Elsa Meyti Tabita (F12109004) - Skripsi Bahasa Inggris S1 PDF

STUDENTS’ LATENT AND ACTUALIZED INTEREST TOWARD
ENGLISH ACADEMIC READING
(A Correlational Study on The Third Semester Students of English

Education Study Program of Tanjungpura University in Academic year
2013/2014)
A THESIS
By:
ELSA MEYTI TABITA
F12109004
ENGLISH STUDY PROGRAM

LANGUAGE AND ART DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
TANJUNGPURA UNIVERSITY
PONTIANAK
2014
STUDENTS’ LATENT AND ACTUALIZED INTEREST TOWARD
ENGLISH ACADEMIC READING
(A Correlational Study on The Third Semester Students of English

Education Study Program of Tanjungpura University in Academic year
2013/2014)
A THESIS
Submitted to fulfill one of the requirements for Sarjana Degree (S-1)

Examination in English Education Study Program of the Language and Art
Department of Teacher Eductaion Faculty of Tanjungpura University
Jurisdiction Responsibility By:

ELSA MEYTI TABITA
F12109004
ENGLISH STUDY PROGRAM

LANGUAGE AND ART DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
TANJUNGPURA UNIVERSITY
PONTIANAK
2014
ACKNOWLEDGEMENT
A deep gratefulness to the Lord Jesus Christ, The Almighty God for His
Everlasting love to the writer each new day and for His blessing which always
guides her especially during this thesis writing.
This thesis is written to fulfill one of the requirements for the Sarjana
Degree examination of the English Study Program of the Language and Art
Department of FKIP of University of Tanjungpura.
In this opportunity, the writer would like to express her deepest
appreciation toward her supervisors: Dr. H. Ikhsanudin, M. Hum. as her first
supervisor and Dra. EndangSusilawati, M.Si.as her second supervisor who had
given corrections, advices and motivation. The writer would also like to deliver
her deepest gratitude to her both examiners; Dr. Y. GatotSutapa Y, M.Pd. as her
main examiner and Urai Salam, Ph.D. as her second examiner for their
generosity in giving corrections, inputs, and suggestions in the research design
seminar. The researcher also would like to deliver her thanks to all lecturers who
have taught her during her study in the Teacher Training and Education Faculty.
Furthermore, the writer would like to express her grateful appreciation to:
1. Dr. H. Martono, M.pd, the Dean of Teacher Training and Education
Faculty.
2. Drs. NanangHeryana, M.Pd, the Chairperson of Language and Arts
Education Department.
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3. Urai Salam Ph.D, the Chairperson of Regular A of English study
Program.
4. Dra. EndangSusilawati,M.Si as Academic supervisor.
5. The students in the third semester of English study program,
TanjungPura University in Pontianak, who participated in this research.
The writer also would like to express her gratitude to her beloved Mom
and Dad for their pray, support and patience for the researcher throughout this
thesis writing process. The writer would like to dedicate this thesis to her brother
and sister who always love her unconditionally. Last, the writer would like
present an appreciation for all friends like Wanda, Ulul, Fidelis, Mega, Nana and
those whose names cannot be listed one by one here.
The writer hopes this thesis is useful for those who read this thesis and
give some suggestion for development.

TABLE OF CONTENTS
Page
Page
ACKNOWLEDGEMENT ......................................................................................... i
TABLE OF CONTENTS ...........................................................................................ii
LIST OF TABLES .....................................................................................................iii
LIST OF FIGURES ...................................................................................................iv
LIST OF APPENDICES ............................................................................................v
ABSTRACT ...............................................................................................................vi
CHAPTER I INTRODUCTION
A. Background ............................................................................ 1
B. Research Problem .................................................................. 3
C. Research Purposes.................................................................. 3
D. Significance of Research ........................................................ 4
E. Hypothesis .............................................................................. 5
1. Null Hypothesis...................................................................... 5
2. Alternative Hypothesis ........................................................... 5
F. Scope of Research ................................................................. 5
1. Variable................................................................................ 5
2. Terminology ........................................................................ 6
CHAPTER II LITERATURE REVIEW
A. Interest in Reading ............................................................... 7
1. Definition of Interest............................................................ 7
2. The Importance of Interest in Reading ................................ 8
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3. The Taxonomy of Interest ................................................... 10
a. Personal Interest ........................................................... 11
b. Situational Interest ....................................................... 12
B. Latent Interest Vs Actualized Interest ................................. 13
1. Latent Interest ...................................................................... 13
2. Actualized Interest ............................................................... 15
C. English Academic Reading as actualized
Interest ................................................................................. 16
D. Latent interest and Actualized interest in
English Academic Reading.................................................. 17
CHAPTER III METHOD OF RESEARCH
A. Form of Research ................................................................... 20
B. Population and Sample........................................................... 21
1. Population .............................................................................. 21
2. Sample.................................................................................... 22
C. Data Collecting Techniques ................................................... 22
D. Tool of Data Collecting........................................................... 23
1. Questionnaire .......................................................................... 23
a. Latent Interest questionnaire ......................................... 24
b. Actualized Interest questionnaire .................................. 25
E. Data Analysis .......................................................................... 27
1. Scoring students’ response ..................................................... 27
a. Latent Interest: Feeling related ...................................... 27

b. Latent Interest: Value related ........................................ 28
c. Actualized Interest......................................................... 28
2. Calculation of Mean Score ..................................................... 29
3. Percentage of Students’ response ........................................... 29
4. Calculation of Correlation ...................................................... 30
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings .................................................................. 31
1. Latent Interest in English Academic reading (X) .................. 31
a. Latent Interest: Feeling Related result .......................... 35
b. Latent Interest: Value Related result ............................. 47
c. The Mean Score of Latent Interest result ...................... 54
2. Actualized Interest in English Academic
Reading(Y) ............................................................................. 55
a. Actualized Interest result ................................................ 56
b. The Mean Score of Actualized Interest .......................... 70
3. Correlation between Students’ Latent and
actualized Interest in English Academic Reading.................. 71
B. Discussion .............................................................................. 76
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion................................................................................. 78
B. Suggestion ................................................................................. 79
BILBIOGRAPHY
APPENDIX
List of Tables
Page
Table 2.1 Latent Interest .................................................................................. 14
Table 3.1 Table of Specification of Latent Interest.......................................... 25
Table 3.2 Table of Specification of Actualized Interest .................................. 26
Table 3.3 Scoring Guide of Feeling Related .................................................... 28
Table 3.4 Scoring Guide of Value Related ...................................................... 28
Table 3.5 Scoring Guide of Actualized Interest ............................................... 29
Table 3.6 Criteria of Correlation Coefficient (Muijs, 2004:145) ..................... 30
Table 4.1 The Research findings of Latent Interest ......................................... 33
Table 4.2 The Questionnaire score of Latent Interest ...................................... 54
Table 4.3The mean Score of Latent Interest .................................................... 54
Table 4.4The Research Finding of Actualized Interest .................................... 55
Table 4.6The Questionnaire Score of Actualized Interest ............................... 70
Table 4.7 Mean score of Actualized Interest ................................................... 70
Table 4.8 Output viewer of descriptive statistic .............................................. 72
Table 4.9 Output viewer of correlation result .................................................. 73
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List of Figures
Figure 2.1 Taxonomy of Interest ...............................................................................10
Figure 3.2 Emotion of Feeling Related by McKenna and Kear (1990) .....................27
Figure 4.1 Chart of Questionnaire result ....................................................................32
Figure 4.2 Chart of Latent interest result ..................................................................34
Figure 4.3`Scatter Diagram .......................................................................................74
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LIST OF APPENDICES
Appendix 1 Latent Interest (X)
Appendix 2 Actualized Interests (Y)
Appendix 3 Questionnaire
v
ABSTRACT
Tabita, Elsa Meyti (2014), Students’ Latent and Actualized Interest

inEnglish Academic Reading(A Correlational Study on the personal
interests of the 3rd semester students of English Study Program of
Tanjungpura University in Academic year 2013/2014).
Supervisor I : Dr. H, Ikhsanudin, M.Hum.

Supervisor II : Dra. Hj. EndangSusilawati, Msi.
This research aims to determine whether there is acorrelation between

Students’ latent and actualized interests in English academic reading. The method
of this researchiscorrelational study. The process of collecting data is done
through the useof ERAS, SIQ and Likert Scale questionnaires. The population of
this research is the third semester students of English education study program in
academic year 2013/2014.By using total sampling, the samples of this research
are43 students of the third semester students of English education study program
in academic year 2013/2014. In connection to the research purpose, data was
analyzed by using Pearson product moment through the assist of SPSS 19. Based
on data analysis, it found that: (1) there is a strong correlation between latent and
actualized interest in English academic reading, and (2) there is a positive and
significant correlation between latent interest and actualized interest. In
conclusion, this research shows that actualized interest in English academic
reading is very determined by latent interest especially in students’ feeling related
latent interest.
Keywords: Latent Interest, actualized interest, English Academic Reading

CHAPTER I
INTRODUCTION
A. Background
Reading interest is a kind of big issues in undergraduates‟ life because it
relates to quality of self-study. Moreover, there is one of research result about
reading interest in undergraduates from UNDIP Semarang in 2010 by
Siswatiwhich stated that undergraduates have low reading interest because
theylove to spend their time on watching TV and social networks than their
academic reading. According to Mustafa (2012), undergraduates‟ habit, they
willread their academic reading if they get an assignment from their lecturer. The
writer‟s assumption that English study program undergraduates of Tanjungpura
University has low interest too in reading. Interest itself is a feeling of wanting to
explore attention or discover more about what someone wants to do.
According to Schraw and Lehman (2001), interest has its taxonomy
which comprises personal interest and situational interest. Personal interest is
intrinsic desire which it is activated internally to understanding a particular topic.
Hidi (2001, p.192) stated that the personal interest is divided into subcategories;
they are latent interest and actualized interest. Meanwhile, situational Interest is
consisting of text based, task based and knowledge based. Even though interest
has some components but the important thing that interest is one of aspect of
motivation influences attention, thinking and performances.According to Hurlock
(Katili, 2013) interest is motivational source that drives people to do what they
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want when they freely choose. Thus, the researcher believes that interest in
reading has a role to elicit motivation to read.
Many experts who have researched about interest stated that interest is
energizer of motivation in learning through reading activity. Another previous
research was conducted by Schiefele, Winteler and Krapp (Schiefele, 1993)
entitled”The measurement of study interest and its relation to other motivational
variables and the use of learning strategies” which is covered in “Interest,
learning and motivation” book from Postdam University. This research
examined a correlation between latent and actualized interest with three
subscales, they were; feeling-related (Latent Interest), Value-related (Latent
Interest) and study-related activities (actualized interest). It was discovered
thatlatent interest and actualized interest had positive correlation because latent
interest (pleasure, prior knowledge and goal orientation) correlated with
actualized interest (searching information, looking for additional sources of
information, and critical evaluation were time consuming and required effort.
The personal interest cause the high actualized interest. Schifele(2001),statedthat
the correlation between latent interest and actualized interest can be a negative
correlation ifthe latent interest is high whereas the actualized interest is low. This
means that if the individuals have the goal or importance, it will make them have
actualized interest automatically.
Considering the previous research and some theories,it was clear that
between latent and actualized interest have correlation. It means that the
correlation between latent interest and actualized interest determines learning

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quality. Thus, it leads the researcher to conduct this research, because the
researcher think that it is very important to know students‟ personal interest in
English academic reading especially to find out whether there is correlation
between latent interest and actualized interest.
From the explanation above, the research focuses exclusively on personal
interest especially the latent interest and actualized interest in English academic
reading. Academic English reading in this case was the reading book, handbook
or any references dealing withstudents „subjectssuch as TEFL, ELT, and many
others subjects. The result of this research was expected to be positive
correlation which has been stated bySchraw and Lehman (2001) theory about
interest.
B. Research problem
The research problem that the writer would like to answer:
“Is there a correlation between latent interest and actualized interest in English
academic reading?”
C. Research Purposes
The purpose of this research is:
“To find out whether there is a correlation between latent and actualized interest
in English Academic reading”.

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D. Significance of Research
The result of this research would be a significant finding in teaching
learning English in the English Department of Tanjungpura University.
Theoretically, this research was expected to contribute ideas for every student
who wants interested to do a research about interest in reading English books.
This research provided some theories about Interest, the theories can be used to
enrich the next researchers‟ knowledge who are interested in analysing Interest
in reading. This research also can be a contribution in giving a clear picture
about the students‟ personal interest in English academic reading. This research
provides information about personal interest and the correlation between latent
interest and actualized interest in English academic reading.
Practically, the researcher hopes that the students of English study
programme in Tanjungpura University can be more interested in reading
especially English academic reading. The writer hopes that they will read
handbooks, E-Booksor any kinds of references which deals with their
subjectsmore often. For faculty, the researcher hopes that the faculty can give
more attention about students‟ interest in reading English book through
givemore comfortable facilities and more complete English academic books in
the libraries. The last but not least, the researcher expects people especially
teachers and parents promote reading habits to their students and children.
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E. Hypothesis
In this research there are two hypotheses, first is Null Hypothesis (H0) and
Alternative Hypothesis (HI).
1. Null hypothesis (Ho):
There is no a correlation between Latent Interest (X) toward actualized interest
(Y) of English academic reading.
2. Alternative Hypothesis (H1):
There is a correlation in Personal interest between Latent Interest (X) and
actualized interest (Y) in English academic reading.
F. Scope of Research
1. Variable
The research variable can be described as the element, thing, or quantity
that is manipulated in this research. According to Blerkom (2009, p.212)A
variable is a quantity that can take on any of a set of values.
The variable of this research are:
a. Independent variable
Independent variable of this research is latent interest (X).
b. Dependent variable
Dependent variable of this research is actualized interest (Y).

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2. Terminology
In order to avoid misunderstanding of the topic, the writer provides an
explanation as follows:
a. Latent interest
Latent interest is subcomponent of personal interest which consists of
feeling related and valued related. Feeling related is a positive feeling and
emotion to an object whereas value related is state of personal significance
to an object. The object in this thesis is English academic reading. In other
words, latent interest in this thesis is an internal inclination toward specific
topic or object that guides individual to involve in some actions.
b. Actualized interest
Actualized interest is subcomponent of personal interest which it focus
on the degree of action or involvement in specific content or object.
Actualized interest in this thesis means that actualization of students or
an individual‟s participation in English academic reading through
reading activity.
c. English Academic reading
English Academic reading is academicwritten text book which is written
in English language (L2). Academic English reading in this thesis is the
all subject books which be used by the third semester students of English
education study program in Tanjungpura University.

CHAPTER II
LITERATURE REVIEW
In conducting this research, the researcher provides some theories to
strengthen the background of research. As for the theories which are covered in
this chapter are: Interest in reading, latent interest Vs actualized interest, English
Academic Reading as actualized interest and the last is Latent interest and
actualized interest in English Academic reading.
A. Interest In Reading
1. Definition of Interest
Generally Interest is a feeling or emotion of wanting to do something
which makes us to give an attention. Dai (2013, p.165) define interest is
awareness, attention, and curiosity towards a certain subject, activity, idea or
place. This means that interest is a psychological state which an individual giving
more attention to specific subject, activity, idea or place. The definition is
supported by Schiefele (1991. P.301) who stated that interest is a content specific
concept and it related to specific tasks, topics and activities. In other words,
interest is the outcome of an interaction between an individual and a particular
topicor activity.
According Schraw and Lehman (2001), interest is liking and willful
engagement in an activity. It refers to the individuals who have interest,
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they will involve themselves deliberately in activity based on what they like. It
means that interest relates to the positive feeling about a specific topic and it is
supported by the involvement, participation and action.
Everybody believes that motivation cannot emerge without interest.
According to Hidi and renninger (2006, p.113), Interest as a motivational
variable refers to the psychologicalstate of engaging or with particularclasses of
objects, events, or ideas over time. This means that the interest has a role in
eliciting of motivation in individuals to re-engage with a particular topic, idea, or
activity over time.
2. The Importance of Interest in Reading
The main activity in learning which can influence students’
achievement is reading. In reaching for the achievement, students must have
interest in reading.Hidi (2001, p.192), said that in learning, interest important
role in reader’s text processing. Chen et al stated that in learning, interest can
integrate students’ experiences outside the school that can make students can use
their prior knowledge to pursing new knowledge and engage in learning. Krapp
and schiefele concluded that interest has strong influence on the quality of
learning. It means that, having interest in reading can gain the better
understanding in learning.
Interest in reading is one of the roles to make readers want to read.
Many researchers believe that reading interest has important role to make
readers get better understanding. Interest in reading is related to people’s
preferences for topic, tasks, or context (Clark and Rumbold, 2006, p.17). It
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means that the desire to read something such as books, newspapers, magazine or
etc base on our need. It means that this interest is a feeling of wanting which
plays as a role in the decision to read that engage our knowledge. Generally,
reading interest definition is the awareness, and desire to give attention to
achieve knowledge or information through reading (Dai, 2013, p.165). The
factor which has been associated with interest, reading, and learning is attention.
Through attention the students will give more action in their learning.
Interest in reading activity should be owned by students because it can
develop their knowledge. If the students have poor interest they will get
incomprehensibility to text, inability to grasp and interact with text and low
motivation in reading (Badariah et al, 2011, p.34). Moreover, students are the
future generation in this country. They must have reading habit because reading
is an activity which determined the quality of life. It is proven that by UNESCO
survey in ASEAN countries. It stated that Singapore and Malaysia which have
high reading interest, they have the high quality of life. Overall, reading activity
is important thing because this can change the world especially the quality of
life.
3. The Taxonomy of Interest
Based on the Schraw and Lehman’s journal which the title is
“Situational Interest: A Review of the literature and Direction for Future
Research”, Interest has taxonomy. In taxonomy, interest is divided to two

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interest, they are: Personal interest and Situational interest. The taxonomy of
Interest can be seen in Figure 2.1 below:
Figure 2.1: Taxonomy of Interest by Schraw and Lehman (2001:28)
Based on the taxonomy of interest above, interest is divided become
two divisions; they are Personal interest and situational interest. In personal
interest division there are components which it consist of latent interest and
actualized interest. Meanwhile, situational interest consists of three components.
They are text-based, task-based and task-knowledge.For more information about
Personal interest and Situational interest can be seen on the next page.
a. Personal Interest
Individual interest, usually we can call it self-interest or Individual
interest. This interest is intrinsic desire to understand a particular topic (Schraw
and Lehman, 2001). Personal interest can be as intrinsic motivation in each
people that can engage their own understanding. It is formed from human their
selves and give positive affect. In reading activity context, the readers who have
personal interest they will give attention, recognition and memory to the book,
and then they will connect the book with their prior knowledge, (Hidi, 2001,
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p.94). Personal interest is not spontaneous, it means personal interest can
develop for long time but it can stand for long term. Fox and Alexander (2003,
p.6) stated that Personal interest is refers to a deep-seated personal. Personal
interest is an interest which has instilled in every human when they have born.
Based on the taxonomy above personal interest consist of latent interest and
actualized interest.
In learning context Lee, Chao and Chen define latent interest and
actualized interest as follows:
 Latent interest: the long-term interest of an individual in learning a
specific topic or discipline. It is an internal inclination that guides an
individual through cognitive activities, including interests (in learning)
related to all senses and values. In other words, the latent interest occurs
when an individual reinforces his/her emotional attitude toward the task
of learning he/she is engaged in, and an individual’s value-related beliefs
of knowledge/tasks are probably a critical part of his/her goals in a long-
term learning process.
 Actualized interest: the motive to learn a specific topic or discipline.
Compared to the latent interest, the actualized interest involves specific
content that is more precise and clearly defined and, therefore, refers to
the degree of an individual’s participation in a certain task of learning.
(Lee, Chao and Chen, 2011: 142).

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The conclusion that personal interest is personal desire of liking state
toward a specific topic can tackle an action (actualization of latent interest).
Personal interest usually is assumed as personal liking or positive attitude or
affe, p.120). This means that personal interest is long term interest because it
based on personal liking. Personal interest is exclusively focus on a particular
thing and difficult to alter. In the other ways this interest difficult to change
because it relate to the personal passion.
b. Situational Interest
As we know that individual interest is intrinsic desire to understand a
particular topic. There is another interest which has important role in learning, it
is situational interest. According to Chen, Darst and Pangrazi (2001, p.384) the
situational interest is an appealing effect of an activity on an individual rather
than the personal preference. This interest always depends on the spontaneous
because it can emerge if there is appealing effect from a particular activity.
Situational interest is kind of spontaneous interest that sometimes it can
appear rapidly but can fade rapidly too. This interest can develop quickly if the
readers get visual stimulus from books, environment and self-regulation activity
but this interest has short term and negative effects (Hidi, 2001, p.193). This
interest is environment activated, it depend on the place or situation. Situational
interest is malleable, so we can increase interest through our creativity in
classroom (Schrawand Lehman, 2001).Based on the taxonomy of interest by
Schraw, Bruning and Svoboda (1995, p.1), situational interest is divided into
three divisions. They are text-based, task-based, and knowledge-based.

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 Text-based interest: the text-induced interest in learning is characterized
by inductivity, vehemence and consistency. It also refers to the interest
sparked by a text an individual plans to learn.
 Task-based interest: the interest elicited from altered teaching materials
that an individual is exposed to. For instance, an individual’s interest in
learning may be affected by altered objectives/text (of learning) which, in
turn, vary depending on the task of learning assigned.
 Knowledge-based interest: the influence of prerequisite knowledge and
experiences on an individual’s current task of learning. (Lee, Chao and
Chen ,2011:142)
It is concluded that situational interest can elicit not only toward a
specific topic but also the aspect of situation. The situation refers to environment
for example classroom, library and etc.
B. Personal Interest: Latent Interest Vs Actualized Interest
Latent interest and actualized interest are part of personal interest.
Although they are part of personal interest, but between latent interest and
actualized interest have differences. These are the more explanation about Latent
interest and actualized interest:
1. Latent Interest
The latent interest is an interest that can not to be seen because it
depend on what the individual or person perspective. It one of part of Personal
interest which it relates to feeling and value. Based on taxonomy of interest by
Schraw and lehman (2001), the feeling related and value related becomes the
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subcomponent of latent interest. In making clear understanding Lee, Chao, and
Chen (2011) conclude that:
 Feeling-related interest occurs when an individual experiences positive
affect and emotions in conjunction with a particular topic or activity.
 Value-related component refers to the assignment of personal
significance to a particular topic or activity. (Lee, Chao and Chen,
2011:142)
Table 2.1 Latent Interest
Feeling-related Value-related
Association of an object or Attribution of personal
object-related activity with positive significance to an object (Value-related
feeling, especially enjoyment and intrinsic valences of an object)
involvement (feeling-related intrinsic
of an object)
(Schiefele, 1991:303)
Based on the table above that feeling related is refers to the feelings that
with the specific topic or activity. The positive feelings are enjoyment, hope,
joy, relief, pride, admiration, love, gratitude and empathy (Schunk, Pintrinch and
Meece, 2008, p.28). Meanwhile value related is refers to the personal
significance to an object. This means that value related a state of understanding
about something important what we need. According to schiefele (1991, p.30),
value related is a reason to choose a specific object because of personal
importance (personal development, competence, or understanding of important

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problem). Value-related is a personal attitude which recognizes the value of
object, topic or activity.
2. Actualized Interest
Actualized interest relates to the actualization, application and
implementation of learning, for example if the students read more books to seek
knowledge what they need to know. According to Lee, Chao and Chen (2011,
p.142) actualized interest is the reason to learn a specific topic or discipline. The
actualized interest is an interest which can be seen through the effort of person to
do learning activity. Schiefele (1991, p.301) stated that if a person have
actualized interest, the person will be interested and wants to learn about (or
become involved with) that topic for its own sake. In this case is about learning,
the actualized interest can be measure through how much they spend time to
read book or seeking information, how frequent they read book, and how much
money in spending money to buy books.
Actualized interest can define as involvement in specific topic or
activity and strategy in reaching that personal interest has already been
decided.Schraw, and Lehman (2001) defines actualized interest is challenge
seeking and continued effort in the face of failure or setback. Actualized interest
is topic-specific motivation that determines engagement style in an activity. The
individuals high on the actualized interest have motivation with their ways to
enhance their purposes. In the other words that actualized interest is self-
actualization toward a specific topic to enhance what an individual need or
purpose.
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In this research, the actualized interest is activity in learning English
language. The activity is reading with the topic is English academic reading. The
involvement or Actualized Interest in English academic reading is needed for
successful comprehension.
C. English Academic Reading as Actualized Interest
Generally academic reading is a reading material which related to the
subjects in school, and university. According to Sengupta (2002, p.3), academic
reading is a purposeful reading which it full of texts for completing the study of
specific major subject. English academic reading specifically is very different
from the others reading because the full of text is written in English language
and the content is about English subject. In Indonesia, English Academic reading
is defined as an academic reading in Second language.
Because of the English academic reading as Second language (L2)
written text in our country, the undergraduates must proficiency in L2 in
grasping the point in reading. Hellekjær (2009, p.199) stated that if the English
Academic reading is not as L1, it means that the undergraduates should be able
to transfer their L1 into L2. In English academic reading as L2, proficiency of
vocabulary and grammar is needed in reaching comprehension of the material.
English academic reading in English department and training faculty of
TanjungpuraUnivesity are for example: ELT, TEFL, Phonology, Language
Testing and etc. These written text should be read by undergraduates who
majoring in English teacher. English academic reading usually is owned by
students of English education study program, they can get it from their
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university which these recommended by lecturer or from internet. These written
texts can be books or e-books, modules and journals. English academic reading
is reading material which it full of theories and it is written in English language.
The theories in English academic reading are made appropriately to Prospective
English teacher to learn more about English education, English method,
Teaching English and etc.
English academic reading in this case is specific topic which the
students must be learned. For successful learning in English academic reading
need personal interest to reach that. Personal interest which it categories into two
parts they are latent interest and actualized interest. Latent interest and
actualized interest have influence self-study in learning a specific topic.
According to Schraw and Lehman (2001), Latent interest and actualized interest
are important because they have the relationship between to study information
and cognitive engagement variables. This means that the correlation of latent
interest and actualized interest can make the good influences in learning
especially in cognitive.
D. Latent Interest and Actualized Interest in English Academic Reading
An individual decide to read if they aware what they need. Desire for
reading is depend on the personal attitudes and necessary of human life
(Nawarathna, 2012, p.197).The desire or interest in should be owned by students
for successful learning especially in English academic reading. Many studies have
founded that interest affect learning. One of study by Schiefele (1991, p.304) has
the positive consequences in learning. The consequences are the quality of

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learning result, the use of learning strategies and the quality of learning
experience. The consequences can be happened if the students have interest in
reading.
Interest in English academic reading should be owned by students is
Personal interest. According to Schunk, Pintrich and Meece (2008, p.213),
personal interest is as disposition of personal liking a specific content or activity
which it stable over time. Personal interest itself has two subdivisions; latent
interest and actualized interest. Latent interest occurs when a student reinforces
his/her emotion, value and belief toward a specific content. Meanwhile, actualized
interest is a degree of an individual involvement in a specific activity. The both
interest is really needed in English academic reading in reaching successful
learning.
The best of this interest is when an individual has the high latent interest,
it can increase the actualized interest. Schiefele (1991) stated that the positive
feeling, value and belief toward a specific content motivates an individual to
explore more activity, strategies and time to improve comprehension. It means
that between latent interest and actualized interest has causal relation. In the other
word that if students have good personal interest in English academic reading they
will do actualization on reading activity to get more information about English
academic reading. Based on Schraw and Lehman (2001), there is a positive
correlation between latent and actualized interest. The result is the high actualized
interest correlate to latent interest if the individuals have positive emotion in a
topic or object. Positive emotion itself in interest based on Schunk, Pintrinch and
19
Meece (2008, p.28) is a feeling comfortable toward a topic or an object such as
happy, joyful, enjoyment, love and hope. The positive feelings toward a topic or
an object provide motivation to engage activity which relates to the topic or
object. According to Schiefele et al (1983, p.12) in “Principles of an
EducationalTheory of Interest”, they stated that latent interest causality enters
actualized interest. This means that the feeling related in personal interest gives
the big influence toward low or high actualized interest.

CHAPTER III
METHODOLOGY
A. Form of Research
There are many methods of research that can answer the problem. In
accordance withthe problem of this research, researcher usedcorrelational study.
Correlational study is one of quantitative research besides experimental study.
According to Muijs (2004, p.1), quantitative research is a research which
explaining phenomena by collecting numericaldata that are analyzed using
mathematically based methods in particular statistics.
Correlational study is a study which attempt to investigate the
relationship between one or more variables. It Accordance with Marczyk,
Dematteo and Festinger(2005, p.3), correlation studyis a research which its goal
to determine whether two or more variables are related.The researcher used this
method because the goal of the correlational study was appropriately to answer
the correlation of between students’ latent and actualized interests in English
academic reading. It means that thid study is designed to find or to predict the
relationship between variables through the use of various measures of statistical
association.
This research used bivariate correlation because there were two
variables; they were one independent variable (X) and one dependent variable
(Y). According to Blerkom (2009, p.267), bivariate correlation is a correlation
which describes the relationship between two variables. Independent variable of
20
21
this research is latent interest symbolized as variable X and dependent variable is
actualized interest in English academic reading symbolized as variable Y.
In this research, the researcher was intended to investigate the
correlation between them. The strength and direction of this relationship is
described by correlation coefficient range in strength from -1.00 to +1.00. A
positive correlation indicates that if the values of two variables being analyze
move in the same direction. Conversely, a negative correlation indicates that if
the values on two variables being analyzed move in the opposite direction. A
correlation coefficient is 0.00 indicates that there is no correlation (Cohen,
Manion, and Morrison, 2000, p.193).
B. Population and Sample
1. Population
Population is all subject in the research. According toDatallo (2008,
p.3) unity of elements, then an element itself is a unit such as person, object, and
others. Population may be a larger group of human beings, things, events and
plants that can be used as data or result. Based on the theory, population of this
research was the 3rdsemester students of English Education Study
Programsemester in Teacher Training and Education
FacultyTanjungpuraUniversity Pontianak academic year 2013/2014.The number
of population was66 students.
2. Sample
22
2. Sample
Sample is the part or subset of population in the research.Datallo (2008,
p.3) stated that sample isa subset of the population elements and ideally, a
sample is selected that is representative of a population (i.e., elements accurately
portray characteristics of the population.
Sample of this research, this researcher used total sampling technique.
Total sampling technique is a sampling technique which the population can be
sample of research because the number of the students was less than 100
(Sugiyono, 2011). According to Arikunto (2006, p.134), if the population is less
than 100, the population can be the sample of research so that this research is
population study. The writer took all students the third semester which they
were in class A+ and Class B+. The number was 66 students but the reality in
field, the researcher only got 43 students.
The researcher’s reasons chose a large number of participants firstlythis
research was a survey type where the larger number involved would release the
more reliable result. Secondly, the 3rd semester undergraduates of English study
program they have subjects is English academic reading.
C. Data collecting technique
In doing a research, a researcher has to choose an appropriate technique
to gain the data. The appropriate data collecting technique for this research is
survey technique. According to Gulo (2010), Survey is data collecting technique
which used an instrument to solicit the responses from sample respondents. The
source of the data was the result of survey. In data collecting, all the participants
23
will complete the questionnaires. The questionnaire of this research consists of
two questionnaires. The techniques of data collecting were done in several steps
as follow:
The techniques of data collecting were done in several steps as follow:
1. The researcher distributed the questionnaires to the students.
2. After the researcher got the data from questionnaires, the researcher
analyzed the mean score of data.
3. Then, the researcher analyzed the correlation between latent and
actualized interest by using SPSS 19.
4. The researcher would representthe description of correlation between the
latent and actualized interest English study program undergraduates
toward English academic reading.
5. The writer would give conclusion of the research.
D. Tool of data collecting
1. Questionnaire
Instrument or tool of data collecting in this research was questionnaire.
Because of in this research there were two variables, so the researcher decided to
make 2 questionnaires. The first questionnaire, researcher was modified from
ERAS (Elementary Reading Attitude survey) by McKenna and Kear (1990) and
SIQ (Study interest questionnaire) by Schiefele (1993) which helped to describe
the feeling-related and Value-related of the students. The second questionnaire
was actualized interest questionnaire which used Likert Scale by Mustafa
(2012). The total of the questionnaire items was 50 items. In this research the
24
researcher modified the questionnaires, so the questionnaires would be suitable
for the participants of this research, which were students of English Education
study program undergraduates.
a. Latent interest questionnaire
Latent Interest questionnaire consisted of two questionnaires, they were:
A.1. Latent Interest: Feeling-related = 20 items
A.2. Latent Interest: Value-related= 10 items
The specification of Latent interest questionnaire, based on Schraw and
Lehman (2001), Latent interest have subcomponents, they are feeling related and
value related. Feeling related is emotional interest, if someone has positive
emotion and experience in an activity or topic, the positive feeling can give a
strong motivational incentive to engage to the activity. Value related is a belief
of knowledge which is a critical part of someone’s goal in a long term learning
process. The researcher used Schraw and Lehman’s theory of the specification
of latent Interest.
(1) Feeling Related : Positive emotion or feeling
(2) Value Related: Belief

25
3.1 Table of specification of Latent Interest
Latent Interest
Feeling Related Feeling Curiosity in reading 1,2, 3
Desire of Reading 4,5,6,7,8,9,10,11
Feeling of exploration in reading 12,13,14,15,16

English Academic reading
Motivation of Reading English 17, 18
Academic book
Motivation to read Recreational 19, 20
books
Value Related Belief in importance of reading 1,2,3,4
Personal Value 5,6
The attitude of reading 7,8,9,10
Total: 30 Items
b. Actualized interest questionnaire
The questionnaire of actualized Interest was 20 items. The table of
specification of actualized interest, at this research was based on parameter by
Mustafa (2012, p.2), which are frequency, duration, spending money and
collection owned.
1. Frequency: reading books or other library materials in a certain period of
time.
2. Duration:the time is spent by the respondents when reading books or other
library materials.
26
3. Spending: how much money the respondents spent to buy books and other
library materials in a certain period of time.
4. Collection owned: how many books and other library materials the
respondents have in their private collection.
5. Exploration: how much you persistence to find information from book and
other library materials.
3.2 Table of specification of Actualized Interest
Actualized Interest
1. The use of Spending Time to read books 1,2,3,4,5,6
2. Frequency of Reading books 7

3. Duration of Reading books 8
4. Exploration 9,10,11,12,13,14,15,16,
17
5. Spending money to buy books 18,19,20
Total 20 Items
27
E. Data Analysis
In data analysis, the writer analyzed the data from two questionnaires.
In this research, the writer used statistical analysis.
1. Scoring the students’ response
a. Latent Interest: Feeling related
To Score the students’ response for feeling related in latent interest, the
writer used ERAS Instrument by Mckenna and Kear (1990). Participants
responded the questionnaire by circling the emoticon of Garfield.The response’s
option represented the degree of emotion as showed below:
Happiest Slightly Mildly Upset Very

upsetGarfield Garfield Garfield Garfield
Figure3.1Emotion of feeling by Mckenna and Kear 1990
The emoticon of Garfield describe of feeling about reading especially in
this case is English academic reading. This emoticon is used for to know how
the positive feeling about English Academic reading. According to Schunk,
Pintrinch and Meece (2008, p.28), the positive feelings are enjoyment, happy,
hope, joy, relief, pride, admiration, love, gratitude and empathy, meanwhile
negative feeling are upset, ungrateful, unhappy and horror. Based on Schraw
and Lehman (2001), if an individual has positive feeling about topic or object,
they will actualize the degree of involvement in topic or object. Thus, this
emoticon is determined of students’ feeling related in English Academic reading.

28
Table 3.1 Scoring Guide of Feeling Related
b. Latent interest: The Value related
To score the students response, the researcher used SIQ by Schiefele
(1993). The response’s option represented the degree of agreement as shown in
the table below:
Table 3.4 Scoring Guide of Value Related
1 Points = Not all True

2 Points = Somewhat True
3 Points = Quite True
4 Points = Completely True
c. ActualizedInterest
The researcher described the actualized interest by analyzing data from
actualized Interest questionnaire. In analyzing the actualized Interest, the
researcher used 4 points Likert Scale by Mustafa (2012).

29
Table 3.5 Scoring Guide of Actualized Interest
1 Points = Never
2 Points = Rarely
3 Points = Sometimes
4 Points = Often
d. Calculation of Mean Score
To process the data gathered from questionnaires, the researcher
usedthe mean formula which was adapted from Blerkom (2009, p.245).
Σ𝑥𝑖
Me = Notes :
𝑛
Me = mean
∑xi = total score
n = total number of items
The formula above was used to find the mean score of latent interest and
actualized interest in English academic reading. The result of this mean score
will describe of their interest in English academic reading.
e. Percentage of students’ response
To analyze whole of students’ response, researcher used percentage
formula toknow what the response that students dominantly choose. This is the
formula of percentage that can be seen below:
𝒇𝒊
𝐏= 𝐗 𝟏𝟎𝟎%
Ʃ𝒇𝒊
P : Percentage
fi : Number of participants who choose a particular category
Ʃfi : Number of participants
30
2. Correlation between students’ latent and actualized interests
In solving the research problem, the researcher used the Correlation
formula, namely Pearson Product moment. The formula of correlation that the
researcher used was a formula fromWijaya (2011:83), as can be seen below:
n. xy  ( x)( y )
n. x  
rxy =
 ( x) 2 . n. y 2  ( y )
2 2
In analyzing the correlation the researcher used SPSS 19. SPSS 19 is
software which common used in education research to calculate statistical data
(Muijs, 2004). In measuring the correlation between latent interest and
actualized interest, the researcher used the criteria of correlation coefficient. A
table below shows correlation coefficient category.
Table 3.6 Criteria of Correlation Coefficient
Coefficient Relationship
≥=+/–0.8 Very Strong
<0.+/–8 Strong
<0.+/–5 Moderate
<0.+/–3 Modest
<0.+/–1 Weak
(Muijs, 2004:145)
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Findings
This chapter provides an analysis of the data in order to answer the
research questions in this research. To answer the research questions of the study,
the researcher used questionnaires in collecting the data. The questionnaires were
conducted on January 21st and 23rd 2014 at the third semester students in academic
year 2013/2014. The number of participants in this research was 43 students from
class A+ and B+. Data were collected in this research to provide a proof that
correlation between latent interest and actualized interest in English academic
reading were correlated.
In this research, the researcher divided the process of analyzing into three
parts; analyzing the students’ latent interest in English academic reading,
analyzing the students’ actualized interest in English academic reading, and
analyzing the correlation between students’ latent and actualized interest in
English academic reading. Through the analyzing, the researcher gives some
explanations about the description of the third semester students’ latent and
actualized interests in academic year 2013/2014 is provided in the table. For
correlation analysis between the third semester students’ latent and actualized
interests in academic year 2013/2014, the researcher used SPSS 19. The analysis
present in output viewer SPSS 19 and Scatter Diagram form.
For first presentation, the researcher provides a chart of questionnaire
result of latent and actualized interest below.
31
32
(X) Latent Interest
Happiest, Completely True
13% Slightly Smiling, Quite True

24%
Mildly Upset, Sumewhat
25% True
Very Upset, Not at all True
38%
Interpretation:
Whole of 38 % students chose “Slightly Smiling” for feeling

related and “Quite True” for value related.
(Y) Actualized Interest
17 % 13 % Often
Sometimes
30% Rarely
40%
Never
Interpretation:
Generally, whole of students chose rarely to actualize their

reading activity. The “rarely “response was 40%, meanwhile the
other response was 13% for “often” response, 30% for
“sometimes” response and 17% for “never” response. The result
was described that the actualized interest in English academic
reading was low.
Figure 4.1 Chart of Questionnaire Result
33
1. Latent interest in English academic reading (X)
In this part, the researcher had found that some evident about latent
interest which was collected from the data. The data described the students’
latent Interest. In describing the latent interest, the researcher used table of
specification which helped to describe. The result that had provided below:
Table 4.1the research finding of Latent Interest
Latent Interest
Feeling Related Curiosity in reading They had enough curiosity

toward book.
Desire of Reading They had enough desire in
reading.
Feeling of exploration They didn’t feel to like
in reading English explore in English academic
Academic reading reading rather than non-
academic books.
Motivation of Reading They didn’t too like to read
English Academic English Academic book.
book
Motivation to read They were really love read
Recreational books non-academic book.
Value Related Belief in importance of The students had a belief
reading that reading is a part to
reach their goals in future
but they were not interest to
explore deeply in reading
English Academic books.
Personal Value Their family and lecturer
have strong influence to
their reading attitude.
The attitude of reading In implementation they
were quite lazy to read
because they rather
dependent to their lecturer
policy.
34
LATENT INTEREST: FEELING RELATED
9.50% Happiest Interpretation:

In feeling-related, the emotion of
Slightly whole students in English academic
23% 27.50% Smiling reading is not really good. In this chart
Mildly Upset prove that 27.50% students feel
happiest in English academic reading.
40%
Very Upset Most students prefer “slightly smiling”
in their latent interest in English
academic reading with percentage
40%.
LATENT INTEREST: VALUE RELATED
16.59% Completely
true
Interpretation:
20% Quite True In the chart, it can be seen that 33.18%
most students chose “Quite true”
response about their value-related
30.25% 33.18% Some what
True about reading. 16.59% chose
“completely true”.
Not all True
Figure 4.2 the Percentage of whole students’ choice
Based on the result of latent interest questionnaire result above had
found that the whole of students’ choice tend to unsatisfied response. Most of
them chose “Slightly smiling” for feeling related and “Quite true” for value
related. In latent interest, they still not bad in reading but the choice of reading
materials they tend to love read recreational reading rather than English
academic reading. In other words, latently English academic reading is very low
in their choice of reading. The next pages are the percentage (%) of students’
response on latent interest questionnaire.

35
a. Latent Interest Feeling Related
This part explains about the result of students’ response in latent interest
questionnaires especially about students’ feeling related in English academic
reading. The data is used to know how their feeling about English academic
reading which it compares with recreational reading.
(1) Curiosity in Reading
Item no.1
Based on the result from 43 respondents about question no. 1 how their feeling
when they see or look a book. Students who chose happiest was 9 respondents,
23 respondents chose slightly smiling, 9 respondents chose mildly upset and 2
respondents chose very upset. Whole of data for item no. 1 can be seen in the
table below:
Table 4.2 students’ response for question no.1 (Feeling Related)

Category Frequency Percentage (%)
Happiest 9 21%
Slightly Smiling 23 23.4%
Mildly Upset 9 21%
Very Upset 2 4.6%
Total 43 100%
It concluded that most of students chose slightly smiling with percentage of
53.4%. It means that students’ feeling when they see a book rather positive.
Item no. 2
The question of this item is” How do you feel when you read a book”. In this
item is aimed to know how the students’ feel when they read a book, because the
positive feeling can make a curiosity appear. Based on the data which has
collected, it showed that in the table below:

36
Table 4.3 Students’ response for question no.2 (Feeling Related)

Category Frequency Percentage (%)
Happiest 11 26.5%
Mildly Upset 10 23.3%
Very Upset 2 4.65%
Total 43 100%
Based on the table above, 11 students who happiest when read a book, 20
students who slightly smiling when read a book, 10 students who mildly upset
and 2 students who very upset when read a book. It concluded that most of
students chose slightly smiling with percentage from 43 students is 45.5%.
Item no.3
In this item is used to know how students’ feeling when they starting read a new
book. This item is related to their desire about knowledge from new book. The
data can be seen below:

Category Frequency Percentage
Happiest 20 46.5%
Very Upset 0 0%
Total 43 100%
Based on the data above; 20 students chose happiest, 21 students chose slightly
smiling, 2 students chose mildly upset and no one chose very upset response in
this item. It is concluded that most of students with 48.8% from 43 students have
rather positive feeling when they starting read a new book.

37
(2) Desire of reading
Item no.4
Item no.4 is “how do you feel about reading for fun?”. In this item most of
students have a positive feeling because based on the data below, 55.81% chose
happiest when they reading a book for fun. It means that most of students have a
positive feeling when they s reading a book for fun. The complete data can be
seen in the table below:

Happiest 24 55.81%
Very Upset 2 4.65%
Total 43 100%
The table above revealed that 24 students chose happiest, 10 students chose
slightly smiling, 7 students chose mildly upset and the last 2 students chose very
upset when they reading a book for fun.
Item no.5
This item is” How do you feel about reading for study?”. In this item most of
students have a negative feeling. No one of students have happiest feeling for
study. It is very surprising that students love reading book for fun rather for
study. It is proven that based on the data below:

Happiest 0 0%
Very Upset 5 11.6%
Total 43 100%
38
On the table above, the data revealed that the highest response is mildly upset
with percentage of 46.5% or 20 students.
Item no.6
“How do you feel when it’s time for reading in the classroom?”. This item is
aimed to know how they feeling if they reading in the classroom and what’s kind
of room can make them want to read.

Happiest 7 16.3%
Very Upset 1 2.33%
Total 43 100%
Based on the data have been collected, students’ feeling is rather positive
because from 43 students they were 53.5% students chose slightly smiling. 7
students chose happiest, 23 students chose slightly smiling, 12 students chose
mildly upset and the last, only 1 student chose very upset.
Item no.7
This item is about how students’ feeling about getting a book for present. This
item is used to know how they realize to read a book is important for their future.
Most of students have positive feeling to getting a book for present. In the table
below is explained that:

Happiest 24 55.81%
Very Upset 2 4.65%
Total 43 100%
39
24or 55.82% students chose happiest, 10 or 23.26% students chose slightly
smiling, 7 or16.28% students chose mildly upset and the last 2or 4.65% students
chose very upset.
Item no.8
This item is used to know how they feeling when they read different kind of
books. This item is related to their feeling to search more knowledge. Based on
the data, they rather positive. It revealed in the table below:

Happiest 17 39.5%
Very Upset 1 2.33%
Total 43 100%
17 students chose happiest, 16 students chose slightly smiling, 9 students chose
mildly upset and 1 students chose very upset. It is concluded that the highest
response for this item are happiest 39.5% and slightly smiling 37.2%. In other
words they have rather positive feeling in reading different kind of books.
Item no.9
This item is “how do you feel about learning from book?”. This item is used to
know students’ feeling when they must learn from book not from the other
media. The data from this item can be seen in the table below:

Happiest 12 27.9%
Very Upset 1 2.33%
Total 43 100%
40
In the table shows that students’ feeling about learning from book is rather
positive. It is because the highest response is slightly smiling with percentage of
53.5%. It means that they have a hope to explore their feeling in learning from
book.
Item no.10
This item is “how do you feel about going to the bookstore?”. In this item they
have positive feeling. The students love in the bookstore so it means that they
curious and try to find knowledge from book. The data about this item can be

Happiest 25 58.1%
Very Upset 2 4.65%
Total 43 100%
The data shows that 25 students chose happiest, 13 students chose slightly
smiling, 3 students chose mildly upset, and the last 2 students chose very upset.
It is concluded that 58.5% from 43 students chose happiest response.

41
Item no.11
This item is” how do you feel about going to library?”. In this item, the highest
students’ response is slightly smiling. It means that students’ feeling going to
library rather positive. The data about students’ response in this item can be seen
in the table below:
Table 4.12 students’ response for question no. 11(Feeling Related)

Happiest 7 16.3%
Very Upset 1 2.33%
Total 43 100%
Based on the data above; 7 students chose happiest or 16.3%, 23 students chose
slightly smiling or 53.5%, 12 students chose mildly upset or 27.9%, and the last
1 or 2.33% chose very upset.
(3) Feeling exploration in English Academic Reading
Item no.12
This item is aimed to know how the students’ exploration read a book in spare
time at home but it related to their feeling. Question of this item is “how do you
feel when you read a book in spare time at home.” The students’ response can be

Happiest 5 11.6%
Very Upset 12 27.9%
Total 43 100%
Based on the table, it revealed that students’ feeling is rather positive. It is
because most of them chose slightly smiling with percentage of 37.2%. 5

42
students chose happiest, 16 students chose slightly smiling, 10 students chose
mildly upset, and 12 students chose very upset.
Item no.13
The question of this item is” how do you feel when you read a boom in your
spare time.” In this item most of students mildly upset. For clear information, the
data can be seen in the table below:

Happiest 8 18.6%
Very Upset 1 2.33%
Total 43 100%
Based on the data, it shows that 8 students chose Happiest, 16 students chose
Slightly Smiling, 18 students chose mildly upset, and 1 students chose very
upset. The highest response in this item is mildly upset with percentage is 41.9%.
It means that students’ feeling is negative about read a book in spare time at
library.
Item no.14
The question in this item is” How do you feel when your lecturer asks you a
question about what you read?”. From this item students’ feeling is rather
positive. The complete data for this item can be seen below:

Happiest 5 11.6%
Very Upset 12 27.9%
Total 43 100%
43
Based on the data, 5 students chose happiest, 16 students chose slightly smiling,
10 students chose mildly upset, 12 students chose very upset. It is concluded that
the highest response in this item is slightly smiling with percentage is 37.2%. It
means that the students’ feeling for this item is rather positive.
Item no.15
This item is aimed to know how students’ feeling about reading workbook pages
or worksheet. This item is related to students’ exploration in English academic
reading through some exercises from book. In this item, most of students have
positive feeling. The complete data can be seen in the table below:
Table. 4.16 students’ response for question no.15 (Feeling Related)

Happiest 25 58.1%
Very Upset 1 2.33%
Total 43 100%
The result shows that 25 students chose happiest, 14 chose slightly smiling, 3
chose mildly upset and the 1 student chose very upset. It is concluded that
students’ feeling reading workbook or worksheet is positive.
Item no.16
The question of this item is “How do you feel about to search additional books
for your assignment?”. This item for measure whether the students have a
feeling to explore their English language knowledge from the other additional
books. In this item, the result can be seen in the table in the next page:
44

Happiest 5 11.6%
Very Upset 12 27.9%
Total 43 100%
In the table shows that; 5 students chose happiest response, 16 students chose
slightly smiling, 10 students chose mildly upset, 12 students chose very upset.
Based on the result, it is concluded that the students’ feeling in this item is
negative because the students tend to answered mildly upset (23.3%) and very
upset (29.7%) rather than happiest (11.6%) and slightly smiling (37.2%). The
highest response in this item is slightly smiling.
(4) Motivation in English Academic Reading
Item 17.
This item is” how do you feel when you read your academic books? (ELT, LT,
SLA, TEFL and etc).” In this item is to know whether the students love English
academic reading or not, and the result will to compare with recreational reading
books. The result can be seen in the table below:

Happiest 1 2.33%
Very Upset 12 27.9%
Total 43 100%
Based on the result is totally negative, because it is proven that most of students
chose Mildly upset (39.5%). In the table shows that 1 student chose happiest, 13
students chose slightly smiling, 17 students chose mildly upset and 12 students
45
chose very upset. The sum of mildly upset and very upset response is 67.1%.
Then it is concluded that 67.1% from 43 students tend to have negative feeling
about academic reading.
Item no.18
This item is aimed to know the students’ feeling when they must spend money to
buy English academic reading books. In this item most of students have negative
feeling to buy English academic reading books. It seems that they don’t like
read English academic reading books. The result of this item can be seen in the
table below:

Happiest 3 6.98%
Very Upset 11 25.6%
Total 43 100%
In the table showed that 3 students chose Happiest, 14 students chose slightly
smiling, 15 students chose mildly upset, and 11 students chose very upset. The
highest response of this item is mildly upset with percentage of 34.9%. Not only
that in the table is clearly they tend to choose mildly upset (34.9%) and very
upset (25.6%). The sum of mildly upset and very upset total is 60.5%, the result
means that most of students have a negative feeling for spend their money to buy
English academic reading.

46
(5) Motivation in Recreational Reading
Item no.19
The question of this item is”how do you feel when you read recreational books.
Recreational books in this case are magazine, newspaper, novel or tabloid. Most
of students in this question chose slightly smiling. It means that they have rather
positive feeling in recreational books. The data about this question can be seen
in the table below:

Happiest 7 16.3%
Very Upset 1 2.33%
Total 43 100%
In the table shows that 7 students chose happiest, 23 chose slightly smiling, 12
students chose mildly upset and 1 students chose very upset. The highest
response of this question is 53.5% for slightly smiling response.
Item no.20
The question of this item is “how do you feel when you must spend your money
for recreational books. This item is aimed to know how much they reading
preference. Based on the result they have positive feeling to spend money for
recreational books. The result can be seen in the table below:

Happiest 22 51.2%
Very Upset 1 2.33%
Total 43 100%
47
Based on the table above, 22 students or 51.2% chose happiest, 18 or 41.9%
students chose slightly smiling, 2 or 4.65% students chose mildly upset and 1 or
2.33% student chose very upset. It is concluded that they love buy recreational
books.
b. Latent Interest: Value Related
In this part is about the result of students’ response in latent interest
questionnaires especially about value related in English academic reading books.
The result is aimed to know how the students’ value in English academic reading
and what’s the factor which affect their reading habit.
(1) Belief in importance of reading
Item no 1
The question of this item is ;”it was great personal importance to me to read my
English academic reading.” In this item is totally true that they realize read
English academic reading books is great personal importance. It is proven based
on the result in the table below:
Table 4.22 students’ response for question no. 1(Value Related)

Completely True 2 4.65%
Quite True 22 51.2%
Somewhat True 15 34.9%
Not All True 4 9.3%
Total 43 100%
In the table is clear that 2 students chose completely true, 22 students chose
Quite true, 15 Students chose Somewhat true and 4 students chose Not all true.
Then, Most of students are belief that read their English academic reading is
48
great personal importance because they tend to choose Completely True with
percentage (4.65%) and Quite True (51.2%).
Item no.2
The statement of this item is; “ I am certain that studying my English academic
books have a positive influence.” In this item the students believe that study
English academic reading books have a positive influence. It can be seen in the
table below:
Table4.23 students’ response for question no. 2 (Value Related)

Quite True 23 53.5%
Not all True 2 4.65%
Total 43 100%
Based on the table there are 9 students (20.9%) chose completely true, 23
(53.5%) chose Quite True, 9 Students (20.9%) chose Somewhat True and the
last 2 students (4.65%) chose Not all true. Based on the result it clear that
students is totally have belief that study English academic reading books have a
positive influence.
Item no.3
“I think reading English academic books is important for my future as English
Teacher”. In this Item most of students totally have a belief that read English
Academic Books is important for my future. The data can be seen in the table on
the next page:

49

Quite True 18 41.9%
Not All True 1 2.33%
Total 43 100%
The data has been collected showed that; 22 students (51.2%) chose completely
True, 18 students (41.9%) chose quite true, 2 students (4.65%) chose Somewhat
True, and 1 student (2.335) chose not all true. It means that most of students
have belief that reading English academic books is important for their future.
Item no.4
“I think reading English academic books is more important rather than read the
other books.” In this item is aimed to know whether students have a belief that
reading English academic reading books is more important than the other books.
The data found that the students are not agreeing in this statement. The data can
be seen in the table below:
Table 4.25 students’ response for question no. 4 (Value Related)

Quite True 7 16.3%
Total 43 100%
The table shows that; 4 students chose completely true, 7 students chose quite
true, 19 students chose somewhat true, and the last 13 students chose not all true.
In this item most of students are chose somewhat true (44.2%) and not all true
(30.2%).
50
(2) Personal Value
Item no.5
“My Family has the strong influence in my English Academic Reading.” In this
item most of students confess that they totally are affected by their family. It
means that personal value about English Academic reading is depends on their
family. The data can be seen in the table below:

Quite True 18 41.9%
Total 43 100%
The data shows that 22 students chose completely true, 18 students chose quite
true, 2 students chose somewhat true, and 1 students chose not all true. Based on
the data, it is concluded that most of students chose complete true (51.2%) and
quite true (41.9%).
Item no.6
“My lecturer has the strong influence in my English Academic Reading.” In this
item is aimed to know whether lecturer can influence students’ reading in
English academic reading. Based on the result, most of students’ personal rather
don’t agreeing in this statement. The clear data can be seen below:

Quite True 16 37.2%
Total 43 100%
51
The table shows that; 5 students chose completely true, 16 students chose quite
true, 10 chose somewhat true and 12 not all true. Based on the data in the table
the highest response is quite true with percentage of 37.2%.
(3) Reading attitude
Item no.7
“Even before you coming to campus, I have read my English academic books at
Home” In this is aimed to know whether the students read their English
academic reading books before they come home. The students’ reading attitude
in English academic reading is low. Because it is proven in the table below:

Quite True 5 11.6%
Total 43 100%
Based on the data, 3 students chose completely true, 5 students chose quite true,
22 students chose somewhat true, and 13 students chose not all true. In this item,
most of students chose somewhat true (51.2%) and not all true (30.2%).
Item no.8
“I think to read my English academic book is not my duty.” In this item most of
students read English academic reading is their duty. The result of this item can
be seen in the table in the next page:

52

Quite True 9 20.9%
Total 43 100%
The data shows that; 7 students chose completely true, 9 students chose quite
true, 15 students true chose somewhat true, 12 students chose not all true. Based
on the data, most of students confessed that reading English academic books is a
duty for them. It is because the highest score is somewhat true (34.9%) and not
all true (27.9%) response.
Item no.9
“I never read my English academic books if I get assignments from my lecturer.”
This item is aimed to know whether the students read their English academic
reading books if when they assignments from lecturer or not. In this item the
students answered totally don’t agreeing with this statement, it means that they
read English academic reading because they realize the importance of reading.
The data of this item can be seen in the table below:

Quite True 9 20.9%
Total 43 100%
Based on the data, 7 students chose completely true, 9 students chose quite true,
15 students chose somewhat true, 12 students chose not all true. It is concluded
that most of students chose somewhat true (34.9%) and not all true (27.9%).
53
Item no.10
“If I have a spare time I will read my English academic books”. In this item,
most of students confessed that they do not read English academic reading books
in spare time. The result of this item can be seen in the table below:

Quite True 9 20.9%
Total 43 100%
Based on the data, 7 (16.3%) students chose completely true, 9 (20.9%) students
chose quite true, 15 (34.9%) students true chose somewhat true, and 12 (27.9%)
students chose not all true. It is clear that the highest response is somewhat true
and not all true.

54
a. The Mean Score of Latent Interest (X)
Table 4.32 The Questionnaire score of Latent Interest
No. Name Score The mean Score, the researcher used SPSS 19. The
1 IR 86
2 AR 66
3 EN 62 result of the mean score can be seen from the table
4 AK 96
5 MBV 95 below. The mean score of the latent Interest is
6 DP 74
7 IH 86
8 JW 75 82.51 with standard deviation is 12.23.
9 MR 90
10 J 71
11 YS 89
12 RP 82
13 AW 97 Table 4.33the mean score result of Latent Interest
14 FAR 100
15 FS 82
16 JG 78
17 FS 90 Report
18 N 92
19 FR 110 Latent Interest
20 SA 84 Mean N Std. Deviation
21 DJ 97
22 HP 92 82.5116 43 12.23650
23 TCRLK 88
24 HHLM 77
25 ER 91
26 MR 90
27 LI 103
28 SM 88
29 DS 72
30 SS 63
31 NE 82
32 S 70
33 RVT 80
34 AI 77
35 EA 73
36 KA 68
37 YDKL 57
38 H 80
39 C 88
40 JMB 81
41 DFT 59
42 EL 72
43 FY 95
55
2. Actualized interest in English academic reading (Y)
In actualized interest analysis, the researcher collected data from questionnaires
and then used table of specification to describe actualized interest.To make it
easier for the readers to follow the discussion, the description of actualized interest
is present first in a form of tables of specification below:
Table 4.34 Research Finding of Actualized Interest
Actualized Interest
No. Indicators Results
1. The use of Spending Time The all of students were rarely to
to read books spend their time to read books in
spare time.
2. Frequency of Reading They were rarely to read their
books English academic books every night
3. Duration of Reading books They were rarely to spend 1 more
hour in a day to read their English
Academic books.
4. Exploration The students have no interest in
exploration to their English academic
books for example:
To searching and download
additional books which related to
their subject, make summary, and
discuss with lecturer and classmate
about their subject because They will
read books when they get assignment
from lecturer.
5. Spending money to buy They have no interest to spend more
books money for their knowledge in
English academic reading.
56
a. Actualized Interest
This part explains about the result of students’ response in actualized interest
questionnaires especially about students’ activity in English academic reading.
The data is used to know how their actualization in English academic reading.
1) The use of spending time to read books
Item no.1
This item is to know whether the students’ read books for fun in their spare
time. The result shows that the students are rarely to use their spare time to
read books for fun. For clear information, the data can be seen in the table
below:
Table 4.35 students’ response for question no. 1(actualized interest)
Often 4 9.3%
Sometimes 9 20.9%
Rarely 18 41.9%
Never 2 27.9%
Total 43 100%
The data shows that 4 students chose often response, 9 students chose sometimes
response, 18 students chose rarely response, and 2 students chose never response.
Based on the data, most of students chose rarely response (41.9%) and never
response (27.9%). It means that almost of students are use their spare time to
read books for fun.
Item no. 2
The statement of this item is; ”you read different kind of books in a day”. This
item is aimed to know whether they use their time for reading different kind of
57
books in a day. The result of this item, the students don’t like to spend their time
for reading different kinds of books in a day. The result revealed that the
students are not read different kind of books in a day. The data of this result can
be seen in the table below:
Table 4.36 students’ response for question no.2 (actualized interest)
Often 1 2.33%
Sometimes 12 27.9%
Rarely 21 48.8%
Never 9 20.9%
Total 43 100%
Based on the data, 1 student chose often (2.33%), 12 students chose sometimes
(27.9%), 21 students chose rarely (48.8%), and 9 students (20.9%) chose never.
From the data in the table, it is concluded that the highest response is rarely
response with percentage of 48.8%.
Item no. 3
The question for item no. 3 is” you read your books at home in spare time”. This
item is aimed to know whether the students read their books at home in spare
time. Based on the result from 43 students shows that the students use their time
to read their books at home in spare time. In the table shows that 12 students
chose often response, 12 students chose sometimes, 14 students chose rarely,
and 5 students chose never response. The clear information of this data can be
seen in the table in the next page:

58
Often 12 27.9%
Sometimes 12 27.9%
Rarely 14 32.6%
Never 5 11.6%
Total 43 100%
The data above shows that only 5 students chose never response in this item. It is
concluded that most of students read their books at home in spare time.
Item no.4
This item is; ”you read books at library in your spare time”. In this item, whole
of students chose rarely response with percentage of 55.8%. It means that most
of students are rarely read books at library in their spare time. The data can be
Table 4.38 students’ response for question no. 4 (actualized interest)
Often 1 2.33%
Sometimes 10 23.3%
Rarely 24 55.8%
Never 8 18.6%
Total 43 100%
Based on the data, 1 student chose often, 10 students chose sometimes, 24
students chose rarely, and the last 8 students chose never. It is clear that the
students are rarely read at library in their spare time.

59
Item no.5
This question of this item is” you read your books at classroom in your spare
time”. The result of this item they rarely read books at classroom in their spare
time. For clear information, the data can be seen in the table below:
Often 1 2.33%
Sometimes 15 34.9%
Rarely 18 41.9%
Never 9 20.9%
Total 43 100%
Based on the data from 43 students there are 1 student chose often, 15 students
chose sometimes, 18 chose rarely, and 9 students chose never. In the data shows
that most of students are rarely and never read books at classroom in their spare
time.
Item no.6
The question item no.6 is “you read all e-books in spare time”. This item is
aimed to know whether the students read all their e-book in spare time. In this
item most of students are rarely and even never read all their e-books in spare
time. It means that they are not spending their spare time wisely for read all e
books. The data can be seen in the table on the next page:
Often 4 9.3%
Sometimes 11 25.6%
Rarely 21 48.8%
Never 7 16.3%
Total 43 100%
60
Based on the data, it shows that 4 students chose often, 11 students chose
sometimes, 21 students chose rarely and 7 students chose never. It is concluded
that the highest response in this item is rarely with percentage of 48.8% students.
2) Frequency of Reading books
Item no.7
This item is aimed to know how the students’ frequency of reading English
academic books. Based on the result, the students are rarely read their English
academic books every day. The result can be seen in the table below:
Often 5 11.63%
Sometimes 9 20.93%
Rarely 16 37.21%
Never 13 30.23%
Total 43 100%
Based on the data shows that from 43 students, the highest response are rarely
and never with percentage each response are 37.21% and 30.23%. It means that
the students totally are not good in frequency of reading especially in English
academic reading books.
3) Duration of reading books
Item no. 8
The question of this item is;“you read English academic reading book more than
1 hour in a day”. This item is aimed to know how the duration of English
academic books which is used by students. Based on the result, most of students
61
are not read English academic books more than 1 hour in a day. The result is
revealed in the table below:
Often 5 11.63%
Sometimes 13 30.23%
Rarely 15 34.88%
Never 10 23.26%
Total 43 100%
The data shows that from 43 students; 5 students chose often, 13 students chose
sometimes, 15 students chose rarely, and 10 chose never. The highest response
of this item is rarely response with percentage of 34.88%. It is clear that not all
students read English academic reading books more than 1 hour.
4) Exploration
Item no.9
The question of this item is”you will read books when you have assignments
from your lecturer. The result of this item, the students totally often read books
when there is an assignment from lecturer. It means that the exploration action
depend on their lecturer. For more information, the data can be seen in the table
below:
Often 22 51.2%
Sometimes 12 27.9%
Rarely 8 18.6%
Never 1 2.33%
Total 43 100%
62
The data shows that 51.2% from 43 students are often read their books when
they get assignment from lecturer. There are 22 students chose often, 12 students
chose sometimes, 8 students chose rarely and 1 student chose never. It is
concluded their exploration of English academic reading books depend on the
lecturer’s order.
Item no. 10
The question of item no.10 is; “you ask question or discuss with your lecturer
about what you read”. This item is aimed to know how the students’ exploration
in English academic reading books when they in learning situation. The result
shows that they are lack of the exploration with their lecturer about what they
read. It means the students are lazy to seek and to improve independently in
English academic reading books. The clear information can be seen in the table
in the next page:
Often 4 9.3%
Sometimes 9 20.9%
Rarely 18 41.9%
Never 12 27.9%
Total 43 100%
Based on the data, there are 4 students chose often (9.3%), 9 students chose
sometimes (20.9%), 18 students chose rarely (41.9%), 12 students chose (27.9%).
It means that most of students tend to rarely and never ask question and discuss
with their lecturer about what they read.

63
Item no.11
The question of this item is” You ask question or discuss with your classmate
about what you read”. This item is aimed to know whether there is an
exploration when students read English academic reading books then discuss
with their classmate. Most of students answered sometimes and rarely responses.
It means that they are not maximal in exploration through discuss with their
classmate. For the clear information, the data can be seen in the table below:
Often 4 9.3%
Sometimes 18 41.9%
Rarely 18 41.9%
Never 3 6.98%
Total 43 100%
Based on the data, 4 students chose often, 18 students chose sometimes, 18
students chose rarely and 3 students chose never. The highest responses in this
item are sometimes response with percentage of 41.9% and rarely response with
percentage with 41.9%.
Item no.12
The question of this item is”You go to library to borrow some English academic
reading books”. This item is aimed to know whether there is an exploration
English academic reading that students do in library. The result reveals that they
are totally rarely doing an exploration through some books from library. The
result can be seen in the table in the table, in the next page:
64
Often 4 9.3%
Sometimes 13 30.2%
Rarely 18 41.9%
Never 8 18.6%
Total 43 100%
Based on the data, from 43 students shows that; 4 students (9.3%) chose often,
13 students (30.2%) chose sometimes, 18 students (41.9%) chose rarely and 8
students (18.6%) chose never. It is concluded that the highest response of this
item is rarely response.
Item no. 13
In this question no.13 is" you choose to borrow books which the books are
related to English academic reading.” In this item, most of students are tend to
answer sometimes and rarely responses. It means that they are rather lazy
borrow books which related to English academic reading books in library. The
result of this item can be seen in the table below:
Often 8 18.6%
Sometimes 13 30.23%
Rarely 16 37.21%
Never 6 13.95%
Total 43 100%
The data in the table shows that 8 students chose often, 13 students chose
sometimes, 16 students chose rarely, 6 students chose never. From 43 students,
the highest response of this item is sometimes response (30.23%) and rarely
response (37.21%).
65
Item no.14
The question of this item is”you try to search additional books or e –books
which related to your assignment”. This item is aimed for to know whether there
is an exploration in their reading when they get an assignment. In this item the
students revealed that rarely to do that. They are rarely to search some additional
books or e-books which related to their assignments. It means that they are lazy
to get something more and lack of curiosity, they only satisfied only explore
their knowledge from their English academic reading books from campus. This
result of this item can be seen in table in the next page:
Often 4 9.3%
Sometimes 11 26%
Rarely 21 49%
Never 7 16%
Total 43 100%
Based on the data, 4 students (9.3%) chose often, 11 students (26%) chose
sometimes, 21 students chose rarely (49%), and 7 students (16%) chose never. It
is concluded that the highest response of this item rarely response with
percentage of 49%.
Item 15
The question of this item is “you download e-books and journals on internet to
read”. In this item, most of students are totally rarely to download e-books and
journals to read. This means that they more to search books from bookstore. The
clear information, the data can be seen in the table, in the next page:
66
Often 2 4.65%
Sometimes 14 32.6%
Rarely 20 46.5%
Never 7 16.3%
Total 43 100%
students chose rarely, and 7 students chose never. It is concluded that from 43
students only 2 or 4.6% students are often download e-books or journals to read
and the highest response in this item is rarely response with percentage of 46.5%
or 20 students.
Item 16
The question of this item is “you make a summary in every academic reading
book that you read”. This item is aimed to know whether there is some students’
exploration in English academic reading through makes a summary. Based on
the result, it revealed that only 2 students make a summary. It means that the
students lack of action in exploration through making summary. The data can be
Often 2 4.65%
Sometimes 10 23.3%
Rarely 19 44.2%
Never 12 27.9%
Total 43 100%
The data in the table above revealed that 2 students chose often, 10 chose
sometimes, 19 chose rarely, and 12 chose never. The highest response of this
67
item is rarely response with percentage of 44.2%. It is concluded that the
students are totally rarely to make a summary in every English academic reading
books.
Item 17
The question of this item is “you try to find clearer thought and deep
understanding from reading books”. In this item, most of students answered
sometimes response. It means that they ever do that but are not really maximal.
The information of this item can be seen in the table below:
Often 9 20.9%
Sometimes 24 55.8%
Rarely 7 16.3%
Never 3 6.98%
Total 43 100%
students chose rarely, 3 students chose never. The highest response of this item
is sometimes response with percentage of 55.8%.
5) Spending money to buy books
Item 18
The question of this item is “ you go to the bookstore to buy some books”. This
item is aimed to know whether the students go to the bookstore buy some books
or not. Based on the research, most of students reveal that they go to the
bookstore are not often buy some books. It means that they really not interest to
read books. The data about this item can be seen in the table, in the next page:
68
Often 7 16.28%
Sometimes 13 30.23%
Rarely 17 39.53%
Never 6 13.95%
Total 43 100%
The data show that 7 students chose often, 13 students chose sometimes, 17
students chose rarely, and 6 students chose never. In this item the highest
response in this item rarely response with percentage of 39.53% or from 43
students only 17 students rarely buy some books at bookstore.
Item no.19
The question of this item is “you choose to buy books at bookstore which related
to English academic reading”. In this item, most of students tend to reveal that
they rarely chose to buy books at bookstore which related to English Academic
reading. It means that they love to buy books such as recreational reading books.
It is proven based on the result in the table below:
Often 2 4.65%
Sometimes 14 32.6%
Rarely 20 46.5%
Never 7 16.35%
Total 43 100%
The result revealed that from 43 students there are 2 students chose often, 14
students chose sometimes, 20 students chose rarely and 7 students chose never.
It is clear that the highest response of this item is rarely response (46.5%)
69
item no. 20
The question of this item is”you choose to buy or borrow books based on your
prior knowledge”. This item is aimed to know whether the students always want
to read books based on their prior knowledge. The result of this item can be seen
in the table below:
Often 6 14%
Sometimes 16 37.2%
Rarely 17 39.5%
Never 4 9.3%
Total 43 100%
The data shows that; 6 students chose often, 16 students chose sometimes, 17
students chose rarely, 4 students chose never. The highest responses of this item
are sometimes response with percentage of 37.2% and rarely response with
percentage of 39.5%. It is concluded that most of students are still not chose to
buy or borrow books based on their prior knowledge.

70
a. The Mean Score of Actualized Interest (Y)
Table 4.55 The questionnaire score of Actualized Interest

No. Name Score
1 IR 50 The mean Score, the researcher used
2 AR 44
3 EN 35
SPSS 19. The mean score can be
4 AK 48
5 MBV 58
6 DP 42 seen from the table below. The
7 IH 48
8 JW 32 result is known that the mean score
9 MR 53
10 J 49 of the Latent Interest is 47.51 with
11 YS 54
12 RP 38
13 AW 50
standard deviation is 8.89.
14 FAR 45
15 FS 44
16 JG 45
17 FS 48
18 N 49 Table 4.56 Mean score of Actualized
19 FR 63 Interest
20 SA 40
21 DJ 59
22 HP 57 Report
23 TCRLK 63 Actualized Interest
24 HHLM 47
Mean N Std. Deviation
25 ER 56
26 MR 45 47.5116 43 8.89722
27 LI 73
28 SM 48
29 DS 54
30 SS 53
31 NE 41
32 S 44
33 RVT 55
34 AI 43
35 EA 46
36 KA 38
37 YDKL 25
38 H 51
39 C 47
40 JMB 34
41 DFT 36
42 EL 45
43 FY 45
TOTAL 2040
71
3. Correlation between students’ latent and actualized interest in English
academic reading
To analyze whether there is or not a correlation between latent Interest and
actualized interest, the researcher used product moment with the formula is
provided below:
n. xy  ( x)( y )
rxy =
n. x 2

 ( x) 2 . n. y 2  ( y )
2

For efficiency the researcher used SPSS 19. To find out the correlation,
the researcher used SPSS 19 application, there are some steps how to find out
the correlation between latent and actualized interest as proposed by Wijaya
(2011, p.84).
1. Opening data in MS Excel then open SPSS 19 application.
2. Transferring data into SPSS 19 in data editor.
3. ClickingAnalyze in menu option.
4. Choosing Correlate then click Bivariate.
5. Moving X and Y in left box into Variables in the right box.
6. Choosing Pearson for correlation coefficient and choose two tailed for
Test ofsignificant.
7. Clicking option, choosingMean and Standard deviation then
clickingCountinue after that click OK
8. The last, there is output in the SPSS output viewer. They are Descriptive
statistic and Correlations.

72
Table 4.57 Output viewer of descriptive statistic
Descriptive Statistics
Latent Interest Actualized Interest
Mean 82.5116 47.5116
Standard Deviation 12.23650 8.89722
N 43 43
Interpretation:
Based on the SPSS 19 output viewer above, the analysis stated that:
1. The mean score of latent interest 82.5116 with the standard deviation is
12.23650.
2. The mean score of actualized interest is 47.5116 with standard deviation is
8.89722.
3. N (the number of participants) is 43.

73
Table 4.58Output viewer of correlation result
Latent Actualized
Interest Interest
Pearson Product Moment Latent Interest 1 .627**
Actualized Interest .627** 1
Sig.(2-Tailed) Latent Interest ` .000

Actualized Interest .000 .
N Latent Interest 43 43
Actualized interest 43 43
Interpretation
In the box above is SPSS output viewer. It showed that:
1. N is the number of participants, it is written N= 43, it means that the
participant is 43.
2. Based on the SPSS output viewer, correlation coefficient between latent
interest and actualized interest is 0.627.
3. The output showed that the level of significant between Latent Interest and
actualized interest was 0.00< 0.05, it means that they have Significant
correlation.
4. Correlation between variable is 1, it means that a positive correlation.
5. The sign ** showed that correlation is significant at 0.001or 1 % as well as
at 5%.
6. Based on r table product moment, r Table for N= 43 is 0.389 in level
significant at 0.01 or 1 %. So r count > r Table is means that Alternative
Hypothesis is accepted.
74
Based on the result of Pearson Product moment, it is found that there is a
positive and significant correlation between latent interest and actualized interest
in English Academic reading.Correlation coefficient between latent interest and
actualized interest is 0.627. Based on the correlation coefficient category by Muijs
(2004), the correlation between latent interest and actualized interest is
categorized as strong correlation.
Besides that, the researcher presented a figure which is called a scatter
diagram. Scatter diagram always used to prove or disprove cause-and-effect
relationships between two variables. The scatter diagram can be seen below:
Scatter Diagram Of Correlation between Latent Interest

and Actualized Interest
80
70
y = 0.455x + 9.911
Actualized Interest
60
R² = 0.392
50
40
Latent Interest
30
20
10
0
0 20 40 60 80 100 120
Latent Interest
Figure 4.3 Scatter Diagram

75
Interpretation of Scatter diagram:
The scatter diagram above, it showed that:
1. The direction of the points or outliersmove from left to right, it indicates
as positive gradient.
2. The form of correlation in this scatter diagram is linear, because the
points spread follow the trendline.
3. The degree or strength in this correlation coefficient is +0.627. The result
of correlation coefficient had been calculated by using SPSS 19 before.
Based on Muijs (2004), correlation coefficient from 0.600 – 0.800 is
categorized as strong correlation.
4. Y= 0.445x + 9.9116, means that you get the regression equation 0.445x +
9.9116. Actualized interest is 0.445 if the latent interest increases 9.9116.
5. The coefficient determination or R2= 0.3928 is the result of squaring
from correlation coefficient (r= 0.627).
6. R2= (0.627)2 =0.3928= 0.39. An R2 value of 0.39 says that 39% of
actualized interest (y) is explained by the linear relation with latent
Interest (x). This leaves 61 % of the variation in actualized interest left to
beexplained by other factors (not x).
Based on the data analysis by Pearson Product Moment, it is known that there is
a positive and significant correlation between latent interest and actualized
interest English academic reading. Moreover, it is proven that in the scatter
diagram which have described how strong and positive correlation between
76
latent interest and actualized interest. The scatter diagram also shows that the
high latent interest is determined by actualized interest.
B. Discussion
This research tries to find out whether there is or not a correlation
between latent interest and actualized interest in English academic reading. This
research is conducted at Teacher Training faculty especially English study
program of Tanjungpura University.Based onthe data analysis by using SPSS 19
with Pearson product moment formula, it found that there is a strong correlation
between students’ latent and actualized interests in English Academic
reading.Overall, this result is quite similar with the previous research of
Schifele, winteler and Krapp(1991) study which have found that between latent
interest and actualized interest were correlated.
The strong correlation between latent interest and actualized interest can
happen because the influence from students’ feeling related. Based on Schraw
and Lehman (2001), the high actualization can elicit if the individuals have
positive feeling or emotion in a topic or object. Positive feeling or emotion itself
in interest based on Schunk, pintrinch and Meece (2008, p.28) is a feeling
comfortable toward a topic or an object such as happy, joyful, enjoyment, love
and hope. This means that the feeling related in personal interest gives the big
influence toward low or high actualization to engage activity which relates to the
topic or object.
77
Although this research stated that there is correlation between latent and
actualized interest in English academic reading but the students’ condition in
English academic reading is very bad.Based on the result, it found that the third
semester students of English study program in academic year 2013/2014 have
not maximal in actualized interest. It is because the students more have latent
interest in recreational reading rather than English academic reading. Their
positive feeling related tends to in recreational reading. Besides that the other
staggering is in students’ value related. In value related, the students will
motivate in reading if their lecturer give an assignment, order to read some book,
and give a test about English academic reading. It seems that the external factor
from lecturers can give a strong influence.Because of the result of students’
feeling related and value related in English academic reading is not very good so
it is very synchronous with the students’ actualization is not very maximal in
English academic reading rather than recreational reading. It is clear that the
high actualized interest is determined by latent interest.
Furthermore, this research contributes to give the description of students’
condition in English academic reading. Knowing the students’ condition in
English academic reading can help the students’ to improve their interest and to
solve problems in improving interest in English academic reading. The
important thing of this research is suggested that students to explore their latent
interest in English academic reading. It is because the latent interest determine
how well their actualization in English academic reading.

CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research concluded that there is a positive and significant correlation
between latent interest and actualized interest in English academic reading. In this
research, students’ actualized interest in English academic is not maximal. It is
because most of students have latent interest in recreational reading rather than
English academic reading. It means that the high actualized interest in this
research is determined by latent interest. Because of the students’ condition in
English academic reading really not good, they must change their habit or lifestyle
and use time wisely. They should try to love and spend time for English academic
reading although read recreational reading is good too. Thus, this research result
can bea consideration about for students to improve their interest in English
academic reading.
B. Suggestion
Based on the conclusion in this research,the researcher suggested that:
1. It is suggested to the faculty not only to make the library comfortable but
also to provide interesting and relevant sources.
2. It is suggested to the lecturers to give advices to students about
importance of reading interest for students’ future who will be a teacher,
to inform to the students about some interesting English academic
78
79
reading books which can make them to read and also give some
assignments which relates to improving reading interest.
3. It is suggested to students to improve their reading interest in English
academic reading through by using time toenrich vocabulary which can
improve their comprehension in English academic reading and
diminishing take too long time for watching TV, social network and
browsing unimportant things.
4. It is suggested for the future research to be concerned at the students’
personal interest.
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Questionnaire
NAME:
STUDENT’S NUMBER:
CLASS:
1. A. LATENT INTEREST: FEELING RELATED COMPONENT
You will be given several questions or statements about Feeling of your
Reading interest. Please give your respond by give circle of your choice base
on the Garfield emoticon pictures.
Happiest slightly mildly Very upset

Smiling upset
1. How do you feel when you see or look at a book?
2. How do you feel when you read a book?
3. How do you feel about starting read a new book?
4. How do you feel about reading for fun?
5. How do you feel about reading for study?

6. How do you feel when it’s time for reading in classroom?
7. How do you feel about getting a book for a present?
8. How do you feel about reading different kind of books?
9. How do you feel about learning from a book?
10. How do you feel about going to bookstore?
11. How do you feel about going to library?
12. How do you feel when you read a book in your spare time at home?
13. How do you feel when you read a book in your spare time at library?
14. How do you feel when your lecturer asks you questions about what you
read?
15. How do you feel about reading workbook pages and worksheet?
16. How do you feel about to search additional books for your assignment?
17. How do you feel when you read your academic reading book (ELT, LT,
SLA, TEFL, and etc?
18. How do you feel when you must spend a lot of money to buy your
English academic reading books?
19. How do you feel when you read recreational reading book (magazine,
newspaper, novel, tabloid or etc)?
20. How do you feel when you must spend a lot of money to buy
recreational reading books?
1. B. LATENT INTEREST: VALUE RELATED

You will be given several questions or statements about actualized of your
reading interest. You should respond by circling one of the digits given.
4=Completely True
3= Quite true
2 = somewhat true
1= Not at all true
1. It was great personal importance to me to read my English academic
books
4 3 2 1
2. I am certain that studying my English academic books has a positive
influence on my personality.
4 3 2 1
3. I Think read my English Academic books is importance for my future

as English Teacher.
4 3 2 1
4. I think Read English Academic Books is more important to me than

read the other books.
4 3 2 1
5. My family has the strong influence in my English academic reading.

4 3 2 1
6. My Lecturer has the strong influence in my English academic reading.
4 3 2 1
7. Even before I coming to campus, I have read my English Academic

books at Home.
4 3 2 1
8. I think to read my English academic books is not a duty.

4 3 2 1
9. I never read my English academic books if I get assignment from my

lecturer.
4 3 2 1
10. If I have spare time I will read My Academic books.

4 3 2 1
2. ACTUALIZED
You will be given several questions or statements about actualized of your
reading interest. You should respond by circling one of the digits given.
4 = Often
3 = Sometimes
2 = Rarely
1= Never
1. You read your books just for fun in your spare time.
4 3 2 1
2. You read different kinds of books in a day.

4 3 2 1
3. You read books at home in your spare time.

4 3 2 1
4. You read books at library in your spare time.

4 3 2 1
5. You read books at classroom in your spare time.
4 3 2 1
6. You read all e-books in your notebook or laptop in spare time.

4 3 2 1
7. You read your academic reading books every night.
4 3 2 1
8. You read a book more than 1 hour in a day.

4 3 2 1
9. You will read books when you have assignments from your lecturer.
4 3 2 1
10. You ask questions or discuss to your lecturer about what you read.
4 3 2 1
11. You ask questions or discuss with your classmate about what you read.
4 3 2 1
12. You go to library to borrow some books.

4 3 2 1
13. You choose to borrow books at library which they related to your
subjects.
4 3 2 1
14. You try to search additional books or e-books which related to your
assignment.
4 3 2 1
15. You download e-books, and journals on internet to read.

4 3 2 1
16. You make a summary in every academic reading book that you read.
4 3 2 1
17. You try to find clearer thought and deep understanding from reading
books.
4 3 2 1
18. You go to bookstore to buy some books.

4 3 2 1
19. You choose to buy books at bookstore which they related to your
subjects
4 3 2 1
20. You choose to buy or borrow books based on your prior knowledge
4 3 2 1
APPENDIX I LATENT INTEREST (X)
FEELING RELATED VALUE RELATED
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 2 3 4 5 6 7 8 9 10 Ʃ
IR 3 4 4 3 2 3 3 4 3 3 3 3 2 3 3 3 2 4 3 2 2 3 4 2 4 3 2 2 2 2 86
AR 2 3 3 2 2 3 2 2 3 4 3 2 2 2 4 2 1 3 3 1 2 2 3 1 3 2 1 1 1 1 66
EN 2 3 2 2 2 2 2 1 3 3 2 1 3 1 3 1 2 1 2 1 2 2 1 3 1 1 1 4 4 4 62
AK 4 4 4 4 3 3 4 4 4 4 3 3 4 3 4 3 3 3 3 3 3 4 3 2 3 3 2 2 2 2 96
MBV 3 3 3 3 3 3 3 4 3 4 3 3 3 3 4 3 3 4 3 2 3 3 4 3 4 3 3 3 3 3 95
DP 3 3 3 1 3 3 1 2 3 2 3 2 2 2 2 2 1 4 3 3 3 3 4 2 4 2 2 2 2 2 74
IH 3 3 3 4 2 4 4 4 3 4 4 1 4 1 4 1 1 3 4 3 3 3 3 2 3 1 2 3 3 3 86
JW 4 3 3 4 1 3 4 4 4 3 3 1 3 1 3 1 1 4 3 2 1 4 4 2 4 1 1 1 1 1 75
MR 3 3 4 4 3 3 4 4 3 4 3 2 3 2 4 2 2 4 3 3 4 3 4 2 4 2 2 2 2 2 90
J 2 2 3 2 2 2 2 3 2 3 2 2 2 2 3 2 2 4 2 2 3 2 4 2 4 2 2 2 2 2 71
YS 3 3 3 4 3 3 4 4 3 3 3 3 3 3 3 3 2 4 3 3 2 3 4 2 4 3 2 2 2 2 89
RP 3 3 3 4 2 3 4 4 4 4 3 2 3 2 4 2 1 4 3 2 3 3 4 1 4 2 2 1 1 1 82
AW 4 4 4 4 3 4 4 4 4 4 4 3 4 3 4 3 3 3 4 3 3 4 3 1 3 3 1 2 2 2 97
FAR 4 4 4 4 3 3 4 3 4 4 3 3 4 3 4 3 3 4 3 4 2 4 4 1 4 3 2 3 3 3 100
FS 3 4 4 4 2 1 4 3 4 4 1 1 4 1 4 1 1 4 1 3 2 3 4 1 4 1 1 4 4 4 82
JG 4 3 3 4 1 3 4 3 3 4 3 3 3 3 4 3 1 3 3 1 1 4 3 1 3 3 1 1 1 1 78
FS 3 4 3 4 3 3 4 3 4 4 3 3 2 3 4 3 2 4 3 2 2 3 4 2 4 3 2 2 2 2 90
N 3 2 4 1 1 3 1 2 3 4 3 4 3 4 4 4 3 4 3 3 3 3 4 4 4 4 2 3 3 3 92
FR 3 2 4 4 3 4 4 4 4 4 4 4 4 4 4 4 3 4 4 2 3 3 4 3 4 4 4 4 4 4 110
SA 3 1 4 2 2 3 2 2 3 4 3 4 2 4 4 4 1 4 3 1 2 3 4 1 4 4 1 3 3 3 84
DJ 3 3 3 4 3 4 4 4 3 3 4 3 3 3 3 3 2 4 4 2 4 3 4 3 4 3 2 3 3 3 97
HP 4 4 4 4 2 3 4 4 4 4 3 3 3 3 4 3 2 4 3 3 3 4 4 2 4 3 1 1 1 1 92
TCRLK 4 3 4 4 3 2 4 4 3 4 2 3 2 3 4 3 3 3 2 3 2 4 3 2 3 3 2 2 2 2 88
HHLM 2 4 4 4 1 2 4 2 1 3 2 4 4 4 3 4 3 3 2 1 3 2 3 1 3 4 1 1 1 1 77
ER 4 2 4 3 3 3 3 3 4 4 3 3 2 3 4 3 2 3 3 3 3 4 3 4 3 3 3 2 2 2 91
MR 4 3 3 4 3 3 4 2 2 4 3 3 3 3 4 3 2 3 3 3 3 4 3 3 3 3 3 2 2 2 90
LI 3 3 4 4 2 4 4 4 3 4 4 3 3 3 4 3 3 4 4 4 2 3 4 1 4 3 4 4 4 4 103
SM 3 3 4 4 2 2 4 3 3 3 2 3 2 3 3 3 3 4 2 3 3 3 4 4 4 3 2 2 2 2 88
DS 2 3 4 3 2 3 3 4 3 4 3 2 2 2 4 2 2 3 3 1 2 2 3 1 3 2 1 1 1 1 72
SS 1 2 2 3 2 2 3 2 2 4 2 1 3 1 4 1 2 3 2 1 1 1 3 1 3 1 1 3 3 3 63
NE 2 2 3 4 2 4 4 3 2 4 4 1 3 1 4 1 1 4 4 1 2 2 4 2 4 1 1 4 4 4 82
S 2 2 3 4 2 3 4 2 2 1 3 1 2 1 1 1 1 4 3 1 3 2 4 2 4 1 2 3 3 3 70
RVT 3 3 3 2 2 3 2 4 2 4 3 1 1 1 4 1 3 3 3 2 3 3 3 3 3 1 2 4 4 4 80
AI 3 4 3 2 3 3 2 3 4 3 3 1 2 1 3 1 3 3 3 3 3 3 3 2 3 1 3 2 2 2 77
EA 3 2 4 3 3 2 3 2 3 1 2 2 4 2 3 2 2 3 2 2 2 3 3 2 3 2 2 2 2 2 73
KA 3 2 3 3 2 3 3 3 3 2 3 1 3 1 2 1 2 3 3 2 3 3 3 2 3 1 2 1 1 1 68
YDKL 2 2 3 3 1 2 3 3 2 3 2 1 2 1 3 1 2 2 2 2 2 2 2 1 2 1 2 1 1 1 57
H 3 4 4 4 3 2 4 4 3 4 2 2 2 2 4 2 3 3 2 4 2 3 3 2 3 2 1 1 1 1 80
C 3 3 3 4 3 2 4 3 3 3 2 2 2 2 3 2 2 4 2 2 3 3 4 2 4 2 4 4 4 4 88
JMB 3 3 3 3 2 4 3 3 3 4 4 3 3 3 4 3 1 2 4 2 3 3 2 2 2 3 3 1 1 1 81
DFT 2 1 4 3 2 2 3 3 3 3 2 1 2 1 3 1 1 3 2 1 1 2 3 1 3 1 2 1 1 1 59
EL 1 3 3 2 2 3 2 3 3 2 3 2 2 2 2 2 4 3 3 2 3 1 3 3 3 2 2 2 2 2 72
FY 3 4 4 4 3 2 4 3 4 3 2 4 2 4 3 4 2 4 2 1 3 3 4 4 4 4 2 3 3 3 95
r Count 0.6253 0.368 0.48 0.444 0.486 0.455 0.444 0.49 0.456 0.437 0.455 0.69 0.35 0.69 0.439 0.69 0.377 0.523 0.455 0.526 0.412 0.625 0.523 0.322 0.523 0.69 0.44 0.37 0.374 0.374
r Table 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.3 0.301 0.3 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.3 0.301 0.301
ValidityValid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid 3548
APPENDIX II ACTUALIZED INTEREST (Y)
Items Number
Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Ʃ
IR 2 2 4 1 3 3 1 4 2 2 3 2 2 3 2 2 4 3 2 3 50
AR 1 2 2 1 1 3 3 2 2 1 2 2 2 3 3 1 4 4 3 2 44
EN 2 1 2 1 2 2 1 1 2 2 2 1 1 2 2 1 2 3 2 3 35
AK 3 3 3 2 2 2 2 3 3 3 2 2 2 2 2 2 2 3 2 3 48
MBV 2 2 4 3 3 3 3 3 4 2 2 3 3 3 3 3 4 3 3 2 58
DP 2 1 3 2 3 2 2 1 3 2 2 2 3 2 2 2 2 2 2 2 42
IH 1 3 3 2 1 3 2 3 4 1 2 2 3 3 2 3 3 3 2 2 48
JW 1 2 2 1 1 1 1 2 2 1 3 1 1 1 1 1 3 2 1 4 32
MR 2 2 3 2 2 2 3 3 4 2 3 3 3 2 3 3 3 2 3 3 53
J 2 2 3 3 2 2 2 3 4 2 2 2 3 2 2 2 3 3 2 3 49
YS 3 3 3 2 2 3 1 2 4 3 2 2 3 3 3 3 3 3 3 3 54
RP 2 2 2 2 1 2 1 2 4 2 3 3 2 2 1 1 3 1 1 1 38
AW 2 2 4 3 3 2 2 4 2 2 3 3 2 2 2 1 3 3 2 3 50
FAR 2 2 3 2 2 2 2 2 4 2 3 2 2 2 2 2 3 2 2 2 45
FS 1 1 2 2 3 3 2 1 4 1 4 1 1 3 2 1 4 4 2 2 44
JG 2 3 4 2 3 1 1 4 2 2 3 1 1 1 2 1 3 4 2 3 45
FS 2 1 2 2 2 2 3 3 4 2 3 2 2 2 3 3 3 2 3 2 48
N 4 2 2 2 2 2 3 2 4 4 2 3 2 2 2 2 3 2 2 2 49
FR 3 2 4 3 2 3 4 3 4 3 4 4 4 3 2 2 4 3 2 4 63
SA 2 2 2 1 2 1 2 2 4 2 3 2 2 1 2 1 3 2 2 2 40
DJ 3 3 3 2 3 2 3 3 4 3 3 4 4 2 3 3 4 2 3 2 59
HP 2 2 4 2 3 1 1 3 4 2 3 4 4 1 4 2 3 4 4 4 57
TCRLK 3 3 4 2 3 3 3 4 4 3 4 2 4 3 3 2 3 4 3 3 63
HHLM 1 3 4 2 1 3 4 1 4 1 2 3 2 3 2 4 2 2 2 1 47
ER 2 2 3 2 2 4 3 3 4 2 3 2 3 4 3 3 3 2 3 3 56
MR 2 2 2 2 2 2 3 2 4 2 2 3 3 2 2 2 2 2 2 2 45
LI 3 3 4 4 4 4 4 4 3 3 3 4 4 4 3 4 4 4 3 4 73
SM 2 3 2 3 3 1 4 2 4 2 2 2 3 1 2 2 3 3 2 2 48
DS 3 3 4 2 2 3 2 3 2 3 3 2 2 3 3 2 3 3 3 3 54
SS 4 1 1 1 3 4 1 1 4 4 2 1 4 4 3 2 3 3 3 4 53
NE 1 4 2 3 2 2 1 2 3 1 3 3 3 2 1 1 1 1 1 4 41
S 2 2 2 2 1 4 2 1 3 2 3 3 2 4 1 2 3 1 1 3 44
RVT 3 2 3 3 3 2 2 2 4 3 3 2 3 2 3 3 3 3 3 3 55
AI 1 1 1 2 2 2 2 3 3 1 2 2 2 2 4 3 3 2 4 1 43
EA 1 2 4 2 2 3 2 1 3 1 2 3 3 3 2 2 3 2 2 3 46
KA 1 2 2 3 3 2 2 2 3 1 3 1 1 2 1 2 3 1 1 2 38
YDKL 1 1 1 1 1 2 1 1 4 1 1 1 1 2 1 1 1 1 1 1 25
H 4 2 1 3 3 1 1 2 3 4 4 1 4 1 2 3 4 4 2 2 51
C 2 2 3 2 3 2 2 2 3 2 2 3 2 2 2 2 4 2 2 3 47
JMB 1 3 2 2 1 2 1 2 2 1 1 2 2 2 1 1 3 2 1 2 34
DFT 4 1 1 3 1 2 1 1 1 4 2 3 2 2 2 1 2 2 2 2 39
EL 1 3 4 2 2 2 2 1 3 1 1 3 4 2 3 2 2 2 3 2 45
FY 3 1 3 1 2 1 4 3 3 3 2 2 3 1 3 2 1 1 3 3 45
r Count 0.5 0.31 0.58 0.46 0.59 0.422 0.508 0.57 0.328 0.498 0.43 0.499 0.714 0.422 0.628 0.64 0.515 0.544 0.628 0.435
r Table 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301 0.301
Validity Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid 2043

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STUDENTS’ LATENT AND ACTUALIZED INTEREST TOWARD

ENGLISH ACADEMIC READING

(A Correlational Study on The Third Semester Students of English

ENGLISH STUDY PROGRAM

(A Correlational Study on The Third Semester Students of English

Submitted to fulfill one of the requirements for Sarjana Degree (S-1)

Jurisdiction Responsibility By:

ENGLISH STUDY PROGRAM

guides her especially during this thesis writing.

Department of FKIP of University of Tanjungpura.

In this opportunity, the writer would like to express her deepest

appreciation toward her supervisors: Dr. H. Ikhsanudin, M. Hum. as her first

generosity in giving corrections, inputs, and suggestions in the research design

1. Dr. H. Martono, M.pd, the Dean of Teacher Training and Education

2. Drs. NanangHeryana, M.Pd, the Chairperson of Language and Arts

4. Dra. EndangSusilawati,M.Si as Academic supervisor.

5. The students in the third semester of English study program,

TanjungPura University in Pontianak, who participated in this research.

those whose names cannot be listed one by one here.

give some suggestion for development.

TABLE OF CONTENTS ...........................................................................................ii

LIST OF TABLES .....................................................................................................iii

LIST OF FIGURES ...................................................................................................iv

LIST OF APPENDICES ............................................................................................v

B. Research Problem .................................................................. 3

D. Significance of Research ........................................................ 4

2. Alternative Hypothesis ........................................................... 5

F. Scope of Research ................................................................. 5

CHAPTER II LITERATURE REVIEW

A. Interest in Reading ............................................................... 7

2. The Importance of Interest in Reading ................................ 8

a. Personal Interest ........................................................... 11

b. Situational Interest ....................................................... 12

B. Latent Interest Vs Actualized Interest ................................. 13

1. Latent Interest ...................................................................... 13

2. Actualized Interest ............................................................... 15

C. English Academic Reading as actualized

D. Latent interest and Actualized interest in

English Academic Reading.................................................. 17

CHAPTER III METHOD OF RESEARCH

A. Form of Research ................................................................... 20

B. Population and Sample........................................................... 21

C. Data Collecting Techniques ................................................... 22

D. Tool of Data Collecting........................................................... 23

a. Latent Interest questionnaire ......................................... 24

b. Actualized Interest questionnaire .................................. 25

E. Data Analysis .......................................................................... 27

1. Scoring students’ response ..................................................... 27

a. Latent Interest: Feeling related ...................................... 27

2. Calculation of Mean Score ..................................................... 29

3. Percentage of Students’ response ........................................... 29

4. Calculation of Correlation ...................................................... 30

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Findings .................................................................. 31

1. Latent Interest in English Academic reading (X) .................. 31

a. Latent Interest: Feeling Related result .......................... 35

b. Latent Interest: Value Related result ............................. 47

c. The Mean Score of Latent Interest result ...................... 54

2. Actualized Interest in English Academic

a. Actualized Interest result ................................................ 56

b. The Mean Score of Actualized Interest .......................... 70

3. Correlation between Students’ Latent and

actualized Interest in English Academic Reading.................. 71