Journal of English Education, Vol. 1, No.

1, December 2017

THE COMPARISON BETWEEN MALE AND FEMALE STUDENTS IN

READING COMPREHENSION ACHIEVEMENT AT THE THIRD
SEMESTER OF TBI STAIN PAMEKASAN

Kimsiyatur Rahmawati; S. Sumihatul Ummah MS

(English Teaching Learning Program of STAIN Pamekasan)

Abstract
The students of STAIN Pamekasan consist of male and female students. Each
of them shows different ability. Male students generally have good performance
on spatial tasks and mathematical achievement. While, female students are
superior in some aspects such as mathematic calculation, vocabulary, found an
idea, memorizing, and making a relation, several verbal skills, reading, and
writing. This study examines to know the different achievement between male
and female students in reading comprehension at the third semester of TBI
STAIN Pamekasan and to measure the statistically significant difference
between male and female students in reading comprehension achievement at the
third semester of TBI STAIN Pamekasan. This research is designed ex-post
facto. The population is 210 students, and 82 students were chosen as sample.
The research instruments were test and documentation. The quantitative data
will be analyzed using t-test. The result showed that there is no difference
between male and female students in reading comprehension achievement at the
third semester of TBI STAIN Pamekasan. t-value is lower than t-table [-1,226
<2,64 (1%)] [1,226 <1,99 (5%)]. Based on the result above, it is important for
the lecturer to pay attention more to the students’ improvement in studying
English, especially in reading comprehension.

Keywords:
Comparison, Male and Female, Reading Comprehension

A. Introduction they can get higher score than male on

Most studies show that, on test. Even females score significantly
average, females do better in school higher than males on almost all of tests
than males. Females get higher grades measuring achievement. It shows that
and complete high school at a higher females can do better than male in
1
rate compared males. It proves by learning.
generally at every grade females Furthermore, females are better
superior in class. Females not only than males on several verbal skill tasks.
active during learning process but also According to Hedges and Nowell
females are better on verbal reasoning,
1
M. J. Zembar. “Gender and verbal fluency, comprehension, and
Academic Achievement.” (26 January 2011
1.

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Kimsiyatur Rahmawati, and S. Sumihatul Ummah MS, The Comparison Between Male ...

understand logical relations.2 That is vocabulary, and improve writing skill. It

why females commonly are assumed may be a good way to practice English,
talkative. While Wilder and Powel state and also a good way to find out about
that females are better on memory. new ideas, facts, and experiences. The
Females have good memory; they can readers will get the advantages of
remember what they know. reading if they can comprehend the
In case of language learning, reading material that they read. Reading
males and females may not have equal comprehension is the process of
ability. It is in line with the statement of constructing meaning by integrating the
Sunderland that female students are in information provided by an author with
general more successful in language the readers‟ background knowledge.5
learning than male.3 Females are easy Comprehension is the most
to learn language, moreover to a new important thing and the final goal of
language because they sensitive in reading instruction. During reading the
language. Females might be better at readers interact with the text to construct
4
L2 learning than males. They can learn the meaning and to understand the
language by society or by learning in ideas and information about the reading
class faster and better than male. text. But not all readers can get it.
Females are superior to males in Readers usually get difficulties to
almost all of test measuring comprehend the reading text, even they
achievement it can be cause of the forget what they have just read without
reading habit and reading understand the message in the reading
comprehension of females are better material they read. There are some
than males. reasons why the readers especially
Reading is receptive skill through it students may have difficulty
the reader receives information, getting comprehending on what they read, such
knowledge, even pleasure and as focusing on building word
experience. It is one of ways to identification, language disability
improve the reader general language (difficulty in syntax and semantics),
skill in English. It can help the reader to and failure to relate what they are
learn thing, enlarge the reader English reading to what they have known about
2
a topic.6
Ibid.
3
Yousef AN Al-Shumaimeri, „Gender Language ability is an important
Differences in Reading Comprehension factor that affects comprehension.
Performance in Relation to Content
Having good language ability can help
Familiarity of Gender-Neutral Texts‟, in
Second International Conference: Language,
5
Culture and Literature. Minia University, Sharon R. Vaughn and Candace S.
Egypt, 2005, 15. Bos, Strategies for Teaching Students with
4
Rod Ellis, The Study of Second Learning and Behavior Problems (New
Language Acquisition (New York: Oxford Jersey: Pearson Education, 2012), 248.
6
University Press, 1994), 202. Ibid.

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 Journal of English Education, Vol. 1, No. 1, December 2017

reader especially learner achieve good that the researcher found that in all
reading comprehension. Beside classes of reading 3 subject of TBI
language ability, there are some factors STAIN Pamekasan, the students‟ score
that can influence the reading of reading 3 over score 60 most of them
achievement of individual. According to are females. Moreover, in some classes
Brantmeier, Bugel and bunk, gender, the students that got highest midterm
prior knowledge, and language ability test score are females. The problems of
have been seen as almost the major study in this research are do male and
factors that influence reading female students at the third semester of
7
comprehension performance. TBI STAIN Pamekasan have difference
Many studies found that there is achievement in reading comprehension,
different achievement between male and is there any statistically significant
female in reading comprehension. In difference between male and female
fact, Female usually has better students in reading comprehension
achievement on reading comprehension achievement at the third semester of TBI
than males. PISA (Program for STAIN Pamekasan?
International Students Assessment test
measures reading, mathematical and B. Review of Related Literature
scientific literacy carried out in 2000, 1. Notion of Sex
2003, and 2006. It studies of 15-year Sex is stated of being male or
olds in 27 countries in 2000, and 40 female. Sometimes is hard to
in 2003 and 56 countries in 2006. It understand exactly what is meant by
found on its three studies that in reading the term sex, and how it differs from
comprehension females obtained higher the term gender. Janet Holmes use
average scores than males in all the two terms in different case. Sex
8
countries. In addition, PIRLS study has come to refer to categories
(Progress in International Reading distinguished by biological
Literacy Study evaluated reading characteristics, while gender is more
achievement of fourth grade students appropriate for distinguishing people
(10-year olds in 35 countries in 2006 on the basis of their socio-cultural
and 40 countries in 2007 found in all behavior.9
countries females achieved significantly Sex refers to the biological
higher test result than males. The fact and physiological characteristics
that define male and female.
7
Al-Shumaimeri, „Gender Gender refers to the socially
Differences in Reading Comprehension constructed roles, behaviors,
Performance in Relation to Content
Familiarity of Gender-Neutral Texts‟, 5.
8 9
Richard Lynn and Jann Mikk, “Sex Janet Holmes, An Introduction to
differences in Reading Achievement.”, Sociolinguistics (Harlow: Longman, 2001),
(2009). 5-7. 150.

129
Kimsiyatur Rahmawati, and S. Sumihatul Ummah MS, The Comparison Between Male ...

activities, and attributes that a given perception, spatial visualization, and

society considers appropriate for mathematical achievement.13
male and female. So, male and
female are categories of sex, while 3. Male’s and Female’s Brain
masculine and feminine are Neurology research found that
categories of gender. for some cases female‟s brain is
superior.14 It is proved by female‟s
2. Ability of Male and Female brain have different function with
Male and female have males, and those difference make
different ability. They may not have female superior.
equal ability. There is some ability
that only superior by one of them. a. Female’s brain is more balance
Generally female are superior in Even though male‟s and
some aspects, such as mathematic female‟s brain do the same work,
calculation, vocabulary, found an the mechanism of both of them
idea, memoriam, and making are different. It caused by the
10
relation. Besides that, females difference of density of neuron in a
outperform males on several verbal part of brain. Female‟s brain has
skill tasks: verbal reasoning, verbal more neuron at the language
fluency, comprehension, and center (part of brain that process
11
understanding logical relation. In language). Some expert
addition, Santrock in Rifa Hidayah conjecture the cause of female
states that females are better in superior in speaking, reading,
reading and writing while in and seldom get the study
12
elementary and junior high school. disorder is because the ability of
Males generally have good female to use her two
performance on spatial tasks such hemispheres (left and right when
as, mental rotation, spatial read or do other verbal activities.
While the male only use one of
hemispheres.

10
Eric Janson, Guru Super and b. Female’s brain is keener
Super Teaching (Jakarta: Indeks, 2010 Dr. Thomas Crook states
page. 53.
11
M.J. Zembar, “Gender and that memory of male is less keen
Academic Achievement.”, (26 january, 2011 than females. He found that
page. 1.
12
Rifa Hidayah, „Profil Kemampuan
13
Membaca Siswa Kelas 5 Sekolah Dasar (Sd) M.J. Zembar, “Gender and
Dan Madrasah Ibtidaiyah (Mi) Ditinjau Dari Academic Achievement.”, 1.
14
Jenis Sekolah Dan Jenis Kelamin‟, Abdul Chaer, Psikolinguistik kajian
Universitas Islam Negeri Maulana Malik teoritik (Jakarta: Rineka Cipta, 2009 page.
Ibrahim IV, no. 1 (2012): 65. 133.

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 Journal of English Education, Vol. 1, No. 1, December 2017

female remember more about achieve information from the

15
detail, association, and her private text. Another opinion defines
experience than male. Male and that reading is a complex act
female will undergo the requiring among other things,
degradation of memory. But specific ability and certain skill.16
female‟s memory about Reading is a complex skill.17
vocabularies and names is lasting As a complex skill it involves
than males, because female‟s some components, these are the
brain has unique way to save recognition of the black marks, the
information to her memory in correlation of these with formal
emotion part. Female uses her linguistics elements, and the
right hemisphere more (to process correlation of the result with
emotion so the data is saved in meaning. And Nunan defines
memory part automatically. reading is usually conceived of as
Female‟s brain is more lasting and a solitary which the reader
selective. interacts with the text in
18
According to Ruben Gur, isolation.
male‟s brain frown three times
faster than females. This frown b. The Kinds of Reading
makes exact change such as According to Broughton
less in memory, concentration, there are two kinds of reading,
and the patient. In addition, these are:19
Ruben states that the frown of 1) Intensive Reading
male‟s brain correlate with the Intensive reading
usage of energy. Female‟s brain focuses on the construction
has the ability to adapt the of reading texts which takes
speed of brain‟s metabolism with place usually in classroom (but
her old, while the male not always). Teacher may ask
metabolism is wasteful energy
15
Patricia L. Carrell, William Grabe,
more and more.
An Introduction to Applied Linguistics, ed.
Norbert Schmitt. (London: Hodder &
4. Reading Stoughton Ltd, 2010). 213.
16
Eleanor Wall Thonis, Teaching
a. Definition of Reading Reading to Non-English Speakers (New
Reading has different York: Collier Macmillan Publisher, 1970), 67.
17
Geoffrey Broughton, et. al,
definitions for each people.
Teaching English as a Foreign Language
According to Patricia L. Carrel (Taylor and Francis: Routledge, 2003), 89-
and William Grabe reading is a 90.
18
David Nunan, Language Teaching
cognitive process and knowledge methodology: A textbook for teachers, (New
resources relate to the ability to York: Prentice Hall Inteernational, 1991). 72.
19
Broughton, Teaching English, 93.

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Kimsiyatur Rahmawati, and S. Sumihatul Ummah MS, The Comparison Between Male ...

students to look at text from 3) Encourage students to respond

magazines, newspapers, to the content of the text (and
poems, novels, internet explore their feelings about it),
websites or other text genres. not just concentrate on its
The exact choice of genres construction.
and topics may be determined 4) Prediction is the major factor in
by the specific purpose that reading.
students are studying for. The 5) Match the task to the topic
objective of intensive reading when using intensive reading
is developing the ability to texts.
decode meaning or messages 6) Good teachers exploit reading
by drawing on both syntactical texts to the full.
and lexical clues.
5. Reading Comprehension
2) Extensive reading
a. Definition of Reading
Extensive reading
Comprehension
focuses on the construction of
Reading comprehension is
reading text which takes place
the process of constructing
usually away from the
meaning by integrating the
classroom (but not always). It
information provided by an author
should involve reading for
with a reader‟s background
pleasure. Students have a
21
knowledge. When the reader
chance to choose what they
interacts with the text to construct
want to read. They may read
the meaning, it involves complex
novels, magazines,
cognitive skills and strategies.
newspapers, and other
The comprehension process
references materials. It is
entails ongoing transactions
intended to develop good
between a text, the reader, and
reading habit.
the author and the active use of
comprehension strategies such as
c. Reading Principle
predicting, activating background
Reading has some
knowledge, asking questions,
principles, those are:20
clarifying, and checking for
1) Encourage students as often
22
understanding. Those
and as much as possible.
2) Students need to be engaged
21
Sharon Vaugh. Candace S. Bos,
with what they are reading.
Strategy for Teaching Students with Learning
and Behavior Problems.
20
Jeremy Harmer. How to Teach New Jersey: Pearson Education,
English (England: Pearson Education, Inc., 2012). 248.
22
2010),101. Ibid. 250.

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 Journal of English Education, Vol. 1, No. 1, December 2017

statements show us that thought provoking questions

comprehension is the most like why, what if, and how.
important thing and the final goal
of reading instruction. 3) Critical Comprehension
At this level the reader
b. The Level of Comprehension in should evaluating the
Reading information in the text relative

In constructing the meaning to what it means to the reader

of a text, the students may engage and relative to the intentions,
in different types or levels of expertise, and perspective of

thinking. Three levels of the author.

comprehension are typically
c. The Difficulties of Reading
identified: literal, inferential, and
Comprehension
critical.23
Comprehension relies on
1) Literal Comprehension mastery of decoding. Students
At this level the reader or who struggle to decode find it

the students can understand difficult to understand and

information stated directly in the
text, but it only
understanding. Tests in this
category are objective.
Common question used in this
level of thinking are who, what,
when, and where question.
2) Inferential Comprehension
At this level the reader or
the students should making
inferences that bridge
information directly stated in
the text with information that
the reader already possesses.
Tests in this category are
subjective. Common questions
asked are open-
23
Donna M. Scanlon, et. al, Early
Intervention for Reading Difficulties: The
Interactive Strategies
Approach (New York: The Guilford
Press, 2010), 278.
remember what has been read.
surface Because their effort to understand
the individual word, they tend to
allocate so much attention to word
identification and neglecting to
construct the meaning. Signs of
comprehension difficulty:24
1) Confusion about the meaning
of words and sentences.
2) Inability to connect ideas in a
passage.
the
3) Omission of or glossing over
detail.
4) Difficulty distinguishing
significant information from
minor details.
5) Lack of concentration during
ended,
reading.
24
„Misunderstood Minds. Reading
Difficulties | PBS‟, accessed 22 April 2014,
http://www.pbs.org/wgbh/misunderstoodmind
s/readingdiffs.html.

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Kimsiyatur Rahmawati, and S. Sumihatul Ummah MS, The Comparison Between Male ...

d. Strategies for Reading dependent variable. The researcher

Comprehension
Comprehension is the most
important thing in reading. The
teacher should provide
appropriate strategies to teach
students for faster and better
comprehension. There are some
comprehension strategies, those
25
are:
1) Activating background
knowledge.
2) Pre-teaching critical vocabulary
and concepts.
3) Generating question.
4) Monitoring comprehension.
5) Clarifying.
6) Using graphic organizers.
7) Finding main ideas.
8) Summarizing.
9) Using text structure
C. Research Method
This research will use quantitative
approach because the data is studied in
the form of numerical, and the design of
this research ex-post facto or causal
comparative research.
comparative research measures
cause and effect relationship without
manipulating the independent variables.
It starts from identifying the existing
conditions and proceeds to find the
cause of the conditions. In this study,
male and female students is become
independent variable. And
comprehension achievement is become
wants to conduct causal comparative
research to investigate the difference
achievement between male and female
students in reading comprehension.
In this research, the population is
the students of reading 3 subject of the
third semester of TBI STAIN
Pamekasan. It consists of six classes.
Namely A class consist of 24 students,
B class consist of 40 students, C class
consist of 35 students, D class consist of
29 students, E class consist of 40
students, and F class consist of 42
students. The total number of population
is 210 students. The researcher took
20% of the population to get more fair
result. 20% of the population is 42
students. So, the researcher took 42
students for each group. The technique
of sampling that was used in this study
is stratified sampling. It, according to
Creswell,26 is a quantitative sampling
procedure in which researchers stratify
the population on some specific
characteristic (e.g., gender and then
sample, using simple random sampling,
Causal from each stratum of the population. To
the determine the number of sampling, the
researcher applied this way below,
namely lottery. It was by dividing the
population by the stratum (male and
female then, writing each name of the
population on small paper and folding
those papers, then slip those papers into
reading different box, then mixed the slips
thoroughly, and took the folded paper

25 26
Vaughn, Strategies for Teaching. Creswell, Educational Research,
Page 251-252 page. 144.

134

from the box male first then female as
many as needed for the sample. The
names which were on the papers were
taken as sample.
Research instrument which is used
in this research are test
documentation. The researcher needs
the validity and reliability of the test to
measure the tests are valid and reliable.
This research uses content validity
because the test that will gave related to
the skill have been learned, beside that
the theme of the test related with the
theme that are exist in the syllabi of
reading 3 subject that are provided by
Mrs. Hj. S. Sumihatul ummah MS, M.Pd.
In this research, in order to know the
reliability, the researcher will use Alpha
Cronbach in which the form of the test is
essay. The steps that will use by the
researcher to collect data
1)Test:The test was asking the students
to answer the reading comprehension
test in form of essay tests.
researcher will not provide the multiple
choices because the researcher wants
to know the real achievement
students in reading comprehension.
Essay test will make the students find
the answer by their comprehension in
reading the reading passage. Then, the
scoring of the test will use scale score.
The score of each item will be
different based on the difficulty of the
answer. The item that has more difficult
answer will get higher score. There are
two passages and eight items for each
passage in this test. b Documentation:
Documentation in this research is the
Journal of English Education, Vol. 1, No. 1, December 2017
students name list, reading test work
sheet, key answer of reading test and
photos of students. To analyze the data
in this study, the researcher used
inferential analysis, namely t-test.
and
D. Findings And Discussion
After measuring the validity of
the test, the researcher conducted a
research by giving a test to some
respondents, while the test is
assessing them to answer the
questions of the reading
comprehension in form of essay
test. Then, the researcher scored
them by scale score. Then the
researcher analyzed the reading
comprehension test score by using
statistical form, comparative study.
In comparing the scores of both
are: groups, that is male and female
students the researcher applied the
formula of independent t-test theory.
The To have the researcher easier in
analyzing the X 1 (male students and
X2 (female Students).
of From the result of
independent t-test. It is found that
the t-value is -1,226. To determine
whether null hypothesis is received
or rejected. The researcher goes to
the next step namely hypothesis
testing.
Hypothesis testing is testing
the hypothesis by consulting t-
values to t- table. The researcher
test the hypothesis of this research,
this test is to prove whether the
hypothesis, alternative hypothesis
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Kimsiyatur Rahmawati, and S. Sumihatul Ummah MS, The Comparison Between Male ...

(Ha which is used in this research is the table critical value “t”, the t-table
accepted or rejected. Anas states if in significant level 1% is 2,64 with
t-value (t0 is same as or higher than the degree of freedom 80. However,
t-table, the null hypothesis (H0 is the t-value of this research is -
rejected. In contrast, if t-value (t0 is 1,226. After consulting t-value to t-
lower than t-table,
the null table, it can be known that t-value of
27
hypothesis is accepted. It means this research is lower than t-table in
that, the alternative hypothesis (Ha significant 1% (t-value < t-table or -
will be accepted if t-value (t0) is 1,226 < 2,64). In significant 5 % the
higher than t-table, and will be t-value is also lower than t-table,
rejected if t-value (t0 is lower than t- since the t-table in significant 5% is
table. Moreover, the hypothesis of 1,99 (t-value < t-table or -1,226 <
this research is alternative 1,99).
hypothesis (Ha that states that there So that, the alternative
is different achievement in reading hypothesis that is used in this
comprehension between male and research is fail to be accepted. It
female students at the third means that the null hypothesis is
semester of TBI STAIN Pamekasan. firmly accepted.
To decide whether alternative
hypothesis (Ha is accepted or Discussion
rejected, the researcher consulted t- As the explanation in the
value of this research to t-table with background of study that some
the degree of freedom (df (N1+N2)- study found that there is difference
2. The researcher should find the achievement between male and
sum of the degree of freedom first in female students in reading
the following calculation. As it is comprehension achievement. The
known that N1 is 42 and N2 is 42. researcher formulates two research
So, the degree of freedom is problems in which all of need to be
(42+42)-2= 82. Thus the researcher answered of this research. The
should find out the degree of researcher analyzed the reading
freedom, value of 82 in the table comprehensions score of both
critical value “t”. However, the value groups (male and female students
of 82 is not in the table critical value by using t-test formula and
“t”. So the researcher chooses the committed hypothesis testing. After
closest figures to 82, namely 80 in knowing the results, the answers
the table critical value “t”. Based on they are:
There is no difference
27
Anas Sudijono, pengantar Statistik achievement in reading
pendidikan, (Jakarta:Rajawali Pers,2011), comprehension between male and
284-285.

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 Journal of English Education, Vol. 1, No. 1, December 2017

female students at the third International Students Assessment

semester of TBI STAIN Pamekasan. that found that female students
It can be proved by the analyzing achieve better reading
and knowing the means scores of comprehension than male students.
both two groups, as the mean score And also the theory of
of male students is 57,714 and the psycholinguistics in Abdul Chaer
mean score of female students is book that states, the area of female
61,05. The mean score 57,714 brain that concern with the high
which is got by the male students level of cognitive skill such as the
can be inferred that it is ability in language has more neuron
representative of reading than males.28 The function of brain
comprehension of the population of will be strong more and more if the
male students and the mean score area of brain has more neuron. It is
61,05 which is got by the female supported with the description of
students can be inferred that it is Harasty, Double, Halliday, Kril and
representative of reading McRitchie that the volume of
comprehension of the population of female‟s brain in language area is
female students. In addition, it is bigger than male. So, naturally
also by kno wing the t-value that t- female has a great possibility to be
value is lower than t-table in superior in term of language
significant level 1% and 5%. because her brain has provided it for
In short, based on the her. Even it should be done for
description of the means scores every female to show their strength.
and t-value above, the researcher Furthermore, some experts
infers that there is no difference state that female are superior than
achievement in reading male in speaking, reading and
comprehension between male and seldom to get learning disorder
female students at the third because female can use both of
semester of TBI STAIN Pamekasan. their hemisphere (left and right when
This is an answer of the first reading or doing verbal activity.29 By
research problem. the some superiority of the female‟s
The current finding of this brain it should for females to aware
research, male and female students and apply their brain potential
do not have difference achievement greatly and optimally. But, in fact,
in reading comprehension. It is not all females aware and exploit it
contras with the finding of some
study such as PIRLS (Progress in 28
Abdul Chaer, Psikolinguistik kajian
International Reading Literacy teoritik (Jakarta: Rineka Cipta, 2009),134.
29
Study and PISA (Program for Eric Jonson, Guru Super and
Super Teaching (Jakarta: Indeks, 2010), 53.

137
Kimsiyatur Rahmawati, and S. Sumihatul Ummah MS, The Comparison Between Male ...

greatly. As the researcher found in Pamekasan in reading

her study that there is no difference
achievement in reading
comprehension between male and
female students at the third
semester of TBI STAIN Pamekasan.
Both groups of male and female
students at the third semester of TBI
STAIN Pamekasan are not
statistically significant difference in
reading comprehension achievement
since it has been seen that t-value is
lower than t-table in both significant
level 1% and 5%. It is proven by the
hypothesis testing of this research is
fail to be accepted in significant
level1% and 5%. In proving the
hypothesis, the researcher consults
t-value of this research to t-table.
The t-value of this research is -
1,226 moreover, t-table is 2,64 in
significant 1 % and 1,99
significant 5% with the degree of
freedom 80. So, the researcher
chooses the degree of freedom
which is closest to 82, that is 80
which has value of t - table 2,64 in
significant 1% and 1,99
significant 5%.
Thus, it can be seen that t-value
is lower than t-table in significant
level 1% (t-value < t-table or -1,226
< 2,46), and in significant 5% (t-
value < t-table or -1,226 < 1,99).
Therefore, the answer of the second
research problem is there is not
statistical significant difference
between male and female students
at the third semester of TBI STAIN
comprehension achievement in
significant level 1% and 5%.
E. Conclusion and Suggestions
There is no difference
achievement in reading
comprehension between male and
female students at the third semester
of TBI STAIN Pamekasan since
female students could not aware and
apply their brain potential to be
superior in term of language learning
including in reading comprehension.
From the result of data analysis
that has been analyzed by the
researcher, it denotes that there is
not statistical significant difference
between male and female students
at the third semester of TBI STAIN
Pamekasan in reading
in comprehension achievement in
significant level 1% and 5 %. It is
proven by the result of data analysis
and by comparing t-value with t-table
in significant 1% and 5%. The result
denotes that t-value is -1,226
in whereas t-table is 2,46 in significant
level 1% and 1,99 in significant 5%.
Therefore, t-value is lower than t-table
in both significant level 1% and 5%.
Therefore, based on the
conclusion above, the researcher
proposes some suggestions for the
following addressee.
1. The Lecturer of Reading Class
By looking the data of the
students reading comprehension

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 Journal of English Education, Vol. 1, No. 1, December 2017

in form of score that the Then, the researcher

researcher got after doing test, it suggest the female students to
can show that the reading exploit the potential of their brain
comprehension of the students at that has more superiority in
the third semester of TBI STAIN language in order that their brain
Pamekasan is weak. The can be function as maximum as
lecturers of reading class should possible.
support, motivate, and encourage
3. Further Researcher
students who does not have good
For the further researcher
reading habit in order to make
the researcher suggests to
them have good reading habit,
consider the topic of the research
and also should apply the new
that will be conducted with the
and good technique in teaching
skill of the researcher, and also
reading to persuade them to like
prepare enough references
reading and have reading habit
before writing a thesis proposal. It
not only in class but also outside
has been known that quantitative
of class. The lecturers should
research relates to the data that is
guide the students who have in form of figures and the analysis
difficulties in comprehending
of data using statistical formula,
reading text to make them pay
such as instrument reliability and
attention to the reading text, and
data analysis. So, whoever wants
should give the strategies to help
to conduct quantitative research
the students easy to comprehend
they should understand the
the reading text.
statistical formula. It is suggested
2. College Students
for further researchers who are
Reading is one of ways to
interested in developing this
get some information and
research to be able to develop
knowledge. By reading the
this research by using different
students can increase their
point of view.
knowledge even knowing what
they have known before. To get
right information and knowledge
the students should have the
ability to comprehend what they
read. So, the researcher suggests
both of male and female students
to have reading habit to help
them forward their development
of knowledge.

139
Kimsiyatur Rahmawati, and S. Sumihatul Ummah MS, The Comparison Between Male ...

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