CHAPTER 4

RESULTS AND FINDINGS

4.1 Background of the Respondents

Thirty-one form one students participate in this study. All of them are female and living in urban

area. Most of the respondents are Chinese (51.6%), 38.7 percent Malay and 9.7 percent are

Indian. 38.7 percent use Malay Language as the primary language while 32.3 percent Chinese

and only 22.6 percent use English as the spoken language. The characteristic of the students can

be found in Table 4.1.

Table 4.1: Respondent Characteristic

Frequency Percentage
Gender
Female 31 100.0
Race
Malay 12 38.7
Chinese 16 51.6
Indian 3 9.7
Language
Malay 12 38.7
English 7 22.6
chinese 10 32.3
Tamil 1 3.2
Others 1 3.2
4.2 Reading Materials

Respondents were asked about their reading materials at home and their attention to read in

English. This research found that more than a half of the respondents (58.1%) like to read in

English at home, compared to others. It is describe in Figure 4.1.

Figure 4.1: Intention to Read English Material at Home

There are a few types of English books and materials being read at home. Five likert scale were

used to measure the mostly liked materials read by the students, ranging from 1=mostly liked to

5=the least liked. The types of the materials are as Table 4.2. It is shown in Table 4.2 that the

mostly liked material that been chosen by the students is cartoon and comic books (mean=1.68,

sd=0.87). Almost all of the respondents love to read cartoon and comic books (87.1%), while

only 6.5 percent are dislike reading the books. It is followed by teens material (mean=2.13,

sd=1.20), novel (mean=2.37, sd=1.27), mystery (mean=2.45, sd=1.15) and humour (mean=2.45,

sd=1.41.

It is also been found that war material (mean=4.33, sd=0.92), history (mean-3.87, sd=1.04) and

sports are the least liked material being read by the students. The results appeared to be
like this because all of the respondents were female and female do not like to read such

materials.

Table 4.2: Reading Material at Home

Percentage(%) Means SD
1 2 3 4 5
1. Cartoon/comic 51.6 35.5 6.5 6.5 - 1.68 0.87
2. Teens 41.9 19.4 29.0 3.2 6.5 2.13 1.20
3. Novels 33.3 26.7 13.3 23.3 3.3 2.37 1.27
4. Mystery 25.8 25.8 29.0 16.1 3.2 2.45 1.15
5. Humour 29.0 35.5 12.9 6.5 16.1 2.45 1.41
6. Magazine 33.3 23.3 13.3 16.7 13.3 2.53 1.46
7. Adventure 22.6 12.9 38.7 22.6 3.2 2.71 1.16
8. Computer 16.7 26.7 23.3 16.7 16.7 2.90 1.35
9. Animal 6.7 30.0 30.0 23.3 10.0 3.00 1.11
10. Newspaper 3.3 33.3 30.0 20.0 13.3 3.07 1.11
11. Drama 10.0 16.7 36.7 23.3 13.3 3.13 1.17
12. Science 10.0 23.3 23.3 16.7 26.7 3.27 1.36
13. Other countries 10.0 13.3 23.3 33.3 20.0 3.40 1.25
14. Poems 13.3 3.3 26.7 26.7 30.0 3.57 1.33
15. Autobiography 3.3 16.7 23.3 16.7 40.0 3.73 1.26
16. Sports 3.3 10.0 16.7 36.7 33.3 3.87 1.11
17. History 3.3 3.3 30.0 30.0 33.3 3.87 1.04
18. War - 3.3 20.0 16.7 60.0 4.33 0.92

The students were also been asked the most preferred material language to read. It is found that

most of the respondents are prefer to read in Malay Language (39%), compared to English (35%)

and Chinese (26%) (Refer Figure 4.2). The distribution shows a good attitude of the students in

reading in English language. This would be the key success of the Nilam Programme.
Figure 4.2: Language Preference in Reading

4.3 Information on Time Spent and Amount of Book Read

Students in NILAM Programme were also asked to report the number of time spent to read the

books and material. The students were exposed to the programme stated that majority of them

spend less than 2 hours in reading the books and material. The data was provided in Table 4.3.

Only 3.2 percent of the students spend 4 to 6 hours in reading. It also been found 22.6 percent of

them spend between 2 to 4 hours from their time to read.

Table 4.3: Number of Time Spend to Read

Time Spent Frequency Percentage

More than 6 hours - -
4-6 hours 1 3.2
2-4 hours 7 22.6
Less than 2 hours 23 74.2

The study was also gathered the information of the number of book read by students in the

NILAM Programme. Ideally, most of the students respond that they only read between 5 to 20

books for the NILAM Programme from January to October 2008. It would be expected that

some of the students did not highly participate in the programme. The highest number of book

read are ranged from 81 to 90, and only one or 3.2 percent of the students were able to do so. It is

observed in Table 4.4 that 12.9 percent of student involved in NILAM Programme read 21 to 30

books and only 6.5 percent read 31 to 40 books in that 10 month.

Table 4.4: Number of Books Read for NILAM Programme

No. of Book Frequency Percentage

5-20 23 74.2
21-30 4 12.9
31-40 2 6.5
41-50 - -
51-60 - -
61-70 1 3.2
71-80 - -
81-90 1 3.2
91-100 - -
More than 100 - -

4.4 Perception towards English as Second Language (ESL), Attitude and Motivation

The participating students were asked to indicate their perception towards reading attitudes and

motivation of Reading Bahaviour in NILAM Programme, using the 5 point likert-scale ranging

from 1: strongly disagree to 5: strongly agree. Their scores are presented in Table 4.5. It is

observed in Table 4.5 that students perception in Reading Bahaviour are high at mean=3.34 and

sd 0.56. But, their attitude towards NILAM Programme is slightly neutral at mean=2.77 and

0.62. It is also happened to all dimensions in students’ attitudes where their scores are also

moderate; affective attitude (mean=2.70, sd=0.64), cognitive attitude (mean=2.85, sd=0.67) and

co native (mean=2.63, sd=0.63).

It is also been found in Table 4.5 that the students’ motivation is also slightly neutral at

mean=0.64 and sd=0.48. Interestingly, their perception towards intrinsic motivation is high

(mean=3.17, sd=0.84) compared to extrinsic motivation (mean=2.50, sd=0.53)

Table 4.5: Students’ perception toward Reading Bahaviour, Attitudes and Motivation
 Std.
Minimum Maximum Mean Deviation Level
Reading
2.06 4.44 3.34 0.56 High
Behaviour
Cognitive 1.28 4.11 2.85 0.67 Neutral
Affective 1.28 4.06 2.70 0.64 Neutral
Co native 1.11 3.83 2.63 0.63 Neutral
Intrinsic 1.47 5.00 3.17 0.84 High
Extrinsic 1.06 3.41 2.50 0.53 Neutral
Attitude 1.39 4.08 2.77 0.62 Neutral
Motivation 1.22 3.50 2.64 0.48 Neutral

4.5 Differences in Reading Behaviour, Attitude and Motivation between Ethnic Group

4.5.1 Differences towards Reading Behaviour

Table 4.6 shows the mean differences between ethnic groups towards Reading Bahaviour in

NILAM Programme. It is found in Table 4.6 that the significant differences occurred at F=3.47

dan p<0.05. This results show that there are significant differences in students’ perception

towards Reading Bahaviour in NILAM Programme according to their ethnic group. Malay

students (mean=3.63) are much more agree to the implementation of Reading Bahaviour

compared to Chinese (mean=3.11) and Indian students (mean=3.42).

Table 4.6: Mean differences between Ethnic Groups towards Reading Bahaviour

Malay Chinese Indian F Sig.

Reading
3.6324 3.1111 3.4216 3.474 .045
Bahaviour

4.5.2 Differences towards Students Attitude

The mean differences towards students’ attitude can be found in Table 4.7. It is observed in

Table 4.7 that the high significant differences exist between ethnic groups towards their attitudes
in NILAM Programme (F=8.09, p<0.01). The Indian students (mean=3.70) were found to have

higher attitudes compared to Malay (mean=2.94) and Chinese students (mean=2.52).

In term of differences in each dimension in students’ attitude, the significant differences exist in

cognitive attitude (F=7.08, p<0.01) and affective attitude (F=6.72, p<0.01). Indian students were

found to have higher attitude in both dimension compared to Malay and Chinese students. No

significant differences been found in co native attitude (F=1.77, p>0.05).

Table 4.7: Mean differences between Ethnic Groups towards Student’ Attitude

Malay Chinese Indian F Sig.

Attitude 2.9444 2.4767 3.6732 8.091 .002
Cognitive 3.0741 2.5221 3.6983 7.081 .003
Affective 2.8148 2.4313 3.6481 6.721 .004
Co native 2.7394 2.4614 3.1296 1.765 .190

4.5.3 Differences towards Students Motivation

It is been found in this study that there are significant differences between the groups of ethnic

toward students’ motivation in NILAM Programme at F=6.83 and p<0.01. Again, Indian

students were found to have higher perception on motivation (mean=3.14) compared to other

students. The significant differences also been found in intrinsic motivation, where F=5.96,

p<0.01. It is been found that there are no significant differences between the group of ethnic

towards extrinsic motivation, where F=2.51, p>0.05. The whole results are shown in Table 4.8.

Table 4.8: Mean differences between Ethnic Groups towards Student’ Motivation.

Malay Chinese Indian F Sig.

Motivation 2.8374 2.3893 3.1405 6.832 .004
Intrinsic 3.4265 2.7904 4.2108 5.957 .007
Extrinsic 2.7304 2.3019 .54431 2.508 .100
4.6 Relationship between Reading Bahaviour, Attitudes and Motivation

4.6.1 Reading Bahaviour, Students’ Attitude and Motivation

Table 4.9 shows the relationship between Reading Behaviour and students’ attitude. It is found in

Table 4.9 that there is a significant relationship between Reading Behaviour and students’

attitude towards NILAM Programme (r=0.446, p0.05). However, the positive relationship only

exist in co native (r=0.467, p<0.01) attribute). These results show that an increase in attitude and

co native attribute will increase the number of book read by the students.

It can also been found in Table 4.9 that there is a significant relationship between Reading

Behaviour and motivation (r=0.461, p<0.01). The significant relationship also does exist in one

dimension of motivation that is intrinsic (r=0.557, P<0.01). Again, the higher students’

motivation will encourage them to read more than before.

Table 4.9: Relationship between Reading Behaviour, Students’ Attitude and Motivation

Reading Behaviour Sig.

Attitude 0.446 .012(*)
Cognitive 0.503 .004
Affective 0.336 .065
Co native 0.467 .008(**)
Motivation 0.461 .009(**)
Intrinsic 0.557 .001(**)
Extrinsic 0.305 .095
* Significant at p<0.05 level

4.6.2 Relationship between Students’ Attitude and Students’ Motivation

Relationship between students’ Attitude and Students’ Motivation appear in Table 4.10. The

bivariate correlation results reveal that there are high significant relationship between students’
attitude and motivation (r=0.858, p<0.01). Students’ attitude also been found to have a

significant relationship with intrinsic (r=0.614, p<0.01) and extrinsic attribute (r=0.361, p<0.05).

It can also be found in Table 4.10 that students’ motivation are highly correlate with cognitive

(r=0.858, p>0.01), affective (r=0.748, p<0.01) and co native attributes (r=0.662, p<0.01). The

positive ‘r’ value in these results shows the positive relationship between the variables.

Table 4.10: Relationship between Students’ Attribute and Students’ Motivation

Attitude Cognitive Affective Co native

Motivation .858(**) .858(**) .748(**) .662(**)
Intrinsic .614(**) .563(**) .597(**) .714(**)
Extrinsic .361(*) .434(*) .243 .299
* Correlation is significant at the 0.05 level (2-tailed).
** Correlation is significant at the 0.01 level (2-tailed).
4.7 Effect of Students’ Attitudes and Motivation towards Reading Behaviour

Linear regression analysis was carried out to test the effect of Students’ Attitude and Motivation

towards reading Behaviour in NILAM Programme. The analysis was run according to regression

model as below:

Y=α + β1X1 + β2X2 + β3X3 + ………..βnXn + e

Where:

Y = Dependent variable (DV)

α = constant

β = B value

X = independent variables (IV)

e = standard error

The need to use this analysis is the data should have the normal distribution. The normal

distribution can be proved using the graphic and statistic method. The graphic outputs are shown

in Figure 4.3, 4.4 and 4.5. The curved bell in the graph shows that the data are normally

distributed.
Figure 4.3: Reading Behaviour

Figure 4.4: Students’ Attitude

 Figure 4.5: Motivation

Statistical method can be proved using the skewness and kurtosis. The accepted skewness and

kortusis value should be less than 3. Table 4.11 shows that all values are less than 3 and proved

that the data are normal.

Table 4.11: Distribution of the data

Reading Attitude Motivation

Skewness -.418 -.124 -.769
Std. Error of Skewness .421 .421 .421
Kurtosis .314 .063 1.361
Std. Error of Kurtosis .821 .821 .821

Graphic and statistic method have proved that the data are normal. Hence, linear regression can

be carried out.
4.7.1 Students’ Attitude

Table 4.12 shows the linear regression results between students’ attitude as IV and reading

behavior (DV). The results reveal that students’ attitude contribute a significant effects towards

students’ reading behavior for 19.9 percent (R2 =0.199, F=7.207, p<0.05). Any changes in

students’ attitude will increase the reading behavior as much as 0.406 unit (B=0.406, t=2.684,

p<0.05).

Table 4.12: Effect of Attitude towards Reading Behaviour

IV R2 F B t Sig.

Students’ Attitude 0.199 7.207 0.406 2.684 0.012

Table 4.13 shows the contribution of Students’ Motivation towards Reading Behaviour in

NILAM Programme. It can be found that students’ behavior give a significant effect towards

reading behavior in NILAM Programme as much as 21.2 percent (R 2 =0.212, F=7.818, p<0.05).

Any changes in Motivation will increase the reading behavior for 0.545 (B=0.545, t=2.796,

p<0.01).

Table 4.13: Effect of Motivation towards Reading Behaviour

IV R2 F B t Sig.

Students’ Motivation 0.212 7.818 0.545 2.796 0.009

4.8 Summary

Multi race students from secondary school participate is this study. They contribute the

significant and normal data and represent the overall population. The findings show that the level

of students’ reading behavior is high, including the time spent and number of book read.

Table 4.14 shows the summary of hypotheses testing, developed in this study. It can be found

that all of p value are less than 0.05 (p<0.005). Hence, these values give the statistical evidences

to accept all of the hypotheses developed.

Table 4.14 Summary of Hypotheses Testing

Hypotheses p Results

H1: There is a significant difference between the 0.045 Accepted

groups of ethnic towards students’ reading
behavior in NILAM Programme.
H2: There is a significant difference between the 0.002 Accepted
groups of ethnic towards students’ attitude in
NILAM Programme.
H3: There is a significant difference between the 0.004 Accepted
groups of ethnic towards students’ motivation in
NILAM Programme.
H4: There is a significant relationship between 0.012 Accepted
students’ reading behavior and students’ attitude in
NILAM Programme.
H5: There is a significant relationship between 0.009 Accepted
students’ reading behavior and students’
motivation in NILAM Programme.
H6: There is a significant relationship between 0.000 Accepted
students’ attitude and students’ motivation in
NILAM Programme.
H7: There is a significant effect of students’ Accepted
attitude towards students’ reading behavior in
NILAM Programme.
H8: There is a significant effect of students’ Accepted
motivation towards students’ reading behavior in
NILAM Programme.