Mr-Chapter I

CHAPTER I
INTRODUCTION
A. BACKGROUND OF THE PROBLEMS
Reading is one of the four basic skill involved in language skill that must
be mastered by the students when he/she is learning the language whether it is
English or Indonesian. According to Grabe and Stoller (2002), reading can be
taughtas a way to draw information from text and to form an interpretation of that
information, which means by reading, the student’s or people who are doing
reading will increase their information and also knowledge, so as they can get the
beneficial of the reading itself.
Moreover, in doing reading, of course it will increase the comprehension.
Duke (2003) stated that comprehension is a process in which readers make
meaning by interacting with text through the combination of prior knowledge and
previous experience, information in the text, and the views of readers related to
the text. Hence, someone who do reading will play up their comprehension in
reading. Kintsch (1998) and van Dijk and Kintsch (1983) defined reading
comprehension as the process of creating meaning from text. The purpose is to get
an understanding of the text rather than to acquire meaning from individual words
or sentences.
In order to build and increase the knowledge from the reading activity, it is
better the teacher should stimulate the students motivation in doing reading and it
become their hobbies or habitual in gaining the information what they need. By
pushing the students motivation in doing reading, later on this activity will be
something that became as part of their life and it becomes an habitual for them. As
a result they can be able to fond of reading because it already became their habit
to read the book or some other positive reading sources.
Furthermore, fond of reading will increases our vocabulary, entertains us
and informs us, reading is very important in everyday life. We read at least a few
hundred words each day without realizing- the internet, the TV, ads, news and
recipes are all examples of a place we will be reading something. By that case, It
MINI-RESEARCH Page 1
is important that teachers find ways to motivate children to live, love and learn
through reading since it is an essential part of life. Teachers are always trying to
motivate children who are reluctant readers to fall in love with reading. While
teachers can do a great deal to help students build their reading skills and to
encourage them to develop a love of reading, parents and families play an
important role in building lifelong readers. With so many competing demands for
children’s time, reading needs to become a habit. Families can give children the
valuable gift of being a lifelong reader regardless of the child’s age or present
reading skills. Therefore, it is important to help children build their “reading
health” so that they can become motivated, enthusiastic readers.
B. FORMULATION OF THE PROBLEMS

- What is the definition of reading?.
- Expert’s Opinion about reading.
- What is reading comprehension?
- Why Reading is crucial ?
- What is the definition of fond of Reading ?
- How to be a someone who fond of reading?.
C. THE ADVANTAGE OF THE RESEARCH

- To be able in understanding definition of reading.
- To be able in understanding of reading comprehension
- To be able in understanding the expert’s opinion about reading.
- To increase our comprehension about the importance of Reading
- We can be fond of readding
CHAPTER II
REVIEW OF RELATED LITERATURE
A. THEORY OF READING
Reading is a complex activity that involves both perception and thought.

Reading consists of two related processes: word recognition and comprehension.
Word recognition refers to the process of perceiving how written symbols
correspond to one’s spoken language. Comprehension is the process of making
sense of words, sentences and connected text. According to Pang et al. (2003),
reading is about understanding written texts and comprehension is the process of
making sense of words, sentences and connected text. Reading comprehension
involves both perception and thought. Readers will use background of knowledge,
vocabulary, grammatical knowledge, and other strategies to help them to
understand a written text. It means reading is a process of communication between
the writer and the reader. The writer has a message such feeling, facts, ideas, and
arguments they want to share. Then, the writer puts the message into the words.
So, reading is a way in which something interpreted or understood.
Moreover, Anderson et al. (1985) defined reading as the process of
making meaning from written texts. It needs the harmony of a lot of related
sources of information. According to Wixson, Peters, Weber, and Roeber (1987),
reading is the process of creating meaning that involves: (a) the reader's existing
knowledge; (b) the text information; and (c) the reading context. Grabe (1991 as
cited in Alyousef 2005) defined reading as an interactive process between readers
and texts that result in reading fluency. Readers interact with texts as they try to
extract meaning and there are different types of knowledge: linguistic or systemic
knowledge (bottom up processing) and schematic knowledge (top-down
processing). Pourhosein Gilakjani and Ahmadi (2011) stated that the main goal of
reading is to gain the correct message from a text that the writer intended for the
reader to receive.
Furthermore, Reading is a self-discovery process. During this process,
readers interact with written materials by investing both cognitive and
metacognitive efforts to decompose new knowledge so as to make or infer
meaning. From this point of view, reading comprehension can be seen as the final
product (Hellyer, Robinson, & Sherwood, 2001; Kalayci, 2012). Traditionally,
reading is a passive activity, but in fact, it should be active. As Block (1992)
indicates, reading is such a hidden process that it is often unnoticed in the
language classroom. Teachers often believe that reading classes should be teacher-
centered. According to Bedir (1998), if teachers adopt rote learning, learners are
usually expected to tackle comprehension difficulties by themselves.
From the explanation above, that, we can conlude, reading is as the
process of written symbols and getting meaning from them. Reading can increase
our knowledge from the meaningful written of what we have read.
B. READING COMPREHENSION
Comprehension is the essence of reading and the active process of

constructing meaning from text (Durkin, 1993). Reading comprehension is a
complex interaction among automatic and strategic cognitive processes that
enables the reader to create a mental representation of the text (van den Broek &
Espin, 2012). Comprehension depends not only on characteristics of the reader,
such as prior knowledge and working memory, but also on language processes,
such as basic reading skills, decoding, vocabulary, sensitivity to text structure,
inferencing, and motivation. Comprehension also requires effective use of
strategic processes, such as metacognition and comprehension monitoring. As
readers mature in their comprehension skills, they are able to progress efficiently
from the stage of learning to read to the ultimate goal of reading to learn.
Moreover, Kintsch (1998) and van Dijk and Kintsch (1983) defined
reading comprehension as the Kintsch (1998) and van Dijk and Kintsch (1983)
defined reading comprehension as the process of creating meaning from text. The
purpose is to get an understanding of the text rather than to acquire meaning from
individual words or sentences. The outcome of reading comprehension is the
mental representation of a text meaning that is combined with the readers’
previous knowledge. This is called a mental model (Johnson-Laird, 1983) or a
situation model (Kintsch, 1998). This model defines what has been learned
(RAND Reading and Study Group, 2002). Keenan, Betjemann, and Olson (2008)
expressed that reading comprehension needs the successful expansion and
arrangement of a lot of lower-and higher-level processes and skills. Accordingly,
there are many sources for possible comprehension break and these sources are
different based on the skill levels and age of readers.
From the explanation above, I can concludes that reading comprehension
is the process of getting the meaning of the content and all information about the
topic in the text. In fact, comprehending an text is not easy to do for reader . Many
readers are not able to catch the author’s idea because of the limitation of thinking
and analyzing the meaning of words and sentences. Therefore, the reader should
have good concentration in reading text to get the meaning of the author’s idea.
C. FOND OF READING
According to cambridge dictionary (2019) fond is refers to like someone

or something very much; to like doing something. Therefore, when someone is
fond of reading means they are so much likeof doing reading activity. Reading is
important for one’s language learning development and for their learning life in
general. However, comprehen in quickly and easier way about what we have read
is caused we fond of reading which means it bacames our routinity and our habits,
therefore we can understand what we read quickly and easy.
Moreover, Steve Reifman (2010) describes that children become hooked

on reading when adults build reading as a very appealing, satisfying activity in
their daily schedules. There are multiple ways to encourage reluctant readers,
starting with the child’s passions, making reading a social experience, reading
aloud to children, taking advantage of new technology, being a role model to
children, camouflaging reading, creating opportunities to read and write beyond
the pages, and giving children books that are appropriately challenging.
However, It is important for teachers to consider the role of motivation in
literacy learning. According to Linda B. Gambrell (2011), there are seven rules of
engagement, which include students being motivated to read when:
a) The reading tasks and activities are relevant to their lives.

b) They have access to a wide range of reading materials.
c) They have ample opportunities to engage in sustained reading.
d) They have opportunities to make choices about what they read and how
they.
e) Engage in and complete literacy tasks.
f) They have opportunities to socially interact with others about the text they
are reading.
g) They have opportunities to be successful with challenging texts.
h) Classroom incentives reflect the value and importance of reading.
Gambrell (2011) also states, “students are more motivated to read when
classroom incentives reflect the value and importance of reading”. When a teacher
gives positive praise this can provide a verbal scaffolding to support and direct the
students leading them to motivate themselves to learn. Teacher praise can be more
motivational than prizes, although if the student feels the teacher praise to be not
true or deserving, motivation may decline.
Moreover, when someone being fond of reading they can be able to be a

creative reader as well. Creative reading includes fostering curiosity along with
imagination, providing a safe and friendly environment for reading while assuring
confidence and a sense of competence. Fostering curiosity and imagination is
tapping into students’ natural curiosity, which is an effective way to encourage
reading for enjoyment.
Helping students to become competent readers while encouraging their

disposition to read for enjoyment assures self-confidence. Some examples of
reading group activities include creative activities such as reading partners,
reading through writing and reading relay. When a struggling reader is paired with
a student who has attained reading competence this creates reading partners.
Reading through writing can be done when children combine their knowledge and
imagination. Reading relay is where groups of both competent and struggling
readers come to the library to read a play.
CHAPTER III
RESEARCH METHOD
A. Place and Time of Research

a) This Research was held at Kursus Bahasa Inggris Gheesuke English
Academy (GEA)
b) This research started at September 26th, 2019 – September 27th, 2019.
c) The day and the date was held on Thursday and Friday as the command
of the Director of The English Course from different class and grade.
B. The Subject of Reasearch

The main subject in this research were Senior high school with the total 7
persons and junior high school with the total 5 person and elementary school
with the total 2 persons. So the total of the subject are 14 person at all.
C. The Instrument of Research

In conducting this research, the researcher uses recording to do a listening
exercise, because researcher believe when they fond of reading they have a
lot of vocabulary. Then reasercher uses question to ask about their habit
whether they are fond of reading or not and researcher asked them to write
down on a paper. And then researcher prepare a reading source to ask them to
read the source for one minute and count how many words they can read,
after that researcher asked them to write down all the new words for them and
find out the meaning in Bahasa language. The source of their reading was
prepared by the researcher as well and has attached at appendix of this
miniresearch.
D. The Procedure of Research

1. Find the place of doing the research.
2. Then make an appointment to meet.
3. Doing the researcher.
CHAPTER IV
FINDINGS AND DISCUSSIONS
A. FINDINGS OF THE RESEARCH
In doing the research, the researcher must found a place where the research
can be taken. And finally, researcher found the the place where the feeling fond of
reading was inspected and identified. The place at “Kursus Bahasa Inggris GEA
Kota Gunungsitoli”, location at Jalan Pendidikan No 19A. After found the place,
researcher ask permission to leader of the owner to identified the habitual of
reading from the student there and finally the leader approved about that, after
asked permission to the leader of the course, then, researcher asked permission to
the teacher was teaching at the time to take over of teaching learning process,
then, the teacher approved to take over the lesson.
In conducting the research, in was done by his self and visit the place,
then found 14 (fourteen) students as the subject of the research and would be
inspected about their habitual in reading, and there are seven (7) students who still
in Senior high school and researcher did the researcher for them at September
26th, 2019, then there are five (5) students who still in Junior high school and
there are two (2) students who still in Elementary School but they are in the same
class with students who still in Junior high school, and researcher did the
researcher for them at September 27th, 2019.
In carring out the research, the researcher using some method. Researcher
uses recording to do a listening exercise, because researcher believe when they
fond of reading they have a lot of vocabulary. Then reasercher uses question to
ask about their habit whether they are fond of reading or not and researcher asked
them to write down on a paper. And then researcher prepare a reading source to
ask them to read the source for one minute and count how many words they can
read, after that researcher asked them to write down all the new words for them
and find out the meaning in Bahasa language. Before the teacher-researcher
started teaching-learning process, the teacher asked the students to be a volunteer
in praying, then, there was a student who want pray. After praying, the researcher
asked to start the research by giving some paper to write down the identity and
also the question researcher was going to give to them.
Students Identity as follows :
1ST SUBJECT OF THE RESEARCH

NAME LILIS TIARA KASIH MENDROFA
GENDER FEMALE
SCHOOL / CLASS SMAN 1 GUNUNGSITOLI / 11
HOBBY PLAYING BADMINTON
ADDRESS JL. SISOBAHILI
2ND SUBJECT OF THE RESEARCH

NAME MITRA N. WARUWU
GENDER FEMALE
HOBBY PLAYING BADMINTON AND READING
ADDRESS JL. SISINGAMANGARAJA
3RD SUBJECT OF THE RESEARCH

NAME CINDY GRACE MENDROFA
GENDER FEMALE
HOBBY DANCE
ADDRESS JL. BALUSE
4TH SUBJECT OF THE RESEARCH

NAME DYAN NOVINDAH P. ZEND
GENDER FEMALE
HOBBY SING
ADDRESS JL. SUDIRMAN
NAME TEOFILUS ANUGRAG
GENDER MALE
HOBBY PLAYING BADMINTON, PHYSICS, MUSIC
ADDRESS JL. DELSOS

NAME KALVIANTO TAFONAO
GENDER MALE
ADDRESS JL. TIRTA

NAME PANDU L. TEL
GENDER MALE
SCHOOL / CLASS SMA PEMBDA GUNUNGSITOLI / 10
HOBBY PLAYING BADMINTON, FOOTBALL
ADDRESS JL. PELITA DAMAI

NAME AGRES W. HULU
GENDER FEMALE
SCHOOL / CLASS SMPN 1 GUNUNGSITOLI / 09
HOBBY READING
ADDRESS JL. MISTAR
NAME BUNGA HARUN DANI HULU
GENDER FEMALE
PLAYING BADMINTON, SWIMMING,
HOBBY
READING, DANCING
ADDRESS JL. LASARA BAHILI

NAME LUCYANA A. J. HULU
GENDER FEMALE
ADDRESS JL. DIPENOGORO

NAME GABRIELA O. DAELI
GENDER FEMALE
ADDRESS JL. GOLKAR

NAME OLMAR HULU
GENDER MALE
ADDRESS JL. LASARA BAHILI
NAME YOCELYN P. GULO
GENDER FEMALE
SCHOOL / CLASS SD BNKP GUNUNGSITOLI / 05
HOBBY PLAYING ONLINE GAMES, DRAWING
ADDRESS JL. YOS SUDARSO
K

NAME CRAFELYN
GENDER FEMALE
SCHOOL / CLASS SD BNKP GUNUNGSITOLI / 04
HOBBY DRAWING AND SINGING
ADDRESS JL. DIPENOGORO
After researcher asked them to write down their identity, researcher asked
them to answer the question researcher was given to them as follow :
1. Are you fond to read?

2. What kind of reading source do you read?
3. Where usually do you do reading?
4. When usually do you do reading?
5. Why do you like to read?
6. Who is friend when you do reading?
7. How do you read something?
After the students answer those question, researcher gave them listening
exercise to identify whether they have vocabulary or not, after that researcher
distributed to them reading passages to be read and the content was the listening
exercise so that they can be able to correct whether their answer toward to
listening exercise is true or not while reading, and also researcher asked them to
write down unknown word for them in their paper. After that, researher to read the
source for one minute and count how many words they can read for one minute.
All their papers will integrated to appendix.
IDENTIFICATION RELATED TO THE FIRST SUBJECT
After identifying and observing the 1st subject in fond of reading, the
subject said that she is fond of reading, and usually like to read science in bedrom
about night time. She likes reading because it can increase her knowledge and also
encourage her brain work as well, she usually read something repeatedly so that
she can understand the reading passage as well. She also read by herself without
friends.
Moreover, after making a test, she can read a passage about 250 words in
minutes but when she reads, she do it faster without punctuation and also no
emphasizement from the reading source, and read that source are likely rigid.
Therefore, researcher conclude that, she needs more motivation and time to read
to improve her reading skill because it also known from listening exercise score
about 65 which is very low.
IDENTIFICATION RELATED TO THE SECOND SUBJECT
After identifying and observing the 2nd subject in fond of reading, the
subject said that she fonds of reading because she feels calm when she reads
something, and usually she likes to read story book, article and books in school,
home and library about everyday. She also likes to read because she feels happy
when she is doing read as well, she also read something repeatedly by herself
without friends or group.
Furthermore, after making a test, she can read a passage about 99 words in
minutes because she reads slowly but keep attention about punctuation. After that,
she is lacking of the pronounciation and also vocabulary that can be knwon from
her listening exercise score about nothing is right which is need of improvement
as well. By that case, the subject should improve and increase her skill in reading
in order to get high score of word in reading for a minutes.
IDENTIFICATION RELATED TO THE THIRD SUBJECT
After identifying and observing the 3rd subject in fond of reading, the
subject said that she fonds of reading because she can get knowledge and can
spend time to read. She likes to read novel in phone at home, school, and
anywhere when she feels bored and before exam. She usually reads repeatedly and
sometimes until the end by herself.
In addition, after a test, she can read the reading passage about 171 words
a minute, but researcher think is okay about that because she also thinks about
punctuation and also she also give the empahsizement from something that should
be. Unfortunetly her pronounciation is not really goog to read the passage as well.
From the listening exercise score, she got only 15 which is very low and need
improvement about reading skill.
IDENTIFICATION RELATED TO THE FOURTH SUBJECT
After identifying and observing the 4th subject in fond of reading, the
subject said that she is not fonds of reading. But she believes that reading can
increase knowledge and sometimes read story book until in the end
In addition, after a test, she can read the reading passage about 135 words
a minute, but researcher think is okay about that because she also thinks about
punctuation and also her pronounciation also is okay to read the passage as well.
From the listening exercise score, she got only 13 which is very low and need
improvement about reading skill and also her confident.
IDENTIFICATION RELATED TO THE FIFTH SUBJECT
subject said that he is not fond of reading but he likes read physics because he can
get knowledge and also apply the knowledge in his life as well. He ussualy take
reading in classroom and bedroom when he studies and gets extratime. He only
read what he likes to read and read words repeatedly when he doesn’t understand
about that.
Apart from that, after a test, he can read the reading passage about 171
words a minute in a good way because he considers about punctuation and
emphasizement about the reading sources and his pronounciation also is good.
From the listening exercise score, he got only 45 which is very low and need
improvement about reading skill and also his self-confident.
IDENTIFICATION RELATED TO THE SIXTH SUBJECT
subject said that he is fond of reading because if he reads a book, he will has new
information, increase vocabulary, have inspiration to do something and also to
entertain the other people or self. He likes reads about invention, and fantacy in
the reading room after finishing his homework. He usually reads something from
the beginning till the end by his self.
As well as that, after a test, he can read the reading passage about 199
words a minute but he did it in a small sound and no emphasizement of words that
should be emphasized. Fortunetly, he can read with keep attention about the
punctuation. From the listening exercise score, he got only 15 which is very low
and need improvement about reading skill and also his self-confident.
IDENTIFICATION RELATED TO THE SEVENTH SUBJECT
subject said that he is fond of reading because if he reads a book he feels fun. The
kinds of book he usually reads is math book in the reading room and read book
about Monday to Wednesday. He usually reads book repeatedly from one source
of book by his self only.
In addition, after a test, he can read the reading passage about 173 words a
minute but doesn’t have a good pronounciation, no emphasizement, and no
punctuation. From the listening exercise score, he got only 0 score which is very
low and need improvement about reading skill and also his self-confident.
IDENTIFICATION RELATED TO THE EIGHTH SUBJECT
subject said that she is fond of reading because if she reads a book she feels
entertain about the content such like novels, comics, and encyclopedia. She
usually reads a book in her bedroom, when she gets free time. Moreover, when
she reads, she likes to read the whole content of the book as well.
Along with that, after a test, she can read the reading passage about 147
words a minute but researcher think is okay about that because she also thinks
about punctuation and also her pronounciation also is fine to read the passage as
well. From the listening exercise score, she got only 20 which is very low and
need improvement about reading skill and also her confident.
IDENTIFICATION RELATED TO THE NINETH SUBJECT
subject said that she is fond of reading because if she reads a book she feels know
the details of what she is looking for. She usually read a book related to animal
and read that book at the living room at sturday and Sunday time or at holiday
time. She also reads a book glancing by herself.
Besides that, after a test, she can read the reading passage about 174 words
a minute but there are a lot of weaknesses from her reading such there isn’t
emphasizement and no punctuation and also her pronounciation is not really good
enough. From the listening exercise score, she got only 15 which is very low and
need improvement about reading skill and also her confident in doing reading as
well.
IDENTIFICATION RELATED TO THE TENTH SUBJECT
subject said that she is fond of reading because if she reads a book she feels happy
and it can eliminate her boredom as well. She like reads book about self-
improvement or motivation book in spare time and also she usually reads that
book so details in order to get the meaning of the book she reads by herself.
Moreover, after a test, she can read the reading passage about 200 words a
minute but lacking appear everywhere. There is no puctuation when she reads the
passage and also there isn’t emphasizement of the text that should be emphasized
which it should be done when we read. Fortunately, she reads the passage in a
good pronunciation. From the listening exercise score, she got only 40 which is
very low and need improvement about reading skill and also her confident in
doing reading as well.
IDENTIFICATION RELATED TO THE ELEVENTH SUBJECT
subject said that she is fond of reading. Usually she like to read comics and story
because it’s fun and interesting reading sources. She usually reads the kind of
book in holiday time in her bedroom with some friend as well. She also read the
book not so really detail from the beginning to the end.
Furthermore, after a test, she can read the reading passage about 83 words
a minute but she is really take care of emphasizement, puctuation from the reading
sources already given. She has also a good pronunciation in reading. From the
listening exercise score, she got only 5 score which is very low and need
improvement about reading skill and also her confident in doing reading as well.
IDENTIFICATION RELATED TO THE TWELFTH SUBJECT
subject said that he is not fond of reading because he feels lazy when he is doing
to read. He haven’t also kind of book which he wants to read, and even there is a
book he just read the book glancing and not so detail.
In addition, after a test, he can read the reading passage about 99 words a
minute with no emohasizement to the word that should be emphasized, also he
didnot takecare of puctuation from the reading sources as well. When he was
reading, he did not have a really good pronunciation. From the listening exercise
score, he got only 10 score which is very low and need improvement about
reading skill and also her confident in doing reading as well.
IDENTIFICATION RELATED TO THE THIRTEENTH SUBJECT
subject said that she is not really fond of reading. However, she likes to read
something that she thinks its interesting such like scary book or really stimulate
the curious of the reader when it is read. She like the kind of book because she
likes something that make her scary. She usually read book in her bedroom at
08.00 to 09.00 pm. When she reads the kinds of the book, she only read the part
which is very scary and not so really detail from the beginning to the end.
Furthermore, after the test, she can read the reading passage about 179
words a minute. She did it faster but really take care of emphasizement when she
was reading as well as the punctuation appears in the reading passage. She has a
very good pronunciation when she was reading the passage. From the listening
exercise score, she got the highets score among of the subject from the research
are 93 which is very high. Nevertheless, she needs improvement about reading
skill and also her confident in doing reading as well.
IDENTIFICATION RELATED TO THE FOURTEENTH SUBJECT
subject said that she is not really fond of reading because she only doing reading
when she is the good mood. She likes to read buddhist book as well as comics
book at home, school, or at the buddhist monastery. She likes reading because it
can improves her imagination and also her creativity. She usually read book when
she get new book by reading from the first chapter to the other chapter.
Additionally, after the test, she can read the reading passage about 143
words a minute. She did it faster but really take care of emphasizement when she
was reading as well as the punctuation appears in the reading passage. She has a
very good pronunciation when she was reading the passage. From the listening
exercise score, she got the second highets score among of the subject from the
research are 88 which is very high. However, she needs improvement about
reading skill and also her confident in doing reading as well.
B. DISCUSSION OF THE RESEARCH
Several limitations interfered with the effectiveness of this action research

study. Due to the time and frequency of instruction, the students did not have the
opportunity to read as much as researcher would prefer every day.
During my action research project I could see, hear, and feel the love for
reading in my classroom. The engagement of reading in the classroom flew
through the roof. When researcher are foing to give the student reading passage,
they are so really enthusiastic in listening the instruction from the researcher as
well as when researcher are going to ask them to read. They really have a
motivation to read something that can be seen when they really seriously act
during the reading section in front of the class.
However, the students also have many weakneses in reading because they
are not really keen of fond of reading. Therefore, the role of the teacher and the
parents in this case is essential to help in building a love of reading to the students
or to the children as well. Some of the steps that can be done by the teacher or the
parents in order to improve the student’s fond of reading such as :
 Purchase books, it is preferable to buy more than one book to the children
when we ask them to go to the bookshop.
 Ask them to Read a lot, we do not mean newspapers, but we mean books.
 We can ask them to Comment on books with their friends, write their
feedbacks, and maybe to follow up the latest works of writers and authors.
 We can try to have a bookshelf in our room or home, to stimulate the
curious of reading from the children. It is important to have at least one
bookshelf. Such bookshelf must include advantageous and useful books.
We must not pay any attention to the aesthetic purposes.
 In the evening, we can ask them to read a book to accompany them and
read till fall asleep.
 We can make the book as their inseparable companion, and wherever they
go, to take their book for them.
 It is very important to make reading one of their daily habits and favorite
hobbies.
 It is preferable to ask them to go to public libraries to read books. Do not
make reading limited by buying books only; we must give them chance at
least one experience in visiting the library.
 Friends are the most important factors who could motivate and encourage
them to read. Ask them to get acquainted with new lovers of reading or be
one of their friends till you become one of them!
 When they start reading, try to relax and unleash their imagination;
especially when they read stories and adventures. They will feel that writer
is accompanying them on an exciting journey, and then their passion and
love for reading will increase. And let books starts their day.
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
Reading is important because it develops the mind. The mind is a muscle.

It needs exercise. Understanding the written word is one way the mind grows in
its ability. Teaching young children to read helps them develop their language
skills. It also helps them learn to listen. Everybody wants to talk, but few can
really listen. Lack of listening skills can result in major misunderstandings which
can lead to job loss, marriage breakup, and other disasters - small and great.
Reading helps children and adults focus on what someone else is communicating.
Therefore, fond of reading will help us to be a communicating person as well.
From the research that has been conducted by the researcher in the field,
found that some of the student are fond of reading and some of them are not fond
of reading. Fond of reading actually can be increased by means of administer try
and try to read and also encourage the children to read as well and create a reading
circumstances in order to stimulate the student’ fond of reading as well.
B. SUGGESTION
As a suggestion on this research is pointed to the aspect that can influence

children motivation to be a somoene who fond of reading. School environment,
family environment, and society environment should create a good atmosphere to
the students in term of reading by providing a reading sources or create a free
library, so that the student of loving reading can be incrrease as well, because by
loving reading they can construct their mind to be a creative person and they can
study as well in their life.
REFERENCES
Atwell, N. (2007). The reading zone: How to help kids become skilled,
passionate, habitual, critical readers. New York: Scholastic.
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic

processes in reading. In P. D. Pearson, R.Barr, M. L. Kamil, & P.
Mosenthal (Eds.), Handbook of reading research (pp. 255–292). New
York: Longman. Retrieved from http://hdl.handle.net/2142/31284.
Duke, N. (2003). Comprehension instruction for informational text. Presentation

at the annual meeting of the Michigan Reading Association, Grand Rapids,
MI.
Gambrell, L. B. (2011). Seven rules of engagement: What's most important to

know about motivation to read. The Reading Teacher, 65(3), 172-178.
Grabe W. and F. L. Stoller. (2002). Teaching and Researching Reading. Harlow:

Pearson Education Ltd. Retrieved August 19th, 2017, from
http://www.llas.ac.uk/resources/gpg/1420
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, UK:

Cambridge University Press.
PourhoseinGilakjani, A., & Ahmadi, S. M. (2011). The Relationship between L2

Reading Comprehension and Schema Theory: A Matter of Text
Familiarity. International Journal of Information and Education
Technology, 1(2), 142-149. http://dx.doi.org/10.7763/IJIET.2011.V1.24.
APPENDIX

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CHAPTER I

A. BACKGROUND OF THE PROBLEMS

B. FORMULATION OF THE PROBLEMS

C. THE ADVANTAGE OF THE RESEARCH

Reading is a complex activity that involves both perception and thought.

Comprehension is the essence of reading and the active process of

According to cambridge dictionary (2019) fond is refers to like someone

Moreover, Steve Reifman (2010) describes that children become hooked

a) The reading tasks and activities are relevant to their lives.

Moreover, when someone being fond of reading they can be able to be a

Helping students to become competent readers while encouraging their

A. Place and Time of Research

B. The Subject of Reasearch

C. The Instrument of Research

D. The Procedure of Research

A. FINDINGS OF THE RESEARCH

Students Identity as follows :

1ST SUBJECT OF THE RESEARCH

2ND SUBJECT OF THE RESEARCH

3RD SUBJECT OF THE RESEARCH

4TH SUBJECT OF THE RESEARCH

6TH SUBJECT OF THE RESEARCH

7TH SUBJECT OF THE RESEARCH

8TH SUBJECT OF THE RESEARCH

10TH SUBJECT OF THE RESEARCH

11TH SUBJECT OF THE RESEARCH

12TH SUBJECT OF THE RESEARCH

13TH SUBJECT OF THE RESEARCH

14TH SUBJECT OF THE RESEARCH

1. Are you fond to read?

IDENTIFICATION RELATED TO THE FIRST SUBJECT

IDENTIFICATION RELATED TO THE SECOND SUBJECT

IDENTIFICATION RELATED TO THE THIRD SUBJECT

IDENTIFICATION RELATED TO THE FOURTH SUBJECT

IDENTIFICATION RELATED TO THE FIFTH SUBJECT

IDENTIFICATION RELATED TO THE SIXTH SUBJECT

IDENTIFICATION RELATED TO THE SEVENTH SUBJECT

IDENTIFICATION RELATED TO THE EIGHTH SUBJECT

IDENTIFICATION RELATED TO THE NINETH SUBJECT

IDENTIFICATION RELATED TO THE TENTH SUBJECT

IDENTIFICATION RELATED TO THE ELEVENTH SUBJECT

IDENTIFICATION RELATED TO THE TWELFTH SUBJECT

IDENTIFICATION RELATED TO THE FOURTEENTH SUBJECT

Several limitations interfered with the effectiveness of this action research

CONCLUSION AND SUGGESTION

Reading is important because it develops the mind. The mind is a muscle.

As a suggestion on this research is pointed to the aspect that can influence

Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic

Duke, N. (2003). Comprehension instruction for informational text. Presentation

Gambrell, L. B. (2011). Seven rules of engagement: What's most important to

Grabe W. and F. L. Stoller. (2002). Teaching and Researching Reading. Harlow:

Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, UK:

PourhoseinGilakjani, A., & Ahmadi, S. M. (2011). The Relationship between L2

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