PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI · i THE USE OF READER’S LOG IN BASIC READING I CLASS A...

THE USE OF READER’S LOG IN BASIC READING I CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Lucia Natalia Rosari Ratri

Student Number: 111214076

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i


A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 111214076

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015


ii


iii


iv

“All things are possible if you

believe” ~Mark 9:23~

I dedicate this thesis to:

JESUS CHRIST

My Beloved Ibu and Bapak

Mbak Awang and Anggara

My Friends

Myself

and all of people whom I love and love me…


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, August 10, 2015

The writer


111214076


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Lucia Natalia Rosari Ratri

Nomor Mahasiswa : 111214076

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:


Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata

Dharma hak untuk menyimpan, mengalihkan dalam bentuk lain, mengelolanya

dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan

mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa

perlu meminta ijin kepada saya atau memberikan royalti kepada saya selama tetap

mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya,

Dibuat di Yogyakarta

Pada tanggal :10 Agustus 2015

Yang menyatakan



vii

ABSTRACT

Ratri, Lucia Natalia Rosari. (2015). The Use of Reader’s Log in Basic Reading I

Class. English Language Education Study Program. Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

Reading is one of the English language skills which is important to learn. In

supporting the process of learning, media are needed to train the students’ reading

skills. In English Language Education Study Program of Sanata Dharma

University, the lecturers of Basic Reading I have been using reader’s log as a

medium to support the students’ reading skills. Nowadays, the use of reader’s log

is already prevalent enough in Basic Reading I Class. Hence, this research was

conducted to see the students’ perception on the use of reader’s log in Basic Reading

I Class.

There is one research problem addressed in this study; 1) What is the

students’ perception on the use of reader’s log in Basic Reading I Class? The

theories were reviewed to help the researcher to find out the correlation between

the results of the research and the theories proposed by the experts. The participants

were the students of Basic Reading I course batch 2014 at English Language

Education Study Program, Sanata Dharma University.

This study employed mixed method to collect both qualitative and

quantitative data. In gathering the data, the researcher used two instruments namely

questionnaire and interview. The questionnaire was used to answer the problem

formulation. Meanwhile the interview was used to verify and support the

questionnaire results and to gain further information.

Based on the data analysis results, the students have positive perception on

the use of reader’s log in Basic Reading I Class. The use of reader’s log is useful to

support the students’ reading skills. Those reading skills are predicting, skimming,

scanning, guessing the meaning of unknown words from the context, drawing

inferences, and summarizing. Besides, the use of reader’s log is also useful to build

the students’ reading interest, increase the students’ English vocabulary, and

improve the students’ reading comprehension. Moreover, some suggestions are

given to lecturers of Basic Reading I, students of Basic Reading I, and the future

researchers.

Keywords: perception, basic reading 1, reading skills, reader’s log


viii

ABSTRAK

Ratri, Lucia Natalia Rosari. (2015). The Use of Reader’s Log in Basic Reading I

Class. English Language Education Study Program. Yogyakarta: English

Language Education Study Program, Sanata Dharma University.

Membaca adalah salah satu ketrampilan Bahasa Inggris yang penting

untuk dipelajari. Dalam menunjang proses pembelajaran, media dibutuhkan untuk

melatih ketrampilan membaca mahasiswa. Dalam Pendidikan Bahasa Inggris

Universitas Sanata Dharma, para dosen Basic Reading I menggunakan reader’s

log sebagai media untuk mendukung keterampilan membaca mahasiswa. Saat ini,

penggunaan reader’s log sudah umum digunakan di kelas Basic Reading I. Oleh

sebab itu, penelitian ini dilakukan untuk mengetahui persepsi mahasiswa terhadap

penggunaan reader’s log di kelas Basic reading I.

Terdapat satu rumusan masalah dalam penelitian ini; Bagaimana persepsi

mahasiswa terhadap penggunaan reader’s log di kelas Basic Reading I? Teori-teori

diterapkan untuk mengetahui korelasi antara hasil penelitian dengan teori-teori

yang dibuat oleh para ahli. Sasaran peserta penelitian ini adalah mahasiswa Basic

Reading I angkatan 2014, Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini menggunakan mixed method untuk mendapatkan data

kuantitatif dan kualitatif. Dalam mengumpulkan data, peneliti menggunakan dua

instrument yaitu kuesioner dan wawancara. Kuesioner digunakan untuk menjawab

rumusan masalah sedangkan wawancara digunakan untuk memperjelas dan

mendukung hasil kuesioner.

Berdasarkan hasil analisis data, mahasiswa memiliki persepsi positif

terhadap penggunaan reader’s log di dalam kelas Basic Reading I. Penggunaan

reader’s log berguna untuk menunjang ketrampilan membaca mahasiswa.

Keterampilan tersebut meliputi memprediksi, membaca sekilas, membaca cepat,

menebak arti kata yang tidak diketahui, menarik kesimpulan, dan meringkas. Selain

itu, penggunaan reader's log juga berguna untuk menumbuhkan minat baca

mahasiswa, meningkatkan kosakata Bahasa Inggris mahasiswa, dan meningkatkan

pemahaman membaca mahasiswa. Disisi lain, beberapa saran diberikan untuk

para dosen Basic Reading I, mahasiswa Basic Reading I, dan peneliti selanjutnya.

Kata kunci: perception, basic reading 1, reading skills, reader’s log


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ACKNOWLEDGMENT

First of all, I would like to express my greatest gratitude to my beloved

Jesus Christ for His endless blessing, guidance, strength, and help to keep me find

the light in this long journey. My gratefulness is worth giving to Mother Mary, to

whom I always go and share the burdens.

My special thankfulness is addressed to my beloved family. My father

Yusup Sunarso, my mother Margaretha Siti Mujirah, my sister, my best friend

Catharina Awang Wara Kinanthi, also my little brother Leonardus Seco Patu

Sila Anggara, who physically and mentally support me. They are the reasons why

I should struggle to finish my thesis. They always pray for the best of me when I

am in a hard situation.

I would like to dedicate my appreciation to my beloved sponsor, Drs.

Concilianus Laos Mbato, M.A. Ed.D., for his willingness to spend his time to read

my thesis, for his advice, patience, smile and guidance from the beginning until the

end of this thesis writing. I especially thank Fidelis Chosa Kastuhandani, M.Hum

for being the best academic advisor for ELESP students of class B (2011). Further,

I would like to deeply thank all lecturers of PBI and all the staff for sharing the

knowledge and giving the best of helpful efforts during my study. I also thank the

member of ELESP 2014, who kindly became the participants of my study.

Special thanks are addressed to ALLEGRO; Irfanda Adi Prabowo, Sri

Lestari, Yulia Dewi Kristianti, Gaiety Fricilia, Heni Budi Astuti, and Monica

Dhesta Kennya Cikita for every support and moments that we shared. Class B PBI

2011, all the member of PBI 2011, all the member of Thesis Fighters; Tamara


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Gita M, Alexandrea Thefannia, Raras Ganita, Indrias Pratama, and Tabitha

Dwi A, PSM Cantus Firmus, also all the member of English Language Education

Study Program for coloring my life during this wonderful period of studying in this

university.

Inevitably, my sincere gratitude goes to Aries Adven Kurniawan. Special

thanks are addressed to him for being there in my joys and sorrows. For the

companionship, patience, warmth, support, prayer and love in every single story.

I express many thanks to the following people for coloring my life: Ana

Srilestari, Afani Yasida, Fitria Ukhti, Wahyu Maniek, Leo, Riri, Denyk, Bagas

and others. I also address my thanks to the members of Kos 6B; Mbak Dian, Fica,

Vivin, and Gita for the support.

Finally, I thank all of the people whose names I cannot mention one by one

for their support and prayers.



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TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................................ i

APPROVAL PAGES .......................................................................................... iii

DEDICATION PAGE ......................................................................................... iv

STATEMENT OF WORK’S ORIGINALITY ................................................... v

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................. vi

ABSTRACT ........................................................................................................ vii

ABSTRAK ............................................................................................................ viii

ACKNOWLWDGEMENTS ............................................................................... ix

TABLE OF CONTENTS ..................................................................................... xi

LIST OF FIGURES ............................................................................................ xii

LIST OF TABLES ............................................................................................. xiii

LIST OF APPENDICES.................................................................................... xiv

CHAPTER I. INTRODUCTION

A. Research Background ………………………………………... 1

B. Research Problem ……………………………………………. 3

C. Problem Limitation ………………………………………….. 3

D. Research Objective …………………………………………. 3

E. Research Benefits ……………………………………………. 3

F. Definition of Terms ………………………………………….. 4

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description………………………………………… 7

1. Perception ………………………………………………….. 7

a. Definition of Perception ……………………………….. 7

b. The Process of Perception ……………………………... 9

c. Factors Affecting Perception………………………….. 9

2. Reading …………………………………………………… 11

a. Definition of Reading ………………………………... 11

b. Reading skills………………………………………… 12

c. Reading Interest ……………………………………… 18

d. Reading Comprehension…………………………….... 19

3. Reader’s Log ……………………………………………….20

B. Theoretical Framework…………………………………………20


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CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ……………………………………………… 24

B. Research Setting ………………………………………………. 25

C. Research Participants ………………………………………….. 25

D. Instrument and Data Gathering Techniques …………………... 25

E. Data Analysis Techniques …………………………………….. 28

F. Research Procedure …………………………………………… 29

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A. Research Findings …………………………………………….. 31

1. Students’ Perception on the Use of Reader’s Log

based on the Questionnaire Data .......................... ………….31

a. Reader’s Log Supports the Students’ Reading

Skills……………………………………………………. 32

b. Reader’s Log Builds the Students’ Interest in Reading

English text……………………………………………....35

c. Reader’s Log Improves the Students’ Reading

Comprehension ….…………………………………….. 36

d. Reader’s Log Increases the Students’ Familiarity with the

Use of English Vocabularies in Certain Context………. 38

2. Students’ Perception on the Use of Reader’s Log

based on the Interview Data ................................................... 41

B. Discussion ..... ………………………………………………… 46

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions …………………………………………………… 59

B. Suggestions ……………………………………………………. 60

REFERENCES ………………………………………………………………. 62

APPENDICES ……………………………………………………………….. 66


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LIST OF TABLES

Table Page

3.1 Table of Participants Responses .......................................... 28

4.1 Reader’s Log Supports the Students’ Reading Skills .......... 32

4.2 Reader’s Log Supports the Students’ Interest in Reading

English Text ......................................................................... 35

4.3 Reader’s Log Improves Students’ Reading

Comprehension Ability ....................................................... 37

4.4 Reader’s Log Increases Students’ Familiarity with The

Use of Vocabularies in Certain Context .............................. 39


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LIST OF FIGURE

Figure Page

2.1 The Perceptual Process ........................................................ 9


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LIST OF APPENDICES

Appendix Page

APPENDIX A Surat Permohonan Ijin Penelitian .................................. 67

APPENDIX B Blueprint of Questionnaire............................................. 70

APPENDIX C Questionnaire .................................................................. 74

APPENDIX D Raw Data of Close-Ended Questions.............................. 78

APPENDIX E Raw Data of Open-Ended Questions…………………... 80

APPENDIX F Interview Guideline ........................................................ 100

APPENDIX G Transcript of Students’ & Lecturer’s Interview .............. 102

APPENDIX H Syllabus of Basic Reading I in ELESP and Form of

Reader’s Log ................................................................... 116

APPENDIX I Sample of Students’ Questionnaire................................. 121


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CHAPTER I

INTRODUCTION

This study investigates the use of reader’s log in Basic Reading I Class. This

chapter consists of six parts, namely the research background, the research

problems, the problem limitation, the research objective, the research benefit, and

the definition of terms.

A. Research Background

Reading is one of the English language skills which is important to learn. It

is also defined by Kustaryo (1988) that reading is the most important skills in

learning language besides listening, speaking, and writing (p.1). In reading, there is

a complex process involving word recognition, comprehension, fluency, and

motivation (Leipzig, 2001). When students have good reading skills, they are able

to comprehend, understand, and obtain a lot of information from the reading

sources. Afterwards, reading can be a bridge to learn the other English language

skills.

In teaching reading, especially at the University-level, a lecturer needs to

implement a medium in order to support the students’ reading abilities.

Recognizing the wide range of differences in student reading development, a

program for the directed reading and the study work as well as wide independent

reading is devised to provide maximum growth for all the students (Harry, 1957).

In this case, a lecturer or teacher has an important role in designing the creative


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learning media in order to engage the students to read more. Therefore, by using an

appropriate medium, it is easier for the students to develop their reading skills. As

a result, providing an appropriate medium will stimulate the students to get the habit

of reading happily and correctly.

In English Language Education Study Program of Sanata Dharma

University, the lecturers of Basic Reading I Class have been using reader’s log as a

medium to train the students in reading. According to Lyutaya (2011), in reader’s

log, students will be able to maintain a written record of personal reactions to the

text on several levels. Erfort (2013) also states that a reader’s log is a place to take

risks, speculate, ask questions, express opinions, build knowledge, and give the

students the ability to grow as strategic readers and independent learners. The

reader’s log provides some spaces for the students to express their attitudes towards

a text, based on their discoveries, and make the connections between what they

know and what they are learning. In completing reader’s log, the students deserve

to choose an article based on their own interest and it is also useful for them to

measure their own reading ability.

Nowadays, the use of reader’s log in reading fields is prevalent enough,

especially in English Language Education Study Program. However, it is important

to see the students’ points of view whether the use of reader’s log supports the

students’ reading skills. They may have various views on the use of reader’s log in

Basic Reading I Class. Therefore, the researcher investigates the students’

perception on the use of reader’s log in Basic Reading I Class of English Language

Education Study Program Sanata Dharma University Yogyakarta.


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B. Research Problem

This study is expected to answer a research question. There is one research

problem addressed in this study: What is the students’ perception on the use of

reader’s log?

C. Problem Limitation

In conducting this study, the researcher intends to investigate the use of

reader’s log in Basic Reading I Class of the English Language Education Study

Program of Sanata Dharma University. This study also focuses on answering the

question stated in the research problem. The researcher focuses on the first semester

students in 2014/2015 academic year because Basic Reading I Class is offered in

the first semester. Specifically, the researcher chooses class B and class D of the

course as the participants of the study.

D. Research Objective

Based on the research problem, there is one objective in this study. The

objective is to find out the students’ perception on the use of reader’s log in Basic

reading I Class.

E. Research Benefits

There are some benefits that can be obtained from this research. The benefits

are presented as follows.


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1. Students of Basic Reading I Class

The study will be useful for the students especially in the ELESP Sanata

Dharma University. Through this study, the students can reflect and evaluate how

the use of reader’s log drives them to have positive or negative perception.

Therefore, this study gives the opportunity to the students to give suggestions on

the use of reader’s log in Basic Reading I Class.

2. Lecturers of Basic Reading I Class

This study provides the information on how students value the use of

reader’s log in Basic Reading I Class. Based on the students’ perception, the

lecturers are able to see the students’ reading problems. Thus, the lecturers will also

be able to find the solution to solve the students’ reading problems by maximizing

the use of reader’s log.

3. Future Researchers

This research is beneficial for the further research which related to the use

of reader’s log in Basic Reading I Class. The researcher expects that this study can

inspire the other researchers. They may discuss any information dealing with the

topic of the study. For instance, they can discuss further about the use of reader’s

log or the new material design by using reader’s log in reading class.

F. Definition of Terms

There are some terms used in this study to avoid the misunderstanding.

Those are reader’s log, Basic Reading I, and ELESP students of Sanata Dharma

University.


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1. Reader’s Log

Reader’s log is a kind of independent learning. The students use reader’s

log to maintain a written record of the personal reactions to the text on several

levels. In reader’s log, there are some spaces that used for the students to express

their attitudes towards a text, on their discoveries, and make the connections

between what the students know and what the students are learning (Lyutaya, 2011).

The students should complete the reader’s log by the texts they read. It is also useful

for them to measure their own reading ability.

2. Basic Reading 1

Basic Reading I is one of the courses which is offered by the English

Language Education Study Program of Sanata Dharma University. This course

invites the students to improve their reading skills. In ELESP of Sanata Dharma

University, Basic Reading I; KPE 110, is one of the courses which belongs to MKK:

Mata Kuliah Keilmuan dan Keterampilan. This course is designed to introduce the

students with the strategies of reading. However, in this course, the students are also

provided with the hands-on experience in applying the reading various types of text.

In addition, the course helps the students to develop their English vocabulary and

reading aloud ability. Every week, the students have to complete their tasks through

the online assignment or even in the form of reader’s log. Therefore, it helps the

students become the independent and the effective readers (Tim Dosen Program

Studi Pendidikan Bahasa Inggris, 2014).


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3. ELESP Students of Sanata Dharma University

ELESP that stands for English Language Education Study Program is one

of the study programs in Sanata Dharma University which has a goal to prepare

good future educators. This study program belongs to the Faculty of Teachers

Training and Education. The researcher took the data based on the perception of the

ELESP students of Sanata Dharma University. The ELESP students refer to the first

semester from batch 2014.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents two major parts, namely the theoretical description

and the theoretical framework. The Theoretical description focuses on the review

of related literatures underlying this study. Besides, the theoretical framework

discusses the implementation of the theories. The theoretical framework is used in

order to answer the research problem.

A. Theoretical Description

In this part, there are three main points which will be reviewed. Those are

perception, reading, and readers’ log.

1. Perception

In reviewing the theories which are related to the perception, the researcher

divides the theories into some parts. They are the definition of perception, the

process of perception, and the factors affecting perception.

a. Definition of Perception

There are some definitions related to the perception. Perception is the

process by which individuals select, organize, and interpret the input from their

senses to give meaning and order to the world around them (Robbins, 2005).

Although people see the same thing, they may have different perception on the same

object. Perception is influenced by four things, which are selection of stimuli,


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organization of stimuli, the situation, and the person’s self-concept (Altman,

Valenzi, & Hodgetts. 1985). Vernon (1962) on his psychology of perception states

“perception is knowledge of the identity of objects and features in the environment”

(p. 13). He explains the perception as an indentity and value of the objects which

occur in the surrounding. Since perception occurs in the surrounding, Leontiev

(1981) explains that perception is something which is “characteristically integral,

structured, constant, meaningful, and concrete” (p. 32). When the people get the

stimuli, people will interpret it by selecting and grouping the information based on

their own thoughts. The result of interpreting; by selecting and grouping the

information, will be their own concept or belief which is called as their own

perception. The perception that the people get will be different to one another since

everyone has his or her own concept or belief.

George and Jones (2005) also have similar definition of perception. They

define perception as “the process of selecting, organizing, and interpreting the input

from individuals’ senses (hearing, smell, touch, vision, and taste) in order to give

meaning to their environment” (p. 115). Based on their definition, they state that

perception is a series of selecting, viewing then intepreting data into reality. In other

words, perception can be explained as the series of process by which an individual

becomes aware of and interprets the information about the environment. Warga

(1983) states that perception is based on the past experience. It means that when

someone has never experienced an event or observed an object, he or she cannot

create a perception.


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b. The Process of Perception

Perception occurs since the child is born (Leontiev, 1981, p. 32). Through

the process of life, the psychology of sense will work from the light falls into the

eyes. The following figure 2.1 explains the process of perception:

Figure 2.1 The Perceptual Process

(Altman et al, 1985, p.86)

The diagram above helps to comprehend the basic process of human perception.

When people get a stimulus, the sense of organs respond the sensory and try to

interpret it. Altman et al. (1985) explain that the process of perception is started by

a stimulus. The sensory organ will select and accumulate the stimuli and then lead

it to the brain. After the brain interprets the stimuli, the perception will be formed

and the result of the individual’s perception leads him to give response in a form of

different behaviors. Vernon (1962) states when people catch the stimulus, the light

will be captured by the eyes then the sense of visual pattern occurs (p. 18).

c. Factors Affecting Perception

Every person has a different behavior response. It happens because he/she

has different perception. The difference of behavior responses happen because there

Stimuli

Sensors’

selection of

stimuli

Perception,

organization,

and

interpretation

of stimuli

Behavioral

response


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are some factors that influence a person’s perception. Altman et al. (1985) describe

four important factors that influence the person’s perceptions. They are as followed:

1) Selection of stimuli

This part is a process when a person concentrates on a small number and

starts to select and perceive things differently. In this process, each person will

select specific cues and filter, or screens, out the others. By organizing the stimuli,

people will be able to categorize the input. The categorization of stimuli reduces

initially complex information into the simple categories.

2) Organisation of stimuli

After the information has been selected, it will be arranged into something

meaningful. The mind tries to bring an order out the unarranged data by selecting

certain items and putting them together in a meaningful way based on the

experiences.

3) The situation

A familiarity and expectation about a situation (environment) influence

what the people’s believe. Believing a situation deals with how well a person adjusts

his or her behavior to situation. The situation which influences perception may deal

with a person’s familiarity with, or expectation about, a situation, or past

experience. When someone experienced something good/bad in the past, he or she

perceives the same thing positively or negatively.

4) The person’s self concept

Self-concept is the way a person feels about and perceives him or herself. Self

concept is important since the mental picture of a person determines much of what


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he or she perceives and does. The knowledge and the way someone sees themselves

affects the perception of the world around. When a person has a relatively stable

and positive self-concept, he or she may perceive something positively.

2. Reading

This part presents the theories of reading. Those theories are the definition

of literature, the reading skills, the reading interest, and the reading comprehension.

a. Definition of Reading

As stated by McDonough, Shaw, and Masuhara (2013), reading is the most

important language skills. Reading is the activity or skill of understanding written

words (Bullon et al., 2005). Leipzig (2001) states that reading is a multifaceted

process involving word recognition, comprehension, fluency, and motivation.

Grabe and Stoller (2002: p. 9) state that reading is the ability to draw the meaning

from the printed page and interpret the information appropriately.

Besides, Schoenbach, Greenleaf, Cziko, and Hurwitz (1999, p. 38) define

the reading as a complex process of problem solving in which the reader works to

make sense of a text not just from the words and sentences on the page. The

effective reading is a flexible and appropriate response to the material in hand, and

this is always guided by the reader’s purpose; it means that readers are aware that

they have options, including the option to give up (Wallace, 2003: p.5). As well as

being aware of patterning at the word level, the readers need to make the sense of

connected text. Every part of the text relates to each other. It creates a meaningful


12

whole and the whole takes on meaning from situation and culture context (Wallace,

2003: p. 11).

As stated by Perfetti and Marron (1998), learning to read is an acquisition

of increasingly number of the words and the alteration of the individual

representations along the quality. There are three majors of learning achievement

based on Ahmadi and Supriyono (1991). The first is learning the stimuli factor

which is related to leaning factors outside the learners; materials, tasks, and learning

atmosphere. The second factor of learning reading is the method used by the

teachers in classroom. It will give impact on the students’ improvement. The third

is the individual factors. Individual factors include the readiness, motivation, and

learning experience.

b. Reading Skills

Reading skills enable the readers to turn writing into the meaning and

achieve the goals of independence, comprehension, and fluency. The reading skills

will enable the readers to make the meaning out of written language, interact and

engage with the language, and comprehend and analyze the language of the reading

passage (Erfort, 2013). There are some reading skills that help the students to

improve their ability to understand the English text. Those readings skills are

previewing, predicting, skimming, scanning, guessing the meaning of unknown

words, making or drawing inferences, and summarizing. When readers make

connection, question, infer, determine importance, visualize, synthesize, and

monitor for meaning, they have more complete understanding on the text (Harvey


13

& Goudvis, 2000 as cited in Daunis & Iams, 2007, p. 14). The reading skills are

described as follows.

1) Previewing and Predicting

A preview is a quick and an easy way to find out what a text will be about

before reading the whole text. This skill helps the students to decide whether they

need to read a particular text or not. It also helps the students to decide what the text

will be about before reading the whole text (Leane, 2002). If the students are able

to use this strategy, the students will be able to catch the information before they

read the whole text. If the information they want does not look like it will be in the

text, they shouldn’t bother reading all the text of the reading passage. As stated by

Daunis and Iams (2007), whether the text is a professional text or a quick memo,

knowing the genre of the text and having expectations of it allows the students to

be more skillfully reading the text itself (p. 16). It is as if the students put a frame

around their thinking before they start reading, helping them to contain their

thoughts to both a specific purpose and a certain genre. When the students engage

in this essential pre-reading skill, the students set their selves up for more successful

comprehension of the text.

Whereas, predicting is using knowledge of the subject matter to make

predictions about the content and the vocabulary and check the comprehension. By

using the knowledge of the text type and purpose, the students are able to make

predictions about the text structure. Predicting involves using cues in the text to

guess what is going to come next (Leane, 2002). Understanding the context of what

the students have already read helps the students to make predictions. The students


14

can also use the illustrations, the vocabulary or the grammatical structure to guess

what is coming next (Leane, 2002)

2) Skimming

Skimming is a strategy that gives the students the sense of the theme,

purpose, the organization of the text, the perspective or point of view of the writer,

the issues, the arguments and theoretical perspectives through using the author's

organizational cues, the introductions and conclusions, the headings and the sub-

headings, the italics, and the summaries. Skimming can also help the students make

decision about where to place the greatest focus when there is limited time for

reading (Freedman, n.d as cited in Chiew, 2013). Skimming helps the students

identify whether or not to continue reading, what to read carefully, and where the

best place is to begin (The Teaching and Learning Unit, University of Melbourne,

2010). Liao states that skimming is done at a speed three to four times faster than

normal reading. People often skim when they have lots of material to read in a

limited amount of time (2011, as cited in Chiew, 2013).

The purpose of skimming is to perceive the text organization and search out

the main ideas (Kol & Schcolnik, 2000 as cited in Chiew, 2013, p.14). Skimming

from the text involves quickly looking over the whole text, selecting and discarding

information, and quickly reading and highlighting selected parts to get the main

ideas of the text (Feuerstein & Schcolnik, 1995 as cited in Chiew, 2013). Skimming

a text immediately before read the text carefully can help the students consider what

they already know and can help them to develop a purpose for reading (The

Teaching and Learning Unit, University of Melbourne, 2010). Skimming can


15

maximize the students’ interest in the text, the understanding, and the reflection on

the material (The Teaching and Learning Unit, University of Melbourne, 2010).

Chiew (2013) states that skimming is an essential academic reading skill because

the students face massive amount of information in their academic studies which

required them to read selectively by applying the skill of skimming.

3) Scanning

Scanning is reading quickly to search for the specific information (The

Teaching and Learning Unit, University of Melbourne, 2010). Scanning is a reading

skill which is used to quickly locate specific information (Study & Learning Center

[RMIT], 2007). When the students scan, they know what they are looking for (e.g.:

key words, dates, etc.). Scanning is useful when the readers want to find out specific

information. It helps the students to save the time by quickly locating particular

information that is relevant to the students’ study. Therefore, the students avoid

reading unnecessary material. Scanning is the process of quickly searching for the

particular piece or pieces of information in a text.

The purpose of scanning is to extract specific information without reading

through the whole text (Brown, 2001: 308 as cited in Yusuf & Amanda et al., 2010,

p. 5). Koзak (2011) also states that general reading or scanning is reading to extract

specific information; reading for general understanding. To scan a reading text, the

students should start at the top of the page and then move the eyes quickly toward

the bottom. Generally, scanning is a technique that helpful when the students are

looking for the answer to the known question (Koзak, 2011).


16

4) Guessing the meaning of unknown words from context

Consulting the meaning of the unknown words to the dictionary sometimes

takes time in reading. The students can guess the meaning of the unknown words

from the context without opening the dictionary. Words are like glue and paint.

They are there to provide the connections and add interests, but those are not

essential for meaning. If the students concentrate on the information words, they

can read faster and with better comprehension (The Teaching and Learning Unit,

University of Melbourne, 2010).

The students can often determine the meaning by considering the context in

which a word appears. As stated by Langan (1986), when students are reading the

reading text, the surrounding words and sentences frequently provide the clue to the

meaning of the words. The students can use the prior knowledge and the ideas of

the text as a clue to understand the meaning of the unknown words instead of

stopping to look at the unknown words. Guessing the meaning of unknown words

involve using a wide variety of clues (including linguistic and nonlinguistic) to

guess the meaning when the students do not know all the words. Guessing helps the

students to overcome the knowledge limitation in reading. The students do not need

to recognize and understand every single word before they can comprehend the

overall meaning. The students can actually comprehend a lot of reading passage

through systematic guessing without necessarily comprehending all the details

(Oxford, 1990: 90 as cited in Yusuf et al., 2010, p.5).


17

5) Making/Drawing Inferences

Inferring means making the use of syntactic, logical and cultural clues to

discover the meaning of unknown elements. If these are words, then word-

formation and derivation will also play an important part (Grellet, 1999). The most

meaningful ideas from the text often stem from what the readers infer, not from

what’s written on the page (Daunis & Cassiani (2007, p. 26). The ability to make

inferences is the ability to use two or more pieces of information from a text in order

to arrive at a third piece of information that is implicit (Kispal, 2008). Inference can

be as simple as associating the pronoun ‘he’ with a previously mentioned the male

person. It can be as complex as understanding a subtle implicit message, conveyed

through the choice of the particular vocabulary by the writer and drawing on the

reader’s own background knowledge (Kispal, 2008).

6) Summarizing

Summarizing is making a condensed, shorter version of the original passage

(Yusuf et al., 2010). Mikulecky (1990: p. 145) states that summarizing is shortening

materials by retaining and re-stating main ideas and leaving out details. When the

students summarize, they show the comprehension of the texts because the students

conclude the important points of the reading text. Summarizing is usually done after

finishing reading the reading text. It also make sure whether the students understand

the story or not. Summarizing makes the students aware of their understanding of

the text (Mikulecky, 1990). By summarizing, the students can demonstrate their

comprehension of the text.


18

c. Reading Interest

As stated byTaschow (1985), interest is one of affective factors that

develops and maintains a desire for reading. Harris (1954) also states that there are

some factors influencing reading interest, they are accessibility and availability,

teacher, friend, media, and the difficulty of the books (p.420). Schiefele and Krapp

(1999) find that interest was related to deep-comprehension questions, recall of

main ideas, and to a higher degree of cognitive organization in college students’

knowledge structures. They conclude that interest does not simply enhance the

amount of recalled text information, but have a strong influence on the quality of

learning. That is, interest seemed to motivate readers to go beyond the surface

structure of the texts and focus on the main ideas and their underlying meaning

(Krapp, 1999). Ryan and Deci (1990) also conclude that interest leads to more

elaborate and deeper processing of expository texts.

Hidi (2001) finds that interest is a clear indicator of the quality of learning

derived from reading. When the students’ interest in reading, they are encouraged

to go beyond the surface elements of the text and focus on more elaborate, higher-

order thinking skills, to help them uncover the underlying meaning of the main

ideas. Flowerda, Schraw, and Stevens (2004) emphasize that the materials are

interesting, it will affect the application and transfer of deeper text processing. What

the students find interesting, they consider meaningful (Fink & Samuels, 2008).

Providing the students with a wide choice of reading materials and sharing the

books regularly with the students seemed to help maintain their interest in reading.


19

d. Reading comprehension

Reading comprehension is the process of making meaning from the text.

The goal, therefore, is to gain an overall understanding of what is described in the

text rather than to obtain meaning from isolated words or sentences. The meaning

of reading comprehension also well described by Kustaryo (1988):

“Reading comprehension means understand what has been read. It

is an active thinking process that depends not only on

comprehension skill but also the students’ experience and prior

knowledge comprehension involves understanding the vocabulary

seeing the relationship among words and concepts, organizing

ideas, recognizing author’s making judgment, and evaluating”.

As stated by Kustaryo (1988), the process of comprehending the reading texts need

the students’ experience and the prior knowledge comprehension that involves

understanding the vocabulary, the organizing ideas, the recognizing author’s

making judgment, and the evaluating. Reading comprehension (understanding,

gaining meaning and interpreting the text) depends on a variety of the reader-

related, the text-related, and the situational factors (De Corte et al., 2001). Yorio

surveys the second language students, who states that vocabulary is their most

important problem in reading comprehension (1971, as cited in Anjomshoa &

Zamanian, 2014, p. 91).

Meaning is formed in the reader’s head, that is, a person’s prior knowledge

affects the kinds of meanings constructed from the text information (Fukkink & de

Glopper 1998; Lipson 1983 as cited in Wolley, 2011). Comprehension is more

effective when the students use what they already know about the text theme to

conceptualise the gist of the present text (Goodman 1996; Smith 1978 as cited in

Wolley, 2011). This process allows the students to construct a more appropriate


20

situational model of the text. There are a multiplicity of factors that contribute to

the reading difficulties for many students with special needs and the underlying

causes of their reading problems may be largely unknown (Lewis & Doorlag 1999).

3. Reader’s Log

The students use the reader’ log to maintain a written record of personal

reactions to the text on several levels. The space provided in the reader’s log is an

opportunity for students to express their attitudes towards a text, on their

discoveries, and make connections between what the students know and what the

students are learning (Lyutaya, 2011). Lyutaya also states that a reader’s log is a

place to take risks, speculate, ask questions, express opinions, and build knowledge,

giving students the ability to grow as strategic readers and independent learners

(2011). Reader’s Log provides some space that should be completed by the texts

that the students read. It’s also useful for them to measure their own reading ability.

Reader’s log integrates between the writing and reading. Writing will help the

students integrate different sources of information and organize their thought; as a

result, their thinking is more fluid, flexible, and tangible, “thus promoting conscious

awareness and deeper comprehension” (Dorn & Soffos, 2005 as cited in Lyutaya,

2011).

B. Theoretical Framework

This study is aimed to investigate the use of reader’s log in Basic Reading I

Class. Therefore, there is one problem formulated; the students’ perception on the


21

use of reader’s log in Basic Reading I Class. In order to cover the problem

formulated, the researcher employs three main theories, which are perception,

reading, and also reader’s log. Those theories become the researcher’s foundations

in working this study out.

Basic Reading 1 is the course which focuses on the basic of reading for the

first semester students. It is designed to develop students ‘reading skills (Lesson

Unit Plan of Basic Reading I). However, reading activity in Basic Reading I Class

is not only done in the classroom. The lecturer uses a reader’s log as the medium

for students to train their reading skill. Students can read many articles by their own

choices. A reader’s log is a place to take risks, speculate, ask questions, express

opinions, and build knowledge, giving students the ability to grow as strategic

readers and independent learners. The logs are an opportunity for students to

express their attitudes towards a text, on their discoveries, and make connections

between what they know and what they are learning (Lyutaya, 2011). They will be

able to read English articles not only in the classroom but also outside the

classroom. It will also help the students to enrich their reading experience

independently.

As stated in the theoretical description, reading is one of the most important

language skills in learning English (McDonough et al., 2013). There are a number

of reading skills that help the students improve their reading ability to understand

and process the text. Those readings skills are previewing, predicting, skimming,

scanning, guessing the meaning of unknown words from context, making/drawing

inferences, and summarizing. When readers make connection, question, infer,


22

determine importance, visualize, synthesize, and monitor for meaning, they have

fuller and more complete understanding on the text (Harvey & Goudvis, 2000 as

cited in Daunis & Iams, 2007, p. 14).

Besides, in this study, the researcher also investigates the students’

perception on the use of reader’s log. As stated by Robbin (2005), perception is the

process by which individuals select, organize, and interpret the input from their

senses to give meaning and order to the world around them. The students who

experience the use of reader’s log will give their perception on it. Thus, perception

will lead them to have a positive or a negative responses. The positive perception

on the use of reader’s log may lead the students to have good behavior in reading.

The students use reading log to maintain a written record of personal reactions to

the text on several levels.

Therefore, the lecturers also need to develop the reading material based on

the characteristic of Basic Reading Class I in ELESP. The KPE 110 of Basic

Reading I will be used to dive a picture and description about what Basic Reading

I Class is and to explain the importance of this course to the readers. Moreover, the

researcher also engages the theories of reading interest, reading skills, and reading

comprehension. It helps the researcher to find out the relation between the use of

reader’s log and students’ reading development.

Those theories are crucial to make this study scientific. In making the

research instruments, then the researcher uses the existing and relevant theories as

the basis to answer the research problem. Therefore, the study will cover the


23

theories in the discussion dealing with the use of reader’s log in Basic Reading I

Class.


24

CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with the methodology which is used by the researcher.

The research methodology is intended to answer the research question. Meanwhile,

the methodology covers some parts, those are the research method, the research

setting, the research participants, the research instruments, the data gathering

technique, the data analysis technique, and the research procedure.

A. Research Method

This research used mixed method. Ary, Jacob, and Razavieh (2006) explain

that mixed method is an approach that combines both qualitative and quantitative

methods in the design of a single study (p. 32). Lodico, Spaulding, and Voegtle

(2006) state “A mixed method combines the strengths of both qualitative and

quantitative research. Providing both an in-depth look at context, processes, and

interactions and precise measurement of attitudes and outcomes” (p. 282). The

mixing process may occur in the data collection, methodology, the specified

method, the logistic of the design, and the analysis. Creswell (2008) explains that

when both quantitative and qualitative data are used together in the research, it will

provide a better understanding of the research problem than either type by itself.


25

B. Research Setting

The study took place at Sanata Dharma University Yogyakarta, to be exact

at the English Language Education Study Program. The study was conducted in

class B and class D of Basic Reading I. In order to answer the research problem,

the researcher distributed the questionnaire during the even semester of 2014/2015

academic year. It was on December 4, 2014. Meanwhile the interview was

conducted on April 17, 2015.

C. Research Participants

The research participants were the first semester students of Basic Reading

I Class in the English Language Education Study Program. There were two classes

chosen; class B and class D in the academic year 2014/2015. Class B consisted of

26 students and class D consisted of 30 students. To sum up, the participants

consisted of 56 students in total. In this case, the researcher engaged purposive

sampling. Singleton and Straits (1999) state that purposive sampling goes to

nonprobability sampling in which the researchers select the units that are

representative or the typical of the population based on their judgments. The

researcher used class B and class D since the students of those classes have

experienced in using the reader’s log.

D. Instruments and Data Gathering Technique

Research instruments were necessary in conducting a research. In this

research, the researcher used questionnaire and interview to obtain the data in order


26

to answer the formulated problem. The research was started by asking some

questions through questionnaire to the participants. After that, it is followed by

asking further information through the interview.

1. Questionnaire

There were two classes of Basic Reading I that were given the questionnaire

to gain the quantitative data. Gall, Gall, and Borg (2007) state that the

questionnaires are printed forms that ask the same questions of all individuals in the

sample and for which respondents record their answers in a verbal form (p. 228).

The questionnaire was used to find out the students’ opinion on the use of reader’s

log in Basic Reading I class. The questionnaire consists of two parts; the close-

ended and the open-ended question. Firstly, the researcher distributed the

questionnaire which consisted of close-ended and open-ended questionnaires. All

the items in the questionnaire were related to the research problem formulated; to

what degree the use of reader’s log supports students in learning reading.

Van Dalen (1979) states that the closed-form consists of a prepared list of

concrete questions and a choice of possible answer (p. 126). In the close-ended

questions, there is a form of question where the respondent is able to choose based

on the answer provided. In this section, the researcher provided 14 statements and

used Lickert Scale. Cohen, Marion, and Marrison (2000) state that Lickert scale

contains of degree of agreement which is set to gain the expressions of opinion,

interest, or value, problems to react to, or statements to agree or disagree with (p.

253). Based on the Lickert scale, the students chose the units of scales to indicate

their answers, whether the students were “strongly agree”, “agree”, “undecided”,


27

“disagree”, and “strongly disagree”. Then, to make the result clearer, the

questionnaire is provided in Appendix C.

The second part of the questionnaire was open-ended question. In this part,

the students were given a chance to answer the questions freely. It was also

acknowledged by Van Dalen (1979), “the open-form questionnaire permits the

participants to answer freely and fully in their own words and their own frame of

reference” (p. 126). It was also used to gain further opinion based on the students’

opinion on the use of reader’s logs in basic reading 1 class. Therefore, the open-

ended questions would make the first part clearer.

2. Interview

After the students were given the questionnaires, some of the students were

given interview to draw the qualitative data. The interview was used as the

compliment to strengthen the written observation (questionnaire) or as

confirmation. It was also stated by Rodrigues and Zimmerman (1992) that

interviewing was a structured process of questioning others (p.106). They also

stated that the use of interview could help the researcher found the data that could

not be gained by observation and questionnaire.

The participants were chosen purposively to verify unclear answers. Gall,

Gall and Borg (2007) state that “a sample in which all members of the accessible

population had an equal chance of being selected” (p. 168). By analyzing the results

of questionnaire, there were five students made unclear answers. The interview was

conducted in approximately 5-10 minutes for each participant. Therefore, the

researcher conducted interview on April 17, 2015.


28

E. Data Analysis Technique

The data analysis technique dealt with analyzing the results of the

questionnaire and interview. First, the researcher counted the close-ended question

in the questionnaire. The result of the questionnaire were grouped and then

presented in percentage mode. Moreover the results of the data were interpreted

descriptively. Wiersma (1995) states that “the low value represented negative

responses and the high value represented positive responses” (p. 183). Then, the

researcher made a classification for the results of the percentage. The students had

negative perception if the result of percentage was less than 50% (0% - 50%). Then,

the students had positive perception if the result of percentage was higher than 50%

(>51-100%). The data was presented in form of table (see Table 3.1). Meanwhile

the percentage of each item was obtained by:

Note:

n: the total number of students based on the degree of agreement

N: the total number of students

Table 3.1 Participants’ Responses

No Statement Degree

SD (%) D (%) U (%) A (%) SD (%)

1. Statement 1

2. Statement 2

Etc.

SA: Strongly Agree; A: Agree; U; Undecided; D: Disagree; SD: Strongly Disagree

𝑛

𝑁 × 100 %


29

For the open-ended questions, the researcher grouped, clustered and

classified the same answer and then interpreted it. Whereas, the data from the

interview were transcribed in the written form. They were also interpreted to

complete the data of questionnaires.

F. Research Procedure

In conducting this research, the researcher took some following steps which

were necessary to the research procedures. The researcher began the research by

deciding the topic. Then, the researcher formulated the research problem related to

the topic. Afterwards, in order to gain the knowledge about certain theories related

to the work, the researcher did the library study. After finding a topic and some

supported theories, the researcher decided an appropriate research method which

was able to accommodate this study in finding the answer to the formulated

problem. Then, the researcher selected the research participants and prepared the

research instruments such as blue print of the questionnaire.

After the basic preparation steps have done, the next step was about

conducting the main procedure of this research. Before conducting the research, the

researcher asked permission of the participants by giving the legal letter to the

academic advisor of each class. After getting the permission, the researcher and the

lecturer made an appointment in order to find the time which was used for

distributing the questionnaires to the students. The next steps after the scheduled

had been arranged, the researcher distributed the questionnaires to the students.

Then, the data from the questionnaire were gathered and analyzed in order to find


30

the answer to the formulated problem. Based on the students’ answers, the

researcher also chose some participants who would be interviewed. Then, the

researcher conducted interview with the students chosen as the participants in order

to obtain the deeper answers and additional information dealing with the topic.

After that, the collected data were presented in a form of percentage for the

questionnaire and the interview were transcribed in the written form then it

explained descriptively. Based on the data obtained, the researcher answered the

formulated problem. As the last step, the researcher reported the results

systematically and draw a conclusion to conclude the research.


31

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research findings and the discussion to answer the

research problem about the students’ perception on the use of reader’s log in Basic

Reading I Class. It consists of two parts; the first part is the research findings and

the second part is the discussion of the findings which discusses the relation

between the raw data and the supported theories in order to answer the research

question.

A. Research Findings

The research findings present the data of the students’ perception on the use

of reader’s log. The analysis of the research findings begins with the analysis of

data questionnaire and followed by the analysis of the data interview as the second

part of this section.

1. Students’ Perception on the Use of Reader’s Log in Basic Reading I

Class based on the Questionnaire Data

There will be four discussions on the students’ perception on the use of

reader’s log in Basic Reading I Class. They are the reader’s log supports the

students’ reading skills, the reader’s log builds the students’ interest in reading

English text, the reader’s log improves the students’ reading comprehension ability,

and the reader’s log increases students’ familiarity with the use of vocabularies in

certain context.


32

a. Reader’s Log Supports the Students’ Reading Skills

The aim of Basic Reading I Class is to invite the students to improve their

reading skills. Therefore, in this part, the researcher wants to see the students’

perception on the use of reader’s log in supporting the students’ reading skills.

There are six items provided related to the research question and the data are

presented on the table below.

Table 4.1 Reader’s Log Supports the Students’ Reading Skills

No Statements SA A U D SD

1. Reader’s log helps me to train my

reading skills 48.2% 44.6% 5.4% 1.8% 0

2. Reader’s log increases my

reading skills 42.9% 51.8% 5.4% 0 0

3.

Reader’s log helps me to

understand some basic reading

strategies, namely previewing,

predicting, skimming, scanning,

and guessing word meanings from

context

30.4% 66.1% 3.6% 0 0

4. Reader’s log helps me to apply

the reading skills when reading

various types of texts

25% 69.6% 5.4% 0 0

5. Reader’s log trains me to scan for

detailed information of the

reading texts

12.5% 76.8% 8.9% 1.8% 0

6. Reader’s log trains me to make

inferences from the reading texts 10.7% 73.2% 10.7% 5.4% 0


On the first research statement, there were 27 students (48.2%) who chose

SA (Strongly Agree) and 25 students (44.6%) who chose A (Agree). Nevertheless,

there were three students (5.3%) who chose U (Undecided), only one student (1.8%)


33

who chose D (Disagree), and none of the students (0%) who chose SD (Strongly

Disagree) to the research statement. However, most of the students (92.8%) agreed

that reader’s log helped them to train their reading skills.

The first research statement showed that based on the students’ perception,

reader’s log helps the students to train their reading skills. In the second research

statement, the researcher wants to investigate the students’ perception whether or

not the use of reader’s log increases the students’ reading skills. From the table 4.1,

it showed that there were 24 students (42.9%) who chose SA (Strongly Agree) and

29 students (51.8%) who chose A (Agree). On the contrary, there were three

students (5.4%) who chose U (Undecided), yet none of the students (0%) who chose

neither D (Disagree) nor SD (Strongly Disagree). Since the data showed that almost

all the students (94.7%) agreed to the research statement, hence the researcher

concludes that reader’s log is effective way to supports the students’ reading skills.

The third research statement was used to investigate the effect of reader’s

log in understanding some basic reading skills, namely previewing, predicting,

skimming, scanning, and guessing word meanings from the context of the reading

text. Based on the table 4.1, 17 students (30.4%) chose strongly agreed and 29

students (66.1%) chose agreed. There were two students who chose U (Undecided)

and no student (0%) who chose neither disagreed nor strongly disagreed. The

researcher inferred that the majority of the students (96.5%) felt the positive effect

in understanding some basic reading strategies, namely previewing, predicting,

skimming, scanning, and guessing word meanings from the context of the reading

text.


34

From the fourth research statement in the Table 4.1, the researcher wanted

to investigate whether or not the use of reader’s log made the students practice the

reading strategies. The result showed that 14 students (25%) chose SA (Strongly

Agree) and 39 students (69.6%) chose A (Agree). However, there were three

students (5.4%) who chose U (Undecided). Besides, there was no student (0%) who

chose D (Disagree) and SD (Strongly Disagree). To sum up the findings, 94.6% of

the total students agreed that the use of reader’s log made the students always

applied the reading skills when reading English texts. Before the students

implemented the reader’s log, they always opened the dictionary to find the

meaning of some new words. However, after they were trained by the lecturer to

use reader’s log, the students tried to practice the reading strategies.

The fifth research statement showed whether reader’s log trains the students

to scan for the detailed information of the reading texts. From the table, it showed

that there were seven students (12.5%) who chose SA (Strongly Agree) and 43

students (76.8%) who chose A (Agree). On the contrary, there were five students

(8.9%) who chose U (Undecided), one student (0%) who chose D (Disagree) and

none of the students who chose SD (Strongly Disagree). Since the data showed that

almost all the students (89.3%) agreed to the research statement, thus the researcher

concluded that reader’s log was an effective way to train the students to scan for the

detailed information of the reading texts.

The last research statement is about the students’ perception on the use of

reader’s log to train the students to make inferences from the reading texts. The

result showed that six students (10.7%) chose SA (Strongly Agree) and 41 students


35

(73.2%) chose A (Agree). However, there were six students (10.7%) who preferred

to choose U (Undecided). Besides, three students (5.4%) who chose D (Disagree)

and none of the students who chose SD (Strongly Disagree). To sum up the findings,

83.9% of total students agreed that the use of reader’s log trained the students to

make inferences from the reading texts.

b. Reader’s Log Builds the Students’ Interest in Reading English Text

In this part, the researcher investigates the students’ perception on the use

of reader’s log in building the students’ reading interest. In the questionnaire, the

researcher provided two questions in order to see the students’ reading interest. The

data was presented below.

Table 4.2 Reader’s Log Builds the Students’ Interest in Reading English Text


1. Reader’s log helps me to form

my reading habit 42.9% 46.4% 5.4% 5.4% 0

2. Reader’s log motivates me to do

more reading 26.8% 50% 14.3% 8.9% 0


Table 4.2 presented the students’ perception on the use of reader’s log in

Basic Reading I Class. The first statement investigated the students’ perception on

the use of reader’s log in forming the students’ reading interest. The results of the

first research statement showed that there were 24 students (42.9%) who chose SA

(Strongly Agree) and 26 students (46.4%) who chose A (Agree). However, there

were three students (5.4%) who chose U (Undecided). Responding to the statement,

three students (5.4 %) chose D (Disagree) and no one chose SD (Strongly Disagree).


36

It showed that most of the students (more than 80%) agreed that reader’s log helped

them to form their reading interest. Before the use of reader’s log, some students

did not interest in reading. Some of the students read the English texts because they

considered the reader’s log as a task-focused. However, because reader’s log was a

task, it forced them to read more reading texts. Thus, the students become familiar

to read English texts.

The second research statement was made to find whether the reader’s log

motivated the students to do more reading. Based on the data, 15 students (26.8%)

strongly agreed and 28 students (50%) agreed with the statement. There were eight

students (14.3%) who chose U (Undecided), five students (8.9%) who chose D

(Disagree) yet, none of students (0%) chose SD (Strongly Disagree) to the

statement. From the students’ choices, the researcher concludes that 76.8% of the

total students have positive perception that reader’s log motivates the students to do

more reading.

c. Reader’s Log Improves the Students’ Reading Comprehension

The researcher also investigates the students’ opinion on the use of reader’s

log in Basic Reading I Class whether reader’s log helps and supports the students

to comprehend the reading texts. The researcher provided three questions in order

to find out the data. The data was presented on Table 4.3.


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Table 4.3 Reader’s Log Improves the Students’ Reading Comprehension


1. Reader’s logs improve my

reading comprehension ability 21.4% 62.5% 10.7% 5.4% 0

2.

Reader’s logs help me to

understand the content of the

reading texts

30.4% 58.9% 7.1% 3.6% 0

3. Reader’s logs train me to find

the main idea of the reading

texts easily

10.7% 73.2% 14.3% 1.8% 0


The first statement dealt with the improvement of reading comprehension

ability. It was showed that 12 students (21.4%) chose SA (Strongly Agree) and 35

students chose A (Agree) to the statement. On the other hand, there were six

students who preferred to choose U (Undecided). However, there were three

students (5.4%) who chose D (Disagree) and none of the students (0%) who chose

SD (Strongly Disagree) on the seventh statement. Therefore, based on the students’

perception, the researcher believes that students are able to improve their reading

comprehension ability by the use of reader’s log in Basic Reading I Class.

The second statement is related to the effect of Reader’s Log in

understanding the content of the reading texts. It was obtained that 17 students

(30.4%) chose SA (Strongly Agree) and 33 students (58.9%) chose A (Agree).

However, there were 4 students (7.1%) who chose U (Undecided). Responding to

the statement, two students (3.6%) chose D (Disagree) and none of the students

(0%) chose SD (Strongly Disagree). From the findings, it could be seen that


38

participants had positive experiences on this statement. It was proven by the results

showing that majority of the students (more than 80%) agreed that reader’s log

helped the students to understand the content of the reading texts.

The last statement was made to see whether or not reader’s log trained the

students to find the main idea of the reading texts easily. From the table 4.3, we can

see that there were six students (10.7%) out of all the students who strongly agreed

and 73.2% (41 students) out all of students who agreed that they found the main

idea of the reading texts easily since the use of reader’s log. However, there were

eight students (14.3%) who chose U (Undecided). Besides, there were 1.8% out of

all students who chose disagreed and none of the students (0%) who strongly

disagreed to the statement. It shows that most of the students (83.9%) believed that

reader’s log trained the students to find the main idea of the reading texts easily.

d. Reader’s Log Increases the Students’ Familiarity with the Use of

English Vocabularies in Certain Context

In addition, the researcher also investigates the personal evaluation of the

students on the use of Reader’s Log in increasing students’ familiarity with the use

of vocabularies in certain context. There were three items that were presented on

the following table.


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Table 4.4 Reader’s Log Increases Students’ Familiarity with The Use of English

Vocabularies in Certain Context


1

Reader’s log increases my

familiarity with the use of

vocabularies in the certain

context

25% 66.1% 3.6% 0 5.4%

2 Reader’s log improves my

English vocabulary mastery 21.4% 66.1% 3.6% 0 8.9%

3

I enjoy guessing word meaning

after doing the reader’s log for

several times

12.5% 44.6% 12.5% 1.8% 21.4%


The next research statement is about familiarity with the use of vocabularies

in the certain context of the reading texts. From the first research statement, the

researcher wants to see the students’ perception on the use of reader’s log whether

it makes the students more familiar with the use of vocabularies in the certain

context. The result showed that 14 students (21.4%) chose SA (Strongly Agree) and

37 students (66.1%) chose A (Agree). Besides, there were three students (5.4%)

who preferred to choose U (Undecided), two students (3.6%) who chose D

(Disagree) and none of the students who chose SD (Strongly Disagree). To sum up

the findings, 87.5% of total the students agreed that the use of reader’s log made

the students more familiar with the use of vocabularies in the certain context of the

reading texts. It can be concluded that reader’s log helps the students to be more

familiar with the use of English vocabularies in the certain context and in the certain

reading texts.


40

The statement two dealt with students’ vocabulary mastery. Here, the

researcher investigate the students’ perception on the use of reader’s log in

increasing English vocabulary mastery. From the data statement 2 that is showed

by table 4.3, there were 12 students (21.4%) who chose SA (Strongly Agree) and

37 students (66.1%) who chose A (Agree). On the other hand, there were five

students (8.9%) who chose U (Undecided), two students (3.6%) who chose D

(Disagree) and none of students (0%) who chose SD (Strongly Disagree). It means

that most of the students (87.5%) agreed that the use of reader’s log increased their

English vocabulary mastery. One of the reading benefits is to improve the readers’

vocabulary. When the readers read many reading texts automatically they are able

to expand their knowledge of vocabulary, especially the knowledge of English

vocabulary.

In the third statement, the researcher wants to see the students’ perception

whether the students enjoy guessing word meaning after doing reader’s log for

several times. There were seven students (12.5%) who chose strongly agreed and

25 students (44.6%) agreed to the statement. Meanwhile, 12 students (21.4%) chose

U (Undecided) to the statement, seven students (12.5%) chose D (Disagree) and

only one student (1.8%) chose SD (Strongly Disagree). On this research statement,

based on the students’ perception, most of the students (57.1%) agreed that after

doing reader’s log for several times made the students enjoyed guessing word

meaning in the reading texts.


41

2. Students’ Perception on the Use of Reader’s Log in Basic Reading I

Class based on the Interview Data

This part was the continuation of the discussion topics in the questionnaire.

In this part, the researcher analyses the result of the interview how reader’s log

supports students’ reading skills. Based on the interview a student gives statements

that:

“Reader’s Log itu semacam penuntun untuk membuat rangkuman. Jadi, kita

baca artikel atau teks Bahasa inggris setelah itu kita harus mengisi atau

merangkum sesuai dengan pertanyaan – pertanyaan atau format yang ada

di reader’s log.” (Interviewee 1)

“Reader’s log is kind of guide to make a summary. So, we read an article or

English text after that we have to fill or make a summary appropriate with

the questions or the format provided in reader’s log.”

Based on the student description, reader’s log consists of some logs that guide the

students to apply the students’ reading skills and strategies. The logs must be filled

based on the reading text they choose. All the interviewees also stated that every

meeting of the class all the students have to make minimum one reader’s log and

there is no limitation for the maximum. A student also acknowledged:

“Menurut aku reader’s log harus tetap diterapkan dalam kelas Basic

Reading 1, karena sangat membantu dalam mengasah skil-skil dalam

membaca.” (Interviewee 1)

“In my opinion, reader’s log must be implemented in Basic Reading I.

Because, it is very helpful to train the skills on reading.”

From the statement, we can see that reader’s log is good to be implemented in Basic

Reading I Class. Through the elements of the reader’s log, the students used to


42

apply their reading skills. Another student also said what skills he or she used when

completing reader’s log:

“Predicting! Seperti membaca judul terlebih dahulu sebelum membaca

seluruh teks. Saya juga terbantu dengan adanya format reader’s log yang

membantu saya dalam melakukan scanning dan reader’s log dilakukan

lebih intens jadi saya sudah terbiasa mengaplikasikan skil dalam membaca.

(Interviewee 2)

“Predicting.” It is like reading the tittle first before reading the whole text.

I am also helped by the format of reader’s log which helps me to practice

scanning. Reader’s log is done intensively so I use to apply the skills in

reading.”

The student acknowledged that when he or she wanted to complete his or her

reader’s log, the first reading skills that he or she used was previewing and

predicting. It was very useful to guess what the text will be about before reading

the whole text quickly and easily. However, the format of reader’s log also helped

the students to apply the other skills of reading, such as scanning, skimming,

guessing, etc. In the interview, another student also says:

“Reader’s Log sangat membantu untuk mengasah keterampilan kita

dalam membaca. Pada awalnya saya sering kesulitan memahami isi teks.

Seperti main idea, setting, point of view, dan lain-lain. Setelah

menggunakan reader’s log dalam kelas reading, saya terlatih dan terbiasa

untuk menggunakan strategi-strategi dalam memahami informasi yang

didapatkan dari bacaan yang saya baca.” (Interviewee 4)

“Reader’s Log is very helpful to train our skill in reading. Firstly, I often

found difficulty to understand the content of the text, like the main idea,

setting, point of view, etc. After I use reader’s log in Basic Reading I Class,

I’m trained to use the strategies to understand the information from the

texts.”


43

Each of reading skills has its own function. The students used to practice their

reading skills when they had to complete the reader’s log. Hence, it helps the

students to understand the reading texts.

According to the lecturer, he explains that there are some reading’s

problems that are faced by the students. Those problems are lack of reading

strategies (skills), lack of vocabulary size, lack of grammatical competence, lack of

sufficient background knowledge across different fields, lack of reading habits, lack

of exposure to English materials through explicit reading activities, lack of interest

in reading English articles, and also lack of reading autonomy and independence.

Reflect on those problems, the lecturer states that the use of reader’s log is aimed

to help the students improve their reading ability so it is expected to be able to solve

the students’ reading problems. However, the lecturer gives perception whether on

the use of reader’s log is the best way to help students improve their reading ability,

he states;

“Reading is a complicated skill and therefor I didn’t expect it to solve in one

semester or overnight. It is a gradual process that will help students to get

better with regular practice and time. The most important thing is to get them

in habit of reading happily and correctly. Hopefully they would get better as

they engaged more in reading. Having said that, I could say that yes readers’

logs could help them to enhance the elements I mentioned before.”

From those statements, the lecturer believed that reader’s log could help the

students to improve their reading ability. However, it also needed a process with

regular practice and time. The most important thing that the lecturer wanted to

achieve was the students would be able to do reading in habit of happily and

correctly so the main goal of the use of reader’s log could be achieved successfully.


44

The results interview of the students also show that the students have positive

perceptions on the use of reader’s log. Most of the respondents have positive

perception that Reader’s Log support the students to train students’ reading skills.

A student of Basic Reading I class gives his or her opinion about the use of reader’s

log.

“Reader’s log makes me read the English text regularly (min: once a week).

Sometimes my friends submit more than one reader’s logs and that makes

me ashamed if I only made one reader’s log. So, I made bold to make reader’s

log more than casually, automatically I will read English text more

also.”(Interviewee 4)

In interview, a student also gives statement about the use of reader’s log in Basic

Reading I Class.

“Efektif, karena untuk meningkatkan kemampuan dan keterampilan saya

dalam membaca. Karena pertama di satu sisi merasa seperti terdesak

sebagai tugas mau tidak mau harus membaca teks berbahasa Inggris. Ke

dua saya diberi kebebasan untuk memilih artikel atau teks Bahasa Inggris

yang saya suka. Nah dari situ saya jadi suka membaca teks Berbahasa

Inggris. Malah pengen nyari lagi dan lagi.”(Interviewee 2)

(It’s effective, because it’s to increase my ability and skills in reading.

because, first, in the other hand, I feel forced by Reader’s Log as a task so I

must read an English text. Second, I was given a freedom to choose the article

that I liked. So from that, now I like reading English texts. In fact I want to

find the text again and again.)

Reader’s log gives positive effects to the students. It shows by student who

gives statements about the use of reader’s log. She/he believed that because of

reader’s log, she/he challenged his or her self to make more than one reader’s log

to be submitted. It means that reader’s log builds a positive competition between

the students of Basic Reading I Class. Reader’s log also motivates the students to


45

love reading. Moreover, from the lecturer’s opinion, he also found students’

positive progression after the use of reader’s log. It was expressed in the following

part.

“Yes, of course. They were progressing well and taking the learning

responsibility into their own hands. I think delegating the responsibility for

learning success and progress to students is a crucial element in helping them

to be autonomous and independent. Once students realised this they will then

pursue reading on their own. But again it is a process and we have to see it

years from now. (Life-long learning).”

In this interview, the students also gave some suggestions toward the use of reader’s

log in Basic Reading I Class. A student acknowledged in the interview.

“Menurut aku reader’s log harus tetap diterapkan dalam kelas Basic


membaca dan menumbuhkan minat membaca teks-teks berbahasa Inggris.

Mungkin kelas lain juga perlu mengimplementasikan reader’s log setiap

pertemuan kelas Basic Reading 1, jadi akan lebih efektif.” (Interviewee 1)

(In my opinion, reader’s log must be implemented in Basic Reading I Class

because it’s very helpful to train the skills in reading and build the reading

interest in reading English texts. Maybe the other class also need to

implement reader’s log every meeting of Basic Reading I Class, hence it

will be more effective.)

Another student also says:

“…kalau setelah kita membuat reader’s log itu alangkah baiknya kita

presentasi secara berkelompok di depan kelas, jadi yang mengerti isi teks

yang telah dibuat dalam reader’s log tidak hanya teman sebelah atau pun

kelompok, namun juga teman satu kelas dan dosen juga. Jadi bisa saling

mengecek satu sama lain. Kalau seperti itu kan teman-teman yang lain juga

akan termotivasi.”(Interviewee 2)

(… after making reader’s log, it’s better if we do a presentation in a group

form in front of the class, so that the person who understands the content of

the text not only the friend besides or even the group work, but also all the

students in the class and the lecturer. So we can check each other. If it is like

that, the other friends will also be motivated.)


46

Based on the suggestions, the interviewees said that reader’s log must be

implemented in the Basic Reading I Class. It is very useful for them to train their

reading development. However, the interviewee also gives a suggestion toward the

following activity of reader’s log in the classroom.

B. Discussion

This section was provided to discuss the data analysis in order to answer the

research question. The researcher would also combine the data findings with the

supported theories so that it have strong foundation. There was one research

question in this research: the students’ perceptions on the use of reader’s log in

Basic Reading I Class.

According to Buku Panduan Akademik Univeresitas Sanata Dharma,

Yogyakart, Program Pendidikan Bahasa Inggris, Basic Reading I is one of courses

which belongs to MKK (Mata Kuliah Keilmuan dan Keterampilan). This course is

designed to introduce the students with the strategies of reading. The reading skills

enable the readers to turn writing into meaning and achieve the goals of

independence, comprehension, and fluency (Anderson, 1995; Proctor & Dutta,

1995; Schunk, 2000 as cited in Grabe & Stoller, 2002, p: 15). The lecturer of Basic

Reading I Course stated that he provided a reader’s log with instructions of the

elements of reading that his students needed to complete. The elements were

summary, the strategies they used, and their evaluation of the effectiveness of the

strategies and their performance in reading, and a column for vocabulary

developments. The form of reader’s log was designed to support the students to


47

apply their reading skills. Those elements also helped the lecturer to control the

improvement of students’ reading skill weekly.

There are some reading skills that help the students to understand and

process the text. Those are previewing, predicting, skimming, scanning, guessing

the meaning of unknown words from context, making/drawing inferences, and

summarizing. When students apply those reading skills in the reader’s log, the

students made connections, question, infer, determine importance, visualize,

synthesize, and monitoring for meaning, they have fuller and more complete

understanding on the text (Harvey & Goudvis (2000) as cited in Daunis & Cassiani

Iams, 2007, p.14). Erfort (2013) also states that reading skills will enable the readers

to make meaning out written language, interact and engage with the language, and

comprehend and analyze the language of the reading passage. According to the

research findings, almost all the students agreed that the reader’s log supports the

students to understand some basic reading strategies or skills and the discussion are

discussed as follows.

1) Previewing & Predicting

A student acknowledged that when he or she wanted to complete his or her

reader’s log, the first reading skills that he or she used was previewing and

predicting. It was very useful to guess what the text will be about before reading

the whole text quickly and easily. This skill helps the students to decide if they need

to read a particular text or not, it also helps the students to decide what the text will

be about before reading the whole of the text (Leane:2002). This skill is also useful

for the students to choose the article they like, whether the topic is appropriate for


48

them or not as the article source to make reader’s log. Daunis & Cassiani (2007)

state that whether it’s a professional text or a quick memo, knowing the genre of

the text and having the expectations of it allows the readers to be more skilfully

reading the text itself (p.16). The previewing skill also helped the students as a

strategy to fill the questions in reader’s log. However, the predicting was used by

the students to involve using cues in the text to guess what is going to come next

(Leane, 2002). Understanding the context of what readers have already read helps

students to make a prediction. The readers can also use the illustrations, the

vocabulary or the grammatical structure to guess what is coming next (Leane,

2002). In the reader’s log there’s also a column for the students to write the new

words. Predicting skill helped the students to predict what the meaning or the

synonym of the new words founded. The students can predict it by using the context

of the text. However the part of speech can also be predicted by the grammar

structure.

2) Skimming skill

Skimming is one of the most important skills in reading. Skimming is

strategy that gives the students a sense of the theme, the purpose, the organization

of the text, the perspective or point of view of the writer, the issues, the arguments,

and the theoretical perspective through using the author’s organizational cues,

introductions and conclusions, headings and sub-headings, italics, and summaries

(Freedman, n.d as cited in Chiew, 2013). Therefore, in order to know the point or

the purpose of the text, the students have to have skimming skill in reading. The


49

purpose of skimming is to perceive text organization and search out the main ideas

(Kol and Schcolnik (2000) as cited in Chiew, 2013, p.14).

Based on the data results, it showed that Reader’s Log trained the students

to use skimming skill well. They know how to get the point of the text in a short

time. Almost all the students agreed that reader’s log trained them to find the main

idea of the reading texts easily and quickly. It is also stated by Kol and Schcolnik

(2000) that screen skimming involves ‘reading the hyperlinked outline provided,

clicking the outline to access specific sections of the text, quickly reading and

highlighting those sections, and scrolling to read the highlighted sections to get the

main ideas’ (as cited in Chiew, 2013).

3) Scanning

Scanning is useful when the readers want to find out a specific information.

It helps the students to save the time by quickly locating particular information that

is relevant to the readers’ study so that the readers could avoid reading unnecessary

material. Scanning is reading quickly to search for specific information (The

Teaching and Learning Unit, University of Melbourne, 2010). Base on the research

findings, the researcher found that the use of reader’s log supported the students to

train their scanning skill. In reader’s log, the students were asked to make summary.

In making summary, the students should know the information from the general to

the specific one. In the questionnaire, before the use of reader’s log, most of

students disagreed that they had difficulties to find the information of the reading

texts. However, after the use of reader’s log the total of the students who agreed

were increase. Based on the students’ perception, almost all of the students gave


50

positive perception that reader’s log trained the students to scan for detailed

information of the reading texts.

4) Guessing the meaning of unknown words from the context

According to the research findings, the researcher found that the general

problem faced by all the students were about vocabulary. When the students were

reading, they would be stopped by unfamiliar words. Most of the students

acknowledged that the unfamiliar words made them had difficulties to understand

the reading text. From the questionnaire, the results showed that the students also

had difficulties to guess the word meaning from the context of the reading text.

Actually words are like glue and paint: they are there to provide connections and

add interest, but are not essential for meaning. If the readers concentrate on

information words, they can read faster and with better comprehension (The

Teaching and Learning Unit, University of Melbourne, 2010).

However, after the use of reader’s log, the perception about vocabulary

matter had changed. Most of the students gave perception that reader’s log helped

the students to train guessing the words meaning skill. They acknowledged they

enjoyed guessing meaning after doing reader’s log for several times. According to

Langan (1986), when students are reading the reading text, the surrounding words

and sentences frequently provide the clue to the meaning of the words. The students

can use prior knowledge and the ideas of text as clue to understand the meaning of

the unknown words instead of stopping to look at the unknown words. Guessing

helps readers to overcome knowledge limitation in reading. The readers do not have

to recognize and understand every single word before they can comprehend the


51

overall meaning. The readers can actually comprehend a lot of reading passage

through systematic guessing without necessarily comprehending all details

(Oxford, 1990: 90 as cited in Nur Yusuf et al., 2010, p.5).

5) Making or Drawing inferences

Making or drawing inferences means making use of syntactic, logical and

cultural clues to discover the meaning of unknown elements. If these are words,

then word-formation and derivation will also play an important part (Grellet, 1999).

The results of the research findings acknowledged that almost all the students

agreed that reader’s log trained the students to make inferences from the reading

texts. In the reader’s log, the students should sum up by making summary. In this

part, the students should be able to discover the meaning of unknown elements or

implicit information by using their own words. The ability to make inferences is, in

simple terms, the ability to use two or more pieces of information from a text in

order to arrive at a third piece of information that is implicit (Anne Kispal, 2008).

In drawing inferences, the students have to draw what they had read. Students tend

to use their own language to make it clearer. They often make inferences to describe

what they understand from the text. Daunis and Cassiani (2007) also state that the

most meaningful ideas from the text often stem from what readers infer, not from

what’s written on the page (p.26).

6). Summarizing

Summarizing is making a condensed, shorter version of the original passage

(Nur Yusuf et al., 2010). Therefore, summarizing will make students aware of their

understanding of the text. In the last session of reader’s log, students were asked to


52

make summary. Students have to demonstrate the comprehension of the texts since

the students should conclude the important points of the reading texts. Mikulecky

(1990) also states that summarizing makes the students aware of their understanding

of the texts. In the research findings also strengthen that the students agreed that

reader’s log help them to comprehend the reading texts by making summary. It is

because reader’s log also provides a space where the students are able to make

summary of the reading texts they have read before.

The findings of the research are influenced by the participants’ perceptions.

Eventhough students see the same thing, they may have different perception on the

same object. Perception is the process by which individuals select, organize, and

interpret the input from their senses to give meaning and order to the world around

them (Robbins, 2005). The students’ perceptions on the use of reader’s log in Basic

Reading I Class are stronger because the students experience it by themselves.

After conducting this study, the researcher found that most of the students

(83.05%) had positive perception on the use of the reader’s log in supporting the

students’ reading interest. In the Lesson Unit Plan of Basic Reading I course (2014)

states that in a form of reader’s log, the students are provided with the hands-on

experience in applying the reading various types of text. On this term, students are

required to read articles they interest before they complete the reader’s log. Based

on that situation, the first major thing which the students must have is the interest

in reading English articles. Taschow (1985) states that interest is one of affective

factors that develops and maintains a desire for reading. That is, interest seemed to

motivate readers to go beyond the surface structure of the texts and focus on the


53

main ideas and their underlying meaning (Krapp, 1999). According to the result of

the research findings before the use of reader’s log, some students agreed that they

liked to read in their spare time. It means that students have already had a basic of

interest in reading. However, the text that the students read was not in English but

in Indonesia. Hence, the students are not familiar enough to read English texts.

Meanwhile, the total of the students who interest in reading did increase

after the use of reader’s log. The changes happen since the students believe that

reading is important. Students start to enjoy reading English texts, having a high

self-concept as a reader, and having a verbally stimulating home environment

where verbal interaction takes place regularly (Walberg and Tsai, 1983 as cited in

Nickoli et al., 2004). It shows that the students positively responded to the use of

reader’s log, which means that almost all of the students are interested in reading

after the use of reader’s log.

There are some factors influencing reading interest, they are accessibility

and availability, teacher, friend, media, and the difficulty of the books (Harris, 1954,

p.420). Those factors are related each other. In this context, there are three main

factors that influenced the students’ reading interest in Basic Reading I Class. Those

were the lecturer, friend and the media. In order to encourage the students’ reading

interest, the lecturer applied some media inside or outside the class. Reader’s log is

one of the media. Indirectly, the students were demanded to read independently in

case to complete and submit the task of reader’s log every week. Automatically,

students had to read English texts whether they like reading or not. A student, for

example, acknowledged:


54

“Kalo boleh jujur, sebenarnya saya tidak tertarik untuk membaca. Pada

akhirnya setelah mengenal reader’s log saya seperti dipaksa untuk

membaca. Jadi mau ngga mau ya itu menjadi tuntutan buat aku. Alhasil,

saya sekarang menjadi senang membaca.” (Interviewee 5)

(If I can honestly say, actually I am not interested in reading. At last, after I

know reader’s log, I’m like being forced to read. So, unlikely that becomes

a demand for me. As a result, now I like reading.)

Another student also answered in the questionnaire:

“Yes, because by reader’s log I’m more interested to read English text. Usually, I

read Indonesian article.” (Student #43)

The statements above clearly explain that reader’s log trained and supported the

students who lack of reading interest. Initially, they felt to be forced by reader’s log

to read. They considered the reader’s log only as a task-focused. However, because

reader’s log is done regularly, this situation is able to grow the students’ reading

interest. Providing students with a wide choice of reading materials and sharing

books regularly with students seemed to help maintain their interest in reading.

Flowerday, Schraw, and Stevens (2004) emphasize that materials that students find

interesting affect the application and transfer of deeper text processing. What the

students find interesting, they consider meaningful (Fink & Samuels, 2008).

Besides, the factor of reading interest is also influenced by classmate or

friends. Every week, the students of Basic Reading I class should submit minimum

one reader’s log. Since there is no maximum for the students to make reader’s log

in every single week, as a result it becomes a challenge for students to make more

than one reader’s log. A student said that if he or she knew that his or her friends

submitted more than one reader’s log, he or she was being motivated and challenged

to read more, so he or she was able to make more than one reader’s log. Based on


55

the results above, it is clear that reader’s log encourages students’ interest in

reading. Their progress in reading is seen clearly. It explains that the reader’s log

gives significant improvement toward students’ reading interest. Hidi (2001) finds

that interest is a clear indicator of the quality of learning derived from reading.

The results of the research findings also explained that most of the students

(78.56%) perceived the use of reader’s log in Basic Reading I Class increases their

familiarity with the use of vocabularies in certain context reading text. All students

acknowledged both in the questionnaire and interview that when they were reading

some English articles, their first problem was about vocabulary. They found new

difficult words in the certain context of the reading text. Yorio surveyed second

language students, who stated that vocabulary was their most important problem in

reading comprehension (1971, as cited in Anjomshoa & Zamanian, 2014, p. 91).

However, in the form of reader’s log, there is a space for the students to write the

new vocabularies. In that space, the students not only wrote the vocabularies but

also wrote the word’s meaning or the synonym, the part of speech of the word, and

also the sentences using those words. Before that, the students used to open the

dictionary in order to find the meaning or the synonym of some new vocabularies.

It is caused by the students’ difficulties to guess some new words meaning without

opening the dictionary. Because the reader’s log was done regularly, the students

also said that condition made the students to be more familiar and enjoyed to guess

the words meaning. It showed that the use of reader’s log in Basic Reading I Class

also helped the students to improve the students’ English vocabulary mastery. By

having a strong vocabulary, children and adolescents alike are assisted in their


56

reading skills because they have knowledge of words and their meaning, and they

can use their vocabulary to help articulate their prior knowledge to others (Temple

& MaKinster, 2005).

In Basic Reading I course, the students’ main activity is reading. In every

week, students have to complete their tasks through online assignment or even in

the form of reader’s log. It will help the students become independent and effective

readers. When the readers increase their rate of reading, they usually also increase

their sight vocabulary and their comprehension (Samuels, 1979). In this way, the

students are also expected to read more English texts in order to expand their

knowledge of English vocabulary. Once the students read an English article, they

might find unfamiliar words. As we know that in certain topic of English text, it

might use difference vocabulary terms. Moreover, in order to complete reader’s log

task, students have to read minimum one English article with different topic in every

week.

Based on the interview with the students and the lecturer, they said that the

use of reader’s log is different with the other classes. The lecturer implemented the

reader’s log regularly. Every meeting of the Basic Reading I Class, the students

should read one article in order to complete reader’s log task and submit it in the

next following meeting. After that, there is also following activity in the classroom

which the students should discuss and share their reader’s log. That condition makes

the student to be more familiar with the certain vocabularies in the certain context

since they not only get new vocabularies from the text they read but also get from

their friends’ texts. The more the students read, the newer and partially known


57

words they will encounter, and the more word knowledge the students will acquire

(Cunningham & Stanovich, 1998, as cited in Armbruster & Osborn, 2002).

Besides reader’s log supports the students’ reading interest, skills and

familiarity with English vocabulary, reader’s log also supports the students to

improve their reading comprehension toward the text they read. Reading

comprehension is the process of making meaning from text. The goal, therefore, is

to gain an overall understanding of what is described in the text rather than to obtain

meaning from isolated words or sentences. The meaning of reading comprehension

also well described by Kustaryo (1988):

“Reading comprehension means understand what has been read. It

is an active thinking process that depends not only on

comprehension skill but also the students’ experience and prior

knowledge comprehension involves understanding the vocabulary

seeing the relationship among words and concepts, organizing

ideas, recognizing author’s making judgment, and evaluating”.

From the statements, it explains clearly that reading comprehension is very essential

since it can be used as a measurement of the students in understanding the context

of the reading texts. If the students do not understand the texts they read, it means

that the students also cannot be able to catch the writer idea through reading.

Before the use of reader’s log, the results of the data showed that students

had difficulties when they were reading. As the impact, it made the students also

had difficulties to understand the context of the reading. As stated by Kustaryo

(1988), the process of comprehending the reading texts need the students’

experience and prior knowledge comprehension that involves understanding the

vocabularies, organizing ideas, recognizing author’s making judgment, and


58

evaluating. Those problems were faced by the students when they were reading

English texts. It became the students’ hurdles in comprehending the texts or article.

In this study, most of the students (83.93%) also give positive perception on

the use of reader’s log. Reading comprehension (understanding, gaining meaning

and interpreting the text) depends on a variety of reader-related, text-related, and

situational factors (De Corte et al., 2001). According to the students’ perception,

firstly, almost all the students agreed that Reader’s Log motivated them to do more

reading. After that, because Reader’s Log was implemented regularly and

motivated the students to do more reading, it also improved the students’ reading

comprehension ability. A students also acknowledged in the interview,

Pada awalnya saya sering kesulitan memahami isi teks yang saya baca.

Seperti main idea, setting, point of view, dan lain-lain. Setelah

menggunakan reader’s log dalam kelas reading, saya terlatih dan terbiasa

untuk menggunakan strategi dalam memahami informasi yang didapatkan

dari bacaan yang saya baca. (Interviewee 4)

(Firstly, I often have difficulty to comprehend the content of text that I read.

It’s like finding the main idea, setting, point of view, etc. After using

Reader’s Log in Basic Reading I class, I am able to use strategies in

comprehending the information of the reading text.)

The statements of the student’s interview above symbolize that the existence of

reader’s log encourage the students in comprehending the reading texts. The

indicator of having comprehension in reading have been achieved by the students

after using reader’s log in reading class for several times. First, students are able to

understand the relationship among words and concept. Second, students are able to

organize the ideas. Third, students are able to recognize author’s point of view. Last,

students are able to evaluate the context of the reading text.


59

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter, the writer draws conclusions and proposes some

suggestions. There are two important points presented in conclusions. The

suggestions are intended for the lecturers, students, and future researchers.

A. Conclusions

In this study, there is only one major research problem formulation. The

research problem is about the students’ perception on the use of reader’s log in

Basic Reading I Class. Hence, this study aimed to find out the students’ perception

on the use of reader’s log in Basic Reading I Class. Based on the results of the

questionnaires and interview, the following conclusions are drawn. The results

show that the students have positive perception on the use of reader’s log in Basic

Reading I Class. The reader’s log, which consist of the elements of reading, helps

the students to apply reading skills and control their reading development.

Therefore, it is found that the reader’s log is a good supporting medium for English

language learning especially in reading.

The students perceive the use of reader’s log is useful to support their

reading skills. Based on the findings, there are six reading skills which are

supported by reader’s log. Those are predicting, skimming, scanning, guessing the

meaning of unknown English words, drawing inferences, and summarizing.


60

Most of the students also have positive perception on the use of the reader’s

log in supporting the students’ reading interest. The period of reader’s log task

influences the students to read English texts regularly. The students also perceived

that reader’s log increases their familiarity with the use of vocabularies in certain context

reading text. Hence, the reader’s log improved the students’ reading

comprehension. All elements and rules in the reader’s log support the students in

learning reading effectively.

B. Suggestions

Based on the findings, there are some suggestions intended for the lecturers,

the students, and the future researchers.

1. For Lecturers of Basic Reading I Class

Using Reader’s Login Basic Reading I Class, the lecturers need to vary the

learning activities. Based on the students’ suggestions which were gathered from

the interview, the lecturers should continue to use reader’s log. However, as the

following activities of Reader’s Log in the classroom, the lecturers might find new

some interesting activities such as games or quizzes. The students acknowledged

that in the class the students are required to continue with short checking by the

lecturer and sometimes short discussions with friends. They suggested that the

discussion is better done by short group presentation in front of the class. Thus all

the students not only get the new knowledge from their friends beside but also from

all the students of the class. On the other hand, if the activity is done by discussion

with friends beside, the students suggested that the lecturer have to monitor the way


61

of discussion directly and make sure that all of the students really do the discussion

by using English.

2. For Students of Basic Reading I Class

For the students who have reading problems, it is suggested for them to be

more serious in doing reader’s log. Reader’s log consists of elements of reading. It

means that Reader’s log might be the best way to support the students in learning

reading skills. Thus, by doing reader’s log, it might be an effort to solve the

problems in reading English text. Besides, it is suggested for the students to be more

active in the following activity that is done in the classroom. If there is a short

discussion session to discuss reader’s log, the students should use that discussion

session maximally. It will be useful for the students to improve their knowledge,

vocabulary, and also motivate the students to read more English articles. Besides,

the students also have additional chance to practice their English in speaking.

3. For Future Researcher

This research shows that most of the respondents have positive perception

on the use of reader’s log for learning English. The researcher recommends the

further researcher conduct a deeper investigation over the use of reader’s log for

learning English that focuses on a certain aspect, such as the effectiveness of using

reader’s log as learning media, or designing a set of material related to learning

reading for learning English. Besides, the scope of study can be expanded not only

the use of reader’s log in Basic Reading I but also in Basic Reading II.


62

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66

APPENDICES


67

APPENDIX A


68


69


70

APPENDIX B


71

APPENDIX B

Questionnaire Blueprint

No Statements Theories Category

II. Perception on the implementation of “Reader’s Logs”

1. Reader’s log helps me to

form my reading habit

Reading interst

(Taschow, 1985),

(Krapp,1999)

students’

reading

interest

2. Reader’s log motivates

me to do more reading

Motivation to read

(Kempf & Lehrke,

1975, as cited

Taschow, 1985)


train my reading skills

Reader’s log as

learning media

(Michelle Toconis,

2014; Wen-Hao David

Huang, 2010)

Reader’s log

improve

students’

reading skills

4.

Reader’s log increases me

to train my reading skills

Reading skills text :

(Harvey & Goudvis,

2000, as cited in

Daunis & Cassiani

Iams, 2007, p. 14)

(Kol and Schcolnik,

2000, as cited in

Chiew, 2013, p.14),

(Leane: 2002)

Summarizing makes

the students aware of

their understanding of

5.

Reader’s log helps me to

understand some basic

reading strategies,

namely, previewing,

predicting, skimming,

scanning, and guessing

word meanings from

context


apply the reading

strategies when reading

various types of texts

7. Reader’s log trains to scan


72

for detailed information of

the reading texts

the text (Mikulecky,

1990)

8. Reader’s log trains me to

make inferences from the

reading texts

9. Reader’s log improves

my reading

comprehension ability

Reading

comprehension:

(Kustaryo, 1988)

(De Corte et al, 2001)

Readers increase their

rate of reading, they

also increase their

sight vocabulary and

their comprehension

(Samuels, 1979)

Reading

comprehension


understand the content of

the reading texts

11. Reader’s log trains me to

find the main idea of the

reading texts easily

12. Reader’s log increases

my familiarity with the

use of vocabularies in the

certain context

Readers increase their

rate of reading, they

also increase their

sight vocabulary and

their comprehension

(Samuels, 1979)

Langan (1986), when

students are reading

the reading text, the

surrounding words

and sentences

frequently provide the

clue to the meaning of

the words.

Students’

English

vocabulary

13. Reader’s log improves

my English vocabulary

mastery

14. I enjoy guessing word

meaning after doing the

reader’s log for several

times


73

Open-Ended Questions

Statements Theories Category

1. Do you find difficulties when

you are reading an English

text? What are they? Please

explain your answer!

2. What do you think about the

use of reader’s log in basic

reading I class?

3. Does reader’s log support you

in increasing your reading

skills and strategies? Why?

Please explain your answer!

4. What are areas of reading you

need to improve?

5. What will you do to improve

your reading skills

(previewing, predicting,

skimming, scanning, finding

pronoun referents, making

inferences, guessing word

meanings from context)?

Problems in reading

of the participants

Chuenta, 2002 as

cited in Chawwang,

2008).

The logs are an

opportunity for

students to express

their attitudes

towards a text, on

their discoveries, and

make connections

between what they

know and what they

are learning

(Lyutana, 2011).

Reading skills text

(Harvey & Goudvis

(2000) as cited in

Daunis & Cassiani

Iams, 2007, p. 14)

Students’

perception on

the use of

reader’s logs

Students’

Personal

evaluation on

the use of

reader’s logs

Students’

perception on

the

implementation

of reader’s logs

Students ‘

suggestion on

the use reader’s

logs in basic

reading class 1


74

APPENDIX C


75

Questionnaire

Dear students,

The following questionnaire is prepared for English Language Study

Program students of Sanata Dharma University who are taking Basic Reading 1

course. Please do honesty, because all the personal information and answers are

only accessed by Lucia Natalia Rosari Ratri (111214076) as the data collection

which are important for the finding of the study. The researcher is conducting a

study about investigating the use of reader’s logs in basic reading 1 course.

Put a tick (√) to the degree of agreement which correspondents to the

statements. Thank you for your cooperation and willingness to fill out my

questionnaire

Personal Identity

1. Name :

2. Sex : Male Female

3. Class :

4. Phone number :

A. Answer these statements below by giving a tick (√) in each statement. Degree of agreement: SA : Strongly agree

A : Agree

U : Undecided

SD : Strongly disagree

D : Disagree


The Students’ Perception on the use of Reader’s Log in Basic Reading I

Class

1. Reader’s log helps me to form my reading habit

2. Reader’s log motivates me to do more reading

3. Reader’s log helps me to understand some basic

reading strategies, namely previewing,

predicting, skimming, scanning, and guessing

word meanings from context

4. Reader’s log helps me to apply the reading

strategies when reading various types of texts


76

5. Reader’s log trains me to scan for detailed

information of the reading texts

6. Reader’s log trains me to make inferences from

the reading texts

7. Reader’s log improves my reading

comprehension ability

8. Reader’s log helps me to understand the content

of the reading texts

9. Reader’s log trains me to find the main idea of

the reading texts easily

10. Reader’s log increases my familiarity with the

use of vocabularies in the certain context

11. Reader’s logs improve my English vocabulary

mastery

12. I enjoy guessing word meaning after doing the

reader’s log for several times

13. Reader’s logs help me to train my reading skills

14. Reader’s logs increase my reading skills


77

B. Answer the question below based on your experiences in using Reader’s

Logs.

1. Do you find difficulties when you are reading an English text? What are

they? Please explain your answer!

2. What do you think about the use of reader’s logs in basic reading I class?

3. Does Reader’s log support you in increasing your reading skills and

strategies? Why? Please explain your answer!

4. What are areas of reading you need to improve?

5. What will you do to improve your reading skills (previewing, predicting,

skimming, scanning, making inferences, guessing word meanings from

context)?


78

APPENDIX D


79

APPENDIX D

Raw Data from Close-Ended Questionnaire


The Perception on the implementation of reader’s log

1.

Reader’s log helps me to form my

reading habit 42.9% 46.4% 5.4% 5.4% 0

2.

Reader’s log motivates me to do

more reading 26.8% 50%

14.3

% 8.9% 0

3. Reader’s log helps me to train my

reading skills 48.2% 44.6% 5.4% 1.8% 0

4. Reader’s log increases my reading

skills 42.9% 51.8% 5.4% 0 0

5.

Reader’s log helps me to understand

some basic reading strategies, namely

previewing, predicting, skimming,

scanning, and guessing word

meanings from context

30.4% 66.1% 3.6% 0 0

6. Reader’s log helps me to apply the

reading skills when reading various

types of texts

25% 69.6% 5.4% 0 0

7. Reader’s log trains me to scan for

detailed information of the reading

texts

12.5% 76.8% 8.9% 1.8% 0

8. Reader’s log trains me to make

inferences from the reading texts 10.7% 73.2%

10.7

% 5.4% 0

9. Reader’s logs improve my reading

comprehension ability 21.4% 62.5%

10.7

% 5.4% 0

10. Reader’s logs help me to understand

the content of the reading texts 30.4% 58.9% 7.1% 3.6% 0

11. Reader’s logs train me to find the

main idea of the reading texts easily 10.7% 73.2%

14.3

% 1.8% 0

12. Reader’s log increases my familiarity

with the use of vocabularies in the

certain context

25% 66.1% 3.6% 0 5.4%

13. Reader’s log improves my English

vocabulary mastery 21.4% 66.1% 3.6% 0 8.9%

14. I enjoy guessing word meaning after

doing the reader’s log for several

times

12.5% 44.6% 12.5

% 1.8%

21.4

%


80

APPENDIX E


81

APPENDIX E

Raw Data of Open-Ended Questionnaire

RESPONDENT

1 2 3 4 5

1

Yes, there are

a lot of

reasons.

Reading

English text

is a new thing

for me. I’m

not familiar

with an

English text

and I don’t

like reading.

When I

started to

read an

English text I

would get

confuse.

Besides,

there are a lot

of new

vocabularies

that I never

know before.

That’s why I

don’t like

reading.

It helps me

to improve

my reading

skills, and

the

language

ability.

Reader’s

log also

makes me

familiar

with the

grammar

and new

vocabularie

s.

Yes,

because

from

reader’s log

I learn how

to find the

idea, how to

use

grammar,

and get new

vocabularie

s that I

don’t know

before.

I think I need

to improve

the areas of

reading such

as news,

economic,

politics, etc.

Keep

continui

ng

reading

English

text.

2

I’m not

familiar with

some new

vocabularies.

It’s good

but it

doesn’t

really

motivate

me to read

English

text.

It helps me

to

understand

the vocab

that cannot

be used.

Vocabulary Practice

my

reading

skills and

discuss

with

friends

3

Yes, I do. I

find

unfamiliar

vocabularies

and new

tenses.

I think the

use of

reader’s log

in basic

reading

class I is

very good.

I’m

undecided,

because in

one way,

reader’s log

supports me

to increase

I need to

improve my

vocabularies

and

grammar.

I will

always

learn to

read

English

articles

by


82

It helps me

to

understand

the article.

my reading

skills and

the

strategies.

But

sometimes I

was lazy to

write the

reader’s

log.

summari

zing the

article,

main

ideas so

it will

improve

my

reading

skills.

4

Yes, I do.

Dealing with

difficult

words and

guessing or

predicting

the main idea

of unfamiliar

writing styles

in English

text.

It’s very

good to

improve

reading’s

skill and

motivate

students to

like

reading.

Yes, it

does.

Because

after less

than six

months I’ve

been doing

reader’s

log, I feel

that I

become

easier to

understand

the content

of the

article.

Finding the

main idea

I will

read in

my spare

time and

train my

reading

skills and

strategie

s that I

have got

from

basic

reading

class.

5

Yes, I do.

Sometimes I

got some

difficult

words that I

didn’t

understand

so, I got

difficulty to

receive the

information

from the text.

It helps me

to improve

my reading

strategies in

reading.

Yes, it does

because it

helps me to

improve my

reading

strategies.

Reader’s

log helps

me to find a

new words/

vocabulary.

It’s about the

comprehensi

on of the

context of

the word and

the relation

between the

sentences.

Increasin

g the

reading

activity

(trying to

be more

active in

reading

an

English

text) so it

can

develop

my

reading

skills.

6

Yes, because

so many new

vocabularies

that I’ve not

known the

meaning.

Reader’s

log

supports me

to love

more

reading.

Yes,

because the

more I do

reading, the

more I try

to find the

meaning of

the text. So,

Vocab and

grammar

I will

read

more.


83

it will

increase my

ability to

use the

strategies in

reading.

7

I usually find

difficulties

when I meet

technical

terms of

specific filed

(law,

medical,

engineering,

botany,

computer

science). I

think because

I’m not really

interested in

that field.

Wonderful!

I failed in

my first

semester

because at

that time

reading was

so much

boring. But

now,

through

Reader’s

log’s little

bit

exhausting.

Now, I find

that reading

is so much

enjoyable

and useful

for me.

Yes, of

course. I

can guess

what whole

text wants

to say by

reading the

tittle and

the first two

paragraphs.

It helps me

also to

teach

reading to

my students

( how to

help them

find the

main idea

of a

paragraph /

a text

because

finding the

main idea is

the most

important

one but my

students

seem feel

difficult to

do that)

When I

come to the

long

complex

sentences.

When I have

to read

passage with

non-

preferable

topics/field

for me.

Keep

reading

various

text.

Sometim

es trying

to

compose

writing

as well.

8

Yes, mostly

on the usage

of unfamiliar

vocabulary.

It improves

my reading

skills.

Give me

more

information

about latest

news.

Improve

my

pronunciati

on.

Yes,

indeed. It

helps me to

decide the

important

topic that’s

discussed.

Scanning Read

more

articles

and

being

critical to

the

informati

on.

Train

myself to


84

read

faster.

9

Yes, because

there are so

many

unfamiliar

vocab.

Reader’s

log little bit

helps me to

understand

the English

article

Reader’s

log helps

me to

understand

the

meaning of

the new

vocabulary.

Vocab

grammar

Read

more

article.

10

Yes, because

I find new

words that

make me

have

different

opinion and

make me

confused.

Reader’s

log makes

me get new

information

that I’ve not

known yet.

Yes,

because it

helps me to

train my

reading

skills.

Vocab,

grammar

Read

intensive

ly.

11

Yes, if I find

unfamiliar

words.

To improve

my reading

skills on

English

text.

Yes, I’m

trained to

guess the

meaning of

the word by

looking at

the content.

Predicting/g

uessing the

word

meaning.

Read any

article so

that I can

accusto

med to

read an

English

text.

12

Yes, when I

have to guess

the meaning

of the words

that I’m

reading.

Reader’s

log helps

me to

enrich my

vocab.

Yes, I

become

more

familiar

when I have

to guess the

meaning of

the words

or the

content of

the text.

Guessing,

predicting

Read

more

English

article

13

Yes, I do.

Because I

found

unfamiliar

words.

I think

that’s good,

because

with the

way of

reader’s

log, it helps

me to

increase my

new words.

Yes,

because

reader’s log

give many

benefits to

me. I can

find new

words and

also help

me to

understand

the content

Grammar

and vocab.

Read

more

English

article.


85

of the text,

etc.

14

Yes, the

unfamiliar

words make

me confused.

It’s really

good

because

reader’s log

really helps

me to more

understand

the text

when I’m

reading.

Yes,

because

we’ve been

trained to

read, read,

and read so

that it can

make us

understand

the text

easier.

Besides

that, we can

also find

new words

from the

article.

Guessing

and

understand

the topic of

the text.

Always

reading

and

trying to

guess the

meaning

without

using

dictionar

y.

15

I still confuse

about the

context and

the new

words of the

English text.

I think

reader’s log

train me to

read nicely

and make

me find

new words.

Yes,

because

reader’s log

make me

more

understand

the context

of the text

and

improve my

reading

comprehen

sion ability.

Vocabulary

and

understand

the content.

Those are

the most

difficult.

Sometimes,

I found the

context

which’s hard

to find the

meaning.

Just

practice

and keep

reading.

16

Yes,

sometimes I

got

difficulties of

the vocab,

and also the

complex

sentences

made me

confused

about the

meaning.

Reader’s

log is very

useful for

me. I got a

lot of

benefits. It

improves

my reading

skills.

Because,

before that I

dislike

reading.

But now,

I’ll try to

love

reading,

because

Yes,

Reader’s

Log

supports

my reading

skills.

Before that,

if I found a

new

difficult

word, I

directly

open my

dictionary

or just

ignored it.

But after I

knew the

I need to

improve my

reading

strategies.

Usually, I

need so long

time to read

an article.

So, I want to

improve my

strategies

and skills to

make it

faster and

effective.

I will

read an

English

news, for

example,

I can

visit

some

websites

BBC,

CNN,

and so

on). I’ll

try to

read an

English

book

using


86

from

reading I

can get a lot

of

knowledge.

strategies, I

always tried

to guess the

meaning of

the difficult

vocab.

reading

strategie

s.

17

The most

difficult

thing when

reading

English text

is guessing

unfamiliar

words. If

there are so

many

unfamiliar

words I

usually gave

up and stop to

read it.

It can

increase my

mood to

read

internationa

l news.

Because

even when I

have to do

this task, I

always

want to read

news from

BBC, CNN

etc. I also

know the

strategies I

must apply

when the

English text

read.

Absolutely

yes. Before

I did

reader’s log

I was not

sure how to

read an

English text

well. After I

used

reader’s log

I can read

English text

faster and

understand

the text

easier.

I need to

improve my

skill in

guessing

new words

or the

content of

the text.

Keep

reading

every

single

day.

18

Yes, I do.

Well, I

usually the

unfamiliar

vocab make

me confused

to understand

the passage.

I think

reader’s log

help me to

understand

the passage

well.

Yes, it

does.

Because,

while

reading I

can get

many new

vocabularie

s and I can

guess the

word that I

don’t know

before from

the context.

Vocabulary Guessing

the

meaning

from the

content

and

context.

19

Yes, the

most difficult

is I can’t find

the passion

on reading. I

always

thought that

reading is

boring. When

It made

me active

on reading

and it

improved

my

knowledge

because if I

did reader’s

Yes, of

course.

There’s an

Indonesian

quote:

“Bisa

karena

biasa” Our

reading

I think I need

to improve

my

vocabulary.

Of

course

by

continui

ng

reading

in my

spare

time.


87

I’m reading,

sometimes I

find some

unfamiliar

words on the

reading text.

log it meant

reading

some new

information

.

skills will

be

automatical

ly improved

because the

familiarity

on reading.

20

Yes, I have

difficulty to

understand

the meaning

of some new

words and

the content of

the English

text.

I think it

can help me

to improve

my reading

skills.

Yes,

because it

trains me to

understand

the content

of the text.

Vocabulary,

part of

speech,

grammar,

scanning,

and make

inference.

Train

myself to

keep

reading

especiall

y in

doing

scanning

.

21

Yes.

Vocab/

diction:

sometimes in

the article,

they use

slang words

so it’s little

bit difficult.

It helps me

to know

something

new and

gets new

vocabularie

s.

Yes,

because of

reader’s

log, I read

more and

sometimes

because I

don’t have

spare time I

read it

quickly. I

can read

faster that

before

because I

use reading

skills and

strategies in

doing

reader’s

log.

skimming Read

more.

22

Yes, I do.

When I found

new words or

new context

that I never

knew before.

Reader’s

log makes

me more

influence in

reading

English

article. I

think this is

a good idea

for

students.

Yes, it

does.

Because if

we spend

time to read

more

English

article, we

can

improve

our reading

skills and

know about

I want to

improve my

skill in

understandin

g and

guessing

new difficult

words.

I will

read

more

English

article

and

English

story.


88

strategies

and it will

make us

understand

the context

of the

English text

faster.

23

Sometimes I

find some

difficulties,

like

unfamiliar

with some

new

vocabularies.

When I don’t

know the

meaning, I

can’t really

understand

the text.

It will

improve my

language

ability and

it will

increase my

familiarity

with the

grammar

and

vocabularie

s.

Yes, it

does. The

more we

read, we

can practice

our skills

and

implement

the

strategies.

The more

we read,

we’ll know

how to read

the text

meticulousl

y and faster.

I have to

improve my

vocabulary

so that make

me easier to

understand

the content

of the

reading text.

Keep

reading

diligentl

y. If I

don’t

know the

meaning

of some

words

then I’ll

check it

in

dictionar

y. So my

ability

becomes

better

and my

vocabula

ry will be

richer.

24

Yes, I do.

Difficult

vocabulary,

difficult

meaning, it

makes

difficult to

understand.

I think

reader’s log

is very

useful

because

with

reader’s log

I have a

reason to

read

English

article.

Yes,

because

reader’s log

help me to

train my

reading

habit of

English

article.

Hard to do

concentratio

n.

Keep

reading

English

text.

25

It helps us

to improve

reading

skills in

reading.

Yes. Guessing

word

Doing

reader’s

log

26

Yes,

sometimes I

have

problems in

To build

reading

habit,

improve the

Yes,

because I

always

make

Understandi

ng the

writing style

Keep

reading


89

vocabulary

and writing

style.

students’

skills in

reading,

and give

new

knowledge

because

students

should read

articles

regularly.

reader’s log

the night

before the

submission

so it

improve my

scanning

skill.

and

vocabulary.

27

Yes, I do.

Some

vocabularies

make me

confused to

understand

the text.

Some

difficulties of

grammatical

make my

mentality get

down and I

don’t

exciting to

read.

Reader’s

log make us

more fluent

in reading. I

get new

habit from

reader’s

log.

Yes, it

does. Now,

I usually

read the text

carefully. I

guess the

content of

the text

before I

read all the

text.

Guessing

words

Read

more and

more,

not only

for the

assignme

nt but

also to

build the

reading

habit.

28

When I read a

new word

and it’s so

complicated.

I think

reader’s log

is very

useful and

it helps new

students to

train their

reading

faster and

accurately.

Yes of

course,

because

there are

many

strategies

that help me

to read

faster and

accurately.

How to

understand

and find the

meaning of

new words.

I will

read

more

articles

to

improve

my

reading

skills.

29

Yes, I do, the

vocabulary

and

grammar.

I think

reader’s log

is very

useful in

basic

reading I

class. It’s

because

reader’s log

helps or

increase the

reading

skills,

Yes, it

does.

Reader’s

log

improves

my reading

skills and

increases

my

vocabulary.

Grammar

and

vocabulary

Train to

predict,

scan, and

guess the

word

meaning

based on

the

context.


90

guessing

strange

word, and

also to find

the main

idea and

scan the

detailed

information

.

30

Yes, I do.

Actually I

just get some

problems in

using idioms.

I also get

problem with

my

vocabularies.

I think I must

learn more to

increase my

reading

skills.

I think

reader’s log

is important

to increase

my skills in

reading. I

can learn

and try to

find more

words in

the difficult

text.

Yes, it

does. It

supports me

to increase

my reading

skills.

Because

every week

we must

submit our

reader’s log

and

automatical

ly all of us

must find

article and

try to know

everything

about the

content.

I need to

improve my

reading

skills

especially

how to guess

the new

vocabulary

and also try

to learn

idioms

because in

every text, I

find the

idioms and I

don’t know

what the

meaning is.

I will try

to my

own way

to know

what the

text tells

about. I

also want

to

change

my

reading

habit so

it

becomes

more

effective.

31

Yes, I do.

Sometimes

when I read

an English

text I’ll find

new

vocabularies.

I think it’s

good idea.

Yes, it

trains my

reading

skills

Vocabulary

and

grammar

Keep

reading

and

doing

reader’s

log.

32

Yes, I do.

Sometimes I

just don’t

understand

some

meaning of

the words

from the text,

and I should

open

dictionary

more often.

To realize

and scan the

aim and the

content of

the

text/article.

Yes,

because in

my opinion

if we

always try

something

new that we

haven

T tried

before we’ll

more open

minded to

see

Vocabulary,

increase my

abilities to

read and

understand

the main

idea or the

conflict of

the text.

Read

more

English

texts

(magazin

e, news,

or

article)

and from

that I’ll

try to

guess the

meaning


91

something

new.

of the

new

words

that I’ve

not

known

before.

33

Yes,

sometimes I

don’t know

the meaning

of the vocab

or idiom.

I think

reader’s log

is good. It

helps me to

increase my

reading

skills and

improve my

knowledge,

vocabularie

s, and

idioms.

Yes,

because

reader’s log

motivates

me to do

more

reading and

find the

meaning of

the text.

I want to

improve my

vocab

I will

keep

reading

34

Yes,

sometimes I

don’t know

the meaning

of the vocab.

I must guess,

but if I can’t

then I must

open the

dictionary.

Train the

students to

read so

beside they

are able to

explore

their

knowledge,

they will

also add

their new

vocab.

Yes,

because it’s

really

helpful.

Training

me to read

carefully

and find the

main idea.

I need to

improve my

vocabulary,

guess word

meaning and

grammar.

Reading

more and

more.

35

Yes. It’s

about

vocabulary.

To help my

reading

skills

Yes,

because

there are a

lot of

vocabularie

s and topics

that I don’t

know

before.

Grammar

and meaning

of new

words

36

Yes, about

the

vocabulary

and the

grammar

which’re

using in the

text.

Sometimes

we must ask

It helps me

to learn

some new

words. It

increases

my vocab.

Yes,

because we

must know

about the

information

of the text

so we must

learn about

the

grammar

Vocabulary

and

grammar

Read

many

articles


92

friends

because

some words

are not

available in

dictionary.

and

vocabulary.

37

Yes,

vocabulary

but

sometimes

it’s difficult

to find the

information.

Increase/im

prove

English

reading

skills and

strategies.

Yes,

because in

reader’s log

we must

find a

difficult

words and

the lecturer

said that we

shouldn’t

read all the

text but we

could read

the first and

the last

sentences.

How to

understand

the

context/cont

ent.

Keep

reading

38

Yes, I do.

The major of

difficulties

are grammar

and

vocabulary.

To help and

motivate

me reading

more

English text

and

increase my

reading

skills.

Yes,

because it

forces me to

read

articles, so

that I can

improve my

skill.

Yes, the

frequency of

reading and

understandin

g the text.

Predictin

g and

guessing

words

meaning

from

context

of the

text.

39

Yes, I do. I

found

difficulties

when I had to

read an

English text.

It’s hard for

me to guess

some new

vocabularies

in the text

and I

couldn’t get

the

information

faster so that

I should read

the text more

than once.

I think

reader’s log

is very

useful. It

helps us to

scan, find,

and guess

the

information

faster.

Yes, it

does.

Reader’s

log

supports

and helps

me to know

reading

skills and

strategies.

Those help

me to

understand

of the

article.

Guessing the

vocabulary

I will do

previewi

ng,

predictin

g and

guessing

word

meaning

s from

the

content

of

sentence

s.


93

40

Not really,

but

sometimes

there are

some

vocabularies

that I am not

familiar with.

Therefore,

mostly I

guessed the

word or just

ignore it if

the word

doesn’t give

significant

affect to the

whole article

or story

Reader’s

log teaches

us to

understand

the context

more and

also

improve

our ability

in guessing

the

meaning of

certain

words.

Yes,

through

reader’s

log, we read

a lot of

articles and

the more we

read them,

the better

we become.

For

example we

get more

new

vocabularie

s, improve

our

grammar

and our

ability to

understand

the text

increases.

There are a

lot of areas

that need

improvemen

t like

vocabulary.

I think I

need to

read

more not

only

articles

but

newspap

er and

magazin

e.

41

Yes,

sometimes I

find some

unfamiliar

vocab and

many

difficult

sentences

that’s

difficult to be

understood.

Reader’s

log helps

me to

develop my

interest in

reading,

using

appropriate

strategies to

find the

main idea

of the

paragraph

and

guessing

the new

difficult

word.

Yes,

because by

working

reader’s

log, I’m

able to

know to use

the

appropriate

strategies in

reading a

text so it

will

develop my

ability to

read an

English

text.

Vocab and

guessing

words

The use of

the

appropriate

tenses.

I will try

to do

guessing

word

meaning

s from

context,

find the

part of

speech,

skimmin

g and

scanning

, and find

the mind

idea.

42

Yes, many

vocabularies

I’ve known

yet.

My

weaknesses

in guessing

new words

Improve

my reading

ability.

Improve

my

vocabulary.

Practice my

reading

strategies.

Yes, it

does.

Because by

doing

reader’s log

we learned

how to read

an English

text not to

The use of

sentences

based on the

context

vocabulary

Keep

reading


94

always see

the

dictionary

but we

should keep

reading and

try to guess

the word

meaning

based on

the context

of the

sentences.

43

Yes, these are

unfamiliar

words,

grammar,

and

vocabulary

that I don’t

know what is

the meaning.

- It helps

me to

understan

d the

main idea

of the

English

text.

- The

informati

on from

the text is

understan

dable

easily.

- Finding

new

words/vo

cabulary.

Yes,

because by

reader’s log

I’m more

interest to

read

English

text.

Usually, I

read

Indonesian

article but

because of

reader’s log

it really

helps me to

increase my

reading

skill

especially

in English

text I’ll find

some new

words.

- The use of

grammar

- Unfamilia

r

words/voc

abulary

By

reading

more

English

text even

from

article,

novel or

comic.

44

Yes, because

I’m often

lack of

concentration

. Sometimes

if I see long

reading

passage I’m

directly lazy

to read.

- Reader’s

log makes

me to read

English

text more

regular

(min: once

a week).

Sometimes

my friends

submit

more than

one

Yes

because in

reader’s log

there are

some

questions

asked by:

1. Wh

at you’ve

known

2. What

you

want to

- Sometime

s there are

vocab or

grammar

that I’ve

learned

yet. There

are some

similar

words that

I’ve

known

before.

Always

try, keep

motivati

ng to

read and

give a

suggesti

on to

myself

that

reading

is


95

reader’s

logs and

that makes

me

ashamed if

I only made

one

reader’s

log. So, I

made bold

to make

reader’s

log more

than

casually

automatica

lly I will

read

English

text more

also.

know/le

arn

3. The

benefit

of the

text

Those

questions

make me

mo.re

critical on

reading the

reading

passage

Those’re

that I’m

going to

learn

more.

awesome

.

45

Vocabulary - In my

opinion,

reader’s

log’s very

useful not

only in

academic

view but in

our daily

life too.

Yes, it’s

really

helpful. By

doing

reader’s log

I become

easier to

understand

the context

of the text

and the

speed of the

reading

become

faster than

before.

- Guessing

the

difficult

words

- Comprehe

nd the

context of

the

English

text

Keep

reading

by using

reader’s

log

46

Yes, because

sometimes

there were

new words

that I’ve

known

before even I

use the

context of the

sentences to

guess the

meaning.

- Using

reader’s log

little bit

helps me

because

there is a

steps to

help me

understandi

ng the text.

Reader’s

log

supports me

in

increasing

my reading

skills.

When I’m

doing

reader’s

log, I

should

really

- Understan

ding the

context of

the

reading

passage

Keep

reading

and

practice

reading

using

reader’s

log


96

understand

the content

of the text.

47

Vocabulary

Concentratio

n

Lack of

willingness

in reading

It’s very

helpful to

increase my

reading

ability

Get new

vocabulary

and

information

Yes, before

the lecturer

asked me to

make

reader’s log

I never read

an scientific

text

because it’s

hard to be

understood.

Reader’s

log forced

me to read

and I must

understand

the

technique

of reading.

- difficult to

concentrat

e when

reading

Keep

reading

48

Yes, I still

find

difficulty

when I’m

reading

English text.

Because I

still lack of

understandin

g in vocab

and

grammar.

Enlarge my

vocabulary

Yes,

because of

reader’s log

I often read

English

texts and it

makes me

get used to

with

reading.

- I have

difficulty

to find the

message

of the text.

I try to

read the

text

many

times

until I

really

understa

nd the

meaning

of the

text

about.

49

Vocabulary

Guessing the

meaning of

new words

In my

opinion.

Reader’s

log is really

helpful to

increase my

reading

ability and

enlarge my

vocabulary

The more I

practice and

make

reader’s

log, I

accustom to

read and

understand

English

text.

- Reading

skills

- Vocabular

y

- Comprehe

nd the text

I will

read

more

English

article to

develop

my

reading

skills.

50

Yes,

sometimes

there are

many

vocabulary

Reader’s

log helps

me to

enlarge my

vocab. I

Yes, the

more

reading the

more

understand

- All

reading

skills

because I

want to

Reading

more and

impleme

nt the

reading


97

I’ve not

known

before. It

makes me

difficult to

understand

the content of

the text.

become

more

familiar

with some

new words.

Besides that

I get more

information

from the

texts I read.

how to use

the

appropriate

strategies

that’s

useful in

reading an

English

text. I

become

faster in

reading and

I get new

vocabulary.

get the

best in

reading.

skills

when

reading

English

texts.

51

Yes,

sometimes I

feel difficult

to focus on

reading the

text. So I

need to read

the English

text more

than once.

I like

reader’s

log. Every

week I

always

submit

reader’s log

from that

habitual I

become

more

diligent to

read

English

article.

Reader’s

log not only

make

reading

habit but

also add our

knowledge.

Yes,

because of

reader’s

log, I

become

more often

to read

English text

and I

become

familiar to

digest

something

new. The

long

passage of

the text

makes me

more

accustom to

do a

concentrati

on and

diligent to

read

English

text.

- The topic

of the

reading

text.

Guessing

the word

meaning

s.

52

Yes, I do.

Some

vocabularies

make me

confused to

understand

the text.

Some

difficulties of

Reader’s

log make us

more fluent

in reading. I

get new

habit from

reader’s

log.

Yes, it

does. Now,

I usually

read the text

carefully. I

guess the

content of

the text

before I

Guessing

words

Read

more and

more,

not only

for the

assignme

nt but

also to

build the


98

grammatical

make my

mentality get

down and I

don’t

exciting to

read.

read all the

text.

reading

habit.

53

When I read a

new word

and it’s so

complicated.

I think

reader’s log

is very

useful and

it helps new

students to

train their

reading

faster and

accurately.

Yes of

course,

because

there are

many

strategies

that help me

to read

faster and

accurately.

How to

understand

and find the

meaning of

new words.

I will

read

more

articles

to

improve

my

reading

skills.

54

Yes, I do, the

vocabulary

and

grammar.

I think

reader’s log

is very

useful in

basic

reading I

class. It’s

because

reader’s log

helps or

increase the

reading

skills,

guessing

strange

word, and

also to find

the main

idea and

scan the

detailed

information

.

Yes, it

does.

Reader’s

log

improves

my reading

skills and

increases

my

vocabulary.

Grammar

and

vocabulary

Train to

predict,

scan, and

guess the

word

meaning

based on

the

context.

55

Yes, I do.

Actually I

just get some

problems in

using idioms.

I also get

problem with

my

vocabularies.

I think I must

I think

reader’s log

is important

to increase

my skills in

reading. I

can learn

and try to

find more

words in

Yes, it

does. It

supports me

to increase

my reading

skills.

Because

every week

we must

submit our

I need to

improve my

reading

skills

especially

how to guess

the new

vocabulary

and also try

to learn

I will try

to my

own way

to know

what the

text tells

about. I

also want

to

change


99

learn more to

increase my

reading

skills.

the difficult

text.

reader’s log

and

automatical

ly all of us

must find

article and

try to know

everything

about the

content.

idioms

because in

every text, I

find the

idioms and I

don’t know

what the

meaning is.

my

reading

habit so

it

becomes

more

effective.

56

Yes, when I

have to guess

the meaning

of the words

that I’m

reading.

Reader’s

log helps

me to

enrich my

vocab.

Yes, I

become

more

familiar

when I have

to guess the

meaning of

the words

or the

content of

the text.

Guessing,

predicting

Read

more

English

article


100

APPENDIX F


101

APPENDIX F

The Interview Guidelines

The Students’ interview guidelines

1. Do you find difficulties when you are reading an English text? What are

they?

2. What do you think about the use of reader’s logs in basic reading I class?

3. Does Reader’s log support you in increasing your reading skills and

strategies? Why?

4. What are areas of reading you need to improve?

5. How reader’s log is implemented by your lecturer?

6. What will you do to improve your reading skills?

7. Do you have suggestion for the implementation of reader’s log in Basic

Reading I Class?

The Lecturer’s interview guidelines

1. What problems do you find from your students of basic reading 1 class?

2. Why do you use/implement reader’s logs in basic reading I class?

3. What do you expect from the use of reader’s log?

4. How reader’s log’s implemented in basic reading 1 class?

5. Do you think reader’s log is an effective way to solve students’ problems

found in basic reading 1 class? Why?

6. Based on the fact that you have used reader’s log for several times, do you

find students’ progress after using reader’s log? Do they always show

positive/good progress? What is (are) the causal factor (s)?


102

APPENDIX G


103

APPENDIX G

The Transcript of the Students’ Interviewees

R : RESEARCHER

I1 : INTERVIEWEE 1

R : Hallo….Selamat Pagi?

I1 : Selamat pagi kak.

R : Sudah siap? Mohon bantuannya yaa…

I1 : Siap kak!

R : Ok! Kita mulai. Apakah kamu suka membaca?

I1 : Tidak kak. Jujur sebenarnya kurang begitu suka membaca, apalagi

sekarang selalu dihadapkan dengan teks berbahasa Inggris.

R : Oh…jadi kamu kurang suka juga membaca teks Bahasa Inggris?

I1 : Iya, soalnya awalnya sudah tidak terlalu suka membaca jadi tidak terlalu

suka juga membaca teks Bahasa Inggris. Belum terbiasa juga sih kak.

R : Oh berarti karena belum terbiasa kan? Kalau kamu sedang baca teks

Bahasa Inggris, kamu punya kesulitan tidak?

I1 : Wah itu pasti, apa lagi kalau menemukan vocab baru. Itu yang bikin

bingung kak.

R : tentang kosa kata baru ya berarti yang bikin tambah susah memahami teks

Bahasa Inggris?

I1 : iya…benar sekali kak kalau menemukan kosa kata baru yang sebelumnya

tidak dimengerti sama sekali, itu buat aku stuck baca soalnya aku enggak


104

tau maksudnya jadi informasi yang aku terima dari teks itu juga kurang

begitu jelas.

R : Kamu kan di kelas Basic Reding 1 dikenalkan Reader’s Log, menurut

kamu apa sih sebenernya Reader’s Log?

I1 : Menurut aku Reader’s Log itu semacam penuntun untuk membuat

rangkuman. Jadi, kita baca artikel atau teks Bahasa inggris setelah itu kita

harus mengisi atau merangkum sesuai dengan pertanyaan – pertanyaan

atau format yang ada di Reader’s Log.

R : Kalau begitu, menurut kamu Reader’s Log itu bagaimana? Apakah

pengimplementasianya tepat di kelas Basic Reading 1?

I1 : Reader’s Log itu sangat bagus kak. Karena di situ saya jadi terbiasa untuk

membaca teks berbahasa Inggris. Apalagi disemester selanjutnya kita terus

ketemu teks Bahasa Inggris yang levelnya lebih susah. Jadi dengan adanya

Reader’s Log ini, saya jadi tidak kaget dan mulai bisa mengaplikasikan

skill-skill dalam membaca untuk memahami isi teks tersebut dan tau

bagaimana cara menebak vocab-vocab baru.

R : Oh jadi begitu, Eh..memangnya berapa kali sih Reader’s Log dilakukan?

I1 : Tiap Minggu, setiap ada pertemuan di kelas. Jadi tiap Minggu kita cari

artikel/teks berbahasa Inggris, dianalisis lalu dikumpulkan. Karena

frekuensinya tiap Minggu, aku jadi terbiasa untuk membaca teks Bahasa

Inggris juga kak.

R : Berarti tidak ada tindak lanjut dari Reader’s Log itu?

I1 : Maksudnya gimana kak?

R : Ketika kamu telah membuat Reader’s Log, untuk kegiatan selanjutnya

langsung dikumpulkan begitu saja?

I1 : Oh ada…biasanya sebelum mengumpulkan, kita berdiskusi dan berbagi

isi dari Reader’s Log dengan teman lain. Jadi nanti bias saling memberi

masukan, bertukar pendapat juga kak.

R : Menurut kamu, ada tidak saran untuk penerapan Reader’s log di kelas

Basic Reading 1?


105

I1 : Menurut aku Reader’s Log harus tetap diterapkan dalam kelas Basic


membaca dan menumbuhkan minat membaca teks-teks berbahasa Inggris.

Mungkin kelas lain juga perlu mengimplementasikan Reader’s Log setiap

pertemuan kelas Basic Reading 1, jadi akan lebih efektif.

R : Ok…makasih yaa waktunya.

I1 : Sama-sama kak.

R : RESEARCHER

I2 : INTERVIEWEE 2


I2 : Selamat pagi.

R : Sudah siap? Mohon bantuannya yaa…

I2 : Siap!

R : Ok! Kita mulai. Apakah kamu suka membaca?

I2 : Iya, saya suka membaca.

R : Baca tentang apa saja?

I2 : Saya suka baca novel, pengetahuan-pengetahuan umum, nah dua hal itu

and satu lagi tentang tokoh-tokoh besar.

R : Bacaan tersebut dalam Bahasa Indonesia atau Inggris?

I2 : Dalam Bahasa Indonesia.

R : Berarti intensitas kamu membaca teks Bahasa Inggris tidak begitu banyak

dibanding dengan Bahasa Indonesia ya?

I2 : iya,kalau dulu jarang sekali membaca teks berbahasa Inggris. Sebenarnya

suka sih membaca teks berbahasa Inggris apa lagi sekarang mulai baca


106

teks atau artikel dalam Bahasa Inggris lebih intens jadi mulai sering

membaca teks berbahasa Inggris.

R : Ketika kamu memebaca teks Bahasa Inggris, kamu sering tidak

mendapatkan kesulitan?

I2 : Kesulitannya ketika membaca kalau saya itu vocab,(berfikir kembali) Iya

vocab yang paling jadi penghambat. Apa lagi untuk artikel yang susah

bahasanya.

R : Oh iya, kemarinkan di kelas Basic Reading I diperkenalkan

membuat/menggunakan Reader’s Log, menurut kamu tujuan Reader’s Log

itu apa?

I2 : Menurut saya yang telah mengalaminya (diam sejenak) Reader’s Log itu

sarana untuk meningkatkan kemampuan saya dalam membaca dan juga

merumuskan isi bacaan yang saya baca.

R : Oh jadi begitu, berapa kali kamu membuat Reader’s Log?

I2 : Tiap Minggu, setiap ada pertemuan di kelas.

R : Menurut kamu Reader’s Log itu efektif tidak?

I2 : Menurut saya sangat efektif.

R : Mengapa? Bisa berikan alasannya?

I2 : Efektif, karena untuk meningkatkan kemampuan dan keterampilan saya

dalam membaca. Karena pertama di satu sisi merasa seperti terdesak

sebagai tugas mau tidak mau harus membaca teks berbahasa Inggris. Ke

dua saya diberi kebebasan untuk memilih artikel atau teks Bahasa Inggris

yang saya suka. Nah dari situ saya jadi suka membaca teks Berbahasa

Inggris. Malah pengen nyari lagi dan lagi.

R : Wah, itu berarti memotivasi kamu sekali ya?

I2 : Iya.

R : Berhubungan dengan skill dan strategi membaca, apa saja yang kamu

terapkan ketika kamu sedang membaca/membuat teks untuk Reader’s log?

I2 : Prediction! Seperti membaca judul terlebih dahulu sebelum membaca

seluruh teks. Saya juga terbantu dengan adanya format Reader’s Log yang

membantu saya dalam melakukan scanning dan arena Reader’s Log


107

dilakukan lebih intens jadi saya sudah terbiasa mengplikasikan skil dalam

membaca. Malah tidak merasa kalau sebenarnya saya sedang

menggunakan skill dan strategi dalam membaca.

R : Jadi Reader’s Log melatih dan mengembangkan kemampan kamu dalam

membaca intinya?

I2 : Iya, saya merasa Reader’s Log meningkatkan ketrampilan dalam

membaca. Apa lagi dalam setiap artikel atau teks Berbahasa Inggris kan

selalu menggunakan grammar yang berbeda jadi dengan itu saya tahu

konteks bacaan itu kapan.

R : Ada kelemahan atau tambahan tidak untuk pengaplikasian Reader’s Log

tersebut?

I2 : Sebenarnya Reader’s Log tersebut sudah sangat bagus struktur atau

susunan format pertanyaannya, benar-benar mengarahkan siswa untuk

menggunakan keterampilaan dan strategi untuk membaca. Di sisi lain juga

mengajak kita untuk membaca atau merumuskan isi bacaan teks yang kita

pilih. Tapi menurut saya masih kurang adanya pengawasan dari dosen

secara langsung. Maksudnya, kalau setelah kita membuat Reader’s Log itu

alangkah baiknya kita presentasi secara berkelompok di depan kelas, jadi

yang mengerti isi teks yang telah dibuat dalam Reader’s Log tidak hanya

teman sebelah atau pun kelompok, namun juga teman satu kelas dan dosen

juga. Jadi bisa saling mengecek satu sama lain. Kalau seperti itu kan

teman-teman yang lain juga akan termotivasi. Tapi selebihnya Reader’s

Log sudah bagus, setelah Reader’s Log dikumpul dan ditanda tangani lalu

kita diminta untuk berdiskusi dengan teman lain menggunakan Bahasa

Inggris tapi kegiatan berdiskusi tersebut tidak sepenuhnya berjalan

dengan baik. Ya seperti apa yang saya katakana, seandainya kita diminta

untuk presentasi di depan kelas, ya paling tidak 5 menit dan hanya

beberapa kelompok saja tidak semua kelompok tetapi bergiliran setiap

minggunya.

R : Sampai sekarang kegiatan seperti Reader’s Log masih kamu lakukan?


108

I2 : Iya, selalu malahan. Saya terus baca sampai sekarang ini. Kalau saya

mempunyai senggang waktu, saya pergi ke perpustakaan untuk mencari

artikel berbahasa Inggris lalu

saya fotocopy, yak arena terbiasa dengan Reader’s Log itu.

R : Ok, saya rasa sudah cukup. Terimakasih waktunya ya.

I2 : Ok sama-sama.

R : RESEARCHER

I3 : INTERVIEWEE 3


I3 : Selamat pagi.

R : Kita Mulai langsung saja ya?

I3 : Ok!

R : Kamu sebelumnya suka membaca?

I3 : Tidak, sama sekali.

R : Kalau teks berbahasa Inggris?

I3 : Ya suka, tapi kadang suka bacanya secara cepat tidak semua menyeluruh.

R : Ketika kamu membaca teks berbahasa Inggris, ada kesulitan yang kamu

temukan tidak?

I3 : Iya pasti, kesulitannya kata-kata baru atau vocab terus masalah grammar

berhubungan dengan structurelah pokonya. Soalnya kadang kalau saya

tidak terlalu paham dengan structure dalam teks, saya jadi bingung konteks

cerita dalam teks itu apa maksudnya.

R : Sewaktu kelas Basic reading I, kamu dikenalkan Reader’s Log kan?

Menurut kamu bagaimana penggunaan Reader’s Log di kelas itu?

I3 : Ya kita diminta untuk cari artikel terus disitu kita mengerjakan sesuai


109

dengan format Reader’s Log yang ada. Di situ sebenarnya diminta untuk

mengerti teks yang kita baca, tapi yang jelas dipaksa sih(tertawa). Soalnya

kan di Reader’s Log itu ada soal-soalnya, jadi kita dipaksa untuk mengerti

terus kalau ada kata-kata sulit kita harus menulis di bawahnya dan

mencoba menebak arti dari kata-kata tersebut.

R : Lalu ada lagi tidak?

I3 : Ya itu, saya jadi dapat sesuatu yang sebelumnya saya tidak tahu. Terutama

mengenai vocab. Jadi dengan adanya Reader’s Log ini,yang sebelumnya

tidak familiar dengan vocab-vocab baru, jadi menambah kosakata baru.

Karena terkadang merasa terpaksa lama-lama menjadi terbiasa. Ya gitu

mbak, biasanya kalau membaca teks Berbahasa Inggris saya tidak tahu

bagaimana menggunakan keterampilan membaca tapi secara tidak

langsung menggunakan reader’s log saya dituntun untuk menggunakan

strtegi dan keterampilan yang bisa diaplikasikan dalam membaca.

R : Kapan saja dosen memberikan tugas Reader’s Log?

I3 : Kalau ditempat saya, Pak Cons itu kalau memberi tugas setiap pertemuan

jadi perminggu. Setiap pertemun, kita diminta untuk membuat Reader’s Log

dari artikel atau teks Bahasa Inggrisnya bisa lebih dari satu, terserah kita

tidak ada batasan banyaknya.

R : Wah berarti itu intens sekali ya?

I3 : Iya, jadi lebih sering karena frekuensi waktunya jg setiap pertemuan.

R : Apa yang kalian lakukan dikelas setelah kalian memb hanyuat Reader’s

Log? Apakah hanya dikumpulkan dan tidak ada kegiatan lain?

I3 : Setelah mengumpulkan Reader’s Log terkadang dosen melemparkan

beberapa pertanyaan kepada kami, jadi ketika kami meminta tanda tangan

Pak Cons akan bertanya mengenai isi dari artike. Selain itu kita diminta

untuk bertukar pikiran dan berdiskusi dengan teman sebelah.

R : Lalu, masih adakah yang perlu kamu tingkatkan dalam membaca?

I3 : Banyak banget sebenarnya, tapi yang pasti adalah vocab dan strateginya.

R : Lalu, apa keuntungan menggunakan Reader’s log yang kamu dapatkan?

I3 : Saya jadi semakin tahu atau lebih memperkaya kosakata dalam Bahasa


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Inggris. Selain itu, pengetahuannya juga menjadi lebih luas. Setiap

membuat Reader’s Log kan kita diminta untuk membaca artikel dengan

topic sesuai yang kita ingini, jadi secara otomatis pengetahuan saya juga

bertambah seperti tentang kesehatan, pengetahuan umum seperti itu.

R : Jadi setelah kamu mengalami menggunakan Reader’s Log, apa yang akan

kamu lakukan untuk lebih meningkatkan kemampuan membaca kamu?

I3 : Ya seperti yang dianjurkan oleh dosen saya, Pak Cons, baca terus untuk

mengasah keterampilan dalam membaca.

R : Ok.. sudah selesai. Trimakasih bantuanya.

I3 : Sudah mbak? Cepat sekali he he he..sama-sama mbak.

R : RESEARCHER

I4 : INTERVIEWEE 4

R : Hallo….Selamat siang?

I4 : Selamat siang.

R : Kita langsung mulai saja ya?

I4 : Ok!

R : Kamu sebelumnya suka membaca tidak?

I4 : Tidak, sama sekali saya tidak suka membaca.


I4 : Iya sebenernya sama sekali tidak suka membaca.

R : Kenapa alasannnya?

I4 : Iya soalnya setiap kali saya membaca teks Bahasa Inggris itu selalu tidak

mengerti apa isinya.

R : Apa sih sbenarnya kesulitan-kesulitan yang kamu dapat ketika membaca

teks berbahasa Inggris?


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I4 : Yang pasti itu vocab.Soalnya ketika saya membaca satu kalimat dan saya

menemukan satu kata asing di teks itu saya menjadi malas untuk

meneruskan membaca.

R : Lalu apa yang kamu lakukan?

I4 : Kalau sedang ada keinginan saya biasanya mencoba untuk menebak

melalui konteks kalimat tapi kalau tidak ya saya langsung mencari

menggunakan kamus.

R : Bagaimana pengaplikasian Reader’s Log di kelas Basic Reading I?

I4 : Ya kita diminta mencari artikel / teks Berbahasa Inggris bebas topiknya

dan nanti mengerjakan sesuai format di Reader’s Log.

R : Lalu apakah Reader’s Log membantu kamu dalam meningkatkan

keterampilan membaca?

I4 : Lumayan, ya gimana ya soalnya dulu saya tidak suka membaca tapi

dengan adanya Reader’s Log saya jadi mau tidak mau harus suka, jadi saya

jalani saja dan lama-lama saya menjadi sedikit enjoy ketika membaca.

R : Kesulitan apa yang kamu temukan ketika membaca teks Bahasa Inggris.

I4 : Ya itu tadi mengenai kosakata-kosakata baru yang saya temui di atrikel

atau teks.

R : Lalu, apa keuntungan menggunakan Reader’s log yang kamu dapatkan?

I4 : Dalam membaca cepat.

R : Jadi setelah kamu mengalami sendiri menggunakan Reader’s Log, apakah

Reader’s Log itu tepat diterapkan dikelas Basic Reading I?

I4 : Ya tepat sekali. Karena Reaer’s Log sangat menunjang untuk mengasah

keterampilan kita dalam membaca. Pada awalnya saya sering kesulitan

memahami isi teks yang saya baca. Seperti main idea, setting, point of view,

dan lain-lain. Setelah menggunakan reader’s log dalam kelas reading, saya

terlatih dan terbiasa untuk menggunakan strategi dalam memahami

informasi yang didapatkan dari bacaan yang saya abaca.

R : Ok saya rasa sudah cukup, thanks a lot.

I4 : Sama-sama.


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R : RESEARCHER

I5 : INTERVIEWEE 5

R : Hallo….Selamat siang?

I5 : Selamat siang.

R : Kita langsung mulai saja ya?

I5 : Ok!

R : Kamu sebelumnya suka membaca tidak?

I5 : Iya.


I5 : Iya saya suka.

R : Kenapa alasannnya?

I5 : Iya karena sudah terbiasa membaca teks berbahasa Inggris.

R : Apa sih sbenarnya kesulitan-kesulitan yang kamu dapat ketika membaca

teks berbahasa Inggris?

I5 : Iya kadang-kadang seperti kosakata terus istilah-istilah seperti itu.

R : Waktu kelas Basic Reading I kan kamu diminta untuk membuat Reader’s

Log kan?

I5 : Iya.

R : Bagaimana pengaplikasian Reader’s Log di kelas Basic Reading I?

I5 : Ya kita diminta mencari artikel / teks Berbahasa Inggris bebas topiknya

dan nanti mengerjakan sesuai format di Reader’s Log.

R : Lalu apakah Reader’s Log membantu kamu dalam meningkatkan

keterampilan membaca?

I5 : Iya. Reader’s Log lebih membantu saya mengasah skill membaca. Karena

jadi lebih terbiasa untuk membaca artikel. Kalo boleh jujur, sebenarnya

saya tidak tertarik untuk membaca. Pada akhirnya setelah mengenal


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reader’s log saya seperti dipaksa untuk membaca. Jadi mau ngga mau ya

itu menjadi tuntutan buat saya. Alhasil, saya sekarang menjadi sedikit lebih

senang membaca.

R : Kesulitan apa yang kamu temukan ketika membaca teks Bahasa Inggris.

I5 : Ya itu tadi mengenai kosakata-kosakata baru yang saya temui di atrikel

atau teks.

R : Jadi setelah kamu mengalami sendiri menggunakan Reader’s Log, apakah

ada saran untuk Reader’s Log itu sendiri?

I5 : Ya mungkin lebih baik Reader’s Log dilakukan dua Minggu sekali

R : Ok saya rasa sudah cukup, thanks a lot.

I5 : Sama-sama.


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Interview Transcripts of the Lecturer

1. What problems do you find from your students of basic reading 1 class?

Lack of reading strategies (skills)

Lack of vocabulary size

Lack of grammatical competence

Lack of sufficient background knowledge across different fields

Lack of reading habits

Lack of exposure to English materials through explicit reading

activities

Lack of interest in reading English articles

Lack of reading autonomy and independence

2. Why do you use/implement reader’s logs in basic reading I class?

To help them improve the points I made in no. 1.

3. How reader’s log’s implemented in basic reading 1 class?

I provided a reader’s log with insructions of the elements of reading

they needed to complete either indvdually or together with a friend

or friends. The elements were summary, the strategies they used,

their evaluation of the effectiveness of the strategies and their

performance in reading, and a colun for vobabulary developments.

They completed the logs weekly outside the class and then brought

them to class for shorth checking by the lecturer in terms of the

completion of the elements in the logs and then sometimes continued

with short discussions with friends.

The logs were submitted at the end of the semester as their take-

home assignment scores.

4. Do you think reader’s log is an effective way to solve students’ problems

found in basic reading 1 class? Why?


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Reading is a complicated skill and therefroe I didn’t expect it to

solved in one semester or overnight.

It is a gradual process that will help students to get better with

regular practice and time.

The most important thing is to get them in habit of reading happily

and correctly. Hopefully they would get better as they engaged more

in reading.

Having said that, I could say that yes readers’ logs could help them

to enhance the elements I mentioned in no. 1 above.

5. Based on the fact that you have used reader’s log for several times, do you

find students’ progress after using reader’s log? Do they always show

positive/good progress? What is (are) the causal factor (s)?

Yes, of course. They were progressing well and taking the learning

responsibility into their on hands.

I think delegating the responbility for learning success and progress

to students is a crucial element in helping them to be autnomous and

independent.

Once students realised this they will then pursue reading on their

own.

But again it is a process and we have to see it years from now.(life-

long learning).


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APPENDIX H


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KPE 110 Basic Reading I

Credit : 2 credits Time Allocation

: 2 x 50 minutes class meeting, 2 x 120 minutes independent work and structured tasks

Study Program

: English Language Education Study Program

Lecturers : Henny Herawati, S.Pd., M.Hum. Truly Almendo Pasaribu, S.S., M.A. Drs. Bambang Hendarto Y. M.Hum. Drs. Concilianus Laos Mbato, M.A. Ed.D.

Last updated: August 2014

Short Description of the Course:

KPE 110 Basic Reading I is designed to introduce students with some basic reading

strategies, namely KWL, previewing, predicting, skimming, scanning, finding pronoun

referents and guessing word meanings from context. In this course, the students are

provided with the hands-on experience in applying the reading strategies when reading

various types of texts. Moreover, the course helps the students develop their English

vocabulary and reading aloud ability. It also helps the students become independent

and effective readers. Additional materials and exercises are provided in the class

online platform basicreading1.pbworks.com.

This course is compulsory and offered in Semester I. There is no prerequisite course for

Basic Reading I.

Objectives of the course

Competence

On completing this course the students will be able to:

1. Understand some basic reading strategies, namely KWL, previewing, predicting, skimming, scanning, finding pronoun referents, and guessing word meanings from context

2. Apply the reading strategies when reading various types of texts 3. Read the texts aloud with correct pronunciation 4. Provide the meanings of essential vocabularies used in the texts discussed and

use them appropriately

Conscience:


1. Identify humanistic and life values in the reading texts.


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2. Get good values in the texts for self-enrichment.

Compassion:


1. Show concerns on social issues revealed in the reading texts. 2. State their attitudes towards particular social issues in the reading texts in a form

of reflective writing.

Course Outline

Meet. Material Assignments

1-6 Basic Reading Skills (KWL, previewing, predicting,

skimming, scanning, finding pronoun referents,

making inferences, guessing word meanings from

context)

Online assignments at basicreading1.pbworks.com

Reader’s Log 1

7 Progress Test 1 + Reader’s Log 1 submission




context)


Reader’s Log 2

12 Progress Test 2 + Reader’s Log 2 submission




context)


Reader’s Log 3

FINAL TEST + Reader’s Log 3 submission

Classroom Rules

a) Cellular phones must be switched to silent mode during the course. b) Students must attend classes, participate actively and complete assigned tasks. c) Class attendance must not be less than 75%. d) Tolerance for late arrival is 15 minutes. If the tolerance is exceeded, the student involved will

be marked absent. e) Students are expected to behave and dress appropriately as indicated in Panduan Akademik

PBI.


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Grading policy

Assessment Aspects Percentage

Online tasks 15%

Quizzes 10%

Reader’s logs (3 logs) 10%

Progress Test I 20%

Progress Test II 20%

Final test result 25%

Total 100 %

References

Blanchard, Karen and Christine Root. For Your Information. Introductory Reading Skills. New York: Addison-

Wesley Longman Publishing Company, Inc., 2002.

Blanchard, Karen and Christine Root. For Your Information. Book 2. Intermediate Reading Skills. New York:

Addison-Wesley Longman Publishing Company, Inc., 1996.

Chamot, Anna Uhl, Sarah Barnhardt, Pamela Beard El-Dinary, Jill Robbins. The Learning Strategies Handbook.

New York: Addison Wessley Longman, Inc., 1999.

Grisewood, Emma and Juliet Meyers (eds.). Mary Glasgow Magazines. Timesaver. Reading Lessons

(Intermediate/Advanced). Scholastic, Inc.

Mikulecky, Beatrice S and Linda Jeffries. Reading Power. Reading for Pleasure, Comprehension Skills, Thinking

Skills, Reading Faster. Third Edition. New York: Pearson Education,Inc., 2005.

Oxenden, Clive and Christina Latham-Koenig. English File. Upper-Intermediate student’s book. Oxford:

Oxford University Press., 2003.

Jakarta Post and online articles.


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The Form of Reader’s Log

Name :

St.# :

Title of the book/articles:

Author:

Source:

Main Ideas:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Your position to the issues in the book/article (agree/disagree/why):

What reading strategies/skills did you learn/practice:

What areas of reading you need to improve:

Your next plan to improve your reading:

Your next plan to improve reading strategies:

New words:

Evaluate your overall reading performance:

“Practice makes perfect. And Yes, We Can Do It.” So let’s get down to business... .


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APPENDIX I


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