The Correlation Between Lecturers’ Teaching Styles and Students’ Reading Habit Towards Reading Comprehension

Abstract

Students’ reading habit and lecturers’ teaching in a classroom have a role to raise students’ achievement for
being an important part of successful teaching and learning process. The aims of the research were to
observe 1) the lecturers’ teaching styles in teaching Extensive Reading class, 2) the students’ reading habit,
and 3) the correlation between lecturers’ teaching style and students’ reading habit in reading
comprehension. The research employed a correlational research. Data sources were obtained from reading
habit questionnaire distributed to the students, teaching style survey based on Grasha-Riechmann to the
lecturers, and TOEFL in reading test section to the students. The research indicated that 1) Lecturer 1 (D1)
had moderate category as Expert and Facilitator, but high category for Formal Authority, Personal Model,
and Delegator. Lecturer 2 (D2) had high category as Expert, Formal Authority, Personal Model, and
Delegator, but moderate category for Facilitator. Lecturer 3 (D3) had high scores for five categories (Expert,
Formal Authority, Personal Model, Facilitator, and Delegator), 2) the students’ reading habit category were
fair, and 3) the lecturers’ teaching style was inversely correlated to reading comprehension. Reading habit
had a proportionate relationship to reading comprehension. R value (0.661) indicated correlation between
lecturers’ teaching style and students’ reading habit on reading comprehension is strong. Reading
comprehension skill should not be only observed from students’ reading habit, but also lecturers’ teaching
style, for the success of learning and teaching in classroom.