UNTAG BANYUWANGIUNTAG BANYUWANGI
Journal of English Teaching and LearningJournal of English Teaching and LearningThe correlation between students reading speed and their reading comprehension was investigated in this research, focusing on eleventh-grade students of MAN 3 Banyuwangi during the 2020/2021 academic year. The study aimed to determine if a significant correlation existed between these two variables and, if so, the extent of that correlation. A hypothesis was formulated positing a significant correlation between reading comprehension achievement and writing skill. Proportional random sampling using Slovins method was employed to select the sample, consisting of eleventh-grade students from the aforementioned school. Pearson Product Moment correlation was used to analyze the data, comparing the calculated value (0.744) to a critical value of 0.355 at a significance level of 5% with N=31. The results indicated a significant correlation between reading speed and reading comprehension, leading to the acceptance of the alternative hypothesis.
The research findings demonstrate a significant correlation between students reading speed and their reading comprehension skills at MAN 3 Banyuwangi.This suggests that students who exhibit faster reading speeds tend to have better reading comprehension.Consequently, improving students reading speed can positively impact their overall reading comprehension abilities.These findings underscore the importance of incorporating strategies to enhance reading speed in English language instruction.
Based on the findings, future research could explore the specific reading strategies employed by students with high reading speeds and comprehension levels to identify effective techniques for instruction. Furthermore, investigating the impact of different types of reading materials (e.g., narrative vs. expository texts) on the correlation between reading speed and comprehension would provide valuable insights. Finally, a longitudinal study tracking the development of reading speed and comprehension over time could reveal the causal relationship between these variables and inform the design of targeted interventions to support students struggling with reading comprehension. These studies should involve a diverse range of students to ensure the generalizability of the findings and contribute to a more nuanced understanding of the complex interplay between reading speed, comprehension, and overall academic success. Such research will help educators tailor their approaches to better meet the needs of all learners and foster a lifelong love of reading.
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