A Correlative Study of Reading Speed and Reading Comprehension of the Second Year Students of SMP Islam Sultan Fattah Salatiga in the Academic Year of 2007/2008

This study is conducted to find out the profile of students' speed reading skill and the students' reading comprehension, as well as to prove if there is significant correlation between the students' skill in reading speed and reading comprehension of students of SMP Islam Sultan Fattah Salatiga in the academic year of 2007/2008. The writer applies random sampling technique to take the sample (40) from the total of population of 81 students. Furthermore, the profile of students' reading speed skill in the text comprehension is observed through applying reading speed limited by time. From such a test, the writer knows how many words produced by students every minute. The students' reading comprehension, in addition, can be seen from the result of the answered of questions. The data is analyzed using correlative statistics. From the result, the writer finds that there is no correlation between reading speed and reading comprehension of the students. It is shown from the result r0=0,027 and rt=0,312 in the level of significance 5%. Then, there are many factors that influence reading speed and the comprehension as children weakness of vocabularies and the lack of concentration in reading.


Introduction
Reading is one of the language skills that should be emphasized in teaching and learning English. It is an ability to comprehend, not simply recognize letters, forms, and symbols. Without comprehending, reading maybe useless.
)XUWKHUPRUH WKHUH DUH PDQ\ IDFWRUV LQIOXHQFLQJ VWXGHQWV ¶ DELOLW\ RI UHDGLQJ comprehension; one of them is reading speed. Skill in speed reading is interesting to those who continually read a great deal of material in a short time, for sure with comprehension. A skillful speed reader is able to understand the meaning of sentence at glance, the average reader usually reads 200 to 250 words per minute. However, a skillful speed reader may read over 6000 words per minute.

7R LPSURYH WKH VWXGHQWV ¶ DELOLW\ WR FRPSUHKHQG WKH UHDGLQJ WH[W DFFRPSDQLHG
by speed reading, therefore, teachers have to help the students increase their ability in efficient reading habits. To support such an aim, the writer is encouraged to conduct a research dealing with reading speed and reading comprehension as well as it significance correlation of both items. This study aims to answer the following research questions.

Definition of Reading
Many definitions and explanations of reading have been formulated, some complementary to another, others contradictory. According to Edithia (1988), reading is the meaningful interpretation of printed or written verbal symbol.
It means that reading is a result of the interaction between perception of graphic V\PEROV WKDW UHSUHVHQW ODQJXDJH DQG WKH UHDGHU ¶V ODQJXDJH VNLOO cognitive skill, and the knowledge of the world. Rivers (1981) states that reading is the most important activity in a language class, not only as a source of information and pleasurable activity, but also as a means of consolidating DQG H[WHQGLQJ RQH ¶V NQRZOHGJH RI WKH ODQJXDJH 0HDQZKLOH 0DUWKD 'DOOPDQ (1977) defines reading as a verbal process interrelated to thinking and with all other communication abilities such as listening, speaking, and writing.
Specifically, reading is the process of reconstructing from the printed patterns on the page of the ideas and information intended by author. Furthermore, Mahmoud (1992) conveys that reading is the ability to comprehend, not simply to recognize letters, forms, and symbols.

The Purpose of Reading
Dealing with the purpose of reading, Mahmoud (1992) points out that reading has many goals. Some of them are: 1. Reading for specific information is a common form of reading used to discover specific or limited information.
2. Reading for application is used to accomplish a special task.
3. Reading for pleasure and entertainment includes reading popular magazines, newspaper, novels, and other similar materials.
4. Reading for ides; this type of reading requires paying special attention to main ideas and concepts and the nature of the presented information. The

UHDGHU ¶V VNLOOV WKURXJK PDMRU WRSLFV KHDGLQJV LOOXVWUDWLRQV DQG
conclusions in order to obtain a general idea of the content. Reading for specific ides is enhanced, through familiarity with the overall knowledge of the subject. 5. Reading for understanding; it requires comprehension of the relationship between the information introduced and overall knowledge of the subject.
Then, it requires understanding in the relationship of topics to sentences, paragraphs, and the main ideas. The reader must observe the association between facts, data, and other details. Mahmoud (1992) elaborates the six methods to fulfilling the purpose of reading. They are:

The Method of Reading
1. Previewing 2. Skimming and scanning 3. Reading for study 4. Critical reading 5. Reading for critical evaluation, which can be undertaken in two stages, namely introductory and intensive stage.

Speed Reading
Speed reading is a collection of reading methods which attempt to increase rates of reading without greatly reducing comprehension or retention. It is characterized by analyzing trade-offs between measurement of speed and comprehension, recognizing that different types of reading call for different speed and comprehension rates, and that those rates may be improved with practice.

Kinds of Speed Reading
In applying this method, an efficient reader varies his speed based on the material requirement (Raygor et.all, 1981) that is distinguished into four major rates of reading i.e.:

Skimming rate
It is used to find reference, to locate new material, to answer a specific question, or to get the general idea of a selection passage.

Very rapid reading rate
It is important to review familiar material, to get reading a light novel or fast-moving short story for its plot.

Rapid rate
It is used in fiction, characterization, mood, sensory imagery, or anticipation of outcome, or in nonfictional text. It is also employed to find the main idea, make generalization, or sequence.

Average rate
It is applied in the more complex fiction for characterization and plot analysis, nonfiction of mode rate difficulty to notice the detail, to grasp the relationship between main ideas, or to distinguish between fact and opinion.

Slow rate
It is used to master content, including detail, to read highly factual material, to evaluate quality and literary merit, or to solve a problem of the directions.

Reading Comprehension
Edithia (1988) states that reading comprehension most likely occurs when students are reading what they want to read. Or at least when they see some reasons to do so. Comprehension itself is a construction process because if involves all of the elements of the reading process, working together. It is the rason of purpose for reading.

Research Methodology
it is a quantitative research that consists of two variables i.e. the reading speed as independent variable (X) and the reading comprehension as dependent variable (Y). The writer uses test and documentation as data collection method and correlative study as technique of data analysis that is formulated as follows.

7R ILQG WKH VWXGHQWV ¶ UHDGLQJ VSHHG WKH ZULWHU XVHV UHDGLQJ VSSG WHV WKDW LV
limited by time. From this test, the writer observes how many words SURGXFHG E\ VWXGHQWV HYHU\ PLQXWH 7KH VWXGHQWV ¶ UHDGLQJ FRPSUHKHQsion, moreover, can be seen from the result of the answered questions that follow the text. There ten items and four choices for each questions. For each correct answer, then, the writer will give ten points. Table 1 represents the result of the reading speed.

Correlation Analysis
To measure the correlation between reading speed and reading comprehension, the writer employs the following formula. Rate of reading is not the primary goal in reading, but abilities and needs. An excellent reader usually has ability to apply reading strategy. The have not only a good vocabulary mastery but also high concentration when they face the text. A poor reader, in other side, has the lack of inellcetual maturity to bring meaning to the printed material. He tends to decode even familiar word slowly. Some of them have the binocular or fusion difficulties. They also have inadequate comprehension ability. Most of the poor readers make too many regressions.

Conclusion
From the analysis conducted, the speed reading of the second year of students of SMP Islam Sultan Fattah Salatiga in the academic year 2007/2008 is poor.
However, their reading comprehension are good. Meanwhile, there is no correlation between reading speed and reading comprehension of the students. It happens because the students still require time to comprehend the passage.