CHAPTER IV FINDINGS AND DISCUSSIONS
B. Discussion
The discussion of the results is arranged to be related to the research questions.
After conducting the research and analyzing the data, the purpose of the research had been reached and it was found that the alternative hypothesis (Ha) was accepted it can be seen from the result that showed there is influence of gender and reading motivation towards students’ reading comprehension. Meanwhile, based on sample T test, it is showed that there is different result between average motivated male students and average motivated female students, there is no the different between low motivated male students and low motivated female students.
1. Significant Difference Between Average Motivated Male Students and Average Motivated Female Students at Madrasah Aliyah Anshor Sunnah Kampar
Based on the result of statistical analysis, it is found that there is the difference between average motivated male students and average motivated female students. It can be inferred from the mean score of female students which higher than male students. This result related to Arellano (2013) which confirmed that females are more superior to males in verbal ability.
PIRLS (Progress in International Literacy Study in 2003 also showed that females scored significantly higher than males in 35 countries (Ay & Bartan, 2012). In national literacy test in British schools, girls consistently outperform boys, it was mentioned by Logan and Johnston (2009). Besides, several recent studies have shown that reading motivation has a key role in reading achievement. A few studies, also, has pointed out a significant difference in
reading achievement between genders (Mccormick & O ’Connor, 2014; Quinn, 2018; Retelsdorf, Schwartz, & Asbrock, 2015; Schwabe, McElvany, &
Trendtel, 2015). Quinn's meta-analysis (2018) that males are 1.83 more likely to have reading problems compared to females.
Large-scale and repeated results of evidence on gender differences can be found when examining younger reader's motivation (Marinak & Gambrell, 2010; Mucherah, Finch, Smith, & Ambrose-Stahl, 2014; Quinn, 2018). And it has been proven multiple times, that males and females have differences levels of motivation to read, perceptions and purposes to read (Mccormick & O
’Connor, 2014; Mucherah & Yoder, 2008; Quinn, 2018; Schwabe et al., 2015).
Then, a study by Mucherah, Finch & Smith (2008) also revealed that female students place themselves higher in reading motivation. further research from Quinn (2018), McCormick and O'Connor (2014) agree with the research of Mucherah (2008) on the basis that females are more motivated to read than males.
Based on explanation above, it can be concluded that gender able to influence the reading comprehension. It caused by the nature of the gender itself which means that gender has characteristics that are influenced by several things that are fundamental in shaping gender in humans and it develops over time.
Biological is a main factor that can influence gender. As the closest thing that affects gender, things that are included in the biological form contribute to the natural development of gender that humans may not be able to avoid while they are growing normally. Sex and gender are two different things. But still
interrelated. In general, gender is defined as individual differences based on biological factors brought about by birth, namely the differences between male and female sex, while gender is a psychosocial aspect of men and women (Sugihartono, 2007). Related to Logan and Johnston (2009) stated that girls are better in reading comprehension than boys, girls read more frequently than boys do, and girls have more positive attitude to reading.
2. There is no Difference Between Low Motivated Male Students and Low Motivated Male Students at Madrasah Aliyah Anshor Sunnah Kampar
Based on the statistical analysis in this research found that there is no significant difference between low motivated male students and low motivated female students. This shows a contrast with average motivated students.
Several previous studies have shown comparable results and explained that there is no effect of gender or motivation on reading comprehension. For example, Anantasia (2016) explained that in her test, there is no significant differences between boys and girls who get the highest score in this test eventhough girls still be the highest score. Firdaus (2022) with the same result stated that in his research, it showed that reading motivation did not give a significant correlation to reading ccomprehension.
According to Seymour and Walsh (2006), motivation for learners is always a main element that affects their reading comprehension. However, it has not been yet recognized that motivation is a main factor in reading comprehension.
Reading motivation is one of the main factors for foreign language students that helps learners to read more effectively.
Putri and Melani (2021) gave the picture how gender is not the only factor that influences reading comprehension. They said Gender differences has influence reading comprehension even though this effect was not big enough to be statistically significant. There were several factors that cause of insignificant different between males and females students. This happened because of several factors, such as background knowledge, attitude and motivation. Firstly, background knowledge, in this study the researcher chose English students as a research sample where their background knowledge was already English education, and they also learn English itself. Secondly, motivation is considered with the arousal of the interest in learning. So that, in this case because they have same interest in reading comprehension even though females were better in reading than males. Lastly, attitude is the willingness of the reader toward reading activity although females are better in reading comprehension; they still have their own willingness as English education.
Based on the explanation above, it can be concluded that on the other hand, gender roles and reading motivation are not very significant for the attainment of reading comprehension. Both are included in the main factor, but still need other factors to determine how students' reading comprehension can develop or vice versa.
3. There is an Interaction Gender and Reading Motivation on Students Reading Comprehension
Univariate analysis result showed that it was found that significant value of gender and reading motivation, there is an interaction gender and reading
motivation on students reading comprehension. Basically gender contribution is found in reading comprehension and reading motivation. Whether male has higher reading motivation or female has proficient reading comprehension (e.g : Logan & Johnston, 2009; Mccormick & O ’Connor, 2014; Quinn, 2018;
Retelsdorf, Schwartz, & Asbrock, 2015; Schwabe, McElvany, & Trendtel, 2015).
Reading motivation one of the most crucial factors to make students successful in reading comprehension as it has been explained before. If students be motivated in reading, it will turn them more focus in reading and help them easier to comprehend books or texts. As the achievement of reading comprehension requires basic knowledge, one of which is from other reading sources, it certainly requires motivation to improve to read more ( Seymour and Walsh, 2006). Another words, McGeown (2017) stated that reading motivation is a principal factor which supports students to read more, and it has a significant relationship with reading and understanding text.
This result supports what Grabe and Stoller (2002) in Ahmadi (2017) said, that reading motivation is the significant thing for the students and it improves the students' reading comprehension. It also supports Guthrie (2006) that stated students who are motivated “achieve because they want to understand and learn”. Therefore, the students need to increase their reading motivation for more understanding the written text. Seymour and Walsh (2006) emphasize that students’ reading comprehension activities is affected by motivation.
These findings indicate that there is an opportunity for students who have reading motivation to read more and become better readers than students who have less reading motivation. According to Gambrell, Palmer, Codling, and Mazzoni (1996) said that someone who wants to read is motivated or has a desire to read.
CHAPTER V CONCLUSION A. Conclusion
The main goal of the research was to find out the influence of reading motivation and gender towards students’ Reading Comprehension at Madrasah Aliyah Anshor Sunnah Kampar. In order to answer research questions related to the influence of Reading Motivation towards Reading comprehension and the influence of gender towards Reading comprehension, sample T test and univariate analysis were used to find out the influence of reading motivation and gender towards Reading comprehension.
Based on results and discussion in this research, several conclusions could be drawn :
1. The average motivated students and average motivated female students show a significant difference. The mean score of male average motivation is 21.73 and the mean score of female average motivation is 33.07. thus related to the result of mean score of students motivation, female motivation is higher than male motivation in average category. In this case, gender and reading comprehension provide strong domination.
2. Low motivated male students and low motivated female students show no significant differences. The mean score of male low motivated is 22,36 and the mean score of female low motivated is 18,05 with significant value 0.215 is higher than α (0.05) or tested on 95% of confidence interval.
Therefore, this can be inferred that there is no the difference between male
low motivated students and female average motivation students This could be due to other factors. So that the role of gender and reading motivation do not take an important role.
3. The combination reading motivation and gender have been proven that they give influence on student’ reading comprehension. The univariate analysis result, it was found that significant value of gender and reading motivation is 0,003 is lower than α (0.05) or tested on 95% of confidence interval which means that the null hypothesis is rejected, and alternative hypothesis is accepted. It means, there is an interaction gender and reading motivation on students reading comprehensionAlthough in this study showed that the influence is in a small scale. These can be formed by the comparation that provides the average motivated female students is higher and average motivated male students. Somehow in low motivated category, it showes that both female and male are balance.
B. Implication of The Research
It has been illustrated that gender and reading motivation have an influence on reading motivation both significantly and not. Basically, the general view is that girls in schools give maximum results in reading comprehension. so that several efforts to improve the quality of male gender reading comprehension were not optimal. Several studies have shown that gender opportunities to achieve good attainment in reading comprehension are equal. So it requires classroom management so that both genders have the right portion to improve their reading comprehension results.
Whereas in reading motivation, the effect on reading comprehension has a role as the main factor. However, this is often neglected because of the teacher's rigidity in fulfilling the perfection factors of reading motivation to influence the production of proficient reading comprehension. Teachers should be able to build points in reading motivation such as attitudes, beliefs, goals, involvement, environmental support, and personal attributes. this will directly affect the increase in students' reading motivation.
C. Recommendation
After conducting this research, it seems very important for the researcher to give suggestions for the English teachers or students in order to get successful in teaching and learning English as a foreign language. By implementing of Reading Motivation and encourage Learning Interest, the teacher will be easier to trait the students in teaching and learning process. Therefore, giving the attention to Reading Motivation can build good relation among teacher and students.
Therefore, it seems very important for the researcher to give suggestions for the teachers and the students. Based on the result of the research, the researcher offers some suggestions as follows:
1. English teachers encourage Reading Motivation in order to improve the students’ participation in reading activities.
2. The teacher should pay attention to the students’ motivation which must be encouraged through implementing technique and strategy in teaching.
3. The teacher should implement interesting and active learning encourage students’ motivation in order to build good characters and good learning environment for the students.
4. Schools should provide learning media and professional teacher in order to increase students’ comprehension reading.
5. For further research, it is suggested to the next researchers to investigate Reading Motivation and gender applied other subjects, not only English subject.
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APPENDIX I
1. STUDENT READING COMPREHENSION TEST
Name : Class :
This text is for questions number 1 – 3!
The Great Wall, one of the greatest wonders of the world, was listed as a World Heritage by UNESCO in 1987. Just like a gigantic dragon, the Great Wall winds up and down across deserts, grasslands, mountains and plateaus, stretching approximately 8,851.8 kilometers (5,500 miles) from east to west of China. With a history of more than two thousand years, some of the sections are now in ruins or have disappeared. However, it is still one of the most appealing attractions all around the world owing to its architectural grandeur and historical significance.
Great Wall of China is the longest structure ever built. It was erected entirely by hand.
The main part of the wall is about 3,460 kilometres long. One of the highest sections of the Great Wall, on Mount Badaling, near Beijing, rises to about 11 metres high. This section is about 7.5 metres wide at its base and nearly 6 metres at the top. Watchtowers stand about 90 to 180 metres apart along the wall.
1. We know from the text that Great Wall is…
A. Not a high building B. Located in southeast china C. Built by using high technology D. Built without using technology E. The longest construction in the world
2. What makes people attracted to come to Great Wall?
A. Its highest and long sections B. Its longest structure ever built
C. Its location and the condition of the win D. Its deserts, grasslands, mountains and plateaus E. Its architectural grandeur and historical significance.
3. Why did the writer write the text?
A. To identify Great Wall of China B. To criticize Great Wall of China C. To promote Great Wall of China D. To describe of Great Wall of China E. To compliment Great Wall of China This text is for questions number 4 – 6!
Ladies and gentlemen on behalf of the crew I ask that you please direct your attention to the monitors above as we review the emergency procedures. There are six emergency exits on this aircraft. Take a moment to locate the exit closest to you. Note that
the nearest exit may be behind you. Count the number of rows to this exit. Should the cabin experience sudden pressure loss, stay calm and listen for instructions from the cabin crew.
Oxygen masks will drop down from above your seat. Place the mask over your mouth and nose, like this. Pull the strap to tighten it. If you are traveling with children, make sure that your own mask is on first before helping your children. In the unlikely event of an emergency landing and evacuation, leave your carry-on items behind. Life rafts are located below your seats and emergency lighting will lead you to your closest exit and slide. We ask that you make sure that all carry-on luggage is stowed away safely during the flight. While we wait for takeoff, please take a moment to review the safety data card in the seat pocket in front of you.
4. What does the text talk about?
A. An emergency procedure B. An emergency lighting C. The emergency exits D. Cabin monitors E. Safety briefing
5. “Pull the strap to tighten it.” The underlined word has the similar meaning as ….
A. Line B. Rope C. String D. leash E. Mask
6. We can infer from the text that …
A. All the luggage has to put away during the flight
B. Passengers have to follow to the instruction the safety data card C. The cabin crew has to give instruction during the emergency situation D. All passengers must stay on their seat when their emergency landing E. Passengers does not allow to bring their luggages in emergency situation This text is for questions number 7 – 9!
Ichiro Suzuki is a famous and successful Japanese baseball player. He was born in Toyoyama, Japan in 1973. From the age of seven he practised for several hours a day, trained by his father. By the age of 12, Ichiro knew he wanted to be a professional baseball player. Although some teams were put off because he was so small, he turned professional at the age of 18.
In 1992 Ichiro played in a Kobe’s Orix Blue Wave, but for a long time he couldn’t get into the first team. The manager didn’t like his style. In 1994, a new manager came and promoted Ichiro. By the end of the year he was famous. Japan’s media called him the
‘human batting machine’.
In 2000 Ichiro signed a three-year contract with the Seattle Mariners. He was the first Japanese position player ever to play in America. He immediately started breaking records and making history. He still plays for the Mariners.
7. The text is a…
A. Sports report.
B. Description of a baseball match.
C. Portrait of a baseball player.
D. History of japanese baseball.
E. Ichiro’s letter.
8. The text tells us that some teams did not want Ichiro because of his … A. Size B. Nationality C. Age