THE EFFECT OF READING LITERACY IN EFL

CLASSROOM ON THE CRITICAL THINKING SKILL AND

INTEREST IN READING ENGLISH OF THE STUDENTS OF
HIGH SCHOOLS IN YOGYAKARTA CITY

By:
Reza Pustika
16716251006

Presented as Partial Fulfillment of the Requirements for the Attainment of the

Degree of Magister Pendidikan in English Language Education.

English Language Education Study Program

Graduate School
Yogyakarta State University
2019

i
 ABSTRACT
PUSTIKA, R. The Effect of Reading Literacy in EFL Classroom on the Critical
Thinking Skill and Interest in Reading English of the Students of High Schools in
Yogyakarta City. Thesis. Yogyakarta: Graduate School Yogyakarta State
University, 2019.
This research aimed to reveal the effect of reading literacy in EFL classroom
on (1) critical thinking skill and (2) interest in reading English of the students of
high schools in Yogyakarta city.
This research employed the quantitative approach with the ex-post facto
type. The sample was 168 high school students in Yogyakarta city. The sample was
established by using stratified sampling technique. There were three instruments of
data collection: a scale with four dimensional answers consisting of 47 statements,
essay questions consisting of 3 questions, and a multiple choice question test
consisting of 32 questions. The validity of the instrument included content validity,
construct validity, and face validity. The data were analyzed by using descriptive
analysis and multivariate analysis of variance (MANOVA).
The results of this research show that reading literacy in EFL classroom
affects high school students’ critical thinking skill and interest in reading English
at the significant value on Wilk’s Lambda test of 0,006. In additions, after it was
analyzed separately by using test of between-subject effect, reading literacy in EFL
classroom affects high school students’ critical thinking skill by 73,1% and affects
high school students’ interest in reading English by 65,5%.

Keywords: critical thinking skill, high school students, , interest in reading

English, reading literacy.

ii
 ABSTRAK
PUSTIKA, R. Pengaruh Literasi Membaca di Kelas Bahasa Inggris terhadap
Kemampuan Berpikir Kritis dan Minat Baca Bahasa Inggris Siswa SMA di Kota
Yogyakarta. Tesis. Yogyakarta: Program Pascasarjana, Universitas Negeri
Yogyakarta. 2019.

Penelitian ini bertujuan untuk mengungkapkan: (1) pengaruh literasi

membaca di kelas Bahasa Inggris terhadap kemampuan berpikir kritis dan; (2)
minat baca Bahasa Inggris siswa SMA di Kota Yogyakarta.
Penelitian ini menggunakan pendekatan kuantitatif dengan jenis ex-post
facto. Sampel penelitian ini berjumlah 168 siswa SMA di Kota Yogyakarta.
Penentuan jumlah sampel menggunakan teknik sampling jenuh. Ada tiga
instrument untuk mengumpulkan data. Instrumen pertama berupa skala dengan
jawaban berskala 1-4 yang terdiri dari 47 pernyataan. Instrumen kedua berupa
pertanyaan esai yang berjumlah 3 pertanyaan. Instrumen ketiga merupakan
pertanyaan pilihan ganda dengan jumlah soal 32. Validitas instrumen meliputi
validitas isi, validitas konstruk, dan validitas tampang. Analisis data pada penelitian
ini menggunakan analisis deskriptif dan analisis Multivariate Analysis of Variance
(MANOVA).
Hasil penelitian ini menunjukan bahwa literasi membaca di kelas Bahasa
Inggris memberikan pengaruh terhadap kemampuan berpikir kritis dan minat baca
siswa SMA di kota Yogyakarta, yang ditunjukkan dari nilai signifikansi pada uji
Wilk’s Lambda sebesar 0,006. Hasil analisis seacara terpisah (univariate) melalui
Test of Between-Subjects Effects menunjukkan bahwa literasi membaca pada kelas
Bahasa Inggris mempengaruhi kemampuan berpikir kritis siswa sebesar 73,1% dan
mempengaruhi minat baca siswa sebesar 65,5%.

Kata kunci: literasi membaca, siswa SMA, kemampuan berpikir kritis, minat baca
Bahasa Inggris

iii
 PERNYATAAN KEASLIAN KARYA

Yang bertanda tangan di bawah ini:

Nama Mahasiswa : Reza Pustika

Nomor Mahasiswa : 16716251006

Program Studi : Pendidikan Bahasa Inggris

Dengan ini menyatakan bahwa tesis ini merupakan hasil karya saya sendiri dan

belum pernah diajukan untuk memperoleh gelar magister di suatu perguruan tinggi,

dan sepanjang pengetahuan saya dalam tesis ini tidak terdapat karya atau pendapat

yang pernah ditulis atau diterbitkan oleh orang lain kecuali yang secara tertulis

diacu dalam naskah ini dan disebutkan dalam daftar pustaka.

Yogyakarta, 27 November 2018.

Yang membuat pernyataan,

Reza Pustika

NIM. 16716251006

iv
 ACKNOWLEDGMENTS

Alhamdulillahirobbilalamin, Praise Allah SWT, the Almighty for the mercy

and the strength so that I could finish this thesis. Invocation and peace go to
Muhammad SAW, his families and his disciples. I would like to express my
sincerest gratitude upon those who have helped me during my study:

1. My first and deepest gratitude goes to my supervisor, Ibu Pangesti Wiedarti,

Ph.D., for her guidance, advice, patience and valuable knowledge. Secondly, I
would like to send my gratitude to Ibu Dyah S. Ciptaningrum, Ed.D. and Bapak
Dr. Nurhadi, M.Hum. for their kindness to validate my research instrument and
Bapak Dr. Agus Widyantoro for his generosity in reviewing my thesis.
Additionally, I thank all my lecturers for the useful knowledge during my study
in Graduate School Yogyakarta State University.
2. My sincere gratitude goes to principals, English teachers and respondents
involved in this research coming from 7 senior high schools in Yogyakarta city
who have granted the permission for me and kindly participated this research.
3. Most importantly, the deepest and sincerest gratefulness is also forwarded to
my beloved family, particularly my father, Kuwatno, my mother, Herlina, my
brother, Rinaldi Ihza Kurnia, and my fiancé, Adi Kurniawan for their endless
love, support, and pray for me.
4. I also thank all my friends in Class A 2016 English Education Department of
Graduate School Yogyakarta State University for their assistance.

Yogyakarta, 27 November 2018

The Researcher

Reza Pustika

vi
 TABLE OF CONTENTS

COVER ............................................................................................................................. i
ABSTRACT .....................................................................................................................ii
ABSTRAK ......................................................................................................................iii
STATEMENT................................................................................................................. iv
RATIFICATION PAGE................................................................................................. v
ACKOWLEDGEMENTS.............................................................................................. vi
TABLE OF CONTENTS..............................................................................................vii
LIST OF TABLES .......................................................................................................... x
LIST OF FIGURES ....................................................................................................... xi
LIST OF APPENDICES ..............................................................................................xii
CHAPTER I. INTRODUCTION
A. Background to the Study............................................................................................ 1
B. Identification of Problems.......................................................................................... 4
C. Delimitation of Problems ........................................................................................... 8
D. Formulation of Problems ........................................................................................... 9
E. The Objectives of the Study....................................................................................... 9
F. Significances of the Study ....................................................................................... 10
CHAPTER II. LITERATURE REVIEW
A. Literature Review..................................................................................................... 11
1. Reading................................................................................................................ 11
a. The Definitions of Reading ........................................................................... 11
b. The Objectives of Reading ............................................................................ 14
c. The Skills of Reading .................................................................................... 16
2. Literacy................................................................................................................ 18
a. The Definitions of Literacy ........................................................................... 18
b. The Roles of Literacy.................................................................................... 20
c. The Nature of Literate People ....................................................................... 21
3. Reading Literacy ................................................................................................. 22
a. The Definitions of Reading Literacy............................................................. 22

vii
 b. Reading Literacy in the Classroom ............................................................... 26
c. The Influence of Reading Literacy to Students’ Critical Thinking Skills..... 30
d. The Influence of Reading Literacy to Students’ Interest in Reading
English........................................................................................................... 32
4. Critical Thinking Skill ....................................................................................... 34
a. The Definitions of Critical Thinking Skill................................................... 34
b. The Importance of Critical Thinking Skill................................................... 37
5. Reading Interest ................................................................................................. 41
a. The Definitions of Reading Interest............................................................. 41
b. The Importance of Reading Interest in EFL Classroom .............................. 43
6. Characteristics of High School Students............................................................ 45
B. Relevant Studies....................................................................................................... 46
C. Conceptual Framework ............................................................................................ 47
D. Research Hypotheses ............................................................................................... 49
CHAPTER III. RESEARCH METHOD
A. Type of the Research................................................................................................ 50
B. Setting of the Research ............................................................................................ 50
C. Population and Sample of the Research................................................................... 50
D. Variables of the Research ........................................................................................ 53
E. Data Collection Technique....................................................................................... 53
F. Validity and Reliability............................................................................................ 56
G. Data Analysis Technique ......................................................................................... 58
CHAPTER IV. FINDINGS AND DISCUSSIONS
A. Research Data Description....................................................................................... 60
1. Data Description ................................................................................................ 60
2. Research Data Analysis ..................................................................................... 62
a) Normality Test ............................................................................................. 62
b) Descriptive Analysis .................................................................................... 63
c) Homogeneity Test ........................................................................................ 65
1) Covariant Homogeneity Test ................................................................. 65
2) Variant Homogeneity Test ..................................................................... 65

viii
 d) Multivariate Analysis................................................................................... 66
B. Hypothesis Test........................................................................................................ 67
1. Hypothesis 1....................................................................................................... 67
2. Hypothesis 2....................................................................................................... 70
C. Findings of the Implementation of Reading Literacy in EFL Classroom in
Yogyakarta City ....................................................................................................... 73
D. Discussions .............................................................................................................. 74
1. The Reading Literacy in EFL Classroom in Yogyakarta City........................... 74
2. The Influence of Reading Literacy in EFL Classroom on High School
Students’ Critical Thinking Skill ....................................................................... 78
3. The Influence of Reading Literacy in EFL Classroom on High School
Students’ Interest in Reading English................................................................ 81
E. Limitation of Study .................................................................................................. 84
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions.............................................................................................................. 85
B. Implications.............................................................................................................. 86
C. Suggestions .............................................................................................................. 86
D. Suggestions for the Teachers ................................................................................... 87
E. Suggestions for Other Researchers .......................................................................... 87
REFERENCES............................................................................................................. 89
APPENDICES .............................................................................................................. 98

ix
 List of Tables
Table 1. Samples of the Research ....................................................................................... 51
Table 2. The Number of Students Involved in the Research .............................................. 52
Table 3. Table of Variables, Instruments, and Type of Data of the Research .................... 53
Table 4. The Theories and Item Numbers to Investigate Reading Literacy in the Classroom in
Yogyakarta City .................................................................................................................. 54
Table 5. The List of Adapted and Adopted Questions of the Instrument ........................... 56
Table 6. Descriptive Statistic in Categorizing the data of X Variable................................ 61
Table 7. Table of Categorization ........................................................................................ 61
Table 8. The Result of Normality Test ............................................................................... 62
Table 9. Descriptive Analysis of Research Data ................................................................ 63
Table 10. Result of Box’s M Analysis................................................................................ 65
Table 11. The Result of Levene’s Test of Equality of Error Varience ............................... 66
Table 12. Result of Multivariate Analysis .......................................................................... 67
Table 13. Test of Between Subjects Effects Analysis Result on Students’ Critical Thinking
Variable (Y1) ...................................................................................................................... 68
Table 14. The Result of Benferroni Test of The Independent Variable (X) to The Dependent
Variable (Y1) ...................................................................................................................... 69
Table 15. Test of Between Subjects Effects Analysis Result on Students’ Interest in Reading
English (Y2)........................................................................................................................ 71
Table 16. The Result of Benferroni Test of The Independent Variable (X) to The Dependent
Variable (Y2) ...................................................................................................................... 72
Table 17. The Implementation of Reading Literacy in EFL Classroom............................. 73

x
 List of Figures
Figure 1. Conceptual Framework of this Study .................................................................. 48

xi
 LIST OF APPENDICES
Appendix 1. Questionnaire Before Validation .......................................................99
Appendix 2. Questionnaire for Pilot Test.............................................................111
Appendix 3. Pilot Test Analysis...........................................................................126
Appendix 4. Research Questionnaire ..................................................................133
Appendix 5. Research Data ..................................................................................147
Appendix 6. Research Data Analysis ...................................................................169
Appendix 7. Research Letters ..............................................................................175
Appendix 8. Documentation ................................................................................188

xii
 CHAPTER I

INTRODUCTION

A. Background to the Study

In this globalization era, the technology grows rapidly. Internet becomes one

of the technology tools that ease people to access any information from different

places in the world. Besides, there are a lot of information that people can access

by using internet. However, not all information can be trusted. There is a lot of hoax

information which is written by irresponsible people. Besides, there is a lot of

controversial news that is written only from one perspective which extremely

supports one side and opposes another side. With that big amount of information,

people cannot prevent themselves from that unbelievable information.

As the technology develops promptly, people might find unbelievable

information around them. Since people cannot avoid unbelievable information

around them, there is one way to filter Indonesian students from the effect of that

hoax information. Nowadays, Indonesian people can easily access any information

coming from both Indonesia and other countries but it does not mean that they have

to totally believe that information. Critical thinking skill is a necessary skill for

students so they can analyze, criticize, and evaluate information they read. This

critical thinking skill can be enhanced in the EFL classroom environment. Reading

activities in English as Foreign Language (EFL) context can facilitate students to

activate their critical thinking skill so they will not only understand what the text is

about but also apply or evaluate the information from the text.

1
 However, based on the research report conducted by the Ministry of Education

and Culture Republic of Indonesia (2016), Indonesian students are not accustomed

to answering higher order thinking questions which require them to apply, analyze,

evaluate, and create. Applying, analyzing, evaluating, and creating are the process

students have to do in thinking critically (Elder, 2012 in Hasan, 2013). Critical

thinking skill is essential for any human being so he or she can critically select

which things that are important for him or her.

By having critical thinking skill, Indonesian people will be wise in reading

information. They will not easily believe the information. In reading the

information, they will do analysis, synthesis, and evaluation. The more information

they read, if they have critical thinking skill, the wiser Indonesian people will be.

Nonetheless, students will not activate their critical thinking skill if they do not

have reading interest. To make students have interest in reading English, they

should have awareness that their reading is a meaningful activity. Students’ interest

should come first so students will get the knowledge. By reading a lot, students will

have more time to activate and sharpen their critical thinking and vice versa, if

students rarely read, they will not be able to think critically.

Reading is one of the keys that can facilitate students in learning. In school

environment, students are exposed to many texts from many subjects. The texts

given to students can help them acquire knowledge and make them familiar with

reading activities. In English Language Teaching (ELT), teachers use the texts to

familiarize students with English.

2
 Reading literacy is one of the essential things that can facilitate students to be

long-life learners. Becoming a long-life learner is one of the demands of the 21st

century since information and knowledge are updated every day. Indonesian

students have to read to keep being updated and to be aware of anything happens

today. Nevertheless, Indonesian students may not leave reading literacy behind to

support their academic career in school. Primary school students should be literate

so they will find it easy to learn basic knowledge. Then, junior high school students

need literacy to facilitate them in learning in order to continue their study since they

are expected to go to higher education. Senior high school students must have good

reading literacy because they are prepared to go to the university in which there are

lots of sources written in English. Moreover, vocational students need literacy so

they will be familiar with the issue and knowledge related to their future career

because vocational students are expected to work after they graduate from the

school.

Unfortunately, based on some surveys conducted by some international

organizations, education in Indonesia does not trigger students to have reading

interest. A survey conducted by Progress in International Reading Literacy Study

(PIRLS) in 2011 showed that Indonesia was on rank 45 from 48 countries. Due to

this, Programme for International Student Assessment (PISA) in 2015 did a survey

which showed Indonesia was on rank 64 from 72 countries involved in this survey.

PIRLS is an international literacy research for children from all over the world that

is sponsored by The International Association for The Evaluation Achievement

(IEA). The study shows that Indonesian students are on the lowest 4th rank from 45

3
countries involved (Suhardjono, Kamdi, & Basuki, 2009). Those surveys show that

reading literacy in Indonesia is still poor.

Regarding to those problems, reading literacy in EFL classroom can become

the solution for those problems since reading activities in EFL classroom can

accommodate students’ critical thinking skill and interest in reading English.

Therefore, this study examined whether the implementation of reading literacy in

the EFL classroom in Yogyakarta affects students’ critical thinking skill and

reading interest in English in Yogyakarta city is implemented. This research is

worth-doing since this study can support the Ministry of Education and Culture in

improving Indonesian reading literacy which is in line with the movement proposed

by the government namely School Literacy Movement.

B. Identification of Problems

Various problems that arise regarding the English reading literacy, critical

thinking and reading interest of Indonesian students are divided into 4 main focuses

which are presented as follows:

1. Input

Indah and Kusuma (2016) argue that Asian students especially Indonesia

show lacking in critical thinking skills as proven in many empirical findings

and as observed by teachers. This is due to the fact that the concerns of the

education are still on knowledge exposure and elaboration. Meanwhile in

developed countries the emphasis is on the shaping of critical thinking.

Donal (2015) believes that environment especially friend has an essential

factor influencing students’ reading interest. It can be seen how students tend

4
to spend their time with their friends rather than reading books. Even friends

can lower students’ reading interest. They persuade the others to play outside,

chat or hang out together. It can make students lazy to read books.

In addition, Hao and Johnson (2013) state that reading interest is affected

by students’ perception about their reading. When students have a positive

perception of reading, they will easily enjoy reading activity because they

think that the method used interesting and fun. However, although the EFL

students have positive beliefs that reading English can improve their English

skills and knowledge and can support their future career and academic

success, most of them are indicated not to have good English reading habits

(Iftanti, 2012). It means, Indonesian students need to make reading as their

habit as well.

2. Process

Suryanto (2017) argues that Indonesian culture that obliges students to

follow and obey whatever teachers teach seems to hamper students to sharpen

their critical development. Besides, students are passive in the process of

learning and teaching activities (Natsir & Anisati, 2016).

Moreover, the time allocation for English subject in secondary schools is

only once a week. This short time is not enough for students to learn English.

They need much time learning English, especially in reading activities.

Therefore, it is suggested by Cahyono and Widiati (2006;) Renandya (2007);

Wahyudi (2002) that extensive reading should be more promoted and reading

for pleasure needs to be given more priority, so that students can pick up a

5
great deal of new vocabulary and eventually develop their reading

competence.

However, the teachers rarely ask students to explore the school library

(Firdaus, 2015). The government has facilitated the schools by providing

some books in the library. In the library, students will get both education and

non-education books. Students will not have any interest in reading if they

are not accustomed to doing extensive reading. The school library can

facilitate students in extensive reading. This extensive reading activity can

contribute to students’ reading interest.

As mentioned in the Guide Book of School Literacy Program, the

education system of Indonesia does not accustom students to read. The

activities in the classroom do not trigger students to read a lot. Then, the

teachers do not ask students to read outside the classroom. In English teaching

and learning process, students do not have many opportunities to read.

Besides, English reading instruction only requires students to answer the

questions presented from the texts. Students are not invited to criticize the

text given. By only asking students to answer comprehension questions, it

means English teachers in the classroom only activate students’ low order

thinking skill while we know that having higher critical thinking will help

students’ lives since critical thinking serves as the survival skill in this 21st-

century era.

Masduqi (2014) argues that Indonesian students, especially those from

rural areas, may not be accustomed to the idea that learning activities are

6
student-centered. It makes students do not want to activate their critical

thinking in the reading activities in the classroom, they think that their critics

will offend others.

3. Output

Mistar, Zuhairi, and Yanti (2016) state that ELF students are lack of

reading strategies that can facilitate them in predicting, text mapping, and

summarizing. While, predicting, text-mapping, and summarizing are abilities

that can improve their critical thinking skill.

Jamnik (2005) believes that once students have a good reading habit. Their

habit in reading can indicate their self-selection of books, motivation to read,

eagerness to receive a book as a present. Therefore, making reading as habit

for students is important.

4. Outcome

Critical thinking skill is essential for the students since it allows students

to select pieces that are most appropriate and valuable for their purpose. This

critical thinking skill is high on the agenda of development of foreign

language learners in the information era, especially in Indonesia where

conformity to group, teacher-centered instructions, rote learning and

memory-based learning have been thought to constrain Indonesian students

in exercising critical thinking (Richmond, 2007).

Some surveys conducted by some organizations, namely PIRLS, IEA, and

Ministry of Education and Culture of Indonesia have proved that most

students in Indonesia have no interest in reading. We can see it from our

7
 environment. It is not common to see students reading a book in public places

such as train station, bus settle, airport, and some other public places. Students

only read when they are asked to do so. Instead of reading a book, students

are busy with their gadget. Students in this era are more familiar with gadget

rather than books. Sembiring (2015) argues that Indonesian people tend to

spend their time watching TV instead of reading books. These days, as the

technology develops, Indonesian people from adults until children tend to be

busy with their own gadgets. This problem is quite related to the habit.

C. Delimitation of Problems

Based on the problems explained above, the researcher realizes that she cannot

overcome all the problems. Therefore, in this study, the researcher limited the

investigation upon three main points that are explained in this subchapter.

The problem is that students are not accustomed to answering questions that

require high order thinking skill. In regard to this problem, this research examined

how reading literacy in the EFL classroom is implemented. After that, the

researcher examined the effect of reading literacy in the EFL classroom on high

school students’ critical thinking and interest in reading English. As has been

mentioned before, most of the time, students are accustomed to answering the

questions that only require them to recall and comprehend. It contradicts with some

theories that reading literacy involves critical thinking as well.

Once the reading literacy is implemented better in the EFL classroom, it is

expected that students will have more interest in reading. This study examined how

8
much impact that reading literacy in the EFL classroom gives to students’ English

reading interest.

The secondary school students are targeted to be the subject for this study

because they are expected to continue their study to university level. They need to

be well-prepared since university students are required to read a lot of books coming

from western countries. Therefore, they need English reading skill to support them

to continue their study later. The researcher believes that she cannot take all grade

students for this study because of the time and energy limitation. This study limited

the target students into the X graders students. This decision is taken because

students need to be well-prepared as early as possible to face their university life

later by having critical thinking and interest in reading English.

D. Formulation of Problems

In reference to the problems, the formulation of the problem in this study is

presented in the following form of a question:

1. How is the effect of reading literacy in EFL classroom on high school

students’ critical thinking skill in Yogyakarta city?

2. How is the effect of reading literacy in EFL classroom on high school

students’ interest in reading English in Yogyakarta city?

E. The Objective of the Study

The objective of this study is to examine the effect of reading literacy in the EFL

classroom on high school students’ critical thinking skill and interest in reading

English.

9
F. Significances of the Study

1. Theoretical Significances

a. The research finding can examine the effect of reading literacy in the

EFL classroom on high school students’ critical thinking and interest in

reading English.

b. The research finding can be used as the evaluation to promote students’

critical thinking skill and interest in reading English.

2. Practical Significances

a. The research finding can be used by the Indonesian Government as

the reference how reading literacy is implemented in Yogyakarta city.

b. The research finding can inform the society about the importance of

literacy to affect critical thinking and interest in reading English.

c. The research finding can be used as input for other researchers who

are interested in the similar field and will enrich and enlarge the

knowledge of teaching English.

10
 CHAPTER II

LITERATURE REVIEW

As stated in the previous chapter, the aim of this research is to examine the

influence of reading literacy in the EFL classroom on high school students’ critical

thinking skill and interest in reading English. Therefore, the discussion in this

chapter focuses on the review of related theories underlying the study. This chapter

is divided into four main parts. They are the literature review, review of related

studies, conceptual framework, and hypotheses. The literature review highlights the

theories of literacy, reading skill, critical thinking, reading interest, and

characteristics of high school students. In the related studies, the researcher shows

some studies related to this research. In the conceptual framework, the researcher

relates the theory of the study. The hypotheses of this study are portrayed in the

fourth part of this Chapter II.

A. Literature Review

1. Reading

a. The Definitions of Reading

Reading is an interactive process and meaning that is constructed as a

result of the dialogue between a text and a reader (Rosenblatt, 1996 in

Naiditch, 2015). Nunan (1989) adds that reading is a solitary activity

which involves many interactions between readers and what they bring to

the text. Brown (2004: 189) states that reading is a process of negotiation

meaning. In this process, the readers bring their understanding of the

11
meaning of texts they read. It implies that the readers’ understanding about

the text is the result of interaction between their thought and the meaning

of the texts they read.

In order to make dialogue or negotiation to the text, the students have

to activate their background knowledge to be connected to the

vocabularies in the text. The students’ background knowledge may differ

one another since they learn from different text and experience. Therefore,

background knowledge plays an important role in enhancing the students’

reading skill. It is in line with what Mikulecky (2008) adds. Readers apply

many strategies to reconstruct the meaning that the texts convey. The

readers are assumed to comprehend the writers’ intention. By doing so, the

readers make use their background knowledge and prior experience so

they can compare what they already have in their brain and what texts

have. Readers’ background knowledge and prior experience facilitate the

readers to comprehend the texts.

Wolf (2007) defines reading as a neuronally and intellectually

circuitous act, enriched as much by the unpredictable indirections of a

reader’s inferences and thoughts, as by the direct message to the eye from

the text. Meanwhile, Koda (2004) defines reading as a complex,

multifaceted pursuit requiring the continuous deployment and integration

of multiple operations. Reading is a constellation of interfaced capabilities,

ranging from mechanical mappings to more sophisticated conceptual

manipulations, such as reasoning and inferencing.

12
 Smith (2004) believes that reading is no different from any other kind

of thought. However, in reading, people’s thought are engendered by a

written text. Reading might be defined as thought stimulated and directed

by written language.

Hudson (2007) articulates three assumptions that can help people make

sense of competing for reading. The first of these is that reading is meaning

based. Second, people should assume that the active reader provides a lot

of the information necessary to comprehend any text. Third, reading is not

synonymous with learning to read or with teaching reading. To clarify this

distinction, Hudson (2007) emphasizes that reading is not the

reinforcement of oral skills, grammatical or discourse analysis, the

acquisition of new vocabulary, translation practice, answering

comprehension questions, and practice to improve reading ability.

Although these strategies may play a productive role in acquiring reading

skills.

Reading is an interactive process between the readers and the texts. The

interaction done by the readers and texts aims at grasping and negotiating

the message or meaning the texts convey. In reading, people activate their

thinking by recalling, analyzing, and creating any ideas that are related to

the texts that will help them in comprehending the texts. By doing so,

people will improve their thinking skill. Reading is one of the activities

that people do for their lifetime. Most of aspects in humans’ life is related

to reading.

13
b. The Objectives of Reading

Reading is one of the main skills that students need to master in order

to improve their English proficiency. In general, reading allows students to

get much information and knowledge. However, Smith (2004) believes that

reading is more than that. Smith (2004) believes that reading is an

interpreting experience constantly since birth and people all continue to do

so. In addition, Johnson (2008) emphasizes that reading is the practice of

using text to create meaning. If there is no meaning being created, there is

no reading taking place.

Some experts have portrayed the importance and objective of reading.

One of them is Bojovic (2010). He believes that reading is a complex,

purposeful, interactive, comprehending, flexible activity meaning that

readers should maintain the flow of information at a sufficient rate to make

connections and inferences of their reading. Each reader has a purpose for

reading, whether it is for entertainment, information, or research. A reading

skill is a cognitive ability which a person is able to use when interacting

with the written text.

While Bojovic (2010) believes that readers have their own purpose to

read, Bayless (2010) believes that reading should be a habit for people.

Bayless (2010) considers reading as a tool that will lead people to a

successful academic career and a productive life.

Exposing the students to a big number of books will affect their reading

achievement scores (Krashen, Lee, & McQuillan, 2012). Krashen, Lee, and

14
McQuillan (2012) suggests the other advantage of providing the students’

books. By providing the students with a wide variety of books, it is hoped

that those books can facilitate all students since every student has his or her

own passion and interest. Allington (2012) states that engaged reading can

be done in and out of school that is called intensive and extensive reading

activity. The teachers may ask the students to do reading both extensively

and intensively. Bayless (2010) adds that both extensive and intensive

reading can lead not only to high scores on reading achievement but to a

more fulfilling and productive life as well. It is because some people

achieve their life outcome by reading.

Besides giving the students chances to improve their reading

achievement, providing them with a big number of books can enrich their

background knowledge (Worthy & Roser, 2010). Their background

knowledge will help them comprehend any other different texts. It will

contribute to their reading performance. Reading mastery is one of the

essential skills the students need to acquire before they go to the university

level. Hermida (2009) mentions some skills every student need to acquire

before going to university. Those skills include reading, writing, critical

thinking, oral presentation, and media literacy. Hermida (2009) believes if

the students can master those skills, it will lead them to a successful

university life.

Wolley (2011) mentions the indicator in what way the students are

considered as successful readers. Wolley (2011) argues that the students are

15
successful in reading when they can gain unfamiliar words meaning from

the texts because they have word meanings from texts because they have a

greater existing vocabulary, more experience using context clues, and

greater background knowledge. Therefore, those students who lack reading

experience, background knowledge, and vocabulary will find it difficult to

gain unfamiliar words meaning.

Finally, Mikulecky (2008) emphasizes that effective reading is essential

for success in acquiring a second language. After all, reading is the basis of

instruction in all aspects of language learning. Reading facilitates students

in using textbooks for language courses, writing, acquiring vocabulary and

grammar.

c. The Skills of Reading

Reading is one of the main skills in the English language. However,

there are some skills students need to master in reading activities. The skill

itself is defined as essential academic habits (Alexander & Jetton, 2000).

Meanwhile, reading skills are those which represent linguistic processing

abilities in their use and combinations.

There are some experts who propose some skills needed in reading

activities. Hudson (2007) observes that research has consistently identified

four reading skill categories. Those category skills cover decoding skills,

comprehension skills, fluency skills, and critical reading skills. Decoding

skills mean the students could recognize that the script represents units of

language, such as phonemes, syllables, and words. When the students can

16
use the context and knowledge to derive meaning from the texts, it means

the students have mastered comprehension skills. Fluency skills help

students to develop abilities such as sight word recognition and recognizing

high-frequency words. Lastly, if the students can analyze, synthesize, and

evaluate what they read, they are categorized as critical readers.

Mikulecky (2008) lists some more skills in reading. First of all, the

students need to be aware of why a text is being read. Knowing the genre

or topic of the text can facilitate the students in comprehending the texts. In

reading, the students must be able to recognize a word at a glance. The skills

needed here are scanning and skimming. It will be better if the students can

guess difficult words contained in the texts by activating their background

knowledge. Then, the students are expected to give a quick preview and

prediction of the text they are reading. The students are categorized as

critical readers when they can question the content of the text. The ability

to know the main idea and the order of the texts also become the skills the

students need to master. Lastly. The students are successful in their reading

when they can retell and summarize what they already read.

Gagen (2010) adds more skills students need to master in reading.

Those skills are fluency, multi-syllable words handling, vocabulary, and

comprehension. Fluency means that the students can read ‘fast’ or

‘automatic’. Fluent readers are able to read quickly and accurately without

effort. It means the student can know words instantly and reads the ‘fast

way’ without slowly sounding out the word. On the other hand, multi-

17
 syllable words are harder to read than single syllable words. Since there are

a lot of multi-syllable words in English, it is essential for students to learn

to read them effectively. Syllables are the chunks of sound within a spoken

word said with a single puff of air. As can be expected, vocabulary

knowledge is important to reading development.

Therefore, expanding the students’ knowledge of words is important to

reading comprehension. The greater the student’s vocabulary, the easier it

is to make sense of and understand a text. The last skill proposed by Gagen

(2010) is comprehension. Comprehension is deriving meaning from the

text. Comprehension is vital to the development of skilled reading.

Comprehension is an active process requiring thoughtful interaction

between the reader and text. Comprehension is the goal of reading

instruction.

2. Literacy

a. The Definitions of Literacy

Barton (2007) states that the term literacy has become a

code word for more complex views of what is involved in reading and

writing. A literate person can, therefore, become competent and

knowledgeable in specialized areas (Barton, 2007). Barton (2007) defines

literacies as multiple, overlapping, and diverse in terms of people have

different literacies which they make use of associate with different domains

of life. These differences are increased across different cultures or historical

periods.

18
 John-Steiner and Meehan (2000) define literacy as a kind of knowledge

and skill base, as well as a socialization process. It is in line with what Kern

(2000) states. Kern (2000) believes that literacy emerges someone’s

knowledge socially-, historically-, and culturally-situated to create and

interpret meaning through texts. It means that when people create meaning

from the texts, they recall their knowledge on social, history, and culture so

they can make sense from the text. Being literate in another language

requires a critical knowledge of how textual conventions and contexts of use

shape one another. Since literacy is purpose-sensitive, it is dynamic across

and within discourse communities and cultures. It draws on a wide range of

cognitive abilities, on knowledge of a written and spoken language, on

knowledge of genres, and on cultural knowledge (Kern, 2000)

After all, literacy is rooted in people’s intimate everyday experiences

with text (Reder & Davila, 2005). This view led to an emerging theory of

literacy-as-social-practice. However, Eagleton and Dobler (2007) insist that

current definitions of literacy must be wider. Literacy must include digital

texts such as those found on the web.

Literacy is very close to humans’ life that people use in different

domains of life. Therefore, Cassidy, Ortlieb, and Garcia (2016) state that

literacy becomes a hot topic of research all over the world. People’s stored

knowledge that has been saved in their brain facilitates them to transform

what they already know to their lives. Literacy allows people to shape

knowledge to be useful. This era requires more dimension of literacy which

19
is digital literacy. However, digital literacy will not be elaborated in this

study.

Mikulecky (2008) defines literacy as a set of attitudes and beliefs about

the ways of using spoken and written language that is acquired in the course

of a person’s socialization into a specific cultural context. It is hoped that

people can have an appropriate attitude toward certain situation as they are

literate.

Literacy is knowledge and skill base that can facilitate people in the

socialization process. From the texts people read, they can interpret the

meaning to be used in their real-life situation. Therefore, from their reading,

they can change their attitude and belief about some information they read.

b. The Roles of Literacy

Literacy has been widely discussed from time to time. It is because

many experts believe that literacy plays an important role in people’s life.

UNESCO (2006) state that literacy is a right. Both adult and children have

the same right in mastering literacy, meaning that they have the same chance

to learn anything they want. There is no boundary that can inhibit them from

learning. All people in this world have the same right to access

beneficial information for them to enhance their knowledge. UNESCO

(2006) believes that literacy serves as basic education since UNESCO has

stated that reading, writing and calculating are the foundation for people to

learn.

20
 Literacy is important for every single human in this world because it

helps people to live their life. Besides, UNESCO (2006) states that literacy

can be beneficial for people in which it can improve self-esteem,

empowerment, creativity and critical reflection. Moreover, literacy can

facilitate the transmission of certain values and promote the transformation

of other values, attitudes, and behavior through critical reflection.

Literacy also can support students in their education life. Cambourne

(2002) maintains that when students are provided with a rich social literacy

environment with a wide variety of genres and text-based interactions with

others, effective literacy learning could be enhanced. To do so, there should

be a cooperation from all aspects like parents, teachers, and friends.

c. The Nature of Literate People

Degener (2001) believes that people are not simply considered as

literate when they are able to read or write. They are literate when they can

apply the literacy in their community and examine others’ position in life in

terms of status, gender, educational background, and socioeconomic. In

other words, when people are exposed to certain texts, they are not simply

able to understand the text but they are able to see the position of the text

and further apply the information from the text in their own lives.

Literacy plays important role in all aspects of human beings’ lives.

Literacy enables people to raise children, to engage in the workplace, and to

participate in any social events (National Research Council of the National

21
 Academies, 2005). Literate people will use the information input they have

from the text to their lives.

Janks (2010) classifies how language and words share a reality in

creating the world. Literate people will understand a text from their own

viewpoints as well as others. Besides, literate people will see the effect of

literacy on their social relationship. By having literacy skill, the students

will be able to both receive and give impact to the society around them. The

last impact of literacy in students’ life is that the students will be able to take

an action to promote concepts they gain by reading and writing to their

surroundings.

3. Reading Literacy

a. The Definitions of Reading Literacy

Traditionally, literacy is defined as a standard of reading performance.

The OECD (2000) in Cambridge Assessment (2013) defines literacy as how

well people use literacy to function in society and the economy. This

requires people’s ability to understand and employ printed or digital

information to achieve their goals.

Abdallah (2011) argues that literacy is no longer restricted to the ability

in reading books and writing with a pen. The concept of literacy has grown

wider as time goes by. In this era, literacy is changed into digital and online

based practices which require the students to work collaboratively to meet

the context they face.

22
 PISA in Cambridge Assessment (2013) defines reading literacy as how

people understand, apply, reflect on, and engage with written texts to

participate in society. This implies how the literacy in EFL context should

develop the students’ ability to contribute in lives outside the school.

Literacy in EFL context should support the students in living their lives.

Literacy First (2010) as cited in Cambridge Assessment (2013) suggests the

teachers give opportunities for the students to filter, evaluate, and think

critically to the texts given.

To facilitate literacy to the students, it is the teachers’ job to find out the

students’ needs and interests so the students will find it easier to criticize the

text and reflect on those texts given. The activities conducted in certain EFL

context should trigger the critical thinking of the students (Degener, 2001).

Shor (1992) in Ko (2013) adds that Ideal reading materials for a critical

literacy-based classroom should be related to students’ lives and

experiences, but they should attend to the levels of students’ language

proficiency. It means the teachers should know the students’ language

proficiency so the reading literacy activities in the classroom will run

effectively.

In the EFL classroom, Sander (2016) states that it is not enough to have

the students only understand and answer the questions from the text. He

suggests the teacher involve the students in the meaning-making process of

reading. It is supported by Ko (2013), she states that some scholars also

advocate literacy pedagogy where teachers do not just teach students basic

23
language skills or train their communicative ability, but also the teachers

need to develop the critical consciousness in students whereby they can

question rather than passively accept the information they read.

The National Center for Family Literacy & The National Center for

ESL Literacy Education (2004) suggest some ways for the students to

acquire second or foreign language literacy:

1) Motivation

The teachers may help the students to find out their motivation by

making them aware of their both short- and long-term goals. The

reflection of their progress and achievement in learning English is

recommended as well.

2) Opportunities for interaction

By being involved in an interaction, the students will gain some input

knowledge from their friends or teachers. In addition, the feedback that

the students get from the interaction will help them to improve their

reading literacy.

3) Vocabulary knowledge

Vocabulary knowledge includes both the number of words someone

knows and the depth of knowledge about those words. The depth of

knowledge refers to the pronunciation, spelling, and various meanings

of the word. In the reading activities in an EFL classroom, it is the

teachers’ job to guide the students in enriching their vocabulary

knowledge.

24
 UNESCO (2006) defines literacy as a simple process of acquiring basic

cognitive skills so these skills can contribute in the development of his or

her social awareness and critical reflection as a basis for personal and social

change. Further UNESCO (2006) lists some roles of literacy as follows.

1) Literacy as skills

Literacy as skills covers some sets of tangible skill namely reading,

writing, oral, numeracy, and information literacy. In reading and writing,

the emphasis is on how a person processes reading patterns. Writing is

the transcription of the speech that requires someone to think critically.

Numeracy literacy skill enables someone to process, interpret, and

communicate numerical information in a variety of contexts. Lastly,

someone is called information literate when he or she has the ability to

access and use a variety of information sources to meet information

needs.

2) Literacy as applied, practiced, and situated

The application of literacy is the continuum of literacy as skills.

Some experts focus on how those literacy skills can be applied in relevant

ways. This concerns on how literacy gives impact on socio-economic

development. However, literacy is practiced vary by social and cultural

context. When someone is considered as literate, he or she will be able

to activate certain literacy skills based on the situation he or she involves.

25
 3) Literacy as a learning process

Freire (1993) in UNESCO (2006) emphasizes the importance of

bringing the learners’ socio-cultural realities into the learning process.

The notion is to make the students engaged with the books both by

reading and writing activities. In reading activities, the students do not

only have to understand and answer the question, but the students also

have to interpret, reflect on, explore, and question the text. In writing

activities, the students have to transform their social world into a written

text.

4) Literacy as text

This literacy role focuses on how texts taught in the schools relate to

the students’ present and future lives.

b. Reading literacy in the Classroom

Guthrie et al (1996) define literacy engagement as the integration of

intrinsic motivations, cognitive strategies, and conceptual learning from

text. Consistent with the motivational literature, Guthrie et al (1996)

suggest that engaging classroom contexts are (a) observational, encouraging

students to initiate learning by generating their own questions from real-

world observation; (b) conceptual, with a focus on substantive topics rather

than reading skills; (c) self-directing in terms of supporting students’

autonomy and choice of topics, books, and peers; (d) metacognitive, with

explicit teaching of reading strategies, problem solving, and composing; (e)

collaborative in which the teacher should emphasize the social construction

26
of meaning and communities of learners; (f) expressive, creating

opportunities for self-expression through writing, debating, and group

interaction and; (g) coherent, containing connections between classroom

activities and tasks across the day, week, and month. The theoretical

perspective can accelerate the development of literacy engagement in the

classroom.

Wray et al (2000) believe that context is an essential thing in teaching

reading literacy in the classroom. Contextualization of teaching appears to

make it possible for pupils to make active connections between levels of

knowledge. Wray et al (2000) find that the effective teachers tend to report

using activities which involved work at more than one of text, sentence and

word levels, thus assisting their pupils to make connections between these

levels. Another distinctive feature of the literacy teaching of these effective

teachers might be termed explicitness. The teachers make the purposes and

processes of literacy explicit for their pupils, through modeling and

demonstration as well as through their explanations and exemplifications. It

seems that encouragement is a means for learning literacy in the classroom.

Garcia and Godina (2004) propose some basic characteristics of process

literacy. This includes the use of trade books, writing from multiple drafts,

integrating reading and writing activities, peer interactions; a student-

centered curriculum, or students’ choice for reading and writing, along with

inquiry-based projects, and open-ended activities in which students are

encouraged to explore the various meanings of texts. Further, Garcia and

27
Godina (2014) propose guidelines for effective literacy instruction in the

English classroom.

Garcia and Godina (2004) suggest the teachers give diversity of

experiences that characterize adolescent English language learners, it is

important for educational personnel to find out who these students are in

terms of their language and sociocultural backgrounds, educational

experiences, literacy levels in the native language, and levels of oral and

academic English proficiency. Differences among the students should be

taken into account in the development of a coherent instructional program

for them. A coherent program of instruction needs to include continued

instruction in the native language when at all possible; high-quality ESL

instruction; and targeted placement in all-English classrooms, based on the

assessment of English language learners’ academic English proficiency, not

their oral English proficiency.

The type of instruction provided to English language learners in the

native-language, ESL, and all-English classrooms need to be coordinated so

that coverage of the school’s curriculum standards occurs. Ideally, students

should be introduced to new and difficult cognitive areas in the native-

language and ESL classrooms before being expected to work in such areas

in the all-English classrooms.

Teachers who work with English language learners in ESL and all

English classrooms need to know how to shelter students’ comprehension

of English instruction through the integration of reading, writing, speaking,

28
and listening, and the use of visuals, gestures, drama, physical activity, and

realia (Peregoy & Boyle, 2001 in Garcia & Godina, 2004).

The primary focus of ESL instruction should be on content-area

instruction tied to the same content standards that guide the instruction of

native-English speakers at the school. This type of instruction should

integrate reading, writing, listening, and speaking in a particular academic

domain (ESL language arts, ESL algebra, ESL biology, etc.). It should

provide English language learners with the necessary vocabulary and

discourse structures needed to further their learning in the specific domain.

English language arts as a content area needs to be offered as an ESL

course. Enough time needs to be allotted for this course so that teachers can

provide English language learners with opportunities to hear, read, discuss,

and write about age-appropriate literature, as well as improve their

English speaking, listening, reading and writing skills through their

interactions with texts and writing activities.

Within the ESL language arts classroom, Garcia and Gordina (2004)

recommend strategy instruction, in which the teacher models and gives

students’ guided practice in using cognitive strategies to monitor and repair

their comprehension in English. Jiménez et al (1995) in Garcia and Gordina

(2004) point out that specific strategies—questioning, summarizing, making

accurate inferences, using context to figure out unknown vocabulary—are

characteristic of Spanish-speaking students who are successful English

readers. Garcia and Gordina (2004) also recommend that teachers encourage

29
English language learners to use knowledge and high-level strategies (e.g.,

invoking prior knowledge, noticing novelty) acquired while reading in their

native languages to reading in English, as well as bilingual strategies (code

mixing, code-switching, cognates, etc.)

Process writing approaches, in which students are given the opportunity

to communicate their thoughts authentically through writing, seem

important. Finally, Garcia and Gordina (2004) think that process literacy

approaches, combined with strategy instruction and explicit instruction,

especially on topics or skills not automatically known to English language

learners may be particularly helpful to English language learners. The ideal

literacy instruction proposed above will be used to formulate the

questionnaire for this study.

c. The Influence of Reading Literacy to Students’ Critical Thinking

Skill

Allison and Harklau (2010) believe that reading instruction for

English language learners at the secondary level need to go well beyond

decoding or basic reading skills and include instruction on higher-level

skills, such as summarizing and identifying key points, synthesizing across

multiple sources, and reading critically. From this theory, it can be seen that

reading instruction must trigger high order thinking skill. It is essential

because those secondary school students are expected to develop more

broadly applicable thinking skills and metacognitive strategies they will

30
need for lifelong learning and civic participation after high school, in college

and the workplace.

It is in line with what Garcia and Godina (2004) state. Students also

need an array of metacognitive thinking and learning strategies to decide

how best to approach an assignment, to monitor how well they are reading

and understanding relevant information sources, and to determine whether

they have completed the assigned task.

Smith (2004) believes that people cannot talk without thinking, or

understand what someone is saying without thinking, or make any sense of

the world without thinking, so it is impossible to read and not think. Reading

is thinking that is partly focused on the visual information of print. It is

thinking that is stimulated and directed by written language. The only time

people might attempt to read without thinking is when the text they are

trying to read is meaningless to them, a situation unlikely to persist in

normal circumstances.

From some theories portrayed above, it can be said that reading

activities done by people cannot be separated from thinking. Thinking skill

is needed when people read the texts so they can comprehend the texts.

Therefore, reading instruction in the classroom should stimulate students’

critical thinking. In other words, the ideal reading literacy instruction will

influence students’ critical thinking skills.

Shanahan (2006) argues that successful comprehension may also

necessitate fluency and critical reading skills, depending on the text in

31
question, its relative difficulty, the context for reading, and the reader’s

goals. Reading referring to the interpretation of a piece of writing is just a

special use of the term.

Kadir et al. (2014) state that students need to have fully understood a

text where they would analyze, synthesize, and evaluate it, then only they

would think critically about the text – choose or reject the ideas put forward,

agree or disagree with the issues, and most important of all they know the

reason why they do it. Students with good reading comprehension skills

could perform well in any subject because they develop their critical reading

skills to not only understand but analyze any text given to them.

d. The Influence of Reading Literacy to Students’ Interest in

Reading English

RAND (2002) shows that many studies have demonstrated that social,

cultural, and historical factors are key to readers’ comprehension, interest,

investment, and success. It is in line with what Gurthrie et al (1996) have

stated in the previous section of this chapter. Guthrie et al (1996) believe

that one of the ideal reading literacy instruction is for teachers to encourage

students to initiate learning by generating their own questions from real-

world observation and inviter their students to self-direct to support

students’ autonomy and choice of topics, books, and peers. It means that

if the teachers of reading literacy in the classroom can apply what Guthrie

et al (1996) propose, it will influence students’ interest in reading English.

32
 There are emotional concomitants and consequences of reading.

Reading, like everything else, inevitably involves feelings. On the positive

side, Smith (2004) believes that reading can provide interest and

excitement, stimulate and alleviate curiosity, console, encourage, rouse

passions, relieve loneliness, assuage tedium or anxiety, palliate sadness,

and on occasion induce sleep.

Anderson et al. in Hidi (2001) argue that a certain variety of texts can

contribute positively to the students. The texts that have novelty,

unexpected or surprising information can be sources of situational interest.

Therefore, if the classroom English teachers can bring variety texts to the

classroom, it will increase the students’ interest in reading. Wade et al. in

Hidi (2001) also study that the texts which have some importance or value

for the students are interesting for the students. Harp and Mayer in Hidi

(2001) investigate that texts that can contribute to increasing students’

comprehension are interesting for the students. It is because the students

can feel their achievement. As they know they can comprehend the text,

they have the interest to read again. Context is another important aspect

that can increase the students’ interest in reading. It is stated by Schraw

and Dennison in Hidi (2001). The existence of context can facilitate the

students in comprehending the texts and making use the meaning from the

text in other situations. In addition, the texts that are meaningful,

challenging, or personally relevant to the students can contribute much in

increasing the students’ interest in reading.

33
 Chen (2009) believes that students’ interest will be arises once the

students understand of functions of reading. It is important for the students

to know the significance of their reading. However, every student has

different needs in learning. Therefore, Adetoro (2010) argues that

students’ interest may arise from the particular needs of an individual. In

most cases, the interest to engage in the activity of reading arises from a

need to gain information about the individual’s surroundings and contexts.

Reading allows people to gather information about the experiences they

already had or may have.

4. Critical Thinking Skill

a. The Definitions of Critical Thinking Skill

Elder (2012) as cited in Hasan (2013) defines critical thinking skills

as a process of intellectual discipline that is actively and skillfully

conceptualized, applied, analyzed, synthesized, and evaluated the

information that had been collected or gathered. Critical thinking skill is a

skill that brings precision to the way someone thinks and works to be more

accurate and specific in noting what is relevant and what is not (Junining,

2016). Critical thinking is reasonable and reflective thinking aimed at

deciding what to believe and what to do (Hunter, 2009). Critical thinking,

which involves reasoning, is the process the reader uses to determine

which interpretations are consistent with the textual evidence and

background knowledge (Commeyras, 1990).

34
 To be acknowledged as critical thinkers, the students need to activate

their background knowledge. To have a big amount of background

knowledge, the students should read a lot. By reading, the students may

gain some knowledge or experience that happen to others. These reading

activities require the students to have intellectual discipline meaning that

the students do not only recall or understand about certain knowledge, but

they also have to apply, analyze, synthesize, and evaluate certain

knowledge. If the students activate their background knowledge and

intellectual discipline, the students will accurately decide to believe in

certain information or not.

Facione (2000) defines critical thinking as the ability to judge in a

reflective way what to do or what to believe. Willingham (2007) give a

wider definition of critical thinking as seeing both sides of an issue, being

open to new evidence that disconfirms your ideas, reasoning

dispassionately, demanding that claims be backed by evidence, deducing

and inferring conclusions from available facts, solving problems, and so

forth. Critical thinking is the art of analyzing and evaluating thinking with

a view to improving it. Paul and Elder (2006) define critical thinking as

self-directed, self-disciplined, self-monitored, and self-corrective

thinking. It entails effective communication and problem-solving abilities.

According to Critical Thinking Cooperation (2006) in Karakoc

(2016), critical thinking is an ability which is beyond memorization. When

students think critically, they are encouraged to think for themselves, to

35
question hypotheses, to analyze and synthesize the events, to go one step

further by developing new hypotheses and test them against the facts.

Critical thinking individuals are people who research, question, refuse the

information’s as it is, active, think analytically and synthesis, evaluate the

information and explain with true basis, treat open-minded and aware of

thinking processes.

Paul and Elder (2008) reveal a list about the characteristics of critical

thinkers. Critical thinkers are those who raise vital questions and problems,

formulate them clearly and precisely, gather and assess relevant

information, use abstract ideas to interpret it effectively, come to well-

reasoned conclusions and solutions, test them against relevant criteria and

standards, think open-mindedly within alternative systems of thought,

finally communicate effectively with others.

When critical thinking is being discussed, then, taxonomy bloom will

be discussed as well since both are somehow related. The original

taxonomy Bloom provides definitions for each of the six major categories

in the cognitive domain. The categories were Knowledge, Comprehension,

Application, Analysis, Synthesis, and Evaluation. The categories are

ordered from simple to complex and from concrete to abstract. Further, it

is assumed that the original Taxonomy represented a cumulative hierarchy;

that is, mastery of each simpler category was prerequisite to mastery of the

next more complex one. Therefore, Krathwohl (2002) revises the

taxonomy by giving several changes. The verb aspect of the original

36
Knowledge category was kept as the first of the six major categories but

was renamed Remember. Comprehension was renamed because one

criterion for selecting category labels was the use of terms that teachers

use in talking about their work. Because understand is a commonly used

term in objectives, its lack of inclusion was a frequent criticism of the

original Taxonomy. Comprehension, the second of the original categories,

was renamed Understand. Application, Analysis, and Evaluation were

retained, but in their verb forms as Apply, Analyze, and Evaluate. Synthesis

changed places with Evaluation and was renamed Create.

b. The Importance of Critical Thinking Skill

After portraying the definitions of critical thinking skills proposed by

some experts, therefore, according to Cottrell (2005), having this skill is

beneficial in terms of providing a useful tool for problem-solving and

project management, bringing greater precision and accuracy to different

parts of a task. Acquiring critical thinking skill could save time since it

helps to identify the most relevant information more quickly and

accurately (Junining, 2016). Smith and Szymanski (2013) believe that

critical thinking skills are necessary to succeed in higher education or in

the workplace.

It is embedded in the Melbourne Declaration (Educational Goals for

Young Australians) (MCEETYA, 2008) which describes successful

learners as those who are able to think deeply and logically, and obtain and

evaluate evidence in a disciplined way as the result of studying

37
fundamental disciplines; and, elsewhere, as those who are able to make

sense of their world and think about how things have become the way they

are. This would indicate that, for the pre-service teachers who participated

in this study, it is important to be engaged in critical thinking for their own

academic development and to demonstrate this capacity as a part of

achieving and to understand its role in their future professional practice.

Today’s student should be an independent, skilled learner who uses

critical thinking and builds his or her own learning in a student-centered

system. This should transform education’s role so that it empowers

learners with lasting, transferable skills allowing them to face any problem

under any circumstances (Frederiksen in Hassan & Madhum, 2007). One

of Education’s important goals becomes to develop critical thinkers who

can adapt to different contexts, solve problems, and make use of

knowledge in a logical, analytical and systematic approach. Learners are

expected to reach fast-automated and effortless use of the exact accurate

skills needed to solve problems in any subject matter (Pellegrino et al. in

Hassan & Madhum, 2007).

Hader (2005) in Karakoc (2016) believes that thinking critically will

boost creativity and enhance the way you use and manage your time and

critical thinking not only describes the ability to think in accordance with

the rules of logic and probability, but also the ability to apply these skills

to real-life problems, which are not content-independent. Critical thinking

can provide the students with a more insightful understanding of

38
themselves (Karakoc, 2016). It will offer them an opportunity to be

objective, less emotional, and more open-minded as they appreciate others'

views and opinions. By thinking ahead, the students will gain the

confidence to present fresh perspectives and new insights into burdensome

concerns.

Halx and Reybold (2005) determine that critical thinking requires the

maximum exertion of intellectual capability and that students and teachers

alike find critical thinking discomforting because it requires personal

reflection. Most definitions of critical thinking emphasize a heightened

awareness of multiple points of view and context, as well as an evaluation

of one’s own thought processes before reaching a conclusion. Tsai et al.

(2013) believe that utilizing activities to enhance critical thinking, students

are better able to understand why something has occurred as opposed to

just understanding what has occurred. This deeper understanding allows

the students to better analyze the circumstances surrounding the

occurrence and differing viewpoints about the occurrence.

From the point of view of general psychology, Myers (2003) states that

critical thinking examines hypotheses, uncovers hidden values, evaluates

events and conclusions. Kokkidou (2013) documents increases in

creativity, performance, and literacy within the confines of music, as well

as an increased awareness of the musical environment in which students

and educators live. Her findings were that by challenging students to think

critically, educators were finding themselves thinking more critically

39
about their subject of expertise. Critical thinking instruction in schools has

revealed positive effects on children’s academic achievement, cognitive

performance, meta-cognition, and self-efficacy (Kokkidou, 2013).

VanTassel-Baska, Bracken, Feng, & Brown (2009) reported findings of

an increase in reading comprehension and reading assessment scores that

bodes well for critical thinking skill. Paul and Elder (2006) state the

thinking person improves the quality of his or her thought when he or she

brings the inherent structures of thought under skillful control and imposes

cognitive prototypes on them. Paul and Elder (2006) further note that it is

important for the individual to be able to pose questions of vital

significance, to gather all the relevant data, to examine and justify their

conclusions and solutions, to keep an open mind while thinking, and to

recognize and justify their hypotheses and their consequences on a

practical level.

The critical thinking perspective is comprehensive and includes

creativity, problem-solving, intuition, and insight (Lipman; Bowell &

Kemp, in Paul & Elder, 2006). The variety and range of terms regarding

critical thinking (e.g., reflective, analytic, investigative) may suggest that

its nature is complex and multidimensional. Thus, critical thinking

requires the presence of mind to assess and scrutinize ‘knowledge’ prior

to its consumption (Tsui, 2003). Critical thinking, then, is disciplined

thinking that requires self-regulation (Pithers & Soden, 2000), and it is

40
 practiced by accepting or rejecting arguments based on purposeful and

reasoned judgment, not based on emotions or assumptions.

In addition, cooperation among group members is a form of social

interaction that can trigger the development of learner thinking skill

(Brown, 2007). Furthermore, Brown (2007) explains that the cooperation

among group members can trigger cognitive development of learners,

including the critical thinking skills. Citing this opinion strengthened by

Chen (2008) states that social interaction is a prerequisite of cognitive

development.

Some benefits above show that it is important for the students to have

critical thinking skill. Once they have critical thinking skill, they will be

more selective in perceiving the information. They will not believe in

certain information easily. Whenever they hear or read certain information,

they will look for some related information. Some related information that

they find will assist them to believe that information or not.

5. Reading Interest

a. The Definitions of Reading Interest

One who does not know how to read or does not like to read will likely

be archaic as he or she fails to benefit from the opportunity to gain access to

the wide range of knowledge (Khairuddin, 2013). Besides, when readers

read to get information, they indirectly improve their reading skills. This is

supported by Eskey (2002) who states that by reading, someone learns to

41
read and becomes better at reading. Therefore, people who read extensively

can become good readers as they are exposed to new words.

According to Mc Kool (2007), reading interest is defined as readings

done when students are outside the school compound. Furthermore, the US

Department of Education (2005) defines reading interests as to whether or

not students like to read in their spare time or at home or whether they like

to go to the library. Besides, reading interest is also defined by the number

of books read in a month and the number of times students read in a week

and the favorite genres and types of English reading materials (Khairuddin,

2013).

Reading is one of the ways for the student to gain knowledge. From

some experts mentioned above, it is showed that by having reading interest,

the students will have more eagerness to read. To make the students have a

reading interest, it is suggested for the teachers to invite the students to read

the texts that are interesting for them which is in line with the nature of

reading literacy. By reading a number of texts, the students will be exposed

by new vocabularies. By doing so, the students will enrich their own

knowledge. Finally, as the students have a reading interest, their reading

skill will improve.

Kintsch in Alexander and Jetton (2000) describes two forms of interest

that occur during reading namely emotional and cognitive. Emotional

interest is that affective response that readers have in the text when, for

example, they are particularly moved by a character’s actions. Cognitive

42
interest results when the text captures the reader’s mind and thoughts, such

as when the reader finds an author’s idea interesting. Other researchers have

characterized interest as either individual or situational (Hidi in Alexander

& Jetton, 2000). Individuals may have deep and enduring interest in certain

text content. For example, someone who has studied pottery all of his life

and picks up an article on a new technique for molding clay will certainly

have an individual interest in the text. Readers who are individually

interested are involved in knowledge seeking as they read the text because

they actively pursue knowledge and skills associated with their own

interests.

Interest is another variable which fosters passion and attention for a

specific subject (Zayed, 2015). Reading interest has been used to refer to

reader perception in regards to the degree to which a reader enjoys reading

or considers it potentially exciting or interesting. According to Thomas in

Squires (2014), reading interest refers to how excited an individual is to

engage in reading some written material. It can also refer to an individual’s

perception of how stimulating or fulfilling reading material can potentially

be.

b. The Importance of Reading Interest in EFL Classroom

Murphy and Alexander (2000) state that interest can be a powerful

catalyst for such persistence. Interest relates to other critical factors in

learning from text, including the attention readers pay to particular text

elements (Reynolds & Shirey, 1988 in Murphy & Alexander, 2000), their

43
overall involvement (Reed & Schallert, 1993 in Alexander & Jetton,

2000), and academic engagement (Guthrie et al, 1996).

Interest can be a powerful catalyst for such persistence (Murphy &

Alexander, 2000). Interest relates to other critical factors in learning from

text, including the attention readers pay to particular text elements, their

overall involvement, and academic engagement. The value of interest has

been recognized by early scholars such as Ebbinghaus (1885/1964) and

James (1890) because interest has an effective role in people’s attention,

remembering power, learning, understanding, effort as well as personal

involvement (Zayed, 2015). These roles shape the type of learning and

reading engagement.

Adjah in Zayed (2015) states that reading interest and motivation for

adults are contributed to by a lifelong activity rooted in past experience,

level of education, and diverse knowledge. The experience of interest is

central to feelings of autonomy and intrinsic motivation because it focuses

and intensifies attention toward a task, supporting engagement and

persistence. Interest may be an important resource for coping with

unfavorable learning tasks through increasing feelings of arousal and

attention (Fulmer & Frijters, 2011). In particular, students with high

interest in the topic reported more interest and enjoyment of the story,

which leads to greater persistence with the text (Ainley, Hillman, et al.,

2002 in Fulmer Frijters, 2011). Conversely, when students reported low

44
 topic interest for a text, they were more likely to stop reading when given

the opportunity and report feeling bored while reading.

Avid readers of all backgrounds are higher achievers than students who

seldom read; indeed, the achievement gap between white students and

students of color disappears when both read widely and passionately

(Swan et al. 2010). Students who read widely and frequently are higher

achievers than students who read rarely and narrowly. (Guthrie 2008).

6. Characteristics of High School Students

Caskey (n.d) defines an early adolescence as a distinct period of human

growth and development situated between childhood and adolescence. During

this stage of life, young adolescents, 10- to 17-year-olds, experience rapid and

significant developmental change. Pennington (2008) mentions that these

students can think abstractly and need fewer concrete examples to understand

complex thought patterns. Pennington (2008) proposes characteristics of senior

high school students as follows.

a. The students need to understand the purpose and relevance of teaching

and learning activities.

b. They are both internally and externally motivated.

c. They have self-imposed cognitive barriers due to years of academic

failure and lack of self-confidence.

d. They may have "shut down" in certain cognitive areas and will need to

learn how to learn and overcome these barriers to learning.

e. They want to establish immediate and long-term personal goals.

45
 f. They want to assume individual responsibility for learning and progress

toward goals.

Peer communication becomes an increasingly common activity and an

important source of information, emotional support, and personal well-being.

As grade level increased, students spent significantly greater amounts of time

socializing with friends both talking in person and on the phone. Therefore, they

are more comfortable to talk to their peers rather than any other adults.

(Nippold, 2000).

B. Relevant Studies

A study conducted by Commeyras (1990) proves that the analysis of a

critical-thinking in reading lesson has tried to provide substantive evidence that

there does exist an interdependent relationship between critical thinking and

reading comprehension. For these students, comprehending text requires

critical thinking, and thinking critically about the text relied upon a certain level

of reading comprehension.

A research conducted by Shihab (2011) has suggested that reading cannot

be possible without thinking and to suggest that critical discourse analysis can

be useful as an instrument in the teaching of the required thinking skills and

communication, namely predicting, acknowledging, comparing, evaluating,

decision-making and communicating. Another study conducted by Tung &

Chang (2009) shows that literature reading did help weak thinkers improve

their overall critical thinking and especially demonstrate better skills in

46
analysis. In the beginning, they were exercising their prior knowledge and

experiences in L1 acquisition in reading the English texts.

A study conducted by Acheaw (2014) indicates that most of the respondents

had the view that reading a novel or fiction enables them to express themselves

well. Reading habit is an essential and important aspect of creating the literate

society because it shapes the personality of an individual and helps him or her

to develop the proper thinking methods and create new ideas. Another research

conducted by Kikas, et al (2017) showed that when the teachers give

opportunities for the students to actively participate in the classroom, the more

interest in reading the students reported in that particular classroom at the end

of the school year. Lastly, a research conducted by Noortyani (2018) resulted

that enhancing the role of social and classroom environment to build students’

reading interest can be done by designing independent reading activity which

involves collaboration with students’ peers.

It is proved that reading cannot be separated from critical thinking. As the

students read, they will do some steps that will automatically improve their

reading skill. School Literacy Program requires the students to read books

outside the teaching-learning books. School Literacy Program shapes the

students to have a reading habit. Once the students read a lot, their way of

thinking will be improved.

C. Conceptual Framework

There are three variables in this study. The variables chosen in this study

are based on the theories on the ideal implementation of reading literacy in the

47
 classroom that the researcher had read. This research investigated the effect of

reading literacy in EFL classroom on high school students’ critical thinking

skill and interest in reading English. Based on the theories portrayed previously

in this chapter, it is showed that in learning English as a second or foreign

language, the students do literacy process. It is more than the ability to read and

write. Reading literacy demands more from the students. The students have to

be able to criticize and make an impact from their reading. This study

investigated the effect of reading literacy in EFL on critical thinking skill and

interest in reading English of high school students in Yogyakarta city.

Figure 1. Conceptual Framework of this Study

Reading Literacy in EFL

Classroom
(Independent Variable)
Generating real-world based
questions.
Bringing conceptual contexts.
Accommodating students’
autonomy.
Engaging students’
metacognitive skill.
Expressing students’ feeling of
learning.
Bringing context in teaching.
Making use of various texts in
teaching and learning.
Explaining the purpose of
learning explicitly.
Knowing students’ background
and proficiency.
Initiating students’ critical
thinking skills.
Stimulating students to use
knowledge and high-level
strategies

48
D. Research Hypotheses

Based on the background, literature review, and the conceptual framework,

this research will have these hypotheses:

1. Hypothesis alternative 1 (H1): Reading literacy in EFL classroom

influences students’ critical thinking.

2. Hypothesis alternative 2 (H2): Reading literacy in EFL classroom

influences students’ interest in reading English.

49
 CHAPTER III

RESEARCH METHOD

A. Type of the Research

As has been mentioned in the first chapter, the objective of this research was

to examine the influence of reading literacy in the EFL classroom on high

school students’ critical thinking skill and interest in reading English. This

research was an ex-post facto research which focused on examining the

influence of reading literacy in EFL classroom towards high school students’

critical thinking and interest in reading English. To examine the influence of

certain variable towards other variables, the method used is ex-post facto

(Sumwartono, 2014).

B. Setting of the Research

This study was conducted in Yogyakarta City by taking 6 senior high

schools as the subjects. This study was conducted on April 2018.

C. Population and Sample of the Research

According to the Dinas Pendidikan, Pemuda dan Olahraga Yogyakarta

province, there are 11 state senior high schools in Yogyakarta City. The 11 state

senior high schools in Yogyakarta city were the population of this research.

Meanwhile, the 6 state senior high schools in Yogyakarta city were chosen as

the sample of this research. Senior high schools in Yogyakarta city was chosen

as the population as well as the sample for this study because the top three

schools which achieve the highest scores for the final examination were from

50
Yogyakarta city. The data taken from Dinas Pendidikan, Pemuda dan Olahraga

showed that three senior high schools in Yogyakarta city achieved the first,

second, and third rank for three academic years namely 2014/2015, 2015/2016,

and 2016/2017.

The 6 schools from Yogyakarta city were chosen by stratified sampling.

Stratified sampling was done because the researcher wanted to take 3 from

higher and 3 from low achiever schools based on their final examination results

in Yogyakarta city. By doing so, the data gathered can generalize the whole

population in Yogyakarta city. Therefore, this study involved 6 classrooms from

6 senior high schools in Yogyakarta city. There were 168 students involved in

this study.

The schools that were chosen to become the respondents for this study were

presented below. However, to obey the anonymity of research, the schools’

names were omitted.

Table 1. Sample of the research

The Scores of Final Examination Mean Scores for 3

No Name of Schools
2014/2015 2015/2016 2016/2017 Years
1. Senior High 82,75 76,33 80,95 80,01
School A
2. Senior High 81,33 76,99 80,64 79,65
School B
3. Senior High 78,27 74,19 79,70 77,38
School C
4. Senior High 79,75 73,44 78,91 77,36
School D
5. Senior High 76,92 72,53 77,79 75,74
School E
6. Senior High 75,67 70,63 75,26 73,85
School F
7. Senior High 74,68 70,60 73,94 73,07
School G
Continued.

51
 Continued.
8. Senior High 73,01 68,94 72,55 71.50
School H
9. Senior High 69,52 67,27 72,45 69,74
School I
10. Senior High 67,88 66,84 71,23 68,65
School J
11. Senior High 67,19 63,56 67,31 66,02
School K

The data above were taken from Dinas Pendidikan, Pemuda dan Olahraga

Yogyakarta province. The researcher asked for 3 academic years to see the

consistency of both high and low achiever schools. From the data, it could be

seen that senior high schools in Yogyakarta city achieved consistent rank in the

three academic years. Senior High Schools A, B, and C performed best for 3

years. Meanwhile, Senior High Schools I, J, and K performed the lowest for 3

years. Therefore, Senior High Schools A, B, and C were taken as the subjects

for high strata. For low strata, Senior High Schools I, J, and K were chosen to

be the subjects.

There were 168 students involved in this research. The number of students

from each school was derived from what schools have chosen for me to conduct

the research. The number of students involved in this research is presented in

the following table.

Table 2. The Number of Students Involved in the Research

Name of Schools Number of Students

Senior High School A 22
Senior High School B 24
Senior High School C 30
Senior High School I 28
Senior High School J 36
Senior High School K 34
Total 168

52
D. Variables of the Research

The variables in this study included both independent and dependent

variables. Dependent variables in this research were students’ critical thinking

skill (Y1) and interest in reading English (Y2). These two variables were

examined by the independent variable namely reading literacy in EFL

classroom (X). The data of the independent variable were in the form of interval

data. Meanwhile, the data of dependent variables were both ratio and interval.

E. Data Collection Technique

The variables, the instruments, and type of the data of this research are

presented in the following table.

Table 3. Table of Variables, Instruments, and Type of Data of the

Research

No. Variables Instruments Type of Data

1. Reading literacy in EFL Questionnaire Interval

classroom
2. Students’ critical thinking Test Ratio
skill
3. Students’ interest in reading Questionnaire Interval
English

The type of data gathered for reading literacy in EFL classroom and

students’ interest in reading English variables was in the form of interval data.

Although in the instrument, the scale was written as “Strongly Agree”,

“Agree”, “Disagree”, and “Strongly Disagree”, those scale were inverted into

point 1-4: 1 point for “Strongly Disagree”, 2 point for “Disagree”, 3 point for

“Agree”, and 4 point for “Strongly Agree”. Therefore, the data for reading

53
 literacy in EFL classroom and students’ interest in reading English variables

were in the form of interval data. Meanwhile, for students’ critical thinking

skill variable, the data gathered were in the form of ratio since the questions to

measure this variable were in the form of test.

The instruments used to gather the data for this research were questionnaire

and test. The first thing the researcher did to gather the research data was

investigating how reading literacy in the EFL classroom in Yogyakarta city is

implemented. The data of this independent variable was gathered by

distributing questionnaire. The indicators of the questionnaire were taken from

the theories of ideal reading literacy in the classroom portrayed in Chapter II.

The indicators checked whether reading literacy in the EFL classroom in

Indonesia had been implemented well or not. There were 22 questions to

investigate reading literacy in the classroom in Yogyakarta city. The blueprint

of questions is presented below.

Table 4. The Theories and Item Numbers to Investigate Reading Literacy in

the Classroom in Yogyakarta City

Number Total
No. Theories
of Items Numbers
1. Guthrie et al (1996) suggest that engaging classroom contexts 1, 3, 11 3
are observational, encouraging students to initiate learning by
generating their own questions from real-world observation.
2. Guthrie et al (1996) suggest that engaging classroom contexts 6 1
are conceptual, with a focus on substantive topics rather than
reading skills.
3. Guthrie et al (1996) suggest that engaging classroom contexts 16, 18 2
are self-directing in terms of supporting students’ autonomy
and choice of topics, books, and peers.
4. Guthrie et al (1996) suggest that engaging classroom contexts 8 1
engage students’ metacognitive, with explicit teaching of
reading strategies, problem-solving, and composing.
5. Guthrie et al (1996) suggest that engaging classroom contexts 20, 22 2
are expressive, creating opportunities for self-expression
through writing, debating, and group interaction.

54
6. Wray et al (2000) believe that context is an essential thing in 2 1
teaching reading literacy in the classroom.
7. Wray et al (2000) find that the effective teachers tend to report 7, 10, 12, 4
using activities which involved work at more than one of text, 13
sentence and word levels, thus assisting their pupils to make
connections between these levels.
8. Wray et al (2000) argue that the teachers make the purposes 4, 9 2
and processes of literacy explicit for their pupils, through
modeling and demonstration as well as through their
explanations and exemplifications.
9. Garcia and Godina (2004) suggest the teachers give diversity of 5 1
experiences that characterize adolescent English language
learners, it is important for educational personnel to find out
who these students are in terms of their language and
sociocultural backgrounds, educational experiences, literacy
levels in the native language, and levels of oral and academic
English proficiency.
10. Jiménez et al (1995) in Garcia and Gordina (2004) point out 19, 21 2
that specific strategies namely questioning, summarizing,
making accurate inferences, using context to figure out
unknown vocabulary.
11. Garcia and Gordina (2004) also recommend that teachers 14, 15, 17 3
encourage English language learners to use knowledge and
high-level strategies (e.g., invoking prior knowledge, noticing
novelty) acquired while reading in their native languages to
reading in English, as well as bilingual strategies
Total 22

To gather the dependent variable 2 namely reading interest in English, the

questionnaire included some positive and negative statements related to

students’ interest in reading English. The statements in the questionnaire were

in the form of Likert-Scale in which the respondents had to choose one

statement from the choices given by the researcher. There were 25 question

items to investigate students’ reading interest. All the questions were adapted

from Larsen (1999), Schoenbach, Greenleaf, and Murphy (2012), Strategic

Literacy Initiative (2004), and Jacobs (2002). The questionnaire was available

in the appendices. Another dependent variable was examined by conducting a

critical thinking test. There are 32 question items to investigate students’

critical skill.

55
 The questionnaire to gather reading literacy in EFL classroom data was

developed by the researcher based on theories on reading literacy. Information

about students’ reading interest in English was gathered by using questionnaire

to examine the students’ interest in reading English. To measure students’

critical thinking skill, the researcher adapted two critical thinking skill tests.

The instruments were applied in the English-speaking countries. Therefore, the

researcher found it necessary to change several difficult vocabularies and

provided the meaning in Bahasa Indonesia to meet the proficiency of high

school students in Yogyakarta. The list of adapted questions is presented

below.

Table 5. The List of Adapted and Adopted Questions of the

Instrument
No. Number of Items Adapted or Adopted Sources
1. Part B no. 1-7 Adapted Larsen A.W. (1999)
2. Part B no. 8-14 Adapted Schoenbach R.,
Greenleaf C., & Murphy
L. (2012)
3. Part B no. 15 and 16 Adapted Strategic Literacy
Initiative. (2004)
4. Part B no. 17-25 Adapted Jacobs J.K. (2002)
5. Part C no. 1-4 Adapted Larsen A.W. (1999)
6. Part D no. 1-17 Adapted Lauren B. & Starkey.
(2010)
7. Part E no. 1-15 Adapted Free Critical Thinking
Test by Assessment Day.

F. Validity and Reliability

As has been mentioned before, this research used a questionnaire and test to

gather the data. It required the researcher to hold a pilot testing for this

questionnaire and test before it gathered the real data in the field. The pilot test

was held on March 28th, 2018 in Senior High School F. Senior High School F

56
was chosen because it was in the middle of final examination rank in

Yogyakarta city. There were 20 students involved in this pilot test. By

conducting the pilot test there, it was expected that students from both high and

low achiever schools can answer the questions in the questionnaire. After

conducting the pilot test, the reliability of the instrument was measured. In

addition, the English teacher of Senior High School F suggested the researcher

eliminate some items that might be too difficult for the students coming from

low achiever schools. Regarding to this suggestion, the researcher eliminated

items number 1, 2, 5, 7, 8, and 16.

Validity and reliability of the instruments used in this research were tested

before the pilot testing. The validity in this study covered content validity and

face validity. For content validity, the instrument was examined by experts in

English language teaching and in Bahasa Indonesia. Expert in Bahasa Indonesia

was involved in this validity test because the researcher used Bahasa Indonesia

in some parts of the questionnaire of this study. Face validity was tested from

its appearance such as whether or not the instruction of the instrument is clear

enough for the respondents.

The reliability of the instrument part A and B was examined by using

Cronbach alpha. The Cronbach Alpha for questionnaire part A was 0,538. and

for questionnaire part B was 0,903. The reliability of instrument part D and E

was examined by KR 21 formula. The KR 21 for questionnaire part D was 0,70

and for questionnaire part E was 0,71. Based on the criteria in KR 21 formula,

57
the KR 21 formula results of the questionnaire part D and E belonged to “High”

since the “High” criteria ranged from 0,61-0,80.

Regarding the interpretation of reliability tests above, it could be concluded

that the instrument was appropriate to gather the data in the field. However, the

teacher from Senior High School F suggested the researcher eliminate some

difficult and long items in questionnaire part D. The teacher concerned that the

low achiever school students would not be able to answer the questions because

the time given from each school would be limited. Therefore, the researcher

decided to eliminate some items based on the teachers’ suggestion.

G. Data Analysis Technique

The three variables in this study namely reading literacy in the EFL

classroom, students’ critical thinking skill, and students’ interest in reading

English were analyzed by using Multivariate Analysis of Variance

(MANOVA). MANOVA is appropriate in analyzing the research which has

more than one dependent variable (Supranto, 2004). MANOVA was used to

investigate the influence of the independent variable upon the two dependent

variables. MANOVA tested both first and second hypotheses. As the

prerequisite for MANOVA analysis, normality and homogeneity test were

done.

The first hypothesis (H1) was “reading literacy in EFL classroom influences

students’ critical thinking skill”. The Ho for this hypothesis was “reading

literacy in EFL classroom does not influence students’ critical thinking”. Based

58
on this hypothesis, the criteria used is if Sig. on the table < 0.05 means Ho is

rejected. H1 is accepted if the Sig. on the table < 0.05.

The second hypothesis (H2) was “reading literacy in EFL classroom

influences students’ interest in reading English”. The Ho for this hypothesis was

“reading literacy in EFL classroom does not influence students’ interest in

reading English”. The criteria used is if Sig on the table < 0.05 then, Ho is

rejected. H2 is accepted if the Sig. on the table < 0.05.

59
 CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter presents the findings and discussion of this study. It consists of

4 sub chapters namely (1) research data description, (2) hypotheses test, (3)

discussion, and (4) limitation of the study.

A. Research Data Description

1. Data Description

This study was a quantitative research (ex-post facto design) which used

statistics to analyze the results. The purpose of this study was to investigate the

influence of reading literacy in the EFL classroom on high school students’

critical thinking and interest in reading English.

This study entitled “The Effect of Reading Literacy in EFL Classroom on

the Critical Thinking Skill and Interest in Reading English of the Students of

High Schools in Yogyakarta City”, was conducted in 6 senior high schools in

Yogyakarta City. Those six high schools were chosen based on the national

examination rank that has been portrayed in the previous chapter. As has been

mentioned in the previous chapter, the sample of this study was the three

highest and three lowest ranks of national examination scores. The research

was conducted on April 2nd, 2018 until April 27th, 2018. Before conducting the

research, the researcher held a pilot testing in one of the senior high schools in

Yogyakarta city on March, 28th, 2018 involving 20 students from this high

school. This school did not belong to the sample of this study. There were 168

students involved in this study.

60
 To analyse MANOVA, the data of X variable (independent variable)

should be converted into 3 categories namely “Good”, “Fair”, and “Poor”.

“Good” category is those respondents whose score > mean + standard

deviation. “Fair” category is those respondents whose score between mean –

standard deviation and mean + standard deviation. Meanwhile, the respondents

who belong to “Poor” category had score < mean – standard deviation.

Table 6. Descriptive Statistic in Categorizing the data of X Variable

Reading Literacy
N Valid 168
Missing 0
Mean 59,72
Median 60,00
Std. Deviation 4,878
Percentiles 25 57,00
50 60,00
75 63,00

From Table 6, it can be seen that the mean of the X variable data is 59.72

and the standard deviation is 4.87. From mean and standard deviation, the

category for the independent variable can be divided. Table 7 presents the

categorization of respondents to reading literacy in EFL classroom in

Yogyakarta city.

Table 7. Table of Categorization

Category Score Number of Students

Good > Mean + Sd 29
> 59.72 + 4.87
> 64.59
Fair Mean – SD ≤ X ≤ Mean + SD 116
59.72 – 4.87 ≤ X ≤ 59.72 + 4.87
54.85 ≤ X ≤ 64.59
Poor < Mean – Sd 23
< 59.72 – 4.87
< 54.85

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 From Table 7, it can be seen that there are 29 respondents experience good

reading literacy in EFL classroom. Meanwhile, there are 116 respondents

experience fair implementation of reading literacy in EFL classroom. Finally,

23 respondents experience poor reading literacy in EFL classroom.

2. Research Data Analysis

a. Normality Test

Normality test was done to examine whether the data gathered in

this research had normal distribution or not. Normality test was done as

the prerequisite before MANOVA analysis was done. To test the

normality of research data, the test was done by using Kolmogorov

Smirnov by IBM SPSS Statistics 24 for Windows with the significance

at 5% (0.05). In doing this test, there are two criteria that should be

fulfilled, (1) if the significance result is higher than 0,05, Ho is accepted

meaning that the data of research has normal distribution, (2) if the

significance result is lower than 0.05, Ho is rejected meaning that the

data of research does not have normal distribution. The result of the

normality test of this study is presented below.

Table 8. The Result of Normality Test

Data Number of Asymp. Sig. Conclusions
Respondents
Reading Literacy in 168 0.068 Normal
EFL Classroom
Critical Thinking 168 0.099 Normal
Interest in Reading 168 0.096 Normal
English

Table.8 shows the results of the normality test of the three variables

in this study. Based on the result of the normality test in Table.8 above,

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the Asymp. Sig. for the three variables are >0.05. It could be concluded

that the data distribution of this study was all normal because of

Kolmogorov-Smirnov Z and Asymp. Sig >0.05. Since the significances

were higher than 0.05, it means Ho is accepted. As the data distribution

of this study was normal, assumption multivariate was achieved. The

result of the normality test can be further seen in the appendices.

b. Descriptive Analysis

Descriptive analysis was used to portray the data before further

analysis was conducted. The descriptive analysis of data for this study

is presented in the Table. 9 below.

Table 9. Descriptive Analysis of Research Data

Reading Literacy in EFL Mean Std. N
Classroom Deviation
Critical Good 18.14 4.446 29
Thinking Fair 17.84 4.547 116
Poor 15.00 4.189 23
Total 17.50 4.569 168
Interest in Good 69.55 6.237 29
Reading Fair 66.46 6.709 116
English Poor 64.78 7.705 23
Total 66.76 6.877 168

Based on the categorization in Table 7 and the descriptive

analysis in Table. 9, it can be seen that the respondents who

experienced reading literacy in EFL classroom were classified into 3

categories (good, fair, and poor). There were 29 respondents who

experienced good reading literacy in their classroom. Those 29

respondents who were categorized as “Good” have high mean on

critical thinking which is 18.14. Meanwhile, respondents who

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experience “Fair” reading literacy in EFL classroom have mean on

critical thinking by 17.84. There were 116 respondents belonged to

this “Fair” category. The “Poor” implementation of reading literacy is

experienced by 23 respondents which shows mean of 15.00. From this

result, it can be concluded that the implementation of reading literacy

in the EFL classroom in Yogyakarta city has positive influence on

high school students’ critical thinking skill and interest in reading

English.

Based on Table 9, 29 respondents who experienced “Good”

implementation of reading literacy in EFL classroom show the highest

mean on interest in reading English since the mean is 69.55.

Meanwhile, the “Fair” category of reading literacy in EFL classroom

has mean 66.46 on interest in reading English. The “Poor”

implementation of reading literacy in EFL classroom on interest in

reading English that was experienced by 23 respondents shows mean

of 64.78. From this result, it can be concluded that the implementation

of reading literacy in EFL classroom in Yogyakarta city has positive

influence on high school students’ interest in reading English.

From the descriptive analysis of research data, there was an

influence among reading literacy in the EFL classroom, students’

critical thinking, and students’ interest in reading English. For further

understanding, the analysis will be continued to multivariate analysis.

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c. Homogeneity Test

Homogeneity test was aimed to determine the level of homogeneity

of the covariant and variant. In this study, there were two homogeneity

tests conducted. They were Box’s M analysis and Levene's Test

analysis.

1) Covariant Homogeneity Test

Before conducting MANOVA analysis, covariant

homogeneity test should be conducted. The data is homogeneous

if the score of significance is >0.05. In contrast, if the score of

significance is <0.05, the data is not homogeneous. The covariant

homogeneity test is presented in Table 10 below.

Table 10. The Result of Box’s M Analysis

Box’s M F Dfl Dfl2 Sig
1.552 0.251 6 37911.663 0.959

Based on Table 10 above, the score of significance is 0.959, it

means that the data is homogeneous. In other words, the result of

Box’s M analysis shows the equality of covariant between the two

dependent variables in this study.

2) Variant Homogeneity Test

This variant homogeneity test was aimed to compare variant

among the variables in this study. Levene’s Test was used to

analyze the homogeneity of the variant in this study. While Box’s

M analysis examined the variables at the same time, Levene’s

Test examined variables specifically. The criterion in Levenes’

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 Test is that if the score of significance is < 0.05, it means that

variant is not homogeneous. Conversely, if the score of

significance is > 0.05, it means that variant is homogeneous. The

result of Levene’s Test of Equality of Error Variance is presented

in Table 11 below.

Table 11. The Result of Levene’s Test of Equality of

Error Variance
Variables F Dfl df2 Sig.
Critical Thinking 0.252 2 165 0.777
Interest in Reading English 0.666 2 165 0.515

Based on Table 11 above, the score of significant of students’

critical thinking variable is 0.777, and the score of significant of

students’ interest in reading English variable is 0.515. Both scores

of significant from the two variables is homogeneous because the

scores are >0.05.

d. Multivariate Analysis

Multivariate analysis was done to examine the influence among X

(Reading Literacy in EFL Classroom), Y1 (Students’ Critical

Thinking), and Y2 (Students’ Interest in Reading English) variables.

This analysis consists of Pillas’s Trace, Wilk’s Lambda, Hotelling’s

Trace, and Roys Lagerst Root. In this study, Wilk’s Lambda analysis

was used to analyze the research data. Regarding this, there is a criterion

stating that if the significance is < 0.05, it means X variable (Reading

Literacy in EFL Classroom) gives Y1 (Students’ Critical Thinking) and

Y2 (Students’ Interest in Reading English) variables influence

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 thoroughly. Conversely, if the significance is >0.05, it means X

(Reading Literacy in EFL Classroom) variable does not give Y1

(Students’ Critical Thinking) and Y2 (Students’ Interest in Reading

English) any influence. The following table is presented to show the

result of the multivariate analysis. The multivariate analysis was

assisted by SPSS Statistics 24 for Windows.

Table 12. The Result of Multivariate Analysis

Effect Value F Hypothesis df Error df Sig.
Wilks’ Lambda 0.915 3.721 4.000 330.000 0.006

Based on Table 12 above, it can be seen that significant of Wilk’s

Lambda analysis is 0.006. Since the significance result is <0.05, it

means reading literacy in EFL classroom influences students’ critical

thinking and interest in reading English.

B. Hypothesis Test

Hypothesis test was conducted to examine the influence of reading literacy

in EFL classroom on high school students’ critical thinking skill and interest in

reading English. To examine the influence, the test should be done based on

the data collected. There were two hypotheses in this study. The hypotheses are

portrayed as follows:

1. Hypothesis 1

In Chapter II of this research, there were two hypotheses to answer the

questions of this research. The first hypothesis of students’ critical thinking

skill:

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 H0 : Reading literacy in EFL classroom does not influence

students’ critical thinking.

H1 : Reading literacy in EFL classroom influences students’

critical thinking.

In order to test this hypothesis, this research used a score of significant

of 0.05 as the criterion of decision making in analyzing the research data.

The data of students’ critical thinking that had been gathered was analyzed

by using Test of Between-Subjects Effects with SPSS. The result of Test of

Between-Subjects Effects analysis is presented in Table 13.

Table 13. Test of Between-Subjects Effects Analysis Result on

Students’ Critical Thinking Variable (Y1)

Independent Dependent Type III Df F Sig. Observed

Variable Variable Sum of Power
Squares
Reading Literacy Students’ 168.664 2 4.195 0.017 0.731
in EFL Critical
Classroom Thinking

From Table 13, it can be seen that the score of significance is 0.017.

Meanwhile, the formula in making the decision of this research is as

follows:

Probability > 0.05, Ho is accepted

Probability ≤ 0.05, H0 is rejected

Based on the result of analysis and the formula of decision making, the

probability of the research data for Y1 variable (students’ critical thinking

skill) was 0.017. Therefore, Ho is rejected because 0.017 < 0.05. In other

68
words, reading literacy in EFL classroom influences students’ critical

thinking skill.

Further interpretation can be seen from the observed power. The

observed power of the analysis is 0.731. It means reading literacy in EFL

classroom can give influence to students’ critical thinking skill in the

amount of 73.1%. To examine the influence that reading literacy in EFL

classroom to high school students’ critical thinking skill and interest in

reading English, further analysis should be done.

Previously, the homogeneity of students’ critical thinking skill variable

has been analyzed by using Levene’s Test. The significance score of

students’ critical thinking skill variable is 0.777. Therefore, Benferroni Test

that belongs to Post Hoc Test was used to analyze the comparison among

variables separately. Table 14 shows the result of Benferroni Test of the

independent variable (X) to the dependent variable (Y1).

Table 14. The Result of Benferroni Test of The Independent

Variable (X) to The Dependent Variable (Y1)

Dependent (I)Reading (J)Reading Mean Std. Sig. 95%

Variable Literacy in Literacy in Difference Error Confidence
EFL EFL (I-J) Interval
Classroom Classroom Lower Upper
Bound Bound
Students’ Good Fair 0.3 0.931 1 -1.95 2.55
Critical Poor 3.14 1.252 0.039 0.11 6.17
Thinking Fair Good -0.3 0.931 1 -2.55 1.95
Skill Poor 2.84 1.023 0.019 0.36 5.31
Poor Good -3.14 1.252 0.039 -6.17 -0.11
Fair -2.84 1.023 0.019 -5.31 -0.36

Based on the result of Benferroni Test above, critical thinking of

students who experience good reading literacy in their classroom, with the

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“Good” category does not show higher significance compared to students

who are in the category of “Fair”. It can be seen from the mean difference

between “Good” and “Fair” categories that shows the score of 0.3; and

significance 1 > 0.05. On the other hand, the mean difference between

“Good” and “Poor” category shows significant difference with the score of

3.14 with the significance of 0.039 < 0.05. Besides, there is a significant

difference between students’ critical thinking skill who belong to “Fair” and

“Poor” categories because the mean difference shows a score of 2.84 with

the significance of 0.019 < 0.05.

2. Hypothesis 2

As in the students’ critical thinking variable, students’ interest in reading

English variable also has a hypothesis as the criterion of decision making.

The hypothesis is as follows.

H0 : Reading literacy in EFL classroom does not influence

students’ interest in reading English.

H1 : Reading literacy in EFL classroom influences students’

interest in reading English.

To test this hypothesis, this research used the significant score of 0.05

as the criterion of decision making after analyzing the data. Data that had

been gathered related to students’ interest was analyzed by using Test of

Between-Subjects Effects with SPSS. Table 15 is presented to show the

result of the analysis.

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 Table 15. Test of Between-Subjects Effects Analysis Result on
Students’ Interest in Reading English (Y2)

Independent Dependent Type III Df F Sig. Observed

Variable Variable Sum of Power
Squares
Reading Students’ 326.606 2 3.559 0.031 0.655
Literacy in Interest in
EFL Reading
Classroom English

Based on Table 15 above, it can be seen that the significance score is

0.031. The formula of decision making is described as follows:

Probability > 0,05, H0 is accepted

Probability ≤ 0,05, H0 is rejected.

Based on the result of the analysis and the formula of decision making,

the significance score is 0.031. Therefore, Ho is rejected because 0.031 <

0.05. In other words, reading literacy in EFL classroom influences students’

interest in reading English.

The result of analysis shows the significance to the respondents. It can

be seen from the Observed Power. The observed power is 0.655 meaning

that reading literacy gives 65.5% influence to students’ interest in reading

English. To examine further influence given by reading literacy in EFL

classroom to students’ interest in reading English, a deeper analysis should

be done.

As has been presented before, the significance of homogeneity of

students’ interest in reading English variable by using Levene’s Test is

0.515. Therefore, Benferroni Test was used to analyze the independent

71
variable (X) to the dependent variable (Y2). Table 16 shows the result of

Benferroni Test of the independent variable (X) to the dependent variable

(Y2).

Table 16. The Result of Benferroni Test of The Independent

Variable (X) to The Dependent Variable (Y2)

Dependent (I)Reading (J)Reading Mean Std. Sig. 95%

Variable Literacy in Literacy in Difference Error Confidence
EFL EFL (I-J) Interval
Classroom Classroom Lower Upper
Bound Bound
Students’ Good Fair 3.09 1.406 0.087 -0.31 6.5
Interest in Poor 4.77 1.891 0.038 0.19 9.34
Reading Fair Good -3.09 1.406 0.087 -6.5 0.31
English Poor 1.67 1.546 0.841 -2.07 5.41
Poor Good -4.77 1.891 0.038 -9.34 -0.19
Fair -1.67 1.546 0.841 -5.41 2.07

Based on the result of Benferroni Test above, interest in reading English

of students who experience good reading literacy in their classroom, with

the “Good” category does not show a significant different compared to

students who are in the category of “Fair”. It can be seen from the mean

difference between “Good” and “Fair” categories that shows the score of

3.09 and significance of 0.87 > 0.05. On the other hand, there is a

significant difference between “Good” and “Poor” category. It shows the

score of 4.77 with the significance of 0.038 < 0.05. Meanwhile, there is no

significant difference of interest in reading English between the students

who belong to “Fair” and “Poor” categories because the mean difference

shows a score of 1.67 with the significance of 0.841 > 0.05.

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C. Findings of the Implementation of Reading Literacy in EFL Classroom

in Yogyakarta City

Before discussing further about the effect of reading literacy in the EFL

classroom in Yogyakarta city, the findings of how reading literacy in EFL

classroom in Yogyakarta city should be discussed first. The questionnaire

part A which had 22 items of statement was used to gather the information

related to the implementation of reading literacy in the EFL classroom in

Yogyakarta city. The analysis was done descriptively by using Microsoft

Excel to see the percentage of each item. There were 4 scales in the

questionnaire part A namely “Strongly Agree”, “Agree”, Disagree”, and

“Strongly Disagree”. However, “Strongly Agree” and “Agree” belong to

“Agree” scale and “Strongly Disagree” and “Disagree” scales belong to

“Disagree” scale. This was done so the difference between “Good” and

“Poor” reading literacy implementation could be seen clearly. The data in

detail are presented in Appendix 5. Table 17 is presented to portray the

analysis result of the implementation of reading literacy in EFL Classroom.

Table 17. The Implementation of Reading Literacy in EFL

Classroom
Category Items Number
Good 1, 3, 7, 8, 10, and 18
Fair 2, 4, 6, 9, 12, 13, 14, 15, 17, and 19
Poor 5, 11, 16, 20,21, and 22

From Table 17, respondents of this research claim that they experience

statements number 1, 3, 7, 8, 10, and 18 in their reading literacy instruction

in the classroom. Those items represent good implementation of reading

literacy in EFL classroom. Meanwhile, respondents experience poor

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 implementation of reading literacy in EFL classroom in some points

represented by items number 5, 11, 16, 20, 21, and 22. It means respondents

do not experience those statements written in the questionnaire in their

reading literacy instruction in their English classroom.

D. Discussion

1. The Reading Literacy in EFL Classroom in Yogyakarta City

From table 17 above, it can be seen that there were 22 items in

questionnaire part A used in this research to portray the implementation of

reading literacy in EFL classroom in Yogyakarta city. This part A was used

to investigate the implementation of reading literacy in the EFL classroom

in Yogyakarta city. As has been mentioned in Chapter III of this research

report, the questionnaire part A was formulated based on the theories of how

reading literacy in the classroom should be implemented by some experts.

From the result of the analysis in Table 16 above, the high, fair, and low

percentages represent “Good”, “Fair”, and “Poor” implementation of

reading literacy in EFL classroom in Yogyakarta city. In this research

report, there were 6 “Good”, 6 “Poor”, and 10 “Fair” things about the

implementation of reading literacy in EFL classroom in Yogyakarta city.

“Good” implementation of reading literacy in EFL classroom in

Yogyakarta city was represented by the items number 1, 3, 7, 8,10, and 18.

The teachers encouraged the students to ask questions related to the topics

learned in the classroom. It meant that the teachers have already

implemented what Guthrie et al (1996) believe. Once the teachers let the

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students ask questions in the reading instruction, it meant the teachers let

the students be involved in the learning process. It implied that teachers in

EFL classroom initiated student-centered learning. The teachers no longer

served as the speaker in the classroom, instead, the teachers served as the

leader of the discussion in the classroom. As the continuum of students’

active participation in the classroom, the teachers clearly answered the

students’ questions and give further explanation.

The teachers facilitated the students in understanding the texts. As has

been defined by some experts, reading is done when people want to grasp

the meaning and message from the texts. In this research, the teachers in

EFL classroom have been facilitated the students in comprehending the

texts given. Once the students were able to comprehend the texts, they

would be able to do higher thinking process like analyzing, criticizing, and

applying the texts they were reading.

The teachers gave some opportunities for the students to express their

thought and opinion related to the texts learned in the classroom. This point

actually became the “Good” and “Poor” implementation reading literacy in

EFL classroom. The teachers did give some opportunities for the students

to express their ideas, but the students did not use these opportunities. It can

be seen from the item number 20 and 22.

The students read the text given by the teachers in reading instruction.

Most of the respondents of this research claimed that they read the texts

given by the teachers in the reading instruction. It implied that the

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respondents of this research were involved in the reading activities in EFL

classroom.

Last “Good” point of implementation of reading literacy in EFL

classroom was that the students had the chance to choose their own partner

or group in reading instruction. This characteristic was related to the

students’ autonomy in the classroom.

The “Good” points of implementation of reading literacy in the

classroom showed the exposure of critical thinking skill and reading

interest. The treatments done by the teachers above were beneficial to

trigger students’ critical thinking skill and interest in reading English.

Based on the result of the analysis in Table 16, the 10 “Fair” points of

the implementation of reading literacy in EFL classroom in Yogyakarta city

are represented in the items number 2, 4, 6, 9, 12, 13, 14, 15, 17, 19. The

teacher made the connection between the texts students read in the

classroom and their daily life. This point was supported by the other item in

the questionnaire stating that most respondents agreed that texts used in

reading lessons were related to their daily life. Besides, the respondents

argued that their teachers liked to read. At the beginning of reading lessons,

the teachers told the students about the goals of their reading. In addition,

texts used at the beginning of reading lesson were quite easy and

understandable. Then, those texts were increasingly difficult as the reading

instruction took place. In facilitating the students to read, the teachers gave

facts about the texts the students read. Most of the respondents liked the

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choice of texts made by the teachers. However, they did not have any idea

about what kind of texts that can be beneficial for them. The last point was

related to the respondents’ critical thinking skill. Most of them did criticize

the texts they were reading.

From the result of the analysis in table 15, the “Poor” points of the

implementation of reading literacy in EFL classroom are represented in

items number 5, 11, 16, 20, 21, and 22. The first “Poor” point of the

implementation of reading literacy in EFL classroom was that the teachers

do not know whether their students like to read or not. From this point, it

had to be difficult for the teachers to investigate the students’ interest topic

of reading. As the result, the students did not have many chances to choose

reading topics based on their interest. Accommodating students’ topic

interest is one of the characteristics of ideal reading instruction proposed by

Guthrie et al (1996).

Next point was that the students rarely formulate questions from their

real-world observation to be asked to their teachers in reading instruction.

This characteristic showed that students have not linked their real-world

observation to their reading activities in the classroom. It implied that their

daily life was not so close to their reading in the classroom. Guthrie, et al.

(1996) state that in the reading instruction, the students need to initiate

learning by constructing their own questions from their real-world.

The finding based on the questionnaire number 20 and 22 have been

mentioned earlier, the teachers did give the chances for the students to

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express themselves after reading. However, from the questionnaire, it could

be seen that the students did not express their opinion about their reading

both in written and oral form.

Lastly, the students rarely summarize the texts they were reading.

Summarizing is another way to stimulate the students’ critical thinking. By

summarizing, the students can retell to others what the text is about. Jiménez

et al (1995) in Garcia and Gordina (2004) believe that questioning,

summarizing, making accurate inferences, using context to figure out

unknown vocabulary are necessary for the students’ success in reading a

foreign language.

From the discussion of “Poor” points of the implementation of reading

literacy in EFL classroom, it could be seen that the teachers in Yogyakarta

city missed their students’ interest in reading. The lack of those points in the

implementation of reading literacy in EFL classroom in Yogyakarta city

should be covered next time in order to increase students’ critical thinking

and interest in reading English so much faster than before.

2. The Influence of Reading Literacy in EFL Classroom on High School

Students’ Critical Thinking Skill

The result of Hypothesis I of this research showed that reading literacy

in EFL classroom in Yogyakarta city influences high school students’

critical thinking skill positively and significantly. It can be seen that the

respondents of this research were able to achieve good scores in the critical

thinking questionnaire used in this research.

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 From the result of the analysis, it can be seen that the respondents of this

research could answer the critical thinking test provided by the researcher.

In answering those questionnaire items of Part D and E in the questionnaire,

the respondents had to understand what the questions were about. This

finding is in line with what Shanahan (2006) argues that successful

comprehension may also necessitate fluency and critical thinking skills. The

existence of boxes containing the meaning of some difficult words in the

questionnaire assisted the respondents to answer the critical thinking

questions.

In Chapter II of this research report, it has been portrayed that the

students need to understand what they are reading before going further to

the higher process of thinking. Kadir et al. (2014) state that students need to

have fully understood a text where they would analyze, synthesize, and

evaluate it, then students would think critically about the text – choose or

reject the ideas put forward, agree or disagree with the issues, and most

important of all they know the reason why they do it. From this research,

the respondents were able to analyze and criticize the questions. In addition,

from their answers, it can be seen that they were already able to think

critically about the questions they were given.

From the questionnaire part A, most of the respondents agreed that

teachers in their classroom always gave them opportunities to ask questions

related to the learning process. As Paul and Elder (2008) reveal about a list

about the characteristics of critical thinkers, the respondents of this research

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raised vital questions and problems in the learning process, formulated them

clearly and precisely, gathered and assessed relevant information given by

their teachers, used their abstract ideas to interpret the information

effectively, and came to well-reasoned conclusions and solutions. However,

there were some characteristics that have not been accommodated yet by the

respondents of this research. Most of them agreed that they did not

communicate their opinion, criticism, and thought with their peers.

As Hypothesis I has already answered the questions of this research that

reading literacy in EFL classroom influences high school students’ critical

thinking, this result supported a previous research conducted by

Commeyras. Commeyras’s research (1990) proves that the analysis of a

critical-thinking in reading lesson has tried to provide substantive evidence

that there does exist an interdependent relationship between critical thinking

and reading comprehension. Commeyras believes that comprehending text

requires critical thinking, and thinking critically about the text relied upon

a certain level of reading comprehension.

From the findings, it can be seen that students and teachers

cooperatively do reading activities in EFL classroom. This finding is in line

with Brown (2007) Chen (2008) who explain that the cooperation among

group members can trigger cognitive development of learners, including the

critical thinking skills.

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 Therefore, the finding of this research concludes that the

implementation of reading literacy in EFL classroom in Yogyakarta city

influences high school students’ critical thinking skill.

3. The Influence of Reading Literacy in EFL Classroom on High School

Students’ Interest in Reading English

Besides influencing high school students’ critical thinking, the result of

this research showed that reading literacy in EFL classroom influenced high

school students’ interest in reading English. The Hypothesis 2 test that was

conducted proved that reading literacy in EFL classroom influenced high

school students’ interest in reading English. The criterion used in testing

Hypothesis 2 was that if the significance score was < 0,05, it meant that

reading literacy in EFL classroom influenced high school students’ interest

in reading English. The result of the analysis showed that the significance

score was 0,031. It could be interpreted that reading literacy in EFL

classroom influenced high school students’ interest in reading English.

There were some points of reading literacy in EFL classroom in

Yogyakarta city that could influence the high school students’ interest in

reading English. The teachers in Yogyakarta city encouraged the students

to ask questions related to the topics learned in the classroom. Further, the

teachers made a connection between the texts students read in the classroom

and their daily life. Besides, the respondents of this research claimed that

they read the text given by the teachers in reading instruction. Lastly, the

81
students had the chance to choose their own partner or group in reading

instruction.

Based on the research analysis portrayed before, the respondents

actively participate in reading instruction and they liked the choice of texts

made by the teachers. This finding was in line with what Smith (2004)

believes that reading activities can provide interest and excitement,

stimulate and alleviate curiosity, console, encourage, rouse passions, relieve

loneliness, assuage tedium or anxiety, palliate sadness, and on occasion

induce sleep.

The experience of interest is central to feelings of autonomy and

intrinsic motivation because it focused on students’ attention toward a task.

The research analysis showed that the students were given chance to

experience their autonomy in the reading instruction. This research finding

supported the previous research conducted by Kikas, et al (2017) that states

when the teachers give opportunities for the students to actively participate

in the classroom, the more interest in reading the students reported in that

particular classroom at the end of the school year.

As the students were given chances to choose their own partner in

reading instruction, their role in the classroom environment was clearly

seen. This research finding supported a previous research conducted by

Noortyani (2018) stating that enhancing the role of social and classroom

environment to build students’ reading interest can be done by designing

82
independent reading activity which involves collaboration with students’

peers.

This research also revealed some points related to high school students’

interest in reading English in Yogyakarta city. They were (1) students’

choice of texts to read when they were in a holiday, (2) topics that were

interesting for the students, and (3) what kind of text that the students

wanted their school to have.

When they were on a holiday, most of the respondents of this research

tended to read novels when they wanted to read. Short stories became the

second most favorite text read by the students. The rest of the students chose

to read comic and magazine on their holiday.

The choices of text by the high school students’ in Yogyakarta city

varied. The most favorite topic was romance. Comedy, horror, science-

fiction, fantasy, and action were highly chosen as well. Sport, natural

science, music, and adventure were chosen by few of the respondents.

The respondents of this research expected their school library to have

more novels, comics, short stories, and biographies from the influential

public figures. The novels, comics, and short stories can be adjusted by

following the students’ topic interest. The existence of biographies in library

schools would be beneficial for the students of high school so they can be

more motivated in studying at schools.

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E. Limitation of Study

This research had been conducted by following the plan and the schedule.

However, there was limitation existed in this research. The limitation could be

the insight for future researchers that are interested in the same field of study.

The limitation of this research is presented as follows:

1. The population of this research was quite small which only covered a

city.

2. There are many other variables that can influence students’ critical

thinking skill and interest in reading English like students’ motivation

or students’ family background.

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 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter consists of three sections namely conclusions, implications,

and suggestions of the study.

A. Conclusions

The findings of the present study have led to several conclusions. The

conclusions are presented as follows.

1. There is a positive and significant influence of reading literacy in EFL

classroom to high school students’ critical thinking skill in Yogyakarta city.

It can be seen from the F value of 4,195 and the significant value of 0,017

(<0,05). From this finding, it can be concluded that reading literacy in EFL

classroom affects high school students’ critical thinking skill in Yogyakarta

city. Besides, from the finding, the observed power is 0,731. Therefore, the

influence of reading literacy in EFL classroom to high school students’

critical thinking skill is categorized as high.

2. There is a positive and significant influence of reading literacy in EFL

classroom to high school students’ interest in reading English in

Yogyakarta city. It can be seen from the F value of 3,559 and the significant

value of 0,031 (<0,05). From this finding, it can be concluded that reading

literacy in EFL classroom affects high school students’ interest in reading

English in Yogyakarta city. Besides, from the finding, the observed power

is 0,655. Therefore, the influence of reading literacy in EFL classroom to

85
 high school students’ interest in reading English is categorized as quite

high.

B. Implications

From the findings of this present study, it is proved that reading literacy in EFL

classroom affects high school students’ critical thinking skill and interest in reading

English in Yogyakarta city. Hence, the present study has a number of implications.

First, by implementing ideal reading literacy instruction in English classrooms, it

means the teachers help the high school students improve their critical thinking skill

and interest in reading English in Yogyakarta city. Second, English teachers must

be aware of the importance of reading literacy instruction since it can influence high

school students’ critical thinking skill and interest in reading English. Third,

Yogyakarta high school students’ active participation in the classroom affects the

implementation of reading literacy in the EFL classroom. Finally, a good

coordination between English teachers and high school students in Yogyakarta city

plays an important role in implementing reading literacy in EFL classroom in

Yogyakarta city. It can be inferred that if teachers set the reading instructions by

following theories of ideal reading literacy instructions, the activities will give

positive impact to the high school students’ critical thinking skill and interest in

reading English.

C. Suggestions

Based on the results of the present study, several suggestions are addressed to

the English teachers who teach reading in Yogyakarta city and also to other

researchers.

86
1. Suggestions for the English teachers in Yogyakarta city

English teachers in Yogyakarta city should:

a. be aware of the ideal reading literacy instructions proposed by some

experts. By implementing those ideal reading instruction theories in the

classroom, it means the teachers facilitate the high school students in

Yogyakarta city to improve their critical thinking skill and interest in

reading English.

b. encourage their students to actively participate in the reading literacy

instruction since in the findings, it could be seen that students rarely

formulate questions that are close to their real-life situation. By

encouraging students to participate in reading literacy instruction, they

will have chances to express their ideas about reading activities or texts

they are discussing.

c. stimulate their students to activate their ability of critical thinking skill

by asking them to summarize and criticize the texts they read since the

findings show that students do not summarize and criticize the text. By

summarizing and criticizing the texts, students will sharpen their

critical thinking skill.

2. Suggestions for other researchers

Due to the limitations of the study explained in the previous chapter,

suggestions for other researchers are offered. Other researchers who have

an interest in reading literacy in EFL classroom may conduct a study with

87
more population and sample with other various variables rather than critical

thinking skill and interest in reading English.

88
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APPENDICES

98
Appendix. 1
Questionnaire Before Validation

Angket

Sekolah
Kelas
Usia

BAGIAN A
Perintah: Berilah tanda centang ( ) pada salah satu kotak yang mewakili pendapat Anda.
ST : Sangat Tidak Setuju
T : Tidak Setuju
S : Setuju
SS : Sangat Setuju

Tanggapan
No Pernyataan
ST T S SS
Guru bahasa Inggris saya meminta siswa
1. bertanya di kelas tentang topik yang sedang
dipelajari.
Guru bahasa Inggris saya menjelaskan hubungan
2. antara teks yang dibaca siswa dan kehidupan
siswa sehari-hari terkait teks yang dibaca.
Selama pembelajaran reading, saya membaca satu
3. teks bahasa Inggris (misalnya, narrative,
descriptive, fable, etc.)
Guru bahasa Inggris saya menanggapi
4.
pertanyaan siswa dengan jelas.

5. Guru bahasa Inggris saya suka membaca.

Saya tidak mengajukan pertanyaan tentang hal di

6. luar kelas yang saya tidak pahami kepada guru
bahasa Inggris saya.
Guru bahasa Inggris saya tidak tahu bahwa saya
7.
suka membaca.
Teks yang digunakan di tiap awal pembelajaran
8.
reading termasuk teks yang mudah dipahami.
Selama pembelajaran reading, guru bahasa Inggris
9. saya membahas fakta-fakta yang berhubungan
dengan teks yang sedang dibaca.
Teks yang digunakan pada pembelajaran reading
10.
makin lama makin sulit.
Saya tidak suka dengan teks yang dipilihkan oleh
11.
guru bahasa Inggris saya.

99
 Saya tidak mengetahui teks seperti apa yang
12.
penting untuk dipelajari.
Di kelas bahasa Inggris, saya memiliki
13. kesempatan untuk memilih topik bacaan yang
akan dipelajari.
Teks yang saya baca tidak berhubungan dekat
14.
dengan kehidupan saya sehari-hari.
Saya diperbolehkan memilih anggota kelompok
15.
saat belajar bahasa Inggris.
Saya mengkritisi teks Bahasa Inggris yang saya
16.
baca.
Guru bahasa Inggris saya membantu siswa dalam
17.
memahami sebuah teks.
Guru bahasa Inggris memberikan saya
18. kesempatan untuk mengajukan pendapat terkait
teks yang sedang dibaca.
Setelah membaca teks berbahasa Inggris, saya
19.
tidak menuliskan pendapat saya di buku catatan.
Guru bahasa Inggris saya menyampaikan tujuan
20.
membaca dengan jelas.
Saya tidak meringkas setelah membaca teks
21.
berbahasa Inggris.
Setelah membaca teks berbahasa Inggris, saya
22.
mengungkapkan pendapat saya di kelas.

BAGIAN B
Perintah: Jawablah pertanyaan-pertanyaan di bawah ini berdasarkan situasi dan kondisi
Anda.

1. Jika saya harus membawa 2 buku atau teks berbahasa Inggris saat bertamasya, buku
atau teks yang akan saya bawa adalah:
___________________________________________________________________________
_______________________________________________________________
2. Dua judul teks berbahasa Inggris terbaik yang saya baca tahun lalu adalah:
_____________________________________________________________________
_____________________________________________________________________
3. Tiga topik bacaan teks bahasa Inggris yang saya suka adalah:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

100
 4. Saya berharap perpustakaan sekolah saya memiliki buku berbahasa Inggris tentang:
_____________________________________________________________________
_____________________________________________________________________

BAGIAN C
Perintah: Berilah tanda centang ( ) pada salah satu kotak yang mewakili pendapat Anda.
ST : Sangat Tidak Setuju
T : Tidak Setuju
S : Setuju
SS : Sangat Setuju

Tanggapan
No Pernyataan
ST T S SS
Orang tua saya menganggap membaca teks
1.
berbahasa Inggris itu penting.
Saat saya membaca teks berbahasa Inggris, saya
2.
menemukan sesuatu yang menarik.
Saya membaca teks berbahasa Inggris di
3.
Perpustakaan Umum.
Saya tidak membaca teks berbahasa Inggris di
4.
Perpustakaan Sekolah.
Saya tidak pernah membaca teks berbahasa
5.
Inggris di rumah.
Saya membaca buku berbahasa Inggris di toko
6.
buku.
Saya membaca teks berbahasa Inggris karena
7.
ditugasi oleh guru.
Saya memiliki lebih dari 10 buku berbahasa
8.
Inggris di rumah sebagai koleksi keluarga.
Saya memiliki lebih dari 5 teks berbahasa Inggris
9.
di kamar saya.
Saya adalah pembaca teks bahasa Inggris yang
10.
baik.
Saya tidak menganggap membaca teks berbahasa
11.
Inggris itu penting bagi masa depan saya.
Bagi saya, membaca teks berbahasa Inggris itu
12.
mudah.
Walau tidak ada tugas, saya membaca teks
13.
berbahasa Inggris setiap hari.
Walaupun tidak sedang mengerjakan tugas, saya
14. butuh waktu lebih dari 1 jam untuk membaca
teks berbahasa Inggris.
Saya menceritakan teks berbahasa Inggris yang
15.
saya baca kepada teman saya.

101
 Saya tidak menceritakan apa yang saya baca dari
16
teks berbahasa Inggris kepada keluarga saya.
Banyak teman saya yang suka membaca teks
17.
berbahasa Inggris.
Saya bersemangat ketika saya hendak membaca
18.
teks berbahasa Inggris baru.
Saya membaca teks berbahasa Inggris ketika libur
19.
sekolah.
Saya tidak suka pergi ke toko buku untuk
20.
membeli buku bacaan berbahasa Inggris

21. Saya tidak suka membaca teks berbahasa Inggris.

Membaca teks berbahasa Inggris membuat saya

22.
merasa terhibur.
Bagi saya, membaca teks berbahasa Inggris
23.
tidaklah menarik.
Membaca teks berbahasa Inggris adalah hobi
24.
saya.
Saya memberi saran kepada teman untuk
25. membaca teks-teks berbahasa Inggris yang
menarik.

Part D
Instruction: Answer the following questions by making circle in the correct answer to
multiple-choice questions.
1. You have an appointment for applying to the university on Monday morning. When
you arrive at the university, the interviewer is not there yet. You wait for 20 minutes,
but he does not come yet. What pieces of information can help you create a context
for this problem? (circle all that apply)
a. You heard that there is a traffic in the main street.
b. You realize you forgot your CV and need to go home to get it.
c. The interviewer’s secretary tells you the interview is on Tuesday.
d. The receptionist says that the interviewer is not coming on time.
2. For this number, write the order in the brackets. Three problems arise. In what order
should you solve the following problems?
a. (…..) Your assignment must be submitted to your teacher by
10:00.
b. (…..) Your teacher asks you to lead the ceremony at 7.00.

102
 c. (…..) You accidentally delete the computer file containing your
assignment.
3. Which statement is NOT an example of subjective?
a. I told Blair she needs a lawyer, but she refuses. She said they only care about
making money for themselves.
b. Todd said Ruth was promoted instead of him because she is a beautiful woman.
c. I cannot believe I got the lead in the school play. I guess I did okay at the
audition!
d. Nancy will not date anyone who has not graduated from a famous university.
4. Which is probably a personal web page?
a. www.members.aol.com/pspeabody63/
b. www.stateuniversity.edu
c. www.fastfacts.com
d. www.veteransuite.org
5. Steve has an unexpected emergency. He needs to fly to Manchester because his
grandfather is in the hospital. Steve knows he will be away from his apartment for at
least three weeks. How can he solve problems that could occur while he is gone?
(Circle all answers that apply.)
a. Buy a new lock for his door.
b. Leave a mail key with a neighbor who can collect Steve’s mail so it will not be
missed.
c. Ask a friend who’s an animal lover to care for his two cats.
d. Clean out the refrigerator so food does not go bad before he returns.
6. Why is the following statement NOT an example of problem solving?
“The teacher gave me a low grade on my project because he’s unhappy at home.”
a. Because the speaker doesn’t know how to cheer up the teacher.
b. Because the speaker is just angry about getting a lower grade than expected
grade.
c. Because the speaker thinks the project was better than it really was.
d. Because the speaker is making an assumption about the teacher that might not
be true.

Read the following passage, and answer questions number 5 and 6.

103
 One of the big causes of the French Revolution of 1789 was the social class
system. There are three Classes, with the ministry, the monarchy, and noblemen in
the top two, and farmers and the middle class in the third. Ministry and noblemen
were not asked to pay taxes and had representation in the government. The
monarchy lived well and led a brutal government that silenced its critics. The farmers
paid heavy taxes, had no representation in the government, and hated the King’s
power. They grew angry at the unfair system, and finally rebelled by attacking the
Bastille, a state prison in Paris.
7. What did the Bastille represent to the Third Class?
a. The resort
b. The heart of the big city
c. The government’s inventory
d. The first class
8. In France’s three classes, the top two included the…
a. ministry, noblemen, and middle class.
b. ministry, monarchy, and noblemen.
c. monarchy, noblemen, and middle class.
d. ministry, middle class, and farmers.
9. Ramona is unhappy in her current job and wants to find a new one. What is a
realistic goal for her job search?
a. “I want a new job by next month. I will read the advertisements for the next four
weeks, answer all interesting advertisements the day I see them, and list
interviews when I get responses.”
b. “I want a new job by next month. I will update my CV and send it out to every
company I am interested in working for. I will follow up the mailing with phone
calls until I get an interview.”
c. “I want a new job within the next few months. This week, I will work on my CV.
For the next three weeks, I will search other companies. Then, I will start
networking. With the contact information I get, I will send out my CV.”
d. “I want a new job within the next year. I will do some networking, especially
with my alumni organization. I will update my CV and do some calls to see if
there are any openings for someone with my skills and experience.
10. What are four qualities of a valuable goal?
a. written down, specific, measurable, told to a friend

104
 b. specific, measurable, realistic, honorable
c. written down, realistic, deadline oriented, challenging
d. specific, measurable, realistic, deadline oriented

11. Which is the best conclusion for the following argument?

Every store in Malioboro Mall is having a 60% off sale on Thursday. Gramedia is in
Malioboro Mall. Therefore,
a. prices were lower at Gramedia yesterday.
b. on Thursday, Gramedia is having a 60% off sale.
c. prices at Malioboro Mall are lower than at Hartono Mall.
d. on Thursday, prices at the mall will be 20% less than today.
12. You had a successful job search, and now have three offers from which to choose.
What can you do to most thoroughly investigate your potential employers? (Choose
all that apply.)
a. check out their websites
b. watch the news to see if the companies are mentioned
c. research their financial situations
d. speak with people who work for them already
13. Choose the best conclusion for an argument that begins,
"The other members of Philip's swim team …"
a. won their events, so Philip will win his event, too.
b. have been swimming for at least six years, so Philip has been swimming for six
years, too.
c. prefer to swim in outdoor pools, so Philip prefers outdoor pools, too.
d. wear swim trunks with the school logo on them, so Philip wears them, too.
14. You are trying to decide what kind of car to buy. You make a chart to compare two
seater sports car, a two-door sedan, and a minivan in three categories. Which would
NOT be a suitable category?
a. price
b. gas range
c. tire pressure
d. storage capacity
15. Which scenario best represents a situation that has been decided by emotion alone?

105
 a. Cathy hates winter, so even though she cannot handle it, she takes a vacation to
the Antarctica.
b. The school shuts down after a bomb threat.
c. Third-quarter earnings for Marie's company were much higher than predicted.
d. Alexis needs a new mixer, so she watches the newspaper advertisement and
buys one when it goes on sale.
16. Which is NOT a valid argument?
a. There are 6 cans of tomatoes in Adam's kitchen and 14 in his basement. There
are no other cans of tomatoes in his house. Therefore, he has 20 cans of
tomatoes in his house.
b. Everyone on the Federal yesterday was late to work. Flinn was on the Federal.
Flinn was late to work.
c. Park Ji Sung lives in Bali. If he lives in Bali, then he is an Indonesian.
d. No one who eats in the cafeteria likes the pizza. My boss eats in the cafeteria.
Therefore, my boss does not like the pizza.
17. Which is a judgment, not a fact?
a. That production of Harry Potter was first-rate; you will never see it done better.
b. That production of Harry Potter was first-rate; it was cited as such in the
newspaper.
c. That production of Harry Potter was first-rate; it won an award this year.
d. That production of Harry Potter was first-rate; 94% of audience members agreed
after watching the show.
18. Which is NOT a likely cause of this situation?
"I cannot turn on the lamp in the family room!"
a. The lamp is not plugged into an electrical outlet.
b. We just bought a new couch in a color that matches the lamp.
c. There is a power outage in the neighborhood.
d. The light bulb in the lamp has burned out.
19. Evidence shows that people who live in the Antarctic score higher on happiness
surveys than those who live in Florida. Which is the best conclusion that can be
known from this data?
a. Florida people would be happier if they moved to the Antarctic.
b. People in colder climates are happier than those in warmer climates.
c. There are only happy people in the Antarctic.

106
 d. Those in the Antarctic who scored high on a happiness survey probably like
snow.
20. Which of the following is a valid argument?
a. Rain was predicted yesterday, so I took my umbrella to our outdoor rehearsal of
Romeo & Juliet. It did not rain. To make sure it does not rain during today's
rehearsal, I will take my umbrella with me.
b. You and your girlfriend or boyfriend broke up the night you had dinner at KFC,
so don't worry; you and your boyfriend or girlfriend now will not break up as
long as you never go to KFC.
c. My science teacher bases a lot of our grade on class participation. Last semester,
he said I needed to participate more. If I want a better grade this semester, I need
to take part in more class discussions.
d. Our washing machine is broken. The last time we had trouble with it, we hired a
new repairman. He is probably the reason the machine broke!
21. Which is the most important reason for evaluating information found on the
Internet?
a. Authors who publish on the Internet are typically less skilled than those who
publish in print.
b. Web writers are usually subjective.
c. Anyone can publish on the Internet; there is no guarantee that what you are
reading is truthful or objective.
d. Information found in print is almost always more accurate than that found on
the Internet.
22. Which is an example of hyperbole?
a. The deck of our boat was as slippery as melted butter!
b. This bag of groceries weighs a ton!
c. Onto each life some rain must fall.
d. Marco's lasagna is better than Mira's.
23. Which of these problems is most serious?
a. Your teacher is sick and misses class on the morning you are supposed to take a
big exam.
b. You lose track of your schedule and forget to study for a big exam.
c. You cannot find one of the books you need to study for a big exam.

107
 d. The big exam is harder than you thought it would be and includes a chapter
you did not study.

Part E.
Instructions:
Thick ( ) one of possible answers for the following statements.
Thick ( ) TRUE if you believe the statement is certainly true.
Thick ( ) MORE INFORMATION REQUIRED, if you decide that there is not enough data
to make a decision based on the provided facts.
Thick ( ) FALSE if you think the statement is certainly false.

Text 1

Turkey is a surprising addition to the list of fast developing economies; with a

GDP increase of 8.5% in the year 2011 alone. However, that fast growth leaves
worries about possible side-effects. For example, in 2011 Turkey’s rate of
inflation was well above that of other countries. Secondly, there is increasing fear
about Turkey’s growing dependency on foreign money. A large portion of the
Turkish banking system is part-owned by banks within the European zone. As the single
currency weaken, such a dependency raises questions about the stability of Turkish
growth.

1. There are fears that Turkey’s development is at risk of weakening in the years after
2011.
True
More Information Required
False

2. As Turkish banks are part-owned by those in the European zone, they may suffer if
the European banks face financial difficulty.

True
More Information Required
False

3. The Turkish banks are part-owned by European banks as this provides greater
variation to the market and extra finance to the economy.

True
More Information Required
False

4. Turkish banks are part owned by European banks as this provides greater economic
links with the European zone, helping their rise into the European Union.

108
 True
More Information Required
False

5. The Turkish economy was surprisingly stagnant in 2011.

True
More Information Required
False

Instructions:
Thick ( ) one of possible answers for the following statements.
Thick ( ) Assumption Made if you think that the statement is logical.
Thick ( ) Assumption Not Made if you think that the statement is not logical.

Text 2

Monarchic nations, i.e. those with royal families, differ from republican nations in
several ways. An example of this difference is that citizens of monarchic nations
pay more tax than citizens of republican nations.

6. The governments of monarchic nations are responsible for setting tax rates on their
citizens.
Assumption Made
Assumption Not Made

7. Republican nations do not have a royal family.

Assumption Made
Assumption Not Made

8. The only types of nation are monarchic and republican.

Assumption Made
Assumption Not Made

9. A monarchic nation cannot be a republican nation.

Assumption Made
Assumption Not Made

Instructions:
Thick ( ) one of possible answers for the following statement.
Thick ( ) CONCLUSION FOLLOWS if you think that the statement follows the text.
Thick ( ) CONCLUSION DOES NOT FOLLOWS if you think that the statement does not
follow the text.

109
Text 3

Sarah owns a new company. New companies are more likely to fail than well-
established companies. Therefore:

10. Sarah’s company will fail.

Conclusion Follows
Conclusion Does Not Follow

11. Sarah’s company is more likely to fail than a well-established company.

Conclusion Follows
Conclusion Does Not Follow

12. Well-established companies are more likely to succeed than new companies.
Conclusion Follows
Conclusion Does Not Follow

Instructions:
Thick ( ) one of possible answers for the following statement.
Thick ( ) STRONG ARGUMENT if you think that the statement is a strong argument.
Thick ( ) WEAK ARGUMENT if you think that the statement is a weak argument.

Text 4.

Should university-level education be free to all students?

13. No. Too much education can lead to over-qualification, and therefore unemployment.
Strong Argument
Weak Argument

14. Yes, having a highly qualified workforce ensures high levels of employee
productivity in organizations.
Strong Argument
Weak Argument

15. No, research has shown that students that are not required to pay tuition fees; tend to
slack off more and learn less during their degree.
Strong Argument
Weak Argument

110
Appendix 2.
Questionnaire for Pilot Test

Angket

Sekolah
Kelas

Petunjuk Umum:
1) Angket ini terbagi menjadi 5 bagian yaitu bagian A, B, C, D, dan E.
2) Pertanyaan-pertanyaan pada bagian A, B, dan C menggunakan Bahasa Indonesia,
sedangkan pertanyaan-pertanyaan pada bagian D dan E menggunakan Bahasa
Inggris.
3) Untuk menjawab pertanyaan-pertanyaan di tiap bagian, terdapat petunjuk yang
akan menuntun Anda.
4) Memohon kesediaan Anda untuk berpartisipasi dalam penelitian saya yang berjudul
The Influence of Reading Literacy in EFL Classroom on High School Students’ Critical
Thinking Skill and Interest in Reading English in Yogyakarta City.
5) Perlu Anda ketahui bahwa sesuai dengan etika dalam penelitian, jawaban Anda
akan dijaga kerahasiaannya dan digunakan semata-mata untuk kepentingan
penelitian.
6) Jawaban yang Anda berikan tidak akan mempengaruhi nilai Anda.
7) Atas kesediaan Anda meluangkan waktu, saya ucapkan terima kasih.
BAGIAN A
Berilah tanda centang ( ) pada salah satu kotak yang mewakili pendapat Anda!
ST : Sangat Tidak Setuju
T : Tidak Setuju
S : Setuju
SS : Sangat Setuju

Tanggapan
No Pernyataan
ST T S SS
Guru bahasa Inggris saya meminta siswa
1. bertanya di kelas tentang topik yang sedang
dipelajari.
Guru bahasa Inggris saya menjelaskan hubungan
2. antara teks yang dibaca siswa dan kehidupan
siswa sehari-hari terkait teks yang dibaca.
Guru bahasa Inggris saya menanggapi
3.
pertanyaan siswa dengan jelas.

4. Guru bahasa Inggris saya suka membaca.

Guru bahasa Inggris saya tidak tahu bahwa saya

5.
suka membaca.
Selama pembelajaran reading, guru bahasa Inggris
6. saya membahas fakta-fakta yang berhubungan
dengan teks yang sedang dibaca.

111
 Guru bahasa Inggris saya membantu siswa dalam
7.
memahami sebuah teks.
Guru bahasa Inggris memberikan saya
8. kesempatan untuk mengajukan pendapat terkait
teks yang sedang dibaca.
Guru bahasa Inggris saya menyampaikan tujuan
9.
membaca dengan jelas.
Selama pembelajaran reading, saya membaca satu
10. teks bahasa Inggris (misalnya, narrative,
descriptive, fable, etc.)
Saya tidak mengajukan pertanyaan tentang hal di
11. luar kelas yang saya tidak pahami kepada guru
bahasa Inggris saya.
Teks yang digunakan di tiap awal pembelajaran
12.
reading termasuk teks yang mudah dipahami.
Teks yang digunakan pada pembelajaran reading
13.
makin lama makin sulit.
Saya tidak suka dengan teks yang dipilihkan oleh
14.
guru bahasa Inggris saya.
Saya tidak mengetahui teks seperti apa yang
15.
penting untuk dipelajari.
Di kelas bahasa Inggris, saya memiliki
16. kesempatan untuk memilih topik bacaan yang
akan dipelajari.
Teks yang saya baca tidak berhubungan dekat
17.
dengan kehidupan saya sehari-hari.
Saya diperbolehkan memilih anggota kelompok
18.
saat belajar bahasa Inggris.
Saya mengkritisi teks Bahasa Inggris yang saya
19.
baca.
Setelah membaca teks berbahasa Inggris, saya
20.
tidak menuliskan pendapat saya di buku catatan.
Saya tidak meringkas setelah membaca teks
21.
berbahasa Inggris.
Setelah membaca teks berbahasa Inggris, saya
22.
mengungkapkan pendapat saya di kelas.

BAGIAN B
Berilah tanda centang ( ) pada salah satu kotak yang mewakili pendapat Anda!
ST : Sangat Tidak Setuju
T : Tidak Setuju
S : Setuju
SS : Sangat Setuju

112
 Tanggapan
No Pernyataan
ST T S SS
Saya punya orang tua yang menganggap
1.
membaca teks berbahasa Inggris itu penting.
Saat saya membaca teks berbahasa Inggris, saya
2.
menemukan sesuatu yang menarik.
Saya membaca teks berbahasa Inggris di
3.
Perpustakaan Umum.
Saya tidak membaca teks berbahasa Inggris di
4.
Perpustakaan Sekolah.
Saya tidak pernah membaca teks berbahasa
5.
Inggris di rumah.
Saya membaca buku berbahasa Inggris di toko
6.
buku.
Saya membaca teks berbahasa Inggris karena
7.
ditugasi oleh guru.
Saya memiliki lebih dari 10 buku berbahasa
8.
Inggris di rumah sebagai koleksi keluarga.
Saya memiliki lebih dari 5 teks berbahasa Inggris
9.
di kamar saya.
Saya adalah pembaca teks bahasa Inggris yang
10.
baik.
Saya tidak menganggap membaca teks berbahasa
11.
Inggris itu penting bagi masa depan saya.
Bagi saya, membaca teks berbahasa Inggris itu
12.
mudah.
Walau tidak ada tugas, saya membaca teks
13.
berbahasa Inggris setiap hari.
Walaupun tidak sedang mengerjakan tugas, saya
14. butuh waktu lebih dari 1 jam untuk membaca
teks berbahasa Inggris.
Saya menceritakan teks berbahasa Inggris yang
15.
saya baca kepada teman saya.
Saya tidak menceritakan apa yang saya baca dari
16
teks berbahasa Inggris kepada keluarga saya.
Banyak teman saya yang suka membaca teks
17.
berbahasa Inggris.
Saya bersemangat ketika saya hendak membaca
18.
teks berbahasa Inggris baru.
Saya membaca teks berbahasa Inggris ketika libur
19.
sekolah.
Saya tidak suka pergi ke toko buku untuk
20.
membeli buku bacaan berbahasa Inggris

113
21. Saya tidak suka membaca teks berbahasa Inggris.

Membaca teks berbahasa Inggris membuat saya

22.
merasa terhibur.
Bagi saya, membaca teks berbahasa Inggris
23.
tidaklah menarik.
Membaca teks berbahasa Inggris adalah hobi
24.
saya.
Saya memberi saran kepada teman untuk
25. membaca teks-teks berbahasa Inggris yang
menarik.

BAGIAN C
Jawablah pertanyaan-pertanyaan di bawah ini berdasarkan situasi dan kondisi Anda!

1. Jika saya harus membawa 2 buku atau teks berbahasa Inggris saat bertamasya, buku
atau teks yang akan saya bawa adalah:
___________________________________________________________________________
_______________________________________________________________
2. Dua judul teks berbahasa Inggris terbaik yang saya baca tahun lalu adalah:
_____________________________________________________________________
_____________________________________________________________________
3. Tiga topik bacaan teks bahasa Inggris yang saya suka adalah:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Saya berharap perpustakaan sekolah saya memiliki buku berbahasa Inggris tentang:
_____________________________________________________________________
_____________________________________________________________________

114
Part D
Sub-Part 1. Answer the following questions by making circle in the correct answer to
multiple-choice questions.
Example:
Who was the first president of Indonesia?
A. Soekarno
B. Soeharto
C. B.J. Habibie
D. Megawati Soekarnoputeri
The correct answer is A, then, circle the option A.
Who was the first president of Indonesia?
A. Soekarno
B. Soeharto
C. B.J. Habibie
D. Megawati Soekarnoputeri

1. For this number, write the order in the brackets.

Three problems arise. In what order should you solve the
following problems?
A. (…..) Your assignment must be submitted to your
teacher by 10:00.
B. (…..) Your teacher asks you to lead the ceremony at
7.00.
C. (…..) You accidentally delete the computer file
containing your assignment.
2. Which statement is NOT an example of subjective?
A. I told Blair she needs a lawyer, but she refuses. She
said they only care about making money for
themselves.
B. Todd said Ruth was promoted instead of him
because she is a beautiful woman.
C. I cannot believe I got the lead in the school play. I
guess I did okay at the audition!
D. Nancy will not date anyone who has not graduated
from a famous university.
3. Which is probably a personal web page?
A. www.members.aol.com/pspeabody63/

115
 B. www.stateuniversity.edu
C. www.fastfacts.com
D. www.veteransuite.org
4. “The teacher gave me a low grade on my project because
he is unhappy at home.”
This statement is NOT an example of problem solving
because….
A. the speaker does not know how to cheer the teacher
up.
B. the speaker is just angry about getting a lower than
was expected.
C. the speaker thinks the project was better than it
really was.
D. the speaker is making an assumption about the
teacher that might not be true.

Read the following passage, and answer questions number 5 and 6.

One of the big causes of the French Revolution
of 1789 was the social class system. There are three
Classes, with the ministry, the monarchy, and
noblemen in the top two, and farmers and the middle
class in the third. Ministry and noblemen were not
asked to pay taxes, and had representation in the
government. The monarchy lived well and led a brutal
government that silenced its critics. The farmers paid
heavy taxes, had no representation in the government,
and hated the King’s power. They grew angry at the
unfair system, and finally rebelled by attacking the
Bastille, a state prison in Paris.
5. What did the Bastille represent to the Third Class?
A. The resort
B. The heart of the big city
C. The government’s inventory
D. The first class

116
6. In France’s three classes, the top two included the…
A. ministry, noblemen, and middle class.
B. ministry, monarchy, and noblemen.
C. monarchy, noblemen, and middle class.
D. ministry, middle class, and farmers.
7. Ramona is unhappy in her current job and wants to find a new one. What is a
realistic goal for her job search?
A. “I want a new job by next month. I will read the
advertisements for the next four weeks, answer all
interesting advertisements the day I see them, and
list interviews when I get responses.”
B. “I want a new job by next month. I will update my
CV and send it out to every company I am interested
in working for. I will follow up the mailing with
phone calls until I get an interview.”
C. “I want a new job within the next few months. This week, I will work on my CV.
For the next three weeks, I will search other companies. Then, I will start
networking. With the contact information I get, I will send out my CV.”
D. “I want a new job within the next year. I will do some networking, especially
with my alumni organization. I will update my CV and do some calls to see if
there are any openings for someone with my skills and experience.”

8. What are four qualities of a valuable goal?

A. written down, specific, measurable, told to a friend
B. specific, measurable, realistic, honorable
C. written down, realistic, deadline oriented, challenging
D. specific, measurable, realistic, deadline oriented
9. Which is the best conclusion for the following argument?
Every store in Malioboro Mall is having a 60% off sale on Thursday. Gramedia is in
Malioboro Mall. Therefore,
A. prices were lower at Gramedia yesterday.
B. on Thursday, Gramedia is having a 60% off sale.
C. prices at Malioboro Mall are lower than at Hartono Mall.
D. on Thursday, prices at the mall will be 20% less than today.

117
10. Choose the best conclusion for an argument that begins,
"The other members of Philip's swim team …"
A. won their events, so Philip will win his event, too.
B. have been swimming for at least six years, so Philip
has been swimming for six years, too.
C. prefer to swim in outdoor pools, so Philip prefers
outdoor pools, too.
D. wear swim trunks with the school logo on them, so
Philip wears them, too.
11. You are trying to decide what kind of car to buy. You make a chart to compare two
seater sports car, a two-door sedan, and a minivan in three categories. Which would
NOT be a suitable category?
A. price
B. gas range
C. tire pressure
D. storage capacity
12. Which scenario best represents a situation that has been decided by emotion alone?
A. Cathy hates winter, so even though she cannot
handle it, she takes a vacation to the Antarctica.
B. The school shuts down after a bomb threat.
C. Third-quarter earnings for Marie's company were
much higher than predicted.
D. Alexis needs a new mixer, so she watches the
newspaper advertisement and buys one when it goes
on sale.
13. Which is NOT a valid argument?
A. There are 6 cans of tomatoes in Adam's kitchen and
14 in his basement. There are no other cans of
tomatoes in his house. Therefore, he has 20 cans of
tomatoes in his house.
B. Everyone on the Federal yesterday was late to work.
Flinn was on the Federal. Flinn was late to work.
C. Park Ji Sung lives in Bali. If he lives in Bali, then he is
an Indonesian.

118
 D. No one who eats in the cafeteria likes the pizza. My
boss eats in the cafeteria. Therefore, my boss does
not like the pizza.
14. Which is a judgment, not a fact?
A. That production of Harry Potter was first-rate; you
will never see it done better.
B. That production of Harry Potter was first-rate; it was
cited as such in the newspaper.
C. That production of Harry Potter was first-rate; it won
an award this year.
D. That production of Harry Potter was first-rate; 94% of audience members agreed
after watching the show.
15. Which is NOT a likely cause of this situation?
"I cannot turn on the lamp in the family room!"
A. The lamp is not plugged into an electrical outlet.
B. We just bought a new couch in a color that matches
the lamp.
C. There is a power outage in the neighborhood.
D. The light bulb in the lamp has burned out.
16. Evidence shows that people who live in the Antarctic score higher on happiness
surveys than those who live in Florida. Which is the best conclusion that can be
known from this data?
A. Florida people would be happier if they moved to
the Antarctic.
B. People in colder climates are happier than those in
warmer climates.
C. There are only happy people in the Antarctic.
D. Those in the Antarctic who scored high on a
happiness survey probably like snow.
17. Which of the following is a valid argument?
A. Rain was predicted yesterday, so I took my umbrella
to our outdoor rehearsal of Romeo & Juliet. It did not
rain. To make sure it does not rain during today's
rehearsal, I will take my umbrella with me.

119
 B. You and your girlfriend or boyfriend broke up the
night you had dinner at KFC, so don't worry; you
and your boyfriend or girlfriend now will not break
up as long as you never go to KFC.
C. My science teacher bases a lot of our grade on class
participation. Last semester, he said I needed to
participate more. If I want a better grade this
semester, I need to take part in more class
discussions.
D. Our washing machine is broken. The last time we had trouble with it, we hired a
new repairman. He is probably the reason the machine broke!
18. Which is the most important reason for evaluating information found on the
Internet?
A. Authors who publish on the Internet are typically
less skilled than those who publish in print.
B. Web writers are usually subjective.
C. Anyone can publish on the Internet; there is no
guarantee that what you are reading is truthful or
objective.
D. Information found in print is almost always more
accurate than that found on the Internet.
19. Which is an example of hyperbole?
A. The deck of our boat was as slippery as melted butter!
B. This bag of groceries weighs a ton!
C. Onto each life some rain must fall.
D. Marco's lasagna is better than Mira's.

20. Which of these problems is most serious?

A. Your teacher is sick and misses class on the morning
you are supposed to take a big exam.
B. You lose track of your schedule and forget to study
for a big exam.
C. You cannot find one of the books you need to study
for a big exam.

120
 D. The big exam is harder than you thought it would be
and includes a chapter you did not study.

Sub-Part 2. Answer the following questions by making circles in the correct answers to
multiple-choice questions. To answer questions no 21-23, you may circle more than one
options.
Example:
Select all the countries in East Asia.
A. Thailand
B. South Korea
C. China
D. Oman
The correct answers are B and C, then, circle the options B and C.

Select all the countries in East Asia.

A. Thailand
B. South Korea
B.
C. China
C.
D. Oman

21. You have an appointment for applying to the university

on Monday morning. When you arrive at the university,
the interviewer is not there yet. You wait for 20 minutes,
but he does not come yet. What pieces of information
can help you create a context for this problem? (circle all
that apply)
A. You heard that there is a traffic in the main street.
B. You realize you forgot your CV and need to go home
to get it.
C. The interviewer’s secretary tells you the interview is
on Tuesday.
D. The receptionist says that the interviewer is not
coming on time.
22. Steve has an unexpected emergency. He needs to fly to
Manchester because his grandfather is in the hospital.

121
 Steve knows he will be away from his apartment for at
least three weeks. How can he solve problems that could
occur while he is gone? (Circle all answers that apply.)
A. Buy a new lock for his door.
B. Leave a mail key with a neighbor who can collect
Steve’s mail so it will not be missed.
C. Ask a friend who’s an animal lover to care for his
two cats.
D. Clean out the refrigerator so food does not go bad
before he returns.
23. You had a successful job search, and now have three offers from which to choose.
What can you do to most thoroughly investigate your potential employers? (Choose
all that apply.)
A. check out their websites
B. watch the news to see if the companies are mentioned
C. research their financial situations
D. speak with people who work for them already

Part E.
Instructions:
1) Thick ( ) one of possible answers for the following statements.
1) Thick ( ) TRUE if you believe the statement is certainly true.
2) Thick ( ) MORE INFORMATION REQUIRED, if you decide that there is not
enough data to make a decision based on the provided facts.
3) Thick ( ) FALSE if you think the statement is certainly false.

Text 1

Turkey is a surprising addition to the list of fast developing economies; with a

GDP increase of 8.5% in the year 2011 alone. However, that fast growth leaves
worries about possible side-effects. For example, in 2011 Turkey’s rate of
inflation was well above that of other countries. Secondly, there is increasing fear
about Turkey’s growing dependency on foreign money. A large portion of the
Turkish banking system is part-owned by banks within the European zone. As the single
currency weaken, such a dependency raises questions about the stability of Turkish
growth.

122
 1. There are fears that Turkey’s development is at risk of weakening in the years after
2011.
True
More Information Required
False

2. As Turkish banks are part-owned by those in the European zone, they may suffer if
the European banks face financial difficulty.

True
More Information Required
False

3. The Turkish banks are part-owned by European banks as this provides greater
variation to the market and extra finance to the economy.

True
More Information Required
False

4. Turkish banks are part owned by European banks as this provides greater economic
links with the European zone, helping their rise into the European Union.

True
More Information Required
False

5. The Turkish economy was surprisingly stagnant in 2011.

True
More Information Required
False

Instructions:
1) Thick ( ) one of possible answers for the following statements.
2) Thick ( ) Assumption Made if you think that the statement is logical.
3) Thick ( ) Assumption Not Made if you think that the statement is not logical.

123
Text 2

Monarchic nations, i.e. those with royal families, differ from republican nations in
several ways. An example of this difference is that citizens of monarchic nations
pay more tax than citizens of republican nations.

6. The governments of monarchic nations are responsible for setting tax rates on their
citizens.
Assumption Made
Assumption Not Made

7. Republican nations do not have a royal family.

Assumption Made
Assumption Not Made

8. The only types of nation are monarchic and republican.

Assumption Made
Assumption Not Made

9. A monarchic nation cannot be a republican nation.

Assumption Made
Assumption Not Made

Instructions:
1) Thick ( ) one of possible answers for the following statement.
2) Thick ( ) CONCLUSION FOLLOWS if you think that the statement follows the
text.
3) Thick ( ) CONCLUSION DOES NOT FOLLOWS if you think that the statement
does not follow the text.

Text 3

Sarah owns a new company. New companies are more likely to fail than well-
established companies. Therefore:

124
 10. Sarah’s company will fail.
Conclusion Follows
Conclusion Does Not Follow

11. Sarah’s company is more likely to fail than a well-established company.

Conclusion Follows
Conclusion Does Not Follow

12. Well-established companies are more likely to succeed than new companies.
Conclusion Follows
Conclusion Does Not Follow

Instructions:
1) Thick ( ) one of possible answers for the following statement.
2) Thick ( ) STRONG ARGUMENT if you think that the statement is a strong
argument.
3) Thick ( ) WEAK ARGUMENT if you think that the statement is a weak argument.

Text 4.

Should university-level education be free to all students?

13. No. Too much education can lead to over-qualification, and therefore
unemployment.
Strong Argument
Weak Argument

14. Yes, having a highly qualified workforce ensures high levels of employee
productivity in organizations.
Strong Argument
Weak Argument

15. No, research has shown that students that are not required to pay tuition fees; tend to
slack off more and learn less during their degree.
Strong Argument
Weak Argument

125
 Appendix 3.
Pilot Test Analysis

Reliability Test of Research Questionnaire

Reliability test of questionnaire in this research was assisted by SPSS and Microsoft

Excel. For the questionnaire part A and B, the reliability test was done by

Cronbach’s Alpha. Meanwhile, the reliability of questionnaire part D and E was

done by KR formula. The reliability test for questionnaire part A and B is presented

below.

1. Reliability Test of Questionnaire Part A.

Case Processing Summary

N %
Cases Valid 20 100.0
Excluded a 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics
Cronbach's
Alpha N of Items
.538 22

From the table above, it can be seen that the Cronbach’s Alpha score is 0,538. This

result was, then, compared to r-table with N=20 with the r-table distribution of

significance 5%. The r-table distribution for N=20 is 0,444. Therefore, Alpha =

0,538 > 0,444. It means items in questionnaire part A are reliable and able to be

used to gather the research data.

126
 Item-Total Statistics
Cronbach's
Scale Mean if Scale Variance Corrected Item- Alpha if Item
Item Deleted if Item Deleted Total Correlation Deleted
Item_1 55.65 16.555 -.054 .554
Item_2 55.45 15.839 .118 .533
Item_3 55.80 13.747 .493 .467
Item_4 55.80 15.642 .135 .531
Item_5 56.25 13.987 .457 .475
Item_6 55.70 14.432 .471 .483
Item_7 55.50 14.895 .416 .496
Item_8 55.30 16.432 -.006 .546
Item_9 55.65 14.555 .478 .486
Item_10 55.35 14.871 .243 .512
Item_11 56.00 15.263 .200 .521
Item_12 55.55 14.682 .577 .484
Item_13 55.75 13.776 .505 .467
Item_14 55.80 15.432 .183 .524
Item_15 56.05 15.734 .100 .536
Item_16 56.25 18.934 -.435 .637
Item_17 55.90 15.779 .137 .530
Item_18 55.65 15.818 .089 .538
Item_19 55.90 15.568 .102 .537
Item_20 56.40 17.516 -.233 .610
Item_21 56.45 15.418 .128 .533
Item_22 56.35 14.766 .220 .516

2. Reliability Test of Questionnaire Part B

Case Processing Summary

N %
Cases Valid 20 100.0
Excluded a 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in the
procedure.

127
 Reliability Statistics
Cronbach's
Alpha N of Items
.903 25

From the table above, it can be seen that the Cronbach’s Alpha score is 0,903. This

result was, then, compared to r-table with N=20 with the r-table distribution of

significance 5%. The r-table distribution for N=20 is 0,444. Therefore, Alpha =

0,903 > 0,444. It means items in questionnaire part B are reliable and able to be

used to gather the research data.

Item-Total Statistics
Cronbach's
Scale Mean if Scale Variance Corrected Item- Alpha if Item
Item Deleted if Item Deleted Total Correlation Deleted
Item_1 63.25 101.461 .507 .900
Item_2 63.55 99.418 .744 .896
Item_3 64.40 102.042 .371 .902
Item_4 64.00 109.368 -.135 .911
Item_5 63.35 98.134 .637 .897
Item_6 63.90 97.253 .648 .896
Item_7 64.55 104.366 .240 .904
Item_8 64.25 99.882 .449 .901
Item_9 64.10 99.779 .560 .899
Item_10 64.25 98.197 .613 .897
Item_11 63.25 104.618 .140 .908
Item_12 64.10 97.463 .659 .896
Item_13 64.35 94.766 .802 .893
Item_14 64.35 97.818 .597 .898
Item_15 64.20 99.642 .570 .898
Item_16 64.40 106.884 .036 .909
Item_17 63.60 106.989 .045 .907
Item_18 63.80 95.011 .773 .893

128
 Item_19 64.25 96.092 .693 .895
Item_20 64.15 98.450 .493 .900
Item_21 63.70 103.274 .264 .905
Item_22 63.70 96.958 .776 .894
Item_23 63.85 98.555 .524 .899
Item_24 64.25 95.566 .624 .897
Item_25 64.05 94.576 .794 .893

3. Reliability of Questionnaire Part D

Question Items
Total
Respondents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Respondent 1 0 1 0 1 0 1 0 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 6
Respondent 2 0 1 0 1 0 0 0 0 1 0 0 0 1 1 1 0 0 0 0 1 1 0 0 8
Respondent 3 0 1 1 0 0 1 1 1 1 1 1 1 0 1 1 0 0 0 0 0 0 0 1 12
Respondent 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Respondent 5 0 1 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 0 1 1 1 0 1 12
Respondent 6 0 1 1 0 0 1 1 0 0 0 1 0 1 0 0 0 0 0 0 1 1 1 1 10
Respondent 7 0 1 0 1 1 1 1 0 0 1 0 0 0 0 0 0 1 0 1 1 1 0 1 11
Respondent 8 0 1 0 1 1 1 0 0 1 0 1 1 0 0 0 0 0 1 1 1 1 1 1 13
Respondent 9 0 1 1 1 0 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 6
Respondent
10 1 1 0 0 1 1 1 1 1 1 1 0 0 0 1 0 1 1 1 1 0 0 0 14
Respondent
11 0 0 0 1 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 1 0 0 1 5
Respondent
12 0 0 0 0 1 0 0 0 1 0 0 0 0 0 1 0 1 0 0 1 0 1 0 6
Respondent
13 1 1 0 1 0 1 0 0 1 0 1 1 0 1 0 0 1 0 1 1 0 1 0 12
Respondent
14 0 1 1 1 0 1 0 0 1 0 1 0 0 1 1 1 0 0 1 1 0 1 0 12
Respondent
15 1 0 1 0 1 1 1 0 1 0 1 1 0 0 1 0 1 1 1 1 0 1 1 15
Respondent
16 0 1 1 0 0 1 1 1 1 0 1 0 0 0 1 0 0 1 1 1 1 1 0 13
Respondent
17 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 1 0 1 1 6
Respondent
18 0 1 1 1 0 1 1 0 1 0 1 1 0 0 1 0 0 0 1 1 1 1 0 13
Respondent
19 0 1 1 1 1 1 1 0 1 0 0 0 1 0 1 0 0 1 1 1 1 1 0 14
Respondent
20 1 1 1 1 1 1 0 1 1 0 0 1 1 1 1 0 0 0 1 1 0 1 0 15

r11 = instrument reliability

Vt = total score variance

129
 k = number of items
M = mean

K 23 k/k-1 1.045455
k-1 22 m(k-m) 130.4275
M 10.15 k*st2 385.6132
k-m 12.85 m(k-m)/k*st 0.338234
st2 16.76579 1-m(k-m)/K*st 0.661766

23 ( 130.4275 )
r11 = (22 ) (1 )
385.6132

r11 = (1.045455)(0.661766)
r11 = 0,691846

The Interpretations:
0,00 – 0,20 = very low reliability
0,21 – 0,40 = low reliability
0,41 – 0,60 = sufficient reliability
0,61 – 0,80 = high reliability
0,81 – 1,00 = very high reliability

Since the reliability of questionnaire part D resulted a score of 0,691846, it can

be concluded that the questionnaire part D is reliable to gather the research data

for this study.

4. Reliability of Questionnaire Part E

Question Items
Total
Respondents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Respondent 1 0 0 1 1 1 1 1 0 1 1 1 1 1 1 1 12
Respondent 2 0 0 0 0 0 1 1 1 0 0 0 0 0 0 0 3
Respondent 3 0 0 1 1 1 1 1 1 0 0 0 1 1 1 1 10
Respondent 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Respondent 5 0 0 0 0 0 1 1 1 0 1 1 0 0 1 0 6
Respondent 6 0 0 1 0 0 1 1 0 1 1 1 0 0 1 0 7
Respondent 7 0 0 0 1 0 1 1 1 1 1 1 1 1 0 1 10
Respondent 8 0 0 0 0 0 0 0 0 1 1 1 0 1 0 0 4

130
Respondent 9 0 0 0 1 0 0 1 0 0 0 0 1 0 1 1 5
Respondent 10 0 0 1 0 1 1 1 1 0 0 1 1 1 1 1 10
Respondent 11 0 0 0 1 0 0 1 0 0 0 1 1 0 1 0 5
Respondent 12 0 0 0 0 0 1 0 0 1 0 0 0 0 1 0 3
Respondent 13 0 0 0 0 1 1 1 1 1 0 0 0 1 1 1 8
Respondent 14 0 0 0 0 0 1 1 0 0 1 0 0 0 1 0 4
Respondent 15 0 0 0 0 0 0 0 0 0 1 1 1 0 1 0 4
Respondent 16 0 0 0 0 0 1 1 0 0 0 1 1 1 1 0 6
Respondent 17 0 1 0 0 1 1 1 0 1 0 1 1 1 1 1 10
Respondent 18 0 1 1 1 0 1 0 1 1 1 1 1 1 1 0 11
Respondent 19 0 0 0 0 0 1 1 0 0 0 0 0 1 0 0 3
Respondent 20 0 0 0 0 0 1 0 0 1 0 1 0 0 1 1 5

r11 = instrument reliability

Vt = total score variance
k = number of items
M = mean

k 15 k/k-1 1.071429
k-1 14 m(k-m) 54.81
m 6.3 k*st 162.7895
k-m 8.7 m(k-m)/k*st 0.336693
st2 10.85263 1-m(k-m)/K*st 0.663307

15 ( 54,81)
r11 = (14 ) (1 162.7895 )

r11 = (1.071429)(0,663307)
r11 = 0.710687

The Interpretations:
0,00 – 0,20 = very low reliability
0,21 – 0,40 = low reliability
0,41 – 0,60 = sufficient reliability
0,61 – 0,80 = high reliability
0,81 – 1,00 = very high reliability

131
Since the reliability of questionnaire part E resulted a score of 0,710687 , it can

be concluded that the questionnaire part E is reliable to gather the research data

for this study.

132
Appendix 4.
Research Questionnaire

The pilot test was conducted to examine the research questionnaire. The pilot-test was

conducted in Senior High School F Yogyakarta. After analyzing the result of pilot test, the

researcher consulted the questionnaire with the English teacher in Senior High School F. The

teacher suggested the researcher to omit some questions in Part D of the questionnaire

because some questions were too difficult as the questionnaire would be distributed to the top

3 senior high schools and the bottom 3 senior high schools in Yogyakarta. The students in top

senior high schools may be able to answer the questions but the students from the bottom

rank would not be able to answer those difficult questions. Question items that were omitted

after pilot-test are items number 1, 2, 5, 7, 8, and 16. The following is the questionnaire to

gather the data for this research that was distributed to the 6 Senior High Schools in

Yogyakarta city.

Angket

Sekolah
Kelas

Petunjuk Umum:
1) Angket ini terbagi menjadi 5 bagian yaitu bagian A, B, C, D, dan E.
2) Pertanyaan-pertanyaan pada bagian A, B, dan C menggunakan Bahasa Indonesia,
sedangkan pertanyaan-pertanyaan pada bagian D dan E menggunakan Bahasa
Inggris.
3) Untuk menjawab pertanyaan-pertanyaan di tiap bagian, terdapat petunjuk yang
akan menuntun Anda.
4) Memohon kesediaan Anda untuk berpartisipasi dalam penelitian saya yang berjudul
The Influence of Reading Literacy in EFL Classroom on High School Students’ Critical
Thinking Skill and Interest in Reading English in Yogyakarta City.
5) Perlu Anda ketahui bahwa sesuai dengan etika dalam penelitian, jawaban Anda
akan dijaga kerahasiaannya dan digunakan semata-mata untuk kepentingan
penelitian.
6) Jawaban yang Anda berikan tidak akan mempengaruhi nilai Anda.
7) Atas kesediaan Anda meluangkan waktu, saya ucapkan terima kasih.

133
BAGIAN A
Berilah tanda centang ( ) pada salah satu kotak yang mewakili pendapat Anda!
ST : Sangat Tidak Setuju
T : Tidak Setuju
S : Setuju
SS : Sangat Setuju

Tanggapan
No Pernyataan
ST T S SS
Guru bahasa Inggris saya meminta siswa
1. bertanya di kelas tentang topik yang sedang
dipelajari.
Guru bahasa Inggris saya menjelaskan hubungan
2. antara teks yang dibaca siswa dan kehidupan
siswa sehari-hari terkait teks yang dibaca.
Guru bahasa Inggris saya menanggapi
3.
pertanyaan siswa dengan jelas.

4. Guru bahasa Inggris saya suka membaca.

Guru bahasa Inggris saya tidak tahu bahwa saya

5.
suka membaca.
Selama pembelajaran reading, guru bahasa Inggris
6. saya membahas fakta-fakta yang berhubungan
dengan teks yang sedang dibaca.
Guru bahasa Inggris saya membantu siswa dalam
7.
memahami sebuah teks.
Guru bahasa Inggris memberikan saya
8. kesempatan untuk mengajukan pendapat terkait
teks yang sedang dibaca.
Guru bahasa Inggris saya menyampaikan tujuan
9.
membaca dengan jelas.
Selama pembelajaran reading, saya membaca satu
10. teks bahasa Inggris (misalnya, narrative,
descriptive, fable, etc.)
Saya tidak mengajukan pertanyaan tentang hal di
11. luar kelas yang saya tidak pahami kepada guru
bahasa Inggris saya.
Teks yang digunakan di tiap awal pembelajaran
12.
reading termasuk teks yang mudah dipahami.
Teks yang digunakan pada pembelajaran reading
13.
makin lama makin sulit.
Saya tidak suka dengan teks yang dipilihkan oleh
14.
guru bahasa Inggris saya.
15. Saya tidak mengetahui teks seperti apa yang

134
 penting untuk dipelajari.
Di kelas bahasa Inggris, saya memiliki
16. kesempatan untuk memilih topik bacaan yang
akan dipelajari.
Teks yang saya baca tidak berhubungan dekat
17.
dengan kehidupan saya sehari-hari.
Saya diperbolehkan memilih anggota kelompok
18.
saat belajar bahasa Inggris.
Saya mengkritisi teks Bahasa Inggris yang saya
19.
baca.
Setelah membaca teks berbahasa Inggris, saya
20.
tidak menuliskan pendapat saya di buku catatan.
Saya tidak meringkas setelah membaca teks
21.
berbahasa Inggris.
Setelah membaca teks berbahasa Inggris, saya
22.
mengungkapkan pendapat saya di kelas.

BAGIAN B
Berilah tanda centang ( ) pada salah satu kotak yang mewakili pendapat Anda!
ST : Sangat Tidak Setuju
T : Tidak Setuju
S : Setuju
SS : Sangat Setuju

Tanggapan
No Pernyataan
ST T S SS
Saya punya orang tua yang menganggap
1.
membaca teks berbahasa Inggris itu penting.
Saat saya membaca teks berbahasa Inggris, saya
2.
menemukan sesuatu yang menarik.
Saya membaca teks berbahasa Inggris di
3.
Perpustakaan Umum.
Saya tidak membaca teks berbahasa Inggris di
4.
Perpustakaan Sekolah.
Saya tidak pernah membaca teks berbahasa
5.
Inggris di rumah.
Saya membaca buku berbahasa Inggris di toko
6.
buku.
Saya membaca teks berbahasa Inggris karena
7.
ditugasi oleh guru.
Saya memiliki lebih dari 10 buku berbahasa
8.
Inggris di rumah sebagai koleksi keluarga.
Saya memiliki lebih dari 5 teks berbahasa Inggris
9.
di kamar saya.

135
 Saya adalah pembaca teks bahasa Inggris yang
10.
baik.
Saya tidak menganggap membaca teks berbahasa
11.
Inggris itu penting bagi masa depan saya.
Bagi saya, membaca teks berbahasa Inggris itu
12.
mudah.
Walau tidak ada tugas, saya membaca teks
13.
berbahasa Inggris setiap hari.
Walaupun tidak sedang mengerjakan tugas, saya
14. butuh waktu lebih dari 1 jam untuk membaca
teks berbahasa Inggris.
Saya menceritakan teks berbahasa Inggris yang
15.
saya baca kepada teman saya.
Saya tidak menceritakan apa yang saya baca dari
16
teks berbahasa Inggris kepada keluarga saya.
Banyak teman saya yang suka membaca teks
17.
berbahasa Inggris.
Saya bersemangat ketika saya hendak membaca
18.
teks berbahasa Inggris baru.
Saya membaca teks berbahasa Inggris ketika libur
19.
sekolah.
Saya tidak suka pergi ke toko buku untuk
20.
membeli buku bacaan berbahasa Inggris

21. Saya tidak suka membaca teks berbahasa Inggris.

Membaca teks berbahasa Inggris membuat saya

22.
merasa terhibur.
Bagi saya, membaca teks berbahasa Inggris
23.
tidaklah menarik.
Membaca teks berbahasa Inggris adalah hobi
24.
saya.
Saya memberi saran kepada teman untuk
25. membaca teks-teks berbahasa Inggris yang
menarik.

BAGIAN C
Jawablah pertanyaan-pertanyaan di bawah ini berdasarkan situasi dan kondisi Anda!

1. Jika saya harus membawa 2 buku atau teks berbahasa Inggris saat bertamasya, buku
atau teks yang akan saya bawa adalah:
___________________________________________________________________________
___________________________________________________________________________
2. Tiga topik bacaan teks bahasa Inggris yang saya suka adalah:
_____________________________________________________________________

136
 _____________________________________________________________________
_____________________________________________________________________
3. Saya berharap perpustakaan sekolah saya memiliki buku berbahasa Inggris tentang:
_____________________________________________________________________
_____________________________________________________________________

Part D
Sub-Part 1. Answer the following questions by making circle in the correct answer to
multiple-choice questions.
Example:
Who was the first president of Indonesia?
A. Soekarno
B. Soeharto
C. B.J. Habibie
D. Megawati Soekarnoputeri
The correct answer is A, then, circle the option A.
Who was the first president of Indonesia?
A. Soekarno
B. Soeharto
C. B.J. Habibie
D. Megawati Soekarnoputeri

1. Which is probably a personal web page?

A. www.members.aol.com/pspeabody63/
B. www.stateuniversity.edu
C. www.fastfacts.com
D. www.veteransuite.org
2. “The teacher gave me a low grade on my project because
he is unhappy at home.”
This statement is NOT an example of problem solving
because….
A. the speaker does not know how to cheer the teacher
up.
B. the speaker is just angry about getting a lower than
was expected.
C. the speaker thinks the project was better than it
really was.

137
 D. the speaker is making an assumption about the
teacher that might not be true.

Read the following passage, and answer question number 3.

One of the big causes of the French Revolution
of 1789 was the social class system. There are three
Classes, with the ministry, the monarchy, and
noblemen in the top two, and farmers and the middle
class in the third. Ministry and noblemen were not
asked to pay taxes, and had representation in the
government. The monarchy lived well and led a bruta l
government that silenced its critics. The farmers paid
heavy taxes, had no representation in the government,
and hated the King’s power. They grew angry at the
unfair system, and finally rebelled by attacking the
Bastille, a state prison in Paris.
3. In France’s three classes, the top two included the…
A. ministry, noblemen, and middle class.
B. ministry, monarchy, and noblemen.
C. monarchy, noblemen, and middle class.
D. ministry, middle class, and farmers.
4. Which is the best conclusion for the following argument?
Every store in Malioboro Mall is having a 60% off sale on Thursday. Gramedia is in
Malioboro Mall. Therefore,
A. prices were lower at Gramedia yesterday.
B. on Thursday, Gramedia is having a 60% off sale.
C. prices at Malioboro Mall are lower than at Hartono Mall.
D. on Thursday, prices at the mall will be 20% less than today.
5. Choose the best conclusion for an argument that begins,
"The other members of Philip's swim team …"
A. won their events, so Philip will win his event, too.
B. have been swimming for at least six years, so Philip
has been swimming for six years, too.

138
 C. prefer to swim in outdoor pools, so Philip prefers
outdoor pools, too.
D. wear swim trunks with the school logo on them, so
Philip wears them, too.
6. You are trying to decide what kind of car to buy. You make a chart to compare tw o
seater sports car, a two-door sedan, and a minivan in three categories. Which w ould
NOT be a suitable category?
A. price
B. gas range
C. tire pressure
D. storage capacity
7. Which scenario best represents a situation that has been decided by emotion alone?
A. Cathy hates winter, so even though she cannot
handle it, she takes a vacation to the Antarctica.
B. The school shuts down after a bomb threat.
C. Third-quarter earnings for Marie's company were
much higher than predicted.
D. Alexis needs a new mixer, so she watches the
newspaper advertisement and buys one when it goes
on sale.
8. Which is NOT a valid argument?
A. There are 6 cans of tomatoes in Adam's kitchen and
14 in his basement. There are no other cans of
tomatoes in his house. Therefore, he has 20 cans of
tomatoes in his house.
B. Everyone on the Federal yesterday was late to w ork.
Flinn was on the Federal. Flinn was late to work.
C. Park Ji Sung lives in Bali. If he lives in Bali, then he is
an Indonesian.
D. No one who eats in the cafeteria likes the pizza. My
boss eats in the cafeteria. Therefore, my boss does
not like the pizza.

139
9. Which is a judgment, not a fact?
A. That production of Harry Potter was first-rate; you
will never see it done better.
B. That production of Harry Potter was first-rate; it was
cited as such in the newspaper.
C. That production of Harry Potter was first-rate; it won
an award this year.
D. That production of Harry Potter was first-rate; 94% of audience members agreed
after watching the show.
10. Which is NOT a likely cause of this situation?
"I cannot turn on the lamp in the family room!"
A. The lamp is not plugged into an electrical outlet.
B. We just bought a new couch in a color that matches
the lamp.
C. There is a power outage in the neighborhood.
D. The light bulb in the lamp has burned out.
11. Which of the following is a valid argument?
A. Rain was predicted yesterday, so I took my umbrella
to our outdoor rehearsal of Romeo & Juliet. It did not
rain. To make sure it does not rain during today's
rehearsal, I will take my umbrella with me.
B. You and your girlfriend or boyfriend broke up the
night you had dinner at KFC, so don't worry; you
and your boyfriend or girlfriend now will not break
up as long as you never go to KFC.
C. My science teacher bases a lot of our grade on class
participation. Last semester, he said I needed to
participate more. If I want a better grade this
semester, I need to take part in more class
discussions.
D. Our washing machine is broken. The last time we had trouble with it, we hired a
new repairman. He is probably the reason the machine broke!

140
12. Which is the most important reason for evaluating information found on the
Internet?
A. Authors who publish on the Internet are typically
less skilled than those who publish in print.
B. Web writers are usually subjective.
C. Anyone can publish on the Internet; there is no
guarantee that what you are reading is truthful or
objective.
D. Information found in print is almost always more
accurate than that found on the Internet.
13. Which is an example of hyperbole?
A. The deck of our boat was as slippery as melted butter!
B. This bag of groceries weighs a ton!
C. Onto each life some rain must fall.
D. Marco's lasagna is better than Mira's.
14. Which of these problems is most serious?
A. Your teacher is sick and misses class on the morning
you are supposed to take a big exam.
B. You lose track of your schedule and forget to study
for a big exam.
C. You cannot find one of the books you need to study
for a big exam.
D. The big exam is harder than you thought it would be
and includes a chapter you did not study.

141
Sub-Part 2. Answer the following questions by making circles in the correct answers to
multiple-choice questions. To answer questions no 21-23, you may circle more than one
options.
Example:
Select all the countries in East Asia.
A. Thailand
B. South Korea
C. China
D. Oman
The correct answers are B and C, then, circle the options B and C.

Select all the countries in East Asia.

A. Thailand
BB. South Korea
CC. China
D. Oman

15. You have an appointment for applying to the university

on Monday morning. When you arrive at the university,
the interviewer is not there yet. You wait for 20 minutes,
but he does not come yet. What pieces of information
can help you create a context for this problem? (circle all
that apply)
A. You heard that there is a traffic in the main street.
B. You realize you forgot your CV and need to go home
to get it.
C. The interviewer’s secretary tells you the interview is
on Tuesday.
D. The receptionist says that the interviewer is not
coming on time.
16. Steve has an unexpected emergency. He needs to fly to
Manchester because his grandfather is in the hospital.
Steve knows he will be away from his apartment for at

142
 least three weeks. How can he solve problems that could
occur while he is gone? (Circle all answers that apply.)
A. Buy a new lock for his door.
B. Leave a mail key with a neighbor who can collect
Steve’s mail so it will not be missed.
C. Ask a friend who’s an animal lover to care for his
two cats.
D. Clean out the refrigerator so food does not go bad
before he returns.
17. You had a successful job search, and now have three offers from which to choose.
What can you do to most thoroughly investigate your potential employers? (Choose
all that apply.)
A. check out their websites
B. watch the news to see if the companies are mentioned
C. research their financial situations
D. speak with people who work for them already

Part E.
Instructions:
1) Thick ( ) one of possible answers for the following statements.
2) Thick ( ) TRUE if you believe the statement is certainly true.
3) Thick ( ) MORE INFORMATION REQUIRED, if you decide that there is not
enough data to make a decision based on the provided facts.
4) Thick ( ) FALSE if you think the statement is certainly false.

Text 1

Turkey is a surprising addition to the list of fast developing economies; with a

GDP increase of 8.5% in the year 2011 alone. However, that fast growth leaves
worries about possible side-effects. For example, in 2011 Turkey’s rate of
inflation was well above that of other countries. Secondly, there is increasing fear
about Turkey’s growing dependency on foreign money. A large portion of the
Turkish banking system is part-owned by banks within the European zone. As the single
currency weaken, such a dependency raises questions about the stability of Turkish
growth.

143
 1. There are fears that Turkey’s development is at risk of weakening in the years after
2011.
True
More Information Required
False

2. As Turkish banks are part-owned by those in the European zone, they may suffer if
the European banks face financial difficulty.

True
More Information Required
False

3. The Turkish banks are part-owned by European banks as this provides greater
variation to the market and extra finance to the economy.

True
More Information Required
False

4. Turkish banks are part owned by European banks as this provides greater economic
links with the European zone, helping their rise into the European Union.

True
More Information Required
False

5. The Turkish economy was surprisingly stagnant in 2011.

True
More Information Required
False

Instructions:
1) Thick ( ) one of possible answers for the following statements.
2) Thick ( ) Assumption Made if you think that the statement is logical.
3) Thick ( ) Assumption Not Made if you think that the statement is not logical.

144
Text 2

Monarchic nations, i.e. those with royal families, differ from republican nations in
several ways. An example of this difference is that citizens of monarchic nations
pay more tax than citizens of republican nations.

6. The governments of monarchic nations are responsible for setting tax rates on their
citizens.
Assumption Made
Assumption Not Made

7. Republican nations do not have a royal family.

Assumption Made
Assumption Not Made

8. The only types of nation are monarchic and republican.

Assumption Made
Assumption Not Made

9. A monarchic nation cannot be a republican nation.

Assumption Made
Assumption Not Made

Instructions:
1) Thick ( ) one of possible answers for the following statement.
2) Thick ( ) CONCLUSION FOLLOWS if you think that the statement follows the
text.
3) Thick ( ) CONCLUSION DOES NOT FOLLOWS if you think that the statement
does not follow the text.

Text 3

Sarah owns a new company. New companies are more likely to fail than well-
established companies. Therefore:

145
 10. Sarah’s company will fail.
Conclusion Follows
Conclusion Does Not Follow

11. Sarah’s company is more likely to fail than a well-established company.

Conclusion Follows
Conclusion Does Not Follow

12. Well-established companies are more likely to succeed than new companies.
Conclusion Follows
Conclusion Does Not Follow

Instructions:
1) Thick ( ) one of possible answers for the following statement.
2) Thick ( ) STRONG ARGUMENT if you think that the statement is a strong
argument.
3) Thick ( ) WEAK ARGUMENT if you think that the statement is a weak argument.

Text 4.

Should university- level education be free to all students?

13. No. Too much education can lead to over-qualification, and therefore
unemployment.
Strong Argument
Weak Argument

14. Yes, having a highly qualified workforce ensures high levels of employee
productivity in organizations.
Strong Argument
Weak Argument

15. No, research has shown that students that are not required to pay tuition fees; tend to
slack off more and learn less during their degree.
Strong Argument
Weak Argument

146
 Appendix 5.
Research Data

5.1 Research Data for Reading Literacy in EFL Classroom in

Yogyakarta City.

Question Items
Respondents Total
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Respondent 1 3 3 3 3 2 4 4 3 3 4 2 3 3 3 3 2 3 3 3 2 2 2 63
Respondent 2 3 3 4 3 3 2 4 2 3 3 2 3 3 3 3 3 3 3 3 2 2 2 62
Respondent 3 3 3 3 2 3 3 4 4 3 3 2 3 4 3 3 2 2 4 1 3 1 2 61
Respondent 4 3 2 3 2 2 3 3 3 2 3 2 3 2 2 2 2 2 2 3 2 2 1 51
Respondent 5 3 3 3 3 2 3 3 3 3 2 2 3 3 2 2 2 2 2 3 2 2 2 55
Respondent 6 3 3 3 0 2 0 2 3 2 3 2 2 3 3 3 3 3 2 2 2 2 2 50
Respondent 7 4 3 3 3 2 2 2 3 3 3 2 3 2 3 3 2 3 2 3 2 2 2 57
Respondent 8 3 3 3 3 3 3 3 3 2 4 3 3 2 3 3 3 3 3 3 3 3 3 65
Respondent 9 3 3 3 3 2 3 3 3 3 3 2 3 3 3 3 2 2 3 2 2 2 2 58
Respondent 10 2 2 4 3 2 2 4 2 3 2 3 4 3 3 2 2 4 2 3 1 3 3 59
Respondent 11 2 2 3 2 2 2 3 2 3 3 4 4 4 4 4 3 4 3 3 3 3 4 67
Respondent 12 2 2 3 3 3 3 3 3 2 3 2 3 3 3 3 2 2 2 2 2 2 2 55
Respondent 13 3 2 4 3 2 3 3 3 2 3 1 2 3 3 1 3 3 4 2 1 1 2 54
Respondent 14 3 3 3 3 2 2 3 3 2 2 2 2 3 2 3 3 3 1 2 1 1 2 51
Respondent 15 2 2 4 3 2 2 4 4 4 2 3 3 3 4 3 3 2 2 2 2 2 4 62
Respondent 16 3 3 2 3 2 3 3 2 3 2 3 3 2 3 2 3 3 3 3 3 3 3 60
Respondent 17 3 4 3 3 3 3 4 3 3 2 4 3 3 3 3 3 3 3 3 2 2 2 65
Respondent 18 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 2 3 3 2 2 2 61
Respondent 19 3 2 3 3 2 3 3 3 3 3 2 4 3 2 2 3 3 3 2 2 2 2 58
Respondent 20 3 2 3 3 3 2 3 4 3 3 2 3 3 3 3 2 3 3 3 2 2 3 61
Respondent 21 3 2 3 3 2 3 4 4 3 3 2 3 4 2 2 4 3 3 2 2 2 2 61
Respondent 22 2 2 3 4 1 3 3 3 2 4 3 2 3 3 3 2 2 3 3 2 2 2 57
Respondent 23 2 3 3 4 2 4 4 3 3 3 3 3 3 3 3 2 3 3 3 3 2 2 64
Respondent 24 2 3 3 3 2 3 3 3 3 4 3 3 4 3 3 3 3 3 3 3 2 3 65
Respondent 25 2 2 3 3 2 3 3 3 3 4 3 4 4 3 3 3 3 4 3 3 3 3 67
Respondent 26 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 3 3 67
Respondent 27 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 2 3 3 3 2 2 3 62
Respondent 28 3 3 2 3 2 3 3 3 2 3 3 2 3 2 3 2 3 2 2 2 2 2 55
Respondent 29 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 2 2 2 61
Respondent 30 3 3 4 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 2 2 64
Respondent 31 3 3 2 3 2 3 3 4 3 4 1 3 2 4 4 2 3 4 3 3 2 2 63
Respondent 32 4 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 65
Respondent 33 3 3 3 3 2 3 3 3 3 3 2 3 3 3 3 2 3 3 3 2 2 2 60
Respondent 34 3 3 3 3 3 3 3 3 2 3 2 3 3 3 3 3 3 3 2 2 2 2 60
Respondent 35 3 3 3 3 2 2 3 3 3 3 2 3 2 2 3 3 3 3 2 2 2 2 57
Respondent 36 3 3 3 3 1 3 3 3 3 2 2 3 3 3 2 2 3 3 3 2 2 2 57
Respondent 37 3 3 3 3 1 3 3 3 2 3 2 2 3 2 2 2 3 3 2 2 2 2 54
Respondent 38 2 3 3 3 2 3 3 4 3 3 3 3 3 3 3 2 3 3 2 2 2 2 60
Respondent 39 3 3 3 2 3 3 2 3 2 2 3 3 3 3 3 3 3 4 3 3 2 2 61
Respondent 40 2 3 2 3 2 2 3 3 2 2 2 3 3 2 2 2 3 3 2 2 2 2 52
Respondent 41 2 3 3 3 2 3 4 3 3 4 2 3 3 3 3 2 3 4 3 2 2 2 62
Respondent 42 4 3 4 4 3 3 4 4 4 3 3 3 3 3 3 3 3 3 3 2 2 3 70

147
Respondent 43 2 2 2 3 1 2 2 2 2 4 3 4 4 4 4 3 4 4 3 3 3 3 64
Respondent 44 1 2 3 4 3 2 3 2 2 4 1 4 2 3 3 1 3 3 3 2 2 2 55
Respondent 45 2 2 3 3 2 2 3 3 2 3 2 3 3 3 4 1 2 4 1 1 1 2 52
Respondent 46 3 3 2 2 3 3 3 3 2 2 3 2 3 3 2 3 3 3 3 2 2 3 58
Respondent 47 3 2 3 3 3 2 3 3 2 3 2 2 3 2 2 2 2 3 3 2 2 2 54
Respondent 48 3 3 2 3 2 2 2 2 2 3 2 3 3 3 3 2 3 3 3 2 2 3 56
Respondent 49 3 3 2 3 2 3 3 3 2 3 3 3 3 2 3 3 3 3 3 2 2 2 59
Respondent 50 3 3 2 3 2 3 3 3 2 3 3 3 2 2 2 3 3 3 3 3 4 3 61
Respondent 51 3 2 4 2 1 4 3 3 3 4 3 3 1 3 4 2 4 4 4 2 2 3 64
Respondent 52 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 2 3 3 2 2 2 2 60
Respondent 53 3 3 3 3 3 3 3 3 2 3 2 3 3 3 2 2 2 2 2 3 2 2 57
Respondent 54 3 3 3 3 3 3 3 3 2 3 3 3 2 3 2 2 3 3 3 2 2 2 59
Respondent 55 3 3 3 3 2 3 3 3 2 3 2 2 3 3 3 2 3 3 3 2 2 2 58
Respondent 56 3 2 3 3 2 2 3 3 3 3 2 2 3 2 2 2 3 3 2 2 2 2 54
Respondent 57 3 3 3 3 2 3 3 3 3 3 2 2 3 3 3 2 2 3 2 2 2 2 57
Respondent 58 3 3 3 3 3 3 3 3 3 3 2 2 2 3 2 2 3 3 3 2 2 2 58
Respondent 59 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 2 3 3 3 2 2 2 61
Respondent 60 3 3 3 3 3 2 2 3 3 3 2 3 3 3 3 2 3 3 2 2 2 2 58
Respondent 61 3 3 3 3 2 3 3 3 2 2 2 3 3 1 2 2 3 3 3 2 2 2 55
Respondent 62 3 3 3 3 2 3 3 3 3 3 1 3 2 3 1 3 3 4 3 2 1 3 58
Respondent 63 4 3 3 3 2 3 3 3 3 3 2 3 2 4 4 4 2 4 4 3 3 4 69
Respondent 64 3 3 3 3 2 2 3 3 2 3 2 2 3 3 3 2 2 3 2 2 2 2 55
Respondent 65 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 63
Respondent 66 4 3 2 3 2 3 3 3 3 3 4 3 3 3 3 2 4 3 3 2 2 3 64
Respondent 67 2 4 3 4 2 2 3 3 2 3 2 3 2 3 4 2 2 3 2 2 2 2 57
Respondent 68 4 3 3 2 3 2 3 4 3 3 3 3 3 3 2 2 3 4 2 2 3 2 62
Respondent 69 3 4 3 4 3 3 3 3 3 2 3 3 2 3 3 3 2 4 3 3 3 3 66
Respondent 70 3 3 3 2 1 2 3 3 3 3 3 2 2 1 3 2 3 4 4 1 1 4 56
Respondent 71 4 3 3 3 3 3 4 4 4 4 3 3 3 2 3 3 3 3 3 2 2 3 68
Respondent 72 3 3 3 3 4 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 2 3 65
Respondent 73 1 3 2 3 2 3 3 2 2 3 3 3 3 2 3 2 2 3 3 2 2 2 54
Respondent 74 3 3 3 3 3 3 4 3 3 3 2 3 3 2 3 3 2 3 3 2 2 2 61
Respondent 75 3 3 3 3 2 2 3 3 3 3 2 2 3 2 3 2 3 3 2 2 3 2 57
Respondent 76 3 3 3 3 3 3 3 3 2 3 2 3 2 3 3 3 3 3 3 2 3 2 61
Respondent 77 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 65
Respondent 78 1 2 3 2 4 3 3 3 3 3 3 3 2 2 3 1 3 3 3 2 2 2 56
Respondent 79 3 3 2 2 1 2 3 3 2 3 2 2 3 3 2 3 2 3 2 2 2 2 52
Respondent 80 3 2 3 2 2 2 3 2 4 2 2 2 3 2 2 2 2 3 2 2 2 2 51
Respondent 81 3 2 4 3 3 3 4 3 4 3 3 4 2 3 3 3 3 4 2 1 1 3 64
Respondent 82 4 3 4 3 3 3 3 3 3 3 3 3 1 3 3 3 3 3 2 2 2 2 62
Respondent 83 3 3 3 3 3 3 3 3 3 3 2 3 3 3 2 2 3 3 2 2 2 3 60
Respondent 84 3 3 3 3 3 3 3 3 3 4 2 3 2 3 3 3 3 3 3 2 2 2 62
Respondent 85 3 3 4 3 2 3 4 4 3 3 2 3 3 3 2 2 2 2 2 2 3 2 60
Respondent 86 2 2 2 2 3 2 3 3 2 4 3 4 2 2 3 1 3 4 4 2 2 3 58
Respondent 87 3 3 2 2 3 3 3 3 3 3 3 3 3 2 3 1 3 4 4 2 2 3 61
Respondent 88 3 3 4 1 4 3 3 3 3 4 3 3 3 2 3 1 3 3 2 2 2 2 60
Respondent 89 3 2 3 3 2 2 3 3 3 3 2 3 2 3 3 3 3 3 3 2 2 2 58
Respondent 90 4 3 3 4 2 3 4 4 3 3 3 2 1 3 2 3 3 3 3 2 1 2 61
Respondent 91 4 3 3 3 2 3 3 4 4 4 3 3 4 3 3 3 3 3 2 3 2 3 68
Respondent 92 3 3 3 2 2 3 3 3 3 3 2 2 2 3 3 2 2 3 3 3 2 2 57

148
Respondent 93 3 3 3 2 2 2 3 2 2 2 3 3 3 3 3 3 2 3 3 2 2 2 56
Respondent 94 3 3 3 3 2 3 3 2 2 4 3 2 3 3 2 2 3 3 3 2 2 2 58
Respondent 95 3 2 4 3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 2 2 2 2 60
Respondent 96 4 0 3 3 3 3 3 3 4 4 2 4 2 3 3 2 3 4 3 2 2 3 63
Respondent 97 3 3 3 3 3 2 3 3 3 3 2 2 4 2 1 2 2 4 2 2 2 2 56
Respondent 98 3 3 3 3 3 3 4 3 3 4 3 3 1 3 3 2 3 3 2 2 3 2 62
Respondent 99 3 3 4 3 3 3 4 3 3 2 2 3 3 3 2 2 2 2 2 2 3 2 59
Respondent 100 3 2 3 2 2 3 3 3 3 3 2 3 2 3 3 3 2 3 3 2 2 2 57
Respondent 101 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 2 2 2 62
Respondent 102 3 3 3 3 3 3 3 3 3 3 2 2 3 2 2 3 2 3 3 2 2 2 58
Respondent 103 2 3 3 2 3 3 3 3 3 3 3 2 3 3 3 2 3 3 2 3 2 2 59
Respondent 104 4 3 4 4 3 3 4 3 3 3 3 3 4 3 2 3 3 3 2 3 3 2 68
Respondent 105 3 3 4 2 2 3 4 4 4 3 2 3 3 3 2 2 2 3 2 2 2 2 60
Respondent 106 3 3 3 2 2 4 3 3 3 3 3 3 1 3 3 3 3 3 2 2 2 3 60
Respondent 107 3 3 3 2 3 2 3 2 3 3 4 3 2 3 3 2 3 3 3 2 1 2 58
Respondent 108 3 3 3 3 3 3 3 2 3 3 2 3 2 3 2 3 3 3 3 2 2 1 58
Respondent 109 3 3 3 3 2 2 3 3 2 3 2 2 3 3 1 1 2 3 3 1 1 3 52
Respondent 110 3 4 4 4 3 4 4 4 3 3 2 3 3 3 3 3 3 3 3 3 3 2 70
Respondent 111 3 4 4 3 1 4 4 4 4 3 3 3 3 3 3 2 2 3 3 2 3 2 66
Respondent 112 3 3 4 2 0 3 3 3 3 3 3 3 2 3 3 3 3 3 3 2 3 3 61
Respondent 113 3 3 3 3 3 4 4 3 3 3 3 4 3 3 3 3 3 2 3 3 3 3 68
Respondent 114 4 3 4 4 3 4 4 4 4 4 1 4 2 3 3 3 3 3 2 3 3 3 71
Respondent 115 3 3 4 3 2 3 3 3 3 3 2 3 3 3 2 3 3 3 3 3 3 2 63
Respondent 116 3 3 3 3 2 3 3 3 3 3 2 3 3 3 3 3 3 3 2 2 2 2 60
Respondent 117 3 3 3 3 2 3 3 0 3 3 2 3 3 2 3 2 3 3 0 2 3 2 54
Respondent 118 3 3 4 3 2 4 3 3 3 3 1 3 3 3 2 3 3 3 3 3 3 3 64
Respondent 119 3 3 4 2 2 3 3 4 4 4 3 4 2 3 3 3 3 3 2 3 3 3 67
Respondent 120 3 3 3 2 3 3 3 3 2 3 3 3 3 3 2 2 2 2 1 2 2 2 55
Respondent 121 4 3 4 3 3 3 4 4 4 3 3 3 3 3 3 2 3 4 3 3 2 2 69
Respondent 122 4 3 4 3 3 3 4 4 4 3 3 3 3 3 3 2 3 3 3 3 3 0 67
Respondent 123 3 4 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 66
Respondent 124 3 3 3 3 3 4 4 4 3 4 3 3 3 3 3 3 3 3 3 2 3 3 69
Respondent 125 4 4 3 3 2 3 4 3 4 4 3 3 4 2 4 3 2 3 4 3 2 3 70
Respondent 126 3 3 4 3 3 3 4 4 3 2 2 3 1 3 3 3 3 4 2 4 3 3 66
Respondent 127 4 4 3 3 2 3 3 2 3 2 3 3 4 2 4 2 3 2 3 3 3 2 63
Respondent 128 3 3 4 3 0 3 4 3 3 3 2 4 3 3 3 3 2 2 2 1 4 2 60
Respondent 129 3 3 4 3 0 3 3 2 3 3 2 3 2 3 3 2 4 3 2 3 3 2 59
Respondent 130 3 3 4 3 3 3 4 4 3 2 2 3 1 3 3 3 2 4 2 4 3 2 64
Respondent 131 3 3 3 3 2 3 3 4 2 3 2 4 0 3 3 2 3 3 3 3 2 3 60
Respondent 132 3 3 3 3 3 2 3 3 3 2 3 3 1 3 3 4 3 4 4 2 3 3 64
Respondent 133 3 4 4 3 4 3 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 70
Respondent 134 3 3 3 3 3 3 3 2 3 2 2 3 3 3 3 2 3 3 2 2 2 2 58
Respondent 135 4 3 4 3 2 4 4 4 3 4 1 4 3 4 1 3 1 3 1 2 1 3 62
Respondent 136 3 3 4 3 3 4 4 4 4 3 2 3 4 2 3 3 2 4 3 2 2 2 67
Respondent 137 3 3 3 3 2 3 3 3 3 3 2 3 3 2 2 3 2 3 3 2 2 3 59
Respondent 138 3 3 2 2 2 3 3 2 2 3 2 2 3 3 2 2 3 3 3 2 2 2 54
Respondent 139 3 3 2 2 2 3 3 2 2 2 3 2 2 3 3 2 2 3 3 1 1 1 50
Respondent 140 2 3 3 2 3 3 3 2 2 3 3 3 3 3 3 2 3 3 2 0 0 0 51
Respondent 141 4 3 3 3 3 2 3 3 3 3 2 3 3 2 2 2 2 3 2 2 2 2 57
Respondent 142 3 3 2 3 3 3 3 3 3 3 3 2 2 3 3 2 2 3 2 2 2 2 57

149
Respondent 143 3 3 3 3 3 2 3 3 3 3 2 3 3 3 3 2 2 3 2 2 3 2 59
Respondent 144 4 3 1 1 1 2 1 3 2 4 1 4 2 3 2 3 2 3 4 2 2 2 52
Respondent 145 3 2 3 2 2 3 3 3 2 3 2 3 3 2 3 3 3 3 3 2 2 2 57
Respondent 146 2 2 2 4 4 3 2 4 3 4 1 4 3 1 3 3 3 4 4 2 2 2 62
Respondent 147 2 2 2 2 3 3 2 2 2 2 1 2 3 1 3 2 3 3 2 1 2 2 47
Respondent 148 3 2 2 2 2 2 3 3 3 3 2 2 3 3 2 1 2 2 2 2 2 2 50
Respondent 149 3 2 2 3 2 3 3 3 3 3 3 3 3 2 2 3 2 2 3 2 2 2 56
Respondent 150 3 2 2 3 2 3 3 3 3 3 3 3 2 2 3 2 2 3 2 2 2 2 55
Respondent 151 3 3 2 0 2 3 2 3 3 3 3 3 3 2 3 2 2 3 3 2 2 2 54
Respondent 152 3 2 3 3 2 3 3 3 2 4 2 3 3 3 3 2 3 3 2 2 2 3 59
Respondent 153 2 2 2 3 2 3 3 3 3 3 1 2 3 3 3 2 2 2 2 1 2 2 51
Respondent 154 3 2 3 3 2 3 3 3 3 3 2 2 3 3 2 2 2 3 3 2 3 2 57
Respondent 155 3 3 3 3 3 3 3 3 3 2 1 3 3 3 2 3 2 3 3 3 3 2 60
Respondent 156 3 3 3 3 2 3 3 3 3 3 2 3 3 2 2 3 2 3 3 2 2 3 59
Respondent 157 3 3 3 3 2 3 3 3 3 3 2 3 2 3 3 3 3 3 2 2 2 3 60
Respondent 158 2 3 3 3 2 3 3 3 2 2 3 2 3 2 2 2 3 2 3 2 2 2 54
Respondent 159 3 3 3 3 2 3 3 3 3 3 2 3 2 3 3 3 3 3 2 2 2 2 59
Respondent 160 4 2 3 2 2 4 2 4 3 3 1 2 4 3 3 2 1 4 3 1 1 1 55
Respondent 161 2 2 3 3 2 3 3 3 3 3 2 3 3 2 2 3 2 3 3 2 2 2 56
Respondent 162 3 3 3 3 2 3 3 3 3 4 3 3 3 3 2 3 3 3 3 2 2 2 62
Respondent 163 4 2 3 3 2 4 3 3 3 3 2 3 2 3 2 3 3 2 2 3 2 3 60
Respondent 164 3 3 2 3 3 2 2 2 3 3 2 3 3 2 2 3 2 3 2 2 2 3 55
Respondent 165 3 3 3 3 2 3 3 3 3 3 2 3 2 3 3 3 3 2 2 2 2 2 58
Respondent 166 4 4 3 4 1 4 4 4 3 3 2 3 3 2 2 3 3 3 3 2 3 2 65
Respondent 167 3 3 2 2 3 2 3 3 3 3 2 3 3 3 3 2 2 3 2 2 3 2 57
Respondent 168 3 3 2 2 3 2 3 3 3 3 2 3 3 3 3 2 2 3 2 2 3 2 57

To analyse MANOVA, the data above should be converted into 3

categories namely “Good”, “Middle”, and “Poor”. Therefore, the formula
used to categorize it was:
Good = X > Mean + SD
Middle = Mean – SD ≤ X ≤ Mean + SD
Poor = X < Mean – SD
Therefore,

Statistics
Reading Literacy
N Valid 168
Missing 0
Mean 59,72
Median 60,00
Std. Deviation 4,878
Percentiles 25 57,00
50 60,00

150
 75 63,00

Good
X > Mean + SD
X > 59,72 + 4,87
X > 64,59
Respondents are classified to “Good” category when their score > 64,59.

Middle
Mean – SD ≤ X ≤ Mean + SD
59,72 – 4,87 ≤ X ≤ 59,72 + 4,87
54,85 ≤ X ≤ 64,59
Respondents are classified to “Middle” category when their scores are between 54,85 and
64,59.

Poor
X < Mean – SD
X < 59,72 – 4,87
X < 54,85
Respondents are classified to “Poor” category when their score < 54,85.

Respondents Total S core Categories Respondents Total S core Categories

1 63 Middle 85 60 Middle
2 62 Middle 86 58 Middle
3 61 Middle 87 61 Middle
4 51 Poor 88 60 Middle
5 55 Middle 89 58 Middle
6 50 Poor 90 61 Middle
7 57 Middle 91 68 Good
8 65 Good 92 57 Middle
9 58 Middle 93 56 Middle
10 59 Middle 94 58 Middle
11 67 Good 95 60 Middle
12 55 Middle 96 63 Middle
13 54 Poor 97 56 Middle
14 51 Poor 98 62 Middle
15 62 Middle 99 59 Middle
16 60 Middle 100 57 Middle
17 65 Good 101 62 Middle
18 61 Middle 102 58 Middle
19 58 Middle 103 59 Middle
20 61 Middle 104 68 Good
21 61 Middle 105 60 Middle

151
22 57 Middle 106 60 Middle
23 64 Middle 107 58 Middle
24 65 Good 108 58 Middle
25 67 Good 109 52 Poor
26 67 Good 110 70 Good
27 62 Middle 111 66 Good
28 55 Middle 112 61 Middle
29 61 Middle 113 68 Good
30 64 Middle 114 71 Good
31 63 Middle 115 63 Middle
32 65 Good 116 60 Middle
33 60 Middle 117 54 Poor
34 60 Middle 118 64 Middle
35 57 Middle 119 67 Good
36 57 Middle 120 55 Middle
37 54 Poor 121 69 Good
38 60 Middle 122 67 Good
39 61 Middle 123 66 Good
40 52 Poor 124 69 Good
41 62 Middle 125 70 Good
42 70 Good 126 66 Good
43 64 Middle 127 63 Middle
44 55 Middle 128 60 Middle
45 52 Poor 129 59 Middle
46 58 Middle 130 64 Middle
47 54 Poor 131 60 Middle
48 56 Middle 132 64 Middle
49 59 Middle 133 70 Good
50 61 Middle 134 58 Middle
51 64 Middle 135 62 Middle
52 60 Middle 136 67 Good
53 57 Middle 137 59 Middle
54 59 Middle 138 54 Poor
55 58 Middle 139 50 Poor
56 54 Poor 140 51 Poor
57 57 Middle 141 57 Middle
58 58 Middle 142 57 Middle
59 61 Middle 143 59 Middle
60 58 Middle 144 52 Poor
61 55 Middle 145 57 Middle
62 58 Middle 146 62 Middle

152
 63 69 Good 147 47 Poor
64 55 Middle 148 50 Poor
65 63 Middle 149 56 Middle
66 64 Middle 150 55 Middle
67 57 Middle 151 54 Poor
68 62 Middle 152 59 Middle
69 66 Good 153 51 Poor
70 56 Middle 154 57 Middle
71 68 Good 155 60 Middle
72 65 Good 156 59 Middle
73 54 Poor 157 60 Middle
74 61 Middle 158 54 Poor
75 57 Middle 159 59 Middle
76 61 Middle 160 55 Middle
77 65 Good 161 56 Middle
78 56 Middle 162 62 Middle
79 52 Poor 163 60 Middle
80 51 Poor 164 55 Middle
81 64 Middle 165 58 Middle
82 62 Middle 166 65 Good
83 60 Middle 167 57 Middle
84 62 Middle 168 57 Middle

Table of The Implementation of Reading Literacy in EFL Classroom:

Questionnaire Part A
Number Percentage
of Items
Agree Disagree
1. 85% 15%
2. 77% 23%
3. 83% 17%
4. 79% 21%
5. 46% 54%
6. 76% 24%
7. 91% 9%
8. 87% 13%
9. 73% 27%
10. 85% 15%
11 43% 57%
12. 79% 21%
13. 71% 29%
14. 73% 27%
15. 65% 35%
16. 46% 54%
17. 65% 35%

153
18. 85% 15%
19. 57% 43%
20. 22% 78%
21. 26% 74%
22. 30% 70%

154
 5.2. Research Data of Variable High School Students’ Critical Thinking Skill
Question Items
Respondents Total
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Respondent 1 0 0 1 1 1 1 1 1 1 1 0 1 0 0 1 0 0 1 0 0 0 0 1 1 1 1 0 1 0 1 1 0 18
Respondent 2 0 1 1 1 1 0 1 1 1 1 0 0 1 0 1 0 0 1 0 0 0 0 1 1 1 1 0 1 0 1 1 1 19
Respondent 3 0 0 1 1 0 0 1 1 1 1 1 1 0 0 1 0 1 1 1 0 0 0 1 0 1 1 0 0 0 0 1 0 16
Respondent 4 0 0 1 1 0 0 0 1 1 1 0 1 0 0 1 0 1 1 1 0 0 0 1 0 0 0 0 0 0 0 1 0 12
Respondent 5 1 1 1 1 0 1 0 1 1 1 1 1 0 0 1 1 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 20
Respondent 6 1 1 1 1 1 0 0 1 1 1 1 0 0 0 0 0 0 1 1 0 0 0 1 0 1 1 0 0 0 0 1 0 15
Respondent 7 1 1 1 1 0 1 0 1 0 1 1 1 0 0 0 0 0 0 1 0 0 0 1 0 1 1 1 1 1 0 0 1 17
Respondent 8 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 0 1 0 1 0 0 0 1 1 1 1 0 1 1 1 1 0 22
Respondent 9 0 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 0 0 1 0 1 1 0 0 0 0 1 0 18
Respondent 10 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 0 1 0 1 0 1 1 0 1 0 1 25
Respondent 11 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 0 25
Respondent 12 0 1 1 1 0 1 0 0 1 1 0 1 0 0 1 1 0 0 0 0 0 1 1 1 0 1 1 1 0 1 1 0 17
Respondent 13 1 0 0 0 0 0 1 0 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 0 1 1 1 0 0 1 0 19
Respondent 14 1 1 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 1 0 0 1 0 1 1 0 0 0 1 1 1 0 1 13
Respondent 15 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 0 1 0 0 0 1 0 1 0 1 1 0 1 0 1 20
Respondent 16 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 0 0 1 1 1 1 1 1 1 0 1 0 1 25
Respondent 17 0 1 1 1 0 1 1 0 1 1 1 0 0 0 0 0 0 1 1 0 0 1 1 1 0 1 0 1 0 1 1 1 18
Respondent 18 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 0 0 1 1 0 1 1 1 0 1 1 1 26
Respondent 19 1 0 1 1 0 0 0 0 0 0 0 1 0 0 0 1 1 1 1 1 1 0 1 1 0 1 1 1 0 0 1 0 16
Respondent 20 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 1 1 0 0 0 1 0 1 1 0 0 0 0 1 0 20
Respondent 21 1 1 0 1 1 0 1 1 1 1 0 1 1 0 1 1 1 1 1 0 0 0 1 0 1 1 0 0 0 0 1 0 19

155
Respondent 22 1 0 0 0 0 1 1 1 1 0 1 0 1 1 0 1 0 0 1 0 0 0 1 1 1 1 0 1 0 0 1 0 18
Respondent 23 1 0 0 0 0 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 1 0 0 0 1 0 0 0 1 16
Respondent 24 1 1 0 0 0 1 0 1 1 0 0 0 0 1 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 22
Respondent 25 1 1 0 0 0 1 0 0 0 0 0 0 0 1 0 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 23
Respondent 26 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 1 1 1 1 1 0 1 1 0 0 1 1 1 1 1 1 22
Respondent 27 1 1 0 0 0 1 0 1 1 0 0 0 0 1 0 1 1 1 1 0 1 1 0 0 0 1 1 1 0 0 1 0 24
Respondent 28 0 1 0 0 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 0 1 1 1 1 1 1 0 0 1 1 0 24
Respondent 29 0 1 0 0 0 1 1 1 1 0 1 1 1 1 0 0 1 0 1 1 0 0 1 1 0 1 1 1 0 1 1 1 19
Respondent 30 1 1 0 0 0 1 0 1 1 0 0 0 0 1 0 1 1 1 0 0 0 0 1 0 1 0 1 1 0 0 1 1 22
Respondent 31 1 1 1 1 0 1 0 1 0 1 1 0 1 0 1 1 1 0 0 0 1 0 1 1 0 1 0 1 1 0 0 0 19
Respondent 32 0 1 1 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 1 0 1 0 1 0 1 1 0 1 1 1 22
Respondent 33 0 0 0 0 1 1 1 0 1 1 1 0 1 1 0 0 0 1 0 1 0 1 1 1 1 1 1 1 1 0 1 0 20
Respondent 34 1 0 0 1 1 1 1 0 1 1 1 0 0 1 0 1 0 1 0 0 0 0 1 1 1 1 1 1 0 1 1 0 20
Respondent 35 1 0 0 1 0 1 1 0 0 0 1 1 1 0 1 1 0 1 1 0 1 0 1 0 1 0 0 1 1 1 1 0 18
Respondent 36 0 1 0 0 0 1 0 1 0 1 1 0 1 0 1 0 1 0 0 0 1 0 1 1 0 0 0 1 1 0 1 0 19
Respondent 37 1 1 0 0 1 1 1 1 1 1 1 0 1 0 1 1 1 0 0 0 0 0 1 1 0 1 0 1 0 1 1 0 17
Respondent 38 1 1 0 0 1 1 1 0 1 0 1 0 1 1 1 1 1 0 0 0 0 0 1 0 0 1 1 0 0 1 1 0 19
Respondent 39 1 1 1 0 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 1 0 1 1 0 24
Respondent 40 1 1 1 1 0 1 1 0 1 1 1 0 0 1 0 1 1 0 0 0 1 1 0 0 0 1 0 1 0 1 0 0 11
Respondent 41 1 1 0 0 0 1 0 1 1 0 0 0 0 1 0 1 1 0 1 0 1 1 1 0 0 1 0 1 0 1 1 0 23
Respondent 42 1 1 0 0 0 1 0 1 1 0 0 0 0 1 0 1 1 0 0 0 0 1 0 0 0 1 1 1 0 0 0 0 18
Respondent 43 1 0 0 0 0 1 1 1 1 0 1 0 1 1 0 1 0 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 27
Respondent 44 1 0 0 0 0 1 1 1 1 0 1 0 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 27
Respondent 45 1 1 0 0 0 1 0 1 1 0 0 0 0 1 0 1 1 0 0 0 0 1 1 1 0 1 1 1 0 0 0 0 12
Respondent 46 0 1 1 1 0 0 1 1 1 0 1 0 1 1 1 0 1 0 0 0 0 1 0 0 1 0 1 1 0 1 1 0 17
Respondent 47 1 1 1 1 0 0 1 1 1 0 0 0 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 23

156
Respondent 48 1 1 1 1 0 0 0 0 1 0 0 1 1 0 1 0 0 1 1 1 1 1 1 1 0 1 0 1 1 0 1 0 19
Respondent 49 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 0 0 0 1 0 0 1 0 22
Respondent 50 1 1 1 1 0 1 1 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 0 1 1 24
Respondent 51 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 0 1 0 0 1 1 1 0 1 1 0 1 0 1 1 1 23
Respondent 52 0 1 1 0 1 0 0 1 1 1 0 1 0 0 0 1 1 1 1 1 1 1 1 0 0 0 0 1 0 1 1 1 19
Respondent 53 1 1 1 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 0 1 1 0 24
Respondent 54 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 0 0 1 1 1 0 1 1 0 24
Respondent 55 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 0 1 1 0 1 1 0 24
Respondent 56 1 0 1 1 0 0 0 1 1 1 1 1 1 0 1 1 1 0 1 1 0 0 0 1 0 1 1 1 0 0 1 0 19
Respondent 57 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 0 0 0 25
Respondent 58 1 1 1 0 0 1 1 1 1 0 1 0 1 1 0 0 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 22
Respondent 59 1 1 1 1 1 1 1 0 0 1 1 1 0 1 0 0 0 1 0 1 0 0 1 1 0 0 1 0 0 1 1 0 18
Respondent 60 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 0 1 1 0 1 1 1 25
Respondent 61 1 1 1 0 0 0 0 0 0 0 1 1 0 0 0 0 0 1 1 0 1 0 1 1 0 1 0 1 1 1 1 0 15
Respondent 62 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 0 1 0 0 0 1 1 1 0 0 0 0 1 1 20
Respondent 63 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 0 1 1 0 1 1 1 0 0 0 1 1 1 1 1 24
Respondent 64 0 0 1 0 0 1 1 0 1 1 0 1 0 1 1 1 0 0 0 0 1 1 0 1 0 0 1 0 0 0 0 1 14
Respondent 65 1 0 0 0 0 0 0 1 0 0 1 0 0 1 0 1 1 1 1 1 1 0 1 0 1 1 0 0 0 1 1 1 16
Respondent 66 1 0 1 1 1 1 0 1 1 1 0 0 1 0 0 1 0 1 1 0 1 0 1 1 1 1 0 1 0 1 1 1 21
Respondent 67 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 0 0 0 1 1 0 1 0 1 25
Respondent 68 1 1 1 0 0 0 0 0 1 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 1 0 1 1 0 1 1 1 13
Respondent 69 0 1 1 1 1 1 0 0 0 1 1 0 1 0 0 0 1 1 1 1 0 0 1 1 0 0 1 1 0 1 1 1 19
Respondent 70 1 0 1 1 0 0 0 1 1 1 0 1 0 1 1 1 0 1 1 1 1 1 0 1 1 0 0 1 1 1 1 0 21
Respondent 71 0 0 0 0 0 0 0 1 1 0 1 1 1 0 1 1 1 1 0 0 0 1 1 1 1 0 0 1 0 1 1 0 16
Respondent 72 1 1 1 0 1 1 0 1 1 1 0 0 0 0 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 13
Respondent 73 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 0 1 1 1 1 1 0 1 0 0 0 12

157
Respondent 74 1 0 0 1 1 1 1 1 1 0 0 0 0 0 0 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 0 1 20
Respondent 75 1 1 0 1 0 1 0 1 1 1 1 0 1 1 0 0 0 1 0 1 0 1 0 0 0 0 0 0 1 1 1 0 16
Respondent 76 0 0 0 0 0 0 0 0 0 1 1 0 1 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 1 8
Respondent 77 0 0 1 0 0 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 0 0 0 1 1 1 1 1 1 0 0 1 20
Respondent 78 0 1 0 1 0 1 1 1 0 0 0 0 1 1 0 0 0 0 0 0 1 1 1 0 0 1 0 1 0 1 1 0 14
Respondent 79 1 1 1 0 0 1 1 1 0 1 1 1 0 0 0 0 0 0 0 1 1 1 0 1 1 0 0 0 1 1 0 0 16
Respondent 80 1 1 0 1 0 1 1 0 1 1 0 0 0 0 1 0 0 0 1 1 1 1 1 1 1 1 1 0 1 1 0 0 19
Respondent 81 1 1 1 0 0 1 1 0 1 1 1 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 1 0 1 1 1 0 20
Respondent 82 0 0 1 0 0 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 1 0 1 0 1 1 0 1 1 1 0 1 20
Respondent 83 0 0 0 0 0 1 1 0 0 0 0 0 1 1 0 1 0 0 0 0 1 1 1 0 0 1 1 1 1 0 1 1 14
Respondent 84 1 1 0 0 0 1 0 1 0 1 1 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 1 0 1 1 0 0 17
Respondent 85 0 1 0 1 0 1 1 0 1 1 1 1 1 1 0 0 0 0 0 1 0 0 0 1 1 0 0 0 0 1 1 0 15
Respondent 86 0 1 0 1 0 1 1 0 1 1 1 1 1 1 0 0 0 0 0 1 0 0 0 0 1 1 0 0 0 1 1 0 15
Respondent 87 0 1 0 0 0 1 1 0 0 0 1 0 1 1 0 0 0 1 0 0 1 1 0 0 0 0 0 1 1 0 0 0 11
Respondent 88 1 1 0 1 0 1 1 1 0 0 1 0 0 1 0 0 0 1 0 0 1 0 0 0 0 0 1 0 1 1 0 0 13
Respondent 89 0 1 0 1 0 1 1 0 1 0 1 0 0 0 0 0 0 0 0 1 1 0 0 0 0 1 0 1 1 0 1 1 13
Respondent 90 0 1 0 0 0 1 1 1 1 0 1 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 1 1 0 1 0 11
Respondent 91 0 1 0 1 0 1 1 0 0 0 1 1 0 1 0 0 0 0 0 1 1 1 0 0 0 0 0 0 1 0 1 0 12
Respondent 92 0 0 0 0 0 1 1 0 1 1 0 0 0 1 0 0 0 0 1 1 1 0 1 0 0 0 1 0 0 0 1 0 11
Respondent 93 0 1 0 1 0 0 1 0 0 1 1 1 0 0 1 0 0 1 0 1 1 1 1 0 0 0 0 0 0 0 1 0 13
Respondent 94 1 1 0 0 0 1 1 0 1 0 1 0 0 1 1 1 1 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 13
Respondent 95 1 1 0 1 0 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 0 0 1 23
Respondent 96 0 0 1 1 0 1 1 1 1 0 1 1 1 1 1 0 0 0 1 1 1 0 0 1 0 0 0 0 0 0 0 0 15
Respondent 97 1 1 0 0 0 0 1 0 0 0 0 0 1 1 0 1 1 0 0 1 1 0 0 1 1 0 1 1 0 1 1 1 16
Respondent 98 1 0 0 1 0 1 0 1 1 1 1 0 1 1 1 0 0 1 0 1 1 0 0 1 1 1 0 0 0 1 0 0 17
Respondent 99 1 0 0 1 0 1 0 1 1 1 1 0 1 1 0 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 0 0 16

158
Respondent 100 0 1 0 1 0 1 1 1 0 0 1 0 0 1 1 0 0 0 1 1 1 0 0 1 0 1 1 1 0 0 1 0 16
Respondent 101 0 1 1 1 0 1 0 1 1 0 1 0 0 1 0 0 0 1 1 1 1 0 1 0 0 1 1 0 0 0 0 1 16
Respondent 102 1 1 0 0 0 1 1 0 1 0 1 1 0 0 0 0 0 1 0 1 1 0 0 0 1 0 1 0 0 1 1 0 14
Respondent 103 1 1 0 1 0 0 1 1 1 0 1 1 1 1 1 0 0 1 0 1 0 0 0 0 0 0 1 0 0 0 0 0 14
Respondent 104 0 1 1 0 1 0 0 1 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 0 0 1 19
Respondent 105 0 1 0 1 0 1 1 0 1 0 1 1 0 1 1 0 0 1 1 1 1 1 1 0 0 1 1 0 1 0 1 0 19
Respondent 106 1 1 0 0 0 1 0 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 6
Respondent 107 1 0 1 1 0 1 1 1 1 1 0 1 0 0 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 12
Respondent 108 1 1 1 1 0 0 1 0 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 0 0 0 0 0 0 20
Respondent 109 1 0 1 0 1 0 0 0 0 0 0 1 1 1 0 0 0 1 1 0 1 0 1 0 1 1 1 1 0 1 1 0 16
Respondent 110 0 0 1 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 1 8
Respondent 111 0 1 1 0 0 0 1 1 1 1 1 1 0 0 1 1 1 0 0 1 0 0 1 1 0 1 1 1 0 1 1 1 20
Respondent 112 0 0 0 1 1 1 0 0 1 0 1 0 1 1 0 0 0 0 1 0 1 0 1 1 1 0 0 0 0 1 1 0 14
Respondent 113 0 0 1 1 1 0 1 1 0 0 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 0 1 1 1 0 0 0 16
Respondent 114 0 1 1 1 1 1 0 1 1 1 0 1 1 0 0 0 0 1 1 0 1 0 1 1 0 1 0 0 0 0 0 1 17
Respondent 115 0 1 1 1 0 0 1 1 1 1 0 1 1 1 0 0 0 1 1 1 0 0 1 1 0 1 1 1 0 1 1 0 20
Respondent 116 1 0 1 1 0 1 0 1 1 0 1 1 1 0 1 1 1 0 0 1 0 0 1 1 0 1 1 1 0 1 1 0 20
Respondent 117 0 0 0 1 1 1 0 0 1 1 1 1 0 1 1 1 0 0 0 0 0 0 1 1 0 0 0 0 0 1 1 0 14
Respondent 118 0 1 1 1 0 0 1 1 1 1 0 1 1 0 0 0 0 1 1 0 0 0 1 0 1 0 1 1 0 1 1 0 17
Respondent 119 0 0 1 0 0 0 1 1 0 0 0 0 1 1 0 0 0 0 1 0 1 0 1 1 0 1 1 1 1 1 1 0 15
Respondent 120 0 0 1 0 0 0 0 1 1 0 0 0 1 1 0 0 0 0 1 0 1 0 1 1 0 1 1 1 1 1 1 0 15
Respondent 121 1 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 1 1 0 0 0 1 0 1 1 0 11
Respondent 122 1 0 0 1 0 0 0 0 0 1 0 1 1 0 0 0 0 1 1 0 1 0 1 1 1 0 0 1 0 0 1 0 13
Respondent 123 0 0 1 1 0 0 0 0 1 0 1 1 0 1 1 0 0 0 1 0 1 0 1 1 0 1 0 1 0 0 0 0 13
Respondent 124 0 0 1 1 0 0 0 0 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 0 1 0 0 20
Respondent 125 1 0 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 0 1 0 25

159
Respondent 126 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 1 0 0 1 0 1 0 1 1 1 1 1 1 1 1 1 0 23
Respondent 127 1 0 1 1 1 1 0 0 0 0 0 0 0 1 0 0 0 0 1 0 1 0 0 1 0 0 1 1 1 0 0 1 13
Respondent 128 1 0 1 1 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 0 0 1 1 0 1 0 1 0 0 1 1 13
Respondent 129 1 1 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 1 1 0 1 0 1 1 0 1 1 1 0 1 1 1 23
Respondent 130 0 1 1 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 1 1 0 1 1 1 1 1 15
Respondent 131 0 0 1 1 0 0 1 1 0 1 1 0 1 1 1 1 1 1 1 0 0 0 0 1 0 0 0 0 0 1 1 0 16
Respondent 132 1 0 1 1 0 0 1 1 1 0 0 0 1 0 0 0 0 1 0 0 1 0 1 0 1 1 1 1 0 1 1 1 17
Respondent 133 1 0 1 1 1 0 1 0 1 0 0 0 1 0 0 0 0 1 0 0 1 0 1 0 1 1 1 1 0 1 1 0 16
Respondent 134 0 1 1 1 0 0 1 0 1 1 1 0 0 1 0 0 0 0 1 0 1 0 1 1 1 0 0 1 0 0 1 1 16
Respondent 135 1 1 1 1 0 1 0 0 1 1 0 0 0 0 1 0 0 0 1 1 1 0 1 0 1 1 0 1 0 0 1 0 16
Respondent 136 1 0 1 1 0 0 0 1 1 1 1 0 1 1 1 0 0 1 1 0 0 0 1 1 0 1 0 1 1 0 1 1 19
Respondent 137 1 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 1 0 1 0 0 1 1 1 0 1 1 1 1 1 14
Respondent 138 1 1 1 1 1 1 0 0 1 1 0 1 0 0 1 1 1 0 1 1 0 1 0 0 1 0 0 0 0 1 1 1 19
Respondent 139 1 1 1 1 1 1 0 0 1 1 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 1 0 1 1 0 1 1 15
Respondent 140 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 1 0 0 0 1 0 0 0 0 1 0 0 0 1 6
Respondent 141 1 1 1 1 0 1 1 1 0 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 1 0 0 1 1 0 21
Respondent 142 1 1 1 1 1 0 0 1 0 1 0 0 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 0 0 1 1 0 21
Respondent 143 1 1 1 1 0 0 0 1 1 0 0 0 0 0 1 1 0 0 1 1 0 1 0 0 1 0 0 1 1 1 1 1 17
Respondent 144 1 0 1 1 0 0 0 0 1 1 0 1 1 0 0 0 0 1 1 1 1 0 1 0 1 0 1 0 0 1 1 1 17
Respondent 145 1 0 1 1 0 1 1 1 1 1 1 1 1 0 0 0 0 1 1 0 0 1 0 0 0 1 1 1 1 0 1 1 20
Respondent 146 1 0 1 1 0 0 1 1 1 0 0 1 1 0 1 0 0 1 1 0 0 1 0 0 1 0 1 1 1 0 1 1 18
Respondent 147 1 0 1 1 0 1 1 1 0 1 0 0 0 1 1 0 0 1 1 0 0 1 0 0 1 0 1 1 1 0 1 1 18
Respondent 148 1 0 1 1 0 1 1 0 1 0 0 0 0 0 1 1 0 1 1 1 1 0 1 1 0 0 0 0 1 0 1 1 17
Respondent 149 1 0 1 1 1 0 0 1 0 1 1 1 0 1 1 0 1 1 1 0 0 0 1 1 1 0 1 0 0 1 1 1 20
Respondent 150 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0 0 0 1 1 1 1 1 1 0 1 1 1 26
Respondent 151 1 1 1 1 0 1 1 0 0 0 0 0 1 1 1 1 0 1 1 0 0 0 1 1 1 1 0 1 0 0 0 1 18

160
Respondent 152 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0 0 0 1 1 1 1 1 1 0 1 1 1 26
Respondent 153 1 1 1 0 0 0 0 0 0 0 0 1 1 1 0 1 0 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 11
Respondent 154 0 1 1 1 0 1 1 0 0 1 0 1 0 1 0 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 12
Respondent 155 1 0 1 1 0 1 1 0 0 0 0 0 0 1 0 0 0 1 1 0 0 1 1 1 1 1 0 0 0 0 1 1 15
Respondent 156 1 0 0 0 0 1 0 0 0 0 0 1 0 1 0 0 0 1 1 0 0 1 1 0 0 1 1 1 0 0 1 1 13
Respondent 157 0 0 0 0 0 1 0 0 0 1 0 1 0 0 1 1 0 1 1 1 0 0 1 0 0 1 1 1 0 0 1 1 14
Respondent 158 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 6
Respondent 159 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 7
Respondent 160 1 1 1 1 0 1 1 0 1 1 1 1 0 0 1 0 0 1 1 1 1 0 1 1 1 1 0 0 0 1 1 0 21
Respondent 161 0 0 0 1 0 0 1 0 0 0 0 1 0 0 0 0 0 1 1 0 1 0 1 0 0 0 0 1 0 0 1 1 10
Respondent 162 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 1 1 0 1 0 1 0 0 0 0 1 0 0 1 1 9
Respondent 163 1 1 1 0 0 1 1 1 0 1 0 1 0 1 0 0 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 21
Respondent 164 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 1 1 1 0 0 0 0 0 1 11
Respondent 165 1 1 1 0 0 1 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 1 1 0 0 1 0 1 0 1 1 13
Respondent 166 1 1 0 1 0 0 0 0 1 1 0 0 0 0 0 0 0 1 0 0 1 1 1 0 1 0 1 1 0 1 1 1 15
Respondent 167 1 1 1 0 0 0 0 1 1 0 0 1 0 0 0 0 0 1 1 1 0 0 1 1 0 0 0 1 1 1 1 1 16
Respondent 168 1 1 1 0 0 0 1 0 1 0 0 0 1 0 0 0 0 1 1 1 0 0 0 1 0 0 1 1 0 1 1 1 15

5.3. Data Research of Variable High School Students’ Interest in Reading English
Question Items
Respondents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Total

Respondent 1 3 2 2 3 3 2 3 2 2 2 3 3 2 2 2 3 2 2 2 3 3 2 3 2 2 60
Respondent 2 3 3 2 3 3 2 2 3 3 2 3 3 2 2 2 2 2 2 3 2 3 3 3 2 2 62
Respondent 3 3 3 2 3 3 1 2 3 3 3 3 1 1 2 2 2 2 2 1 2 2 2 2 2 2 54
Respondent 4 3 2 1 3 4 1 3 3 3 2 4 3 2 2 2 3 2 2 2 2 3 2 2 2 2 60

161
Respondent 5 3 3 1 3 4 3 2 1 2 2 4 2 2 2 2 3 2 2 1 2 4 3 3 2 2 60
Respondent 6 3 3 1 3 4 1 2 3 3 2 4 3 2 3 2 2 2 3 3 2 3 3 3 1 1 62
Respondent 7 4 4 2 3 4 2 2 3 3 3 4 3 4 1 3 2 2 3 4 3 4 3 3 3 3 75
Respondent 8 3 3 2 2 3 3 3 2 3 2 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 70
Respondent 9 3 2 2 3 2 2 3 2 2 2 2 3 3 2 2 2 3 2 2 2 3 2 3 2 2 58
Respondent 10 3 3 3 2 2 1 4 3 3 2 1 1 2 1 1 3 4 2 3 3 2 3 2 2 3 59
Respondent 11 2 3 1 4 4 2 2 1 1 2 3 2 2 2 2 2 3 3 3 3 3 3 3 2 1 59
Respondent 12 3 3 2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 2 2 54
Respondent 13 2 3 2 3 3 3 2 2 2 2 3 2 2 2 2 2 2 3 2 2 3 3 3 2 2 59
Respondent 14 4 4 2 3 3 2 2 2 3 3 3 3 2 2 2 2 1 2 2 2 3 3 3 2 3 63
Respondent 15 4 3 1 3 4 3 3 2 3 2 2 2 2 2 3 3 2 2 2 3 3 3 3 2 2 64
Respondent 16 3 3 3 3 3 3 2 3 2 3 4 3 2 2 2 2 3 3 2 3 3 3 3 2 3 68
Respondent 17 4 3 2 3 3 3 3 2 3 3 4 3 4 2 3 3 3 3 3 3 4 3 4 3 2 76
Respondent 18 4 3 3 2 4 2 3 3 3 2 3 2 2 2 2 2 2 3 3 3 3 3 3 3 2 67
Respondent 19 2 3 2 2 2 2 2 3 2 2 3 3 2 1 1 2 3 2 2 2 2 2 3 2 1 53
Respondent 20 4 4 3 2 4 3 3 4 4 3 3 3 3 3 2 3 2 3 3 3 3 3 3 3 2 76
Respondent 21 4 3 3 3 3 3 2 4 3 2 3 3 2 2 2 2 2 2 2 3 3 2 2 2 2 64
Respondent 22 2 3 2 3 4 2 2 1 2 3 4 4 2 3 2 2 0 3 3 2 3 3 3 2 2 62
Respondent 23 3 3 2 2 3 2 2 2 4 2 3 3 2 3 3 3 3 3 3 3 3 3 3 2 2 67
Respondent 24 4 4 4 3 3 3 3 3 3 2 3 3 2 3 2 3 2 3 2 3 3 3 3 2 2 71
Respondent 25 3 3 2 3 3 2 3 2 2 3 3 3 2 2 2 2 2 3 3 3 3 3 3 2 2 64
Respondent 26 3 3 3 3 3 3 3 3 3 3 4 3 3 2 3 3 3 3 3 4 3 3 4 3 3 77
Respondent 27 3 3 3 3 4 3 3 3 2 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 74
Respondent 28 3 3 2 3 4 2 2 2 2 2 4 3 2 2 2 2 3 2 2 2 2 2 2 2 2 59
Respondent 29 3 3 2 2 3 3 2 3 2 2 3 2 2 3 2 2 3 3 2 3 3 3 3 2 2 63
Respondent 30 3 3 2 2 4 2 3 2 2 2 3 3 2 2 3 3 3 3 3 3 3 3 3 2 2 66

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Respondent 31 3 3 2 3 3 2 3 2 4 3 4 3 2 2 2 2 2 3 3 2 4 3 4 2 2 68
Respondent 32 3 3 2 3 3 3 2 2 2 3 3 2 2 2 2 3 3 3 3 3 3 3 3 2 3 66
Respondent 33 4 4 3 2 3 3 3 2 3 3 4 3 3 2 3 3 4 4 3 3 4 4 4 3 3 80
Respondent 34 4 3 2 3 4 2 3 2 2 3 3 3 3 2 2 3 2 3 3 2 2 3 3 3 3 68
Respondent 35 4 3 3 2 3 3 3 3 3 2 2 3 2 2 3 2 3 3 2 2 2 3 3 3 3 67
Respondent 36 3 3 2 3 3 2 2 2 2 2 3 2 2 2 2 2 3 2 2 2 3 2 2 2 2 57
Respondent 37 3 3 2 3 3 2 2 2 2 2 3 2 2 3 2 2 3 2 2 2 2 2 2 1 2 56
Respondent 38 2 3 2 3 2 2 2 2 2 2 3 2 2 3 3 3 3 2 2 2 3 3 3 2 2 60
Respondent 39 3 3 2 2 3 2 2 2 2 3 3 2 2 2 2 2 3 3 2 3 3 3 3 2 3 62
Respondent 40 3 3 2 3 3 3 3 2 2 2 3 2 2 2 2 2 2 2 3 2 2 3 3 2 2 60
Respondent 41 3 4 2 3 4 3 2 2 3 3 4 3 3 2 2 2 3 3 3 3 4 3 4 3 2 73
Respondent 42 4 4 2 2 3 2 2 2 3 2 4 2 2 2 3 3 4 3 3 3 3 3 3 3 3 70
Respondent 43 4 4 2 3 4 4 4 4 3 4 4 4 3 1 3 1 3 3 3 4 4 3 4 3 2 81
Respondent 44 4 4 2 3 4 4 4 4 3 4 4 4 3 1 3 1 2 2 4 4 4 3 4 3 2 80
Respondent 45 3 4 2 3 4 4 4 3 4 3 4 3 4 1 2 1 2 3 4 4 4 4 4 3 2 79
Respondent 46 4 4 3 2 2 2 2 1 2 3 4 3 3 3 3 2 3 3 3 2 3 3 3 3 3 69
Respondent 47 3 3 2 3 4 3 3 2 2 3 3 3 2 3 3 2 3 2 3 3 3 3 3 2 3 69
Respondent 48 3 3 2 3 2 2 2 2 3 1 3 2 2 2 2 3 3 2 2 2 2 2 3 2 2 57
Respondent 49 4 3 2 2 3 3 2 2 3 2 4 3 2 2 3 2 4 2 2 3 3 3 3 2 3 67
Respondent 50 3 3 2 3 4 2 2 2 3 3 4 3 2 2 3 3 3 3 3 2 3 3 3 3 3 70
Respondent 51 2 4 4 2 3 1 1 2 2 3 4 3 1 2 3 3 3 3 2 2 3 4 3 3 3 66
Respondent 52 3 3 2 3 3 3 3 3 3 2 3 2 2 3 2 2 3 3 2 3 2 2 3 2 2 64
Respondent 53 4 4 2 3 4 2 2 2 3 3 4 3 2 2 2 2 3 3 3 2 4 3 4 3 2 71
Respondent 54 4 2 2 2 3 2 3 3 3 3 3 2 2 2 2 3 2 2 2 2 3 3 3 2 2 62
Respondent 55 3 3 3 2 3 3 3 2 2 3 4 3 2 2 3 2 3 3 2 3 4 3 4 3 3 71
Respondent 56 4 4 4 3 3 3 3 3 3 2 3 3 2 3 3 3 3 2 3 2 2 3 3 2 2 71

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Respondent 57 4 4 3 3 4 4 3 3 3 3 2 3 2 2 2 2 3 2 2 3 3 2 3 3 3 71
Respondent 58 4 3 1 2 3 3 3 3 2 2 4 2 2 2 2 2 3 2 2 3 4 3 3 2 2 64
Respondent 59 4 3 2 3 2 2 2 2 2 2 3 2 2 2 2 2 2 3 2 2 2 3 3 2 2 58
Respondent 60 2 3 2 3 2 2 1 2 2 2 3 2 2 2 2 2 3 2 2 2 3 3 3 2 2 56
Respondent 61 2 3 2 3 3 2 2 2 2 2 3 3 2 2 2 2 3 3 2 2 3 3 3 2 2 60
Respondent 62 4 4 3 2 4 3 3 3 3 3 4 2 3 3 1 4 2 4 3 4 4 3 4 3 1 77
Respondent 63 4 4 3 1 4 3 3 3 3 3 4 3 3 3 3 2 3 3 3 4 4 3 4 3 4 80
Respondent 64 4 4 3 3 3 3 2 2 2 2 2 2 2 2 2 2 3 3 2 3 3 3 3 2 3 65
Respondent 65 3 3 3 3 3 3 2 2 2 3 3 2 2 2 2 3 3 3 2 3 2 3 3 2 2 64
Respondent 66 3 3 1 4 4 1 1 4 1 4 2 2 2 2 1 1 3 3 1 1 3 2 2 2 2 55
Respondent 67 2 4 2 3 4 3 3 3 3 2 3 3 3 2 1 2 2 2 3 2 4 3 3 3 3 68
Respondent 68 4 4 3 3 4 3 2 1 2 2 4 2 2 2 2 2 3 2 3 2 2 3 3 2 2 64
Respondent 69 3 3 2 2 4 3 2 2 4 3 4 2 3 2 3 3 3 4 2 3 3 3 3 2 4 72
Respondent 70 3 3 1 3 3 2 2 3 2 2 3 2 2 2 2 3 2 3 3 3 3 3 3 2 2 62
Respondent 71 4 2 2 3 1 2 2 2 2 2 4 3 2 2 2 2 3 2 2 2 3 2 2 2 3 58
Respondent 72 3 4 3 2 4 2 2 3 3 3 4 3 3 2 3 3 3 3 3 3 3 3 4 2 2 73
Respondent 73 3 3 3 2 3 3 3 2 3 3 3 2 3 2 2 3 3 3 3 3 3 3 2 3 2 68
Respondent 74 3 3 2 3 2 2 2 3 2 3 3 3 2 2 2 3 3 3 3 3 3 3 3 2 3 66
Respondent 75 3 3 3 3 3 3 2 3 3 3 4 3 3 3 3 3 3 2 2 3 3 3 2 3 2 71
Respondent 76 3 3 3 3 3 3 3 3 3 3 3 2 3 2 3 3 3 3 3 2 3 3 3 2 3 71
Respondent 77 3 3 3 3 3 2 2 3 3 2 3 2 2 2 2 2 3 3 3 3 3 2 3 2 2 64
Respondent 78 3 3 2 2 3 2 2 2 3 2 3 2 2 2 2 3 2 2 2 3 3 2 3 2 2 59
Respondent 79 3 3 2 3 3 2 3 2 2 2 3 2 2 2 2 2 2 3 2 3 3 3 3 2 3 62
Respondent 80 3 2 2 3 2 2 2 2 2 2 1 2 2 2 2 3 2 2 2 2 2 2 2 2 2 52
Respondent 81 4 4 2 3 4 4 3 4 4 3 3 3 3 3 1 1 3 3 3 4 4 4 4 4 4 82
Respondent 82 4 4 3 2 4 3 2 3 2 3 4 3 3 2 2 2 3 3 3 3 3 3 3 3 3 73

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Respondent 83 3 3 3 2 3 3 2 3 3 2 2 4 3 3 2 3 3 3 3 2 3 2 2 3 3 68
Respondent 84 3 3 2 2 4 3 2 3 2 3 4 3 3 2 2 2 3 3 3 3 3 3 3 3 3 70
Respondent 85 2 4 2 3 3 2 2 2 2 2 3 1 2 2 2 2 2 2 2 3 3 3 3 2 3 59
Respondent 86 3 3 2 3 4 3 2 4 3 4 4 3 3 1 1 2 2 3 4 3 3 3 3 2 3 71
Respondent 87 4 3 2 3 4 4 2 3 4 4 4 3 4 1 3 4 3 3 4 4 4 3 3 2 3 81
Respondent 88 4 4 2 3 4 3 3 3 3 3 3 2 2 2 3 3 4 2 2 2 3 2 3 3 3 71
Respondent 89 4 3 2 3 4 3 3 3 2 2 2 3 2 2 2 3 2 2 3 3 3 2 3 1 2 64
Respondent 90 4 3 1 3 4 2 1 2 4 2 4 3 2 2 1 4 4 3 2 2 4 3 4 2 2 68
Respondent 91 3 4 1 3 4 3 2 1 3 3 4 2 2 2 2 2 1 4 3 4 4 3 4 2 3 69
Respondent 92 3 3 2 3 3 2 2 2 2 2 4 2 2 3 3 3 3 3 2 2 3 3 3 2 3 65
Respondent 93 3 3 3 2 3 3 2 2 2 2 3 2 2 2 3 3 3 3 3 3 3 3 3 3 3 67
Respondent 94 3 3 2 3 3 2 2 2 2 2 3 2 2 2 2 2 2 2 2 2 3 3 3 2 2 58
Respondent 95 3 3 2 2 3 3 2 2 2 2 4 2 3 2 2 2 3 3 2 2 3 3 3 2 3 63
Respondent 96 4 4 2 2 3 3 1 2 3 2 3 3 2 3 4 2 2 2 3 3 3 3 3 2 3 67
Respondent 97 2 2 2 3 2 2 1 2 2 2 3 2 2 3 2 2 3 2 1 2 3 2 2 2 1 52
Respondent 98 3 4 2 2 4 4 3 2 3 3 4 3 2 2 3 3 3 3 4 4 4 4 4 3 3 79
Respondent 99 3 3 2 2 3 2 2 2 3 2 2 2 2 2 2 2 3 3 3 3 3 3 3 2 3 62
Respondent 100 2 3 2 3 4 2 2 2 3 3 2 3 3 3 2 3 2 3 3 2 4 3 3 3 2 67
Respondent 101 3 3 2 3 3 2 3 2 2 3 3 3 3 2 2 3 3 3 3 2 3 3 3 3 2 67
Respondent 102 3 3 2 2 4 2 3 2 2 2 2 3 3 2 3 2 3 3 3 2 2 3 2 3 3 64
Respondent 103 3 3 2 2 3 2 2 2 2 2 3 2 2 2 2 2 3 3 2 3 3 3 3 2 2 60
Respondent 104 3 3 2 4 3 3 2 2 4 2 3 3 2 2 3 3 1 3 2 3 4 3 4 2 2 68
Respondent 105 3 2 2 4 3 2 3 3 3 3 3 3 2 2 2 2 3 2 2 2 2 2 3 2 3 63
Respondent 106 4 4 3 2 4 3 2 3 2 3 4 3 3 2 2 2 3 3 3 3 3 3 3 3 3 73
Respondent 107 3 3 1 2 4 3 3 1 3 3 3 0 4 2 2 3 2 3 3 3 4 3 4 3 2 67
Respondent 108 3 4 2 3 3 1 4 2 3 3 4 3 4 2 3 2 3 3 3 2 4 3 4 3 3 74

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Respondent 109 3 3 2 3 3 2 2 1 4 2 3 2 2 2 3 2 2 2 2 2 2 3 3 2 3 60
Respondent 110 4 4 4 2 3 2 2 1 3 3 4 3 1 1 1 4 1 3 2 3 3 3 3 2 2 64
Respondent 111 4 4 3 3 4 3 2 1 1 2 4 2 2 2 3 2 3 4 4 3 3 4 4 3 3 73
Respondent 112 4 3 2 3 3 3 3 2 3 3 1 2 3 3 3 3 2 3 3 3 3 3 3 3 3 70
Respondent 113 4 3 2 3 4 3 2 4 3 3 3 3 0 2 3 3 4 4 3 3 3 3 3 3 3 74
Respondent 114 4 4 4 2 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 4 4 79
Respondent 115 4 4 3 3 3 3 3 3 3 2 3 2 2 2 2 2 3 3 2 2 2 4 4 4 3 71
Respondent 116 3 3 2 3 3 3 3 2 2 3 4 2 2 2 2 3 3 3 3 3 3 3 3 3 3 69
Respondent 117 3 3 2 3 3 3 3 2 3 0 3 2 3 2 2 2 3 3 3 0 2 3 3 2 2 60
Respondent 118 4 3 2 3 3 2 3 3 3 3 3 4 2 2 2 2 3 3 2 2 3 3 3 2 2 67
Respondent 119 3 3 2 3 3 3 2 3 3 3 4 2 3 2 2 2 3 3 3 2 3 3 3 2 2 67
Respondent 120 3 3 2 2 4 2 3 3 3 2 3 2 2 2 2 2 3 2 2 2 2 3 2 2 2 60
Respondent 121 4 4 3 3 3 3 2 1 2 2 4 2 2 2 2 2 3 3 3 3 3 3 4 2 3 68
Respondent 122 3 4 3 3 3 3 2 2 2 2 4 2 2 2 2 2 3 3 3 3 3 3 3 2 3 67
Respondent 123 4 3 3 2 3 3 2 2 2 3 3 3 3 3 2 2 3 3 3 3 3 3 3 2 2 68
Respondent 124 4 4 3 1 4 4 2 4 2 3 4 4 3 3 3 3 3 3 4 3 4 4 4 3 3 82
Respondent 125 4 3 3 3 4 3 2 3 3 4 4 4 2 1 2 3 3 3 2 3 3 3 3 3 3 74
Respondent 126 3 3 2 3 4 3 2 3 2 3 2 2 2 2 1 2 3 3 4 2 2 2 2 1 2 60
Respondent 127 4 4 3 3 3 3 2 3 2 3 3 2 2 3 3 3 3 3 4 3 3 2 3 2 2 71
Respondent 128 4 4 3 3 4 3 3 1 1 2 4 2 2 2 2 2 2 1 3 3 4 3 3 2 2 65
Respondent 129 4 3 2 2 3 2 3 2 3 3 4 3 2 2 2 2 2 2 2 3 3 3 3 2 2 64
Respondent 130 3 3 2 3 4 3 2 3 2 3 2 2 2 2 1 2 3 3 4 2 2 2 2 1 2 60
Respondent 131 3 3 3 3 3 3 3 2 3 2 3 3 2 2 2 2 2 2 3 3 3 3 3 2 2 65
Respondent 132 4 4 1 3 4 4 1 3 3 3 4 3 2 1 3 3 3 3 4 4 4 4 4 4 4 79
Respondent 133 4 3 3 2 3 3 2 2 2 2 4 3 3 2 3 3 3 3 3 3 4 3 4 3 3 73
Respondent 134 3 3 2 3 3 3 2 2 3 3 3 3 2 3 3 3 3 4 3 3 3 3 3 3 4 73

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Respondent 135 4 4 2 4 4 4 2 2 2 2 4 3 3 1 2 1 1 4 3 2 4 4 3 2 2 69
Respondent 136 3 3 2 3 3 2 2 2 2 3 2 3 2 2 3 2 3 3 3 2 2 2 2 2 2 60
Respondent 137 4 3 3 3 3 3 2 2 2 3 3 2 2 3 2 3 2 2 2 3 3 2 3 2 2 64
Respondent 138 3 4 2 3 3 2 3 2 2 2 4 3 2 2 3 2 3 3 3 2 2 3 3 2 3 66
Respondent 139 3 3 2 3 3 2 2 2 2 2 4 3 2 2 3 3 3 2 3 3 2 3 3 2 3 65
Respondent 140 4 3 1 3 3 2 3 3 1 2 3 2 1 1 2 2 2 2 2 3 3 3 3 2 2 58
Respondent 141 4 4 2 2 4 3 4 1 1 3 4 3 3 3 2 2 3 3 3 3 4 4 4 3 2 74
Respondent 142 4 2 2 3 3 2 2 2 3 3 4 3 2 3 3 2 3 3 2 3 3 3 3 2 3 68
Respondent 143 3 3 1 4 3 1 3 2 2 2 4 3 2 2 2 2 3 3 2 3 3 2 3 2 2 62
Respondent 144 4 4 2 3 4 4 3 4 4 3 4 3 3 4 2 2 2 3 3 4 4 4 4 3 2 82
Respondent 145 2 4 3 2 4 3 3 2 3 3 4 3 3 2 3 2 3 3 3 4 4 3 4 3 3 76
Respondent 146 4 2 2 4 3 4 3 3 2 3 3 3 2 3 3 2 4 2 3 1 3 3 3 2 2 69
Respondent 147 4 2 2 2 3 3 2 2 2 3 4 4 2 3 3 3 4 3 3 4 3 3 3 2 2 71
Respondent 148 2 2 2 2 2 2 2 2 2 2 3 2 2 3 2 2 3 3 2 2 2 2 2 2 2 54
Respondent 149 3 3 2 3 3 3 1 3 3 3 4 3 2 2 2 2 3 3 1 3 3 3 3 3 3 67
Respondent 150 4 3 2 3 3 3 1 3 3 3 4 3 2 2 2 2 3 3 2 4 4 4 4 3 3 73
Respondent 151 3 3 2 2 4 2 3 2 2 3 4 3 3 2 2 3 4 4 3 3 4 3 4 3 2 73
Respondent 152 3 3 2 3 3 3 2 2 2 3 3 3 2 2 3 2 3 3 2 3 3 3 2 2 2 64
Respondent 153 4 3 2 2 3 2 1 2 2 2 4 2 2 2 2 3 3 3 2 3 3 4 4 3 3 66
Respondent 154 4 4 2 2 3 3 4 2 2 2 4 1 3 2 3 2 3 3 2 3 4 3 3 2 3 69
Respondent 155 3 3 3 3 4 3 3 2 2 3 2 2 2 1 3 3 3 3 3 3 4 3 3 2 3 69
Respondent 156 3 3 3 3 2 3 2 3 3 2 2 3 3 3 3 2 3 3 3 2 2 3 3 2 3 67
Respondent 157 4 4 3 0 4 4 3 0 4 3 4 3 3 3 2 2 3 4 4 4 4 4 4 4 2 79
Respondent 158 4 3 3 2 4 3 3 2 2 4 4 3 3 2 2 3 3 3 2 3 3 3 4 3 3 74
Respondent 159 4 4 3 0 4 4 3 0 4 3 4 3 3 3 2 2 3 4 4 4 4 4 4 4 2 79
Respondent 160 4 3 1 2 4 3 4 2 2 4 4 4 2 1 1 2 2 3 2 4 4 3 4 2 1 68

167
Respondent 161 3 3 3 3 2 3 2 3 3 3 2 3 3 3 3 2 3 3 3 2 2 3 2 3 3 68
Respondent 162 3 3 2 3 2 3 2 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 71
Respondent 163 3 3 3 2 2 2 3 2 2 3 2 3 3 2 3 2 3 3 3 2 3 3 2 2 3 64
Respondent 164 3 3 3 3 2 2 3 2 2 2 3 2 2 2 2 2 2 3 3 3 2 3 2 3 3 62
Respondent 165 0 3 2 3 3 2 2 2 2 2 3 3 2 2 2 2 3 3 2 3 2 2 2 2 2 56
Respondent 166 4 3 3 3 3 4 3 4 2 2 3 3 2 2 2 3 2 2 2 3 3 3 4 3 3 71
Respondent 167 4 4 4 4 0 1 1 1 1 1 1 1 1 4 2 4 4 1 2 3 3 1 4 4 4 60
Respondent 168 3 3 1 4 3 1 3 2 2 1 2 2 1 1 1 2 3 3 2 3 3 2 3 1 1 53

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 Appendix 6.
Research Data Analysis

6.1 Descriptive Statistic Analysis

Table of Descriptive Statistic Analysis

ReadingLiteracy Mean Std. Deviation N

Critical Good 18,14 4,446 29
Thinking Middle 17,84 4,547 116
Poor 15,00 4,189 23
Total 17,50 4,569 168
Reading Good 69,55 6,237 29
Interest Middle 66,46 6,709 116
Poor 64,78 7,705 23
Total 66,76 6,877 168

Based on the descriptive analysis in Table. 6 above, the respondents who

experienced reading literacy in EFL classroom were classified into 3 categories
(good, middle, and poor). The results of descriptive statistics analysis show that:
1. There were 29 respondents who experienced good reading literacy in their
classroom. Those 29 respondents who were categorized as “Good” have high
mean on critical thinking which is 18,14. Meanwhile, respondents who
experience “Middle” reading literacy in EFL classroom have mean on critical
thinking by 17,84. There were 116 respondents belonged to this “Middle”
category. The “Poor” implementation of reading literacy is experienced by 23
respondents which shows mean of 15,00. From this result, it can be concluded
that the implementation of reading literacy in the EFL classroom in Yogyakarta
city has positive influence on high school students’ critical thinking skill and
interest in reading English.
2. The “Good” category of reading literacy in the EFL classroom that was
experienced by 26 respondents shows the highest mean on interest in reading
English. The mean is 69,55. Meanwhile, the “Middle” category of reading
literacy in EFL classroom has mean 66,46 on interest in reading English. The
“Poor” implementation of reading literacy in EFL classroom on interest in
reading English that was experienced by 23 respondents shows mean of 64,78.

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 From this result, it can be concluded that the implementation of reading literacy
in EFL classroom in Yogyakarta city has positive influence on high school
students’ interest in reading English.

6.2 Multivariate Analysis

Multivariate analysis was done to examine the influence among X (Reading
Literacy in EFL Classroom), Y1 (Students’ Critical Thinking), and Y2 (Students’
Interest in Reading English) variables. This analysis consists of Pillas’s Trace,
Wilk’s Lambda, Hotelling’s Trace, and Roys Lagerst Root. In this study, Wilk’s
Lambda analysis was used to analyze the research data. Regarding this, there is a
criterion stating that if the significance is < 0,05, it means X variable (Reading
Literacy in EFL Classroom) gives Y1 (Students’ Critical Thinking) and Y2
(Students’ Interest in Reading English) variables influence thoroughly. Conversely,
if the significance is >0,05, it means X (Reading Literacy in EFL Classroom)
variable does not give Y1 (Students’ Critical Thinking) and Y2 (Students’ Interest
in Reading English) any influence. The following table is presented to show the
result of the multivariate analysis. The multivariate analysis was assisted by SPSS
Statistics 24 for Windows.
Multivariate Testsa
Effect Value F Hypot Error S ig. Noncent. Observed
hesis df Parameter Powerd
df
Reading Pillai's ,086 3,721 4,000 330,0 ,006 14,882 ,883
Literacy Trace 00
Wilks' ,915 3,731 4,000 328,0 ,006 14,926 ,884
b
Lambda 00
Hotelling's ,092 3,742 4,000 326,0 ,005 14,967 ,885
Trace 00
Roy's ,075 6,195 2,000 165,0 ,003 12,390 ,888
c
Largest 00
Root
a. Design: Intercept + ReadingLiteracy
b. Exact statistic
c. The statistic is an upper bound on F that yields a lower bound on the significance level.
d. Computed using alpha = ,05

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Based on the result above, it can be seen that significant of Wilk’s Lambda analysis
is 0,006. Since the significance result is <0,05, it means reading literacy in EFL
classroom influences students’ critical thinking and interest in reading English.

6.3 Covariant Homogeneity Between Two Variables Analysis

Before conducting MANOVA analysis, covariant homogeneity test should be

conducted. The data is homogeneous if the score of significance is >0,05.

Box's Test of Equality of Covariance Matrices a

Box's M 1,552
F ,251
df1 6
df2 37911,663
Sig. ,959
Tests the null hypothesis that the observed
covariance matrices of the dependent variables are
equal across groups.
a. Design: Intercept + ReadingLiteracy

Based on the table above, the score of significance is 0,959, it means that the data
is homogeneous. In other words, the result of Box’s M analysis shows the equality
of covariant between the two dependent variables in this study.

6.4 Variant Homogeneity Test

This variant homogeneity test was aimed to compare variant among the
variables in this study. Levene’s Test was used to analyze the homogeneity of the
variant in this study. While Box’s M analysis examined the variables at the same
time, Levene’s Test examined variables specifically. The criterion in Levenes’ Test
is that if the score of significance is < 0,05, it means that variant is not
homogeneous. Conversely, if the score of significance is > 0,05, it means that
variant is homogeneous.

Levene's Test of Equality of Error Variances a

F df1 df2 Sig.
Critical Thinking Skill ,252 2 165 ,777
ReadingInterest ,666 2 165 ,515

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 Tests the null hypothesis that the error variance of the
dependent variable is equal across groups.
a. Design: Intercept + ReadingLiteracy

Based on the result above, the score of significant of students’ critical thinking
variable is 0,777, and the score of significant of students’ interest in reading Englis h
variable is 0,515. Both scores of significant from the two variables is homogeneous
because the scores are > 0,05.

6.5 Univariate Analysis

Univariate Analysis was done to compare the analysis of variables in this
research separately. The univariate test was done by conducting Test of Betwen-
Subjects Effects analysis.

Tests of Between-Subjects Effects

Source Dependent T ype III df Mean F Sig. Noncent. Observed
Variable Sum of Square Parameter Power c
Squares
Corrected CriticalT hingking 168,664 a 2 84,332 4,195 ,017 8,389 ,731
Model ReadingInterest 326,606 b 2 163,303 3,559 ,031 7,117 ,655
Intercept CriticalT hingking 30010,527 1 30010,527 1492,685 ,000 1492,685 1,000
ReadingInterest 465653,984 1 465653,984 10147,15 ,000 10147,15 1,000
1 1
Reading CriticalThingkin 168,664 2 84,332 4,195 ,017 8,389 ,731
Literacy g
ReadingInterest 326,606 2 163,303 3,559 ,031 7,117 ,655
Error CriticalT hingking 3317,336 165 20,105
ReadingInterest 7571,870 165 45,890
T otal CriticalT hingking 54936,000 168
ReadingInterest 756700,000 168
Corrected CriticalT hingking 3486,000 167
T otal ReadingInterest 7898,476 167
a. R Squared = ,048 (Adjusted R Squared = ,037)
b. R Squared = ,041 (Adjusted R Squared = ,030)
c. Computed using alpha = ,05

Based on the result above, it can be seen that reading literacy in EFL classroom
significantly influences high school students’ critical thinking skill by 0,731 (73%).
In addition, reading literacy in EFL classroom significantly influences high school
students’ interest in reading English by 0,655 (65%).

6.6 Post Hoc Analysis

From the Levene’s Test, it has been determined that the significance score of
high school students’ critical thinking skill is 0,777 and the significance score of
high school students’ interest in reading English is 0,515. From this result, it can be

172
concluded that variants in this research are homogenous. Therefore, post-hoc test
that should be done in this research is post-hoc Benferroni Test.
Multiple Comparisons
Dependent Variable (I) (J) M ean Std. Sig. 95% Confidence
ReadingLiteracy ReadingLiteracy Difference Error Interval
(I-J) Lower Upper
Bound Bound
Critical Bonferroni Good M iddle 0,3 0,931 1 -1,95 2,55
Thinking *
Poor 3,14 1,252 0,039 0,11 6,17
M iddle Good -0,3 0,931 1 -2,55 1,95
*
Poor 2,84 1,023 0,019 0,36 5,31
*
Poor Good -3,14 1,252 0,039 -6,17 -0,11
M iddle -2,84* 1,023 0,019 -5,31 -0,36
Reading Bonferroni Good M iddle 3,09 1,406 0,087 -0,31 6,5
Interest *
Poor 4,77 1,891 0,038 0,19 9,34
M iddle Good -3,09 1,406 0,087 -6,5 0,31
Poor 1,67 1,546 0,841 -2,07 5,41
*
Poor Good -4,77 1,891 0,038 -9,34 -0,19
M iddle -1,67 1,546 0,841 -5,41 2,07
Based on observed means.
The error term is M ean Square(Error) = 45,890.
*. The mean difference is significant at the ,05 level.

1. High School Students’ Critical Thinking Skill Variable

Based on the result of Benferroni Test above, critical thinking of students who
experience good reading literacy in their classroom, with the “Good” category
does not show higher significance compared to students who are in the category
of “Middle”. It can be seen from the mean difference between “Good” and
“Middle” categories that shows the score of 0,3; and significance 1 > 0,05. On
the other hand, the mean difference between “Good” and “Poor” category
shows significant difference with the score of 3,14 with the significance of
0,039 < 0,05. Besides, there is a significant difference between students’
critical thinking skill who belong to “Middle” and “Poor” categories because
the mean difference shows a score of 2,84 with the significance of 0,019 < 0,05.

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2. High School Students’ Interest in Reading Interest Variable
Based on the result of Benferroni Test above, interest in reading English of
students who experience good reading literacy in their classroom, with the
“Good” category does not show a significant different compared to students
who are in the category of “Middle”. It can be seen from the mean differe nce
between “Good” and “Middle” categories that shows the score of 3,09 and
significance of 0,87 > 0,05. On the other hand, there is a significant differe nce
between “Good” and “Poor” category. It shows the score of 4,77 with the
significance of 0,038 < 0,05. Meanwhile, there is no significant difference of
interest in reading English between the students who belong to “Middle” and
“Poor” categories because the mean difference shows a score of 1,67 with the
significance of 0,841 > 0,05.

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 Appendix 7.
Research Letters

7.1. Validation Letters

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177
178
7.2. Research Permission Letters

179
180
7.3. Research Letters

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184
185
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Appendix 8.
Research Documentation

188
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