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“The Correlation between Students’ Motivation and Reading
Comprehension in Reading English Text” (a research conducted at
the seventh grade students of Junior High School 1 Batudaa
Academic Year 2012/2013).
Dwi Oktavia Nur Kaharu
English Department
Letter and Culture Faculty
State University of Gorontalo
Email: [email protected]
Abstract
The purpose of this research is to find out whether motivation and reading
comprehension in reading English text have positive correlation or not. The
population of this research is seventh grade students of Junior High School 1 Batudaa
and the sample of this research is 22 students. This research used quantitative
correlation research design. It was used questionnaire and reading test to collected the
data. In analyzing the data, it is used descriptive and inferential statistic. After,
collecting and analyzing the data, it was found that tcount ≥ tlist (5.558 ≥ 2.086) , α =
5%, α = 20 and tlist = 2.086. It means that (Ho rejected and H1 acceptable) and 60.60%
is determined by motivation. Based on this finding, it can be concluded that there is
positive correlation between students’ motivation and reading comprehension in
reading English text. It is proved by the result of the research and testing hypothesis.
Therefore, the findings could be useful for the other researchers and teachers in
improving students’ motivation by conducting applying students’ motivation in learning
English to develop students’ reading comprehension in reading English text.
Key Words: correlation, motivation, reading comprehension.
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INTRODUCTION
In this world every student has skill and skill is important to support their
study and the skill divide into four types. Those are listening, speaking, reading and
writing skills. It should be owned by all students including to the reading skill,
because having a reading skill the students can enrich their vocabularies and they will
be able to get the information about content of text.
Reading is not only to read word by word, sentence by sentence, or paragraph
by paragraph but also the reader should recognize the information beyond the text; in
order they can express the information from the text that have been read in their
writing or speaking interaction. To make successful comprehension in reading
English text is necessary the students having a skills of reading. Therefore, to make
the students having a good comprehension in reading English text effectively needs
some supports. One of them is motivation. According to Iskandarwassid & Sunendar
(2008) “Reading is determined by motivation” (p. 246). In this case, the students can
be successful to comprehend in reading English text if their teacher gives an
appropriate motivation based on students’ characteristics. This argument is similar
with the opinion of Guthrie, Laurel, Stephen & Nichole (2007, p. 310) study (as citied
in Saddhono & Slamet, 2012, p. 91) they stated that reading comprehension would be
more effectively if it is being supported by motivation. In this case, from these views,
it can be concluded that reading comprehension and motivation have strong
relationship because reading comprehension will be supported by motivation.
Talking about motivation, that motivation consists of intrinsic and extrinsic
motivation. Sardiman (2010) stated the intrinsic motivation comes from inside factor
while the extrinsic motivation comes from outside factor. For example, students want
to achieve the goals caused by self-driven themselves called intrinsic motivation. If
the students want to achieve the goals because of other person called extrinsic
motivation (p. 89). In addition, McClelland (1960) (as cited Siagian (2004, pp. 167-
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171) classified intrinsic and extrinsic motivation into three indicators, they are:
achievement, affiliation, and power. The both of motivations are very important to
give encouragement to the students in doing activity especially to make student
successful to comprehend the content of text.
In fact, many students argued that reading is something that make their bored
and waste their time to read especially for long text, by having poor comprehension
they feels dislike with long text. This problem is found the researcher when she
conducted teaching practice II at Junior High School Batudaa especially seventh
grade students; the researcher has found some students difficult to understand the
content of text. The other problems found of many students do not understand reading
text because less vocabularies in reading English text. Therefore, teacher as a guide,
should promote the students to be successful in reading activities by doing this, the
students will get a strong motivation improving their ability in reading.
Theory of Motivation
Motivation is one of the important things that needed by every student. But,
not all of the students have similarly motivation in learning English especially in
reading English text. By motivation, we can achieve the goals. According to
Webster’s (1957) (as cited Pasaribu & Simandjuntak, 1983, p. 50) argue “Motive
leads to action.” While, Donald (1959) (as cited Pasaribu & Simandjuntak, 1983,
p.50) state “Motivation is an energy change within the person characterized by
effective arousal and anticipatory goal reaction.”
In learning activity, motivation have important role because it is can make the
students to achieve the goals in reading comprehension (Pasaribu & Simandjuntak,
1983, p. 52). Therefore, the researcher can concluded that motivation is an action to
achieve the goals.
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Types of Motivation
Herzberg (1959) in Pardee’s journal (1990, p. 10) divided motivation in two
types that are Hygiene (intrinsic) and motivational (extrinsic) motivation.
Intrinsic Motivation
Sardirman (2010, p. 89) “Intrinsic motivation is active’s motive not comes
from outside but it is from inside to achieve the goals.” And Ryan & Deci (2000, p. 2)
state “Intrinsic motivation has emerged as an important phenomena for educator a
natural wellspring catalyzed or undermined by parent and teacher practices.” In
addition, Herzberg (1959) study (as cited Pardee’s journal, 1990, p. 10) has classified
intrinsic motivation into 6 parts that are: achievements, recognition, work itself,
responsibility, advancement, and growth.”
Based on the opinion of some theories above, the researcher can
concluded that intrinsic motivation is an activity or encouragement that comes from
inside to achieve the goals and classified into 6 parts.
Extrinsic Motivation
Sadirman (2010, p. 90) states “Extrinsic motivation is an active motive
that have function because of external factor.” Sadirman (2010, pp. 92-95) also has
classified extrinsic motivation into some parts, they are:
Giving scoring
Scoring is a symbol that used in learning activity. Students will have
motivation if teacher gives good values.
Gift
Gift can include a motivation because to make students interest to read,
the teacher will give gift something like chocolate, pen, etc. it can make the students
fell motivated.
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Competition
Competition given by the teacher to make the students motivated in
learning and doing their task.
Ego-involvement
Raising awareness to the students can make them felt, how the important
task and take it as a challenge to study hard. The students would be strived with all
power to achieve good achievement. It is symbol of pride and self-esteem.
Giving test
The students will study hard if they will do the examination. Therefore,
this is the step to increasing students’ motivation.
Praise or Reward
Give some praises or rewards to the students who success to do their
homework or examination.
Punishment
Punishment will be faced negatively the by the students but if punishment
give with true and wisely it will be good motivation.
Interest
Learning process will run well if the students interest. It can be a main
thing of motivation.
In addition, McClelland (1960) (as cited Siagian, 2004, pp. 167-171) has
classified intrinsic and extrinsic motivation into three indicators, they are:
achievement, affiliation, and power. It can classify into some points that are:
Achievement
- Has willingness to achieve goals
- Doing feedback on their progress
- Takes risk to accomplish their goals
- Has responsibility to achieve goals
- Giving reward
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Affiliation
- Wants to belong to the group.
- Doing something effectively if wants work to group
Power
- Has pleasure or interest to achieve the goals
- Likes to win arguments.
- Giving response or power to achieve the goals
- Enthusiastic to do something
Based on the explanation above, the researcher can concluded that motivation
can divides into two motivations namely: intrinsic and extrinsic motivation. It is
supported by some theory of experts and from McClelland’s theory (1960)
motivation of intrinsic and extrinsic motivation classified into three indicators
namely: achievement, affiliation, and power.
Theory of Reading Comprehension
Reading comprehension is understood with the content of text. For example, the
students can answer well the questions given by the teacher even written and spoken
can concluded the students understand about the text. According to Saddhono &
Slamet (2012, p. 64) reading comprehension is a process that involves critical
thinking that use by reader to get information, knowledge, add vocabulary and
delivered by written. Thus, Cooper (1986) in Mansa’s research, (2010, p. 10) says
that “Reading comprehension is a process which the reader may construct meaning
by interacting with the text.”
Based on the explanation of some theories above, the researcher can concluded
that reading comprehension is reading activity that must involve thinking process to
get information the content of text and can delivered by written and spoken.
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The Aspects of Reading Comprehension
Arie (2012) from his blog has divided aspect reading into two parts that are:
mechanical and comprehension skills.
a. Mechanical skill
- Introduction from of letter
- Introduction elements of linguistics (phoneme, word, phrase, sentence etc)
- Introduction of spelling
b. Comprehension skill
- Understanding the simple meaning (lexical and grammatical)
- Understanding the meaning
- Retell text with own words
Teacher as Motivator for Student in Reading Comprehension.
Teacher who that have function as instructor needs role in learning process and
interaction with student also. Sardiman (2010, p. 145) state “Teacher as motivator is
important in learning especially in reading comprehension.” In this case, teacher must
give encouragement to make successful comprehend to reading English text.
There are three roles to make students successful comprehend to reading English
text, namely: the teacher write the difficult word and the students find it by using
vocabulary, the teacher give the change to students to reading English text and
answer based on the text, and the teacher do evaluate students’ answer to checking
their comprehension (Depdikbud, 1993, p. 22).
Based on the explanation above, the researcher can concluded that teacher’s role
is important because teachers as a guide for student must give their encouragement to
make student successful comprehend to reading English text.
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The Correlation between Students’ Motivation and Reading Comprehension
in Reading English Text.
Every student can read but not all of the students can get information or
knowledge from the content of text. It is caused by less motivation especially
extrinsic motivation in reading English text. To make the students successful
comprehend to reading English text needs motivation. Although, intrinsic motivation
that has by the students, they must have extrinsic motivation from the teacher or other
person also.
Guthrie, Laurel, Stephen & Nichole (2007, p. 310) study (as citied in Saddhono
& Slamet, 2012, p. 91) stated that “Reading comprehension would be more
effectively if it is being supported by motivation.” But, the teacher must to choose the
good motivation that appropriate student’s need. Therefore, motivation and reading
comprehension have correlation with each other. This aspect will be more deeply
explain in chapter IV after the researcher collecting and analyzing the data.
METHOD
This research used quantitative correlation method and the purpose of this
research is to know whether the students’ motivation and reading comprehension in
reading text have correlation or not. The population of this research is the seventh
grade students of Junior High School 1 Batudaa in academic year 2012/2013 which
consists of 152 students that has 7 classes and the sample of this research is 22
samples used Yamane’s formula and lottery’s style.
This research using two instruments to collecting the data, namely: questionnaire
and reading test. In questionnaire, the researcher distributes the questionnaire to the
students to observe students’ opinion about motivation toward their comprehension in
reading English text that contains 30 items based on McClelland’s theories (1960) (as
cited Siagian, 2004, pp. 167-171) but after the questionnaire did try out to the
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students, the researcher used 25 items in this research and in reading test, the
researcher used question from their English teacher based on descriptive and
procedure’s material that contains 50 items with multiple choice (A, B, C, D) but
after the reading test did try out to the students, the researcher used 25 items in this
research.
There are three times to collecting the data in this research. First, On May 21th
,
2013, the researcher distributed the questionnaire to some students by the helped
English teacher to try out of questionnaire before using in this research and it is took
about fourth minutes. Second, on May 23th
and 24th
, 2013, the researcher did try out
with distributed reading test to 52 students and the purpose of this time to observe
item of number’s questions that can use in this research or not and it is took about
two hours. And third, the researcher did data collection on May, 29th
, 2013 the
researcher distributed the questionnaire and reading test to 22 students. It is taken
about two hours.
This research used two steps in validity and reliability, those are: validity and
reliability for questionnaire and reading test. In questionnaire, the researcher used
opinion’s lecture about questionnaire of students’ motivation because this
questionnaire included internal validity non-test because instrument of this
questionnaire based on theory of some experts and the material based on this research
and reliability used formula Alpha Crombach. Although, the questionnare has
reliability with score 0.895 but items of 4, 9, 17, 20 and 30 are not use in this research
because the result of analyzing item got 0. And in reading test, the researcher used
formula Oller, 1979, p. 247 (as cited Nurgiyantoro, 2009, pp 139-140) to observe
facilitating index and discriminating power of reading test. From the result, after the
researcher did try out to 52 students, only 25 items that can used in this research.
Therefore, to analyzing the data, the researcher used descriptive and inferential
analysis. In descriptive analysis, the researcher used describes data which consists of
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following steps: mean, median, modus, deviation standard in form frequency table
distribution and use correlation and regression analysis. While, inferential analysis is
used to testing hypothesis’s research.
RESEARCH FINDINGS AND DISCUSSION
A. Research Finding
The Result of Analyzing Data From Descriptive Testing
The result of X variable and Y variable will be analyzed by using
Excel program. In order to find out the mean, median, modus, and standard
deviation as what have been reported on the table 4.1.
4.1. The Result of Students’ Motivation (X) and Reading Comprehension (Y)
Variable
Data
Total
Score
Score
Min
Score
Max Range Mean Median Modus SD
X 1810 59 103 44 82.27 82 75 12.94
Y 1844 68 96 28 83.81 86 92 9.52
The Result Of Analyzing Data For Normality Testing
Normality data testing in this research is to testing normality data of students’
motivation (X) and students’ reading comprehension (Y) with using Chi Quadrate
(X2) formula. Hypothesis statistic testing as follows:
H0 : variable data normally distributed
H1 : variable data is not normally distributed
The result of normality data testing have been reported on the table and 4.9.
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Table 4.9 The Result of Chi Quadrate of students’ motivation and reading
comprehension
Variable The result of Xcount 2 ≤ Xlist
2 Criteria
X 2.18 ≤ 15.507 Normal
Y 1.63 ≤ 11.070 Normal
The Result Of Analyzing Data For The Hypothesis Testing
From analyzing of regression and correlation simple of students’ motivation
and reading comprehension got regression b = 0.441 and constanta a = 47.54.
Therefore, the correlation of two variables can be showing by regression linier
simple Ῠ = 47.54 + 0.441X.
Before the researcher did conculded of this research, the researcher did
analyzing of significance regression by using F testing and got fo = 7.64 > flist 4.35
with v1 = 1, v2 = 20, db = 5% (0.05) and flist 4.35. Therefore, Ho rejected and H1
acceptable. Based on calculation of significance regression can concluded that there
is correlation significance between students’ motivation and reading comprehension
in reading English text.
To testing simple correlation score of students’ motivation (X) and reading
comprehension (Y) getting coefficient correlation (r) = 0.7785. It means that score of
students’ motivation and reading comprehension has positive correlation. To testing
correlation of coefficient using t testing with α = 5%, dk = 20 and tlist = 2.086.
Therefore, tcount ≥ tlist (5.558 ≥ 2.086). It means that Ho rejected and H1 acceptable.
Based on the result analyzing itself can concluded that students’ motivation has
positive correlation between reading comprehension in reading English text with r2
=
60.60%. It means that 60.60% reading comprehension caused by motivation.
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Discussion
Based on previously chapter, motivation has correlation with reading
comprehension and from analyzing linier regression of students’ motivation and
reading comprehension is Ῠ = 47.54 + 0.441X. It means that students’ reading
comprehension would be increased or effectively if motivation that given is good
because good motivation would be give positive impact to students. It is supported by
Guthrie, Laurel, Stephen & Nichole (2007, p. 310) study (as citied in Saddhono &
Slamet, 2012, p. 91) “Reading comprehension is would be more effectively if it is
supporting by motivation.”
Therefore, based on analyzing data that reading comprehension is 60.60%
determined by motivation while, 39.40% is determined by other factors. The value of
correlation between students’’ motivation and reading comprehension consist of is rxy
= 0.7785 and r2
= 60.60%.
CONCLUSSION
The researcher can be proved by the result of research, namely: first, students’
motivation and reading comprehension has positive correlation with r = 0.7785.
Second, the value r2
of correlation between students’ motivation and reading
comprehension in reading English text is 60.60%. Third, the criteria of rejecting
hypothesis (H0) and accepting alternative hypothesis (H1) is if fo > flist. Based the
calculation that have been done on previous chapter, if is found fo = 7.64, while flist =
4.35 or 7.64 > 4.35 this can be interpreted that X variable and Y variable have
positive correlation. Fourth, the criteria of coefficient correlation determining
significance if tcount ≥ tlist. However, from the calculation, it is found that tcount = 5.558
and tlist = 2.086 or 5.558 ≥ 2.086. Fifth, based on point 4 calculations it can be
concluded that there is positive correlation and regression between motivation and
comprehension in reading English text. That is meant the motivation factor is very
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important to determine successfulness of reading as what have been drawn on
regression model: Ῠ = 47.54 + 0.441X.
Based on the calculation above can concluded that students’ motivation has
positive correlation with reading comprehension that is proved by the regression
analysis finding, namely fo = 7.64 > flist = 4.35 and correlation coefficient testing
value is tcount = 5.558 ≥ tlist = 2.086.
ACKNOWLEDGMENTS
This journal is based on presented to English Department of letters and culture
faculty as partial fulfillment of requirement for the degree of sarjana pendidikan. In
this journal, I would like to express my deepest gratitude to the Rector of UNG, the
all of lectures and staffs at State University of Gorontalo, my two advisors, my two
examiners, my parents, and also my friends of English Department 09 to give their
suggestion, critic, pray, and motivated in finishing this journal.
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