Reading comprehension is the ability to read, process, and understand the meaning of the text. There are two levels of processing that are involved in reading comprehension, shallow processing and deep processing. Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure and their associated sounds. (Versus I. M Crack and Robert S.
Lockhart) Reading comprehension strategies must be refined, practiced and reinforced continually throughout life. Even in the middle grades and high school, arenas and teachers need to continue to help their children develop reading comprehension strategies. As their reading materials become more diverse and challenging, children need to learn new tools for comprehending these texts. Content area materials such as textbooks and newspaper, magazine and internet reading pose different reading comprehension challenges for young people and it requires different comprehension strategies.
The development of reading comprehension is a lifelong process that changes based on the depth and breadth of texts the person is reading. Internet, the worldwide network that connects people, community, and Mounties all around the world, has a lot of information. People can browse internet to find many things to read. For example, article, blob, Journals, e-book, e-mail, e- magazines, and so many others. People nowadays spend most of their time surfing the internet, they even do their Job through internet. Some students even use the internet to do assignments.
In fact, almost every student finds that internet is very crucial to their study and they become very depend on it. The fourth semester students of English Education Study Program Insure Appealing frequently use internet. They are always given assignments that require internet reading. Therefore, the students are very familiar with internet reading. From the interview with some students, the writer concluded that their reading achievements are quite well and it has improved since the first semester until the fourth.
Some students claimed that their reading skills have consciously improved throughout the time because of their habit of reading in internet. Based on the information above, the writer intends to know how internet reading habit influences the student’s reading achievements. The writer want to see whether internet reading habit really improve the student’s skill in eating comprehension. Therefore, the writer in interested in writing the proposal entitled ‘The Correlation Between Internet Reading Habit and The Reading Comprehension Achievement of The Fourth Semester Students of English Education Study Program PKZIP Insure Appealing 1. Problem of The Study The problem of the study is formulated in the following question: Is there any correlation between internet reading habit and the improvement of reading comprehension achievement of the fourth semester students of English Education Study Program in PKZIP Insure Appealing? 1. 3 The Objective of The Study The objective of this study is to find out whether or not internet reading habits correlates the improvement of reading comprehension achievement of the fourth semester students of English Education Study Program in PKZIP Insure Appealing. . 4 Significance of The Study The writer hopes that this study is useful for the development of the teaching and learning English as a foreign language, especially in teaching reading. It is also important to know the role that the internet reading habit plays in the lives of students especially those who are learning English as foreign language. 2. Literature Review 2. 1 Concept of Internet Reading Habit In the Internet era, reading is not only limited to the print sources.
Internet has changed the traditional reading that is only confined to printed reading material. People nowadays rely more on internet (electronic resource) rather than books, magazines, newspaper, etc. (printed resources). Internet has successfully changed the reading habits of the users, especially students who spend most of their time surfing the internet. This close relation between students and internet has made a great influence on their reading habit. 2. 2 The Influence of Internet Reading to Education There is so much the students can do with the Internet.
Not only can they communicate with international people, they can also gain knowledge and experiences from others, share ideas and solutions and learn about the many diverse cultures in the world. The Internet can be most useful for completing assignments. Since the Internet is an ocean of information consisting of nearly all subjects, one can find information, research work, or Journal, etc. That is required for the assignments. Looking through the information on the Internet is obviously faster than doing research in library.
In that case, the encyclopedia of various subjects available on the Internet can be very helpful. With these points, we find that the importance of Internet in education cannot be denied, and therefore, every student should be given Internet access for deeper understanding and knowledge of a subject. 2. 3 Concept of Reading Comprehension Skills Reading Comprehension Skills consist of some skills that students need to have in order to understand and to answer reading comprehension text questions.
These skills are skimming (quickly gathers the information), scanning (finding particular piece of information), extensive reading (obtains an understanding of a longer texts), ND intensive reading (focusing to take specific information of a shorter text). 2. 4 Previous Related Studies In the correlation between internet reading habit and reading comprehension skills, the writer has found two education Journals that both are related to this research.
The first Journal is the study which was conducted by Gar Field from University of Connecticut in 2007, entitled ‘The Effect Of Using Renville Learning On Student Achievement: An Investigation Of Internet Technology On Reading Fluency And Comprehension’. The purpose of this study was to investigate the effect of Renville Learning (internet based learning) on oral reading fluency, reading comprehension, science achievement and social studies achievement. This experimental study was conducted in urban middle school and suburban elementary school.
The result showed that Renault Learning improved the student’s oral reading fluency, as well as their reading comprehension ability and their science and social study achievements. The second Journal is the study conducted by Sandra Wright, April Budget and Francine Capita from University of Tulsa and Marshall University, USA in 2011, entitled ‘Using E-readers and Internet Resources to Support Comprehension’. The repose of this study is to determine if the internet resources and e-book reader could support overall reading comprehension.
This experimental study was conducted in University of Tulsa and the participants were three second elementary graders. The result showed that students could access reading sources more frequently through internet but internet sources and e-book reader didn’t necessarily increases children’s reading comprehension. Even though these Journals are both relevant to the study, there are some differences and similarities between those two journals and the writer’s research. In similarity, the Journals and this study are investigating about the relationship between internet reading habit and reading comprehension.
What makes this study is different from that two Journal is that this study only focuses on figuring out whether internet reading habit could support the improvement of student’s reading skill on reading comprehension. The places and target of the two previous studies and this study is also different. Those previous studies were both conducted in USA and the targets were the students whose primary language was English. On the other hand, the writer’s study is conducted in Indonesia, specifically in Appealing, where the targets are the FEEL students. . Method and Procedure 3. Method of the Study In doing this research, the writer uses observatory method, that is using the questionnaires about internet usage including the internet reading habit of the students, and also questionnaire about reading comprehension test that is given to the students. 3. 2 Population of the Study This study is limited to all fourth semester students of English Education Study Program Department enrolled in Carriageways University which is located in Appealing. There are 28 students covering the age group of 19-27 years old consists of 5 male students and 23 female students. 3. Technique of the Study The population of this study is not large and it is heterogeneous. Therefore, the population sampling, the sample is all the members in that population, the questionnaires are employed to all the students in population. The data is collected using reading comprehension test and questionnaire method. All participants are given reading comprehension test based on their level. After that, some literature reviews that are relevant to the study are analyzed as the guide to make the questionnaire drafts. Then, the questionnaires are given to the participants.
The data room the questionnaire is collected from 28 fourth semester students of English Education Study Program Department who are enrolled in Carriageways University, Appealing. The data is presented in a table. 3. 4 Data Analysis In collecting the data, the writer uses the following techniques: giving test and giving questionnaires. 3. 4. 1 -rest The writer uses a reading comprehension test as an instrument to collect the data about the students’ reading comprehension skills. The test consists of 30 multiple choices questions and it is TOEFL based.
Considering about the time allocation, the dents can take the test home and hand it in the next day to the writer. The tests are then checked and scored by the writer. The result of the test will be presented in form of table (see appendix). 3. 4. 2 Questionnaire In order to observe if there is any correlation between the student’s reading comprehension skill and their internet reading habit, the writer drafts the questionnaire about the students’ opinion on their reading comprehension skill and their internet reading habit. The questionnaire is consisted of 19 question items.
The results of the questionnaire are calculated in counts and in percentage. The questionnaire’s result will be presented in form of table (see appendix). 3. 5 Techniques for Analyzing the Data 3. 5. 1 Techniques for Analyzing the Reading Comprehension Test Results In analyzing the multiple choice test, the following procedures are used. First of all, the writer scored the test by using the following formula: RSI = CA x 100 Note: RSI = raw score CA= correct answer IN = the number of items Second, the raw scores are categorized into five: Excellent (A), Above Average (B), Average (C), Below Average (D), and Poor (E).
With the following range: Excellent : 86-above Average : 71-85 Average: 56-70 Below Average: 41-55 Poor : < 41 After that, the writer analyzed them by using percentage to find out how many students are in each of the category. For example, there are five students who get average scores. In order to find out the percentage, the writer divided it by the number of the students (25 students). So the percentage is: 25 That means that the percentage of the students who get average scores is 20%. 3. 5. 1 Techniques for Analyzing the Questionnaire In analyzing the questionnaire, the following procedures are used.
First of all, the writer counts the number of the students that choose each questions items. For example, the question is: When I read a story or other information I understand it. The writer counts that there are 12 students who choose Usually. After that, the writer analyzed the counts by using percentage to find out how many students are in each of the responses. In order to find out the percentage, the writer divided it by the That means that the percentage of the students who get average scores is 48% Finally, the data are interpreted to draw some conclusions and to show the results of the study.