Rethinking Language Education in Indonesia REGISTER, VOL. 1, N0. 1, 2008 111 A Correlative Study of Reading Speed and Reading Comprehension of the Second Year Students of SMP Islam Sultan Fattah Salatiga in the Academic Year of 2007/2008 Inna Naili Izzatul Laila English Department of Educational Faculty State Institute for Islamic Studies (STAIN)Salatiga innanaili@gmail.com Abstract This study is conducted to find out the profile of students’ speed reading skill and the students’ reading comprehension, as well as to prove if there is significant correlation between the students’ skill in reading speed and reading comprehension of students of SMP Islam Sultan Fattah Salatiga in the academic year of 2007/2008. The writer applies random sampling technique to take the sample (40) from the total of population of 81 students. Furthermore, the profile of students’ reading speed skill in the text comprehension is observed through applying reading speed limited by time. From such a test, the writer knows how many words produced by students every minute. The students’ reading comprehension, in addition, can be seen from the result of the answered of questions. The data is analyzed using correlative statistics. From the result, the writer finds that there is no correlation between reading speed and reading comprehension of the students. It is shown from the result r0=0,027 and rt=0,312 in the level of significance 5%. Then, there are many factors that influence reading speed and the comprehension as children weakness of vocabularies and the lack of concentration in reading. Keywords: Reading Speed, Reading Comprehension Abstrak Studi ini dilakukan untuk mendeskripsikan kemampuan siswa dalam membaca cepat dan pemahaman dalam membaca, serta mencari hubungan yang signifikan antara kemampuan siswa dalam membaca cepat dan memahami bacaan siswa SMP Islam Sultan Fattah Salatiga tahun akademik 2007/2008. Penulis menggunakan teknik random sampling untuk menentukan sampel (40) dari total populasi 81 siswa. Lebih jauh lagi, kemampuan siswa dalam membaca cepat diukur melalui tes membaca cepat yang dibatasi oleh waktu. Dari tes tersebut, peneliti dapat mengetahui berapa banyak kata yang diproduksi oleh siswa setiap menit. Di samping itu, mailto:innanaili@gmail.com REGISTER, VOL. 1, N0. 1, 2008 112 pemahaman siswa terhadap bacaan dapat dilihat dari hasil dari pertanyaan- pertanyaan yang dijawab oleh siswa. Data dianalisis menggunakan formula statistik korelatif. Dari hasil tersebut, peneliti menemukan bahwa tidak ada hubungan yang significant antara kecepatan siswa dalam membaca dengan pemahaman terhadap bacaan. Hal itu terlihat dari hasil r0=0,027 dan rt=0,312 di level signifikansi 5%. Selain itu, ada banyak factor yang mempengaruhi kecepatan membaca dan pemahaman seperti kurangnya kosakata dan konsentrasi saat membaca. Kata Kunci: Kecepatan Membaca, Pemahaman dalam Membaca Introduction Reading is one of the language skills that should be emphasized in teaching and learning English. It is an ability to comprehend, not simply recognize letters, forms, and symbols. Without comprehending, reading maybe useless. According to Carrein and Eisterhold (1991), comprehending the text is an interactive process between the reader’s background knowledge and the text itself. Furthermore, there are many factors influencing students’ ability of reading comprehension; one of them is reading speed. Skill in speed reading is interesting to those who continually read a great deal of material in a short time, for sure with comprehension. A skillful speed reader is able to understand the meaning of sentence at glance, the average reader usually reads 200 to 250 words per minute. However, a skillful speed reader may read over 6000 words per minute. To improve the students’ ability to comprehend the reading text accompanied by speed reading, therefore, teachers have to help the students increase their ability in efficient reading habits. To support such an aim, the writer is encouraged to conduct a research dealing with reading speed and reading comprehension as well as it significance correlation of both items. This study aims to answer the following research questions. REGISTER, VOL. 1, N0. 1, 2008 113 1. How far is the students’ speed reading in the second years of SMP Islam Sultan Fattah in the academic year 2007/2008? 2. How far is the students’ reading comprehension skill of the second years of SMP Islam Sultan Fattah in the academic year 2007/2008? 3. Is there any significant correlation between the students’ reading speed and reading comprehension of the second years of SMP Islam Sultan Fattah in the academic year 2007/2008? Definition of Reading Many definitions and explanations of reading have been formulated, some complementary to another, others contradictory. According to Edithia (1988), reading is the meaningful interpretation of printed or written verbal symbol. It means that reading is a result of the interaction between perception of graphic symbols that represent language and the reader’s language skill, cognitive skill, and the knowledge of the world. Rivers (1981) states that reading is the most important activity in a language class, not only as a source of information and pleasurable activity, but also as a means of consolidating and extending one’s knowledge of the language. Meanwhile, Martha Dallman (1977) defines reading as a verbal process interrelated to thinking and with all other communication abilities such as listening, speaking, and writing. Specifically, reading is the process of reconstructing from the printed patterns on the page of the ideas and information intended by author. Furthermore, Mahmoud (1992) conveys that reading is the ability to comprehend, not simply to recognize letters, forms, and symbols. The Purpose of Reading REGISTER, VOL. 1, N0. 1, 2008 114 Dealing with the purpose of reading, Mahmoud (1992) points out that reading has many goals. Some of them are: 1. Reading for specific information is a common form of reading used to discover specific or limited information. 2. Reading for application is used to accomplish a special task. 3. Reading for pleasure and entertainment includes reading popular magazines, newspaper, novels, and other similar materials. 4. Reading for ides; this type of reading requires paying special attention to main ideas and concepts and the nature of the presented information. The reader’s skills through major topics, headings, illustrations and conclusions in order to obtain a general idea of the content. Reading for specific ides is enhanced, through familiarity with the overall knowledge of the subject. 5. Reading for understanding; it requires comprehension of the relationship between the information introduced and overall knowledge of the subject. Then, it requires understanding in the relationship of topics to sentences, paragraphs, and the main ideas. The reader must observe the association between facts, data, and other details. The Method of Reading Mahmoud (1992) elaborates the six methods to fulfilling the purpose of reading. They are: 1. Previewing 2. Skimming and scanning 3. Reading for study REGISTER, VOL. 1, N0. 1, 2008 115 4. Critical reading 5. Reading for critical evaluation, which can be undertaken in two stages, namely introductory and intensive stage. 6. Speed reading Speed Reading Speed reading is a collection of reading methods which attempt to increase rates of reading without greatly reducing comprehension or retention. It is characterized by analyzing trade-offs between measurement of speed and comprehension, recognizing that different types of reading call for different speed and comprehension rates, and that those rates may be improved with practice. Kinds of Speed Reading In applying this method, an efficient reader varies his speed based on the material requirement (Raygor et.all, 1981) that is distinguished into four major rates of reading i.e.: 1. Skimming rate It is used to find reference, to locate new material, to answer a specific question, or to get the general idea of a selection passage. 2. Very rapid reading rate It is important to review familiar material, to get reading a light novel or fast-moving short story for its plot. 3. Rapid rate REGISTER, VOL. 1, N0. 1, 2008 116 It is used in fiction, characterization, mood, sensory imagery, or anticipation of outcome, or in nonfictional text. It is also employed to find the main idea, make generalization, or sequence. 4. Average rate It is applied in the more complex fiction for characterization and plot analysis, nonfiction of mode rate difficulty to notice the detail, to grasp the relationship between main ideas, or to distinguish between fact and opinion. 5. Slow rate It is used to master content, including detail, to read highly factual material, to evaluate quality and literary merit, or to solve a problem of the directions. Reading Comprehension Edithia (1988) states that reading comprehension most likely occurs when students are reading what they want to read. Or at least when they see some reasons to do so. Comprehension itself is a construction process because if involves all of the elements of the reading process, working together. It is the rason of purpose for reading. Research Methodology it is a quantitative research that consists of two variables i.e. the reading speed as independent variable (X) and the reading comprehension as dependent variable (Y). The writer uses test and documentation as data collection method and correlative study as technique of data analysis that is formulated as follows. REGISTER, VOL. 1, N0. 1, 2008 117                            N Y Y N X X N YX XY r xy 2 2 2 2 )()( ))(( In which, r ∑XY ∑X ∑Y ∑X 2 N : : : : : : Correlation coefficient of variable X and Y The sum of the product multiplying the reading speed test score and reading comprehension test scores The sum of the reading speed test scores The sum of the reading comprehension test scores The sum of square reading speed test scores Total number of respondent The subject of the research is the second year students of SMP Islam Sultan Fattah Salatiga in the Academic Year of 2007/2008 that consists of 81 students. To determine the sample, the writer use random sampling technique. Derived from such a technique of sample, the writer examines 40 students for the sake of the study. Discussion To find the students’ reading speed, the writer uses reading sppd tes that is limited by time. From this test, the writer observes how many words produced by students every minute. The students’ reading comprehension, moreover, can be seen from the result of the answered questions that follow the text. There ten items and four choices for each questions. For each correct answer, then, the writer will give ten points. Table 1 represents the result of the reading speed. Table 1 REGISTER, VOL. 1, N0. 1, 2008 118 The Result of Reading Speed (X) No Name The Score 1 Nofi Fatmawati Putri 84 2 Siti Zumrotun 101 3 Rizka Rahmawati 119 4 Winda Listyaningtyas 140 5 Mutik Atul Khusniyah 94 6 Henny Octoviana 92 7 Ika 105 8 Lia Octavia 98 9 Nafiatun 146 10 Siti Nurjanah 119 11 Anna Setyani 138 12 Istianah 144 13 Eko Sadono 103 14 Agus Aslimin 93 15 Aulia Rizqillah 124 16 Arifin 95 17 Heru Hermawan 90 18 Iskandar 106 19 Ariyanto 163 20 Tofan 144 21 Ahmad Luqman 87 22 Arifatul Khuzaimah 94 23 Teguh Prasetyo 71 24 Fitri Fatonah 98 25 Afandi 90 26 Setyowati 152 27 Ihya'udin 81 28 Rubiyanto 91 29 Melda Dwi Vaulalina 123 30 Suwandi 101 31 Uswatun Khasanah 93 32 Vivin 93 33 Poniah 124 34 Intan Puspita Sari 124 REGISTER, VOL. 1, N0. 1, 2008 119 35 Solekhah Puji Lestari 86 36 Sulastri 71 37 Nur Azizah 129 38 Alfi Nikmah 86 39 Siti Rusmiati 115 40 Putri Nuryanti 114 In this step, the writer determines the measurement for result of reading speed. To determine the interval, the writer uses formula: 23 25,23 4 1)71163( 4 1)(       i i i BbBa i Note: i = interval Ba = highest score Bb = lowest score The percentage distribution of reading speed of the subject of the study can be seen in the table 2. Table 2 The Percentage Distribution of Reading Speed No Score Sample Percentage Criteria 1 140-163 6 15% Excellent 2 117-139 8 20% Good 3 94-116 12 30% Fair 4 71-93 14 35% Poor Total 40 100% In order to obtain the result of the students’ reading speed, the writer uses formula: REGISTER, VOL. 1, N0. 1, 2008 120 025,108 %100 100.40 4321 %100 100.     P P N X P In which: P: The score obtained ∑X: The sum of score X N: Sample Meanwhile, the students’ reading comprehension is shown on the following table. Table 3 The Result of Reading Comprehension (Y) No Name The Score 1 Nofi Fatmawati Putri 50 2 Siti Zumrotun 40 3 Rizka Rahmawati 30 4 Winda Listyaningtyas 30 5 Mutik Atul Khusniyah 60 6 Henny Octoviana 50 7 Ika 50 8 Lia Octavia 60 9 Nafiatun 60 10 Siti Nurjanah 40 11 Anna Setyani 50 12 Istianah 60 13 Eko Sadono 50 14 Agus Aslimin 40 15 Aulia Rizqillah 50 16 Arifin 50 17 Heru Hermawan 50 18 Iskandar 50 19 Ariyanto 30 REGISTER, VOL. 1, N0. 1, 2008 121 20 Tofan 50 21 Ahmad Luqman 30 22 Arifatul Khuzaimah 50 23 Teguh Prasetyo 40 24 Fitri Fatonah 40 25 Afandi 40 26 Setyowati 70 27 Ihya'udin 30 28 Rubiyanto 40 29 Melda Dwi Vaulalina 50 30 Suwandi 40 31 Uswatun Khasanah 40 32 Vivin 60 33 Poniah 30 34 Intan Puspita Sari 30 35 Solekhah Puji Lestari 50 36 Sulastri 50 37 Nur Azizah 30 38 Alfi Nikmah 50 39 Siti Rusmiati 40 40 Putri Nuryanti 50 In this research, the writer also classifies the result of reading comprehension as described as follows. 10 25,10 4 1)3070( 4 1)(       i i i BbBa i Note: i = interval Ba= highest score Bb= lowest score REGISTER, VOL. 1, N0. 1, 2008 122 The percentage of students’ reading comprehension is shown on the following table. Table 4 The Percentage Distribution of Reading Comprehension No Score Sample Percentage Criteria 1 60-69 6 15% Excellent 2 50-59 16 40% Good 3 40-49 10 25% Fair 4 30-39 8 20% Poor Total 40 100% To measure the result of the students’ reading comprehension, the writer uses the formula: 25,45 %100 100.40 1810 %100 100.     P P N X P In which: P: The score obtained ∑Y: The sum of score Y N: Sample Correlation Analysis To measure the correlation between reading speed and reading comprehension, the writer employs the following formula.                            N Y Y N X X N YX XY r xy 2 2 2 2 )()( ))(( Furthermore, the result is shown in the following table. REGISTER, VOL. 1, N0. 1, 2008 123 Table 5 The Computation of Coefficient X and Y No X Y X Y XY 1 84 50 7056 2500 4200 2 101 40 10201 1600 4040 3 119 30 14161 900 3570 4 140 30 19600 900 4200 5 94 60 8836 3600 5640 6 92 50 8464 2500 4600 7 105 50 11025 2500 5250 8 98 60 9604 3600 5880 9 146 60 21316 3600 8760 10 119 40 14161 1600 4760 11 138 50 19044 2500 6900 12 144 60 20736 3600 8640 13 103 50 10609 2500 5150 14 93 40 8649 1600 3720 15 124 50 15376 2500 6200 16 95 50 9025 2500 4750 17 90 50 8100 2500 4500 18 106 50 11236 2500 5300 19 163 30 26569 900 4890 20 144 50 20736 2500 7200 21 87 30 7569 900 2610 22 94 50 8836 2500 4700 23 71 40 5041 1600 2840 24 98 40 9604 1600 3920 25 90 40 8100 1600 3600 26 152 70 23104 4900 10640 27 81 30 6561 900 2430 28 91 40 8281 1600 3640 29 123 50 15129 2500 6150 30 101 40 10201 1600 4040 31 93 40 8649 1600 3720 32 93 60 8649 3600 5580 33 124 30 15376 900 3720 REGISTER, VOL. 1, N0. 1, 2008 124 34 124 30 15376 900 3720 35 86 50 7396 2500 4300 36 71 50 5041 2500 3550 37 129 30 16641 900 3870 38 86 50 7396 2500 4300 39 115 40 13225 1600 4600 40 114 50 12996 2500 5700 4321 1810 487675 86100 195780 From the result above, the r0 = 0,0272 and the rt= 0,312. On the 5% signification degree, r0