THE CORRELATION BETWEEN READING METHOD USED BY LECTURER AND THE STUDENTS’ READING COMPREHENSION

Abstract

Abstract: Reading is important for language learning and development of life in general. Reading as dynamic interaction between the background knowledge and cognitive skills, has reading comprehension as its primary goal. Teacher contribution and teaching style are significant factors influencing students’ success in learning. Therefore,  the researcher is interested to do the research on the correlation between reading methods used by the teacher in teaching the English language and students’ reading comprehension. This study implemented quantitative correlation research to investigate the relationships between students' perception of the reading teachers' method  and reading comprehension ability. The study conducted on third semester students in reading 3 class from the English Department at the University of Islam Malang. The instruments used are questionnaire to find out students' perceptions of the reading teachers' method and reading comprehension test. The data is analyzed quantitatively using statistical correlation analysis of Pearson product moment from SPSS 24. The result shows that the correlation between teaching method used by the lecturer and reading comprehension is significant at 0.00 < 0.05. In this case, alternative hypothesis is accepted and null hypothesis is rejected. The correlation coefficient is at 0.516 which categorized as moderate and positive correlation. Based on the discussion teaching method might have influential correlation to reading comprehension because reading comprehension involve more than just how to read but involve several factors including prior knowledge, general knowledge, language skills, vocabulary and other external factors like interest , reading motivation and habit.

Key Words: : Storytelling, effectiveness, reading comprehension.