THE INTERCORRELATION AMONG STUDENTS’ READING STRATEGIES, READING INTEREST, AND THEIR READING COMPREHENSION
Abstract
Reading is one of the essential skills in English that students need to master. This research investigates the intercorrelation between students’ reading strategies and reading interest toward their reading comprehension among eleventh-grade students at MA Kartayuda Kedungtuban, Kabupaten Blora. Employing a quantitative correlational design, the study involved 44 students (22 from XI IPA and 22 from XI IPS). Two instruments were used for data collection: the Survey of Reading Strategies (SORS) and a Reading Interest Questionnaire distributed via Google Forms, as well as a reading comprehension test based on the TOEFL Junior format. Descriptive statistics and multiple linear regression analysis were applied. The findings showed that the correlation between reading strategies and reading comprehension falls in the fairly strong category (r = .493 > r-table = .304, p = .000 < .05), indicating a significant relationship. Meanwhile, the correlation between reading interest and reading comprehension is in the low category (r = .391 > r-table = .304, p = .026 < .05). These results suggest that reading strategies have a more dominant influence on reading comprehension than reading interest. The study concludes that effective reading strategies significantly support students’ reading comprehension, while reading interest, although contributing, plays a less influential role. Teachers are encouraged to foster both reading strategies and interest through engaging materials and strategic instruction. Future research is recommended to involve a larger sample size and additional instruments for more in-depth analysis.
Keywords: Reading comprehension, reading strategies, and reading interest
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