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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS

Grounded on the previous chapter, this chapter present about the description
of research settings, research findings, and discussions.
4.1 The Description of Research Settings
This research was conducted at one of institution majoring in Vocational
Secondary School (SMK) PGRI 3 Tulungagung, located on JL. Mayor Sujadi timur
07 Tulungagung. This school is one of the private vocational school. In schools there
are three academic majors that can be taken, among other Technical Vehicle
Engineering (TKR), Accounting (AK), and the Offices Administration (AP). On the
first year students the majors of TKR are amounted 2 classes, the majors of AK is 1
class, and the majors of AP is 1 class. Total of all students of the first year classes are
158 students. On the second years students of majors TKR amounted 2 classes, the
majors of AK amounted 2 classes, and the majors of AP amounted 2 classes. Total of
all the students of second years classes are 151 students. While the third years
students on the majors of TKR amounted 1 class, the majors of AK amounted 2
classes, and the majors of AP amounted 1 class. Total of all students on the third
years classes are 132 students. The overall number of students which registered in
SMK 3 PGRI Tulungagung are 441 students.
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In this school there are several rooms that consist of teachers and staff office
room, classrooms, a laboratory computer, study practices room, cooperatives and a
library.

4.2 Research Findings
Based on the research that has been done and data was obtained, the factors
that influence reading interest on students, of internal and external factors is as
follows.
Respondent answers on items number 1-10 that represents the influence of the
internal factors such as motivation, mental state, needs, and abilities (age and gender
discussed on previous theories is not included due to the subject being researched the
average is the same age and gender in schools, it is dominated by the number of
women). based on a questionnaire that has been collected and the data that has been
processed find that (see appendixes):
1.) 95% of students stated that reading book is a personal need and it is mandatory for
them. And 5% of students in other states did not.
2.) 42.5% of students stated that they often read a book of fiction, such as novels and
comics .And 57,5% of students in other states did not.
3.) 65,5% of students stated that they often read non fiction such as textbooks. 37.5%
of students in other states did not.
4.) 75% of student s stated that if there is any free time they will fill it by reading
books. 25% of students in other states did not.
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5.) 95% of students stated that reading the book is the thing that is important in
adding to the knowledge. 5% of students in other states did not.
6.) 65% of students stated that they read the book if only they felt happy or mood.
35% of students in other states did not.
7.) 67.5% of students stated that they would feel happy if they read the book. 32.5%
of students in other states did not.
8.) 90% of students stated that they had the curiosity to read reading certain books.
10% of students in other states did not.
9.) 65% of students stated that they are very easy to understand the content or
meaning from a text readings. 35% of students in other states did not.
10.) 22% of students stated that their reading skills are good enough that is 250 words
per minute. 77% of students in other states did not.
Respondent answers on items number 11-20 that represent the influence from
external factors such as availability of books/reading material, social economic status,
and students environment (school and home). based on a questionnaire that has been
collected and the data that has been processed find that:
11.) 60% of students stated that their parents always told or at least remind them to
read the book. 40% of students in other states did not.
12.) 42,5% of students stated that they have a lot of book reading. 57,5% of students
in other states did not.
13.) 60% of students stated that they had in a primary school library. 40% of students
in other states did not.
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14.) 90% of students stated that their teachers at school always recommend to always
read the books. 10% of students in other states did not.
15.) 40% of students stated that their friends have always advocated a book reading
materials such as novels, comic books and magazines. 60% of students in other
states did not.
16.) 45% of students stated that they did not have enough money to buy books or
reading the textbook, and 55% of students in other states did not.
17.) 45% of students stated that they would buy a book reading if they have more
money, and 55% of students in other states did not.
18.) 25% of students stated that their living surroundings, on average, a lot of people
who love to read. 75% of students in other states did not.
19.) 85% of students stated that they were more interested in reading books that a lot
of the picture. 15% of students in other states did not.
20.) 80% of students stated that they are usually interested in reading books when
people those around them are reading books. 20% of students in other states did
not.

4.3 Discussions
The researcher gave some items in questionnaire to know the students
response. Researcher made closed question with 2 options; Yes and No. Then
researcher analyzed every item by using Guttman Scale (Riduwan, 2008:17).
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Then researcher compared the percentage with the criteria of interpretation score. It is
shown as follows:
0% - 20% is very weak
21% - 40% is weak
41% - 60% is average
61% - 80% is strong
81% - 100% is very strong
Based on the research findings, which are then carried out to analyze the data and
classified based on a percentage of the level of interest in reading from internal
factors and external factors. Level percentage on these items are classified by use
Guttman scale to find out how big a factor that affected and whether that influence is
very weak, weak, strong, average, or very strong.
We can look at items 1 to 10 (see page 36-37) which represent a reading interest
from internal factors of students that:
Very Weak : There is no
Weak : On items number 10
Average : On items number 2
Strong : On items number 3,4,6,7, and 9
Very Strong : On items number 1,5, and 8
On items number 1 to 10 there is no scale that shows very weak. This indicates
that the potential factors which affect the reading interest on students there is nothing
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scale categorized very weak, in other words the potential interest of reading students
already in itself just the type and degree of their influence is decisive.
The items number 10, is the question that represents about the abilities on
students have had weak scale. This means that the abilities factor, the influence on
students is weak on levels that encourage interest in reading.
The items number 2, that is the question that represents about needs in the fiction
book has scale average. This means that, influence on average nearly half of the total
number of students often read books of fiction such as comics and novels.
On number of items 3, 4, 6, 7 and 9, that is the question that represents about
needs, motivation, and mental state, has strong scale. This means that the interest
factor from within self students are have strong encouraged by the need for textbooks
related to the matter of subject in schools as well as the motivation to gain
knowledge, and the mental state of the student who was in the mood appeared strong
in encouraging interest in reading.
On number of items 1, 5 and 8, the question which represents about needs based
on student's personal needs and motivation about the desire to read the book that drew
his attention or interest in developing knowledge, has a scale very strong. This means
that, awareness and motivation of the students about the importance of reading books
is very powerful, but it is based on a percentage of the items suggests that students
just interested or has big interest to read a book that only they like.
Whereas, at item number 11 to 20 (see page 37-38) which represent a reading
interest from external factors on students that:
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Very Weak : theres no
Weak : On items number 15 and 18
Average : On items number 11,12,13,16, and 17
Strong : On items number 20
Very Strong : On items number 14 and 19
On items number 11 to 20 are not scale categorized very weak. This indicates that
the potential student reading interest influenced from outside himself there is nothing
very weak. It can be said that the factor influence interest in reading from outside the
student belongs has influenced the students but the most basic is the weak level.
At items number 15 and 18 IE questions represent the influence of environmental
factors in schools and at home, where a percentage of the scale is weak.
Recommended by friends in schools for reading materials such as novels, comic
books, magazines and textbooks is weak. In addition, that their home surroundings a
lot of people who are not fond of reading. In other words, that the school
surroundings such as friends and people around their home environment is the weak
reader. This resulted in a lack of stimulus from the environment where they live for
interest in reading.
On items number 11, 12, 13, 16, and 17 representative questions about which
factor influence from parents, the availability of reading materials at home and
school, and the state of the economy, getting a percentage of the average scale. This
means that on average, students get a stimulate from the parents to the suggestion of
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reading and have sufficient availability of reading materials at home and in schools
for reading activities. But some of the students on average do not have enough money
to buy textbooks and on the other hand if they have enough money they will spend
the money to buy the book.
On items number 20 which questions represent about the influence of school
environment and student home environment, getting a strong percentage scale. This
means that the effect of the stimulus environment surrounding the students bring a
strong influence of the factor that influence interest in reading. When a lot of people
who have reading around them, then many of them will be interested in doing similar
activities and this is one factor in towing a strong interest unconsciously.
On items number 14 and 19, which question that represents about the influence of
school environment, especially the influence of the teachers and the availability of
interesting books material for students related on their relativity on kinds of certain
book, has very strong percentage scale. This means that the role of teachers in schools
got attention from students in the affected and motivated interest in reading. The
availability of reading material such as book that contains many illustrations of
textcontent are also very strong scale to the influential interest students in reading.