Page 8 - English Time

JOURNAL OF EDUCATION, Volume 8, Number 1, November 2015

not due to differences between students, but measured reading aspects variables such
due to differences between schools. as reading experience and reading attitudes
Third, the reading type was most done and behaviours [PRE (r=-2.40, p<0.001);
by activity of reading magazines except PRAB (r=3.66, p<0.001) were statistically

books. As shown in the output, it was clearly significant. These findings conferred with
noted that OUTSIDE (Reading outside of the reading aspects had correlated with
the school) produced the t statistic (t=0.85, reading literacy. In addition, THINK*PRAB
p=0.394) indicating that reading outside (r=0.80, p<0.001) and ICT*PAC (r=0.92,

school factor was statistically not significant p<0.01) were in positively significant. These

with PVTOT. Therefore it could not adapt findings consulted that when there was
this model to two-level modelling of the self-perception that ‘reading is enjoyable’
clustering. It signed that reading magazines (refers to Q19 2011), which had an impact
outside school do not have straight on reading attitudes and behaviours,

relationship with reading literacy. This might significantly affected students’ reading

be significant when reading aspects such as literacy. Likewise, the use of internet at home
process and comprehension and reading (refers to Q12 2011), which had an impact on

attitudes and behaviours were employed. process and comprehension, influenced the
Fourth, Indonesian students were performance of reading literacy. In the other
noticed to have internet connection to support hand, HOME*PAC (r=-0.01, p<0.001),
their reading activity at home. The estimate OUTSIDE*PRAB (r=-0.80, p<0.001), and

of the average ICT value across schools is ICT*PRAB were in negatively significant.

429.52. The variance component estimates These findings consult that without
match those mentioned previously. It can home parent involvement, which had an
be inferred from the result that, there was a impact on process and comprehension,

statistically significant amount of variability significantly affected students’ reading
2
in ICT scores between schools (χ =2905.10, literacy. Further, the absence of reading
p<0.001). Thus this evidence supported the magazines outside schools (Q15 2011),
two-level modelling of the clustering of which had an interaction with reading
students’ ICT use within schools. For the attitudes and behaviours, outperformed the

2011 data set, the ICCs was 0.40. It denoted presence of that relationship. Similar to the
that in 2011, there is 40% of the variability absence of internet connection at home,
in ICT scores was estimated to lie between which had an interaction with reading
schools. It meant that about 60% lied within attitudes and behaviours, reading attitudes
schools. and behaviours outperformed the presence

Fifth, evidence showed that the influence of internet connection at home in improving

between factors was significantly correlated reading literacy.
(p<0.001). For student factors, only THINK In summary, although some of factors

(r =116.41, p<0.001) had influence on reading were significantly negative on reading

literacy. THINK performed negatively plausable value, the significant values

referred that the absence of students’ indicated that those factors were influential
perception that ‘reading is enjoyable’ in the performance of Indonesian students’

outperformed the presence of involvement. reading literacy in 2011. Thus the influence
Furthermore, the additional tabulation was could be positive and negative.

30