerapan membaca bahan

bacaan akademik atau bukan akademik, faktor yang mempengaruhi tabiat membaca serta

strategi membaca yang di gunakan oleh guru bahasa inggeris. Seramai 20 orang guru

bahasa inggeris di sekolah negeri menengah atas telah di pilih sebagai responden bagi

kajian ini. Instrumen yang di gunakan bagi menjalankan kajian ini adalah soal selidik,

temu duga dan prosedur berfikir. Teknik segi tiga telah di gunakan bagi membandingkan

hasil dapatan. Berdasarkan analisis data, dapat di simpulkan bahawa tabiat membaca

dikalangan guru bahasa inggeris adalah lemah. Hasil kajian menunjukkan bahawa guru

bahasa inggeris membaca kedua-dua jenis bahan bacaan akademik dan bukan akademik

dalam memperoleh ilmu dan mendapatkan maklumat. Beberapa responden membaca

buku rujukan bagi tujuan pengajaran di antara 1-3 jam seminggu. Responden memilih

rumah sebagai tempat membaca karena suasana dan situasinya. Majoritinya guru bahasa

inggeris menggunakan kaedah skimming and scanning seperti yang di laporkan dalam

strategi membaca, sejumlah kecil respon menggunakan perkataan susah, Sementara itu,

berdasarkan “prosedur pemikiran” di dapati responden lebih banyak menggunakan

strategi penjelasan minda semasa membaca dan minority dari pada responden

menggunakan ayat ulangan. Guru bahasa inggeris haruslah sedar bahawa tabiat dan

strategy membaca adalah penting bagi meningkatkan kaedah pengajaran. Hasil kajian ini

boleh digunakan sebagai motivasi bagi guru bahasa inggeris untuk memiliki lebih banyak

lagi tabiat dan strategy dalam membaca.

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TABLE OF CONTENT

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iv

ACKNOWLEDGEMENTS v

ABSTRACT vi

ABSTRAK vii

TABLE OF CONTENTS viii

LIST OF TABLES xii

LIST OF APPENDICES xiv

1 INTRODUCTION

1.1 Background of the Problem 1

1.2 Statement of the Problem 2

1.3 Objectives of the Study 4

1.4 Research Questions 4

1.5 Significance of the Study 5

1.6 Scope of the Study 5

1.7 Definition of the Terms 6

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2 LITERATURE REVIEW

2.1 Introduction 7

2.2 Definition of Reading 7

2.3 The Reading Process 9

2.3.1 Bottom-up Theory of Reading 10

2.3.2 The Top-down Theory of Reading 10

2.3.3 The Interactive Model of Reading 11

2.4 Attitude towards Reading 12

2.5 Reading Motivation 13

2.6 Factors Affecting Reading 13

2.6.1 The Nature of Reading Materials 14

2.6.2 Goal of Reading 14

2.6.3 The External Factors 15

2.7 Why don’t people read? 16

2.8 Reading and Teaching 16

2.9 Reading Strategies 17

2.10 Think-Aloud Research Procedure 17

3 RESEARCH METHODOLOGY

3.1 Introduction 19

3.2 Respondents of the Research 20

3.3 Data Collection Instrument 20

3.4 Research Procedure 21

3.5 Data Analysis 22

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4 FINDING AND DISCUSSION

4.1 Introduction 23

4.2 Findings of the questionnaires 23

4.3 Respondents’ Profile 24

4.3.1 Gender 24

4.3.2 Age 24

4.3.3 Race 25

4.3.4 Marital Status 26

4.3.5 Academic Qualification 27

4.3.6 Working Experience 27

4.4 Types of Reading Materials Read by Respondents 28

4.4.1 Types of Books read by the respondents 28

4.4.2 Types of Magazines Read by Respondents 29

4.4.3 Types of Newspaper Read by Respondents 30

4.4.4 Types of Other Publications Read by Respondents 30

4.5 Reading Frequency of Respondents 31

4.5.1 Respondents’ Activity in Reading 31

4.5.2 Reading Materials of Respondents “Academic or Non Academic” 32

4.5.3 Reading Time of Respondents 32

4.5.4 Reading Hours of Respondents in a week 33

4.6 Factors that Influence Reading 34

4.6.1 Reading places of the Respondents 34

4.6.2 Factors that influence respondents in reading 35

4.7 Respondents’ Strategies in reading 35

4.7.1 Respondents’ Reported Strategies used in reading 36

4.7.2 Respondents’ Objectives in reading 37

4.8 Findings of the Interviews 39

4.8.1 Respondents’ Profile 39

4.9 Strategies Used While Reading 40

4.9.1 Strategies used in reading by Mr. A 40

4.9.2 Strategies Used in Reading by Mrs. Y 41

4.9.3 Strategies Used in Reading by Mr. R 42

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4.10 Discussions of the Findings 43

4.11 Respondents’ Profile 43

4.12 Types of Reading Materials Read by the Respondents 44

4.13 Reading frequency of the Respondents 44

4.14 Factors that Influence Reading Habits of Respondents 45

4.15 Comparison between Reported Reading Strategies and Actual Reading

Strategies Used 46

4.16 Respondents’ Objective in Reading 46

5 CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction 47

5.2 Summary of the Research 47

5.3 Conclusion of the Research 48

5.4 Limitation of the Study 50

5.5 Recommendations for Future Studies 50

REFERENCES

APPENDICES

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CHAPTER 1

INTRODUCTION

1.1 Background of the Problem

Reading is an important activity and it is the window to the world. By reading,

people are able to gain much information. Based on the result of the research about

reading habits society made by National Education Department of Indonesia and National

Library (1997), reading habits of Indonesian society are categorized lower than other

countries event if they are compared to some ASEAN countries. Dominantly, speaking is

one of factors that affect the low of reading habits in Indonesian society. Harian Umum

Kompas (1997) stated that the low of reading habits is caused of some factors in society

cultural for instance people like to chat, they only interested in the programs published by

electronic media and it is difficult to find relevance materials needed by readers. In

Indonesia, reading activity is commonly related to students at school. This activity started

since the students are still in the primary school until the university level. However, the

educators also play an important role to guide the students to have good habits in reading.

Teachers as educators in senior high schools are the people who teach the students to gain

knowledge based on their skill.

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Teaching is a good profession that has a responsibility to create students character

to bring them to have a good knowledge. Teaching is also a very challenging profession

for the people who have decided themselves to contribute their knowledge in educational

environment. One of the activities that can improve teachers’ knowledge is by reading.

Gold (1990) describes the benefits of reading in his testimonial to reading, Read for Your

Life. Based on the history of reading, Manguel (1996) explores the joy of reading. He

suggests that “we read to understand, or to begin to understand. We cannot do but read”.

Reading is almost like breathing, it is our essential function.

Therefore, teachers should be motivated to read any kinds of materials to support

their knowledge and read a lot to keep with the fast-changing information from time to

time. Eskey (1986. P.21, cited in Reyandya & Jacobs, 2002): states “Reading must be

developed, and can only be developed by means of extensive and continued practice.

People learn to read, and read better by reading.”

Finnochiaro (1989) suggests that teachers need to read to help facilitate their

teaching learning activity in the classroom as information obtained through their reading

will keep in touch with the current issues and to apply them in their classroom discussion.

As professional and effective teachers they should believe that their responsibility

in teaching and learning play an important role to the students education. They should be

able to keep with changes that take place teaching and learning process. Reading is an

important part of learning. William (1984) classifies reading into three purposes; getting

general information from the text, getting specific information from the text; and for

pleasure interest. By reading many texts, readers will gain much knowledge and they will

be knowledgeable. But there is another problem that commonly faced by Indonesian such

as lack of motivation in reading. Based on the problems view above, the researcher would

like to investigate the reading habits and strategies of English teachers in public senior

high schools.

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This research discusses about reading habits and strategies of public senior high

schools English teachers in Tanjungpinang district. The study focused on the types of

reading materials read and reading frequency of English teachers, factors that influence

reading habits of English teachers’ and reading strategies used by the English teachers.

1.2 Statement of the Problem

Research findings in Indonesia on reading habits of Indonesian society is

categorized lower than other countries if it is compared to some ASEAN countries.

Dominantly, speaking is one of factors that influence the low of reading habits in

Indonesian society (National Education Department Indonesia and National Library,

1997). Another factor is the culture of the society. Other recent surveys in Asia also have

shown that books are being put aside for video and CD games, television and other

electronic forms of entertainment (NST Computimes May 3, Normah, 2004) as cited by

Sanjan (2006). In Hong Kong, research about investigating the effects of pleasure reading

among adult learners found that readers made substantial proficiency gains in the

language. They were also motivated to read more (Yang, 2001). Based on the

researcher’s experience and observation in teaching English at Teachers Training

Education Faculty of University of Riau Island, it found that most of the students who

were also teaching at schools did not read. Therefore, according to this view, the

researcher would like to investigate the reading habits and strategies of public senior high

schools English teachers’, in part the types of reading materials read and reading

frequency of English teachers, factors that influence reading habits of English teachers’

and reading strategies used by English teachers.

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1.3 Objectives of the Study

Since the purpose of this study is to investigate the reading habits and strategies of

public senior high schools English teachers, the objectives of this study are specified as

follows:

1. To identify types of reading materials read by public senior high schools English

teachers and their frequency in reading.

2. To investigate factors that influence reading habits of English teachers.

3. To investigate the reading strategies used by the English teachers

1.4 Research Questions

In order to achieve the objectives of this study the following research questions

are addressed:

1. What types of reading materials read by public senior high schools English teachers

and how frequent they read the materials?

2. What are the factors that influence reading habits of English teachers?

3. What are the reading strategies used by senior high schools English teachers?

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1.5 Significance of the Study

It is hoped that the result of this study is able to give several contributions to the

understanding of reading habits of public senior high schools level English teachers. This

research also can be used as a primary study by the next researchers to conduct more

studies related to reading habits for instance doing a research how to increase reading

habits of people through teachers training.

1.6 Scope of the Study

This study is restricted to English teachers in public senior high schools in

Tanjungpinang district, Bintan Island, Indonesia. The study looked into the types of

reading materials read by the English teachers and their reading frequency, factors that

influence their reading habits and reading strategies applied by the English teachers.

Time constraint is one of the main factors in this study. Therefore, this study is

only limited to reading habits and strategies of public senior high schools English

teachers. The findings of this research are not in the real situation in all schools but only

related to respondents in public schools. The study also describes the reading habits and

strategies of public English teachers in public schools and there is no comparison of

reading habits and strategies of English teachers from SMA N 1, SMA N 2, SMA N 3,

SMA N 4, SMA N 5 and SMA N 6. The findings of this small sample may not be

generalized all population of English teachers in Tanjungpinang district.

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1.7 Definition of the Terms

1.7.1 Public Senior High Schools: Schools set up by the government in Tanjungpinang

district.

1.7.2 Academic Materials: materials at academic purposes such as text books, reference

books using at school that useful for teaching and learning activities.

1.7.3 Non Academic Materials: materials read for general knowledge and leisure time

such as novel fiction or non fiction, newspaper, magazines, and books for

personal growth.

1.7.4 Reading Habit: It is an activity relates to English teachers habits in reading any

kinds of materials whether it is in form of academic or non-academic.

1.7.5 Strategies: The strategies used by English teachers while reading in reported

reading strategies and think aloud procedure.

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CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

There are six main parts of this chapter. The first section discusses on the

definitions of reading habits and it key concepts, the second section presents the theories

of reading, the third section of this chapter describes attitude, motivation and the goal of

reading, the fourth section discusses on the reading habits of school teachers, the fifth

section describes on the reading strategies and the last section of this chapter specifically

discusses on the think aloud procedure.

2.2 Definition of Reading

According to experts there are some definitions of reading. Spache and Spache

(1969) as cited in Sanjan (2006) stated there is a variety of definitions of reading due to

the complexity and successive stages of reading development. Reading can be described

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in a variety of headings such as reading for skill development, as a visual act, as a

perceptual act as a reflection of cultural background and a thinking process.

Byatt (1992, 15) recognizes that reading entails a private relationship between two

people, reader and writer. Spoken language can take cues from the respondent’s face or

situation. Written language is addressed to someone you do not know and you cannot see

and so you have to be very clear. It makes imaginable world, a sustained argument, a

passionate plea, out of a person’s inner life. Reading is a means of encountering the

world outside in a safe way in the world in the head, which can give both experience and

understanding.

Grellet (1981) suggested that understanding a written text means extracting the

required information from it as efficiently as possible. The readers apply different reading

strategies for example reading an advertisement at a notice board and reading an article.

Williams (1984) defined reading as a process in which a reader looks at a text and

understands what has been written. He further stated that reading does not mean a person

needs to understand everything he reads because people read for different reasons and

purpose.

Reading is easy and simple. However, reading is also very complicated process.

Many studies have been conducted to constrict the evidence. According to Ponnusamy

(1997), the first important description of reading and its process can be traced back as

early 1917 by Thorndike, a psychologist who coined reading as reasoning. The process of

reading can best be described in an analogy written by Thorndike (1917) as cited in

Ponnumasy (1997:21) in Sanjan (2006) he described reading process as:

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“…understanding a paragraph is like solving mathematic. It consists of selecting the right

element of situation and putting them together in the right relations, and also within the

right amount of weight or influence or force for each. The mind is assailed as it was

bothered by every word in the paragraph. It must select, repress, soften, emphasize,

correlate organize all under the influence of the right mental shape or purpose or demand.

Thus it appears that reading an explanatory or argumentative paragraph involves the same

sort of organization and analytic action of ideas as those that occur in thinking

supposedly higher sorts”.

2.3 The Reading Process

Several definitions have been given by researchers about reading process. In

Goodman’s famous article written in 1967 (as in Wallace, 1992) Goodman describes

reading as ‘a psycholinguistic guessing game’. A reader uses three cue system,

represented three levels of language within the text namely: grapho-phonic, syntactic and

semantic. Goodman, Yates and Burke’s (in Williams, 1993) describes model of reading

process, the process of reading involves an interaction between the reader’s and the

author’s knowledge or mind. The reader could use his background knowledge to

understand the text written by the author. For instance Firstly Predicting; in this part,

reader selects cues and predicts materials. Secondly integrating; reader integrates

meaning gained with his world view. Williams (1993) states this process evolves in a

cyclical or repetitious manner while building concepts onto concepts. There are three

main approaches of theories of how reading takes place; Bottom Up, Top Down and

Interactive models. The approaches are discussed in detail in the following section.

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2.3.1 Bottom-up Theory of Reading

Gough (1972) describes bottom-up model of reading as a serial process involving

letter by letter visual analysis to positive recognition of words through phonemic

encoding. Gough (1972) states readers need to associate letters with their sounds and

from these sounds they formed words and lastly derive meanings.

According to Zakaluk (1998) the bottom-up model of reading consists of three

levels. Firstly, the level involves the process of obtaining meanings from texts by

decoding graphic symbols into sound. Readers need to know the letters to produce sounds

of the letter. Secondly, individual letters are combined to form words, words then

combined to form sentences and sentences combined to form paragraphs. Through these

combinations, the reader’s knowledge is integrated of the world. So, when the meaning

occurs the readers will be easily to understand the texts written. People who subscribe the

bottom up model are the people who believe that reading is the recognition of words and

the text is the main controlling in reading.

2.3.2 The Top-down Theory of Reading

Top-down model of reading is also well known as the inside-out model, the

concept model or the whole to part model. In this model, the readers understand the

structure of the story; draw inferences from an information passage if they relate it to

their background knowledge. According to Hayes (1981) The Top-down approach

emphasizes readers bringing meaning to text based on their experiential background and

interpreting text based on their prior knowledge of the whole language. The idea is

contrary to Smith (1979) He states that reading is not about decoding the written text into

spoken texts or processing individual letter and words but to bring meaning to print.

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Smith’s also view is in tandem with McCormik’s (1998) that reading is not about

extracting meaning from print but bringing meaning to it.

The top-down processing involves readers to continually make inferences based

on their prior knowledge or schemata (Johnson, 1982; Carrell and Eisterhold, 1983;

Tangliebar, Johnson and Yarbrough, 1988). In other, Reader’s active participation in

using his cognitive or meta-cognitive functions in trying to comprehend the printed texts

contributes to the development of his comprehension (Padron and Waxman, 1988; Shih,

1992). It can be stated that the top-down theory of reading emphasize that reading begins

in the head of the reader because the readers background is the starting point for

recognizing a text and without prior knowledge meaning can not be made from print

(Block, 1992).

2.3.3 The Interactive Model of Reading

Rumelhart (1977, as cited in Walters, 1999), who believes that top-down and

bottom-up processing occur simultaneously in skilled readers. He believes that the

interactive model of reading is the amalgamation of bottom-up and top-down models of

reading. Zakaluk (1998) describes the message board or message centre that regulates the

hypotheses, filter and match the information with that of the existing knowledge and

accepts or rejects it.

Hayes (1991) describes the interactive model as more than just the combination of

the bottom-up and top-down models. In interactive model, reading is the process of

combining textual information with the information the reader brings to a text. The model

stresses both what is written on paper and what a reader brings to it using both top-down

and bottom-up skills (Stanovich, 1980). Then, Eskey (1988) found that good readers are

12  

  

both good decoders and good interpreters of text and their decoding skills become more

automatic but no less important as their reading skill develop.

Smith (1971) characterizes reading as a process by charting the reader’s path

through a text rather than making judgments of comprehension based on reading

outcomes. He described reading as “the reduction of uncertainty’, meaning as we

progress through a text our choices of what to select are constrained, often heavily both

by features within the text itself and those external to it, to do for example with the kinds

of schematic knowledge of the reader.

2.4 Attitude towards Reading

In order to be success in reading, a reader should have a good attitude. According

to Ajzen and Fishbein (1980) attitude is defined as learned disposition on how to behave,

either negatively or positively. Based on the definition, it can be defined that reading

attitude as people disposition in reading activity.

McKenna, et al. (1996) in the McKenna Model of Reading Attitude Acquisition

suggested that the individual’s attitude towards reading develops overtime as result of

three factors: 1. Normative beliefs (how ones friends’ view about reading), 2. Beliefs

about outcomes of reading (whether reading is likely to be pleasurable, useful, frustrating

and boring) and beliefs about outcomes of competing activities; and 3. Specific reading

experiences

13  

  

2.5 Reading Motivation

Taylor, et al. (1988) uses the term ‘interest’ to describe the action orientation that

occurs when positive attitude and motivation are both present in reading. He believes that

attitude towards reading by itself does not cause an individual to read but rather interest

becomes a factor that motivates one to read in reading. Therefore, motivation in reading

is needed by the readers because it is very important to support their activities and

attitude in reading.

As readers, they must have attitude to read texts or materials as much as they can,

by reading the readers will have strong understanding about any kinds of text and have

more vocabulary. According to Grummit (1977) lack of vocabulary puts off readers as

they are unable to comprehend the material they are reading. Unmotivated readers will

influence their reading activities.

2.6 Factors Affecting Reading

There are several factors why readers read texts or materials. According to

Grummit (1982) there are three factors affecting reading. The factors are: 1. the nature of

the reading materials, 2. the purpose of reading and 3. the external factors. Therefore,

before reading readers are suggested to find materials as their needed to motivate them to

read and gain knowledge. So, they will enjoy the time of reading.

14  

  

2.6.1 The Nature of Reading

Grummit (1982) claimed that lacking or poor in vocabulary lets the readers down.

According to him, readers who face difficulties in comprehending the material feel

unmotivated to read where as having interest in the subject can influence readers to read.

2.6.2 Goal of Reading

As readers, they have to know the goal of their reading. Different readers have

different purpose for reading. Therefore, the readers must be able to select the materials

they need. It is to help them to understand easily towards styles of reading used.

Ross (2001) studied the book selection strategies of heavy readers in the USA and

found that readers draw on several interrelated considerations when choosing a book to

read for pleasure. A reader’s selection strategy develops through their entire reading

experiences and is a personalized process.

According to Nuttal (1982) the purpose of reading is to get information such as

facts, ideas, or even feelings from the materials that have been read. Therefore, in

teaching and learning process teachers read before planning their lesson plans. According

to Gan (1999) reading prior to planning a lesson plan can give teachers a better idea of

the lesson. Alderson & Urquhart 1984) and Carrell (1988) maintained that reading is one

of the skills in language teaching and learning.

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2.6.3 The External Factors

Reading habits can be derived from external factors. According to Grummit

(1982), the environment or surrounding has a tremendous influence on one’s reading

habit. Grummit (1982) states the external factors that affect reading habits are reader’s

state of mind and the time that they choose to read. There are some readers who can

concentrate to read in the morning and afternoon whilst other readers feel better to read in

the evening and night.

Grummit (1982) suggested in his book is relaxation. He states that relaxation is

then most important factor in reading and it also acts as a physical consideration. The

right approach in reading also can help the readers to reduce their stress. Below is table

2.1 concludes the main factors affecting the style of reading.

Table 2.1: Factors Influencing Reading Habits

Purpose Materials Others

1. 100 % comprehension 1. Difficult ideas 1. Noise interruption

2. Memorize material 2. Difficult vocabular 2. Time of the day

3. Good Understanding 3. Badly written 3. Relaxation level

4. General out line 4. Prior knowledge 4. Emotional barrier

5. Particular parts 5. Interest 5. Personal physic

condition

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2.7 Why don’t people read?

There are several reasons why people read for instance they read to gain

knowledge or get a pleasure time for their hobbies. Also there are other reasons why

people do not read. According to Pandian (1997) people do not like to read because they

prefer like to listen the radio, watch television, and spend their times to re nature

activities. He added most of the people decline place for reading, reading materials

exposed at school or home, and attitude towards reading particularly English text.

Wee and Sim (2004) found that reading habits of diploma students is prevented

by their vocabulary understanding in reading materials. Furthermore, the students have so

many assignments so they have no time to read.

2.8 Reading and Teaching

Reading is a simple activity but it can be difficult if the readers do not start

themselves to have good habits in reading. The readers also have to be selected to choose

the materials. For instance, commonly teachers read materials because of the curriculum

used in school. Before teaching the students, the teachers must read teaching materials. It

means the teachers take responsibility to understand the materials and explain it to the

students. The teachers also have to create interest atmosphere to their profession.

Alderson & Urquhart (1984) and Carrell (1988) stated in teaching and learning

process, reading is used as one of English skills. Teachers are promoted to have good

competency in reading because without having good reading habit, the academic and

intellectual discussion will not be able to be applied effectively.

17  

  

Chitravelu et al. (2005) suggests that student’s interest in learning English can be

enhanced through an appropriate style of teaching in the class by the English teachers.

Therefore as teachers they must increase their knowledge and they are suggested to read

more academic materials relate to process of teaching and learning. Based on what they

read, it will afford to what they are going to teach to their learners.

2.9 Reading Strategies

Reading strategies are ways that used by the readers to understand the texts. Each

Individual has differences strategy used in reading. In this part of the research, the readers

must be able to use the strategy in a right way not only determine the strategies used but

also how to use the strategy in reading. The Reading revealed an important concept that

strategic reading is not only a matter of knowing what strategy to use, but also that the

reader must know how to use a strategy successfully (Anderson, 1991; Kletzien, 1991).

2.10 Think-Aloud Procedure

Think aloud procedure is procedures of clearing picture to what learners do while

reading a text. It is one of verbal reports type obtained from readers during reading

(Cavalcanti, 1987, cited in Elekes). According to Cohen (1987) think-aloud is readers

report to what they thought while reading it does not relate to analyze their behavior or

introspective the readers. Rankin (1988) stated that think-aloud is a procedure of reading

where the readers are asked to read a text and say out loud whatever comes through their

minds. It is hope the researcher will get a clear idea of readers while reading. Verbal

reports and think-aloud procedures are commonly used in L1 and L2 where goals of

using both languages are to get different situations of mental process of readers.

18  

  

Think-aloud is a suitable strategy for examining poor readers who find difficulties

when trying to read an unfamiliar text (Olshavsky, 1977, cited in Elekes). As a research

procedure, think-aloud has several profits compared to another methods. According to

Olson et al (1984) the systematic observations of thinking will occur during reading

process and the thinking-out-aloud is used as a collecting tool data relate to unobservable

process for instance guessing or prior knowledge using. Elekes (1998) stated that the

readers’ process in reading can be influenced by the individual knowledge and their

particular knowledge

19  

  

CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction

The main objectives of this research is to identify the reading habits and strategies

of senior high schools English teachers in form of types of reading materials their read

and frequency of their reading, investigate factors that influence reading habits of English

teachers’ and determine reading strategies used by the English teachers. A qualitative

study was applied on this research. The questionnaires, interview and think aloud

procedure were used for data collection. This chapter discusses how the research was

conducted, who were the respondents, how the procedure taken by the researcher, and

how the data was being collected and analyzed to answer the research questions of the

research.

20  

  

3.2 Respondents of the Research

The respondents of this research were English teachers from public senior high

schools in Tanjungpinang district: SMA N 1, SMA N 2, SMA N 3, SMA N 4, SMA N 5

and SMA N 6. Total respondents from the public schools were twenty. There were 13

females and 7 males consisting of 12 Malays, 3 Minangists, 3 Batakists and 2 Javaneses.

The respondents were selected by using convenience sampling method. The

questionnaires were distributed to the respondents in the six schools.

3.3 Data Collection Instrument

Questionnaire and interview were the instruments used in this research.

Questionnaire was the primary tool to collect the data and interview was an instrument

used to validate the data collection. A questionnaire is a very convenient way of getting

data, as well as can guarantee confidentiality that elicit more truthful responses than

would be obtained with a personal interview (Ary, Jacobs, and Razavieh, 1990 cited in

Sanjan, 2006). The questions in questionnaires were designed to answer research

questions. There were five sections of questionnaire that have been distributed to the

respondents. The first was about respondents’ profiles; the second was about types of

reading material read by the respondents; the third was about the frequency of reading by

the respondents; the fourth was the factors that influence respondents to read and the fifth

was the strategy used by the respondents in reading (Refer to Appendix 1). Interview was

the second instrument to collect the data in this research. It was used to validate the data

and the result was used to investigate reading habits of the respondents (Refer to

appendix 2). According to Walsh (1968) an interview is one of a good way to collect data

from respondents because of its flexibility. In using this instrument, the researcher was

able to observe responses from the respondents immediately. In this part, the researcher

as the interviewer also could repeat the questions given if the respondents did not

understand. Another advantage of doing an interview was the researcher might control

21  

  

the questions during the interview session. The respondents in interview section were 2

from total of 20 English teachers from six senior high schools. There were 5 questions

given to the respondents during the interview session. The first was please tell the types

of reading materials that you read whether academic or non-academic; the second was

when do you normally read and where; the third how many hours do you read in a week

usually; the fourth was what are the factors that influence your reading habits; and the

fifth was what reading strategies are you used in reading. The researcher also conducted

think aloud procedure at three respondents by giving them a text titled Traditional

Political Culture to investigate their strategies used in reading the text. In this research,

the respondents were instructed to use think aloud procedure in reading the text. It was to

investigate thoroughly what strategies they used in their reading (Refer to Appendix 3).

3.4 Research Procedure

After getting permission from Head of Education Office to carry out the research

in the public senior high schools, the researcher went to each school to distribute the

questionnaires and the researcher gave a day to the respondents to answer the

questionnaire. One of teachers in each school was asked to help researcher to collect the

questionnaire from participants. In order to validate the data the researcher interviewed

two respondents based on the questionnaire and do think aloud procedure with three

respondents to investigate strategies used by the English lecturers in reading. They were

chosen randomly from each school. After that, the researcher implemented the interview

section. The interview was carried out the day after implementing. The researcher

interviewed two respondents the day after and did think aloud procedure to the three

respondents the following day. The interview took place in a room prepared by the

schools’ administration. It is from 15 to 30 minutes. During the interview, the researcher

recorded the responses from each respondent. After the interview, the data were

transcribed. The data from think aloud procedure also transcribed.

22  

  

3.5 Data Analysis

The data obtained from the questionnaire, interviews and think aloud procedures

were analyzed based on the research questions. The triangulation technique process was

used in comparing information found. The data were analyzed separately to get the

general findings of the research in part of findings and discussions. The researcher

formulated three research questions in this study first is what types of reading materials

read by senior high schools English teachers and how frequent they read the materials,

what are the factors that influence reading habits of English teachers, and what are the

reading strategies used by senior high schools English teachers. The researcher received

respondents answer by distributing questionnaires, it related to research questions and the

data was transcribed and analyzed after interviewing two respondents. Thinking aloud

procedure was analyzed by identifying three respondents’ strategies in reading. The

respondents were given a text then asked to read it then they asked to tell what ever

comes to their mind while reading the text. Furthermore, their understanding was

transcribed and it was analyzed to investigate strategies they used in reading.

23  

  

CHAPTER IV

FINDING AND DISCUSSION

4.1 Introduction

This chapter presents and discusses the findings from the data obtained from the

six public senior schools. The findings were based on the research questions formulated

previously. The findings identified types of reading materials read by English teachers in

six public senior high schools, investigate English teachers’ frequency of reading

academic and non-academic materials, investigate factors that influence reading habits of

English teachers and investigate the reading strategies used by the English teachers.

.

4.2 Findings of the questionnaires

The findings of the questionnaires show the data on the respondents’ profile,

types of materials read, frequency of reading, factors that influence reading and strategies

used in reading. The findings were formulated in figures and percentage of the total

number of respondents.

24  

  

4.3 Respondents’ Profile

The respondents’ profiles show their gender, age, race, marital status, academic

qualification and working experience.

4.3.1 Gender

Based on the Table 4.1 below, from a total of 20 respondents who answered the

questionnaires 35 % of them were male and 65 % of other respondents were female.

Table 4.1 Gender of the Respondents

Gender

(G)

Number of Respondents

(NR)

Percentage

(P)

Male

Female

7

13

35 %

65 %

Total 20 100%

4.3.2 Age

Based on Table 4.2 the age of respondents in range 30 – 39 (50 %) was the

highest of the respondents, while in range 40 – 49 (25 %) was in the second amount of

25  

  

the respondents, the age of 20 – 29 (15 %) was the lowest amount of the respondents that

while 50 years and above consisted of 2 (10 %) respondents.

Table 4.2 Ages of the Respondents

Age

(A)

Number of Respondents

(NR)

Percentage

(P)

- 20 – 29 years

- 30 – 39 years

- 40 – 49 years

- > 50 years

3

10

5

2

15 %

50 %

25 %

10 %

Total 20 100 %

4.3.3 Race

Table 4.3 shows that race with Malay 12 (60 %) respondents who dominated the

number of the respondents in this study. Minangist and Batakist are in the same number

with 3 (15 %) respondents, while Javanese is the lowest amount of the respondents with 2

(10 %).

26  

  

Table 4.3 Races of the Respondents

Race

(T)

Number of Respondents

(NR)

Percentage

(P)

- Malay

- Javanese

- Minangist

- Batakist

12

2

3

3

60 %

10 %

15 %

15 %

Total 20 100

4.3.4 Marital Status

Table 4.4 shows the marital statuses of the respondents out of 20 respondents are

married 19 (95%) and only 1 (5 %) respondents are single.

Table 4.4 Marital Status of the Respondents

Marital Status

(MS)

Number of Respondents

(NR)

Percentage

(P)

- Single

- Married

- Widow/widower

- Divorce

1

19

-

-

5 %

95 %

0 %

0 %

Total 20 100

27  

  

4.3.5 Academic Qualification

Table 4.5 the academic qualification of the respondents 19 (95 %) of the

respondents had Degree (S1) qualification to teach the students at senior high school and

only 1 (5 %) of respondents had Master (S2) qualification. No one had a qualification of

Dr (S3) and Diploma (D3).

Table 4.5 Academic Qualification of the Respondents

Academic Qualification

(AQ)

Number of Respondents

(NR)

Percentage

(P)

- Dr (S3)

- Master (S2)

- Degree (S1)

- Diploma 3 (D3)

-

1

19

-

0 %

5 %

95 %

0 %

Total 20 100 %

4.3.6 Working Experience

Table 4.6 the working experience of respondents 7 (35 %) of respondents have

working experience in range 3 - 6 years, 4 (20%) of respondents in range 11 – 15 years, 4

(20%) of respondents in range 16 – 20 years, 2 (10%) of respondents in range 7 – 10

years, 2 (10%) of respondents is more than 21 years and only 1 (5%) of respondents have

working experience less than 3 years.

28  

  

Table 4.6 Working Experience of the Respondents

Working Experience

(WE)

Number of Respondents

(NR)

Percentage

(P)

- Less than 3 years

- 3 – 6 years

- 7 -10 years

- 11 – 15 years

- 16 – 20 years

- > 21 years

1

7

2

4

4

2

5 %

35 %

10 %

20 %

20 %

10 %

Total 20 100 %

4.4 Types of Reading Materials Read by Respondents

Types of reading materials read by respondents were books, magazines, news

papers, and other publications for instance Journals and brochures.

4.4.1 Types of Books read by the respondents

Based on the finding, it is found types of books read by the respondents in Table

4.7, most of the respondents 18 (90%) read reference books for teaching, The second

materials chosen for reading was examination reference books for UAN

(Final semester examination) with 15 (75%), encyclopedia and biography were chosen as

third types of materials read with 4 ((20%) respondents and the least types of books read

by the respondents were novel (fiction/non fiction) with 3 (15%) of respondents.

29  

  

Table 4.7 Types of Books Materials Read by Respondents

Reading Materials

(RM)

Number of Respondents

(NR)

Percentage

(P)

- Reference books for teachin

- Examination reference boo

UAN

- Novel (fiction/non fiction)

- Others (please specify):

1. Encyclopedia

2. Biography

18

15

3

4

90 %

75 %

15 %

20%

4.4.2 Types of Magazines Read by Respondents

Based on the finding, it is found the types of magazines read by respondents in

Table 4.8, most of respondents read magazines as hobbies and general were in the same

percentage 9 (49%), there were 6 (30%) respondents read magazines to their personal

growth and only 1 (5%) respondent read magazines as home improvement.

Table 4.8 Types of Magazines Read by Respondents

Reading Materials

(RM)

Number of Respondents

(NR)

Percentage

(P)

- Hobbies

- Home improvement

- Personal growth

- General

9

1

6

9

40 %

5 %

30 %

40%

30  

  

4.4.3 Types of Newspaper Read by Respondents

Table 4.9, shows the types of newspaper read from the findings, most of the

respondents 11 (55%) read the newspaper as general purposes, while 9 (45%)

respondents read for their hobbies, 4 (20%) respondents read for home improvement and

about 3 (15%) respondents read for personal growth.

Table 4.9 Types of Newspaper Read by Respondents

Reading Materials

(RM)

Number of Respondent

(NR)

Percentage

(P)

- Hobbies

- Home improvement

- Personal growth

- General

9

4

3

11

45 %

20 %

15 %

55 %

4.4.4 Types of Other Publications Read by Respondents

Table 4.10 shows that the number of the respondents who read journals was the

highest with 12 (60%) respondents, while the respondents who read types of brochure

was 7 (35%) respondents and only 1 (5%) respondent read unique article from internet.

31  

  

Table 4.10 Types of Other Publications by Respondents

Reading Materials

(RM)

Number of Respondents

(NR)

Percentage

(P)

- Journals

- Brochures

- Others (please specify):

1. Unique article from internet

12

7

1

60%

35%

5%

4.5 Reading Frequency of Respondents

Reading frequency of respondents were seen from their reading activities,

materials that they read whether academic or non academic materials, reading time and

reading hours in a week.

4.5.1 Respondents’ Activity in Reading

Based on data analyzed in Table 4.11, it shows that all respondents’ 20 (100%)

were reading in their daily life.

Table 4.11 Respondents’ activity in reading

Activity in Reading

(AR)

Number of Respondents

(NR)

Percentage

(P)

Yes

No

20

-

100 %

0 %

Total 20 100

32  

  

4.5.2 Reading Materials of Respondents “Academic or Non Academic”

Table 4.12, shows reading materials read by respondents 15 (75%) respondents

read the academic materials and 5 (25%) respondents read non academic materials.

Table 4.12 Reading materials of respondents “Academic or Non Academic”

Academic or Non Academic

Materials

(A/NAM)

Number of Respondents

(NR)

Percentage

(P)

- Academic materials

- Non academic materials

15

5

75 %

25 %

Total 20 100

4.5.3 Reading Frequency of Respondents

Table 4.13 shows reading frequency of respondents. There were 6 (30%)

respondents normally reading during the day, in the morning, at night and in the

weekend, while 5 (25%) respondents normally read in spare time, 4 (20%) respondents

read at night, 3 (15%) respondents read in the weekend and 2 (10%) respondents

normally read during the day. No one of respondents read in the morning.

33  

  

Table 4.13 Reading Frequency of Respondents

Reading Frequency

(RT)

Number of Respondents

(NR)

Percentage

(P)

- During the day

- In the morning

- At night

- In the weekend

- All of the above

- Others (please specify)

1. In my spare time

2

-

4

3

6

5

10 %

0 %

20 %

15 %

30 %

25 %

Total 20 100

4.5.4 Reading Hours of Respondents in a week

From Table 4.14, it shows the reading hours of respondents in a week. The

findings show 5 (25%) of respondents read between 7 – 9 hours, 5 (25%) respondents

read between 1 – 3 hours, 4 (20%) read more than 10 hours, 4 (20%) respondents read

between 4 – 6 hours and only 2 (10%) respondents read less than 1 hour.

Table 4.14 Reading Hours of Respondents in a week

Reading Hours in a Week

(RHIW)

Number of Respondents

(NR)

Percentage

(P)

- No time spent

- Less than 1 hour

- Between 1 – 3 hours

- Between 4 – 6 hours

- Between 7 – 9 hours

- More than 10 hours

-

2

5

4

5

4

0 %

10 %

25 %

20 %

25 %

20 %

Total 20 100

34  

  

4.6 Factors that Influence Reading

There were some factors that influenced the respondents to read and it could be

seen from their reading places and reading factors.

4.6.1 Reading places of the Respondents

Table 4.15 shows the places where reading took place. The findings show 19

(95%) of respondents read at home and only 1 (5%) of them read in school library. No

one of them read at public library, university library or other place.

Table 4.15 Reading Places of Respondents

Reading Places

(RP)

Number of Respondents

(NR)

Percentage

(P)

- At home

- School library

- Public library

- University library

- Others (plea

specify):

19

1

-

-

-

95 %

5 %

0 %

0 %

0 %

Total 20 100

35  

  

4.6.2 Factors that influence respondents in reading

Table 4.16 shows factors that influence respondents in reading. The findings show

10 (50%) respondents read to acquire their knowledge and information, 6 (30%) of the

respondents read for their pleasure and 4 (20%) of them read for their personal growth.

Table 4.16 Factors that influence respondents in reading

Reading Factors

(RF)

Number of Respondents

(NR)

Percentage

(P)

- I read for pleasure

- I read for personal growth

- I read to prepare myself f

public examination

- I read to acquire knowled

and information

- Others (please specify):

6

4

-

10

-

30 %

20 %

0 %

50 %

0 %

Total 20 100

4.7 Respondents’ Strategies in reading

Respondents were asked about their strategies used in reading in the

questionnaire. They reported using strategies that they aware of while reading. At the

same time, they also reported the objective to reading.

36  

  

4.7.1 Respondents’ Reported Strategies used in reading

Table 4.17 shows the strategies used by respondents in reading. The findings

show 6 (30%) respondents used skimming and scanning strategies, 5 (25%) of

respondents used difficult words as the strategies in reading , 3 (15%) respondents used

key words, 2 (10%) respondents by summarizing the text, 2 (10%) used questions and

answer, 1 (5%) respondent by choosing the materials need and 1 (5%) respondent used

topic sentence and supporting idea.

Table 4.17 Respondents’ Reported Strategies used in reading

Respondents

(R)

Respondents‘ Reported Strategies

used in Reading

(RRSUR)

Number of Strategies used

by Respondents and the

Percentage

(NSRP)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

- Understand the difficult words

- Skimming and scanning

* Choose the materials that really I ne

first

- Get the topic sentences, supportin

idea

* Skimming first after that scanning

- Reading comprehension

* Comprehension

- Comprehension

* Scanning and skimming

- Key words

* Question and answer based o

reading text

- Question and answer strategy

* Key words of the text

- Scanning and skimming

6 (30%) respondents

- Skimming and scanning

- Skimming and scanning

- Skimming and scanning

- Skimming and scanning

- Skimming and scanning

- Skimming and scanning

5 (25%) respondents

- Difficult words

- Difficult words

- Difficult words

- Difficult words

- Difficult words

3 (15%) respondents

- Key words

- Key words

- Key words

37  

  

13.

14.

15.

16.

17.

18.

19.

20.

- Find the difficult words

* Find difficult words

* I make summary to make it ea

reread

- Find the key words

* Find difficult words

* Scanning and skimming

- Question and answer

* difficult words

- Summarizing the text

* Skimming and scanning the text

2 (10%) respondents

- Summarizing the text

- Summarizing the text

2 (10%) respondents

- Question and answer

- Question and answer

1 (5%) respondents

- Chose the materials th

really I need

1 (5%) respondents

-Get the topic sentence an

supporting idea

4.7.2 Respondents’ Objectives in reading

Table 4.18 shows the objectives reported by the respondents in reading. The

highly objectives of the respondents in reading were 11 getting information with 11

(55%) of respondents, 9 (45%) of respondents acquiring knowledge, 2 (10%) of

respondents in pronunciation, fluency and understanding, 1 (5%) of respondent in kinds

of text, story, sports, news, 1 (5%) respondent in finding the best materials for his or her

students and 1 (5%) respondent objective to get the main idea.

38  

  

Table 4.18 Respondents’ Objectives in reading

Respondents

(R)

Respondents’ Objectives in reading

(ROR)

Number of Respondents’

objectives in reading and th

Percentage

(NROP)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

- Getting the information

* Anything

- Kinds of the text, story, sports, new

* To find the new information

* To get my knowledge update

* To find the best material for m

students

- To get information

* To add knowledge

* To get more information

- To add knowledge

- To get more information

* To add knowledge

- To acquire knowledge

- To acquire information

* Pronunciation, fluency an

understanding

- To get the main idea

* To acquire knowledge

* To acquire information

- Add my knowledge

* To acquire some information

- To get information

* To get information

- Pronunciation, fluency an

understanding

* To increase my knowledge

- Improve my knowledge

11 (55%) respondents

- Getting information

- Getting information

- Getting information

- Getting information

- Getting information

- Getting information

- Getting information

- Getting information

- Getting information

- Getting information

- Getting information

9 (45%) respondents

- Acquiring knowledge

- Acquiring knowledge

- Acquiring knowledge

- Acquiring knowledge

- Acquiring knowledge

- Acquiring knowledge

- Acquiring knowledge

- Acquiring knowledge

- Acquiring knowledge

2 (10%) respondents

- Pronunciation, fluency an

understanding

- Pronunciation, fluency an

understanding

1 (5%) respondents

39  

  

19.

20.

* Acquire information

- Kinds of text, story, spor

news

1 (5%) respondents

- Find the best materials for m

students

1 (5%) respondents

- To get the main idea

4.8 Findings of the Interviews

The interviews provided information to validate the questionnaires answered by

the respondents. The scope of interview questions focus to the research questions

formulated in this research.

4.8.1 Respondents’ Profile

From 2 of respondents interviewed, both of them were female who had answered

the questionnaires. The age of respondents were in range 30 - 39 years and more than 50

years. The findings show, the younger respondent read non academic materials and the

older respondent read the academic materials. Reading places of the respondents were at

home and school library. No one of them read at public library, university library or other

places. Both of reading hours of respondents in a week were more than 10 hours. The

factors influenced both respondents in reading were read for pleasure and read to acquire

the knowledge. The findings also show the respondents strategies used in reading. The

younger respondent used skimming and scanning and the older respondent used key

words, clue and dictionary in their reading.

40  

  

4.9 Strategies Used While Reading

Think aloud techniques were performed on 3 respondents. There were some

strategies used by the respondents while reading as could be seen from the table below.

4.9.1 Strategies used in reading by Mr. A

Table 4.19 shows strategies used in reading. Mr. A used 10 strategies while

reading Traditional Political Culture. The most strategies were repeat word with 6, and 1

for each other strategies there were clarify mind, predict, question and summarize.

Table 4.19 Strategies used in Reading by Mr. A

Respondents

(R)

Words

(W)

Strategies Used i

Reading

(SIR)

Total

(T)

The most

strategies used

in reading

(TSR)

Mr. A - Our topic this time

- I think ethnic group

- The very very kingshi

- Is very many many

- Come form from t

ABRI

- Is have very ve

dominant

- Is era is

- Culture many man

culture

- Clarify Mind

- Predict

- Repeat word

- Repeat word

- Repeat word

- Repeat word

- Repeat word

- Repeat word

- Question

- Summarize

1

1

6

1

1

6 Repeat words

41  

  

- Why so in

- Based on the

Total 10 6 Repeat words

4.9.2 Strategies Used in Reading by Mrs. Y

Table 4.20 shows strategies used in reading by Mrs. Y. 15 strategies were used

while reading Traditional Political Culture. The most strategies were clarifying mind with

6, 3 for repeat word, 3 for predict, 2 for question and 1 for the summarizing.

Table 4.20 Strategies used in Reading by Mrs. Y

Respondents

(R)

Words

(W)

Strategies

Used in

Reading

(SIR)

Total

(T)

The most

strategies used

in reading

(TSR)

Mrs. Y - Which is titled

- There are fi

paragraphs

- Here I see

- Tells about t

government

- Tells about Javane

culture

- Tells us about

- Which is a..which is

- Become the dominat

become the fr

dominant

- Clarify Mind

- Clarify Mind

- Clarify Mind

- Clarify Mind

- Clarify Mind

- Clarify Mind

- Repeat word

- Repeat word

- Repeat word

- Predict

- Predict

6

3

3

6 Clarify Mind

42  

  

- I think who are not

political I think

- May be it is

- Patrinial I think

- May be because of

- We don’t know why

- Why there are so many

- I think that’s t

analysis

- Predict

- Question

- Question

- Summarize

2

1

Total

15

6 Clary Mind

4.9.3 Strategies Used in Reading by Mr. R

Table 4.21 shows strategies used in reading by Mr. R. 10 strategies were used in

reading Traditional Political Culture. The most strategies were clarifying mind with 5, 2

for predict word, 1 for question, repeat word and summarize.

Table 4.21 Strategies used in Reading by Mr. R

Respondents

(R)

Words

(W)

Strategies Used i

Reading

(SIR)

Total

(T)

The most strategies

used

in reading

(TSR)

Mr. R - Which is titled

- The text tells me

- There are many

political culture

- That’s why

- Clarify Mind

- Clarify Mind

- Clarify Mind

- Clarify Mind

5

5 Clarify mind

43  

  

everything

- This texts tell us

- May be

- May be populatio

- you see

- The most..the

most..the most

- Only one thing

that

- Clarify Mind

- Predict

- Predict

- Question

-Repeat Word

- Summarize

2

1

1

1

TOTAL 10 5 Clarify mind

4.10 Discussions of the Findings

The findings from both data questionnaires and interviews were analyzed to come

up with the general findings of the research. The findings obtained from the overall data

answer all research questions formulated in previous chapter.

4.11 Respondents’ Profile

Sixty five percents of the respondents in this research were female as majority of

English teachers in six public senior high schools and the minority were male with thirty

five percents of English teachers. Fifty percents of respondents were within the age range

30 – 39. Sixty percents of the respondents were Malay race and ninety five percents of

respondents were in married status. All of the respondents had good qualifications to

teach the students in senior high schools level. The race of respondents did not effect to

their reading habits.

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4.12 Types of Reading Materials Read by the Respondents

The respondents’ profile has some relations to the types of reading materials read

by the respondents. There were majority of respondents read reference books for

teaching, small number of the respondents read examination reference books for UAN to

prepare the students facing the final examination and minority of the respondents within

age range in 20 -29 read novel fictions or non fiction. The finding is integrating; it could

be influenced by the respondents’ age because in range of the age, the respondents were

not mature enough to handle their students and still like to read materials for their

pleasure. The types of reading materials chosen by the respondents were also influenced

by the respondents’ profile whereas majority of the respondents were married. In this

matter, the respondents’ only used time for reading in spare time because besides being

English teachers they also had to care for their children; therefore, the respondents must

be able to divide the time they. This is different with respondents within age range of 40

– 49 and > than 50. They read to acquire and getting information about the discipline

knowledge they are teaching. It may be influenced by the working experience more than

sixteen years as English lecturers so they know what to do and they tried not to be left by

the respondents or new English teachers who were still fresh in teaching. Eighty percents

of the respondents also read magazines and news paper for their hobbies and general

purpose. From all respondents in this research only one who had qualified in master.

4.13 Reading frequency of the Respondents

All of the respondents read in this research. Majority of the respondents read

academic materials and minority of the respondents read non academic materials. This

part of discussion focuses on the reading frequency of the respondents. The data from the

questionnaires show that there were two respondents who read less than one hour per-

week. Majority of the respondents 5 read frequently in 1 – 3 hours. Majority of the

respondents also read during the day, in the morning, at night, and in the weekend. The

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respondents’ factors that affected to their reading habits were influenced by their gender

and marital status. The data obtained from questionnaires showed the numbers of

majority respondents in gender were female and the minorities of the respondents were

male. In this part, the researcher found that the male respondents read more than the

female. The respondents’ experiences in working also influenced their habits in reading.

They spent more time for reading because they know that to be knowledgeable they must

read more and used themselves to read.

4.14 Factors that Influence Reading Habits of Respondents

A place for reading and the reason of respondents to read were two factors

influenced the reading habits of respondents. From the data obtained the majority of the

respondents read at home and only one of the respondents read in the school library. The

reason in reading at home was that they feel more relax and could do another activity

including reading with their children. They also felt comfortable because they were able

to divide their times for reading and their family. Only one respondent read the materials

at schools library. This person was different from other respondents because the library

was a quit place to read and it gave her a good situation.

The respondents did not choose pubic library and university library as places to

read. The respondents felt satisfied and enjoyed the time reading at home and school

library because as majority the most factors that influence to their reading habits were

because they read to acquire knowledge and information and some of them even read for

pleasure.

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4.15 Comparison between Reported Reading Strategies and Actual Reading

Strategies Used

Skimming and scanning become the highest strategies used by the respondents

while reading. Based on the data obtained from reported questionnaires it shows majority

of respondents used skimming and scanning in reading the text. A small number of the

respondents used difficult words and the less of the respondents used the topic sentence

as the strategies in their reading. It is different with think aloud procedure in actual

reading, majority of respondents used clarify mind in their reading strategies, small

number of students used repeat word and less of them used prediction, question and

summarizing as the strategies in reading.

4.16 Respondents’ Objective in Reading

The data from questionnaires defined that the highest majority of the respondents’

objective in reading were getting information and the minority of the respondents’

objectives in reading were getting main idea, less of respondents’ objectives to find kinds

of text such as sports and finding the materials for students.

Based on the data obtained from questionnaires it can be concluded that reading

habits of respondents as English teachers were still in low habits. They still did not have

good habits in reading it can be proved from the time spent by the respondents in

discussion of the findings.

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CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter provides the summary of the findings, the recommendations and the

limitations of the research. This research is about reading habits and strategies of English

teachers in six public senior high schools.

5.2 Summary of the Research

This research describes the types of reading materials read by English teachers,

frequency of reading academic and non academic materials by respondents, factors that

influence reading habits of English teachers and reading strategies used by English

teachers. The respondents were English teachers in public senior high schools in

Tanjungpinang, Bintan Island. There were 20 respondents involved in this research. The

respondents were selected by convenience sampling method. Questionnaires, interview

and think aloud procedure were used as the instruments in this research. The

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questionnaires were distributed to 20 English teachers in six public senior high schools

and only two respondents were conducted in interview. While three respondents others

were conducted through think aloud procedure to obtain reading strategies data of

respondents. Questionnaires data, interviews and think aloud procedures were used to

triangulate the data collection methods to arrive at credible findings of this research.

5.3 Conclusion of the Research

This part of conclusion research was related to the three questions in this research.

The whole discussion concludes the general summary of this research. A brief summary

is stated at the end of each discussion.

Based on the findings and discussion in previously chapter, respondents read for

both academic and non academic materials in this research. But respondents read more in

academic materials because they need to acquire knowledge and getting information

related with the process of teaching and learning at schools. The respondents more read

reference books for teaching.

Based on the finding of the research in previously chapter, respondents read in

very short frequent. Only twenty percent respondents read more than 10 hours, minority of

the respondents read between 1 - 3 hours, while small number of respondents read under

than 6 hours per week. The materials read were references books for teaching and

reference books for UAN examination. The respondents who read more than 10 hours

were the respondents who experience in working more than sixteen years. They read more

because they need more information to acquire their knowledge and they also have to

make sure that they were not left by the younger teachers who just started teaching for few

years and still fresh with their knowledge. In a reason, the respondents read in very short

frequently because they were very busy to do activity at schools and after leaving the

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schools. It is because most of respondents were female and married. So, they must take

care to all activities at school and at home. It is different with some old respondents

because they had much time to read at home.

The atmosphere and situational factors influenced respondents’ habits in reading.

In this research, majority of respondents read at home than other place. Only small

number of respondent read at school library. It is because respondents felt comfortable,

relax to read at home compared to another places. Respondents could do more activities

besides reading such as take care their children. Situational also supported them to read

because if they were not familiar with the places, they felt something lost. Therefore in

this research, atmosphere and situational chosen affected to the respondents’ habits in

reading.

Based on the findings in previous chapter from interview, it is found majority

respondents used skimming and scanning in reported reading strategies, small number of

respondents used difficult words and less of the respondents used the topic sentence in

their reading strategies. While based on think aloud procedure from three respondents, it is

found that respondents used more clarify mind strategies in reading, minority of the

respondents used repeat word and less of respondents used question, predict and

summarize strategies.

Based on the findings of the research, it is concluded that the English teachers

from public senior high schools are poor in their reading habits. Even though they read

both of academic and non academic materials but majority of them read reference books

for teaching. Most of them read magazines, newspaper and novel as their hobbies for

their pleasure time. They did not spend much time for reading because they have to care

for their children and family at home. It is also found in reported reading strategies that

Majority of English teachers used skimming and scanning as their reading strategies

while from think aloud procedure from three respondents, it is found that respondents

used more clarify mind strategies.

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5.4 Limitation of the Study

Time constraint is one of the main factors in this study. Therefore, this study is

only limited to reading habits and strategies of public senior high schools English

teachers. The findings of this research are not in the real situation in all schools but only

related to respondents in public schools. The study also describes the reading habits and

strategies of public English teachers in public schools and there is no comparison of

reading habits and strategies of English teachers from SMA N 1, SMA N 2, SMA N 3,

SMA N 4, SMA N 5 and SMA N 6. The findings of this small sample may not be

generalized all population of English teachers in Tanjungpinang district.

5.6 Recommendations for Future Research

This study highlighted on the reading habits and strategies of English teachers in

public senior high schools in Tanjungpinang. It is recommended in the future to cnduct a

study that covers more samples of English teachers in more studies related to reading

habits for instance doing a research how to increase reading habits of people through

teachers training.