The Correlation Between Students’ Motivation in Reading and Their Comprehension Ability; Study of Second-Grade Students of SMPN 1 Dau.
Abstract
ABSTRACT: Reading is one of the most important skill that should be master. Reading is an activity that helps someone to get to know the world more broadly. Although people know well how important and useful reading activity is, there are still many students who are not able to make reading activities as a routine.
Motivation is an important component to determine the level of success students in reading achievement. Student motivation in reading is needed to understand and improve students' reading comprehension in understanding the contents of a reading text.
Reading comprehension is a process of someone in finding the meaning of a reading text. reading comprehension is a shared knowledge between the linguistic understanding of the reader (knowledge of the world) and knowledge of the subject they get.
There are two factors that influence students' reading comprehension abilities, there are internal and external. Here motivation includes internal factors, namely something that arises in someone who influences him to do something. This study aims to determine the correlation between two variables (1) motivation of students in reading; (2) their reading comprehension ability.
The method used for this study is to use the correlation method. The sample used for this study was second-grade students of SMPN 1 Dau Malang. There were 32 students involved in this study. The instruments used in this study were questionnaires and reading comprehension test. The questionnaire was used to measure the level of motivation for reading students, while a reading comprehension test was used to determine the level of reading comprehension of students. To help measure the relationship between the two variables, researchers used IBM Statistical Package for Social and Science (SPSS) and analyzed using Pearson Product Moment Correlation.
This refers to r observed, that -.161. To get df; 32 samples minus 2 (N-2) were 30 and the r critical was 0.361. From the result above it conclude that r-observed lower than r-critical (-.161 < .361). If the r-observed lower than r-critical, the correlation is not significant. The significant level at 0.378. These results are very far from the significant limit which is at point .05 which means the correlation is absolutely not significant.
Keywords: Reading motivation, students, reading comprehension.
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