ii THE CORRELATION BETWEEN READING MOTIVATION AND READING COMPREHENSION ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF MAN 2 PALEMBANG UNDERGRADUATE THESIS This thesis was accpeted as one of the requirement to get the title of sarjana pendidikan (S,Pd.) by Seli Marsela Nim 12250124 ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TARBIYAH UNIVERSITY ISLAM RADEN FATAH PALEMBANG 2017
103
Embed
THE CORRELATION BETWEEN READING MOTIVATION AND READING …
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
ii
THE CORRELATION BETWEEN READING MOTIVATION
AND READING COMPREHENSION ACHIEVEMENT OF
THE ELEVENTH GRADE STUDENTS OF MAN 2
PALEMBANG
UNDERGRADUATE THESIS
This thesis was accpeted as one of the requirement to get the title
of sarjana pendidikan (S,Pd.)
by
Seli Marsela
Nim 12250124
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TARBIYAH
UNIVERSITY ISLAM RADEN
FATAH PALEMBANG
2017
ii
SURAT PERNYATAAN
Bersama ini saya menyatakan bahwa skripsi saya yang berjudul “THE
CORRELATION BETWEEN READING MOTIVATION AND READING
COMPREHENSION ACHIEVEMENT OF THE ELEVENTH GRADE
STUDENTS OF MAN 2 PALEMABANG”, adalah benar hasil kerja saya
sendiri. Apabila ternyata skripsi tersebut dikemudian hari terbukti secara jelas dan
nyata bukan merupakan hasil pekerjaan saya, saya bersedia diberi sanksi sesuai
dengan pasal 70, Undang-undang No. 20 tahun 2003 tentang “Sistem Pendidikan
Nasional” yang berbunyi “Lulusan yang karya ilmiah yang digunakan untuk
mendapat gelar akademik, profesi, atau vokasi sabagaimana dimaksud dalam
pasal 25 ayat (2) terbukti penjiplakan dipidana dengan penjara paling lama dua
tahun atau pidana denda paling banyak Rp. 200.000.000,- ( Dua Ratus Juta
Rupiah ).” Demikianlah pernyataan ini saya buat dengan sebenarnya.
Palembang, march 2017
Yang menyatakan,
SELI MARSELA12250124
iii
Hal : Pengantar Skripsi
Kepada Yth.
Bapak Dekan Fakultas Tarbiyah
UIN Raden fatah Palembang
Di
Palembang
Assalamu’alaikum Wr.Wb.
Setelah kami periksa dan diadakan perbaikan-perbaikan seperlunya, maka
skripsi berjudul “THE CORRELATION BETWEEN READING
MOTIVATION AND READING COMPREHENSION
ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF
MAN 2 PALEMBANG ” ditulis oleh saudara Seli Marsela telah dapat
diajukan dalam sidang munaqasyah Fakultas Tarbiyah UIN Raden Fatah
Palembang.
Demikianlah surat ini dibuat untuk digunakan semestinya. Atas
perhatiannya terima kasih.
Wassalamu’alaikum Wr.Wb.
Palembang, March 2017
Pembimbing I Pembimbing II
Hj. Renny Kurnia Sari, M. Pd. Winny Agustia Riznanada, M,Pd.
NIP.197906072008012015
iv
THE CORRELATION BETWEEN READING MOTIVATION ANDREADING COMPREHENSION ACHIEVEMENT OF THEELEVETH GRADE STUDENTS OF MAN 2 PALEMBANGThis thesis was written by Seli marsela, student number. 12 25 0124
was defended by the writer in the Final Examination and was approvedby the examination committee
on March 2017
This thesis was accepted as one of the requirements to getthe title of Sarjana Pendidikan (S. Pd.)
Palembang, March 2017Universitas Islam Negeri Raden Fatah Palembang
Fakultas Tarbiyah
Examination Committee Approval
Chairperson, Secretary,
M. Isnani,M.Pd. Hj. Lenny Marzulina, M. Pd.NIP.197402012000031004 NIP.1974050720110111
Member : M.Hollandiyah, M.Pd (..............................)NIP.197405072011011001
Member : .Nova lingga Pitaloka, M.Pd (..............................)
Certified by,Dean of Tarbiyah Faculty
Prof Dr. H. Kasinyo Harto, M. Ag.NIP. 19710911 199703 1 004
v
MOTTO
Surely, there is ease after hardship
DEDICATION
This thesis proudly dedicated to:
My beloved parents Ayah (Sayiful Arif) through whom I foundencouragement and compassion.Ibu (lilis suryani). Words fall todescribe her successfully, my mother stayed up the nights and prayedto Allah for me.
My beloved brother (Ade Candra,S.E) where I found the protection andsafety. and sister (Tri Wulandari) my age mates and my happiness.
My grand mother (Alm. Hj, Nuryani) thanka for your endless love. My beloved aunt (Netty Herawati, S.H) and my uncle (Ir, M Yamin, MM) who
always support me, may allah bless both of you, and thanks for everything. My dearest cousins dr.Yunice Kurniawati and dr. Ramadhan kurniawan thanks
your support for me are unconditionally, and all of my Families, thanks foryour help. .
My buddies “YUSOTAWITISEYO” (Yuli, Sonia, Winda, Tika, Seli and Yoja) andmy pratner in ujian komprehensip Tri Astuti thank you very much for yourhelps, prays, and motivation.
My BFF Ozi Rinaldo, Anggun Nurani, Ulfa Kurniasih thakyou for always therefor me. I will remember evry part silly moment that we do.
All of my friends at PBI especially PBI 04 you guys rock! Last my great Almamater.
i
ACKNOWLEDGEMENTS
Thanks Allah, the most merciful and Beneficent. Shalawat and salam
for our Prophet Muhammad SAW and his family. This thesis entitled “THE
CORRELATION BETWEEN READING MOTIVATION AND READING
COMPREHENSION ACHIEVEMENT” was written to fulfill one of the
requirements for the Scholar Degree of English Education Study Program at
Tarbiyah Faculty islamic university Palembang.
The writer would like to express her deepest gratitute to her two advisors,
Renny Kurnia Sari M.Pd, and Winny Agustia Riznanda, M.Pd for their assistance,
advice, motivation and encouragement in writing her thesis. She is also grateful to
the Head of English Langauge Education Study Program, as well as her staff
members for administrative matters, and all lecturers who taught her during her
study at the English Education Study Program.
Moreover, the writer would like to express her deepest appreciation and love
to her beloved parents (Syaiful Arif), her borther (Ade Chandra S.E) and her
beloved sister (Tri Wulandari).
In additionally, she would like to give her special thanks to the principal of
MAN 2 Palembang, the teachers, the students and all the staf members that helped
her in collecting the data for her thesis. The writer is also very grateful to her
beloved friends, YUSOTAWITISEYO who has given her the big motivation to
finish this thesis.
Finally, the writer aware that this thesis is still far from being perfect,
though she has tried her best. She hope that this thesis will be useful and can give
contribution to education development.
Palembang, 2017
SM
ii
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT ...................................................................... i
TABLE OF CONTENTS........................................................................ ii
ABSTRACT............................................................................................ v
LIST OF TABLES .................................................................................. iv
LIST OF FIGURES ................................................................................ vi
LIST OF APPENDICES......................................................................... vii
LIST OF DOCUMENTATIONS............................................................ viii
1.1. Background ...................................................................................... 11.2. Problem (s) of the Study .................................................................. 71.3. Objective (s) of the Study ................................................................ 71.4. Significance of the Study ................................................................. 8
CHAPTER II: LITERATURE REVIEW........................................... 9
Table 22: Model summary............................................................. 56
vii
LIST OF Figure
Page
Figure 1 : Research model......................................................................... 34
Figure 2 : Distribution normal Q-Q plot reading motivation .................... 53
Figure 3 : Distribution normal Q-Q plot reading comprehension............. 53
viii
LIST OF APPENDICES
Appendix A : Reading motivation questionnaire (MRQ)
Appendix B : TOEFL Junior reading test
Appendix C : Answer key TOEFL Junior reading test
Appendix D : From of expert validators instrument test
Appendix E : Tabulations of reading motivation
Appendix F : Tabulations of reading comprehension achievement Appendix
Appendix G : Descriptive statistic reading motivation
Appendix H : Descriptive statistic reading comprehension achievement
Appendix I : Reading motivation frequency
Appendix J : Reading comprehension frequency
Appendix K : Q-Q plot reading motivation
Appendix L : Q-Q plot reading comprehension achievement
Appendix M : The result normality
Appendix N : The result of correlation
Appendix O : The result of regression analysis
Appendix P : Students answer sheet
Appendix Q : Research’s gallery
ix
LIST OF DOCUMENTATIONS
1. Consultation Cards
2. Fotokopi KTM
3. Fotokopi Kwitansi SPP terakhir
4. Fotokopi Transkrip Nilai
5. Fotokopi Ijazah Pendidikan terakhir
6. Rekapitulasi Nilai Ujian Komprehensif
7. Fotokopi sertifikat BTA
8. Fotokopi sertifikat KKN
9. Fotokopi sertifikat OSPEK
10. Fotokopi sertifikat TOEFL
11. Surat Keterangan Lulus Kompre
12. Surat Kelengkapan Berkas Munaqasyah
13. Surat Keterangan Bebas Teori
14. Surat Keputusan Penunjukan Pembimbing
15. Surat Pengantar Izin Penelitian dari Fakultas
16. Surat Izin Penelitian dari Kemenag
17. Surat Keterangan Telah Melaksanakan Penelitian
x
ABSTRACT
The purpose of this study were to find out: (1) whether or not there issignificant correlation between reading motivation and readingcomprehension achievement of the eleventh grade students of MAN 2Palembang, (2) whether or not reading motivation significantly influencereading comprehension achievement of the eleventh grade students of MAN2. The population of this study was the whole classes of 11th grade whichconsist of three hundred forty six students. And then one hundred fortyseven students was selected as the sample by using purposive samplingtechnique. The data were collected using MRQ questionnaire by Wigfeld,Jhon and Guthrie (1996) and reading section of TOEFL Junior test. PrsonProduct Moment and regressions analysis were used to find out thecorrelation and influence between two variables. The result showed thatthere is significant correlation between reading motivation and readingcomprehension achievement with r= .587. Besides, there was alsosignificant influence of reading motivation and reading comprehensionachievement with 34,5%. This study could have implications for Englishteacher, students, and next researcher.
Venice is a city in northern Italy. It is the capital of regionVeneto. Together with Padua, the city is included in the Padua-Venice Metropolitan Area. Venice has been known as the “Queenof the Adriatic”, “City of Water”, “City of Bridges”, and “TheCity of Light”. The city stretches across 117 small islands in themarshy Venetian Lagoon along the Adriatic Sea in northeastItaly.
Description:Venice is world-famous for its canals. It is built on anarchipelago of 117 islands formed by about 150 canals in ashallow lagoon. The islands on which the city is built areconnected by about 400 bridges. In the old center, the canalsserve the function of roads, and every form of transport is onwater or on foot.
You can ride gondola there. It is the classical Venetian boatwhich nowadays is mostly used for tourists, or for weddings,funerals, or other ceremonies. Now, most Venetians travel bymotorized waterbuses (“vaporetti”) which ply regular routesalong the major canals and between the city’s islands. The cityalso has many private boats. The only gondolas still in commonuse by Venetians are the traghetti, foot passenger ferries crossingthe Grand Canal at certain points without bridges.
You can see the amusing city’s landmarks such as Piazza SanMarco, Palazzo Contarini del Bovolo, Saint Mark’s Cathedral orvillas of the Veneto. The villas of the Veneto, rural residences fornobles during the Republic, are one of the most interestingaspects of Venetian countryside. They are surrounded by elegantgardens, suitable for fashionable parties of high society. The cityis also well known for its beautiful and romantic view, especiallyat night.
22
2. Narrative
A narrative is type of spoken or written text that tells a story of one
character or more two face certain problematical situations. The social function
is amused, entertain, and deal with actual sensational experience. They are
various kind of narrative such as fairy stories, mysteries, since factions,
romance, horror, etc. narrative text can be found in short story books,
magazine, novels, etc. narrative are popular because they presents plots which
consist of complications, one resolutions. The generic structure of narrative
usually has for components, one of which optional: (1) orientation it sets the
scene and introduces the participants or characters. In that parrot story, the first
paragraph is the orientation where reader finds information time and place
setting. Readers also get the information on the participant as the background
of the story (2) complication it explores the conflict among the participants in
the story. It shows the crisis, rising crisis and climax of the story. In the parrot
story, paragraph 2, 3, 4 are describing the complication. Readers find that the
man faces the problem. The big problem for the man is why the parrot cannot
say Catano. To solve it, the man attempted to teach the bird. How hard he tried
to teach the bird is the excitement element of the complication. (3) Resolution,
it shows the situation which the problems have been resolved. It must be
noticed that “resolved” means accomplished whether success or failure. In the
last paragraph, readers see the problem is finished. The parrot could talk the
word which the man wanted. The parrot spoke the word in higher degree than
the man taught. The example of narrative text can be seen below
Once upon time, a man had a wonderful parrot. There was no otherparrot like it. The parrot could say every word, except one word. Theparrot would not say the name of the place where it was born. Thename of the place was Catano.
Complication:
The man felt excited having the smartest parrot but he could notunderstand why the parrot would not say Catano. The man tried toteach the bird to say Catano however the bird kept not saying theword.
At the first, the man was very nice to the bird but then he got veryangry. “You stupid bird!” pointed the man to the parrot. “Why can’tyou say the word? Say Catano! Or I will kill you” the man saidangrily. Although he tried hard to teach, the parrot would not say it.Then the man got so angry and shouted to the bird over and over;“Say Catano or I’ll kill you”. The bird kept not to say the word ofCatano.
One day, after he had been trying so many times to make the bird sayCatano, the man really got very angry. He could not bear it. Hepicked the parrot and threw it into the chicken house. There were fourold chickens for next dinner “You are as stupid as the chickens. Juststay with them” Said the man angrily. Then he continued to humble;“You know, I will cut the chicken for my meal. Next it will be yourturn, I will eat you too, stupid parrot”. After that he left the chickenhouse.Resolution:The next day, the man came back to the chicken house. He openedthe door and was very surprised. He could not believe what he saw atthe chicken house. There were three death chickens on the floor. Atthe moment, the parrot was standing proudly and screaming at thelast old chicken; “Say Catano or I’ll kill you”.
24
3. Analytical exposition
Analytical exposition is type of spoken or written text that is intended
(the social function) to persuade the listener or reader that something is in the
case. To make persuasion is stronger, the speaker or writer give some argument
as the fundamental reasons why something in the case. This type of text can be
found in scientific book, journal, magazine, news paper, etc. analytical
expositions are popular among science, academic, community, and educated
people. The generic structure of an analytic exposition usually has three
components: (1) thesis in this section the author introduces the topic
or main idea that will be discussed. Thesis has always been in the first
paragraph of analytical exposition (2) arguments the topic discussed by the
author is a very important topic or need attention. In this section this section
the author presents the arguments or the opinions that support the idea of the
author, usually in a text. Analytical expositions have more than two arguments.
The more arguments appear, the more confident the reader (3) Reiteration this
section is always located at the end of the paragraph. Reiteration contains
rewriting or replacement of ideas that contained in the first paragraph.
Reiteration is also commonly called the conclusion. The example of Analytical
Do you agree that music is important in our life? Yes I do,music has certain role completing our day to day activities. Here aresome reasons why music is heard everywhere and anywhere.
Argument:
Music is a way to express feelings. When we fall in love, thekind of music we’d listen to would be all about love. When we’resad, we would go for music that is melancholic in nature andimmerse ourselves in the sadness. When we’re happy, we’d choosesongs with happy tunes too.
Song can help to memorize the last experiences. A favoritesong is a powerful documentary. People with Alzheimer which areimpaired the brain would remember details about songs they werefamiliar with. For example, an elderly woman who couldn’t evenremember her husband’s name would remember the details of herfavorite song; when it was played, how it made her feel and thingsabout the song that made it especially memorable for her.
Further, music can unite people for a cause and changesthe world. A song with good lyric and striking deep chord canstimulate the universal feeling of all people. We can see it in thecase of the famous humanism of a lot people in thisworld.Reiteration:
So what would the world be like without music? It wouldbe lonely
26
2.5 TOEFL Junior
The TOEFL Junior Standard test practice materials used in this book
were created by professional test developers at ETS (Educational Testing
Service). The test questions in this practice book are an accurate reflection of
the questions found in an actual TOEFL Junior Standard test book. TOEFL
Junior Standard test is an objective and reliable measure of your English
communication skills. the TOEFL Junior Standard test measures the degree to
which students in middle school and lower levels of high school have attained
proficiency in the academic and social English-language skills representative
of English-medium instructional environments. Usually these students are ages
11+. However, the test may be appropriate for other students. The
appropriateness is based on the English-language proficiency of the students. It
is an English-language proficiency test that is not based on or limited to any
specific curriculum. The TOEFL Junior Standard test may not be appropriate
for students who have not yet attained a basic level of proficiency. The TOEFL
Junior Standard test:
1) provides parents, students and teachers with objective information about
student progress in developing English-language skills over time
2) serves as a measurement tool to support placement of students into
programs designed to increase English-language proficiency levels
3) measures developing English communication skills in preparation for
future studies in English
4) offers useful information that can be used for instructional purposes
27
2.5.1 Test Structure of TOEFL Junior Test
The TOEFL Junior Standard test is a paper-based test consisting of
126 multiple-choice questions. It includes three sections — Listening
Comprehension, Language Form and Meaning, and Reading Comprehension.
Each section contains 42 four-choice questions with a total testing time of 1
hour 55 minutes. Some of the questions in the test may not count toward the
section or total scores. Of the questions that count, each correct answer counts
Based on to the analyses of the result of questionnaire and reading
test, it revealed that motivation had positive significant correlation with reading
57
comprehension achievement. Also, there was positive siginificant influance of
reading motivation and reading comprehension achievement
First, based on the result of Person Product Moment correlation, it was
found that there was medium significant correlation between reading
motivation and reading comperhension achievement of the eleventh grade
students of MAN 2 Palembang which indicates that reading motivation had
medium realtion to their reading comprehension achievement.
The explenation to support this finding is that from the eleventh grade
students, the writer believe that not only motivation of students which can
guarantee them to success in learning English, but students also must have
other personality factors (interest, intelligence, anxiety, and etc) and external
factor (media, teaching method, environment, and etc). Guthrie, Wigfield, and
Humenick (2006) conclude that two of the biggest influences on reading are
teachers and parents. If a student is positively exposed to reading outside of
school, he or she will be more motivated to read in school.
In addition, to look deeper into detail the process of the study, the
writer perceived there were some factors affecting the result of the present
study such as the uncontrolled situation in which the questionnaires were
completed. For examples, noises distraction, discussing questions and
responses with other respondents to complete the questionnaires, honesty and
seriousness given to fill out the questionnaires, or even respondents’ health was
not good. The writer believes that those other factors give dominat effect to
their reading. Denis (2008) as cited in Gilakjani and Soburi (2016, p. 182) also
58
said environmental conditions that impact the learners who try to read a
passage. Readers may have a lot of problems to understand a text in an
unorganized environment than those who read in a calm and controlled place.
If learners are in an unsafe place, they find it difficult to focus on their reading.
When they are in safe environments, their reading comprehension ability will
better. Readers will lose their concentration in understanding a text when there
are noises like televisions or radios. Shehu (2015, p. 28) argue that one factor
that effect reading comperhesion achievement are reading material, teachers of
reading and questioning strategies.
Although, there is not much research on reading motivation and
reading comprehension support this findings of the study. The result of this
present study was in accordance based on result Harati (2011) who found the
coefficient correlation between reading motivation and reading comprehension
achievement obtained was, 424. It means that there was medium relationship
between rioningeading motivation and reading comprehension achievement.
Medillton (2011) in this study found moderate significant correlation between
reading motivation (r-64). Dimar (2012) also found there is medium significant
correlation between reading motivation and reading comprehension
achievement, and the coefficient correlation was (0.483).
There are two factors influence the students’ reading comprehension
achievement besides motivation and they are related one another, they are:
internal factor and the external factor. The internal factor means the factor
which come from the reader himself or usually known as personal factor,
59
because the factor has existed inside the reader. This factor dealt with self-
motivation and interest. The external factor has close relationship with reading
material and teacher of reading. They are related one another. The students’
achievements’ in reading depends on the level of the difficulty of the text.
Thus, it can influence students’ achievement if the text given is not at the right
level of the difficulty of the readers The teacher of reading should be careful in
choosing the text and giving the tasks because they are related to the students’
reading comprehension achievements or the students.
Second, by looking at the result, the writer concludes that motivation
influences students’ reading comprehension achievement and students who
have higher motivation tend to have better reading achievement. The result was
also supported by previous research by Aprilia (2011) she found that
motivation has significant influence toward English achievement. While, the
rest of students who had high motivation, they did not get high score in reading
test and vice versa. This phenomenon was caused by other factor besides
motivation such as their intelligence, attitude, interest etc. The value of
regression showed that the coefficient influence value of X towar dY was
0.234. It means that contribution of students’ motivation in reading
comprehension achievement was 23.4% while other 76.6% was influenced by
other factors.
60
BAB V
CONCLUSIONS AND SUGGESTIONS
This chapter of this research presents (5.1) conclusions, and (5.2)
suggestions.
5.1 Conclusions
After the research was conducted at the eleventh grade students of
MAN 2 Palembang, the major findings are summarized as follows.
First, according to the result of reading of motivation scale (MRQ),
the level of eleventh grade students’ reading motivation was medium. Then,
the result of reading motivation achievement indicated that their reading
comprehension belonged to good category.
Second, based on the result of Pearson product moment correlations
between reading motivation and reading comprehension achievement is .587, it
classified in medium correlation. The research’s result can be interpreted that
students’ motivation has moderate effect in reading comprehension
achievement. It means that there are other factors, which influence students’
reading comprehension achievement besides motivation such as intelligence,
attitude, interest, language-learning strategies etc. The students who have
motivation toward English affect their reading willingness to read as well as
their participation and commitment to study well because motivation is one of
factors which determines the success of failure in second language learning
which can influences frequency of using learning strategies, willpower of
learning, and the persistence in learning
61
5.2 Suggestions
Based on the previous conclusions about the findings of this study, the
researcher would like to suggest the students to keep building their motivation
about reading so it will give positive contribution on their reading
comprehension. Not only for the students, but also the teacher to motivate their
students more about the importance of reading to contribute their role as
motivator for the students.
The researcher would like to propose some recommendations to the
English teacher, the teacher should motivate their students more about the
importance of reading to contribute their role as motivator for the students. The
teacher should be taken some efforts to develop students‟ motivation and
encourage them to practice in reading comprehension. The teacher also needs
to apply some reading strategies that which are suitable for the students.
The researcher would like to recommend other researcher to conduct
such research upon other language skills, in language learning (speaking,
listening and writing). It purposed to help researcher and reader to draw a
holistic picture about reading motivation and reading comprehension
62
REFERENCES
Abiding, M. P. M. (2012). EFL students’ attitudes towards learning Englishlanguange: The case of the secondary school students. Asian SocialScience, 8(2), 199-134.
Ahmadi, M. R., & Hairul, N. I. (2012). The relationship between readingmotivation and reading comprehension. Journal of educational practice, 4(18),8-17
Amundson, L. (2015). Increasing reading motivation and reading comperhesionin children. (Research report), Saint Catherine University.Minnesota,USA.
Aulia, R. (2015). The correlation between among reading motivation, parent’seconomy status, and reading comprehension achievement of studentsmadrasah aliyah Qodratullah Langkan Banyuasin (Master’s thesis).Universitas Sriwijaya, Palembang. Indonesia.
Aprilia, R. H. (2011). The influance of students’ motivation toward their readingcomprehesion achievement at secound year students of MAN 1 Lampungselatan (undergradute’s thesis). Univerity of lampung, Lampung.Indoneisa
Alqarni, F. (2015). Collaborative strategic reading to enhance learners' readingcomprehension in english as a foreign language. Academic Journal ofInterdisciplinary Studies, 4(1), 161-166.
Akar, N., & Baturay, M. H. (2007). A new perspective for the integration of skillsto reading. Ankara University Tömer Language J, 136, 16-27.
Behjat, F. Yamini. M., & Begheri, M.S. (2012). Blended learning: A ubiquitouslearning environment for reading comprehension. International Journal ofEnglish Linguistics, 2(1), 97-106.
Berry, J. H. (2005). Level of reading comprehension. Retrieved fromhttp://eprints.unsri.ac.id/4361/1/reading_comprehension.pdf
Bernard, J. (2010). Motivation in foreign language learning: The relationshipbetween classroom activities, motivation, and outcomes in a Universitylanguage-learning environment. (Master’s thesis). Carnegie MellonUniversity.Pennsylvania, US.
Beker, L., & Wigfield, A. (1999). Dimensions of children’s motivation forreading and their Relations to reading activity and reading achievement.Reading Research Quarterly, 34, 452–477. Retrieved fromhttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.470.3787&rep=rep1&type=pdf
Castel, K. (2015). Motivation to read a study of three primary age students(Master’s thesis), Satete Univeristy, New York,US.
63
Cohen, L., Manion, L., & Marrison, K. (2007). Research methods in education(6th ed.). New York, NY: Routledge.
Creswell, J. W. (2012). Educational research: Planning, conducting, andevaluating quantitative research (4th ed). Boston, US,MA: Pearson.
Devito, B. F. (2014). Why reading so important for children. Retrieved 10 senin,2016,fromfamilyresource.com:http://www.familyresource.com/parenting/child-development/why-reading-is-so-important-for-children.
Dorkchandra, D. (2010). Enhancing English reading comprehension through atext structure reading strategy CALL program. (Doctoral thesis) in Englishlanguage studies, Suranaree University of Technology, Thailand.
Department of Library and Information Studies (2007). Work motivation, jobsatisfaction, and organizational commitment of library personnel inacademic and research. Oyo State, Nigeria.
Educational testing service. (2015). Handbook for TOFEL Junior Standard Test.Retrieved fromhhtps://www.ets.org/s/tofel_junior/fdf/tofel_junior_student_handbook.fdf
Fraenkel, J. R. (2012). How to evaluate research in education (8th ed.). NewYork, NY: McGraw-Hill.
Guthrie, J. T. (2007). Reading motivation and reading comprehension growth inthe later elementary years. Contemporary Educational Psychology, 3(2),282-313.
Guthrie, J. T. (1996). A questionnaire measure of children’s motivation forreading. Washington, DC: Erics.
Gradner, R. C. (1985). Social pisyhcology and secound languange learning therolre of attidtude and motivation. London, England: Edward Arnold
Gilakjani, A. F., & Sabouri, N. B. (2016). A study of factors affecting EFLlearners’ reading comprehension skill and the strategies for improvement.International Journal of English Linguistics, 6(2), 182-183.
Holandyah, M. (2013). Designing and evaluating quantitative research inEducation. Palembang, Indonesia: Noer Fikri Offset.
Harmer, J. (1998). How to teach English. London,UK: Person Education
Hartati, I. Erni, & Syafri .K. (2015). The Correlation between reading motivationand reading comprehension of The First Year Students of SMK TarunaSatria Pekanbaru (Undergraduate’s thesis). University Riau, Pekanbaru,Indonesia.
Hidayat, M. (2011). The correlation between students’ achievement motivationtoward students’ reading ability at the second year of Islamic junior highschool da-rel hikmah. (Undergraduate’s thesis). University of SulatanSyarif Kasim Riau, Riau, Indonesia.
64
Holt, K. R. (2015). Connection of reading motivation and comprehension:elementary teachers’ beliefs and persepctions. (Master’s thesis). Universityof Wisconsin. Madisom,USA.
Johnson, B. (2012). Educational research. In Quantitative, qualitative, and mixedapproaches (4th ed.). Thousand Oaks, CA: SAGE Publications, Inc.
Kaharu, D. O. N. (2013). The correlation between students’ motivation andreading comprehension in reading English text at the seventh gradestudents of junior high school 1 Batudaa Academic Year 2012/2013).(Undergraduate’s thesis). University of Gorontalo. Gorontalo, Indonesia.
Krapp, A. ( 1999). Interest, motivation and learning: An educational psychologyperspective. European Journal of Psychology of Education. 14, 23-40.
Knoll, C. L. (2000). The relationship between motivation and readingcomprehension (Magister’s Thesis) Grand Valley State University, Otawa,Canada.
Komiyama, R. (2013). Factor underlaying second languange reading motivationof adult EAP stutendts. Reading in forigen languange, 25(2), 149-169
Lile, W. T. (2002). Motivation in ESL classroom. The Internet TESL Journal8(1). Retrieved from http://iteslj.org/Techniques/Lile-Motivation.
Lay, E. R. (2011). Motivation: A Literature Review (Research Report). RetrievedFrom http://images.pearsonassessments
Lines, C. T. (2005). Teaching English language teaching: Young learners. NewYork, NY: McGraw-Hill.
Lawrance, A. S.A., & Vimala, A. (2012). School environment and academicachievement of standard IX Students. Journal of Educational andInstructional studies in the world, 2(3), 210-215. Retrieved fromhttp://files.eric.ed.gov
Micukulecky, B. S. (2003). Reading Power: Reading for pleasure, comprehensionskill, reading faster White Plains. NY: Longman.
Morgan, R., & Fuchas, I. (2007). is there a bidirectional relationship betweenchildren's reading skills and reading motivation? Exceptional Children,7(3), 165-183.Retrived fromhttp://journals.sagepub.com/doi/abs/10.1177/001440290707300203
Melekoglu, M. A., & Wilkerson, K, L. (2012). Motivation to read; How does itchange for struggling reader with and without disabilities. Internationaljournal of instruction. 6(1), 78-88.
Middleton, M. E. (2011). Reading motivation and reading comprehension(Master’s Thesis). Ohio State University, Ohio. USA.
Mihandoost, Z. (2011). A comparison of the reading motivation and readingattitude of students with dyslexia and students without dyslexia in the
65
elementary schools in Ilam, Iran. International Journal of PsychologicalStudies, 3(1), 17-27.
Majeed, M. R. A. (2015). The effect of using scaffolding strategies on EFLstudents’ reading comprehension achievement. Art journal,111, 91-118.
Meniado, J. C. (2016). Metacognitive reading strategy, motivation, and readingcomprehension performance of Saudia EFL learners. English languageteaching. 9( 3), 117-129
Nga, N. T. T. (2005). Teachers’ beliefs about teaching reading strategies andtheir classroom practices: a case study of viet BA high school.(Postgraduate’s thesis). Vietnam National University.Hamoi,Vietnam.
OCED (2012). PISA results in focus: What 15-years olds know and what they cando with what they know. Retrieved from PISA 2012 results: which countrydoes best at reading math andscience?:http:/www.Theguardian.com/news/datablog/2016/ags/03/pisa-results-country-best-reading-math-science.
Pang, S. E., Muaka. A., Barnbardt, B. E., & Kamil, M. L. (2003). TeachingReading. Switzerland: The International Academy Education, IAE.
Patel, M. F., & Jain, P. M. (2008). English Language Teaching. Jaipur:.Sunrise
PIRLS. (2011). International Result in Reading. Retrieved from PIRLS 2011International Result In Reading: hhtp://nces.ed.gov/pubs201301rev
PISA. (2015). PISA Result in focus.Retrived from file:///F:/BUKU/pisa-2015-results-in-focus.pdf
Pitcher, S. M. Albright. L. K., DeLaney. C. J., Walker. N. T.,Seunarinesingh. K.,Mogge. S., Headley. K. N., V Ridgeway. V. G., Peck. S., Hunt. R.,&Dunston. P. J. (2007). Assessing adolescents’ motivation to red. JournalOf Adolescents & Adult Literac ,5(3), 378-396.
Purbo, A., Sutaryash, C., & Simanjuntak, E. G. (2012). The correlation betweenstudents’ reading motivation and their reading comprehensionachievement at secound grade students of SMA Terbanggi Beasar.(Undergraduate’s Thesis). Universitas lampung, Lampung, Indonesia,
Ryan, R. M. (2000). Interstice and extrinsic motivation: Classic definitions andnew direction. Contemporary Educational Psychology, 50(2), 378-396.
Reed, D. (2005). Motivating students to read: Issues and practice. SouthwestEducational Development Laboratory (SEDL) letter. 17(1),14-17.Retrieved from http://www.sedl.org/
Snow. (2009). Languange Teaching. Retrieved from Motivation in Secound andForigen Languange Learning:https://www.cambridge.org/core/journals/language
Susulu, S. (2006). Motivation of ESL teacher. The internet TESL Journal,12(1).1-7. Retrived from http://iteslj.org/Articles/Suslu-TeacherMotivation.html
Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Engaged academic literacyfor all. In Reading for understanding: How reading apprenticeshipimproves disciplinary learning in secondary and college classrooms,2nd ed(pp. 1–6). San Francisco: Jossey-Bass. Retrievedfrom:http://www.wested.org/online_pubs/read-12-01-sample2.pdf.
Santrock, J. w. (2011). Educational psychology (4th ed.). New York, NY:McGraw-Hill.
Sallal, I. A. (2014). The effect of using story on reading comprehension andmotivation for English department students at Diyala. (Master’s thesis)Department of administration and curricula collage of educational sciencemiddle east university. Diyala, Iraq.
Shehu, I. (2015). Factors that influance students’ reading comprehensionachiemevenet in the forigen language.Anglisticum Journal, 4 (3),28-32
Tella, A., Ayeni, C, O., & Popoolo, S,O. (2007). Work motivation, jobsatisfaction, and organisational commitment of library personnel inacademic and research libraries, Oyo State, Nigeria. Retrieved fromhttp://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1118&context=libphilprac.
Usher, A., & Cober ,N.(2012). Students motivation-an overloocked piece ofschool refrom. Center on education policy, Washington, D.C. Retrievedfrom http://files.eric.ed.gov/fulltext/ED532667.pdf
Wiener, B. (1985). An anttributional theory of achievement motivation andemotion. The American Psychological Association,92(4),548-573
Yunus, F. M. P. (2011). The contribution of motivation toward readingcomprehension of the second year students of MAN 2 Model Pekanbaru.(Undergraduate’s Thesis). State Islamic University of Sultan Syarif KasimRiau, Pekanbaru, Indonesia.
Zare, P. (2013). Exploring reading strategy use and reading comprehensionsuccess among EFL learners. Sciences Journal 22(11),1566-1571.
67
Appendix K
One-Sample Kolmogorov-Smirnov Test
READINGMOTIVA
TION
READINGCOMPR
EHENSIONACHIE
VEMENT
N 129 129
Normal Parametersa,b Mean 141,66 65,90
Std. Deviation 21,317 12,124
Most Extreme Differences Absolute ,061 ,089
Positive ,050 ,052
Negative -,061 -,089
Test Statistic ,061 ,089
Asymp. Sig. (2-tailed) ,200c,d ,013c
a. Test distribution is Normal.
68
Appendix N
Correlations
READINGCOM
PREHENSIONA
CHIEVEMENT
READINGMOTI
VATION
READINGCOMPREHENSIO
NACHIEVEMENT
Pearson Correlation 1 ,581**
Sig. (2-tailed) ,000
N 129 129
READINGMOTIVATION Pearson Correlation ,581** 1
Sig. (2-tailed) ,000
N 129 129
**. Correlation is significant at the 0.01 level (2-tailed).
69
Appendix G
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
READINGMOTIVATION 129 102 184 141,66 21,317
Valid N (listwise) 129
70
Appendix I
Statistics
READINGMOTIVATION
N Valid 129
Missing 0
READINGMOTIVATION
Frequency Percent Valid Percent
Cumulative
Percent
Valid 102 2 1,6 1,6 1,6
103 1 ,8 ,8 2,3
104 6 4,7 4,7 7,0
105 1 ,8 ,8 7,8
107 1 ,8 ,8 8,5
111 1 ,8 ,8 9,3
112 3 2,3 2,3 11,6
113 2 1,6 1,6 13,2
114 2 1,6 1,6 14,7
115 1 ,8 ,8 15,5
116 1 ,8 ,8 16,3
117 1 ,8 ,8 17,1
71
118 1 ,8 ,8 17,8
120 1 ,8 ,8 18,6
121 2 1,6 1,6 20,2
122 2 1,6 1,6 21,7
124 2 1,6 1,6 23,3
125 3 2,3 2,3 25,6
129 3 2,3 2,3 27,9
130 5 3,9 3,9 31,8
131 2 1,6 1,6 33,3
132 2 1,6 1,6 34,9
133 4 3,1 3,1 38,0
134 1 ,8 ,8 38,8
135 1 ,8 ,8 39,5
136 2 1,6 1,6 41,1
137 1 ,8 ,8 41,9
138 1 ,8 ,8 42,6
139 1 ,8 ,8 43,4
140 3 2,3 2,3 45,7
141 1 ,8 ,8 46,5
142 1 ,8 ,8 47,3
143 3 2,3 2,3 49,6
144 2 1,6 1,6 51,2
72
145 2 1,6 1,6 52,7
146 2 1,6 1,6 54,3
147 2 1,6 1,6 55,8
148 2 1,6 1,6 57,4
149 4 3,1 3,1 60,5
150 2 1,6 1,6 62,0
151 3 2,3 2,3 64,3
152 3 2,3 2,3 66,7
153 1 ,8 ,8 67,4
154 1 ,8 ,8 68,2
155 3 2,3 2,3 70,5
156 3 2,3 2,3 72,9
157 1 ,8 ,8 73,6
158 1 ,8 ,8 74,4
159 4 3,1 3,1 77,5
160 3 2,3 2,3 79,8
161 2 1,6 1,6 81,4
162 2 1,6 1,6 82,9
163 2 1,6 1,6 84,5
164 4 3,1 3,1 87,6
165 2 1,6 1,6 89,1
167 2 1,6 1,6 90,7
73
171 4 3,1 3,1 93,8
173 1 ,8 ,8 94,6
176 1 ,8 ,8 95,3
179 1 ,8 ,8 96,1
182 3 2,3 2,3 98,4
183 1 ,8 ,8 99,2
184 1 ,8 ,8 100,0
Total 129 100,0 100,0
74
Appendix J
Statistics
READINGCOMPREHENSIONAC
HIEVEMENT
N Valid 129
Missing 0
READINGCOMPREHENSIONACHIEVEMENT
Frequency Percent Valid Percent
Cumulative
Percent
Valid 40 6 4,7 4,7 4,7
45 6 4,7 4,7 9,3
47 1 ,8 ,8 10,1
50 6 4,7 4,7 14,7
54 1 ,8 ,8 15,5
55 9 7,0 7,0 22,5
56 1 ,8 ,8 23,3
57 1 ,8 ,8 24,0
59 1 ,8 ,8 24,8
60 8 6,2 6,2 31,0
61 5 3,9 3,9 34,9
62 1 ,8 ,8 35,7
75
64 9 7,0 7,0 42,6
66 13 10,1 10,1 52,7
67 2 1,6 1,6 54,3
69 4 3,1 3,1 57,4
71 13 10,1 10,1 67,4
73 9 7,0 7,0 74,4
74 3 2,3 2,3 76,7
76 8 6,2 6,2 82,9
78 2 1,6 1,6 84,5
80 8 6,2 6,2 90,7
81 1 ,8 ,8 91,5
83 2 1,6 1,6 93,0
85 5 3,9 3,9 96,9
88 3 2,3 2,3 99,2
90 1 ,8 ,8 100,0
Total 129 100,0 100,0
76
77
Appendix K
78
79
Appendix H
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
READINGCOMPREHENSI
ONACHIEVEMENT129 40 90 65,90 12,124
Valid N (listwise) 129
80
Appendix L
81
Appendix O
Variables Entered/Removeda
Model
Variables
Entered
Variables
Removed Method
1 READINGMOTI
VATIONb . Enter
a. Dependent Variable:
READINGCOMPREHENSIONACHIEVEMENT
b. All requested variables entered.
Model Summary
Model R R Square
Adjusted R
Square
Std. Error of the
Estimate
1 ,581a ,338 ,332 9,905
a. Predictors: (Constant), READINGMOTIVATION
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 6353,400 1 6353,400 64,756 ,000b
Residual 12460,290 127 98,113
Total 18813,690 128
a. Dependent Variable: READINGCOMPREHENSIONACHIEVEMENT
82
b. Predictors: (Constant), READINGMOTIVATION
Coefficientsa
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig.B Std. Error Beta
1 (Constant) 19,081 5,883 3,243 ,002
READINGMOTIVATION ,331 ,041 ,581 8,047 ,000
a. Dependent Variable: READINGCOMPREHENSIONACHIEVEMENT