Nama : Yovan Alfharizi

NIM : B43222321028

Class/Smt : 6A/6

Subject : Research Project 1

Lecture : Dr. Li. Nunung Nurhayati., M.Pd

Topik : “The Impact of Reading Habits on Middle School Students' English Reading
Engagement and Ability

1. Introduction

a. Background of Study

Reading is an essential skill that underpins academic success and personal development. It is a
foundational component of education that not only enhances language proficiency but also
promotes critical thinking, empathy, and knowledge acquisition. In the context of English as a
second language (ESL) education, fostering effective reading habits is crucial for middle school
students who are in the midst of significant cognitive and linguistic growth. These formative
years are critical, as students transition from learning to read to reading to learn. Thus,
understanding how reading habits influence students' engagement with English texts and their
reading abilities can provide valuable insights for educators and policymakers aiming to
improve literacy outcomes.
b. Identification of Problem

Despite the recognized importance of reading, many middle school students exhibit low levels
of engagement with English reading materials and struggle with reading proficiency. This issue
is exacerbated by various factors, including limited access to diverse and engaging reading
materials, a lack of motivation to read, and insufficient support from teachers and parents. The
problem is multifaceted, with implications for students' overall academic performance and
future opportunities. As students progress through school, those who do not develop strong
reading skills are at a disadvantage in virtually all subjects, as reading is a gateway to
understanding complex concepts and acquiring new knowledge.

c. Limitation of Problem

This research is confined to middle school students within a specific geographical area and
educational context, acknowledging that findings may not be universally applicable. The study
focuses exclusively on the impact of reading habits on English reading engagement and ability,
deliberately excluding other potential influences such as socioeconomic status, parental
involvement, and individual differences in learning styles. Furthermore, the research will not
explore the long-term effects of reading habits beyond the middle school years, limiting the
scope to immediate and short-term impacts.

d. Formulation of Problem
 The central research questions guiding this study are:

1. How do reading habits influence middle school students' engagement in reading English?
2. How do reading habits affect middle school students' ability to read and comprehend
English texts?
3. What specific reading habits are most strongly correlated with higher levels of English
reading engagement and ability?

e. Objective of the Study

The primary objectives of this study are:

1. To assess the relationship between reading habits and English reading engagement
among middle school students.
2. To evaluate the impact of reading habits on the English reading ability of middle school
students.
3. To identify the reading habits that are most beneficial for improving English reading
engagement and ability in middle school students.

f. Hypothesis

The study is premised on the following hypotheses:

1. Students who maintain consistent and diverse reading habits will exhibit higher levels of
engagement in reading English.
2. Students with strong reading habits will demonstrate superior ability to read and
comprehend English texts compared to their peers with weaker reading habits.
3. Specific reading habits, such as regular reading of diverse genres and the use of active
reading strategies (e.g., note-taking, summarizing), will be more strongly associated with
higher levels of English reading engagement and ability.
2. Review of Related Literature

a. Definition of Key Terms

Reading Habits: Reading habits refer to the regular practices and routines that individuals
develop around reading. This includes the frequency of reading, the variety of reading materials,
the duration of reading sessions, and the context in which reading occurs. Good reading habits
are characterized by regular and consistent engagement with texts, a diversity of reading
materials, and active engagement strategies such as summarizing, questioning, and connecting
reading to personal experiences.

English Reading Engagement: English reading engagement describes the level of interest,
motivation, and involvement that students exhibit when reading English texts. High engagement
is typically marked by enthusiasm for reading, persistence in the face of challenging texts, and a
willingness to spend time reading. Engagement is a critical component of effective reading, as it
influences how deeply and thoughtfully students interact with texts.

Reading Ability: Reading ability refers to the proficiency with which individuals can read and
comprehend texts. It encompasses a range of skills including decoding, fluency, vocabulary
knowledge, and comprehension. Strong reading ability enables students to understand and
interpret texts accurately and efficiently, facilitating learning across all academic subjects.

b. Previous Studies

Research on the impact of reading habits on academic outcomes is extensive, with numerous
studies highlighting the positive correlation between consistent reading practices and improved
literacy skills. For instance, a study by Anderson, Wilson, and Fielding (1988) found that the
amount of time students spent reading books outside of school was the best predictor of reading
achievement. Similarly, Clark and Rumbold (2006) emphasized that reading for pleasure is
strongly linked to academic success, particularly in reading and writing.

In the context of ESL education, Guthrie and Wigfield (2000) explored how engagement in
reading activities can significantly enhance reading comprehension and overall language
proficiency. Their research indicated that engaged readers, who frequently read a variety of texts,
tend to perform better on reading assessments and exhibit greater language skills. Moreover, a
study by Krashen (2004) suggested that access to a wide range of reading materials and the
opportunity to read for pleasure are crucial factors in developing language proficiency among
ESL learners.

These studies collectively underscore the importance of fostering strong reading habits to
enhance reading engagement and ability. However, there remains a gap in the literature
specifically addressing how these habits impact middle school students' engagement and
proficiency in reading English.
c. Theoretical Framework
The theoretical framework for this study is grounded in several key theories related to reading
development and engagement.

Constructivist Theory: Rooted in the work of Piaget and Vygotsky, constructivist theory posits
that learners construct knowledge through their interactions with the world around them. In the
context of reading, this theory suggests that students build their understanding of texts through
active engagement and personal connections to what they read. This aligns with the idea that
reading habits, which encourage frequent and varied reading, can help students develop deeper
comprehension skills.

Engagement Theory: Guthrie and Wigfield’s engagement theory highlights the critical role of
motivation and engagement in reading development. According to this theory, engaged readers
are motivated, strategic, knowledgeable, and socially interactive when reading. The theory
suggests that fostering positive reading habits can enhance students' intrinsic motivation to read,
leading to greater engagement and improved reading skills.

Social Learning Theory: Bandura’s social learning theory emphasizes the importance of
observing and modeling behaviors, attitudes, and emotional reactions of others. Applied to
reading, this theory suggests that students can develop positive reading habits by observing peers,
teachers, and parents who demonstrate a love for reading. Social interactions and supportive
environments can thus play a crucial role in shaping students' reading behaviors and attitudes.

Ecological Systems Theory: Bronfenbrenner’s ecological systems theory provides a

comprehensive view of how various environmental factors influence an individual’s
development. This theory can be applied to understand how different contexts—such as home,
school, and community—affect students' reading habits and their engagement with English texts.
The interplay between these environments can significantly impact students' reading
development.

By integrating these theoretical perspectives, this study aims to provide a holistic understanding
of how reading habits influence middle school students' English reading engagement and ability.
The framework underscores the importance of active, motivated, and socially supported reading
practices in developing strong reading skills.
3. Research Methodology

a. Research Setting and Time

The research will be conducted in several middle schools located within a specific urban area,
characterized by a diverse student population in terms of socioeconomic status, cultural
background, and language proficiency. These schools have been selected to provide a
representative sample of middle school students, ensuring that the findings of the study can be
generalized to similar educational contexts. The research period will span one academic year,
from September 2024 to June 2025. This timeframe allows for the collection of comprehensive
data on students' reading habits, engagement, and abilities, as well as the observation of any
changes or trends over time.

b. Research Design

The study will employ a mixed-methods research design, combining both quantitative and
qualitative approaches to provide a comprehensive understanding of the impact of reading
habits on English reading engagement and ability. The quantitative component will involve
the use of surveys and standardized reading assessments to gather numerical data on students'
reading habits, levels of engagement, and reading proficiency. The qualitative component
will include interviews and focus group discussions with students, teachers, and parents to
gain deeper insights into the factors influencing reading habits and their effects on reading
engagement and ability. This mixed-methods approach will enable the triangulation of data,
enhancing the validity and reliability of the research findings.

c. Population and Sample

The population for this study will consist of middle school students enrolled in grades 6 to 8
across the selected schools. The total population is estimated to be approximately 200
students. From this population, a stratified random sampling technique will be used to select
a sample of 40 students, ensuring that the sample is representative of the broader population
in terms of grade level, gender, and language proficiency. Additionally, a purposive sample
of 5 teachers and 5 parents will be selected for interviews and focus group discussions to
provide contextual information and perspectives on students' reading habits and their impact.

d. Data Collection Technique

Quantitative Data Collection:

1. Surveys: A structured questionnaire will be developed to collect data on students'

reading habits, including the frequency, duration, and diversity of their reading
activities, as well as their attitudes towards reading. The survey will also include
questions on students' engagement with English reading materials.
 2. Reading Assessments: Standardized reading tests will be administered to assess
students' English reading abilities, including their decoding skills, reading fluency,
vocabulary knowledge, and comprehension.

Qualitative Data Collection:

1. Interviews: Semi-structured interviews will be conducted with a purposive sample of

students, teachers, and parents to explore their perspectives on reading habits and their
impact on reading engagement and ability. The interviews will provide qualitative data
on the motivations, challenges, and support systems related to reading.
2. Focus Group Discussions: Focus group discussions with students will be organized to
facilitate peer interaction and discussion about reading habits and experiences. These
discussions will help to identify common themes and patterns in students' reading
behaviors and attitudes.

e. Data Analysis

Quantitative Data Analysis:

1. Descriptive Statistics: Descriptive statistics will be used to summarize and describe the
main features of the quantitative data, including measures of central tendency (mean,
median) and dispersion (standard deviation, range). This analysis will provide an
overview of students' reading habits and their levels of reading engagement and
ability.
2. Inferential Statistics: Inferential statistical tests, such as Pearson correlation and
multiple regression analysis, will be conducted to examine the relationships between
reading habits and reading engagement and ability. These tests will help to identify
significant predictors and determine the strength and direction of these relationships.

Qualitative Data Analysis:

3. Thematic Analysis: The qualitative data from interviews and focus group discussions
will be analyzed using thematic analysis. This involves coding the data to identify
recurring themes and patterns related to reading habits, engagement, and ability. The
themes will be organized into categories that reflect the key issues and insights from
the qualitative data.
4. Triangulation: The findings from the quantitative and qualitative analyses will be
triangulated to provide a comprehensive understanding of the impact of reading habits
on middle school students' English reading engagement and ability. Triangulation
involves comparing and contrasting the different data sources to identify convergences
and divergences, thereby enhancing the validity and reliability of the research findings