THE IMPLICATION OF READING TECHNIQUE USE AND SELF-BELIEF TO READING COMPREHENSION IN UNIVERSITY

The research’s purpose is to perceive the implication of reading technique use and self-belief to reading comprehension. This research is conducted to answer the problem do reading technique and self-belief fundamentally implication to college students’ reading comprehension. The problem was answered using alternative hypothesis stating reading technique and self-belief significantly implicate to college students’ reading comprehension. The reasearch used quantitative and research design is correlation. The subject of the reserach was 240 population students of English Education Department of Universitas Islam Madura Pamekasan. The sample was 150 students after being counted by Sloven theory. The sample was taken using simple random sampling with lottery media. The data was taken using questionnaire for reading technique which consisted of 30 points questions to know the frequency of reading technique use, questiannaire for selfbelief which consisted of 9 questions for regulated learning and the answers scored using Likert Scale, the reading comprehension test consisted 40 questions were picked up from Longman Pre TOEFL reading test. The data were analyzed using regression formula to answer the reserach problem. Data analysis was counted using SPSS version 11.0. The result showed that reading technique and self-belief fundamentally implicate to the college students’ reading comprehension. It was authenticated by table of regression showing that the value of F is 14.339 (p<0.01). It meant that the data reject nul hypothesis and receive alternative hypothesis. It is substantiated reading technique and self-belief fundamentally to reading comprehension of students university.


INTRODUCTION
Reading is difficult expertise because reading needs the composite of notice mind, affective procedure, and understanding activity (Kem, 1989). Alfassi's research (2004) found that reading is difficult understanding action which is very necessary for capable operating and for attainting knowledge in coincident community.
The students who enter to the higher education often selected ineffective and inefficient reading strategies because of the reading demands are placed upon them (Ko, 2002). Cheng (2000) found the students use the similar strategy to read English and Chinese text. The result showed that the use of reading strategy in Chinese text is extra intent-concentrate or universal, contrary English text employs lower level or traditional proceduring technique.
College students commonly experience low ability in reading English text because do not have enough of reading technique knowing and inadequency of self esteem in their educational attainment (Caverly and Orlando, 1991). A lot of foreign language learners such as Taiwan often focused on explicit information transmission beside the instructional practices (Lau, 2006). O'malley, Charnot, Stewner manzaranes, Kupper and Russou (1985) noticed that teachers have duty to prepare a lot of system in students' reading strategy and learning, so, the students are able to fucntion ceratin strategies for the reading test and the enhancing EFL learners' reading perception. The factors that Journal of English Educational Study (JEES) Volume 4 Issue 1 May 2021 Page 39-48 E-ISSN: 2655-0776 influence students' reading learning outcome are the ineffective and inefficient reading strategies and their percieve self afficacy (Wong, 2005). According to Bandura (2010) percieved self afficacy is the persons' confidence about their abilities to create planning extent of implementation work effect above appearance that affects alive. The learners who have high self afficacy think that the difficult exercises as defiances and also have motivation to solve the adversities. In contrast, the learners who have low self afficacy think that the difficult exercises are big problem, they are hopeless that they effort has good result and they have less motivation to solve the adversities (Yang, 2004).
Strategy studying and percieve self afficacy are considered as important elements which influent the laerners' reading achievement (Alfassi, 2004). Applying reading strategies and recognizing great self afficacy as the effective ways can help the students to overcome lack of speech and acquiring preferable reading performance on reading competence test. The previous study showed many English classrooms, the learners have acepted insufficient learning on reading skill and methods (Miller and Perkins, 1989).
Lau 's research (2006) showed in Taiwan, the learning practices in foreign language lesson are often focused on teacher-centered and on lineal science transfering. The method of teaching English in Taiwan was still traditional that focus on precribed text teaching where the teacher seldom used any kinds of strategies in teaching. To solve the problem is maximize the teacher's aid by drilling the learners about the method of learning and the way of procedure knowledge applying several reading technique so to increase the students' percieved self-belief and English reading comprehension.
Reading technique is planned of explicit actions that used to help readers in interpratating and translate the text into meaning. The involvement of mental operation when readers make sense of what they read from approach of text (Barnett, 1989). Winstead (2004) found that demonstrating an offering caused learners' strategy awaraness and the significance decidedly teaching learners multiple reading perception strategies. Those technique include Cognitive, Metacognitive, and Compensation. Huang (2001) explained the steps when conducting reading comprehension strategy instrcuction such as diagnosis, preparation, instruction and evaluation. He found an indivudual that requires to understand if she or he could afford to meal certain cafe requires to understand the payment tip prepared on the carte but is not necessary to know the appelation of each appetizer listed.
Percieved self afficacy determines as one's capabilities' personal judgement to recognize and execute action's courses to attain designated goals (Bandura, 2010). When the learners encounter difficulties, self afficacy learners take part over quickly, much efford, insist extensive, and have less hostile emotive reaction than do those who doubt their capabilities (Bandura, 2010). Salomon (1984) found that self afficacy related positively with assested mental efford and acievement through laerners' learning from script object that was percieve as complicated. Actually, there are many strategies that can be used by the teacher in teaching reading comprehension. But the teacher-centered Listyowati, Setiyawan. The Implication….
approach is often used in the instructional practice in English Foreign language classes. The teachers use traditional English language teaching and seldom teach using any strategies. They stress on the construction of understanding than the transforming ability.
To solve the problem, the research attempted to optimalize the use of reading technique, in order to increase students' self-belief and reading understanding in English. There are three primary reading technique in this research such as cognitive, metacognitive, and compensation technique.
Those techniques are chosen and examined their relationship among reading technique use and percieved self-belief. This research about the implication of reading tecnique use and self-belief on reading understanding is conducted to find Do reading technique and self-belief significantly implicate to reading understanding of students in the university? and How much do reading technique and self-belief implicate to reading understanding?. The research was aimed to investigate whether reading technique and self belief significantly implicate to reading understanding and how mjch reading technique and self-belief implicate to reading understanding. The hypothesis states that reading technique and self-belief significantly implicate to students' reading comprehension. Shang's research (2010) showed that reading strategy influence students' reading comprehension and the students' self afficacy has significant relationship with students' reading comprehension.

METHOD
This research used quantitative approach and it was taken on correlation research design with regression analysis. The research design was applied because this research was to discover the connection of dependent and independent variable beyond manipulation independent variable (Latief, 2018). Independent variable are reading technique used (X1) and self-belief (X2) were measured by qeustionnaire, while dependent variable is reading comprehension (Y) was measured by using test. Based on the computation, there were 150 students as sample of the research. The sample was taken by applying random sampling method and use lottery to ramdomize the sample. The lottery was taken randomly until 150 sample were fulfilled by writing 1-240 in piece of paper.
There are some research instruments that are used in the research such as (1) Questionnaire for self-belief was taken from Bandura (2010) which consists 9 questions of indicator self-belief: finishing the assigment on time, studying everytime, attentiveness in studying, taking note the lecturer's elucidation, discovering the supplementary explanation in working assigment, planning the task, keeping in mind the explanation provided in the class, determining the location to study at large, and working the assigment individually. Each question has 5 points and rated according to Likert scale (1= never, 2= almost never, 3= neutral, 4= almost every time, 5= every time). If the students choose A and B, it means the students have high self-belief. If the students choose D and A, it means the students have low self-belief.
The questionnaire for reading technique was taken from Shang (2010)  The time was allocated 55 minutes for all the tests.
Tes validity is descrimination index of question is determined from the difference answer proportion in each group. It is counted by using point bi-serial correlation formula symbolized by rpbi.
It was taken the try out score test of 40 students as the subject. Listyowati, Setiyawan. The Implication….
the post-use. The result showed each test is reliable. Reading comprehension reliability was tested using inter item correlation formula. The coefficient was 0.803 greater than 0.700, so, it is reliable.
The data were analyzed using regression linear and computed using SPSS version 11.0. the steps are as follows: First, checking the students'reaction. Second, encode the students' identification using RT (reading technique), SB (self-belief), and RC (reading comprehension). The students were signed into those codes followed by number 1-150. Third, scoring students' response of reading technique and self-belief questionnaire is rated 1 for answer E, 2 for D, 3 for C, 4 for B, and 5 for A.
Reading comprehension was rated 1 for correct answer and 0 for incorrect answer. Forth, descring the data into: descriptive statictic (central tendency, variability, frequency of score) and inferential statistic (regression analysis).
Fifth, the fulfillment statistical assumptions, they are residual data has to be ditributed normally (p>0.05), It is not multi co-linearity problem (VIF<5), it is not heteroscesdacticity problem (p>0.05), and tit is not autocorrelation problem (p>0.05). The data will be examined utilizing parametric test if all assumptions have been fulfilled, but they will be examined applying nonparametric test if one or two assumption did not fulfill. Sixth, establishing statistical hypothesis: Ha stated reading technique use and self-belief implicate significantly to the students' reading comprehension, H0 stated reading technique use and self-belief do not implicate significantly to the students' reading comprehension. Seventh, establishing criteria rejected of Null Hypothesis (H0) is the significance level is lower than 0.05 (p<0.05) and accepted alternative hypothesis.
Before conducted the research, the researcher tried to find information about the students' reading technique and self belief in reading understanding to prepare questionnaires. Then, the questionnaires were surveyed to the students in order to achieve the purpose of the research. Listyowati, Setiyawan. The Implication….

FINDING AND DISCUSSION
mean, the students have fair achievement. There are 22 variance score arises and those scores was gotten from the students' test answer. 40 numbers of test with 4 possible options sated in A, B, C, D.
The right answer gets 1 score. The highest score is 98 and the lowest is 28. 2 students got 28 score and 3 students got 98 score. 21 strudents got 95 score.

Hypothesis Testing
There are four assumptions must be fulfilled. Those assumptions are as follows: The independent variable' VIF value is 1.047 which is lower than 5. This assumption is fulfilled because There is not multi co-linearity problem. shown by Sperman's rho is .000 with the significance 1.000 (p>0.05). this assumption is fulfilled because there is not heteroscedasticity problem in this data. The assumption is fulfilled because there is not autocorrelation problem and Durbin-Watson value is 1.7264. Based on the explanation above, the outcome showed:

C. Autocorrelation Computation
The

Discussion
Based on the finding, before testing hypothesis, four assumptions have been fulfilled. It can be proved that residual data has been ditributed normally (p>0.05) because residual homogeneity shows the value is 1.086 and asymp. Sig. Is 0.179 (p>0.05). It is not multi co-linearity problem (VIF<5) becauses the VIF is 1.047 is lower than 5. Huang (2001) stated if VIF is greater than 5, it shows the variable has multi co-linearity problem, but in this research finding is lower than 5. It is not heteroscesdacticity problem (p>0.05) because the amount of reading technique, self-belief, and standardized residual showed .000 with the significance 1000 (p>0.05). Acording to Huang (2001) The data has hesteroscedasceticity problem if significance residual is less than 0.05, but in this research is greater than 5. And there is no autocorrelation problem (p>0.05) because the value showed 1.7264. It can be seen that there is no autocorrelation problem.
The finding showed that all assumptions have been fulfilled, so it can do the testing of hypothesis by computing the value F. The outcome showed that the implication of self-belief and reading technique to the reading comprehension is 0.162 or 16.2%. The adjusted R square shows 0.151 or 15.1%. The value F is 14.340 and the significance level showed 0.000 or in 1%, so, it can be concluded that the level of error is lower than 1%. It is clear that the outcome refuse the Null hypothesis and admit the alternative Hypothesis, that is reading technique and self-belief implicate to the college students' reading comprehension. It is similar with Shang (2010) found the connection among self-belief and reading comprehension. There is important intercourse amomg self-belief and reading comprehension. It is also analogous with the theory from Wong (2005) and Zang (1993) stated that applying reading technique and perceiving high self-belief are able to assist foreigner readers because they could attend as usefull manner of surmounting the difficulties in understanding of foreign language because of lack language and gaining the best reading achievement on language competence tests.

CONCLUSION
The result of the relation among reading technique use, self-belief and reading comprehension shows 0.403. The research found that the implication of self-belief and reading technique to the reading comprehension in the level of error is lower than 1%. It is known the outcome is significant in 1% significance degree. The research proved to refuse the null hypothesis and admit the alternative hypothesis. It is clear that reading technique and self-belief implicate to the students' reading comprehension. Seeing from those results, reading technique use and self-belief is necessary and useful for reading comprehension. By using the appropriate reading technique and have high selfbelief can help students to undertand the text easily and they can achieve the better score in language competence test, especially in reading comprehension.