the students’ perception on reading … bahasa inggris, rendahnya minat untuk membaca, kurangnyaa...

THE STUDENTS’ PERCEPTION ON READING HABIT

FORMATION

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Yasinta Retnaningrum

Student Number: 091214093

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE STUDENTS’ PERCEPTION ON READING HABIT

FORMATION

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 091214093

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013


ii


iii


iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 11 December 2013

The Writer


091214093


v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Yasinta Retnaningrum

Nomor Mahasiswa : 091214093

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

The Students’ Perception on Reading Habit Formation

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 20 November 2013

Yang menyatakan



vi

ABSTRACT

Retnaningrum, Yasinta. (2013). The Students’ Perception on Reading Habit

Formation. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

Reading interest keeps decreasing nowadays (Malau, 2013), especially

for students, therefore, the English Language Education Study Program Sanata

Dharma University designed Book Report Course. The aims of the course are to

introduce the students to English novels, improve reading interest and ability in

reading English novels in the first semester. The main activity in Book Report

Course is reading, thus it is possible for the students to face reading problems.

The lack of background experience in reading and knowledge of English also

cause reading problems.

The present study investigates the students’ perception on reading habit

formation in Book Report Course of the English Language Education Study

Program Sanata Dharma University. There are two questions addressed in the

study. The first question describes reading probems faced by Book Report Course

students. The second question investigates the students’ perception on Book

Report Course.

This study employed survey method. There were two instruments to

obtain the data, namely questionnaire and interview. There are two results of the

study. First, based on the analysis from the results of the data, there are four

reading problems faced by the students. Those problems are lack of English

vocabulary, low reading interest of English novels, lack of knowledge of English

grammar, and personal problems.

Second, the reseacher finds out that most of the students have positive

perception on Book Report Course. The students get some benefits in teaching

learning process of Book Report Course. The course creates reading habit

formation for the students. It also can improve students’ English vocabulary

mastery and speaking skill. However, some suggestions are given to lecturers of

Book Report Course, students of Book Report Course, and future researchers to

improve Book Report Course.

Keywords: perception, reading, habit formation


vii

ABSTRAK

Retnaningrum, Yasinta. (2013). The Students’ Perception on Reading Habit

Formation. Yogyakarta: English Language Education Study Program, Sanata

Dharma University.

Minat untuk membaca semakin menurun saat ini (Malau, 2013),

khususnya bagi para siswa. Maka, Pendidikan Bahasa Inggris Universitas Sanata

Dharma merancang sebuah matakuliah bernama Book Report Course yang

mengaplikasikan tipe membaca ektensif. Tujuan matakuliah ini antara lain untuk

memperkenalkan mahasiswa pada novel Bahasa Inggris, meningkatkan minat

membaca, dan meningkatkan kemampuan dalam membaca. Aktivitas utama

dalam Book Report Course adalah membaca, maka kemungkinan besar

mahasiswa menghadapi beberapa kesulitan dalam membaca. Kurangnya

pengalaman dalam membaca dan kemampuan membaca dapat juga memengaruhi

mahasiswa dalam membaca.

Penelitian ini menginvestigasi persepsi mahasiswa terhadap

pembentukan kebiasaan membaca dalam matakuliah Book Report Course di

Pendidikan Bahasa Inggris Universitas Sanata Dharma. Ada dua rumusan

masalah yang dikaji dalam penelitian ini. Rumusan masalah pertama

mendeskripsikan kesulitan yang dihadapi mahasiswa saat membaca novel.

Rumusan masalah yang kedua memaparkan persepsi mahasiswa terhadap Book

Report Course.

Penelitian ini menggunakan metode penelitian survey. Ada dua alat yang

digunakan untuk mengumpulkan data yaitu kuesioner dan wawancara. Ada dua

hasil yang diperoleh dalam penelitian ini. Pertama, mahasiswamengalamai empat

kesulitan dalam membaca novel. Kesulitan-kesulitan tersebut antara lain

kosakata Bahasa Inggris, rendahnya minat untuk membaca, kurangnyaa

pemahaman tentang tatabahasa dalam Bahasa Inggris, dan permasalahan

pribadi.

Kedua, berdasarkan data yang diperoleh, peneliti menyimpulkan bahwa

sebagian besar mahasiswa memiliki persepsi yang positif terhadap matakuliah

Book Report Course. Persepsi yang positif ini ditunjukkan dengan adanya

manfaat yang diperoleh mahasiswa. Matakuliah ini dapat membentuk kebiasaan

membaca mahasiswa. Selain itu, matakuliah ini dapat meningkatkan

perbendaharaan kosatakata Bahasa Inggris dan meningkatkan kemampuan

berbicara mahasiswa. Untuk meningkatkan Book Report Course menjadi kebih

baik, peneliti memberikan saran kepada dosen, mahasiswa Book Report Course,

dan peneliti yang akan datang.

Kata Kunci: perception, reading, habit formation


viii

Live my life with dreams, believe,

and give the best in every step.

“Therefore I say to you, do not worry about your life…”

Matthew 6: 25

For He Himself has said, “I will never leave you nor forsake

you.” Hebrews 13: 5


ix

ACKNOWLEDGEMENTS

First of all I would like to express my greatest gratitude to Jesus Christ,

who art in heaven for His blessing, grace, love, and guidance throughout the

accomplishment of this thesis. I would like to thank Mother Mary, who bless my

struggle everyday.

Sincere thanks are addressed to all my lecturers in the English Language

Education Study Program Sanata Dharma University Yogyakarta, especially my

advisor Caecilia Tutyandari, S.Pd., M.Pd. for her guidance, patience and

support in writing my thesis. I also give so much thanks to Yuseva Ariyani

Iswandari, S.Pd., M.Ed. for her time and support given to me in obtaining the

data needed in this thesis. I also thank to Berta Lestari Senduk, S.Pd, who gives

me permission to attach her thesis as the review of related study in this thesis. I

am so thankful also for my proofreaders Adria Cemara, S.Pd. and Felicita Devi

Adyaningtyas, S.Pd., who have spent their time reading and giving corrections to

my thesis.

My deepest greatefulness goes to my parents, Bapak Bernadinus

Suwasono who is in heaven and Ibu Chatarina Suwartinah for the love, care,

trust, and the prayer every single day. I also thank to my beloved sisters, Lusia

Suwantari Nugraheni, S.Pd and Anastasia Novi Arsanti for the advice and

support. Sincere thanks and lots of love go to Ignatius Arry Baskoro, S.E. for his

love, patience, and support.


x

My special thanks go to my Senior High School teacher, Bu Cecil, who

always supports me to finish my thesis. My endless thanks also goes to my friends

Devi, Sisca, Hana, Awang, Rosi, Hehen Onnie, Mbak Itin, Ajeng, Danik, Mbak

Ndah, Mbak Yie, Chapid, Mbak Ce’, Bundo Maris, Kakak Keket, Deni, Ega, Evri,

Hans, Yogis, Mbak Vita, Kakak Sandy and all of my friends. I am happy and

lucky for every moment we have shared as we grow and learn together. My

thankfulness goes to my friends B-ers for the friendship, support, care, and love

we have.

I would like to thank all my friends who have the same advisor, Bunda,

for the support and help given to me. My thankfulness also goes to my family in

Play Performance group, ELEGY. I thank them for the time, laugh, effort, and

story we made. I thank my friends in SALT English Course for the togetherness

and experience we share. My thankfulness goes to all of my friends PBI 2009 for

the time we have spent to study and learn together.

From the bottom of my heart, I would like to thank all of the people who

have given me a hand, whose names I cannot mention here one by one. I pray that

God will always bless them all.



xi

TABLE OF CONTENTS

Page

TITLE PAGE…………………………………………………………………. i

APPROVAL PAGES………………………………………………………… ii

STATEMENT OF WORK’S ORIGINALITY………………………………. iv

PERNYATAAN PERSETUJUAN PUBLIKASI……………………………………. v

ABSTRACT………………………………………………………………….. vi

ABSTRAK…………………………………………………………………………….... vii

ACKNOWLEDGEMENTS…………………………………………………. viii

TABLE OF CONTENTS……………………………………………………... xi

LIST OF TABLES……………………………………………………………. xiv

LIST OF FIGURE…………………………………………………………….. xv

LIST OF APPENDICES……………………………………………………… xvi

CHAPTER I. INTRODUCTION 1

A. Research Background…………………………………………… 1

B. Research Problems……………………………………………… 4

C. Problem Limitation……………………………………………… 4

D. Research Objectives……………………………………………… 5

E. Research Benefits………………………………………………… 5

F. Definition of Terms……………………………………………… 6


xii

CHAPTER II. REVIEW OF RELATED LITERATURE 8

A. Theoretical Description…………………………………………… 8

1. Reading……………………………………………………...... 8

a. Extensive Reading………………………………………… 9

b. Reading Reporting……………………………………….. 11

c. Learning Reading………………………………………… 12

d. Reading Skills…………………………………………... 12

e. Reading Problems……………………………………….. 15

f. Reading Interest…………………………………………... 18

g. Reading Habit…………………………………………….. 19

2. Beginner College Students 21

3. Perception………………………………………………........... 21

a. Perceptual Process………………………………………… 22

b. Factor Influencing Perception…………………………….. 22

B. Review of Related Study………………………………………...... 24

C. Theoretical Framework…………………………………………… 25

CHAPTER III. METHODOLOGY 28

A. Research Method………………………………………………… 28

B. Research Setting………………………………………………… 29

C. Research Participants…………………………………………… 29

D. Instruments and Data Gathering Technique……………………… 31

1. Instruments……………………………………………………. 31


xiii

2. Data Gathering Technique…………………………………… 36

E. Data Analysis Technique………………………………………… 37

F. Research Procedure……………………………………………… 38

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION 41

A. Teaching Processes Implemented in Book Report Course……… 41

B. Reading Problems Faced by the Students in Book Report Course 43

C. Students’ Perception on Book Report Course…………………… 50

CHAPTER V. CONCLUSIONS AND SUGGESTIONS 72

A. Conclusions……………………………………………………… 72

B. Suggestions……………………………………………………… 74

1. For Lecturers of Book Report Course in English Language

Education Study Program……………………………………

74

2. For Students of Book Report Course………………………… 74

3. For Future Researchers……………………………………… 75

REFERENCES……………………………………………………………… 76

APPENDICES………………………………………………………………. 79


xiv

LIST OF TABLES

Table Page

Table 3.1 Questionnaire Blueprint……………………………………… 32

Table 3.2 Students’ Interview Blueprint……………………………….. 35

Table 3.3 Lecturer’s Interview Blueprint………………………………. 36

Table 3.4 Data Analysis Technique……………………………………. 37

Table 4.1 Students’ Previous Experience in Reading………………….. 51

Table 4.2 Students’ Experience in Reading Novels in Book Report

Course…………………………………………………………..

53

Table 4.3 Students’ Experience in Making Written Reports and Doing

Oral Examinations in Book Report Course…………………….

57

Table 4.4 Students’ Perception on Reading Novels in Book Report

Course…………………………………………………………..

60

Table 4.5 Students’ Perception on Benefits of Book Report

Course………..............................................................................

64

Table 4.6 Benefits of Taking Book Report Course Related to Reading

Habit……………………………………………………………

67


xv

LIST OF FIGURE

Figure Page

Figure 2.1 Perceptual Process…………………………………………… 22


xvi

LIST OF APPENDICES

Appendices Page

Appendix A Questionnaire………………………………………………….. 80

Appendix B Students’ Interview Questions………………………………... 84

Appendix C Lecturer’s Interview Questions……………………………….. 86

Appendix D Lesson Unit Plan of Book Report Course…………………….. 88

Appendix E Results of Closed-Questions in Questionnaire……………….. 91

Appendix F Results of Open-Questions in Questionnaire…………………. 95

Appendix G The Calculation Results of Reading Problems……………….. 106

Appendix H Interview Transcript of the Students………………………….. 108

Appendix I Interview Transcript of the Lecturer ………………………… 121

Appendix J Letter of Permission…………………………………………... 124


1

I RETPAHC

NOITCUDORTNI

no noitpecrep ’stneduts setagitsevni yduts ehT noitamrof tibah gnidaer ni

eht margorP ydutS noitacudE egaugnaL hsilgnE ytisrevinU amrahD atanaS sihT .

,noitatimil melborp ,smelborp hcraeser ,dnuorgkcab hcraeser stneserp retpahc

eser .yduts eht ot detaler smret fo noitinifed dna ,stifeneb hcraeser ,sevitcejbo hcra

hcraeseR .cipot eht gnisoohc rof nosaer eht htiw slaed dnuorgkcab hcraeseR

melborp eht no sesucof melborp s noitatimil melborP .yduts eht ni detagitsevni

sebircsed eht ucitrap eht ebircsed sevitcejbo hcraeseR .yduts eht fo smelborp ral

stifeneb hcraeseR .yduts eht fo smia nialpxe yduts eht gnitcudnoc fo stifeneb eht

ni smret lareves snialpxe smret fo noitinifed eht ,yllaniF .gnihcaet egaugnal

.yduts eht ot detaler

.A caB hcraeseR dnuorgk

taht snaem tI .”dlrow eht fo swodniw era skoob“ gniyas dlo na si erehT

gnidaer yb ,skoob fo tol a niatbo lliw sredaer ro noitamrofni .egdelwonk

cA 2891( llehctiM ot gnidroc .p : 1 R“ ,) ytiliba eht sa ylesool denifed eb nac gnidae

tirw fo esnes ekam ot slobmys detnirp ro nettirW ”.slobmys detnirp ro net era eht

txet s ,sdrow rehto nI .sretirw eht yb edam fo ytivitca na si gnidaer na noitcaretni

txet eht dna sredaer eht neewteb s .noitamrofni ro egdelwonk niatbo ot redro ni

O 71 yaM n ht 3102 , , T nubir o eno , f eht ,aisenodnI ni srepapswen lanoitan

taht detroper ,OCSENU fo yevrus a no desab naisenodnI elpoep evah gnidaer wol


2

sah aisenodnI .tseretni %10.0 seirtnuoc rehto ot derapmoc tseretni gnidaer ni

elpoep dnasuoht net fo eno ylno taht snaem tI .NAESA odnI ni aisen si detseretni

.gnidaer ni morf elcitra na ,sediseB di.og.rpd.www no lirpA 42 ht ,2102 , rebmem a

timmoC fo t ee - aisenodnI ni evitatneserpeR fo esuoH ehT fo X osla taht dias

trakaygoY ni elpoep eretni gnidaer wol evah a rI .ts dellac si atrakaygoY ,yllacino a

“ ytic ’stneduts .” erofereht si tI tnatropmi tseretni gnidaer evorpmi ot yllaicepse ,

.stneduts rof

evorpmi ot redro nI eht ,gnidaer ni tseretni ’stneduts eht hsilgnE

rahD atanaS )PSELE( margorP ydutS noitacudE egaugnaL ytisrevinU am

atrakaygoY sngised esruoc a deman esruoC tropeR kooB . tI smia ecudortni ot

esaercni ,slevon hsilgnE ot stneduts evorpmi dna tseretni ’stneduts ’stneduts

gnidaer ni ytiliba slevon hsilgnE ( nalP tinU nosseL fo esruoC tropeR kooB ,

1102 ) . siht nI ot deriuqer era stneduts eht ,esruoc daer ,slevon hsilgnE ekam a

troper nettirw dna ,levon hcae rof od na noitanimaxe laro gnidaer gnihsinif retfa a

levon .

esruoC tropeR kooB rof yroslupmoc si eht fo stneduts eht PSELE atanaS

rahD effo si tI .ytisrevinU am ni der tsrif eht s etisiuqererp yna tuohtiw retseme

esruoc . gnikat era ohw stneduts ehT esruoC tropeR kooB ot deriuqer era daer ruof

id irpmoc ,slevon hsilgnE tnereff eno dna slevon degdirba/deifilpmis eerht gnis

t evah stneduts ehT .levon degdirbanu/lanigiro dna levon hcae daer o ekam eht

troper nettirw eriuqer hcihw s noitamrofni etirw ot stneduts eht no desab eht

levon s, gnidulcni dna eulav larom ,yrammus ,emeht ,tcilfnoc ,sretcarahc ,gnittes

rieht retfA .efil lanosrep htiw noitcennoc gnikam roper nettirw eht ts stneduts eht ,


3

noitanimaxe laro od ot evah s. nI eht ,snoitanimaxe laro t rerutcel eh fo kooB

esruoC tropeR ksa s snoitseuq emos eht ot detaler noitamrofni fo eht eht taht levon

.daer evah stneduts snoitseuq esohT ot mia erusaem t fo gnidnatsrednu ’stneduts eh

.levon hcae ni yrots

ni ytivitca ehT esruoC tropeR kooB elbissop si ti ecneh ,gnidaer yltsom si

taht stneduts eht no desaB .esruoc eht gnikat ni smelborp gnidaer ecaf eht

htiw weivretni eht ,rerutcel ni smelborp emos ecaf stneduts eht tropeR kooB

esruoC era smelborp ehT . yllacisab gnidaeR .ytivitca gnidaer ot detaler hsilgnE

eb yam stneduts retsemes tsrif eht rof slevon drah stneduts eht esuaceb ton era

daer ot demotsucca gni .tey skrow yraretil hsilgnE m stneduts emoS daer evah ya

tub ,stxet hsilgnE emos srehto .tey ti decneirepxe ton evah

gnidaeR egdirb a si dnatsrednu ot eht rof skoob eht fo tnetnoc eht

stneduts sA . yeht wonk kcal egdel fo E eht ,hsilgn stneduts retnuocne netfo

uciffid seitl nehw era yeht gnidaer stxet ,oyratsuK( hsilgnE ni .)8891 i gnidaeR n

stneduts ’ sa hsilgnE ni gnidaer dna egaugnal evitan rieht egaugnal ngierof era

tnereffid etiuq gnidaeR . egaugnal ngierof eht sa hsilgnE ni stxet tluciffid si

retsam ot evah stneduts eht esuaceb eht tnenopmoc s gnidulcni egaugnal eht fo

yralubacov dna ts ur .erutc )8891( oyratsuK syas evah ohw stneduts eht taht

tnenopmoc eht deretsam s hsilgnE fo nehw seitluciffid tnacifingis ecaf ton lliw

wol eht morf gninnigeb slairetam gnidaer era yeht l eve l up .eno rehgih eht ot

.liaf lliw stneduts eht ,esiwrehtO

eht morF iverp o aht demussa si ti ,noitarobale su ah elpoep naisenodnI t ev

erofereht ,tseretni gnidaer wol esruoC tropeR kooB gnidaer evorpmi ot dengised si


4

,revewoH .tseretni ,ytivitca gninrael gnihcaet eht ni gnidaer retnuocne stneduts eht

.smelborp caf eht gniwonK ot degaruocne si rehcraeser eht ,gnidaer tuoba st

etagitsevni eht no noitpecrep ’stneduts esruoC tropeR kooB . I xe si t taht detcep

tca gnidaer hguorht i ni ytiv esruoC tropeR kooB gnidaer ’stneduts evorpmi nac ti ,

ytiliba gnidaer dna tseretni .

.B lborP hcraeseR sme

rewsna ot detcepxe si yduts sihT smelborp hcraeser eht htiw gnilaed

smelborp hcraeser owt era erehT .cipot desserdda hcraeser ehT .yduts siht ni

:swollof sa detalumrof era smelborp

.1 era tahW gnidaer ni stneduts eht yb decaf smelborp esruoC tropeR kooB ?

.2 si tahW eht no noitpecrep ’stneduts esruoC tropeR kooB ?

.C noitatimiL melborP

eht gnitcudnoc fo epocs eht timil ot redro nI rehcraeser eht ,yduts sediced

etagitsevni ot eht no noitpecrep ’stneduts ni noitamrof tibah gnidaer tropeR kooB

esruoC . tI si dereffo ni eht atanaS margorP ydutS noitacudE egaugnaL hsilgnE

ytisrevinU amrahD atrakaygoY . eht no sesucof rehcraeser ehT tsrif s retseme

ni stneduts 2 /210 3102 raey cimedaca esuaceb esruoC tropeR kooB ni dereffo si

retsemes tsrif eht dna C sesoohc rehcraeser ehT . eht sa esruoc eht fo sessalc D

stnapicitrap .yduts eht fo


5

.D sevitcejbO hcraeseR

noitaler nI ot sevitcejbo owt era ereht ,smelborp hcraeser ni snoitseuq eht

eht ebircsed ot si evitcejbo tsrif ehT .yduts eht ni detneserp gnidaer smelborp

yb decaf ropeR kooB esruoC t stneduts ni eht ydutS noitacudE egaugnaL hsilgnE

margorP ytisrevinU amrahD atanaS etagitsevni ot si evitcejbo dnoces ehT .

no noitpecrep ’stneduts esruoC tropeR kooB .

.E stifeneB hcraeseR

morf deniatbo eb nac hcihw stifeneb emos era erehT yduts siht ehT .

detneserp era stifeneb :swollof sa

.1 ni srerutcel roF eht margorP ydutS noitacudE egaugnaL hsilgnE

yb decaf smelborp gnidaer eht gniwonK esruoC tropeR kooB ,stneduts

t noitulos evig ,dnatsrednu nac srerutcel eh s evlos ro , eht ’stneduts gnidaer

.smelborp taht os noitpecrep ’stneduts wonk osla lliw srerutcel eht ,sediseB kooB

esruoC tropeR .devorpmi eb nac

.2 roF s stnedut gnikat era ohw esruoC tropeR kooB

yduts ehT yllaicepse stneduts eht rof lufesu eb lliw ni eht atanaS PSELE

ht gniwonk yB .ytisrevinU amrahD ni decaf smelborp gnidaer e tropeR kooB

esruoC smelborp eht etapicitna nac stneduts eht , tub slevon gnidaer ni ylno ton

ni osla .stxet hsilgnE rehto


6 .3 srehcraeser erutuf roF

F srehcraeser erutu era .yduts ralimis eht tcudnoc lliw ohw elpoep ehT

rehcraeser nac yduts eht taht sepoh eripsni srehcraeser erutuf yduts eht tcudnoc ot .

yduts ehT ot detaler eb nac ni seitivitca gninrael gnihcaet esruoC tropeR kooB .

.F smreT fo snoitinifeD

eht ,sredaer eht ot snoitpecnocsim ro sgnidnatsrednusim diova ot redro nI

raeser :swollof sa yduts siht fo smret eht senifed rehc

.1 noitpecreP

ot gnidroccA .p :5002( senoJ dna egroeG 1 P“ ,)50 ssecorp eht si noitpecre

sesnes rieht morf tupni eht terpretni dna ,ezinagro ,tceles slaudividni hcihw yb

)etsat dna ,llems ,hcuot ,gniraeh ,noisiv( dlrow eht ot redro dna gninaem evig ot

.”meht dnuora dna leef stneduts eht tahw snaem sesnes morf tupni ,yduts siht nI

gnikat ni ecneirepxe rieht morf ees esruoC tropeR kooB . dedulcnoc erofereht si tI

taht itpecrep ,yduts siht ot detaler si no o ’stneduts ni ecneirepxe rieht tuoba noinip

gnikat esruoC tropeR kooB .

.2 gnidaeR

:2002( rellotS dna ebarG ot gnidroccA .p ot ytiliba eht si gnidaer“ ,)9

”.yletairporppa noitamrofni eht terpretni dna egap detnirp eht morf gninaem ward

,revoeroM r na sa nees eb nac gnidae a dna redaer a neewteb ssecorp ”evitcaretni“

siht nI .)5002 ,fesuoylA( ycneulf gnidaer ro yticitamotua ot sdael hcihw txet

.stxet eht ni noitamrofni eht fo gninaem eht sticile laudividni eht ,ssecorp detaleR


7

orf gninaem gniriuqca si gnidaer ,yduts siht ot ot sdael hcihw segap detnirp eht m

.noitamrof tibah

.3 noitamroF tibaH gnidaeR

si tibah )2102( neknalpreV ot gnidroccA gniht a od stneduts eht taht

sa ylraluger a dna ecitcarp a noitamrof tibah gnidaer ,yduts siht ot detaleR .motsuc

si a taht ytivitca gnidaer sa ylraluger od stneduts eht a eerht era erehT .motsuc

)2102( neknalpreV ot gnidrocca noitamrof tibah gnidaer fo srallip srallip ehT .

fo tsisnoc txetnoc dna ,yticitamotua ,noititeper - .seuc ycneuqerf eht si noititepeR

citamotuA .roivaheb a fo ti ulf eht si y ,elihwnaeM .roivaheb lautibah fo ycne

txetnoc - sa hcus stxetnoc elbats ni seuc yb dereggirt era tibah gnidaer snaem seuc

.secitcarp larutluc dna laicos dna ,noitautis ,doom ,noitacol ,emit


8

II RETPAHC

ERUTARETIL DETALER FO WEIVER

erutaretil detaler fo weiveR ssucsid ot smia eht eht gniylrednu seiroeht

retpahc sihT .yduts sessapmocne noitpircsed laciteroeht ,yduts detaler fo weiver ,

stneserp noitpircsed laciteroehT .krowemarf laciteroeht dna tnaveler secnerefer

snoitatic dna ot detaler .yduts eht hcihw siseht a sebircsed yduts detaler fo weiveR

sah a yduts siht htiw tcejbo ralimis redro ni .msiraigalp diova ot ,sediseB eht

.seiroeht tnaveler lla sezisehtnys krowemarf laciteroeht

.A D laciteroehT noitpircse

fo noitanalpxe eht htiw slaed noitpircsed laciteroehT ,gnidaer noitpecrep ,

stneduts egelloc dna . gnidaer fo seiroeht ehT fo tsisnoc ,gnidaer evisnetxe gnidaer

,gnitroper ,slliks gnidaer ,gnidaer gninrael gnidaer dna ,tseretni gnidaer ,smelborp

r noitpecrep fo seiroeht eht ,elihwnaeM .tibah gnidae fo tsisnoc ssecorp lautpecrep

.noitpecrep gnicneulfni srotcaf dna

.1 gnidaeR

2002( rellotS dna ebarG ) taht etats ward ot ytiliba eht si gnidaer“

egap detnirp eht morf gninaem s erpretni dna noitamrofni eht t yletairporppa ” .p(

.)9 ,revoeroM r redaer a neewteb ssecorp ”evitcaretni“ na sa nees eb nac gnidae

siht nI .)5002 ,fesuoylA( ycneulf gnidaer ro yticitamotua ot sdael hcihw txet a dna


9

txet eht ni noitamrofni eht fo gninaem eht sticile laudividni eht ,ssecorp .s rehto nI

sdrow .stxet eht morf gninaem eht gniriuqca fo ytivitca na si gnidaer , T erom eh

eht ,daer stneduts eht rewen sdrow nwonk yllaitrap dna eht dna ,retnuocne yeht

& mahgninnuC( eriuqca yeht drow erom retsurbmrA ni detic sa ,8991 ,hcivonatS

nrobsO & .)2002 , evah ot deen stneduts eht ,revewoH eht ecneirepxe dnuorgkcab

txet hsilgnE gnidaer ni s aedi eht dnatsrednu ylisae nac yeht taht os s txet eht fo s .

nosliW )5891 ,wohcsaT ni detic sa ,3691( setats si ecneirepxe dnuorgkcab taht

s rof redro ni laitnesse txet eht morf noitamrofni tcennoc ot stnedut s ydaerla taht

eht ni derots ri .sdaeh

.a gnidaeR evisnetxE

a si gnidaer evisnetxE gnidaer fo epyt hcihw seriuqer stneduts eht ot daer

lairetam fo tol a s ni a ehT .egaugnal wen ieht esoohc stneduts gnidaer nwo r

tam laire s na meht daer d drofmaB( rehcaet eht fo yltnednepedni .)4002 ,yaD &

rof daer stneduts ehT eht .tnemyojne dna ,noitamrofni ,gninaem llarevo ot smia tI

eb a ytivitca elbarusaelp . trahuqrU ot gnidroccA :8991( rieW dna .p ,)612

gnidaer evisnetxe ot srefer hcihw gnidaer ro gnidaer tnelis rehtie si eht ni enod

emoh ta ro yrarbil .

.gnidaer evisnetxe fo scitsiretcarahc emos era erehT ot gnidroccA egdeH

auq egral gnidaer era gnidaer evisnetxe fo scitsiretcarahc ,)0002( n fo seitit

lairetam s idaer ,slevon sa hcus emit revo yltnetsisnoc gn gnidaer ,tneuqerf no

stxet regnol dna emit ssalc gnirud na osla dna ,emoh ta gnidaer tnednepedni a fles -

.gnidaer fo lairetam detceles A s fle - lairetam detceles gnidaer fo si fo sisab eht


01

a ni stneduts eht stup tI .gnidaer evisnetxe lanoitidart morf elor tnereffid

sesoohc rehcaet eht erehw moorssalc eht .slairetam gnidaer

gnidroccA eht )0991 ,ykcelukiM ni detic sa 5891( nehsarK ot a era er

eht yhw snosaer fo rebmun daer dluohs stneduts eht fles - detceles slairetam ,tsriF .

al ’stneduts enkaew egaugn s ecnalab eb nac ses d yb eht egdelwonk dnuorgkcab fo

scipot eht ni nac yeht ,daer stneduts eht sA .skoob eht eb taht tcaf eht fo erawa

.tcejbus eht fo egdelwonk eht fo esuaceb gninaem drow eht sseug nac yeht ehT

rongi ot degaruocne era stneduts smeti egaugnal nwonknu wef eht ta sseug ro e

taht drofmaB( teem yam yeht :4002 ,yaD & .p .)2 s ehT dnoce si nosaer taht

gnidaer rof noitavitom ’stneduts lliw esaercni yeht tahw daer stneduts eht nehw

.ni detseretni era

gnidaer evisnetxE ttel yb deveihca si gni eht daer stneduts eht skoob

meht gnivah dna ssalc eht edistuo eht ot stroper laro snoitanimaxe laro ro .ssalc ni

rofmaB ot gnidroccA d laro rof snosaer fo yteirav a era ereht ,)4002( yaD dna

troper s noitanimaxe laro ro s nu stneduts eht tahw revocsid ot : dna dnatsred

kcehc ot dna ,daer stneduts eht tahw fo kcart peek ot ,gnidaer morf ecneirepxe

.gnidaer drawot edutitta ’stneduts sihT troper laro snoitanimaxe laro ro s eb nac

gnidaer eht no desab weiver koob a gningissa yb ecitcarp gnitirw htiw denibmoc

daL( .)4691 ,o ssalc egral htiW laro eht dna detimil eb nac stroper eht ,se

setunim fo elpuoc a ot detcirtser noitatneserp . D dna drofmaB )4002( ya eht etats

:stroper gnidaer nettirw fo smia

oT aler ot dna daer yeht koob eht no tcelfer ot ecnahc stneduts eht evig etk nwo rieht ot tnetnoc eht lwon e egd a ;ecneirepxe dn wolla ot eht srenrael

nwo rieht ni koob eht ni esu egaugnal eht fo emos esu dna weiver ot


11

;tuptuo evorpmi ot lliks gnitirw pleh ot ;s eht rehcaet kcehc ees ot rehtehwlautca evah stneduts eht eht enod yl .p( troper yeht gnidaer .)731

laro dna stroper nettirw ehT snoitanimaxe era ifeneb laic stneduts eht rof

lairetam gnidaer eht fo gnidnatsrednu rieht tcelfer ot s evorpmi nac osla yehT .

.slliks gnikaeps dna gnitirw ’stneduts syas )4691( odaL gnidaer taht tiw dna laro h

stroper nettirw .slliks egaugnal dnapxe dna niatniam nac ti ,revoeroM tsom eht si

2891 ,llattuN( lareneg ni slliks gnidaer dna yralubacov gnivorpmi fo yaw evitceffe

.)8991 ,rieW dna trahuqrU ni detic sa evisnetxe taht dedulcnoc erofereht si tI

r riuqer hcihw gnidae e snoitanimaxe laro dna stroper nettirw evah ot stneduts eht s

.slliks gnikaeps dna ,gnitirw ,gnidaer esaercni ot meht rof laicifeneb si

.b gnitropeR gnidaeR

fo tnemetats yllatot a si troper koob )5991( muabletieT ot gnidroccA

,eltit :stcaf fo rebmun a gnirewsna na ro stcaf noitacilbup ,ezis epyt ,ecirp ,rohtua

rehcaet - .snoitseuq dengissa skoob eht fo tnetnoc eht troper ot evah stneduts ehT

.gnidaer hsinif yeht retfa nrecnoc stneduts eht taht srotcaf cisnirtni emos era erehT

eht daer yeht sa srotcaf cisnirtni taht setats )5991( muabletieT .skoob ro slevon

dna ,emeht ,gnitirw fo elyts ,noitazinagro ,ecaferp dna eltit ,weiv fo tniop edulcni

.gnidne eht .yllacigolonorhc dlot si yrots eht fo noitazinagro eht ,noitcif nI tnioP

weiv fo nitneserp si tsrif eht g ot nosrep driht eht ro nosrep .yrots eht llet ehT

ot detneserp neeb sah tahw fo htworgtuo lacigol a eb dluohs krow yna fo gnidne

yrots eht sediseB . , osla yeht ,srotcaf cisnirtni eht htiw nrecnoc ot evah stneduts eht

txe eht htiw nrecnoc ot evah yraretil ,rohtua eht fo yhpargoib sa hcus srotcaf cisnir

.skrow eht fo snoitnetni s’rohtua dna ,doirep


21

ehT .stroper eht ekam nac stneduts eht ,slevon ro skoob eht gnidaer retfA

iver ,detcerroc eb lliw hcihw stroper eht fo tfard tsrif eht etirw nac stneduts ,des

.deifidom dna ro skoob eht fo srotcaf cisnirtni eht etirw stneduts eht stroper eht nI

osla )5991( muabletieT .skrow eht fo stnemetats evitcejbo eht era hcihw slevon

eht ot noitnetta yap dluohs stneduts eht stroper eht gnitirw ni taht setats

ihpargarap dna ,noitautcnup ,gnilleps ,esnet ,erutcurts ecnetnes ,yralubacov ,gn

.ssenidrow

.c gnidaeR gninraeL

na si daer ot gninraeL dna sdrow fo rebmun gnisaercni fo noitisiuqca

ytilauq gnola snoitatneserper laudividni fo noitaretla rraM & ittefreP( )8991 ,no .

erehT dna idamhA ot gnidrocca tnemeveihca gninrael fo rojam eerht era

detaler si hcihw hcihw rotcaf ilumits gninrael si rotcaf tsrif ehT .)1991( onoyirpuS

,slairetam sedulcni sulumits gninrael ehT .srenrael eht edistuo srotcaf gninrael ot

ta gninrael dna ,sksat eht si gnidaer gninrael fo rotcaf dnoces ehT .erehpsom

gninrael ’stneduts eht secneulfni tI .smoorssalc ni srehcaet yb desu dohtem

laudividnI .srotcaf laudividni si gnidaer gninrael fo rotcaf driht ehT .tnemevorpmi

noitavitom ,ssenidaer eht edulcni srotcaf .ecneirepxe gninrael dna ,

.d sllikS gnidaeR

.gnidaer morf deniatbo eb nac taht slliks ynam era erehT ot gnidroccA

lliw slliks gnidaer ,)3102( trofrE elbane fo tuo gninaem ekam ot stneduts eht eht

,egaugnal nettirw i agne dna tcaretn htiw eg eht pmoc ,egaugnal esylana dna dneher


31

.egaugnal eht R ot detale aer emos no sesucof rehcraeser eht yduts siht .slliks gnid

sdrow nwonknu fo gninaem eht gnisseug ,gniweiverp era slliks gnidaer esohT

ehT .gnizirammus dna ,secnerefni gniward ,gnimmiks ,gninnacs ,txetnoc eht morf

r era slliks gnidae debircsed .swollof sa

)1 gniweiverP

wonk ot tnaw yeht esuaceb yllacitamotua weiverp elpoep ,efil yliad nI

.tcepxe ot tahw .yduts rieht rof skoob daer ohw stneduts eht sa emas eht si tI ehT

osla stneduts kiM .gniweiverp od )0002( ykcelu tats :taht se

hgih a si gniweiverP - ufrewop a si tI .lliks gnidaer deeps l yb esuaceb lliks nigeb ot txet eht morf noitamrofni hguone sniag redaer eht ,gniweiverp gnihctam fo ssecorp evitingoc eht nigeb ot dna ti tuoba gnizisehtopyh

tamrofni wen a si tahw htiw noi .p( nwonk ydaerl .)33 P gniweiver stneduts ehT .skoob ro stxet daer ot gnidiced erofeb enod si

weiverp eht eht ,tnetnoc fo elbat ,revoc kcab dna tnorf eht gnidaer yb skoob

eman s’rohtua .gniweiverp fo stifeneb fo rebmun a si erehT .serutaef rehto dna ,

occA ( ykcelukiM ot gnidr 0991 ,) eht eht swolla ti taht si gniweiverp fo tifeneb tsrif

noitazinagro dna ,ytluciffid fo level ,cipot ,txetnoc ,erneg eht hsilbatse ot stneduts

txet eht fo s yb ,dnoceS . gniweiverp dnuorgkcab detavitca ’stneduts eht ,

la egdelwonk swol gninaem rof daer ot meht gninaem eht dnatsrednu ro e , fi nev

txet eht ni sdrow ynam s .stneduts eht rof railimafnu era ro egdelwonk dnuorgkcaB

ssessop sredaer eht taht egdelwonk fo erots gnitsixe eht si egdelwonk roirp

retsurbmrA( & Osb t si txeN .)2002 ,nro ehT .gniweiverp fo tifeneb driht eh

ot redro ni drow yreve daer ot yrassecen ton si ti taht ezilaer nac stneduts

i niag dna dnatsrednu txet eht fo noitamrofn s .


41 )2 txetnoC eht morf sdroW nwonknU fo gninaeM eht gnisseuG

fo gninaem eht gnitlusnoC eht ow nwonknu sdr yranoitcid eht ot

emitemos s eht sseug nac stneduts eht ,slevon hsilgnE gnidaer ni emit sekat

txetnoc eht morf sdrow nwonknu eht fo gninaem yranoitcid eht gninepo tuohtiw .

hcihw ni txetnoc eht gniredisnoc yb gninaem eht enimreted netfo nac stneduts ehT

a edivorp yltneuqerf secnetnes dna sdrow gnidnuorrus ehT .sraeppa drow eht

drow eht fo gninaem eht ot seulc s .)6891 ,nagnaL( nippots fo daetsnI ta kool ot g

,sdrow nwonknu eht esu nac stneduts eht eht fo saedi eht dna egdelwonk roirp

txet sa s ot seulc rednu fo gninaem eht dnats eht .sdrow nwonknu

)3 gninnacS

:0991( ykcelukiM .p hgih a si gninnacs taht syas )94 - lliks gnidaer deeps

.noitamrofni cificeps gnitacol rof desu ,srebmun ralucitrap ot tpmetta stneduts ehT

si tahw no desucof si dnim ehT .sesarhp ro ,sdrow stneduts ehT .thguos gnieb

eziromem ot yrt ton dna noitamrofni fo eceip eno ylno dnif ot tpmetta osla dluohs

.noitamrofni fo stnemges egral ehT eht fo tnetnoc eht hguorht kool stneduts

levon s .noitamrofni deliated dna cificeps teg ot

)4 gnimmikS

si gnimmikS .gninnacs morf tnereffid yrev si gnimmikS - .gnidaer secap

:)0991( ykcelukiM ot gnidroccA

eht fo tnetnoc eht dna mrof eht fo weivrevo na niatbo ot miks sredaer ehT tniop ,sucof ,elyts ,tniop niam s’retirw sa noitamrofni hcus gnidulcni ,txet

revo eht ,weiv fo detaler txet eht woh dna ,lairetam eht fo noitazinagro llaegdelwonk dnuorgkcab ,sdeen eht ot .)831 .p( redaer eht fo tseretni dna ,

gnimmikS ylkciuq stxet eht revo smia eht pu dliub dna aedi niam teg ot

yfsitas nac osla tI .cipot eht fo dnuorgkcab lareneg cipot eht tuoba ytisoiruc eht


51

.ti no emit fo tol a gnidneps tuohtiw stneduts ehT taht strap eht revo piks ot nigeb

.gnimmiks gniod ni lufesu dna gnitseretni ton era

)5 secnerefnI gniwarD

slevon eht gnitcennoc si secnerefni gniwarD taht daer evah stneduts eht

egdelwonk dnuorgkcab eht dna evah yeht . secnerefni gniwarD eht retfa enod si

.slevon eht fo yrots elohw eht gnidaer hsinif stneduts T stneduts eh semitemos od

A .secnerefni gniward era yeht taht ezilaer ton :0991( ykcelukiM ot gnidrocc .p

refni gniward ,)62 eht ni ecnedive eht gnisu ,senil eht neewteb gnidaer si secne

txet s elohw eht kniht ot stneduts eht seriuqer tI .detatsnu era taht sgniht wonk ot

detaler dna yrots ti .ylpeed egdelwonk dnuorgkcab eht ot

)6 gnizirammuS

:0991( ykcelukiM ot gnidroccA .p us ,)541 gninetrohs si gniziramm

lairetam s er dna gniniater yb - eht nehW .sliated tuo gnivael dna saedi niam gnitats

omed yeht ,ezirammus stneduts n c eht etarts o txet eht fo noisneherpm s eht esuaceb

atropmi eht edulcnoc stneduts tniop tn s levon eht fo s . S si gnizirammu yllausu enod

hsinif retfa aer gni di .levon eht gn gnizirammuS nac osla ekam eht rehtehw erus

.ton ro yrots eht dnatsrednu stneduts “ rieht fo erawa sredaer eht sekam tI

,ykcelukiM( ”txet eht fo gnidnatsrednu 0991 .) nac stneduts eht ,gnizirammus yB

etartsnomed txet eht fo noisneherpmoc rieht s .

.e gnidaeR smelborP

.gnidaer gnirud stneduts eht yb decaf smelborp emos era erehT

ot gnidroccA hcabrelffA dna yelsserP )66 .p :5991( , nac stneduts esol


61

noitartnecnoc ,ylkciuq oot ro ylwols oot daer , sah tahw dnatsrednu ton daer neeb

fo kcal dna ,laog gnidaer eveihca ro a taht egdelwonk dnuorgkcab stceff

,ecneH .ylevitagen noisneherpmoc eht if stneduts txet eht ni smret railimafnu dn s

nac erehT .esarhp ro drow a fo gninaem raelcnu dna osla ot eud seitluciffid eb a

redaer - txet nehw ,elpmaxe rof ,noitcaretni a feileb s’redaer hsalc se htiw na

txet eht ni desserpxe noinipo s . rehto eht nO syaw fo rebmun a era ereht ,dnah taht

eht txet s llarevo eht ot level drow eht ta melborp morf ,nettirw ylroop eb nac

.egassap eht fo gninaem

p ehT level drow eht ta melbor sdrow eht fo egdelwonk eht ro stceffa

gnidnatsrednu ’stneduts fo txet eht s . sdrow eht fo egdelwonk ehT si o eht fo en

slliks tnatropmi tsom gnidaer ni wonk stneduts eht taht sdrow fo rebmun ehT .

xelpmoc dna ytluciffid eht senimreted txet eht fo yti s daer gnieb dootsrednu dna .

dnatsrednu ot eruliaF stxet eht stroffe eht ni kcab stneduts eht dloh yletinifed lliw

rogyaR( noisneherpmoc evorpmi ot & .)5891 ,rogyaR

( oyratsuK uof era ereht taht setats )8891 gnidaer ni smelborp ’stneduts r

gnE drow wen ,noitingocer drow era smelborp esohT .egaugnal tegrat a sa hsil

.stneduts eht dna ,metsys egaugnal ,noitingocer ni smelborp ecaf stneduts ehT

ehT .egaugnal tegrat eht fo sdrow gnizingocer melborp s esira eb ca dna hsilgnE esu

eht ton era naisenodnI b evah meht fo emoS .egaugnal emas eht fo sehcnar

tnereffid drow - .saedi tnelaviuqe sserpxe ot gniredro w ehT na si noitingocer dro

tnenopmoc tnatropmi srednu ot ta dn egaugnal evitan dna egaugnal tegrat a . ehT

stneduts semitemos wen fo sdrow railimaf retnuocne dna segassap revocsid eht

stneduts ehT .sdrow railimafnu fo gninaem hsiugnitsid eht lliks noitingocer drow


71

morf .egaugnal tegrat dna evitan rieht “I elbissopmi si t stneduts naisenodnI rof ot

naht egaugnal tegrat eht ni noitingocer drow ta tpada erom emoceb ni era yeht

”egaugnal evitan :8891 ,oyratsuK( .p .)61 sdrow hsilgnE eht dna xelpmoc era

irb ytixelpmoc n .stneduts eht ot ytluciffid sg I era stneduts eht ,hsilgnE gnidaer n

.llew sa sgnileef eht tub sthguoht rieht ylno ton esu ot deriuqer

ehT gnidaer dnoces melborp si a ehT .noitingocer drow wen w sdrow hcih

owt era sdrow wen dna denrael neeb evah stcepsa .ytluciffid esuac hcihw

gninraeL ecneulfni yltaerg si sdrow wen d egdelwonk roirp ’stneduts yb fo .sdrow

.metsys egaugnal eht si melborp gnidaer driht ehT nI hsilgnE gnidaer stxet eht ,

melborp edulcni s eb tonnac dna deit ylmrif era yehT .erutcurts dna yralubacov

laitnesse si ti taht setats )8891( oyratsuK .detarapes eht rof eht wonk ot stneduts

secnereffid neewteb mrof eht s tnemele dna s ni hsilgnE .secnetnes

stneduts eht si gnidaer ni melborp tsal ehT edutitta ’ . ’stneduts ehT

snaem sihT .evitisop eb dluohs hsilgnE gnidaer ni edutitta ot evah stneduts eht

ot etartnecnoc ciuq nac stneduts eht taht os slairetam gnidaer eht kl dnatsrednu y

stxet eht ,sdrow rehto nI . .gnidaer ni tseretni taerg a evah dluohs stneduts eht

noitavitoM natropmi osla si t tI . htiw dnah ni dnah seog eht ot edutitta daer dna

dnatsrednu eht sa hsilgnE ni slairetam egaugnal tegrat eht . ,stcepsa owt esehT

cus eht ecneulfni noitavitom dna edutitta sec s yduts ’stneduts eht fo eruliaf dna

,oyratsuK( .p :8891 .)12 ni ytluciffid evah lliw stneduts detavitom ylkaeW

.slairetam gnidaer eht ni yralubacov gnizingocer


81 .f tseretnI gnidaeR

,)5891( wohcsaT ot gnidroccA nihtiw si tseretni a ro redaer a .nosrep

tnI ytilauq a ton si detseretni gnieb ton ro detseretni gnieB .dnim fo etats a si tsere

ro koob a htiw stser taht na .tcejbo sa gnitseretni sa si tcejbo na ro koob A a redaer

eweiv ro .ti sekam r si tseretnI fo eno eht dna poleved taht srotcaf evitceffa

iatniam steg redaer eht nehw tneserp si tseretni ecniS .gnidaer rof erised a n

gne neht dna sdaer eh tahw ni dessor eusrup ot tseretni reneek neve spoleved

a si tseretnI .egdelwonk eht gnidnapxe ni stluser ti ,saera rettam tcejbus laiceps

si dna rotavitom lufrewop rof ylno ton tnenopmoc yek a sa desu eht tub nerdlihc

notgnihttaeH( sredaer tluda gninnigeb rof osla & ni detic sa 2891 ,neniksoK

.)5891 ,wohcsaT

ni lacipyt tnereffid sah laudividni hcaE )4591( sirraH .gnidaer ni tseret

taht setats gnar suodnemert si ereht“ fo tnuoma ni htob secnereffid laudividni fo e

ceps ni dna gnidaer yratnulov detcepxe era taht tseretni cifi ” .p( )904 . snaem tI

sah laudividni hcae reh/sih nwo daer ot ytilibapac eht dna segap ynam woh( skoob

srotcaf emos era erehT .)ytluciffid fo level eht a fo tseretni gnidaer gnicneulfni

dna ,aidem ,dneirf ,rehcaet ,ytilibaliava dna ytilibissecca era srotcaf ehT .nosrep

ecneulfni dekram a evah ytilibaliava dna ytilibisseccA .skoob eht fo ytluciffid eht

:4591 ,sirraH( tseretni eht no .p ytilibisseccA .)014 ydaerla era skoob eht snaem

era ereht snaem ytilibaliavA .skoob eht daer nac laudividni hcae taht os dedivorp

sa hcus sgnidnuorrus ni skoob eht ni ,sloohcs ,yrarbil ro hcae taht semoh

.esoohc nac laudividni srotcaf rehtO ni fo tseretni gnidaer gnicneulfni era laudivid


91

.noinipo ’sdneirf dna ,edutitta ’stnerap ,rehcaet eht m ehT ro eivom sa hcus aide

ecneulfni osla nac oidar laudividni fo tseretni gnidaer eht :4591 ,sirraH( .p .)114

skoob eht fo ytluciffid ehT fni osla eht secneul gnidaer tseretni .

ot gnidroccA :4591( sirraH .p ,lairetam gnidaer nevig eb dluohs laudividni ,)214

daer nac laudividni eht taht os level edarg eht naht tluciffid erom ton si hcihw

.yllufsseccus etairporppa eb dluohs ytluciffid fo level ehT ’stneduts eht htiw

H sA .yralubacov fo yretsam t“ taht setats )214 .p :4591( sirra a fo ytluciffid eh

v eht no ylegral sdneped koob ”.sniatnoc ti taht yralubaco t ,sediseB ecnetnes eh -

tnetnoc eht fo ssenegnarts ro ytirailimaf eht dna erutcurts era tnacifingis osla

.ytluciffid ni rotcaf

.g tibaH gnidaeR

reV od stneduts eht taht gniht a si tibah taht setats )2102( neknalp

sa ylraluger a dna ecitcarp a noitamrof tibah gnidaer ,yduts siht ot detaleR .motsuc

aht ytivitca gnidaer si a sa ylraluger od stneduts eht t eerht era erehT .motsuc

f tibah gnidaer fo srallip ,yleman ,)2102( neknalpreV ot gnidrocca noitamro

txetnoc dna ,yticitamotua ,noititeper - a fo ycneuqerf eht si noititepeR .seuc

txetnoc ,elihwnaeM .roivaheb lautibah fo ycneulf eht si yticitamotuA .roivaheb -

s ni seuc yb dereggirt era tibah gnidaer snaem seuc ,emit sa hcus stxetnoc elbat

.secitcarp larutluc dna laicos dna ,noitautis ,doom ,noitacol

eht enimreted ot srotacidni ,)1102( zelaznoG dna anoaG ot gnidroccA

skoob ,ycneuqerf gnidaer ,gnidaer drawot edutitta :era tibah gnidaer fo ecneserp

tneps emit ,daer non no tneps emit ,gnidaer cimedaca no - dna ,gnidaer cimedaca


02

snosaer eht snaem gnidaer drawot edutittA .noitavitom rof gnidaeR .flesti gnidaer

hcihw ta ycneuqerf eht si ycneuqerf a daer nosrep s .emit eraps ni skoob ,ohcculeD

c sa ,7891( samohT dna ,rewhoR retsurbmA ni deti etats )2002 ,nrobsO & taht

woh tub ,yduts ot tneps emit latot no ton dneped stneduts eht fo sseccus cimedaca

.ylevitceffe emit eht esu stneduts eht

b ehT skoo etacidni daer nosrep eht taht skoob ynam woh sah eht ni daer

.shtnom eerht tsal nosrep eht taht emit eht si gnidaer cimedaca no emit ehT

.tcejbus yduts sih ro reh no skoob daer ot setoved ,revoeroM non no tneps emit -

yltcerid ton koob daer ot setoved nosrep eht taht emit eht si gnidaer cimedaca

toM .tcejbus yduts reh ro sih ot detaler noitavitom eht snaem noitavi rof gnidaer

non ro cimedaca - .skoob cimedaca

:5891( wohcsaT ot gnidroccA .p noitavitom fo sdnik eerht era ereht ,)72

tcejbus dna ,cisnirtni ,cisnirtxe era yehT .gnidaer ni - rettam - .noitavitom detcerid

n semoc noitavitom cisnirtxE fo esuaceb semoc tI .tuohtiw morf tub nihtiw morf to

desopmi si daer ot noitavitom sa gnol A .sdrawer ro ,ecrof ,erusserp fo ytisnetni

detimil eb lliw ti ,yllanretxe fo .noitavitom cisnirtni morf tnereffid si tI .noitarud

ni detic sa 5791( ekrheL dna fpmeK :5891 ,wohcsaT .p tniop )82 taht tuo

tavitom cisnirtni“ i sa decneirepxe si hcihw ,flesti ytivitca eht morf stluser no

stneduts ehT ”.lufsseccus yletaredom tsael ta si renrael eht hcihw ni dna tnasaelp

sesoprup on evah ohw fo kcal evah lliw gnidaer fo ecnoc ecneirepxe dna noitartn

si noitavitom fo epyt tsal ehT .ti gniniatniam ni seitluciffid a tcejbus - rettam -

5791( ekrheL dna fpmeK ot gnidroccA .noitavitom detcerid ,wohcsaT ni detic sa

:5891 .p ,)82 a tcejbus - rettam - yb detaitini si noitavitom detcerid a idaer ot ksat gn


12

hcihw ,ytisoiruc dna noitnetta s’redaer eht skraps rettam tcejbus sihT .enod eb

.noitamrofni wen dnif ot redaer eht sehsup neht tI noitartnecnoc s’redaer eht sbarg

litnu rettam tcejbus otni repeed evled ot erised dna eht sitas era sdeen s’redaer .deif

.2 stnedutS egelloC rennigeB

ro segelloc ni srucco noitacude tluda na taht setats )9002( nomiS

seitisrevinu srenrael tluda otni gnidulcni era stneduts egelloc rennigeb erofereht , .

.srenrael tluda fo scitsiretcarahc emos era ereht taht syas )9002( nomiS tludA

fles erom eb ot dnet srenrael - rieht esu srenrael tludA .erutam yeht sa detcerid

tludA .gninrael gnivlos melborp dna ssucsid ot dnet yehT .no dilub ot secneirepxe

laer yb detareneg era taht sdeen gninrael cificeps fo erawa era srenrael - .stneve efil

ycnetepmoc era srenrael tludA - ro lliks wen rieht ylppa ot gnitnaw srenrael desab

.egdelwonk

.3 noitpecreP

occA .p :5002( senoJ dna egroeG ot gnidr ssecorp eht si noitpecrep“ ,)501

snes rieht morf tupni eht terpretni dna ,ezinagro ,tceles slaudividni hcihw yb se

dlrow eht ot redro dna gninaem evig ot )etsat dna ,llems ,hcuot ,gniraeh ,noisiv(

eht morf atad eht sniatbo nosrep a ,noitinifed siht hguorhT .”meht dnuora

i yllanif dna ,ti tuoba skniht neht dna ilumits eht hguorht tnemnorivne eht sterpretn

gninaem atad ylluf a si tI . eht taht yaw weiv nosrep s tnemnorivne eht rehto nI .

si noitpecrep ,sdrow gnidnuorrus ro ilumits eht ot esnopser eht sa deweiv . ehT

esnopser rucco s ni eht ilumits eht morf atad gnimocni eht ot ssenerawa s’nosrep


22

hguorht osnes ehT .srotpecer yr esnopser eht n lufgninaem sa deterpretni eb lliw

.noitpecrep dellac ilumits eht tuoba noitamrofni

.a ssecorP lautpecreP

ot gnidroccA ,izneaV ,namtlA dna ,sttegdoH eht morf snigeb noitpecrep

hguorht sulumits eht morf atad eht fo noitceles eht :5891( rosnes .p stI .)68

tnereffid sah laudividni hcaE .atad eht terpretni ot laudividni eht swolla ssecorp

eht fo ytirailimaf dna ytiralc eht no sdneped tI .atad eht gniterpretni ni yaw

tsap dna ,sgnileef ,egdelwonk ,seulav dna sdeen ,scitsiretcarahc lacisyhp ,ilumits

.secneirepxe la te namtlA . )5891( sezirammus , ni ssecorp lautpecrep eht F erugi

.1.2

1.2 erugiF namtlA( ssecorP lautpecreP la te . :5891 , .p )68

.b noitpecreP gnicneulfnI srotcaF

noitpecrep s’nosrep a gnicneulfni srotcaf tnatropmi ruof era erehT

t gnidrocca namtlA o la te . :5891( pp . 68 - noitceles era srotcaf tnatropmi ehT .)19

’fles nosrep eht dna ,noitautis eht ,ilumits fo noitazinagro ,ilumits fo s .tpecnoc

T swollof sa denialpxe era srotcaf esoh .

)1 ilumitS fo noitceleS

o rebmun llams a no ylno sesucof nosrep A tI .dednuorrus ilumits eht lla f

eht ot gnidrocca ilumits fo noitceles tnereffid sah nosrep hcaE .noitceles snaem

.secneirepxe eht dna ,scitsiretcarahc eht ,ytirailimaf a no sesucof nosrep hcaE


32

saer eno si dna noitceles dellac si ssecorp sihT .rebmun llams elpoep yhw no

yltnereffid sgniht eviecrep – ro ,sretlif dna seuc cificeps stceles nosrep hcae

.srehto fo tuo ,sneercs

)2 ilumitS fo noitazinagrO

eht retfA .noitazinagro si noitpecrep eht gnicneulfni rotcaf dnoces ehT

em eb ot degnarra si ti ,detceles si atad lufgnina noitamrofni ot gnidroccA . namtlA

la te . )5891( gnittup dna smeti niatrec gnitceles yb“ atad eht redro sgnirb niarb eht ,

ufgninaem a ni rehtegot meht ( ”secneirepxe eht no desab yaw l p .p 78 - )88 .

)3 noitautiS ehT

iht ehT tpecrep eht gnicneulfni rotcaf dr noi .noitautis si s’nosrep A

ro ,ytirailimaf tceffa ecneirepxe tsap ,noitautis a ,snoitatcepxe nosrep eht tahw

woh ot detaler si yletarucca noitautis a gniviecreP .seviecrep stsujda nosrep a sih

.noitautis eht ot roivaheb reh ro

)4 fleS s’nosreP ehT - tpecnoC

T gnicneulfni rotcaf tsal eh na fles si noitpecrep ’laudividni - .tpecnoc

la te namtlA . :5891( .p leef laudividni yaw eht taht setats )09 s eviecrep dna s si

sa nwonk fles - .tpecnoc eht stceffa flesreh ro flesmih ees nosrep eht yaw ehT

ora dlrow eht fo noitpecrep fles ehT .reh ro mih dnu - esuaceb tnatropmi si tpecnoc

fo erutcip latnem eht na seviecrep ehs ro eh tahw fo hcum senimreted laudividni

.seod dna


42

.B ydutS detaleR fo weiveR

suoiverp a saw erehT duts ot detaler y esruoC tropeR kooB . yduts ehT

deltitne tnedutS“ ni seitivitcA gninraeL gnihcaeT eht no noitpecreP ’s tropeR kooB

esruoC ” yb nettirw saw kudneS iratseL ahtreB 1102 ni dessucsid ehS . eht

stneduts eht fo noitpecrep no esruoC tropeR kooB ni eht egaugnaL hsilgnE

E magorP ydutS noitacud naS tisrevinU amrahD ata .y eerht erew erehT hcraeser

smelborp detalumrof .yduts eht ni tsriF saw melborp hcraeser woh gnidnif

t .sessecorp gninrael dna gnihcae T eh saw melborp hcraeser dnoces gnitagitsevni

eht woh stnemssessa ni detcudnoc era C tropeR kooB esruo hcraeser driht ehT .

saw yduts eht ni detcudnoc melborp no noitpecrep ’stneduts gnitagitsevni kooB

esruoC tropeR .

ehT degnoleb yduts yduts eht ni desu dohtem ehT .hcraeser evitpircsed ot

saw a .hcraeser yevrus ehT eriannoitseuq erew yduts eht ni deyolpme stnemurtsni s

tni dna weivre s stneduts retsemes driht erew stnapicitrap ehT . ni 9002 cimedaca

raey ytisrevinU amrahD atanaS fo esruoc eht nekat dah ohw . 78 erew erehT

.yduts eht ni stnapicitrap

eht ni desu seiroeht ehT yduts erew ,noitpecrep ,gnidaer ,srotcaf gninrael

evisnetxe fo yroeht ehT .esruoC tropeR kooB dna ,tnemssessa egaugnal ,gnidaer

osla ehS .)1002( snibboR dna )5002( senoJ dna egroeG morf nekat saw noitpecrep

hcihw noitautis dna ,tegrat ,reviecrep eht denialpxe era detaler noitpecrep eht ot

ael fo yroeht ehT .yroeht onoyirpuS dna idamhA morf nekat saw srotcaf gninr

denialpxe ehS .)5002( senoJ dna egroeG ,)5691( yrraG ,)1002( snibboR ,)1991(

ehS .rotcaf laudividni dna ,rotcaf dohtem gninrael ,rotcaf ilumits gninrael tuoba


52

ebircsed osla d yroeht s’nanuN morf ksat gnidaer gnidaer evisnetxe ehT .)9991(

egaugnal eht rof elihW .)8991( lleB ,)3991( yaD ,)4002( nworB nekat saw yroeht

tsal ehT .)1691( odaL dna )8991( dnulorG morf yroeht desu ehs ,tnemssessa

L gnihcaeT eht no noitpecreP ’stnedutS“ deltitne siseht a ni desu yroeht gninrae

ni seitivitcA esruoC tropeR kooB ” morf nekat saw tI .esruoC tropeR kooB saw

.yrarbiL cilbuP doowekaL

.yduts eht ni denialpxe erew sgnidnif dna sisylana ehT iratseL ahtreB

eht sa )1102( kudneS edam ssalc eht fo ecnesba eht taht tuo dnuof rehcraeser eht

nidaer drah ssecorp g ot .derotinom eb ehT sessa s tnem s esuaceb doog erew yeht

neherpmoc ’stneduts dessessa sesnopser lanosrep deksa dna nois etaerc ot

taht dewohs osla yduts eht fo tluser ehT .yrots eht htiw noitcaretni doog dah ti

ruoc eht no noitpecrep .sessecorp gninrael gnihcaet eht dna ,stnemssessa ,es erehT

t ,siseht s’kudneS iratseL atreB ni derevoc ton saw hcihw melborp a saw eh

.smelborp gnidaer si melborp erofereht si tI gnidaer eht setagitsevni yduts siht

fo smelborp esruoC tropeR kooB .stneduts eht sebircsed osla yduts tneserp ehT

.esruoC tropeR kooB no noitpecrep ’stneduts

.C krowemarF laciteroehT

sessucsid yduts ehT esruoC tropeR kooB ecudortni ot dengised si tI .

’stneduts evorpmi dna tseretni ’stneduts esaercni ,slevon hsilgnE ot stneduts

tiliba ( skrow yraretil gnidaer ni y nalP tinU nosseL fo esruoC tropeR kooB .)1102 ,

si ytivitca ssalc eht ,slevon hsilgnE ot stneduts ecudortni ot si ti ecniS yltsom


62

.gnidaer ni ytivitca gnidaer ,revewoH esruoC tropeR kooB eht ni enod ton si

tneduts ehT .moorssalc eht ni ro emoh ta sa hcus moorssalc edistuo slevon daer s

rbil :8991( rieW dna trahuqrU sA .yra .p etats )612 enod si gnidaer evisnetxe taht

.ecitcarp ro erusaelp gnieb mia eht ,emoh ta ro yrarbil eht ni esruoC tropeR kooB

dedulcni si etxe otni n gnidaer evis .

T stneduts eh retnuocne smelborp gnidaer ytivitca gnidaer gnirud hT . ese

smelborp era gnidaer ’stneduts tuo sdnif tI .melborp hcraeser tsrif eht ni derevoc

ni smelborp esruoC tropeR kooB hcabrelffA dna yelsserP ot gnidroccA . :5991( .p

)66 , gnirud smelborp dna txet eht ni smret railimafnu ot eud eb nac gnidaer

gnisol ,egdelwonk dnuorgkcab fo kcal ,esarhp ro drow a fo gninaem raelcnu

tnesnoc noitar rebmun a era ereht ,dnah rehto eht nO .ylkciuq oot ro ylwols daer ro

hT .nettirw ylroop eb nac txet taht syaw fo ot eud seitluciffid eb osla nac ere a

redaer - htiw hsalc feileb s’redaer eht nehw ,elpmaxe rof ,noitcaretni txet eht

txet eht ni desserpxe noinipo .

ni stneduts eht yb decaf smelborp gnidaer eht tuo dnif oT tropeR kooB

esruoC ca otni nekat era seiroeht emos , eht fo seiroeht desu rehcraeser ehT .tnuoc

hcabrelffA dna yelsserP yb detseggus era hcihw smelborp gnidaer )5991( rogyaR ,

rogyaR dna )5891( oyratsuK dna , )8891( .desu seiroeht niam eht sa dnif oT tuo

eht desu rehcraeser eht ,smelborp gnidaer ’stneduts eht eriannoitseuq s dna eht

weivretni s sa eht stnemurtsni . sediseB ’stneduts setagitsevni osla rehcraeser eht ,

.noitpecrep senoJ dna egroeG morf nekat si noitpecrep fo yroeht ehT )5002( dna

osla la te namtlA )5891( . rieht no noitpecrep ’stneduts etagitsevni oT ecneirepxe

gnirud esruoC tropeR kooB gnidaer ,slliks gnidaer fo seiroeht desu rehcraeser eht ,


72

ykcelukiM yb detseggus si yroeht slliks gnidaer ehT .tibah gnidaer dna ,tseretni

0002( ) wohcsaT morf nekat si yroeht tseretni gnidaer ehT . )5891( sirraH dna

4591( ) tibah gnidaer fo yroehT . selaznoG dna anoaG morf detpoda si )1102( .

eriannoitseuq eht ni desu era gnidaer fo seiroeht esohT eht dna .weivretni

.smelborp gnidaer sesuac emit tsrif eht rof slevon hsilgnE gnidaeR

,revewoH esruoC tropeR kooB ot dengised si gnidaer ot stneduts ecudortni

tseretni rieht evorpmi ,slevon hsilgnE ytiliba dna .gnidaer ni stneduts ehT era

daer ot demotsucca gni gnidaer evah ot stneduts eht sekam ti taht os stxet hsilgnE

gnidaer dna tseretni ,revoeroM .tibah teg osla nac stneduts eht slliks gnidaer

tnemngissa eht gnitelpmoc fo ssecorp eht gnirud ,gnimmiks ,gniweiverp sa hcus

.gnizirammus dna ,gninaem eht gnisseug ,gninnacs tluser a sA , tropeR kooB

esruoC .noitamrof tibah gnidaer ’stneduts dliub nac


28

CHAPTER III

METHODOLOGY

This chapter deals with the methodology that the researcher employed in

the study. It is divided into six sections. Those sections are research method,

research setting, research participants, instruments and data gathering technique,

data analysis technique, and research procedure.

A. Research Method

This study investigated the perception of the English Language

Education Study Program students on reading habit formation in Book Report

Course. It belongs to mixed method research. Ary et al. (2006) state that mixed

method research combines qualitative and quantitative approaches in a single

study. The mixing process may occur in the data collection, methodology, the

specified method, the logistic of the design, and the analysis. Related to this study,

the mixing process occurs in the data collections which are the questionnaires and

the interviews. The purpose of mixed method research is to expand the breadth or

depth of the study. In order to answer the research problems, the researcher

employed survey method. It permits the researcher to measure the characteristics

of the groups’ attitude and opinions toward some issues (Ary et al., 2006: p. 28).

Employing the survey method, the researcher could measure the characteristics of

the students’ opinions in Book Report Course.


29

The data were gathered by asking questions to Book Report Course

students. The data were about students’ perception on Book Report Course related

to learning activities and the reading problems faced by the students in taking the

course. The data of the study were gathered through the questionnaires and the

interviews as the instruments. As Ary et al. (2006: p. 28) state that “survey

research uses intruments such as questionnaires and interviews to gather

information from groups of individuals.”

B. Research Setting

The study took place at Sanata Dharma University Yogyakarta, to be

exact at the English Language Education Study Program. The study was

conducted in class C and D of Book Report Course. The researcher distributed the

questionnaires in Book Report Course classes during the even semester of

2012/2013 academic year. It was on December 3rd

and 6th

, 2012. The participants

needed around fifteen minutes to answer the questions in the questionnaires

distributed. The researcher also interviewed the students and a lecturer at the

English Language Education Study Program Sanata Dharma University.

C. Research Participants

The research participants were chosen from the target population of the

first semester students of Book Report Course in the English Language Education

Study Program from 2012/2013 academic year. There were six classes included.

Ary et al. (2006: p. 148) define population as “the larger group about which the


30

generalization is made.” The reason of choosing the target population was

accessibility, since it is located at the same faculty as the researcher’s.

In order to simplify the population, the researcher chose the sample of

the study. The sample refers to “the small group that is observed” (Ary et al.,

2006: p. 148). Considering the time limitation of the researcher, the researcher

applied cluster sampling. The unit chosen of cluster sampling is not an individual

but, rather, a group of individuals who are naturally together (Ary et al., 2006: p.

154). The researcher chose a group of individuals in the classrooms. There were

two classes chosen; class C and D of Book Report Course. Class C consisted of 28

students and class D consisted of 29 students. To sum up, the participants

consisted of 57 students in total.

The participants of the study were the students of the English Education

Study Program who were taking Book Report Course in academic year

2012/2013. The researcher chose the students who were taking Book Report

Course rather than those who had taken the course to avoid bias. The study

conducted at the last meeting of Book Report Course in classes because the

researcher considered that the students were having experiences in the process of

teaching learning in the course.

The participants were involved in filling in the questionnaires. After

filling in the questionnaires, the participants were interviewed. Two students of

each class were chosen as representatives to be interviewed to complete the data

deeply. They were chosen based on their positive and negative perception on

Book Report Course. The participants in this study were not only students, but


31

also a lecturer. Interviewing the lecturer was aimed to obtain the information of

Book Report Course and its class activities.

D. Instruments and Data Gathering Technique

This section describes the research instruments employed in carrying out

the study. The instruments were the questionnaires and the interviews. This

section also describes the techniques of collecting the data in the study.

1. Instruments

There were two instruments being employed in this study. Those

instruments were the questionnaires and the interviews. The instruments aim to

gather the data of the reading problems faced by the students and the perception

on Book Report Course.

a. Questionnaire

In order to find out the reading problems faced by the students and their

perception on Book Report Course, the researcher administered the questionnaires

to the research participants. Ary et al. (2002: p. 421) define a questionnaire as an

instrument to gather information by having the participants’ responses to a list of

questions. The questionnaires implemented in this study were directly

administered questionnaires. Ary et al. (2006: p. 387) state that they are given to a

group of people assembled at a certain place for a specific purpose. The advantage

of this type of questionnaires is the high response rate of the participants since the

researcher is present to provide assistance or answer questions. The questionnaires

were administered to Book Report Course students in academic year 2012/2013.


32

The researcher implemented closed and open-ended questions in the

questionnaires. Closed and open-ended questions were used to ask the participants

about reading problems and students’ perception on Book Report Course. Closed

questions prescribe the range of responses from which the participants may

choose (Cohen, Manion, & Morrison, 2000: p. 248). It includes Likert Scales

since it is quick to complete and straighforward to code. Likert Scales presents a

set of statements about the topic and asks the participants whether they strongly

agree, agree, disagree, or strongly disagree towards the statements given in the

questionnaires.

The researcher also implemented the open-ended questions in the

questionnaires. “Open-ended questions are used when there are a great number of

possible answers or when the researcher cannot predict all the possible answer”

(Ary et al., 2006: p. 391). In the open-ended questions, the researcher asked about

the problems faced by the students in the course and suggestion for Book Report

Course. To help the researcher to conduct study, a questionnaire blueprint was

made. Table 3.1 summarizes the questionnaire blueprint.

Table 3.1 Questionnaire Blueprint

Types of

Question Part Features Theory

Item

Numbers

Scaled-

responses I.

Reading before

taking Book

Report Course.

Background experience (Wilson,

1963, as cited in Taschow, 1985)

1 – 3

Reading interest

(Taschow, 1985)


33

Types of


Item

Numbers

I

Motivation to read

(Kempf and Lehrke, 1975, as

cited Taschow, 1985)

Scaled-

responses II.

Reading in Book

Report Course

Extensive reading

(Tricia, 2000), (Urquhart & Weir,

1998)

1 – 4

Scaled-

responses

II. Reading in Book

Report Course

Reading Skills

(Erfort, 2013)

1 – 4 Previewing

(Mikulecky, 1990)

Guessing meaning from context

(Langan, 1986)

III.

Writing Reports

and Oral

Examination

Reading with oral and written

report (Lado, 1964) 1 – 5

Summarizing and drawing

inferences (Mikulecky, 1990)

IV.

Students’

perception on

Book Report

Course

Perception

(George and Jones, 2005) and

(Altman et al, 1985)

1–14

Self-selected books

(Krashen, 1985, as cited in

Mikulecky, 1990)

Extensive reading

(Nuttall, 1982, as cited in

Urquhart & Weir, 1998)

Drawing inferences

(Mikulecky, 1990)

Reading habit (Gaona and

Gonzalez, 2011)

Subject-matter-directed

motivation (Kempf & Lehrke,

1975, as cited Taschow, 1985)

Academic reading (Gaona and

Gonzalez, 2011)

Open-

ended

The reading

problems faced

by the students

in the course

Reading

(Cunningham & Stanovich,

1998, as cited in Armbruster &

Osborn, 2002) 1 – 4

The background knowledge

(Armbruster & Osborn, 2002)


34

Types of


Item

Numbers

Reading Problems

(Raygor & Raygor, 1985),

Kustaryo (1988), (Erfort, 2013)

Open-

ended

Reading interest

(Taschow, 1985)

1 – 4

Time in reading (Deluccho et al,

1987, as cited in Ambruster &

Osborn, 2002)

Suggestion

Extensive Reading

(Krashen, 1985; Bamford &

Day, 2004; Urquhart & Weir,

1998; Hedge, 2000; and Lado,

1964).

b. Interview

The second instrument employed in the study was interviews. The

researcher used a survey interview. According to Gall, Gall, and Borg, a survey

interview is to supplement data that have been collected from the questionnaires

where in depth-interviewing cannot be carried out for all participants (2007: p.

244). Because of this, the researcher took some students to be interviewed. The

interviews were used to deeply obtain the answers from the questionnaire of the

students.

The interviews were in the form of open-ended questions and the

individual/personal interviews. “Open-ended questions are used when there are a

great number of possible answers or when the researcher cannot predict all the

possible answer” (Ary et al., 2006: p. 391). In other words, it allowed the students

of Book Report Course for more responses. The personal interview was a type of

interview, which required the researcher to read the questions to the respondents


35

in a face-to-face setting, and recorded the answers (Ary et al., 2006: p. 380). To

help the researcher to conduct the interview, the students’ interview blueprint was

made as shown in Table 3.2.

Table 3.2 Students’ Interview Blueprint

Type of Questions Features Theory Item

Numbers

Open-ended

Questions and

Personal Interview

Teaching learning

activities in Book Report

Course

Reading (Grabe &

Stoller, 2002) 1 – 6

Reading experience

before and after taking

Book Report Course

Reading (Brown, 2004)

7 – 8

Reading interest

(Taschow, 1985)

Open-ended

Questions and

Personal Interview

Reading habit Reading Habit (Gaona &

Gonzalez, 2011) 9

Benefit of Book Report

Course

Extensive Reading

(Krashen, 1985;

Bamford & Day, 2004;

Urquhart & Weir,

1998; Hedge, 2000;

and Lado, 1964)

10

Difficulties in reading

novels

Reading Problems

Pressley and Afflerbach

(1995)

Kustaryo (1988)

11

Suggestion for Book

Report Course

Extensive Reading

(Krashen, 1985;

Bamford & Day, 2004;

Urquhart & Weir,

1998; Hedge, 2000;

and Lado, 1964)

12

Besides interviewing Book Report Course students, the researcher also

interviewed Book Report Course lecturer. It aimed to obtain the information of

Book Report Course and its class activities. The interview was in the form of

open-ended questions and an individual interview. It allowed the lecturer for more


36

responses. It was also a recorded interview. To help the researcher conducting the

interview, a lecturer’s interview blueprint was made as shown in Table 3.3.

Table 3.3 Lecturer’s Interview Blueprint

Type of Questions Features Theory Item

Numbers

Open-ended

Questions and

Personal Interview

Classes of Book Report

Course in academic year

2012/2013

Extensive Reading

(Krashen, 1985;

Bamford & Day,

2004; Urquhart &

Weir, 1998; Hedge,

2000; and Lado,

1964).

1

Reasons of designing Book

Report Course for the first

semester students

2

Teaching learning

activities in Book Report

Course

3

Problems faced by the

students

Reading Problems

(Raygor & Raygor,

1985; Kustaryo, 1988;

Erfort, 2013)

4

2. Data Gathering Technique

There were two ways of gathering the data of the study. The first

technique in gathering the data of the study was distributing the questionnaires.

The researcher distributed the questionnaires directly to the students of Book

Report Course. The data gained from the questionnaires aimed to find out the

reading problems faced by the students in the course and the students’ perception

on Book Report Course. The participants filled in the questionnaires in the classes.

Obtaining the data from the questionnaires, the researcher conducted the

interview with the students in order to deeply obtain the perception of the students

on reading habit formation in Book Report Course. Related to the study, the

researcher used the personal interviews. Using the type of interviews, the

researcher had opportunity to observe the respondents and asked for detailed


37

information of the problems. In conducting the interviews, the researcher recorded

the respondents’ answers. The researcher also interviewed a lecturer of Book

Report Course. The aim of interviewing the lecturer was to obtain information of

Book Report Course and its class activities.

E. Data Analysis Technique

The data gained from techniques previously discussed were expected to

answer the questions of research problems. The data from the questionnaires were

put in a table which consists of columns for statements and columns for the

students’ answers of degree of agreements (strongly agree, agree, disagree, and

strongly disagree). Since the study employed a qualitative research, thus some

numeric data may be collected (Ary et al. (2006: p. 425). The researcher made a

table of data analysis technique that results numeric data from the questionnaires.

Table 3.4 Data Analysis Technique

No. Statement Degree of Agreement

SA (%) A (%) D (%) SD (%)

1.

2.

Etc.

Total

The numeric data of the students’ answers in the questionnaire were formulated

into percentage. The formula was as follows:

x 100%

Notes:

= the number of students based on degree of agreement


38

= the number of all students

After compiling the data from the students, the researcher analysed each

statement of the questionnaires. It was intended to gain students perception on

each item in the questionnaires. The results were converted in the percentage

form. Then, the data from the interview with the students were transcribed in a

written form. They were interpreted to complete the data from the questionnaires.

Then, the data from lecturer’s interview was also interpreted in a written form.

F. Research Procedure

This section summarizes the steps in conducting the study. There were

six steps according to Ary et al. (2006: p. 378). Those steps were planning,

defining population, sampling, constructing instruments, conducting survey, and

processing the data.

1. Planning

In this first step, the researcher formulated the research problems. There

were two research problems in the study. The first was investigating problems

faced by the students. The second was finding students’ perception on Book

Report Course. The researcher also decided the review of related literature to the

problems.

2. Defining Population

This step was to define the population of the study. The population was

the first semester students of Book Report Course in the ELESP Sanata Dharma

University Yogyakarta.


39

3. Sampling

Sampling is the third step of selecting the participants in the study. Due

to the time limitation of the researcher, the researcher employed cluster sampling.

The sample of the study was students in class C and D of Book Report Course in

the English Language Education Study Program Sanata Dharma University

Yogyakarta. The participants consisted of 57 students.

4. Constructing Instruments

The fourth step of conducting the study was constructing instruments.

There were two instruments in the study, namely, the interviews and the

questionnaires.

5. Conducting the Survey

After the instruments were prepared, they must be tested to determine

whether those instruments would provide the desired data so that the researcher

did a pilot test of the instruments. Then, the researcher asked for permission to

Book Report Course lecturer to conduct the study in her classes by giving a letter

of permission which had been signed by the researcher’s advisor. There were

three ways in conducting the survey including distributing the questionnaires,

interviewing the students, and interviewing the lecturer.

a. Distributing Questionnaire

The first procedure of conducting the survey was distributing the

questionnaire. The questionnaires were distributed to Book Report Course

students in academic year 2012/2013. Distributing the questionnaires aimed to


40

obtain the data of problems faced by the students and students’ perception on

Book Report Course.

b. Interviewing Book Report Course Students

Having distributed the questionnaires to Book Report Course students,

the researcher interviewed the students. The interview was conducted to provide

deeper information of the problems faced by the students and students’ perception

on Book Report Course.

c. Interviewing Book Report Course Lecturer

In order to get the information and class activities of Book Report

Course, the researcher interviewed a lecturer of Book Report Course. It aimed to

complete the data of the study.

6. Processing the Data

The last step was processing the obtained data. The data were obtained

from the previous steps – distributing the questionnaires, interviewing Book

Report Course students, and interviewing a Book Report Course lecturer – were

analyzed and interpreted in the discussion. After having processed the data, the

reseacher reported the results into the conclusion of the study. The researcher also

added some suggestions to improve Book Report Course.


14

VI RETPAHC

NOISSUCSID DNA SGNIDNIF HCRAESER

si tI .hcraeser eht fo sgnidnif eht sessucsid dna stneserp retpahc sihT

di otni dediv eerht sessucsid noitces tsrif ehT .snoitces niam sessecorp gnihcaet eht

ni detnemelpmi esruoC tropeR kooB oitces dnoces ehT . sessucsid n eht gnidaer

smelborp yb decaf oB esruoC tropeR ko tluser eht noitces siht nI .stneduts s fo eht

eriannoitseuq s dna eht weivretni s ni smelborp ’stneduts ebircsed ot dezylana erew

esruoC tropeR kooB . ehT tsal sessucsid noitces eht ecrep ’stneduts pt no noi kooB

esruoC tropeR fo stluser eht ,noitces siht nI . eht eriannoitseuq s dna eht weivretni s

eht tuo dnif ot dezylana erew ’stneduts ecrep p o noit n esruoC tropeR kooB .

.A ni detnemelpmI sessecorP gnihcaeT ehT esruoC tropeR kooB

ad eht deniag rehcraeser ehT ni detnemelpmi sessecorp gnihcaet fo at kooB

esruoC tropeR morf na weivretni htiw a rerutcel . atad ehT erew ot redro ni deniag

ni sessecorp gnihcaet eht ebircsed esruoC tropeR kooB . weivretni eht no desaB

htiw a fo rerutcel esruoC tropeR kooB gnihcaet eht , era seitivitca gninrael

eno nI .gnidaer si eno tsrif ehT .seitivitca rojam owt otni dedivid yllacisab

eerht ;slevon hsilgnE tnereffid ruof daer ot desoppus era stneduts eht retsemes

levon degdirbanu/lanigiro eno dna slevon degdirba/deifilpmis kam neht dna gni

troper nettirw levon hcae fo . eht yb nevig neeb sah stroper nettirw eht fo mrof ehT

,rohtua ,eltit( levon eht fo noitamrofni eht fo stsisnoc troper nettirw A .rerutcel

,emeht ,yrots eht fo dne ,tcilfnoc rojam ,yrammus ,)noitacilbup fo raey ,rehsilbup


24 m htiw noitcennoc dna ,eulav laro sevil lanosrep ’stneduts eht a fo mrof eht gnisU .

timbus dna ekam ot deriuqer era stneduts eht ,troper nettirw a fo troper nettirw

.levon hcae

itneserp si ytivitca dnoces ehT dna daer evah stneduts eht tahw gn eht tahw

duts e slevon eht morf tnrael evah stn ni eht noitanimaxe laro s. laro ehT

noitanimaxe era s hsinif ot sgniteem eerht koot tI .yllaudividni enod eht laro

noitanimaxe s .levon hcae fo .)setunim 05 x 2( setunim 001 sdneps gniteem hcaE

stneduts nevele dnuora era erehT .keew hcae noitanimaxe laro na ni erofereht si tI

ni setunim net ot evif sah tneduts hcae na .noitanimaxe laro nI eht laro

noitanimaxe s levon eht fo yrots eht lleter ot evah stneduts eht evah yeht dna daer

yeht osla detaler snoitseuq emos rewsna ot evah ot .rerutcel eht morf yrots eht

,ylsuoiverp denialpxe sA fo stroper nettirw eht timbus ot evah stneduts eht

slevon eht snoitanimaxe laro gniod erofeb . ruof daer ot evah stneduts eht ecniS

i ,slevon hsilgnE naem t s taht osla yeht ttimbus rof sgniteem ruof evah eht gni

ruof ;moorssalc eht ni sgniteem evif evah stneduts eht ,yllautcA .stroper nettirw

esruoc eht gnicudortni rof keew eno dna stroper nettirw eht gnittimbus rof skeew

flesti . rtni ehT si esruoc eht fo noitcudo enod gniteem tsrif eht ni redro ni ot

alpxe dna suballys eht ni eht dna ,mrof troper eht ni etirw ot tahw ,eniltuo esruoc

etirw dna slevon eht daer stneduts eht sgniteem eht fo skeew rehto ehT .msiraigalp

stroper nettirw eht yrarbil eht ni ro emoh ta taht eurt si tI . esruoC tropeR kooB a si

fo trap .moorssalc eht edistuo enod si hcihw gnidaer evisnetxe ot gnidroccA

trahuqrU :8991( rieW dna .p gnidaer tnelis rehtie ot srefer gnidaer evisnetxe ,)612

.emoh ta ro yrarbil eht ni enod si hcihw gnidaer ro esruoC tropeR kooB trap a sa


34

si gnidaer evisnetxe fo esaercni ,slevon hsilgnE ot stneduts ecudortni ot dengised

.slevon hsilgnE gnidaer ni ytiliba ’stneduts evorpmi dna ,tseretni

.B ehT gnidaeR ni stnedutS eht yb decaF smelborP esruoC tropeR kooB

gniretnuocnE rof nommoc si slevon hsilgnE gnidaer ni smelborp eht

hT .stneduts ere si a stneduts eht edam taht nosaer retnuocne melborp s gnidaer ni

slevon eht . eriannoitseuq eht no desaB s fo stneduts eht ot detubirtsid tropeR kooB

C esruo si slevon hsilgnE gnidaer taht yas stneduts eht fo emos , ecneirepxe wen a

eht rof .m A tneduts sevig na .eriannoitseuq a ni rewsna

“ seitluciffid ynam dnif I os ,em rof gniht wen a si tropeR kooB esuaceBti od dna dnatsrednu ot ”. tnapicitraP( # )14

setacidni tI siht taht gnikat erofeb slevon hsilgnE yna daer reven tneduts kooB

uoC tropeR esr . R von sa hcus stxet hsilgnE gnidae eht rof ecneirepxe wen a si sle

retsemes tsrif stneduts . erofereht si tI esruoC tropeR kooB ecudortni s hsilgnE

slevon stneduts eht ot .

taht smelborp gnidaer fo sdnik emos serolpxe yduts sihT era yb decaf

C tropeR kooB esruo ni stneduts retsemes tsrif eht . hcraeser tsrif eht gnirewsna roF

desu rehcraeser eht ,melborp eht dna eriannoitseuq eht ot weivretni niatbo eht

hs stluser ehT .atad wo taht 5 3. % tuo fo stnapicitrap lla od ton retnuocne gnidaer

smelborp . snaem tI taht 9 7.3 % tuo fo stnapicitrap lla retnuocne smelborp gnidaer .

era erehT ruof smelborp taht decaf stneduts eht ni slevon gnidaer ni gnikat kooB

esruoC tropeR ni retsemes tsrif eht . gnidaer ehT era smelborp roirp wol

hsilgnE fo egdelwonk ,yralubacov wol gnidaer tseretni , fo gnidnatsrednu fo kcal


44

,rammarg hsilgnE melborp lanosrep dna s . eht fo snoitpircsed ehT gnidaer

.swollof sa denialpxe era smelborp

.1 fo egdelwonK roirP woL dna degdirbA/deifilpmiS ni yralubacoV

slevoN degdirbanU/lanigirO

nidaer fo smia eht fo enO ni slevon hsilgnE g esruoC tropeR kooB ot si

,daer stneduts eht erom ehT .yralubacov hsilgnE ’stneduts evorpmi rewen eht dna

yeht egdelwonk drow erom eht dna ,retnuocne lliw yeht sdrow nwonk yllaitrap

& mahgninnuC( eriuqca lliw ni detic sa ,8991 ,hcivonatS retsurbmrA ,nrobsO &

rieht dnapxe nac yeht taht os skoob ynam daer ot deen stneduts ehT .)2002

.yralubacov hsilgnE fo egdelwonk dnif lliw yeht ,daer stneduts eht sa ,revewoH

.smelborp gnidaer rehto dna sdrow hsilgnE nwonknu emos yelsserP ot gnidroccA

dna ,hcabrelffA morf ,nettirw ylroop eb nac txet taht syaw fo rebmun a era ereht

egassap fo gninaem llarevo eht ot level drow eht ta melborp eht :5991( .p .)66 ehT

stneduts ohw ilgnE fo gninaem eht wonk ton od hs ta a sa hcus level drow a ,drow

sualc ro ,esarhp e tceffa lliw rieht slevon eht fo yrots elohw eht fo gnidnatsrednu .

.rewsna reh/sih ni yralubacov fo ytluciffid eht snialpxe 4# weivretnI

“F .eciwt egap a daer I ,nevE .tluciffid yrev si yralubacov eht ,yltsri W nehfid dnif I enibmoc I dna yralubacov tlucif t ti ,drow hcae fo gninaem eh

emit fo tol a sdneps s.”( eeweivretnI #4)

fo rewsna eht morF eeweivretni # ti ,4 seod tneduts eht taht swohs ton

ehT .hsilgnE ni yralubacov emos wonk seirt tneduts ot tlusnoc gninaem eht fo

yranoitcid eht ni sdrow nwonknu neht dna tub gninaem hcae enibmoc /eh llits ehs

sretnuocne gnidulcnoc ni ytluciffid eht stluser eht no desaB .secnetnes ni gninaem


54

eriannoitseuq eht morf s ereht , era bmun a tneduts eht yhw snosaer fo re sretnuocne

lubacov hsilgnE fo gninaem eht gnidnif ni ytluciffid snosaer ehT .slevon eht ni yra

era d seirots ni egaugnal fo esu eht dna egdelwonk roirp ’stneduts ot eu .

rw tneduts A seti tuoba reh/sih ni yralubacov hsilgnE ni ytluciffid a

.eriannoitseuq

“ esuaceB I t’nod evah ni ytluciffid evah I os seiralubacov fo tol a gnidnifgninaem eht . .skoob doog emos gnidaer yb seiralubacov ym dda ot yrt I ” tnapicitraP( # .)33

desaB eht no tnemetats 33# tnapicitrap fo ti , dedulcnoc eb nac tneduts eht taht

/eh sezilaer ehs seod lgnE fo egdelwonk roirp hguone evah ton I .yralubacov hsi t

stceffa sih reh/ .yrots eht fo gnidnatsrednu dnuorgkcab ro egdelwonk roirp ehT

retsurbmrA( ssessop sredaer eht taht egdelwonk fo erots gnitsixe eht si egdelwonk

hsilgnE fo egdelwonk roirp hguone evah ton gnizilaeR .)2002 ,nrobsO &

yralubacov uts eht sekam tned nepo a noitcid daer dna yra .skoob rehto & rogyaR

rogyaR )5891( senimreted wonk stneduts eht taht sdrow fo rebmun eht taht yas

.dootsrednu dna daer gnieb txet eht fo ytixelpmoc dna ytluciffid eht tI tsum a si

evah ot stneduts eht rof a egdelwonk roirp nac yeht taht os yralubacov hsilgnE fo

.yltcerroc slevon eht ni seirots eht dnatsrednu

ehT dnif stneduts eht yhw nosaer dnoces a melborp si yralubacov ni

fo esu eht fo esuaceb hsilgnE .slevon eht ni egaugnal A g osla tneduts sevi an

rewsna ni a riannoitseuq e.

“ ot deen I suht seiralubacov wen dnif I nehw emit eht era seitluciffid yM.smoidi emos dnif i nehw emit ehT .elbib yloh ym nepo ” tnapicitraP( # )21

srewsna osla tneduts rehtonA ni a taht eriannoitseuq /eh f ehs dni s ot tluciffid ti

eht yfitnedi moidi s ni .slevon eht eht tuo dnif ot yranoitcid a snepo tneduts ehT


64

moidi eht fo gninaem s . yralubacov ot detaler llits si tI w fo tsisnoc smoidI . sdro

esoht taht os denibmoc era hcihw .gninaem tnereffid evah ot evah stneduts ehT

etaitnereffid neewteb moidi s tona dna eht tlusnoc ot deen osla yehT .drow reh

.smoidi eht fo gninaem

p ehT fo smelbor fo esu eht eht egaugnal era moidi fo esuaceb ylno ton s

drow fo epyt eht fo esuaceb osla tub s g tneduts A .slevon eht ni desu vi es a

ni tnemetats a annoitseuq i er .

“ ow wen fo tol A dlo dna sdr - em ekam sdrow esohT .sdrow denoihsaf.gninaem elbatius eht dnif ot yllaicepse redrah kniht ” ( tnapicitraP # 32 )

syas osla tneduts rehtonA :

“ saw egaugnal ehT .slevon lanigiro rof yllaicepse egaugnal desu ehTmos dna dlo dna cissalc yrev e ti semit .dnatsrednu ot tluciffid saw ”

tnapicitraP( # )4

melborp gnidaer ehT si dlo eht - ni desu sdrow hsilgnE noihsaf eht .slevon tI srucco

esuaceb slevon degdirbanu/lanigiro dna degdirba/deifilpmis sa ni dednemmocer

esruoC tropeR kooB era n noisrev dlo ro cissalc slevo . erofereht si tI sdrow eht

era yrots eht ni desu hsilgnE dlo osla era taht sdrow eht morf tnereffid si hcihw

desu yltnecer .

.2 woL tseretnI gnidaeR

eht no desaB nalP tinU nosseL fo esruoC tropeR kooB ,)1102( kooB

esruoC tropeR esaercni ot dengised si ,skrow yraretil gnidaer ni tseretni ’stneduts

alucitrap ni .slevon r ehT evah stneduts esoohc ot eht ,slevon dednemmocer

nidaer yB .slevon degdirbanu/lanigiro dna degdirba/deifilpmis gnidulcni eht g


74

nac stneduts eht ,slevon dna slevon hsilgnE ecudortni osla ni ytiliba rieht evorpmi

.gnidaer

taht srotcaf evitceffa fo eno si tseretni ,)5891( wohcsaT ot gnidroccA

.gnidaer rof erised a sniatniam dna spoleved I nihtiw morf semoc gnidaer fo tseretn

.stneduts eht fo rofereht ,gnidaer ni tseretni ’stneduts evorpmi oT si ti e

yroslupmoc ni slevon daer ot stneduts eht rof esruoC tropeR kooB ti ,revewoH .

ni srewsna ’stneduts eht fo etisoppo eht yltcaxe saw a .eriannoitseuq tneduts A

sevig .ti tuoba tnemetats a

“ levon gnidaer ni detseretni ton ma I .” tnapicitraP( # 04 )

sA detats tnapicitrap eht yb # 04 ti , ylraelc eht taht setacidni fo melborp gnidaer

eht saw tneduts eh taht ni detseretni ton saw ehs/ .slevon gnidaer si tI taht foorp eht

emos esruoC tropeR kooB stneduts od .slevon hsilgnE gnidaer ni tseretni evah ton

rehtonA sla tneduts .stnemmoc reh/sih setats o

)13# tnapicitraP( ”.stxet fo tol a gnidaer ekil yllaer ton m’I “

13# tnapicitraP tsisnoc slevon saerehw stxet fo tol a daer ot ekil ton seod

eht morf stneduts eht fo stnemetats owt eht morF .stxet hsilgnE gnol fo

tseuq eriannoi s evitatneserper eht era stnemetats esoht , s fo eht era ohw stneduts

evah hcihw slevon gnidaer ni detseretni ton era yehT .gnidaer ni detseretni ton

.stxet gnol

.3 gnidnatsrednU fo kcaL fo rammarG hsilgnE

dna yralubacov sediseB wol tseretni gnidaer sa ni smelborp gnidaer eht

esruoC tropeR kooB gnidaer ni melborp rehtona si ereht , hsilgnE eud si tI .slevon


84

dellac si rammarg yb desuac si hcihw melborp ehT .rammarg hsilgnE ot egaugnal

.metsys ,)8891( oyratsuK ot gnidroccA melborp eht s ni hsilgnE gnidaer t stxe

edulcni .detarapes eb tonnac dna deit ylmrif era yehT .erutcurts dna yralubacov A

ni rewsna s’tneduts a gnidaer ni melborp rammarg eht swohs eriannoitseuq

.slevon

“ dab rehtar si rammarg ym esuaceB )1# tnapicitraP( ”…

ts sA 1# tnapicitrap eht yb deta ti , ’stneduts eht taht denialpxe ylraelc si

gnidnatsrednu eht fo .doog yllaer ton si rammarg si ti taht setats )8891( oyratsuK

tnemele dna smrof eht neewteb secnereffid eht wonk ot stneduts eht rof laitnesse s

ni hsilgnE .secnetnes ecnetnes hsilgnE fo mrof ehT .rammarg si s tI ot tnatropmi si

retsam eht dnatsrednu dna yfitnedi osla nac stneduts eht taht os rammarg hsilgnE

eht fo tnetnoc .slevon eht gnidaer erew yeht elihw yrots

.4 melborP lanosreP s

sediseB gniretnuocne ni smelborp ,yralubacov tseretni gnidaer na , d

rammarg hsilgnE hsilgnE gnidaer ni eht taht tuo sdnif rehcraeser eht ,slevon

gnikat ni melborp lanosrep evah stneduts esruoC tropeR kooB . t fo enO eh

melborp lanosrep s .slevon eht daer ot emit eht gniganam si A stnemmoc tneduts

no .melborp reh/sih

…“ dnif .slevon eht daer ot emit eht gni )2# tnapicitraP( ”

tats eht morF ,2# tnapicitrap fo tneme ylraelc si ti eht taht denialpxe

retnuocne tneduts a sediseB .slevon eht daer ot emit eht gniganam ni melborp

,retsemes eno ni slevon ruof gnidaer gnihsinif eht neduts rehto evah st


94

stnemngissa . .la te ohcculeD retsurbmA ni detic sa ,7891( etats )2002 ,nrobsO &

tub ,yduts ot tneps emit latot no ton dneped stneduts eht fo sseccus cimedaca taht

wo rieht eganam ot evah stneduts ehT .ylevitceffe emit eht esu stneduts eht woh n

.enod skrow rieht teg ot emit hguone etacolla ot woh nrael dna emoh ta emit si tI

stneduts eht rof tnatropmi erofereht ylevitceffe emit detimil rieht esu ot gnidaer

.stnemngissa eht hsinif nac yeht taht os slevon eht

ehT rehcraeser tuo sdnif osla taht os em eht fo rehtona evah stneduts

melborp lanosrep . tI si detats # eeweivretni ni .swollof sa rewsna s’82

“ nwonknu/drah hcae fo gninaem eht rof gnikool annaw t’nod I .sdrow ”)82# eeweivretnI(

emos fo gninaem eht wonk ton seod ehs/eh taht sezilaer tneduts ehT

eht nepo ot tnaw ton seod ehs/eh ,revewoH .slevon eht ni yralubacov hsilgnE

w taht setats )8891( oyratsuK .yranoitcid evah lliw stneduts detavitom ylkae

.slairetam gnidaer ni yralubacov gnizingocer ni ytluciffid ,sdrow rehto nI eht

naw ton seod ohw tneduts tceffa lliw gninaem eht gnidnif rof troffe emos ekat ot t

eht ri yralubacov hsilgnE retsam ot noitavitom sdeen tI .yrots eht fo gnidnatsrednu

.slevon eht fo yrots eht dnatsrednu nac stneduts eht taht os

eht ,smelborp gnidaer fo noitarobale suoiverp eht morF sdnif rehcraeser

yb decaf smelborp gnidaer ruof tuo esruoC tropeR kooB .stneduts T gnidaer eh

era smelborp fo kcal fo egdelwonk roirp ,yralubacov hsilgnE wol ,tseretni gnidaer

owt era erehT .smelborp lanosrep dna ,rammarg hsilgnE fo gnidnatsrednu fo kcal

p ni emit eht eganam ot tluciffid ti dnif stneduts eht ,tsriF .smelborp lanosre

evah stneduts emos ,dnoceS .slevon eht gnidaer wol eht tlusnoc ot noitavitom


05

yeht taht ezilaer yeht hguohtla yranoitcid eht ni yralubacov hsilgnE fo gninaem

bacov hsilgnE fo kcal .yralu

.C no noitpecreP ’stnedutS esruoC tropeR kooB

ot redro nI sesu rehcraeser eht ,melborp hcraeser dnoces eht rewsna eht

eriannoitseuq s dna eht weivretni s stneduts eht fo atad eht niag ot ’ no noitpecrep

esruoC tropeR kooB roeht emos syolpme noitces sihT . detaler era seiroeht ehT .sei

,ecneirepxe dnuorgkcab ot gninrael ,stneduts egelloc rennigeb ,gnitroper gnidaer

,gnidaer .tibah gnidaer dna ,slliks gnidaer ,gnidaer evisnetxe ,tseretni gnidaer

ot desu era seiroeht esohT no noitpecrep ’stneduts ebircsed kooB esruoC tropeR .

strap emos otni dedivid si noitces sihT gnidulcni ecneirepxe suoiverp ’stneduts ni

;gnidaer ecneirepxe ’stneduts ni esruoC tropeR kooB ; ’stneduts no noitpecrep

snoitanimaxe laro gniod dna stroper nettirw gnikam ; no noitpecrep ’stneduts dna

ni seitivitca ssalc esruoC tropeR kooB .

.1 ’stnedutS E suoiverP ecneirepx ni R gnidae

.gnidaer ni ecneirepxe suoiverp ’stneduts sessucsid noitcesbus sihT

s snaem gnidaer ni ecneirepxe suoiverp ’stnedutS .ecneirepxe dnuorgkcab ’stnedut

tI idaer ’stneduts stceffa ni detic sa ,3691( nosliW sA .tneserp eht ni ecneirepxe gn

,wohcsaT )5891 irepxe dnuorgkcab taht snialpxe en rof redro ni laitnesse si ec

stneduts nnoc ot ec txet eht morf noitamrofni t s eht ni derots ydaerla taht ’stneduts

daeh s. gnivaH ecneirepxe gnidaer ni stxet hsilgnE snaem eht stneduts evah a roirp

,ecneirepxe hguorht wonk stneduts eht tahW .stxet hsilgnE gnidaer fo egdelwonk


15

ecneulfni lliw ,elbarovafnu ro elbarovaf rehtie ro ekil dna noitavitom fo ekilsid

.gnidaer 1 .4 elbaT suoiverp ’stneduts sezirammus .gnidaer ni ecneirepxe

gnidaeR ni ecneirepxE suoiverP ’stnedutS 1.4 elbaT

( E xidneppa eeS )

ehT tnemetats s ni T elba .4 eht sksa 1 i gnidaer stneduts eht erofeb tseretn

ekat esruoC tropeR kooB . gnidaer ,)5891( wohcsaT ot gnidroccA fo eno si tseretni

eht .gnidaer rof erised a niatniam dna poleved taht srotcaf evitceffa tluser ehT

wohs s taht %6.42 tuo fo lla tneduts s ylgnorts .emit eraps rieht ni daer ot eerga

,revoeroM era ereht %6.95 tuo stneduts lla fo ohw eerga htiw .1 rebmun tnemetats

,elihwnaeM era ereht %8.51 tuo fo eritne eht stneduts ohw ton od ekil rieht ni daer

.emit eraps eroM stneduts eht lla fo flah a naht tni era yeht dna gnidaer ni detsere

emit rieht dneps daer stxet gni . evah stneduts taht snaem tI eht dnuorgkcab

dna egdelwonk na ni tseretni niatniam hcihw gnidaer s erised eht gnidaer rof stxet

ekat yeht erofeb esruoC tropeR kooB .

et fo sdnik ynam daer stneduts ehT stx stxet ro tnemniatretne rof sa hcus

era hcihw era hcihw stxet ro sesoprup cimedaca rof dna yduts eht ot detaler ton

yduts eht ot detaler . S tnemetat sksa 1.4 elbaT ni nettirw 2 rebmun stneduts eht

.oN tnemetatS tnemeergA fo eergeD

)%( AS )%( A )%( D )%( DS

.1 stnapicitrap ehT ni daer ot ekil rieht eraps.emit 6.42 6.95 8.51 -

2. erofeB stnapicitrap eht ekat tropeR kooB

esruoC , stnapicitrap eht daer hsilgnEtnemniatretne rof stxet .

41 75 9. 24.6 5.3

3. erofeB stnapicitrap eht ekat tropeR kooB

esruoC , stnapicitrap eht daer hsilgnEsesoprup cimedaca rof stxet .

6.13 9.75 5.01 -


25

daer yeht rehtehw eht txet s stxet ro tnemniatretne rof hw hci era ton rieht ot detaler

tluser ehT .tcejbus wohs s %41 taht tuo eerga ylgnorts stneduts eht fo htiw

,revoeroM .2 rebmun tnemetats era ereht 75 %9. tuo stneduts eht fo ohw eerga

htiw ,revewoH .2 rebmun tnemetats era ereht 1.82 % tuo fo eritne eht stneduts ohw

daer ton od eht taht dedulcnoc eb nac tI .yduts eht ot detaler ton era hcihw stxet

gnikat erofeb erusaelp rieht rof stxet hsilgnE daer evah stneduts eht tropeR kooB

esruoC .

hcihw stxet gnidaer sediseB era ton osla stneduts eht ,yduts eht ot detaler

er era hcihw stxet da yduts rieht ot detaler rof ro rieht sesoprup cimedaca . si tI

fo stluser eht ni nwohs eht eriannoitseuq s %6.13 taht tuo stneduts lla fo ohw

eerga ylgnorts esoohc htiw ,nehT .3 rebmun tnemetats era ereht 9.75 % tuo fo lla

stneduts ohw osla daer yeht taht eerga eht stxet sesoprup cimedaca rof . era erehT

ylno %5.01 tuo rof daer ton od yeht taht etats ohw stneduts lla fo rieht cimedaca

.sesoprup p stneduts eht fo tsom taht swohs tI ro yduts rieht rof gnidaer refer rieht

sesoprup cimedaca .

desaB eriannoitseuq eht fo stluser eht no s ’stneduts tuoba 1.4 elbaT ni

ecneirepxe ni gnidaer tseretni gnikat erofeb esruoC tropeR kooB taht swohs ti ,

m ah stneduts eht fo tso ev a .gnidaer ni ecneirepxe suoiverp doog stneduts ehT

evah stxet hsilgnE daer at erofeb gnik esruoC tropeR kooB daer stneduts ehT . htob

stxet ehT .sesoprup cimedaca rieht rof dna erusaelp rof rof tnatropmi era eht

stneduts yeht ecnis yduts hsilgnE . fo tsom ,revewoH esruoC tropeR kooB stneduts

a lanruoj sa hcus sesoprup cimedaca rof daer netfo .skoobtxet dn wohs stluser ehT


35 a verp fo noitpecrep evitisop suoi ecneirepxe lliw hcihw ecneulfni noitpecrep eht

epxe tneserp eht fo stxet hsilgnE gnidaer ni ecneir ni eht .slevon

.2 ’stnedutS ecneirepxE i ni slevoN gnidaeR n esruoC tropeR kooB

Th noitcesbus si eht sessucsid ni ecneirepxe slevon gnidaer ni kooB

esruoC tropeR tI . evisnetxE .seitivitca ssalc ni gnidaer evisnetxe stnemelpmi

nrael ot stneduts segnagne tI .emoh ta ro yrarbil eht ni enod si gnidaer

ot gnidroccA .yltnednepedni egdeH ,)0002( eht etcarahc evisnetxe fo scitsir

lairetam fo seititnauq egral gnidaer era gnidaer s gnidaer ,slevon sa hcus

dna emit ssalc gnirud stxet regnol gnidaer ,tneuqerf a no emit revo yltnetsisnoc na

fles osla dna ,emoh ta gnidaer tnednepedni - lairetam detceles s .gnidaer fo ehT

fo stneduts esruoC tropeR kooB rehtie ,slevon dednemmocer ruof daer ot evah

egdirba/deifilpmis d anigiro ro l gdirbanu/ ed moorssalc edistuo slevon s .

’stnedutS 2.4 elbaT ni ecneirepxE ni slevoN gnidaeR esruoC tropeR kooB

( E xidneppa eeS )

gnirud ecneirepxe gnidaer ’stneduts sezirammus 3.4 elbaT tropeR kooB

esruoC . tI .slliks gnidaer ot detaler si T eduts eh stn gnikrow era slliks gnidaer no

.oN stnemetatS tnemeergA

)%( AS A )%( )%( D )%( DS

.1 stnapicitrap ehT daer fo elbat ,eltit

.cte ,emeht ,tnetnoc slevon eht fo.daer erofeb

4.74 8.34 3.5 8.1

.2 stnapicitrap ehT nwonknu eht pikssdrow .gninaem eht sseug dna 53 3.33 6.42 7

.3 stnapicitrap ehT ot gnidaer tnelis referparo .gnidaer l 82 9.75 5.01 8.1

.4 stnapicitrap ehT tnetnoc eht fo lla daer.yrammus eht ton slevon eht fo 6.54 8.34 7 -


45

era yeht nehw gnikat esruoC tropeR kooB . ot gnidroccA 02( trofrE gnidaer ,)31

elbane lliw slliks fo tuo gninaem ekam ot stneduts eht a ugnal nettirw tcaretni ,ega

eht htiw egnagne dna al eht esylana dna dneherpmoc ,egaugnal .egaugn fo enO

1 rebmun tnemetats ni dewohs si slliks gnidaer . tI .gniweiverp si tI erofeb enod si

.ton ro slevon eht daer ot gnidiced ,erneg hsilbatse ot stneduts eht swolla tI

txet eht fo noitazinagro dna ,ytluciffid fo level ,cipot ,txetnoc s hsilgnE ni slevon

.)0991 ,ykcelukiM( daer dluow yeht rieht etavitca stneduts eht ,gniweiverp yB

lwonk dnuorgkcab htiw ti hctam dna egde .noitamrofni wen tnemetats no desaB

ebmun eerga stneduts eht fo tsom ,1 r ,tnetnoc fo elbat ,eltit daer ot eht dna emeht

levon eht fo .daer yeht erofeb s era erehT %4.74 eht fo tuo stneduts ohw ylgnorts

%8.34 dna eerga eht fo tuo stneduts ohw .1 rebmun tnemetats htiw eerga osla

,revewoH era ereht %3.5( %1,7 eht fo tuo stneduts ohw %8.1 dna eergasid fo tuo

eht stneduts ohw rgasid ylgnorts )ee tuo stneduts eht fo ohw do eht weiverp ton

ohc yltcerid yehT .daer yeht erofeb slevon o tuohtiw slevon eht daer dna es

.gniweiverp desaB tluser eht no eriannoitseuq eht fo s s d stneduts eht fo tsom , o

daer erofeb gniweiverp gni eht weiverp yehT .slevon eht ot redro ni slevon

,eltit ,tnetnoc fo elbat eht gniees yb erneg ,ytluciffid fo level ,cipot eht hsilbatse

eht ro ,yrammus w yeht taht os em lli llaer era yeht nehw slevon eht dnatsrednu y

.gnidaer

ehT .2 rebmun tnemetats ni dewohs si lliks gnidaer dnoces ehT stneduts

.txetnoc eht morf gninaem eht sseug dna sdrow nwonknu eht piks stneduts ehT

hcihw ni txetnoc eht gniredisnoc yb gninaem eht enimreted netfo a .sraeppa drow

fo gninaem eht ot seulc edivorp yltneuqerf secnetnes dna sdrow gnidnuorrus ehT


55

L( drow eht .)6891 ,nagna ot hsilgnE fo egdlwonk roirp rieht esu stneduts ehT

.sdrow nwonknu fo gninaem eht sseug tluser ehT wohs s taht fo ytirojam eht eht

stneduts %53( tuo %3.33 dna eerga ylgnorts stneduts eht fo eht fo tuo stneduts

)eerga piks dna sdrow nwonknu eht rehto nI .txetnoc eht fo gninaem eht sseug

eduts eht fo rebmun wef a ,sdrow %6.42( stn tuo fo eht eergasid stneduts na %7 d

eht fo tuo eergasid ylgnorts stneduts ) do sseug dna sdrow nwonknu eht piks ton

.txetnoc eht no desab gninaem eht

ecniS C tropeR kooB esruo tnemelpmi s od stneduts eht ,gnidaer evisnetxe

tnemssessa eht gnitelpmoc ni gnidaer tnelis s. rieW dna trahuqrU ot gnidroccA

:8991( .p si hcihw gnidaer ro gnidaer tnelis rehtie ot srefer gnidaer evisnetxe ,)612

.emoh ta ro yrarbil eht ni enod luser ehT t wohs s taht ytirojam eht stneduts eht fo

do ni gnidaer tnelis esruoC tropeR kooB . era erehT %82 stneduts eht fo tuo ohw

dna eerga ylgnorts %9.75 eht fo tuo stneduts ohw eerga htiw .3 rebmun tnemetats

referp stneduts fo rebmun wef a ,dnah rehto eht nO laro r tnelis ot gnidaer .gnidae

era erehT %5.01 eht fo tuo stneduts ohw eergasid dna %8.1 eht fo tuo stneduts

ohw eergasid ylgnorts htiw tnemetats 3 rebmun aem tI . stneduts eht fo tsom taht sn

do ecnis gnidaer tnelis esruoC tropeR kooB daer evisnetxe stnemelpmi hcihw gni

eht ni deilppa gnidaer tnelis eb tsum gnidaer .ytivitca

ni ytivitca rojam ehT esruoC tropeR kooB T .gnidaer si tsum stneduts eh

.yrots eht dnatsrednu yeht taht os levon hcae ni tnetnoc eht fo lla daer muabletieT

daer tsum stneduts eht taht setats fo yrammus gnidaer tuohtiw dnim nepo htiw

ot riaf stneduts eht yaw ylno eht si taht esuaceb skoob fo noinipo ’srehto ro skoob

:5991( rohtua eht .p .)22 .msiraigalp diova ot deriuqer era stneduts eht ,revoeroM


65

tnapicitrap eht taht setats 4 rebmun tnemetatS r s seirots eht fo tnetnoc eht lla dae

dna .yrammus eht ton .levon hcae fo yrots elohw eht daer stneduts lla ton ,tcaf nI

swohs 4 rebmun tnemetats fo tluser ehT taht 54 . %6 tuo eht fo ylgnorts stneduts

erga %8.34 dna e tuo eht fo eerga stneduts daer yeht taht ohw eht l eht fo yrots e

slevon . t ,revewoH era ereh %7 ylno tuo stneduts eht fo ohw .yrammus eht daer

diova yeht taht os slevon eht fo yrots elohw eht daer stneduts eht fo tsoM

.stnemngissa eht gnitelpmoc fo ssecorp eht od dna msiraigalp

B tluser eht no desa 2.4 elbaT ni s fo gnidaer ni ecneirepxe ’stneduts

ni slevon esruoC tropeR kooB , ytirojam eht tneduts eht fo s slliks gnidaer teg ni

esruoC tropeR kooB ehT . iverp era slliks gnidaer e nwonknu eht gnisseug dna gniw

daer stneduts ehT .txetnoc eht no desab sdrow si ti ecnis yltnelis slevon eht

hguohtla slevon eht fo tnetnoc eht lla daer osla stneduts ehT .gnidaer evisnetxe

ehT .yrammus eht daer meht fo emos tluser s etacidni evah stneduts eht taht a

evitisop gnidaer ni ecneirepxe eht slevon dna evah a crep evitisop o noitpe n

ni slevon gnidaer esruoC tropeR kooB .

.3 ’stnedutS ni ecneirepxE gnikaM nettirW dna stropeR gnioD larO

noitanimaxE ni esruoC tropeR kooB

eht sessucsid noitcesbus sihT ni ecneirepxe nettirw eht gnikam stroper

noitanimaxe laro gniod dna s fo opeR kooB esruoC tr .stneduts nettirw eht gnikaM

troper s noitanimaxe laro gniod dna s ’stneduts erusaem nac hcihw seitivitca era

daer yeht retfa gnidnatsrednu eht levon s. taht syas )4691( odaL laro htiw gnidaer

iks egaugnal dnapxe dna niatniam nac stroper nettirw dna .sll slliks egaugnal ehT


75

fo stluser eht swohs 3.4 elbaT .slliks gnitirw dna ,gnidaer ,gnikaeps edulcni

.snoitanimaxe laro gniod dna stroper nettirw eht gnikam ni ecneirepxe ’stneduts

’stnedutS 3.4 elbaT ni ecneirepxE nettirW gnikaM dna stropeR gnioD larOE noitanimax s ni esruoC tropeR kooB

.oN stnemetatS tnemeergA )%( AS )%( A )%( D )%( DS

.1 stnapicitrap ehT syawla ekam eht.yletelpmoc troper nettirw 8.63 6.25 5.01 -

.2 ehT eht spleh troper nettirw

fo yrots eht dnatsrednu ot stnapicitrap.levon eht

.83 6 6.25 8.8 -

.3 yrammus eht etirw nac stnapicitrap ehT

htiw rieht levon hcae fo sdrow nwo.yllacigolonorhc

6.83 4.45 7 -

.4 laro eht gniod yojne stnapicitrap ehT.noitanimaxe 8.92 9.75 5.01 8.1

.5 fo yrots eht lleter nac stnapicitrap ehT

o ni levon hcae noitanimaxe lar.yllacigolonorhc

3.91 2.07 5.01 -

( E xidneppa eeS )

S ni 1 rebmun tnemetat 3.4 elbaT sebircsed taht stneduts eht fo tsom ekam

eht troper nettirw s taht snaem tI .yletelpmoc esruoC tropeR kooB evah stneduts

eht gnitelpmoc ni ytilibisnopser sa stnemngis . eriannoitseuq eht fo stluser ehT s

stneduts eht fo tsom taht tuo tniop ekam .troper nettirw hcae era erehT %8.63 tuo

stneduts eht fo ohw %6.25 dna eerga ylgnorts tuo stneduts eht fo ohw ga eer taht

yeht fo strap lla etirw ewoH .stroper nettirw eht %5.01 era ereht ,rev tuo eht lla fo

ohw stneduts ekam etelpmocni .stroper nettirw eht fo ytirojam eht ,noisulcnoc nI

syawla stneduts ekam .yletelpmoc levon hcae fo stroper nettirw eht

troper nettirw ehT mrof h rerutcel eht yb nevig neeb sa s tub , tneduts eht s

ekam ot evah ti no desab ni tnetnoc eht eht levon s eht fo noitamrofni sniatnoc tI .

,tcilfnoc ,snoitpircsed dna seman ’sretcarahc ,ecalp dna emit gnittes ,slevon

eht dna denrael eulav larom dna ,yrammus ,emeht htiw noitcennoc eht lanosrep


85

.efil ehT ettirw troper n pleh s eht ni seirots eht fo saedi eht edulcnoc ot stneduts eht

.slevon eriannoitseuq eht fo stluser eht no desaB s taht emussa stneduts eht , eht

.seirots eht dnatsrednu ot meht pleh yllaer stroper nettirw taht swohs tluser ehT

%6.83 eht fo tuo duts %6.25 dna eerga ylgnorts stne tuo eerga stneduts eht fo htiw

2 rebmun tnemetats taht snaem tI . %8.8 ylno era ereht tuo ohw stneduts eht lla fo

taht emussa eht troper nettirw od s eht fo seirots eht dnatsrednu ot meht pleh ton

.slevon nI o eno ,weivretni eht eht f seeweivretni evig s stnemmoc reh/sih .

rof ,stroper nettirw ni snoitseuq eht tuoba dnatsrednu ton did eW“ eht neht emeht gnorw a etorw ew ,emit tsrif eht roF .emeht eht elpmaxe

.troper nettirw tsrif eht gnittimbus retfa ti detcerroc rerutcel ” ( eivretnI eew # )1

nettirw eht ni emeht eht gnidnatsrednu ni ytluciffid sretnuocne 1# eeweivretnI

nettirw eht ni etirw ot evah stneduts eht taht strap eht fo eno si emehT .stroper

.stroper yllautcA , rerutcel eht evah s denialpxe eht ni etirw ot evah yeht tahw

o smrof f eht troper nettirw s yeht taht os noitanalpxe erom deen stneduts eht tub ,

nac ekam stroper nettirw eht .yltcerroc

stneduts eht ,stroper nettirw eht gnitelpmoc ni taht ylsuoiverp detats sA

een yrots eht fo yrammus a ekam ot d .daer evah yeht levon hcae ni ot gnidroccA

:0991( ykcelukiM .p er dna gniniater yb lairetam gninetrohs si gnizirammus ,)541 -

rieht fo erawa sredaer eht sekam tI .sliated tuo gnivael dna saedi niam gnitats

txet eht fo gnidnatsrednu s . yB stneduts eht ,slevon eht fo seirots eht gnizirammus

txet eht fo noisneherpmoc eht etartsnomed s stneduts eht esuaceb era dulcnoc gni

tniop tnatropmi eht s .levon eht fo


95

taht sevorp 3 rebmun tnemetats fo tluser ehT %6.83 tuo stneduts eht fo

%4.45 dna eerga ylgnorts tuo eerga stneduts eht fo taht stneduts eht etirw nac eht

yrammus htiw drow nwo rieht yllacigolonorhc levon hcae ni s . ehT ton od stneduts

eziraigalp s’rehto mmus eht ypoc ro skrow I sa hcus secruos rehto morf yra tenretn

etirw yeht esuaceb eht yrammus htiw .sdrow nwo rieht eht gnitirW yrammus htiw

nwo sdrow wohs s .slevon eht ni seirots eht fo gnidnatsrednu ’stneduts

retfA gnikam eht nettirw troper s eht fo levon s od ot evah stneduts eht ,

laro noitanimaxe s ’stneduts serusaem tI . yretsam fo slevon eht gniod ,revewoH .

eht laro snoitanimaxe tsrif eht eb yam eht rof ecneirepxe retsemes tsrif stneduts

rednu rieht reviled ot evah yeht esuaceb tluser ehT .hsilgnE ni gnidnats fo

4 rebmun tnemetats wohs s %8.92 taht tuo taht eerga ylgnorts stneduts eht lla fo

gniod yojne yeht eht laro snoitanimaxe ,revoeroM . a ereht er %9.75 tuo eht fo

stneduts ohw eerga htiw .tnemetats eht yojne stneduts eht fI gniod eht laro

snoitanimaxe .llew nevig noitseuq hcae rewsna nac yeht , ehT stluser eht fo

eriannoitseuq s etacidni stneduts eht taht yojne gniod eht laro snoitanimaxe .

sediseB snoitseuq s’rerutcel eht gnirewsna fo slevon eht ni eht laro

snoitanimaxe .ylfeirb slevon eht fo seirots eht lleter ot evah stneduts eht , ehT

yrots eht fo trap hcae lleter ot evah osla stneduts htiw sdrow nwo rieht

norhc s fo tluser eht no desaB .yllacigolo 5 rebmun tnemetat %3.91 era ereht , tuo fo

ni levon hcae fo yrots eht lleter nac yeht taht eerga ylgnorts ohw stneduts eht lla

eht laro snoitanimaxe %2.07 era ereht ,revoeroM .yllacigolonorhc lla fo tuo

eerga ohw stneduts htiw tnemetats 5 rebmun gnilleteR . yllacigolonorhc seirots eht

setacidni .noisneherpmoc rieht ,elihwnaeM era ereht %5.01 tuo stneduts eht lla fo


06

ohw t taht rewsna i yrots eht lleter ton od yeh n eht laro snoitanimaxe

.yllacigolonorhc

fo stluser eht ni stnemetats evif fo sisylana eht no desaB eht

eriannoitseuq s eht hsinif stneduts eht fo tsom taht dedulcnoc eb nac ti ,

stnemngissa syawla yehT .yletelpmoc ekam stroper nettirw eht yrammus eht htiw

levon hcae fo .seirots eht dnatsrednu ot meht pleh stroper nettirw eht esuaceb ehT

nac osla stneduts ni yrots eht lleter eht laro snoitanimaxe .yllacigolonorhc

gniod yojne nac yeht ,revoeroM eht laro snoitanimaxe .

.4 noitpecreP ’stnedutS seitivitcA ssalC no ni esruoC tropeR kooB

noitpecrep ’stneduts eht sessucsid noitcesbus sihT no tropeR kooB

esruoC ehT . saw noitpecrep ’stneduts hsilgnE ruof gnidaer ni ecneirepxe tuoba

ni slevon esruoC tropeR kooB .

o noitpecreP ’stnedutS 4.4 elbaT ni slevoN gnidaeR n tropeR kooB esruoC

( E xidneppa eeS )

eht si gnidaeR niam ni ytivitca esruoC tropeR kooB ni PSELE eht atanaS

.ytisrevinU amrahD T gnika esruoC tropeR kooB i stneduts eht ,retsemes eno n


)%( AS )%( A )%( D )%( DS

.1 ilpmis daer ot yrassecen si tI deif.slevon 53 6.95 3.5 -

.2 lanigiro daer ot yrassecen si tI.slevon 5.71 9.46 5.71 -

.3 stnapicitrap ehT eht gnidaer yojneslevon . 8.22 7.66 8.8 8.1

.4 si slevon eht gnidaeR ton gnitsaw .emit 8.22 9.75 5.71 8.1

.5 retsemes eno ni slevon ruof gnidaeR si ton .ynam oot 12 9.34 3.62 7


16

evah daer ot ruof E sah tneduts yrevE .slevon hsilgn reffid repxe tne ni ecnei

taht os slevon hsilgnE gnidaer .gnidaer no noitpecrep rieht niatbo ot dedeen si ti

:5002( senoJ dna egroeG ot gnidroccA .p yb ssecorp eht si noitpecrep“ ,)501

sesnes rieht morf tupni eht terpretni dna ,ezinagro ,tceles slaudividni hcihw

( dlrow eht ot redro dna gninaem evig ot )etsat dna ,llems ,hcuot ,gniraeh ,noisiv

.”meht dnuora noitpecrep eht ,noitcesbus siht nI ohw stneduts eht morf nekat si

evah dessecorp gnidaer fo riehT .slevon hsilgnE noitpecrep si ecneulfni osla d yb

rieht fles - noc tpec . la te namtlA . :5891( .p etats )09 taht a fles - tpecnoc si yaw eht

leef laudividni s eviecrep dna s .fles s ehT stnedut fles ’ - tahw stceffa tpecnoc yeht

od dna eviecrep ni esruoC tropeR kooB .

rerutcel eht ,esruoc siht nI s evah ht fo seltit emos dednemmocer e os levon

taht tceles stneduts eht .daer eb ot slevon nwo rieht fles daer dluohs stnedutS“ -

skoob detceles ” .)0991 ,ykcelukiM ni detic sa 5891 ,nehsarK( emos era erehT

nosaer s evah stneduts eht yhw ,tsriF .slevon nwo rieht tceles ot egaugnal ’stneduts

kaew skoob eht fo scipot eht fo egdelwonk dnuorgkcab yb decnalab eb nac sessen

eht nehw sesaercni gnidaer rof noitavitom ’stneduts ,dnoceS .tceles stneduts

etseretni era yeht tahw daer stneduts .ni d

evah stneduts ehT ot eerht esoohc degdirba/deifilpmis slevon dna eno

levon degdirbanu/lanigiro ni esruoC tropeR kooB . tluser ehT wohs s taht eht

eerga stneduts htob daer ot mis ni slevon degdirbanu/lanigiro dna degdirba/deifilp

esruoC tropeR kooB . taht sevorp 1 rebmun tnemetats fo tluser ehT %53 lla fo tuo

ts stneduts eerga ylgnor %6.95 dna tuo fo lla eerga stneduts daer ot


26

ereht ,esiwrehtO .slevon degdirba/deifilpmis era %3.5 ylno lla fo tuo ohw stneduts

eergasid ni slevon degdirba/deifilpmis daer ot .esruoC tropeR kooB

sediseB s eht ,slevon degdirba/deifilpmis gnidaer daer stnedut na

.levon degdirbanu/lanigiro era erehT %5.71 tuo fo lla stneduts ohw eerga ylgnorts

dna %9.46 eht fo tuo stneduts ohw eerga .slevon degdirbanu/lanigiro daer ot

,revewoH era ereht eht fo %5.71 stneduts ohw emussa gnidaer taht

gdirbanu/lanigiro slevon de si yrassecen ton ni yralubacov hsilgnE esuaceb

degdirbanu/deifilpmis ni yralubacov eht naht redrah si levon degdirba/lanigiro

slevon . F oc eb nac ti ,2 dna 1 rebmun tnemetats mor stneduts eht taht dedulcn

eerga dna degdirba/deifilpmis htob daer ot rbanu/lanigiro esuaceb slevon degdi

deen yeht daer ot ot slevon fo sdnik owt esoht yralubacov hsilgnE rieht evorpmi .

fo stneduts ehT esruoC tropeR kooB yojne osla gnidaer

ser ehT .slevon degdirbanu/lanigiro dna degdirba/deifilpmis tlu fo tnemetats

3 rebmun s woh s taht %8.22 tuo eerga ylgnorts stneduts eht fo a %7.66 dn tuo fo

eerga stneduts eht taht stneduts eht yojne ylno taht snaem tI .slevon eht gnidaer

%6.01 tuo eht lla fo tneduts d ohw s o .slevon eht gnidaer yojne ton dedulcnoc si tI

deifilpmis gnidaer taht rof slevon degdirbanu/lanigiro dna degdirba/ tropeR kooB

esruoC i tnasaelp s stneduts eht rof .

gnidaer gniyojne sediseB etats osla stneduts eht ,slevon gnidaer taht i ton s

.emit rieht gnitsaw sevorp 3 rebmun tnemetats fo tluser ehT %8.22 taht tuo eht fo

ts eerga ylgnorts stnedu dna %9.75 tuo fo lla stneduts eht ohw eerga gnidaer taht

slevon i .emit rieht gnitsaw ton s ,revewoH %3.91 era ereht tuo fo lla stneduts eht


36

.emit rieht gnitsaw si slevon gnidaer taht etats ohw :2891( llattuN .p ni detic sa ,26

rahuqrU :8991 ,rieW & t .p etats )912 s taht r evisnetxe na“ margorp gnidae eht si

yralubacov gnivorpmi fo yaw evitceffe tsom elgnis .”lareneg ni slliks gnidaer dna

sdrow rehto nI nac ti tub emit gnitsaw ton si gnidaer , slliks gnidaer evorpmi sa

ni detats eht laog s fo esruoC tropeR kooB . eriannoitseuq eht fo stluser eht morF s ,

si ti tub emit ’stneduts gnitsaw ton si slevon gnidaer taht dedulcnoc eb nac ti

dna egdelwonk ’stneduts dnapxe nac ytivitca sihT .stneduts eht rof laicifeneb

nE gnidaer ni ytiliba rieht evorpmi .stxet hsilg

telpmoc nI evah stneduts eht ,esruoc eht gni gnidulcni slevon ruof daer ot

.slevon degdirbanu/lanigiro dna degdirba/deifilpmis fo stluser eht no desaB eht

eriannoitseuq s fo flah a naht erom , oB esruoC tropeR ko etats stneduts gnidaer taht

ruof n eno ni slevo erehT .ynam oot ton si retsemes a %12 er o tuo f lla stneduts

eerga ylgnorts ohw dna %9.75 lla fo tuo eerga ohw stneduts ruof gnidaer taht

ynam oot ton si slevon ehT . fo tnuoma evah stneduts eht taht slevon eht si daer ot

stneduts eht rof hguone retsemes tsrif eht ni .

eb nac ti ,slevon gnidaer no noitpecrep eht fo stnemetats evif morF

evah stneduts eht taht dedulcnoc a evitisop slevon eht gnidaer no noitpecrep ehT .

daer yojne stneduts gni ni slevon degdirbanu/lanigiro dna degdirba/deifilpmis

kooB esruoC tropeR rieht gnitsaw ton si slevon gnidaer taht eerga stneduts ehT .

eno ni slevon ruof gnidaer taht eerga osla yehT .meht rof lufesu si ti tub emit

.ynam oot ton si retsemes


46

eht ,slevon eht gnidaer no noitpecrep ’stneduts eht gnidnif sediseB

raeser fo stifeneb eht no noitpecrep ’stneduts eht sniatbo osla rehc tropeR kooB

esruoC stnemetats evif era erehT . eht no noitpecrep ’stneduts eht gnibircsed

gnikat retfa teg yeht taht stifeneb esruoC tropeR kooB era stnemetats esohT .

idaer ,yralubacov ot detaler lliks gn s na , lliks gnikaeps d era stluser ehT . nwohs ni

.5.4 elbaT

5.4 elbaT fo stifeneB no noitpecreP ’stnedutS esruoC tropeR kooB

( E xidneppa eeS )

nekat gnivaH esruoC tropeR kooB t , tsrednu stneduts eh na fo yrots eht d

.levon hcae swohs 6 rebmun tnemetats fo tluser ehT %6.42 taht tuo stneduts eht fo

eerga ylgnorts %2.36 dna tuo eerga stneduts eht fo tsrednu yeht taht na seirots eht d

erehT .slevon eht fo a %6.01 ylno er tuo uts eht lla fo d ohw stned o dnatsrednu ton

.levon hcae fo yrots eht ecaf stneduts eht esuaceb si tI ro seitluciffid emos

.trap suoiverp eht ni denialpxe neeb sah hcihw gnidaer ni smelborp


)%( AS )%( A )%( D )%( DS

.6 eht ,tropeR kooB nekat gnivaH

stnapicitrap fo yrots eht dnatsrednu .llew levon hcae

6.42 2.36 8.8 8.1

.7 aH nekat gniv esruoC tropeR kooB eht ,

stnapicitrap txet hsilgnE dnatsrednu s .ylisae

8.22 3.33 1.24 -

.8 nekat gnivaH kooB esruoC tropeR eht ,

hsilgnE wen teg stnapicitrap.yralubacov

1.65 6.83 5.3 8.1

.9 t gnidaer yB stnapicitrap eht ,slevon eh

nac eulav larom dnif s ti tcennoc dna htiw rieht .efil lanosrep

6.54 4.45 - -

.01 nekat gnivaH esruoC tropeR kooB eht ,.yltneulf hsilgnE kaeps nac stnapicitrap 3.21 9.17 41 -


56

stxet hsilgnE ot detaler yletinifed si slevon eht fo gnidnatsrednu ehT

t ni nettirw .slevon eh desaB 7 rebmun tnemetats fo tluser eht no , gnivah retfa

nekat esruoC tropeR kooB %1.24 tuo stneduts eht fo a llits er dnatsrednu ot yldrah

hsilgnE stxet ,elihwnaeM . era ereht %8.22 tuo stneduts eht fo ohw eerga ylgnorts

%3.33 dna tuo eduts eht fo stn ohw eerga htiw nemetats 7 rebmun t tnemetats ehT .

sebircsed gnikat retfa stxet hsilgnE dnatsrednu ot ysae si ti taht tropeR kooB

esruoC . tluser ehT wohs s taht esruoC tropeR kooB stneduts eht sekam

daer ot demotsucca gni s stxet hsilgnE taht o dnu nac yeht dnatsre hsilgnE rehto

.ylisae stxet

dnatsrednu ylisae sediseB gni xet hsilgnE ,st tropeR kooB esruoC stneduts

evah hsilgnE rieht ot detaler si tifeneb ehT .slevon gnidaer fo tifeneb rehtona

stneduts eht fo tsoM .yralubacov eg E wen t ht retfa yralubacov hsilgn evah ye daer

ni slevon hsilgnE ruof esruoC tropeR kooB . taht swohs tluser ehT %1.65 tuo fo

%6.83 dna eerga ylgnorts stneduts eht tuo eerga stneduts eht fo htiw tnemetats

8 rebmun . erehT era %3.5 ylno tuo d ohw stneduts eht fo o yralubacov wen teg ton

retfa gnikat esruoC tropeR kooB . ecniS esruoC tropeR kooB evisnetxe fo trap a si

:2891( llattuN .yralubacov hsilgnE ’stneduts sevorpmi ti ,gnidaer .p ni detic sa ,26

:8991 ,rieW & trahuqrU .p etats )912 s taht margorp gnidaer evisnetxe na“ eht si

effe tsom elgnis .”lareneg ni slliks gnidaer dna yralubacov gnivorpmi fo yaw evitc

taht dedulcnoc eb nac tI esruoC tropeR kooB fo egdelwonk ’stneduts evorpmi nac

.yralubacov hsilgnE

gnikat fo tifeneb rehto ehT esruoC tropeR kooB seulav larom gnitteg si

on eht gnidaer retfa uoc eht fo eno si tI .slev hcihw slaog esr era ni nettirw nosseL


66

nalP tinU fo esruoC tropeR kooB )1102( . stneduts eht ,seulav larom eht dnif oT

dellac si tI .egdelwonk dnuorgkcab rieht dna seirots elohw eht tcennoc ot deen

.secnerefni gniward M ot gnidroccA :0991( ykceluki .p si secnerefni gniward ,)62

txet eht ni ecnedive eht gnisu ,senil eht neewteb gnidaer s era taht sgniht wonk ot

eht ot detaler dna yrots elohw eht kniht ot stneduts eht seriuqer tI .detatsnu

.ylpeed egdelwonk dnuorgkcab ser ehT etats fo tlu swohs 9 rebmun tnem fo lla taht

tcennoc dna levon hcae fo seulav larom dnif stneduts eht ot meht rieht lanosrep

.sevil tI stsisnoc %6.54 fo tuo stneduts eht fo ohw %4.45 dna eerga ylgnorts tuo fo

stneduts eht ohw eerga htiw tnemetats 9 rebmun aht snaem tI . si slevon gnidaer t

hcihw laicifeneb si ylno ton rieht gnivorpmi osla tub ytiliba gnidaer gnivorpmi eht

.ytilanosrep ’stneduts

gnitelpmoc nI kooB esruoC tropeR evah stneduts eht , ot od laro eht

snoitanimaxe nI . eht laro snoitanimaxe nrael nac stneduts eht , .hsilgnE ni kaeps ot

sah tI a tceffe doog no yeht retfa stneduts eht evah .esruoc eht dehsinif tluser ehT

swohs 01 rebmun tnemetats fo %4.21 taht tuo eerga ylgnorts stneduts eht fo dna

%9.17 tuo eerga stneduts eht fo gnikat retfa taht esruoC tropeR kooB , stneduts eht

.yltneulf hsilgnE ni kaeps nac tI si %41 ylno tuo d ohw stneduts eht fo o eerga ton

htiw tnemetats 01 rebmun gniod yb ,revewoH . snoitanimaxe laro eht nac ti ,

stneduts eht egaruocne .hsilgnE ni kaeps ot

nees sA ni 5.4 elbaT ni stnemetats evif i , eht taht dedulcnoc eb nac t

stneduts ehT .stneduts eht rof lufesu si esruoc nac yrots eht dnatsrednu ehT .

daer ot demotsucca era stneduts gni osla stneduts ehT .stxet hsilgnE niag larom

dnapxe osla nac slevon gnidaeR .esruoc eht gnikat retfa seulav eht duts ’stne


76

,revoeroM .yralubacov hsilgnE esruoC tropeR kooB segaruocne uts eht tned ot

hguorht yltneulf hsilgnE ni kaeps eht taht snaem tI .snoitanimaxe laro kooB

esruoC tropeR stneduts eht rof stifeneb sevig gnikaeps ,slliks gnidaer evorpmi ot

dna ,lliks no ton gnivorpmi osla tub slliks gnidaer gnivorpmi no yl eht yralubacov

.lliks gnikaeps dna

znoG dna anoaG )1102( zela taht etats eht enimreted ot srotacidni

skoob ,ycneuqerf gnidaer ,gnidaer drawot edutitta :era tibah gnidaer fo ecneserp

edaca no tneps emit ,daer non no tneps emit ,gnidaer cim - dna ,gnidaer cimedaca

.noitavitom nI 6.4 elbaT sksa rehcraeser eht , eht eht tuoba stneduts fo stifeneb

esruoc eht gnikat era taht .tibah gnidaer rieht ot detaler

gnikaT fo stifeneB 6.4 elbaT esruoC tropeR kooB aeR ot detaleR tibaH gnid

( E xidneppa eeS )

fo slaog eht fo enO esruoC tropeR kooB detseretni stneduts eht ekam ot si

sA .slevon hsilgnE gnidaer ni debircsed ni nalP tinU nosseL fo tropeR kooB

esruoC ( )1102 , ti gnE ot stneduts ecudortni ot dengised si esaercni ,slevon hsil

.skrow yraretil gnidaer ni ytiliba ’stneduts evorpmi dna tseretni ’stneduts ehT


)%( AS )%( A )%( D )%( DS

.11 h retfA a nekat gniv esruoC tropeR kooB ,

stnapicitrap eht era ni detseretni daer gni .slevon hsilgnE

8.51 4.16 12 -

.21 retfA h nekat gniva esruoC tropeR kooB ,

stnapicitrap eht ihtemos daer si taht gn ot detaler rieht .yduts

5.71 2.07 5.01 -

.31 retfA h nekat gniva esruoC tropeR kooB ,

stnapicitrap eht si taht gnihtemos daer ot detaler ton rieht .yduts

7 6.25 3.33 3.5

.41 ah retfA nekat gniv esruoC tropeR kooB ,

stnapicitrap eht mit erom dneps ot e.daer

5.71 1.94 8.92 8.1


86

tluser 11 rebmun tnemetats fo wohs s taht %12 tuo ton era stneduts eht lla fo

ni eht ni nosaer reh/sih syas tneduts A .slevon hsilgnE gnidaer ni detseretni weivret

.gnidaer ni detseretnisid tuoba

“ t deen I esuaceb daer I ekat I ,elpmaxe roF .slairetam eh ot noitcudortnIerutaretiL eht morf nekat si amard eht fo tpircs ehT .amard si tset eht dna

ni levon esruoC tropeR kooB aceb daer I .levon eht daer I taht os , I esu ”.ti od ton lliw I ,daer ot deen ton od I fI .ti deen ( 2# eeweivretnI )

s’2# eeweivretnI eht ,gnidaer ekil ton seod ehs/eh taht setacidni rewsna

daer ylno tneduts s elpmaxe rof sdeen reh/sih llifluf ot txet eht eht eht ni ksat

ellac si sihT .stcejbus tcejbus d - rettam - .gnidaer fo noitavitom detcerid gnidroccA

fpmeK ot tcejbus ,)5891 ,wohcsaT ni detic sa ,5791( ekrheL dna - rettam - detcerid

itini si noitavitom eta d .enod eb ot ksat gnidaer yb dnif ot stneduts eht sehsup tI

sbarg dna noitamrofni wen eht eduts repeed evled ot erised dna noitartnecnoc ’stn

.deifsitas era sdeen ’stneduts eht litnu rettam tcejbus eht otni

retfa gnidaer ni detseretni emoceb stneduts eht fo tsom ,yrartnoc eht nO

gnikat esruoC tropeR kooB . t no desaB tluser eh 11 rebmun tnemetats fo , %8.51

tuo eerga ylgnorts stneduts eht fo %4.16 dna tuo stneduts eht lla fo eerga yeht taht

.slevon hsilgnE gnidaer ni detseretni emoceb A sevig tneduts a tuoba tnemetats

ni tseretni reh/sih .gnidaer

“ i detseretni ton saw I esuoC tropeR kooB gnikat erofeB gnidaer n gnikat dehsinif evah I retfa tub ,slevon cissalc esruoC tropeR kooB I ,

slevon cissalc era yeht hguohtlA .slevon fo dnik taht daer ot suoiruc mallems dna ”.doog era seirots eht tub ,dab ( eeweivretnI # )4

weivretnI ee 4# alc gnidaer ni tseretni sah s/eh retfa slevon ciss nekat sah eh

esruoC tropeR kooB .slevon eht fo seirots eht sekil ehs/eh esuaceb sediseB


96

,slevon gnidaer ni tseretni ’stneduts gnivorpmi esruoC tropeR kooB sevorpmi osla

tseretni gnidaer ’stneduts ni eht xet taht st eht ot detaler era s .ydut tluser ehT fo

21 rebmun tnemetats wohs s aht t %5.71 tuo fo lla eerga ylgnorts stneduts ot daer

,revoeroM .yduts eht ot detaler txet era ereht %2.07 tuo stneduts eht lla fo ohw

eerga htiw tnemetats 21 rebmun fo tsom taht snaem tI . aca daer stneduts eht cimed

txet dessap evah yeht retfa s kooB esruoC tropeR eht nO . ,yrartnoc ylno era ereht

.01 %5 lla fo tuo stneduts ohw cimedaca daer yeht taht eergasid txet gnikat retfa s

esruoC tropeR kooB .

detseretni sediseB ni sla era stneduts eht ,stxet hsilgnE cimedaca o

non gnidaer ni detseretni - .stxet hsilgnE cimedaca rebmun tnemetats fo tluser ehT

swohs 31 %7 taht tuo %6.25 dna eerga ylgnorts stneduts eht fo tuo stneduts eht fo

detseretni era yeht taht eerga gnidaer ni non - yeht retfa stxet hsilgnE cimedaca

dessap evah .esruoc eht

“ esruoC tropeR kooB gnidaer ni yllaicepse ,tibah gnidaer ym secneulfnia I ,esruoc eht ekat I erofeB .IBP dnuora draob no tnemecnuonna m yzal

ni noisneherpmoc ruo senimaxe ti esuaceb tnemecnuonna hcus daer otI .stxet eht fo gninaem eht gnitteg ekat I retfa enizagam IBP daer osla

esruoC tropeR kooB .” ( eeweivretnI # )3

gnidaer ni detseretni si tneduts ehT a dna tnemecnuonna na enizagam

sekat ehs/eh retfa esruoC tropeR kooB esuaceb reh/sih evorpmi nac gnidaer

hsilgnE gninrael ni noisneherpmoc . oH ton era ohw stneduts emos era ereht ,revew

non gnidaer ni detseretni - yeht retfa stxet cimedaca evah ssap de tropeR kooB

esruoC . era erehT %3.33 tuo stneduts eht fo ohw eergasid htiw tnemetats rebmun

31 ,nehT . era ereht %3.5 tuo stneduts eht lla fo ohw osla eergasid ylgnorts htiw


07

tnemetats 31 rebmun gnidaer ni detseretni era stneduts eht fo lla ton taht snaem tI .

non - stxet hsilgnE cimedaca retfa gnikat esruoC tropeR kooB . revewoH eht ,

non daer ot eerga stneduts eht fo ytirojam - gnikat retfa stxet cimedaca kooB tropeR

esruoC .

ehT ohw stneduts gnidaer ni detseretni era emit rieht dneps gnidaer

non dna cimedaca - .stxet hsilgnE cimedaca ot gnidroccA zelaznoG dna anoaG

,)1102( t ot setoved nosrep eht taht emit eht si gnidaer cimedaca no emit eh

daer eht gni eh no skoob .tcejbus yduts sih ro r elihwnaeM non no tneps emit , -

daer ot setoved nosrep eht taht emit eht si gnidaer cimedaca eht gni koob s ton

.tcejbus yduts reh ro sih ot detaler yltcerid tluser ehT fo 41 rebmun tnemetats

wohs s %5.71 taht tuo ylgnorts stneduts eht fo rga emit rieht dneps yeht taht ee

daer gni gnikat retfa esruoC tropeR kooB ,revoeroM . era ereht %1.94 tuo eht lla fo

stneduts ohw daer ot emit rieht dneps yeht taht eerga osla gni gnikat retfa kooB

esruoC tropeR gnitsisnoc( %8.13 llits era ereht ,elihwnaeM . %8.92 eht fo tuo

stneduts ohw %8.1 dna eergasid eht fo tuo stneduts ohw st )eergasid ylgnor tuo fo

tneduts eht lla emit rieht dneps ton od ohw s daer gni non dna cimedaca - cimedaca

retfa stxet hsilgnE gnikat esruoC tropeR kooB .

aT ni nwohs stnemetats ruof morF eht taht wohs stluser eht ,6.4 elb

evah stneduts evitisop noitpecrep stneduts ehT .esruoC tropeR kooB no emoceb

.slevon hsilgnE gnidaer ni detseretni ylno ton era stneduts eht ,revoeroM

ehT .stxet hsilgnE rehto osla tub slevon hsilgnE gnidaer ni detseretni era stxet

non dna cimedaca ot detaler - ton era stneduts eht fo emoS .gnidaer cimedaca

non gnidaer ni detseretni - eht fo ytirojam eht ,revewoH .stxet hsilgnE cimedaca


17

.esruoC tropeR kooB gnikat retfa stxet hsilgnE gnidaer emit rieht dneps stneduts

t snaem tI hsilgnE eht rof noitamrof tibah gnidaer sdliub esruoC tropeR kooB tah

.stneduts margorP ydutS noitacudE egaugnaL


72

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter, the writer draws conclusions and proposes some

suggestions. There are two important points presented in conclusions. The

suggestions are intended for the lecturers, students, and future researchers.

A. Conclusions

There are two conclusions based on the research findings and discussion

in the previous chapter. First, based on the discussion of reading problems faced

by the students in Book Report Course, the problems arise because reading

English novels is a new experience for the majority of Book Report Course

students. There are four reading problems faced by Book Report Course students.

Those reading problems are lack of prior knowledge of English vocabulary, low

reading interest, lack of understanding of English grammar, and personal

problems. The personal problems consist of the difficulty in managing time to

read and low motivation in consulting the meaning of vocabulary to the

dictionary.

Second, based on the discussion of the perception on Book Report

Course, the researcher makes some conclusions. The students have experience in

reading English texts before taking Book Report Course. However, the majority of

the students prefer reading English texts for their academic purposes. The students

also have good experiences in completing the assignments in Book Report Course.


73

The assignments are reading the novels, making the written reports, and doing the

oral examinations. In reading English simplified/abridged and original/unabridged

novels in Book Report Course, the students preview the novels before they begin

to read. If they find unknown English words, they tend to skip the words and

guess the meanings. They prefer to have a silent reading to an oral reading. The

students also finish reading the whole story of the novels. It means that they

students do not read others’ summary of the stories. The students make the written

reports completely based on the form of the written reports given by the lecturer.

They also can write summary of the story with their own words. Besides, the

students can also retell the story in the oral examinations.

The researcher finds out that the students have a positive perception on

reading activity in Book Report Course. The students enjoy reading both

simplified/abridged and original/unabridged novels. Reading the novels is not

wasting time but it is useful for them. Reading four novels in one semester is not

too many for the students. Besides, they get benefits through Book Report Course.

The students get many new English vocabularies in reading the novels. Some of

the students become interested in reading English novels. The students can also

speak English more fluent because they practice speaking through oral

examinations in Book Report Course. In conclusion, reading English novels in

Book Report Course builds the students’ reading habit formation.


74

B. Suggestions

Based on the findings, there are some suggestions intended for the

lecturers, the students, and future researchers.

1. For Lecturers of Book Report Course in the English Language Education

Study Program

The researcher has some suggestions for the lecturers to improve Book

Report Course. Since the students face some reading problems, the lecturers can

give feedback to the students. The feedback can be both general and personal. It

can be given in the meetings in the classroom of Book Report Course. In the

meetings, the lecturers can give motivation and suggestions for the students. By

giving the feedback in the classrooms, the students also can learn from their

friends’ mistakes. It also can help the students who have difficulties in reading or

understanding the novels, making the written reports, or doing oral examinations.

Besides, the lecturers can add the recommended novels so that the students can

read many varieties of novels.

2. For Students of Book Report Course

It is suggested for the students to be more active in Book Report Course.

It means that the students should do some efforts to solve the problems in reading,

to make the written reports, or do oral examinations. To solve the reading

problems especially related to vocabulary and grammar, the students should read a

lot of English books because the more they read, the more the students can expand


75

the vocabulary and understand grammar. For the students who are not interested

in reading, they can choose the novels or books which are simple and appropriate

to the ability or the topic that they are interested in. The personal problem which

is related to managing reading time, the students should make priority of the

important assignments so that they can finish each assignment on time. The

suggestion also gives for the students to consult the meaning of vocabulary in the

dictionary. In making the written reports, the students should avoid plagiarism

because the important thing is not the result but the process of learning in Book

Report Course. It is the same as the oral examinations. The oral examinations are

the chance for the first semester students to practice speaking in English. It is

therefore needed for the students to practice and discuss with their friends so that

in oral examinations they can speak fluently.

3. For Future Researchers

The researcher realizes that this study has a lot of limitation so that the

study also welcomes future researchers who are interested to conduct further

studies related to this matter. The previous study has discussed the teaching

learning activities in Book Report Course. This present study discusses reading

habit formation. The future studies can conduct the research related to reading,

speaking, and writing skills. The other factors that are not included in the study

can also be examined in further studies.


67

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.)0002( .C .J ,nosredlA .gnidaer gnissessA ytisrevinU egdirbmaC :egdirbmaC.sserP

.)5891( .R .M ,sttegdoH & ,.E ,izneaV ,.S ,namtlA roivaheb lanoitazinagrO : T .ecitcarp dna yroeh .cnI ,sserP cimedacA :nodnoL

suomynonA .)42 lirpA ,2102( . imoK takaraysam acab tanim naknitahirp X isy hadner aygo 11 yluJ deveirteR . ht ,3102 , morf

//:ptth di.og.rpd.www /atireb/di/ lmth.isimok

.)2002( .A ,heivazaR & ,.C .L ,bocaJ ,.D ,yrA ni hcraeser ot noitcudortnInoitacude 6( ht tnomleB .).de AC , .gninraeL nospmohT htrowsdaW :

.)6002( .K .C ,nesneroS & ,.C .L ,sbocaJ ,.D ,yrA ni hcraeser ot noitcudortnI.noitacude tnomleB AC , leN : .dtL ,noitacudE nos

.)0002( .K ,nosirroM & ,.L ,noinaM ,.L ,nehoC .noitacude ni sdohtem hcraeseR egdeltuoR :nodnoL .remlaF

.sllikS gnidaeR .)3102( .M ,trofrE skoobtxet gnidaer lairetaM . hcraM deveirteR62 ht morf ,3102 , lmth.ruO/cew/cs/az.ca.evitca.www//:ptth

.)3991( .W .E ,namroN & ,.R .J ,leknearF gniganam dna gnidnatsrednU.ruoivaheb lanoitazinagro .lliH warG .cM :eropagniS

.)7002( .R .W ,groB & ,.P .J ,llaG ,.D .M ,llaG hcraeser lanoitacudE A : ntni noitcudor 8( ht .cnI ,noitacudE nosraeP :notsoB .).de

.)1102( .V .R .E ,zelaznoG & .G .C .J ,anoaG gnidaer neewteb pihsnoitaleR fo elpmas a ni ecnamrofrep cimedaca dna yrarbil ytisrevinu ,stibah

stneduts ygolohcysp udE aL eD atsiveR :ogladiH ed salociN naS . noitac.roirepuS

.)2002( .F ,rellotS & ,.W ,ebarG .gnidaer gnihcraeser dna gnihcaeT :nodnoL .noitacudE nosraeP

.)4591( .A .J ,sirraH .ytiliba gnidaer esaercni ot woH .namgnoL :kroY weN


77

.)0002( .T ,egdeH .moorssalc egaugnal eht ni gninrael dna gnihcaeT ofxO :dr.sserP ytisrevinU drofxO

.)5002( .M .J ,egroeG & ,.R .G ,senoJ gniganam dna gnidnatsrednUroivaheb lanoitazinagro 4( ht .).de iR elddaS reppU rev JN , .noitacudE nosraeP :

.)8891( .S .D ,oyratsuK .stneduts egelloc rof seuqinhcet gnidaeR ,atrakaJ:aisenodnI .naayadubeK nad nakididneP nemetrapeD

.)4691( .R ,odaL egaugnaL t gnihcae A : .hcaorppa cifitneics warGcM :kroY weN -.cnI ,lliH

3102( .S ,ualaM .) moc.sweN nubirT deveirteR . yaM 7 ht nubirT morf ,3102 , :moc.sweN tanim/71/50/3102/lanoisan/moc.swennubirt.www//:ptth - acab -

gnaro - aisenodni - amuc - 100 - nesrep lmth.

.)0991( .S .B ,ykcelukiM .slliks gnidaer gnihcaet ni esruoc trohs A :JN ,eladslliHnosiddA - P yelseW .ynapmoC gnihsilbu

.)2891( .C .D ,lehctiM gnidaer fo ssecorp ehT : tneulf fo sisylana evitingoc A.daer ot gninrael dna gnidaer .dtL snoS & yeliW nhoJ :kroY weN

.)8991( .A .M ,norraM & ,.A .C ,ittefreP ycaretil noitisiuqcA :daer ot gninraeLdna nerdlihc yb stluda .sserP notpmaH :grubsttiP .

.)5991( .P ,hcabrelffA & ,.M ,yelsserP fo erutan ehT :gnidaer fo slocotorp labreV.gnidaer evisnopser ylevitcurtsnoc muablrE ecnerwaL :JN ,eladslliH

.cnI setaicossA

.)5891( .D .R ,rogyaR & ,.L .A ,rogyaR gnidaer evitceffE gnidaer gnivorpmI :.noisneherpmoc dna setar worGcM :kroY weN - .cnI lliH

.)9002( .L ,nomiS srenrael tluda rof ediug ecnerefer A :sgninnigeB weN ..llaH ecitnerP :notgnihsaW

.)5891( .H .G ,wohcsaT .gnidaer fo noitavitluc ehT aibmuloC :kroY weN.ytisrevinU

ieT .)5991( .H ,muablet .stroper koob etirw ot woH ,retsuhcS & nomiS :kroY weN.cnI

.)8991( .J .C ,rieW & ,.H .A ,trahuqrU ,ssecorP :egaugnal dnoces a ni gnidaeR.ecitcarp dna tcudorp .namgnoL :kroY weN


87

.)2102( .B ,neknalpreV oh ,stibah dnatsrednu t’nod uoy fI ot epoh uoy nac wgnivil elbaniatsus egaruoc ot seitinutroppo dna segnellahC ?meht egnahc .

deveirteR 01 yraunaJ ht ,4102 , morfytilibaniatsus/hcraeser/ude.hsanom.www//:ptth -

21/sranimes/stnemucod/stsessa/etutitsni - 70 -lmth.fdp.noitatneserp_neknalprev_awb_42


SECIDNEPPA


79

APPENDIX A

Questionnaire


80

Questionnaire

The study is conducted by Yasinta Retnaningrum, student from semester

seven of the English Language Education Study Program (ELESP) Sanata

Dharma University with student number 091214093. The researcher is conducting

a study about students’ perception on Book Report Course in ELESP Sanata

Dharma University. Your voluntary participation in this questionnaire is required

in order to obtain more data which are important for the finding of the study. Your

responses will be kept confidentially. Therefore, your name and your cell phone

number will not be recorded and your response will remain anonymous. Thanks

for your voluntary participation.

Yogyakarta, 3rd

December 2012

Personal Identity

1. Name :

2. Sex : Male Female

3. Class :

4. Phone number :

A. Answer these statements below by giving a tick (v) in each statement.

Degree of agreement:

SA : strongly agree

A : agree

SD : strongly disagree

D : disagree


81

No. Statement SA A D SD

I. Reading Before Taking Book Report Course

1. I like to read in my spare time.

2. I read English texts for entertainment.

3. I read English texts for academic purposes.

4. Before I take Book Report Course, I read something

that is related to my study.

5.

Before I take Book Report Course, I read something

that is not related to my study.

II. Reading in Book Report Course

1. I read title, table of content, theme, etc. of the novels

before read.

2. I skip the unknown words and guess the meaning.

3. I prefer silent reading to oral reading.

4. I read all of the content of the novels not the summary.

III. Writing Report and Oral Examination in Book Report Course

1. I always fill the written report completely.

2. The written report helps me to understand the story of

the novel.

3. I can write the summary with my own words of each

novel chronologically.

4. I enjoy doing the oral examination.

5. I can retell the story of each novel in oral examination

chronologically.

6. I can retell the story of each novel in oral examination

fluently.

IV. Perception on Book Report Course

1. It is necessary to read simplified novels.

2. It is necessary to read original novels.

3. I enjoy reading the novels.


82

No. Statement SA A D SD

4. Reading the novels is not wasting my time.

5. Reading four novels in one semester is not too many.

6. Having taken Book Report, I understand the story of

each novel well.

7. Having taken Book Report Course, I understand

English text easily.

8. Having taken Book Report Course, I get new English

vocabulary.

9. By reading the novels, I can find moral values and

connect it with my personal life.

10. Having taken Book Report Course, I can speak English

fluently.

11. After having taken Book Report Course, I am

interested in reading English novels.

12. After having taken Book Report Course, I read

something that is related to my study.

13. After having taken Book Report Course, I read

something that is not related to my study.

14. After having taken Book Report Course, I spend more

time to read.


83

B. Answer the question below based on your experiences in Book Report

Course.

1. What is (are) your difficulty (ies) in Book Report Course?

___________________________________________________________

2. In your opinion, why do you have that difficulty (ies)?

___________________________________________________________

3. How do you solve your problem/difficulty in Book Report Course?

___________________________________________________________

4. What is your suggestion to improve Book Report Course?

___________________________________________________________

THANK YOU


84

APPENDIX B

Students’ Interview Questions


85

STUDENTS’ INTERVIEW QUESTIONS

1. Apa pendapat Anda tentang aktivitas belajar mengajar di kelas Book Report?

2. Apa pendapat Anda tentang written report dan oral examination di kelas Book

Report?

3. Apakah Anda tahu tujuan kelas Book Report?

4. Kalau tahu, apa tujuan dari kelas Book Report?

5. Menurut pendapat Anda, apakah aktivitas belajar mengajar di kelas Book

Report sudah mencapai tujuan dari kelas Book Report?

6. Kalau iya/tidak, mengapa?

7. Sebelum mengikuti kelas Book Report, apakah Anda suka membaca novel

atau buku ber-Bahasa Inggris? Mengapa?

8. Setelah mengikuti kelas Book Report, apakah Anda suka membaca novel atau

buku ber-Bahasa Inggris? Mengapa?

9. Menurut pendapat Anda, apakah kelas Book Report memengaruhi kebiasaan

membaca Anda? Mengapa?

10. Apakah Anda mendapatkan manfaat dari kelas Book Report? Jelaskan!

11. Apakah Anda mengalami kesulitan saat mengikuti kelas Book Report?

Jelaskan!

12. Apa saran Anda untuk kelas Book Report agar menjadi lebih baik?


86

APPENDIX C

Lecturer’s Interview Questions


87

LECTURER’S INTERVIEW QUESTIONS

1. How many classes of Book Report Course were opened in 2012?

2. Why is Book Report Course taken in the 1st semester?

3. How does teaching-learning activities in Book Report Course?

4. Do you find any problems from the students when they are doing

assessments?

5. What are their problems?


88

APPENDIX D

Lesson Unit Plan of Book Report

Course


89


90


91

APPENDIX E

Results of Closed-Questions in

Questionnaire


92

RESULTS OF CLOSED QUESTIONS OF QUESTIONNAIRE

SA : strongly agree

A : agree

SD : strongly disagree

D : disagree

Part 1. The following statements are about reading before taking Book

Report Course

Part II. The following statements are about reading in Book Report Course

No. Statements Degree of Agreement

SA (%) A (%) D (%) SD (%)

1. I read title, table of content, theme,

etc. of the novels before read. 47.4 43.8 5.3 1.8

2. I skip the unknown words and guess

the meaning. 35 33.3 24.6 7

3. I prefer silent reading to oral reading. 28 57.9 10.5 1.8

4. I read all of the content of the novels

not the summary. 45.6 43.8 7 -

No. Statement Degree of Agreement

SA (%) A (%) D (%) SD (%)

1. I like to read in my spare time. 24.6 59.6 15.8 -

2. Before I take Book Report Course, I

read English texts for entertainment. 14 57.9 24.6 3.5

3.

Before I take Book Report Course, I

read English texts for academic

purposes. 31.6 57.9 10.5 -


93

Part III. The following statements are about writing reports and oral

examination in Book Report Course


SA (%) A (%) D (%) SD (%)

1. I always fill the written report

completely. 36.8 52.6 10.5 -

2. The written report helps me to

understand the story of the novel. 38.6 52.6 8.8 -

3. I can write the summary with my own

words of each novel chronologically. 38.6 54.4 7 -

4. I enjoy doing the oral examination. 29.8 57.9 10.5 1.8

5. I can retell the story of each novel in

oral examination chronologically. 19.3 70.2 10.5 -

Part IV. The following statements are about students’ perception on Book

Report Course


SA (%) A (%) D (%) SD (%)

1. It is necessary to read simplified

novels. 35 59.6 5.3 -

2. It is necessary to read original novels.

17.5 64.9 17.5 -

3. I enjoy reading the novels.

22.8 66.7 8.8 1.8

4. Reading the novels is not wasting my

time. 22.8 57.9 17.5 1.8

5. Reading four novels in one semester is

not too many. 21 43.9 26.3 7

6.

Having taken Book Report, I

understand the story of each novel

well.

24.6 63.2 8.8 1.8

7. Having taken Book Report Course, I

understand English text easily. 22.8 33.3 42.1 -


get new English vocabulary. 56.1 38.6 3.5 1.8

9.

By reading the novels, I can find

moral values and connect it with my

personal life.

45.6 54.4 - -


94


SA (%) A (%) D (%) SD (%)


can speak English fluently. 12.3 71.9 14 -

11.

After having taken Book Report

Course, I am interested in reading

English novels.

15.8 61.4 21 -

12.


Course, I read something that is

related to my study.

17.5 70.2 10.5 -

13.


Course, I read something that is not

related to my study.

7 52.6 33.3 5.3

14. After having taken Book Report

Course, I spend more time to read. 17.5 49.1 29.8 1.8


95

APPENDIX F

Results of Open-Questions in

Questionnaire


96

RESULTS OF OPEN-QUESTIONS OF QUESTIONNAIRE

RESPONDEN

T

ANSWERS

1 2 3 4

1

The difficulty in

reading novels in

BRC is some new

vocabularies to

understand the story.

Because my

grammar is

rather bad and

I don’t like

read.

Study hard

for grammar.

-

2

The difficulties are

finding the meaning

of each word and

finding the time to

read the novels.

I never read

the English

novel before.

I try to find

the difficult

words and

then continue

read it.

-

3

There are a lot of

new words or

vocabularies. It

makes us difficult to

understand the story

in the novels.

Sometimes I

feel bored

when reading

the novels

because it’s

hard to me

know the

word mean.

Keep

practicing

and reading.

Keep

practicing.

4

The used language

especially for

original novels. The

language was very

classic and old and

sometimes it was

difficult to

understand.

Because at

first I didn’t

read text,

especially

novels in

English. But

now it’s quite

interesting for

me.

Sharing with

others,

search for

more

information

on the

internet, but

not

completely

copying it.

-

5

Actually, there aren’t

difficulties/problems

in reading novels

because my hobby is

reading novels. But

when I read the

novels, I always

bring my dictionary

because sometimes I

didn’t know the

meaning of a few

words in the novel’s

word. Then, after I

finished to read

- - Write the

vocabulary

that we

don’t

understand.

So, if we

know the

vocabulary

, we can

read the

novels as

well.


97

novel, I always

checked and

compared the

summary with my

friends. That’s why I

need to re-read again

the novels before I

did oral test.

6

Of course I have

some problems. The

1st problem is when

I found some

difficult words and I

didn’t know what’s

the meaning. I had to

search the meaning

in dictionary.

2nd problem is if the

novel has

complicated story. I

had to remember and

sometimes read

again again and

again what the last

past that I’ve done

before I continue to

read the next part of

the novel, because I

can’t read it in one

time.

Because I

never like do

like this

before.

Try again

and practice.

-

7

The problem is when

there are words that I

didn’t know before.

- - -

8

New words, so

sometimes I don’t

know the meaning.

Because

sometimes I

feel bored to

read English

novel.

More spend

times to read

English

novels,

magazine,

etc.

-

9

Actually reading

novel is a fun

activity and I like to

do it. But sometimes

I many many

difficult words. At

the first, I try to find

Because my

English is not

fluently to

speak. But

actually I

know the

story of the

Practice

speaking

English and

improve my

vocabulary.

-


98

the meaning of the

word, and in the end

I realize that there

are many words I

can’t understand. So

I choose to postpone

reading.

novel.

10

My problem is that

there are some

vocabularies I don’t

understand the

meaning, so I have to

look up the

dictionary and

continue reading.

Because

sometimes the

word in the

novel so

difficult.

I have to read

a lot.

-

11

First, that was the

first time for me so I

had to read well and

know about the

novel. Second, I

have to look for

some strange idioms

to really know about

that. Third, I think

the time is too short

but then I fortunately

can do it on time. So

far, I think it’s

possible to do if I

really take care of it.

The first

readon is I’m

not interested

in reading.

Some words

are new so I

have to search

it although

this condition

really help me

more good in

English but it

makes me

bored

sometimes.

I discuss my

difficulties

with my

friends.

Retell it to

them and

really try to

know what

the novel tell

us actually.

I think all

is good.

12

My difficulties are

the time when I find

new vocabularies

thus I need to open

my holy bible. The

time when I find

some idioms.

- Read more

novels.

-

13

Sometimess it’s hard

to figure out the

meaning of some

new words and


especially the book

that I haven’t known.

Because

reading novel

is my new

experience

especially I

have to read

classic story.

I ask some

friends to

help me.

Just try to

enjoy Book

Report

Course and

I think if

we enjoy it

every

single

thing, it


99

will be

easier.

14

I think the problems

when I read the

novels is that I can’t

understand the

meaning of some

difficult words in the

novels.

Finding the

meaning.

Open the

dictionary.

Usually

read

English

texts and

share with

senior.

15

Maybe, finding

difficult words. I

need to spend my

time to read novels.

I don’t have

enough

vocabulary to

understand

ever word in

the novel.

Check the

word in the

dictionary or

Google

Translate.

-

16

Sometimes when I

read the book I have

some difficult words

to understand about

the meaning of a

sentence.

Vocabulary and

deciding the main

characters and they

have the main parts

of the story. I am

confused to choose

three of them.

I think that

I’m not really

good at

English.

By forcing

myself as

hard as I can.

-

17

My diffuculties are

understanding the

new words or

sentences in the

novels and time

management for

reading novels.

Because I

don’t read

hard yet.

I will read it

carefully.

If you

don’t know

the

meaning of

some

words, you

can guess

by read it.

18

I think the problems

are vocabulary that

we don’t really know

and the main idea of

the novels.

Sometimes we have

our own idea about

the novels.

- - I think

Book

Report is

good. And

it makes

students

get a lot of

progress in

study.

19 My problem is that Because I Read the -


100

sometimes I can’t

imagine the story

and I can’t

understand what the

author means and

may be I can’t

understand the

meaning of some

difficult words when

reading novels.

don’t

understand

the novel.

novel again

before the

oral test.

20

There are some

vocabularies that I

don’t know so I can’t

understand easily

without dictionary.

- Ask my

friends.

Enjoy your

reading.

21

About new

vocabularies. It

makes me confused

if I can’t find the

meaning in

dictionary.

Because I

can’t read the

novels

clearly.

Keep read

the English

novels more

and more.

-

22

Maybe my problem

because I don’t like

to read stories.

Because I

can’t

understand

the

word/story.

Read more. -

23

A lot of new words

and old-fashioned

words. Those words

make me think

harder especially to

find the suitable

meaning.

- By reading

the more

than one

time.

If you

don’t know

the

meaning of

new words,

you can

guess by

reading it.

24

My problem is the

meaning of

vocabularies.

Because I

have find

much new

words.

I read twice. -

25

Reading novels is

boring activity for

me.

Because I still

start my

process to

learn English.

I will study

English more

especially to

learn

vocabulary.

-

26

Many new words

that I don’t

understand from the

Because my

vocab is still a

little/ I just

Just read it

and try to get

the meaning.

-


101

novel. Some novels

make me difficult to

understand the

character of the

novels because some

of them don’t

explain clearly.

have a little

vocab.

27

There are so many

new words,

sometimes I can’t

understand some

parts of the novel

because literature

language is very

different with

English daily

language.

Because I

need to

understand

the novel.

Learn more

about

grammar,

vocab.

Be better.

28

No reading

problems.

I don’t wanna

looking for

the meaning

of each

hard/unknown

words.

- Option of

the books.

The

interesting

old story.

29

The problems are

vocabulary and I

don’t like to read.

Because I

can’t

understanding

the story in

well.

More know

about a lot of

words to

finding the

meaning.

-

30

I’m not interested in

reading.

Some words

are difficult to

understand.

Open

dictionary

while reading

the novels.

May be we

can add

more times

for class

and to tell

about our

difficulty

and get

feedback

from the

lecturer.

31

Finding the meaning

of words.

I’m not really

like reading a

lot of texts.

Read

carefully,

slowly, step

by step.

More

choices of

novels.

32

Vocabulary and

understanding of the

story.

Because it is

my first time

to really read

I open the

dictionary

and guess the

I think it’s

enough.


102

English

novels.

meaning.

33

I don’t really


and some

vocabulary.

Because I

have not a lot

of

vocabularies

so I have

difficulty in

finding the

meaning.

I try to add

my

vocabularies

by reading

some good

books.

-

34

My difficulty is

vocabulary.

Because i

have not a lot

of

vocabularies.

I have to

more study

and more

practice

English than

now.

-

35

Understanding the

story, finding the

meaning.

Because my

vocabulary is

poor.

I search the

new words in

the

dictionary.

Give us

more

novels.

36

My difficulties are

vocabulary and

understanding the

story.

Because

sometime, I

didn’t know

the meaning

of some

words.

Open

dictionary,

ask some

friends or

read again

and guess the

meaning.

-

37

Answering the

question in oral test.

Because I’m

not really

understand to

speak in

English.

I always

learn to

improve my

English.

-

38

Reading the story,

understand the story,

and vocabulary.

My grammar

is so poor.

Open

dictionary.

-

39

My difficulty is

vocabulary.

Because I’m

not interested

in reading. I

need more

practice in

reading novel.

I read

something

that I like. I

choose novel

that interest

for me.

Make us

interesting

in reading

books.

May be

give us

some tips.

40 I’m not interested in

reading novel.

Confused Read, read,

read!!

Go ahead.

41 Sometimes I didn’t

understand the story.

Because Book

Report is a

I try to read

the novel

Give more

choice for


103

new thing for

me, so I find

many

difficulties to

understand

and do it.

carefully. I

share the

story with

my friends.

the novels

so the

students

can have

many

choices.

42 - - - -

43

I didn’t understand

the story because

some words are

difficult.

Because I

never read

English novel

before, and I

have limited

vocabulary.

I try to read

again and

looking for

new words.

-

44

- I can’t speak

better because

my

vocabulary is

poor.

I learn

speaking and

training with

dialog.

I must be

better and

understand

what I

read.

45

Vocabulary Because

sometimes I

don’t know

the purpose

from an

English

sentence and

the meaning.

Sometimes I

open

dictionary or

read the

novel again.

-

46

I find difficulty in

English vocabulary.

Because I

have very few

English

words.

I keep on

reading.

-

47

Finding the meaning. Because there

is so much

new

vocabulary

and difficult

words.

By asking to

my friend

and open

dictionary.

Watching

the movie

together.

48

Vocabularies. I feel hard to

know what

the meaning

the word from

the novel.

I always

open

dictionary to

help me to

understand

the novel.

-

49

Reading the story is

difficult because

there are new words.

Because

before I take

Book Report

Course I

Keep reading

and doing the

report,

struggle with

No,

because

it’s good

course.


104

never read an

English novel

and I never

identify the

novel.

the difficulty.

50

- I never had

the difficulty

because I

open

dictionary.

I try to study

hard.

Improve

my skill!!

51

I’m not interested in

reading.

Because I

don’t

understand

about the

novel

completely

I try to find

the meaning

in the

dictionary

and try to get

the movie.

If you feel

very

difficult,

try to get

the

movie/the

film,

please.

52

Finding the meaning

of new English

words.

Because I

have to

understand

the novel

well.

By re-read

the novel.

Understand

the novel

from the

very

beginning

part.

53

Vocabulary is my

difficulty.

Because I

have done my

novel with my

own but I

usually get

bad score.

I correctly

my mistake

in my oral

test.

-

54

Finding the meaning

of words.

Because

sometimes I

don’t

understand

the words..

I tried to find

the words in

the

dictionary

and asked

my friends.

Reading

many

books.

55

Understand the story. Because I

didn’t read

the novel yet.

Read the

novel until

the end.

-

56

- - - By giving

the

students

more

motivation

in reading

novel and


105

ask them to

choose the

original

book

report.

57 - - - -


106

APPENDIX G

The Calculation Results of Reading

Problems


107

THE CALCULATION RESULTS OF READING PROBEMS

FACED BY BOOK REPORT COURSE STUDENTS

NO. READING PROBLEMS RESULTS

1. Lack of prior knowledge of vocabulary 73.7%

2. Low reading interest 14%

3. Lack of understanding of English grammar 3.5%

4. Personal problems: time management and

low motivation to open the dictionary 3.5%

5. No problems 5.3%

TOTAL 100%


108

APPENDIX H

Interview Transcripts of the

Students


109

INTERVIEW TRANSCRIPTS OF THE STUDENTS

R : Researcher

I1 : Interviewee 1

R : Apa pendapat Anda tentang aktivitas belajar mengajar di kelas Book

Report?

I1 : Kalo menurutku sih kurang efektif, soalnya kan waktu membaca kita

gak masuk kelas, jadi kita ga ngerti penjelasan tentang setiap

pertanyaan yang dikasih di written report, itu lho mbak... Jadi kayak

theme, waktu pertama kita salah, terus baru dijelasin setelah

pengumpulan report yang pertama.

R : Apa pendapat Anda tentang written report dan oral examination di

kelas Book Report?

I1 : Bagus sih, jadi kalo waktu oral kita kita gak ngerti nanti dibenerin

sama dosennya. Kalo yang written report bagus juga tapi gak dibagiin

lagi jadi gak tau yang salah yang mana.

R : Apakah Anda tahu tujuan kelas Book Report?

I1 : Biar mahasiswa membaca novel, biar ngerti tentang karya-karya

literature.

R : Menurut pendapat Anda, apakah aktivitas belajar mengajar di kelas

Book Report sudah mencapai tujuan dari kelas Book Report?

I1 : Udah. Soalnya mau gak mau kita kan ngerjain, jadi terpaksa juga tahu.

Mau gak mau ngikutin. Selain itu tujuannya buat improve grammar.

R : Sebelum mengikuti kelas Book Report, apakah Anda suka membaca

novel atau buku ber-Bahasa Inggris? Mengapa?

I1 : Eheem..

R : Suka?

I1 : Eheem..

R : Memang dari dulu suka? Dari kapan?

I1 : Dari SMA awal.

R : Kamu disuruh atau kamu sendiri yang mau baca?


110

I1 : Kan mbakku dulu PBI juga jadi punya bacaan kayak gitu banyak

banget. Terus kan iseng pertamanya, baca-baca aja. Terus ternyata

suka.

R : Terus jadi hobi ya?

I1 : Heehmmm..

R : Berapa lama waktunya untuk membaca satu buku?

I1 : Nggak tentu sih, kadang kalo males seminggu baru selesai, kadang

juga gak selesai kalau lagi sibuk.

R : Buku bacaan apa yang kamu baca apa?

I1 : Novel, ada puisi juga, cerpen-cerpen banyak. Kalo buku pelajaran

paling cuma dilihat table of content-nya aja. Kalo ga tertarik ga

dibaca.

R : Setelah mengikuti kelas Book Report, apakah Anda suka membaca


I1 : Biasa aja sih. Kalo abis Book Report jadi suka baca buku pelajaran

tapi setelah Introduction to Literature jadi gak. Susah..

Kadang-kadang seminggu sekali aku beli novel eh..majalah..apa sih itu

mbak yang Bahasa Inggris itu. Yang tebel itu.

R : Menurut pendapat Anda, apakah kelas Book Report mempengaruhi

kebiasaan membaca Anda? Mengapa?

I1 : Hmmm.. iya. karena uda ngerti cara-caranya menetukan theme. Kayak

ada pedomannya gitu lho mbak, jadi bisa lebih mendalami cerita.

R : Apakah Anda mendapatkan manfaat dari kelas Book Report? Jelaskan!

I1 : Eheem.. Jadi seneng baca, grammar-nya lebih bagus, speaking-nya juga

bagus.

R : Apakah Anda mengalami kesulitan saat mengikuti kelas Book Report?

Jelaskan!

I1 : Waktu nentuin theme-nya dari setiap novelnya. Soalnya kadang-kadang

yang aku jawab sama punya dosen itu beda. Soalnya waktu maju itu

pasti dibenerin.

R : Apa saran Anda untuk kelas Book Report agar menjadi lebih baik?

I1 : Itu waktu sesi baca novel itu mending daripada kosong mending

diadain kelas aja biar nambah pengetahuan juga kan mbak.

Setiap..apa.. pedoman buat writing-nya itu lho, tu kan kalau semester 1


111

kan belum terlalu ngerti. Jadi mending dijelasin aja dulu gitu. Jadi

sebelum kelas dijelasin tapi cuma point-point aja jadi ga detail. Jadi

mending kalo waktu sesi baca novelnya itu diadain kelas, dibahas

detail gitu mbak daripada kosong.

R : Oke..makasih..

I1 : Heeehmmm..


112

R : Researcher

I2 : Interviewee 2


Report?

I2 : Kalau menurutku sih biasa aja mbak soalnya kan..eee..ketemu sama

dosennya pun cuma pas waktu mau oral test. Oral test pun cuma

beberapa minggu sekali dalam 4 bulan kita oral test-nya Cuma sekali.

Jadi frekuensi buat ketemu sama dosennya cuma sedikit. Tapi dosennya

sendiri enak sih.


kelas Book Report?

I2 : Kalau menurutku sih lebih gampang written-nya daripada oral-nya.

Soalnya kalau oral-nya kita kan gak tau soal apa yang akan ditanyakan

sama dosennya. Tapi kalau di written-nya pun aku kesulitan sama

itu..grammar-nya. Dulu waktu pertama aku ngerjain itu bener-bener

ngerjain sendiri, jadi gak tanya sama kakak tingkat atau gimana untuk

nyocokin dan ternyata nilainya itu jelek. Dan hmm..setelah itu kalau

mau ngumpulin itu aku tanya dulu sama kakak tingkat atau sama

temen. Dan ngerjainnya nggak mepet. Jadinya mbaca buku itu..hmm

biasanya kalau yang pertama itu aku mbacanya seminggu sebelum oral

test, aku baru baca. Lha.. kalau yang kedua dan yang seterusnya itu

aku baca dulu baru buat. Jadi bacanya itu jauh-jauh hari.

R : Baca berapa kali?

I2 : 1 kali. Kalo sebelum oral test gitu. Nah biasanya kan kita ada yang

sama bukunya, nah itu didiskusikan sama teman-teman. Jadi lebih jelas

kalau didiskusikan. Jadi kita ga ada salah pemahaman. Jadi yang

pertama itu jelek mungkin karna pemahamanku itu beda sama yang

bukunya itu. Kalo yang berikutnya, aku tanya sama temen-temenku

“emang ini ni gini ya?” trus ada kesalahan kan kita bisa mbenerin.

Kalo misalnya..hmmm..dan mereka juga tanya “emang gitu po? Emang

gitu po?” Trus kan kita buka buku nya lagi. Kita review.

R : Brarti kamu buat baca buku itu cuma sekali terus tanya teman-teman

ya?

I2 : Ehemm..

R : Pernah baca dari internet gak?


113

I2 : Yang pertama iya trus yang berikutnya nggak lagi. Sama sekali. Kalau

misalnya aku buka dari Internet dan aku baca summary-nya, aku nanti

malah terpaku sama kata-kata yang disitu. Nanti dikira plagiat atau

gimana, mendingan aku buat sendiri. Cuma yang pertama itu yang

Christmas Carol. Cuma itu tok, yang berikutnya nggak.


I2 : Hmm… mungkin untuk biar di matakuliah berikutnya seperti

Introduction to Literature lebih terbiasa untuk membaca dan

hmm...kalau misalnya kayak drama, itu yang bab pertama kan juga

baca..apa..cerita pendek gitu biar kita bisa memahami. Kan itu disitu

kan juga dipelajari tentang bagaimana memahami karakter,

bagaimana hmm..mendeskripsikan setting dan sebagainya kayak gitu.



I2 : Hmm..sudah sih..sudah. Karena bisa diterapkan di Introduction to

Literature. Jadi aku suka membaca walaupun aku gak suka membaca

tapi bisa membaca hmm… apa ya...scanning, gak baca seluruh teks.



I2 : Nggak. Bahasa Indonesia pun ngaak. Karena nggak suka baca.


novel atau buku ber-Bahasa Inggris?

I2 : Nggak..nggak.. kalau misalnya membaca itu karna kebutuhan sih.

Kayak nanti Introduction to Literature itu nanti aku ujiannya kan

drama. Nah dramanya diambil dari buku, dan itu ada di Book Report

yang kemaren, nah dari kesempatan itu aku baru baca. Karena

kebutuhan. Kalo gak ya nggak.

R : Menurut pendapat Anda, apakah kelas Book Report mempengaruhi

kebiasaan membaca Anda?

I2 : Nggak.

R : Apakah Anda mendapatkan manfaat dari kelas Book Report?

I2 : Iya manfaatnya cuma itu mbak.. hmm kalau ya di Introduction to

Literature sama di Reading. Kalo mbaca bisa cepet dan juga dapet

vocab-vocab baru yang biasa keluar di buku-buku kayak gitu.

R : Kalau kamu dapat vocab yang tidak kamu mengerti, kamu buka kamus

atau tidak?


114

I2 : Nggak, cuma langsung dilewati aja. Kalo misalnya liat kamus satu-

satu, selesainya lama. Yang penting kita tahu intinya aja.


I2 : Kesulitannya ya di grammar itu sama di speaking. Aku tuh

cenderung,,hmm kalau misalnya tertulis kita kan bisa mikir kan ya

mbak, dan itu gak tertekan. Nah kalau misalnya speaking, walaupun itu

pekerjaanku sendiri dan aku ditanya sama miss-nya, pasti aku

bakalan..apa ya..hmm.. gak apa ya.. grammar-nya itu gak bener tuh lho

mbak. Kan karna aku tuh kalo misalnya nervous itu aku tuh wes gak

taulah apa yang tak omongin, kayak gitu. Dan disisi lain

juga..hmm..apa ya.. hmm.. kalau ga tau juga kan nervous ga bisa

njawab. Yang pertama itu aku malah tanya “hmm..bahasa Inggris nya

menyapa apa, miss?” malah kayak gitu, jadi ya nilaiku juga.. nah

berikutnya, walaupun aku ngomongnya gak pake bahasa Indonesia,

tapi nganu, tetap mencoba sendiri dan nilainya tetap 6. Dan berikutnya

itu 7, trus yang berikutnya 7 berapa gitu. Kalo yang terakhit gitu aku

cuma ngumpuli report sama test-nya gak oral tuh lho mbak, jadi aku

yakin pasti nilaiku disitu bagus, jadi bisa nutupi. Walaupun nilai

akhirnya dapet B. Tapi gak papa.


I2 : Apa ya? Hmm... srannya sih ke mahasiswanya sendiri sih mbak. Kalau

misalnya kita ga mau dibebani sama tugas itu, ya kita harus rajin

membaca trus karna itu tugas ya udah baca aja walaupun kita gak suka

mbaca kan kita tetep harus baca. Trus juga bisa latihan buat itu toh

buat..hmm.. ya buat suka membaca.

R : Oke..makasih ya.

I2 : Heeehmmm..


115

R : Researcher

I3 : Interviewee 3


Report?

I3 : Aktivitas belajar mengajar di kelas Book Report itu menurut aku sangat

menyenangkan dan itu sangat membantu kita dalam berpendapat apa

sih maksud dari atau pesan dari buku itu. Menyenangkan..


kelas Book Report?

I3 : Kalo menurut aku tentang written report itu sangat..dari form-nya itu

sangat membantu dalam kita nulis apa.. karakter, summary, setting

hmm dalam penulisan laporan itu.

Kalo menurut aku oral test-nya itu sangat menyenangkan. Apalagi

dosennya itu menyenangkan juga ya karna kalo misalnya kita tau apa

arti dari atau makna dari buku itu kita juga pasti bakal ngerti apa yang

akan ditanyain nanti, kita bakal lancer jawab pertanyaan-pertanyaan

yang ditanyain dosen itu.


I3 : Kalo menurut aku tujuan Book Report itu kebih..hmm..kita lebih

mengetahui, pertama, kita mengetahui apa maksud dari buku itu. Dan

yang kedua itu, kita bakal lebih rajin lagi dalam membaca buku

apalagi untuk dalam bidang vocabulary-nya. Kita akan lebih

penasaran apa sih arti dari itu dan kita pasti akan lebih rajin membuka

kamus.



I3 : Ya menurut saya semua yang pertama dari reading book, written report,

dan oral test itu sangat mencapai apa yang harus kita capai

dipelajaran Book Report. Karna untuk membuat laporan kita harus

bener-bener membaca. Dan untuk menjawab oral test, kita harus

bener-bener tahu apa sih yang kita tulis di written report itu. Jadi

ketiga aspek itu sudah mencapai tujuan dari Book Report itu.



I3 : Ya kalo dulu mungkin aku agak males untuk membaca novel. Pernah

sih saya membaca novel dari awal dan Bahasa Inggris, jadi males ahh..


116

apalagi ini mungkin novel translate-an gitu kan. Yang Bahasa

Indonesia aja itu juga udah males, tapi semenjak..hhmm tapi dulu aku

perah membaca magazine gitu kan, karna di sekolah juga ada

magazine dari Australia, Kangoroo. Nah itu mulai dari itu aku mulai

seneng baca-baca buku bahasa Inggris gitu, terlebihnya itu tentang

cerita pendek..hmm..pengumuman-pengumuman yang ada di paper,

koran, atau di magazine itu.

R : Jadi sering ya membaca teks dalam Bahasa Inggris itu?

I3 : Ya sering.



I3 : Ya pasti ya. Apalagi dalam membaca pengumuman-pengumuman itu.

Misalkan dulu males ya membaca pengumuman dalam board itu aah

males ahh, apaan sih ga ngerti. Tapi semenjak Book Report itu kita

harus tahu dan memahami apa sih intinya itu. Dan itu malah semakin

menguji kita apakah kita mampu dalam mengungkapkan pesan dan isi

dari suatu bacaan itu. Dan aku jadi lebih rajin, misalkan lebih rajin

membaca buku dari misalkan buku majalah dari PBI sendiri kan sudah

ada, jadi semakin seneng membaca ini ni tentang apa. Jadi kita

semakin curious gitu.

R : Apakah kelas Book Report mempengaruhi kebiasaan membaca Anda?

I3 : Iya. Apalagi kalo misalkan kita baca sesuatu, ga hanya novel, misalkan

membaca pelajaran. Misalkan kita ga tahu itu maksudnya apa, nah kita

itu jadi lebih rajin untuk buka kamus. Maksudnya apa sih artinya ini

dan apa yang harus kita lakukan gitu. Jadi melalui Book Report aku

lebih rajin buka kamus, pengen tahu apa artinya ini, apa maksud dari

petunjuk ini.

R : Apakah Anda mendapatkan manfaat dari kelas Book Report?

I3 : Oh jelas mendapatkan manfaat karna kita jadi lebih tau gimana caranya

menganalisis suatu novel. Misalnya dari judulnya itu intinya apa, terus

dan judul itu masuk ga sama novelnya, trus karakter-karakternya

kayak apa, setting-nya apa, terus symbol-nya apa gitu, dan pesan yang

kita dapet itu apa. Nah itu sangat berpengaruh bagi pengetahuanku

tentang novel sendiri dari Book Report itu.

R : Lalu, apakah Book Report mempengaruhi skills Bahasa Inggrismu?

I3 : Oh ya, jelas. Karna dalam membuat laporan written report itu kita kan

harus memberikan pendapat sesuai dengan aspirasi kita. Jadi kita

menulis sendiri jadi menurut kita tuh apa sih. Terus kita

apa..mengarang sendiri dengan kalimat kita untuk membuat summary


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itu. Jadi skill aku dalam membuat karangan itu, dalam menulis itu lebih

baik dari sebelumnya.


I3 : Ya kadang sih emang iya. Gak susah sih. Gak mengalami kesulitan

yang sangat itu gak. Cuma paling saat oral test kadang-kadang. Dari

yang pertama aja, misalkan dari reading book kan kadang-kadang kita

punya sparetime itu pasti kan kita punya, entah hari Minggu, itu kan

pasti bisa kita pake buat baca novel. Nah itu sama sekali ga bikin

masalah. Nah, kalo misalkan bikin written report itu tegantung dari diri

kita sendiri, kalo misalkan kita plagiat itu pasti oral test-nya akan

bermasalah tetapi kalo misakan kita udah bener-bener baca bukunya

terus kita bikin laporan itu sendiri, oral test-nya itu pasti bakal lancar

dan menurut saya dari semester satu itu semuanya lancar.

R : Jadi menurutmu Book Report ada di semester satu itu ga keberatan ya?

I3 : Oh ga, sama sekali ga keberatan. Justru malah harusnya Book Report

ditambah lagi di semester 2 agar kita semakin rajin dalam membaca

buku dan kadang-kadang kan juga pasti ada yang plagiat dan itu

mereka mungkin merasa tidak percaya diri dengan kemampuan mereka

sendiri.


I3 : Ya menurut aku mungkin Book Report ditambah lagi di Semester 2

mungkin karna Book Report selain memberikan kesempatan kita untuk

membaca, untuk memahami, itu juga melatih kita untuk mengarang.

R : Oke..makasih..

I3 : Ya.


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R : Researcher

I4 : Interviewee 4


Report?

I4 : Macam-macam ya responnya, ada yang positif ada yang negatif.

Temenku ada yang serius banget mungkin dasarnya emang pinter, dan

sebagian lagi ada yang males, responnya kurang bagus. Menurutku di

semster pertama, di hari pertama waktu itu aku masih inget waktu Book

Report itu, kita itu udah disuguhin yang namanya penjelasan-

penjelasan tentang Book Report yang tadinya sih bingung ya. Kan kita

masih mahasiswa baru, Bahasa Inggris aja belum cas-cis-cus gitu, uda

dikasih novel-novel, apalagi novel jadul kayak gitu. Ya itu kaget sih

pertamanya. Tapi bagi yang responnya negatif sih mereka kurang

begitu serius menanggapiya. Tapi kalo yang udah pada pinter-pinter

gitu sih, santai-santai aja.

R : Kalau menurut pendapatmu sendiri gimana?

I4 : Awalnya sih kagetnya. Aduh PBI ternyata kayak gini. Kayaknya image

pertama yang didapet itu Book Report gitu terus abis itu, lama-lama

njalanin, ternyata ada serunya juga, bisa kenal yang namanya tata

bahasa kuno kayak yang di novel-novel lama itu. Terus abis itu, bisa

tahhu cerita-cerita baru yang tadinya belum tahu jadi tahu. Ya

walaupun satu novel itu bisa berhari-hari dan bisa berkali-kali

bacanya, bahkan bisa tanya orang lain. Nah itu..


kelas Book Report?

I4 : Jujur aja aku lebih suka oral test soalnya seru aja. Kebetulan aku dapat

dosen yang bagus, jadinya enak-enak aja selama oral test santai, gak

jadi gugup. Kalo written test thu mungkin untuk novel pertama

salahnya masih banyak, tapi untungnya dosennya benerin. Jadinya di

novel kedua dan selanjutnya itu masih dikasih bekal buat benerin.


I4 : Sebenarnya dulu kayaknya kalo gak salah dijelasin tapi aku lupa. Tapi

kalo aku nelaah-nelaah, menurutku sendiri thu Book Report itu

gunanya buat kita memperkaya vocab kita, terus karna di semester

pertama dan hari pertama dan kita mahasiswa baru, jadi kita

diperkenalkan yang namanya kayak tata bahasa baru, yang kuno-kuno,

abis itu mungkin ya memperkaya vocab itu tadi.


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R : Bagaimana hubungannya dengan reading?

I4 : Nah itu melatih, jujur aja saya kan kurang suka baca buku, nah dikasih

Book Report, ya kalau masih Bahasa Indonesia sih masih untung ya,

ini namanya Bahasa Inggris jadi kaget banget gitu. Karna dasarnya ga

suka baca buku. Awalnya susah, tapi karna Book Report itu lama-lama

itu buat aku itu membuka gairah untuk membaca buku.



I4 : Udah.



I4 : Setelah Book Report selesai, tadinya itu kayak novel-novel jadul aku

thu ga tertarik, kayak di toko buku liat novel jadul tadinya itu “Apaan

ni?”, malah ga diliat, malah ga digagas gitu lho. Setelah Book Report

aku jadi penasaran ini ceritanya apa ya. Soalnya selama novel yang

aku baca tuh seru-seru walaupun jaman dulu, walaupun bau novelnya.

Terus pas aku di toko buku itu aku liat, penasaran kan terus pas

kebetulan kakakku itu beli kan, yaudah aku ikut baca, ternyata seru

juga novel-novel jadul kayak gitu.

R : Jadi kamu suka membaca novel ya. Gimana dengan buku-buku yang

lain?

I4 : Sebenarnya masih ga suka soalnya membosankan tapi seenggaknya

tingkat untuk males baca buku itu menurun.

R : Apakah kelas Book Report mempengaruhi kebiasaan membaca Anda?

I4 : Iya , kak. Soalnya kalo tanpa Book Report thu dulu aku ga megang

sama sekali dan ga tahu sama sekali yang namanya kayak cerita jaman

dulu terus kata-katanya kayak gimana bahkan dalam Bahasa Inggris

itu kayak gimana. Justru dengan Book Report itu aku tahu gimana

perbedaannya tata bahasa novel jaman dulu sama jaman sekarang thu

beda. Ya walaupun cuma sedikit tapi setidaknya ada perubahasan

reading habit.


I4 : Ada, kak. Kan tokohnya banyak banget, kayak misalnya novel

Christmas Carol, dan di written report itu kita disuruh nentuin 3 tokoh

utama, nah untuk nentuin ketiga yang penting itu susah karena banyak

dari tokoh di Christmas Carol itu mempunyai peran penting dulu aku

pernah lebih dari tiga, tapi diingetin suruh 3 aja, nah itu masih susah

buat nentuin karakter yang penting mana karna terkadang ada cerita


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yang tokohnya banyak, mereka juga sama-sama memiliki karakter yang

penting dalam cerita tapi disuruhnya suruh nentuin tiga. Ya itu

bingungnya disitu.

R : Kalau dalam membaca ada kesulitan gak?

I4 : Nah itu apesnya aku ambil novel Christmas Carol dan novelnya

original, padahal itu novel pertama dan aku masih belum tahu apa-

apa. Waktu diliat-liat itu aduh kayaknya salah ambil novel, awalnya

mau ganti tapi kok kalo ganti ya sama aja, tetep aja novelnya lama.

Dulu waktu semester pertama itu masih belum kepikiran buat nyari

novel yang diringkas/simplified. Kesulitannya sih banyak banget, karna

yang pertama bingung vocabnya susah banget. Bacanya satu halaman

aja sampe dua kali bacanya biar... Ya ada sih yang gampang, bisa

dilewatin, tapi giliran yang vocabnya susah dan kalo kita gabung-

gabungin itu artinya apa, nah itu yang bikin lama. Terus akhirnya, aku

imajinasiin sendiri, kadang-kadang mungkin ada yang diluar

kebenarannya ya, tapi ya gimana lagi susah.

R : Kalau ada vocabulary yang susah itu kamu skip atau gimana?

I4 : Pertamanya karna masih polos, thu tiap kata buka kamus. Lama-lama

kan ga efisien juga ya lagian kita kan juga ga bisa nginget semuanya,

abis itu kalo kemarin itu saya baca, yang saya ga ngerti itu saya cari

yang paling susah, terus saya catet terus saya cari artinya. Tapi saya

skip dulu, seenggaknya saya tahu maksudnya apa ceritanya walaupun

ga detail artinya tahu.

R : Jadi kamu guess the meaning dulu ya?

I4 : Iya.


I4 : Menurut saya sejauh ini ga ada ya saya dapet dosen yang bagus jadi

merasa ga ada kesulitan ya walaupun mata kuliahnya susah tapi cukup

membantu gitu lho dosennya. Menurut saya sejauh ini ga ada sih. Kalo

menurut saya novelnya terlalu old, tapi kalo saya pikir-pikir ada

gunanya juga. Terkadang ada buku yang simplified juga, nah itu

sebenarnya jadi kayak sama aja baca cerita anak-anak tapi ga dapet

ilmunya gitu. Jadi sih mending aku kritiknya, suruh aja baca novel

kuno jangan sampai mereka dapet yang simplified. Karna kalo mereka

dapet yang simplified, sama aja ga ada gunanya. Walaupun berat tapi

mereka bakan ngrasain gunanya di akhir.

R : Oke trimakasih.

I4 : Ya. Sama-sama.


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APPENDIX I

Interview Transcript of the

Lecturer


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INTERVIEW TRANSCRIPT OF THE LECTURER

Researcher : Good morning

Lecturer : Good morning.

Researcher : How many classes of Book Report Course were opened in

2012?

Lecturer : I guess it’s six classes. So every year, I guess we open the same

numbers of class. Yeah. Six.

Researcher : Six classes. Ok. So, now Book Report Course is taken in the 1st

Semester. Why is Book Report Course taken in the 1st

Semester?

Lecturer : Hmm.. because of the changing of curriculum assuming that last

time we eliminated Vocabulary Classes, so then we moved

Book Report to Semester 1. So that the Book Report Course can

at least help students to improve their vocabulary at the same

time, hmm.., experiencing reading English novels. So, basicly

that’s the reason in order to help the students to improve their

vocabulary, in which they don’t have to take vocabulary

courses.

Researcher : So, how does teaching learning activities in the Book Report

Course?

Lecturer : The teaching learning activities basicly are divided into two

major activities. The first one is reading novels. So in one

semester students are supposed to read four novels; two

simplified and then one, now one Asian literature, and the last

one original novel. But previously in 2012, we had three

simplified and one original. so that basicly we have two major

activities, the first one is reading novels and then making written

report, and the second one is presenting what they have read,

what they have learnt in oral test.


123

Researcher : When you are teaching Book Report Course, do you find any

problems from the students?

Lecturer : Yeah.. basicly the problem is related to their understanding of

the whole story because they are semester I, still semester I, and

based on my observation they still have problem with their

vocabulary mastery. So their vocabulary is still very basic. And

then, some students, hmm.. they try very hard to survive, I mean

to understand the story by consulting the dictionary, and then

find out the unfamiliar words one by one. But for some students

who are not really dilligent, they just try to read the story

without opening the dictionary. So basicly they try to depend on

their understanding on the vocabulary and so on. Then the

problem is when we do the oral test, sometimes they get

misunderstanding or misinterpretation of the story because there

are some vocabulary understanding that are missed from the

students.

Researcher : So that are the problems from the students.

Lecturer : Right.

Researcher : Ok. Thank you.

Lecturer : You’re welcome.


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APPENDIX J

Letter of Permission


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the students’ perception on reading … bahasa inggris, rendahnya minat untuk membaca, kurangnyaa...

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