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THE CORRELATION BETWEEN INTERNET READING HABIT AND THE READING COMPREHENSION ACHIEVEMENT OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM FKIP UNSRI PALEMBANG

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THE CORRELATION BETWEEN INTERNET READING HABIT AND THE READING COMPREHENSION ACHIEVEMENT OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM FKIP UNSRI PALEMBANG
THE CORRELATION BETWEEN INTERNET READING HABIT AND THE READING COMPREHENSION ACHIEVEMENT OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM FKIP UNSRI PALEMBANG

A Proposal by
Tasya Amelia Oc.
06121401006
English Education Study Program
Language and Arts Education Department

FACULTY OF TEACHER TRAINING AND EDUCATION
SRIWIJAYA UNIVERSITY
PALEMBANG
2014

THE CORRELATION BETWEEN INTERNET READING HABIT AND THE READING COMPREHENSION ACHIEVEMENT OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM FKIP UNSRI PALEMBANG
Written by
Tasya Amelia Oc. (06121401006)

1. INTRODUCTION
1.1 Background

Reading, one of the important skills in studying English, has developed from time to time. Before, students learn reading only based on the print media; for example, books, magazines, paper things, et cetera. Nowadays, students learn reading through not only the print media, but also through electronic media; such as, internet, tablet, smart phone, even by watching movie. This reading habit has changed from reading print media to reading electronic media. Therefore, reading comprehension that the students are learning also influenced by this habit.
Reading comprehension is the ability to read, process, and understand the meaning of the text. There are two levels of processing that are involved in reading comprehension, shallow processing and deep processing. Deep processing involves semantic processing, which happens when we encode the meaning of a word and relate it to similar words. Shallow processing involves structural and phonemic recognition, the processing of sentence and word structure and their associated sounds. (Fergus I.M Craik and Robert S. Lockhart)
Reading comprehension strategies must be refined, practiced and reinforced continually throughout life. Even in the middle grades and high school, parents and teachers need to continue to help their children develop reading comprehension strategies. As their


References: Loan, F.A. 2011. IMPACT OF INTERNET ON READING HABITS OF THE NET GENERATION COLLEGE STUDENTS. INTERNATIONAL JOURNAL OF DIGITAL LIBRARY SERVICES. Vol 1. Issue 2. Hong Kong Department of Education. (2001). Survey on the reading habits of students in Hong Kong Liu, Z. (2005). Reading behaviour in the digital environment: Changes in reading behaviour over the past 10 years Ramirez, E. (2003). The impact of the Internet on the reading practices of a university community: the case of UNAM, Proceedings of the 69th IFLA General Conference Phillip, A. 1990. The Reading Habit-A Missing Link between Literacy and Libraries. Wright, S., Fugett, A., & Caputa, F. (2013). Using E-readers and Internet Resources to Support Comprehension. Educational Technology & Society, 16 (1), 367–379. Larson, L. (2009). e-Reading and e-Responding: New tools for the next generation of readers. Journal of Adolescent & Adult literacy, 53(3), 255-258 Field, B.G
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