form, but also they are required to understand of what they are reading. The process of understanding the text is often called reading comprehension.
Reading comprehension is the ability to read text, process it and understand its meaning. According to Wood and Vincent (2009, p.59), Reading comprehension the process is done by the readers; the readers recognize every word in the reading text to find the information needed.
So, from the explanation above that from three variable has the correlation each others. Reading is an emotional factor with strong impact by affective factors. That affective factor self-esteem has been of interest in the field of language learning because of their high effects on learning a foreign or a secondlanguage. While reading attitude as a system of feelings related to reading which causes the accompanied by feeling and emotions that makes reading more or less probable. Attitude a learned disposition on how to behave, either negative or positive; and the reading attitude refers to the persons nature towards reading as an activity. And the last, Reading is the process of getting information from a written symbol or written language. Reading comprehension the process is done by the readers; the readers recognize every word in the reading text to find the information needed.
The first relevant observe was performed by Putri Rahmi Hayati, Ujang Suparman, Huzairin (2017, p. 57) and the titled “The Effect of Self-Esteem on Their Reading Comprehension Achievement”. This research is to investigate the effect of self-esteem on their reading comprehension achievement and to find out whether students with high selfesteem get reading comprehension better than students with middle and low selfesteem.
The writer administered the test of self-esteem and reading comprehension at the first year students. The writer used the Ex Post Facto as the research design and One-Way Anova to indicate the effect of self-esteem on their reading comprehension achievement. In this research, the writer found that there is significant effect of self-esteem on their reading comprehension achievement with sig 0.000 (sig > 0.05).61
Second relevant observe was performed by Angeles Melero, Ruth Villalon and Belen Izquier do Magaldi (2020, p. 39) and the title “Attitudes toward reading, reading self-confidence, family involvement and reading comprehension in the second grade”. This research is study investigates the relationship between these four variables in Spanish second-graders using a quantitative (descriptive and correlational) study with the participation of 181 boys and 167 girls. Attitudes towards reading and writing were very positive, and confidence was high. The girls obtained higher scores than the boys. Reading self-confidence and family involvement showed significant correlations with reading comprehension. It is important to foster the involvement of families in their childrens' acquisition of reading and writing, to maintain the learners‟ self-confidence, and for teachers to
understand early differences between boys and girls in their attitudes and preferences.
Thirth relevant observe was performed by Noor Ashikien binti Ahmad dan Hamidah binti Yamat (2021, p. 69). And the title “Students‟ Attitudes and Perception of Achievement in Reading Comprehension”. This study aimed to investigate the students‟ attitudes and perception of reading comprehension. Participants were fourth, fifth and sixth-grade students selected using random purposive sampling from three different classes in a public school (n=80) in Betong. This research using an explanatory mixed-method also aimed to determine whether students‟ attitudes and perception significantly affect their reading comprehension. The data was gathered using Elementary Reading Attitude Survey (ERAS) developed by McKenna and Kear (1990, p.69) interview questions and the analysis on students‟
performance in reading comprehension. The research findings showed no strong relationship between students‟ attitudes and perception towards reading would affect their achievement in reading comprehension because students‟ attitudes and perceptions are affected mainly by other factors.
Fourth relevant observe was performed by Devita Gustirani Simanjuntak (2021, p.75) and the title “ The Correlation Among Self Concept, Reading Attitudes and Reading Comprehension Achievement of English Education Study Program Students of Tridinanti University of Palembang”. The aims in this study was to find out whether there was significantly correlation and contribution or not among self concept, reading attitude and reading comprehension achievement. The population was the
undergraduate of English education study program in academic years of 2020/2021.Total sampling technique used to take a sample of this study which consisted of 64 students The technique for collecting the data were questionnaires and test. In analyzing the data, correlation and regression analysis were used. Based on statistical analysis, it was found that correlation coefficient level between self concept and reading comprehension was the r-value (0.258) was higher than r-table (0.242).
Then the level of probability (p) significance (sig.2-tailed) was 0.000. It means p-value (0.039) was lower than (0.05). it can concluded that there was significant correlation and contribution between self concept and reading comprehension achievement. Meanwhile, the correlation coefficient or the r-value (0.037) was lower than r-table (0.242), level probability (p) significant (sig.2-tailed) was 0.000. It means that p-value (0.727>0.05). It can concluded that there was not significant correlation between reading attitude toward reading comprehension achievement. The result regression analysis of the students‟ self concept contribute students‟ reading comprehension achievement significantly with tvalue (2.068) was higher than t-table (1.669) with sig.value (0.043) was lower than probability value (0.05). It means there was contribute of students‟ self concept toward reading comprehension.
Fifth relevant observe was performed by Sri Rachmajanti and Uning Musthofiyah (2017, p.95). And the title “The Relationship Between Reading Self-Efficacy, Reading Attitude and EFL Reading Comprehension Based on Gender Difference”. Literacy has been of vital importance in learning in a
foreign language, and lots of research have been conducted to investigate the importance of reading comprehensions; however, studies on this dealing with gender are limited. Therefore, the purpose of the study is to examine the relationship among reading attitude, reading self-efficacy and reading comprehension of EFL tertiary students based on gender difference. A convenient sampling is used to draw data from 208 respondents ranging from the age of 19 to 24 years old using questionnaires and a reading comprehension test.
Fifth relevant observe was performed by Marjaana Soininen, (2014, p.
76) with the tittle of research “The Interdependence between Young Students‟ Reading Attitudes, Reading Skills, and Self-Esteem”. This research aims to find out To find out what kind of reading attitudes the first and the second graders have towards reading we constructed a questionnaire including 17 questions for all pupils and five extra questions for the second graders. The questionnaire covers four different areas: 1) attitudes towards reading, 2) attitudes towards studying, 3) attitudes towards social reading, and 4) feeling of competence. The scale used in the questionnaire is a Likert-type 1–4 (agree– disagree). 563 children (281 boys and 259 girls) took part in the study. The results show that children‟s self-esteem correlates significantly with their reading comprehension skills (r= .310, p=
.000), reading attitudes (r= .419, p= .000), and attitudes towards studying (r= .384, p= .000). The students who have good self-esteem have good reading skills and positive attitudes towards reading and studying. When looking at the different parts of the self-esteem questionnaire, the strongest
correlations are between students‟ selfhood and attitude towards studying (r= .376, p= .000) as well as between affiliation and attitude towards studying (r= .348, p= .000). This indicates that children, who are confident and happy being what they are as well as get well along with their peers, enjoy studying. Even more often than those children who are conscientious or have a high feeling of competence. The results show that students‟ self-esteem has a strong effect on their learning and attitudes. However, when we know how important it is for the first and second graders to acquire good reading skills, it is also possible that learning to read has a positive effect on young students‟ self-esteem. Therefore, it is essential that the teachers support the positive development of each student‟s self-esteem as well as reading skills and attitudes.
Six relevant observe was performed by Noushin Asadi Piran, (2014, p.74) with the title of research “The Relationship between Self-concept, Self-efficacy, Self-esteem and Reading Comprehension Achievement:
Evidence from Iranian EFL learners”. The research aims to found that the relationship between self-concept and reading comprehension scale (Spearman's rho=.65, Sig. =.01), and that of self-esteem and reading comprehension score (Spearman's rho=.35, Sig. =.01) was significant while the relationship between self-efficacy and reading comprehension score was not (Spearman's rho=.06, Sig. =.53). Overall, this study confirmed that the reading comprehension grades were affected strongly by students‟ self-concept and self-esteem.
Seven relevant observe was performed by Loree J. Hisken, (2011, p.57) with the title of research “The Correlation Between Self-Esteem and Student Reading Ability, Reading Level, and Academic Achievement”. This research is an examination of the correlation between the self-esteem of students and their reading ability, reading level, and academic achievement.
This research was completed using the University of Central Missouri library and online databases to gather articles and previous research on the areas of self-esteem, reading ability, reading level, and academic achievement. The research showed that there is a positive correlation between self-esteem and reading ability, reading level, and academic achievement. Students‟ levels of self-esteem were positively impacted if they were successful in reading and other academics.
Eight relevant observe was performed by Elsa Rosalina and Nasrullah, (2019, p.88) with the title of research “The Correlation between Self – Esteem and Student‟s Reading Comprehension”. The aim of this study was to know the correlation between self-esteem to student‟s reading comprehension. This study employed quantitative approach in the form of correlation design to identify the correlation between self-esteem and students reading comprehension. The population of the present study was English department students of ULM academic year 2018/2019. Data collection involved 35 students who took part in the reading course. There are two kinds of the instrument used: test and questionnaire. The data in this study were analyzed by using Pearson product-moment. The result of the study reveals that there is a correlation between self-esteem and student‟s
reading comprehension. The result showed that the r of the first calculation was .0457. It meant that H0 was rejected and self-esteem has a correlation to the reading comprehension with significance tailed 0.006< 0.05.
Besides that, Etuk et al., (2013, p.95) with the title of research
“Students' Perception of Teachers' Characteristics and Their Attitude towards Mathematics in Oron Education Zone, Nigeria”. Their research aims to find out the relationship between how students perceive their teachers in terms of Mathematics content knowledge, communication skills, use of appropriate teaching strategies and teachers' classroom management skills and students' attitudes towards mathematics. The population of this research were all second year students in senior high schools in the Oron Education Zone. The research sample consisted of 640 students who were selected through cluster techniques and simple random sampling. Two instruments - Questionnaire on Student Perceptions of Teacher Characteristics (SPTCQ) and Questionnaire of Student Attitudes towards Mathematics (SATMQ) were developed and administered to respondents.
The 50-student trial used the split-half reliability test which resulted in reliability coefficients of 0.86 and 0.94 for the SPTCQ and SATMQ, respectively.Pearson Product Moment Correlation and t-statistics were used to answer research questions and test hypotheses, respectively.The findings show that the way students perceive their teachers in terms of mathematical content knowledge, communication skills, teaching methods and classroom management skills has a significant relationship with students' attitudes
towards mathematics. When students' perceptions of teacher characteristics are low, students' attitudes toward mathematics tend to be negative.
The Next, I. Syaveny & Johari, (2017, p. 77) with the title of research “The Correlation Between Class Participation and Students' English Learning Achievement at SMA Negeri 12 Padang Kec. Naggalo West Sumatra”. Their research aims to determine the relationship between class participation (X) and students' English learning achievement (Y) at SMAN 12 Padang. The population in their study were students of SMAN 12 Padang, amounting to 894 people. Sampling was done by using stratified random sampling technique with a total sample of 100 students. Data collection was done by observation and questionnaires. Data analysis used quantitative descriptive techniques with SPSS version 22 computer program. The results of data analysis showed that there was a positive and significant relationship between X and Y with a high category (0.793) and a significance value of less than 0.05 (0.000 < 0.05), then obtained a value that corresponds to the r table of 0.163. From the research results, it is known that r count > r table (0.793 > 0.163) with a significance of 5% and n
= 100. Thus, the higher the participation, the higher the achievement in learning English. Therefore, participation should be a good consideration in learning.
CHAPTER III
RESEARCH METHODOLOGY A. Research Design
This is quantitative research in reform of a correlational study.
Further, correlation is a study systematic relationship between two or more variables engaged with the area of statistics in order to answer the questions of the variable in the data stated by Butler (1985, p.137). Besides, the linear relationship between two or more, and its strengths variables are analyzed by correlation analysis Pallant (2010, p.121).
This research is aimed the effect of students' self-esteem and attitude toward reading comprehension at SMPN 6 Teluk Kuantan. According to Fraenkel and Wallen (2009, p. 39), a variable is a concept noun that stands for variation within a class of objects Independent variables are those the investigators choose to study (and often manipulate) in order to assess their possible effect(s) on one or more variables. An independent variable is presumed to have an effect on, to influence somehow, another variable stated by Wallen and Fraenkel (1991, p.36). In this research, students' self-esteem and attitude as independent variables (X1 and X2) where reading comprehension as the dependent variable (Y)
FigureIII.1
According to Hatch and Farhady (1982) the research design can be illustrated as follows:
Where:
X1 : Students‟ Self-Esteem X2 : Attitude
Y : Reading Comprehension B. The Location and Time of The Research
This research was conducted at SMPN 6 Teluk Kuantan. It will carried out start from November 1st, 2022 to December 1st, 2022.
C. Population and Sample of the Research