i ABSTRACT
COMPARATIVE STUDY BETWEEN STUDENTS WITH INTRINSIC AND EXTRINSIC MOTIVATION IN READING COMPREHENSION AT
SMAN 7 BANDAR LAMPUNG
Cahyati Sri Wulandari Lampung University
The objective of this study was to find out whether there was a significant difference between students with intrinsic and extrinsic motivation in reading comprehension at SMAN 7 Bandar Lampung in the academic year 2014/2015. To achieve this goal, the researcher carried out quantitative study with ex post facto design because the researcher wanted to compare the result of reading comprehension test between students with intrinsic and extrinsic motivation.
The population of this research was second grade students of SMAN 7 Bandar Lampung in the academic year 2014/2015. The sample of this research was XI Science 4 class. Ex post facto design was applied and the data were collected through questionnaire and reading comprehension test. The questionnaire consisted of 40 items, it was used to categorize the students based on their intrinsic and extrinsic motivation. While reading comprehension test was administered with 40 questions, it was used to measure their achievement.
The data were analyzed by using independent t-test, in which the significance was determined by p < 0.05. The result of computation showed that the t-count was 3.122 at the significance level 0.05, meaning that t-count > t-table (3.122 > 2.030). It could be concluded that there was a significant difference between students with intrinsic and extrinsic motivation in reading comprehension.
COMPARATIVE STUDY BETWEEN STUDENTS WITH INTRINSIC AND EXTRINSIC MOTIVATION IN READING COMPREHENSION AT
SMAN 7 BANDAR LAMPUNG (A Script)
By
Cahyati Sri Wulandari
A Script
Submitted in a Partial Fullfilment of The Requirement for S-1 Degree
in
The Language and Art Department of Teacher Training and Education Faculty
ENGLISH EDUCATION STUDY PROGRAM ARTS AND LANGUAGE EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
ii
CURRICULUM VITAE
The script writer, Cahyati Sri Wulandari, was born on July 20th, 1993 in Bandar
Lampung. She is the third and youngest child of a great couple, Sumarno and
Rohani. She has two brothers, Bagus Priyo Ciptono and Priyatna Nata Kusuma.
She started her study at State Elementary School 3 Kaliawi in 1999 and graduated
in 2005. Thereafter, she was enrolled as a student of State Junior High School 25
Bandar Lampung from 2005 to 2008. In the same year, she registered at Senior
High School Perintis 2 Bandar Lampung and graduated in 2011. When celebrated
the independence day, she participated in English competition and fashion show
in her school. Surprisely, she became a winner in both of those competition .
Then, she entered University of Lampung and took English Education Study
Program as her major in Faculty of Teacher Training and Education in 2011.
While studying at University of Lampung, she accomplished her teaching practice
program (PPL) at SMP PGRI 1 Gunung Alip in Tanggamus Regency from August
to September 2014. She accomplished her research at SMAN 7 Bandar Lampung
iii
Dedication
By offering my praise and gratitude to ALLAH SWT for blessing me
I’ ly a :
My beloved parents, Sumarno and Rohani
My beloved brothers, Bagus Priyo Ciptono and Priyatna Nata Kusuma My mates, Cia, Kinan, Nova, and Deky Yusa
iv
MOTTO
'If you believe, you can achieve'
(Sophie Turner)
Work hard in silence
Let your success make the noise
v
ACKNOWLEDGEMENT
Alhamdulillahirabbil ‘alaamiin. In the name of Allah, the Beneficent and the Merciful, all praise is only to Allah SWT, lord of the world who has bestowed upon the writer in completing this script entitled A Comparative Study Between Students Who Have Intrinsic And Extrinsic Motivation In Reading Comprehension At SMAN 7 Bandar Lampung. Peace and blessing be upon our prophet, Muhammad SAW, his families, his companions, and his followers.
This script is constructed as one of the requirements in accomplishing the S-1 Degree at Department of Language and Arts of Faculty of Teacher Training and Education, University of Lampung.
The researcher would like to express her gratitude to many people who have given their suggestion, and helps in writing this script. Herewith, the researcher would like to convey his gratitude and respect to Prof. Dr. Cucu Sutarsyah, M.A., her first advisor for his guidance, scientific knowledge, and ideas during the script-writing. He also wants to extend his gratitude to Drs. Dedy Supriyadi, M.Pd. her second advisor for his invaluable assistances, encouragement and ideas. Her thankfulness is also addressed to Drs. Sudirman, M.Pd. as the examiner for his invaluable suggestion, criticism and gave knowledge make the script better.
vi
The researcher would like to express her special gratitude and respect to her beloved big family of English Department 2011 and all friends who motivated, strengthened and also inspired especially for Kinan, Cia, Nova and Deky Yusa. Thank you so much for being such a great companion during our togetherness at campus.
The greatest honour and appreciation would be finally dedicated to her beloved parents. It is truly undoubted that loves, cares, spirits, motivation, patience and willingness to wait for her graduation and timeless prayers during days and nights are everything for her. My sincere thanks and love are also dedicated to my beloved brother and my lil niece and nephew thank you so much from my deepest heart to you all.
Hopefully, this research can be beneficial to the readers as well as those who intend to bring about further research.
Bandar Lampung, July 2015 The researcher,
vii
2.3. Classification of Motivation ... 12
2.4. Intrinsic Motivation ... 13
2.5. Extrinsic Motivation ... 15
2.6. Concept of Reading ... 17
2.7. Concept of Reading Comprehension ... 19
2.8. Aspects of Reading ... 23
2.9. Role of Motivation in Reading ... 24
2.10. Advantages/Disadvantages ... 25
viii
3.7. Data Analysis ... 46
3.8. Hypothesis Testing ... 46
IV. RESULT AND DISCUSSION 4.1. Results of the Research ... 48
4.2. Normality Test ... 56
4.3. Result of Hypothesis Test ... 57
4.4. Discussion of Findings ... 58
V. CONCLUSION AND SUGGESTION 5.1. Conclusions of the Research Findings ... 68
5.2. Suggestions ... 69
REFERENCES ... 70
xii
LIST OF TABLE
Table Title Page 3.1 Specification of Questionnaire ... 34 3.2 Specification of Reading Comprehension Try Out Test ... 35 3.3 Difficulty Level of Reading Comprehension Try Out Test ... 41 3.4 Discrimination Power of Reading Comprehension Try Out Test 42 4.1 Mean Score of Reading Comprehension Test in Intrinsic Motivation
ix
5 Result of Students' Questionnaire ... 85
6 Reading Test Try Out ... 88
7 Answer Key of Try Out Reading Comprehension Test ... 100
8 Result of Tryout Students' Reading Comprehension Test ... 101
9 Distribution of Students’ TO Rct Upper ... 102
10 Distribution Of Students’ TO Rct Lower ... 103
11 Reliability Analysis of Tryout Reading Comprehension Test ... 104
12 The Difficulty Level and Discrimination Power Tryout of Reading Comprehension ... 106
13 Reading Comprehension Test ... 107
14 Answer Key of Reading Comprehension Test ... 117
15 Result of Students' Reading Comprehension Test ... 118
16 Score of Reading Comprehension Test in Intrinsic Group ... 119
17 Score of Reading Comprehension Test in Extrinsic Group ... 120
18 Mean Score and Distribution of Frequency of Reading Comprehension Test in Intrinsic Group ... 121
19 Mean Score and Distribution of Frequency of Reading Comprehension Test in Extrinsic Group ... 122
20 Normality Test ... 123
21 Hypothesis Test ... 125
Students’ Answers
Surat Izin Penelitian
xi
LIST OF GRAPH
Graph Title Page
x
LIST OF CHART
Chart Title Page
4.1 Score of Students’ Intrinsic and Extrinsic Motivation ... 50 4.2 Score of Students’ Reading Comprehension Test ... 51 4.3 The difference of Reading Comprehension Test Score Between
I. INTRODUCTION
This chapter will explain about the background of the research, the research
question, objective of the research, uses of the research, scope of the research, and
definition of terms.
1.1. Background of the Research
Being successful in teaching English is the dominant factor that the English
teacher should pay attention to, especially in teaching reading. Reading dominates
the teaching materials in almost English textbooks where there are some types of
reading text that should be read by the students. In order to gain knowledge of the
sources people needs to read it, only people with good English proficiency may
deal with the sources. Each students get equal chance to learn English in a class,
but their achievements, particularly in reading considerably differ from each
other. This might be due to some factors, one of which is motivation. Gardner
(1985) defined motivation as “the combination of effort plus desire to
achieve the goal of learning the language plus favorable attitudes toward
learning the language”. From another point of view, Narayanan (2006) defined
motivation as the reason or reasons behind an actions or behaviors. As it
seems motivation does not have a particular definition. Different people define
According to Deci and Ryan (1995) self determination theory is divided into two
general types of motivation, one is intrinsic motivation which refers to motivation
to engage in an activity, because it is enjoyable and satisfying to do, the other
type of motivation is extrinsic motivation which is based on external rewards
to the activity itself. As Sardiman (1994) said, In teaching learning process,
motivation can be said as the whole of activator power in students self which
cause learning activity which guarantee the teaching learning process and give the
direction to learning activity, so that the aims that is required by the learning
subject can be achieved. “Students with mastery goals are intrinsically motivated
to strive to develop competence by learning as much as they can about a subject,
focusing on their development of skills and competence relative to the task”
(Cocks and Watts, 2004).
Motivation has very important role in learning especially in reading skills in English
subject, because the students’ reading comprehension might not be active if they did
not have motivation to learn English through reading. As Widyamartaya (1992)
stated, reading is a key in learning. Further, he also stated that, “reading is the
most complete, easiest, and the most modern learning sources”. Reading is
a receptive skill - through it we receive information. But the complex process of
reading also required the skills of speaking, so that we can pronounce the words
that we read. In this sense, reading is also a productive skills in that we are both
receiving information and transmitting it (even if only to ourselves). To achieve
3
the students should to comprehend the text in order to understand the information
effectively.
Basically, in order to be successful they should do some improvement by themselves.
One of the ways to improve their quality is eagerly to read because through reading
they may get new information, compare, and relate old information with new one and
do intellectual activities. Many students approached assignments as something to
get through without understanding the relevance of those assignments to their
lives. For far more students, the content of the textbook, article, or trade book is
too difficult or too irrelevant to their experience, and encountering the information
on the page is not sufficient for understanding. These students need to talk, write,
and connect the content to what they already know to make sense of the material
on the page. Other students did not see the relevance of the assigned reading to
their lives and were not interested in putting forth the effort to complete the task.
However, many of these same students were able to persevere with difficult
reading if they were interested in the subject, if they could be motivated and
supported to engage with the task.
Students who did not enjoy independent reading did not achieve the same
successful academically or in life that those who like to read do (Grams,
2003). As teachers we need to make sure that we build comprehension levels
with those students who struggle with reading. According to Shinn, Walker, and
Stoner (2002), “early academic experiences that consistently end in failure can
In general, one of the ways in an effort to increase knowledge in order to master
the information and technological development is reading. Based on all
explanation above, the researcher was interested in carrying out a research on a
comparative study between students who have intrinsic and extrinsic motivation
in reading comprehension at SMAN 7 Bandar Lampung.
1.2. Research Questions
In line with the background stated previously, the problem are formulated as
follows.
1. Is there any significant difference between students who have intrinsic and
extrinsic motivation in reading comprehension at SMAN 7 Bandar Lampung?
2. Which group of students with intrinsic and extrinsic motivation achieve better
reading comprehension?
1.3. Objectives of the Research
By relating to the research questions, the objective of the research are.
1. to find out whether there is significant difference between between students
who have intrinsic and extrinsic motivation in reading comprehension at SMAN 7
Bandar Lampung.
2. to find out which group of students with intrinsic and extrinsic motivation
5
1.4. Uses of the Research
In relation to the research problems and objectives, the findings of the research
may be beneficial not only theoretically but also practically, as follows:
1.4.1. Theoretically
The result of this research was expected to be useful reference for the English
language teaching particularly for teaching reading. For the other researchers, this
may become a trigger for them to go to further investigation on similar matter.
1.4.2. Practically
The result of this research was expected to provide positive contribution to the
teachers, especially in teaching reading. The teacher have to know the ability of
the students and the factors to motivate students in reading.
1.5. Scope of the Research
This study was a quantitative research which focused on finding out the result of
students’ reading comprehension in which it may be affected by their intrinsic and
extrinsic motivation. This research will be conducted at the second grade of
SMAN 7 Bandar Lampung. The subjects of the research were the students of
second year of Senior High School. The writer chose the second year students
because they were assumed to have an experience of learning English in their
senior high school at least one year. There were three variables in this research:
students’ intrinsic motivation, students’ extrinsic motivation considered as
independent variable while result on their reading comprehension as dependent
motivation in order to make the students master English and got the best
competence in reading comprehension.
1.6. Definition of Terms
There were some terms will be used by the researcher and to make it clear, the
researcher gave the definition as follows:
1. Reading Comprehension
Reading comprehension is the ability to read text, process it and
understand the meaning. An individual’s ability to comprehend text is
influenced by their traits and skills, one of which is the ability to make
inferences. If word recognition is difficult, students use too much of their
processing capacity to read individual words, which interferes with their
ability to comprehend the text.
2. Intrinsic Motivation
Intrinsic motivation involves engaging in a behavior because it is
personally rewarding; essentially, performing an activity for its own sake
rather than the desire for some external reward. People who are
intrinsically motivated, they enjoy an activity, course or skill development
only for the satisfaction of learning and having fun, and they are
determined to strive inwardly in order to be competent.
3. Extrinsic Motivation
Extrinsic motivation reflects the desire to do something because of
external rewards such as awards, money, fame, and praise. People who are
7
wish to engage in certain activities because they wish to receive some
external reward.
This chapter already reviewed introduction of the research. Including the
explanations about the background of research, research questions, objectives of
the research, uses, scope, and definition of terms were discussed in order to
provide an insight to this research. The next chapter would deal with literature
II. LITERATURE REVIEW
This chapter provided explanation related to theories used in this study. There
were several points of theories and previous studies which should be reviewed,
such as the previous related researches, concept of motivation, classification of
motivation, intrinsic motivation, extrinsic motivation, concept of reading, concept
of reading comprehension, role of motivation in reading, advantages and
disadvantages, theoretical assumption, and hypothesis.
2.1. Previous Related Researches
Many researches have reported to expose the identification of student’s
achievement in learning English to make the teaching and learning process more
effective. In this research, the researcher summarized the relevant previous
researches to prove the originality of the research. The first research with the title
is “a questionnaire measure of children’s motivation for reading” has been
conducted by Wigfield and Guthrie (1997). They concluded that scores on the
Motivations for Reading Questionnaire (MRQ) have been shown to relate to
children's reported reading frequency, and their performance on different
standardized tests. It can be used in various ways in schools; for instance, to
generate profiles of childrens motivations change over the course of a school
9
The second research conducted by Ryan and Deci (2000) with the title is
“Intrinsic and Extrinsic Motivations: Classic Definitions and New Direction”.
They concluded that intrinsic motivation remains an important construct,
reflecting the natural human propensity to learn and assimilate. However, extrinsic
motivation is argued to vary considerably in its relative autonomy and thus can
either reflect external control or true self-regulation. The relations of both classes
of motives to basic human needs for autonomy, competence and relatedness are
discussed. The third research has been guided by Ulper (2011) with the title is
“The motivational factors for reading in terms of students” in his research he
concluded that factors such as teachers, family members, friends, books,
environment and activities had a diagnostic effect on students in terms of
awakening their willingness to read. Those factors are effective more on
primary school students than high school students.
From the previous related researches above, the researcher chose to compare
between students’ who have intrinsic and extrinsic motivation in reading
comprehension. This research had differences with previous finding above
because the writer used comparative study to measure which one of motivation
that influence in students’ reading comprehension. To conduct this study,
researchers followed the steps as followed:
1. The researchers gave 50 items of questionnaire about motivation, consisting of
25 questionnaires for intrinsic motivation and 25 questionnaires for extrinsic
2. After giving the questionnaires, researcher categorize the students who have
intrinsic motivation and extrinsic motivation by remembering their name.
3. The researcher grouped the students who have intrinsic motivation and
extrinsic motivation, then gave reading comprehension test.
4. After step 3 above, researcher continued to analyze the data by using SPSS
16.0 computer program.
2.2. Concept of Motivation
Motivation is the reason to do something in a particular way. Huit (2001) said that
”Motivation refers to internal state (sometimes described as a need, desire or want)
that serves to activate or energize behavior and give it direction”. He also said that
“Most motivation theorist assume that motivation is involved in the performance of
all learned responses, that is a learned behavior will not occur unless itis energized by
motivation”. According to Hamachek (1944) “Motivation is associated with a need
for achievement. According to him, there are three factors that cause motivation.
Those are: (1) command that is given to somebody (2) task that is given to someone
and asked to do it (3) successful or failure from doing task that given. The
theoreticians concerned with motive state that people’s beliefs in proficiency to be
successful, their inner and outer motives, their goals, and social contamination
play an important role in identifying how many and how much activity they will
do (Baker & Wigfield,1999; Wigfield & Guthire, 1997). Motivation became an
important aspect since if students have strong motivation, the learning process
11
In line with that explanation, Kato (2007) stated that motivation is one of
important aspects in learning language. Theoretically, motivation is an inner
power that determines successful learning activity (Oxford and Shearin, 1994).
According to that explanation, Brown (1987) stated that motivation is commonly
thought as an inner drive, impulse, emotion, or desire that moves one to a
particular action. It can be assumed that motivation in this case is the positive
power which stems from the desire to attain the goal reflected in the orientation
for instance; learning English seriously in order to get a better achievement.
In psychology, Kleinginn & Kleinginna A (1981a) stated that motivation is an
internal state or condition (sometimes described as a need, desire, or want) that
serves to activate or energize behavior and give it direction. Most motivation
theorists assumed that motivation is involved in the performance of all learned
responses; that wass, a learned behavior would not occur unless it is energized.
The major question among psychologists, in general, was whether motivation is a
primary or secondary influence on behavior. That was, were changes in behavior
better explained by principles of environmental/ecological influences, perception,
memory, cognitive development, or emotion. Keller (1983) noted that “motivation
refers to the choices people make as to what experiences or goals they will
approach to avoid, and the degree of effort they will exert in that respect”. From
another point of view, Narayanan (2006) defined motivation as the reason or
reasons behind an actions or behaviors. According to Dornyie (2003)
motivation consists of three stages: pre-actional stage, in which motivation needs
protected, and post-actional, in which students evaluate the activity to which they
are motivated. Williams and Burden (1997) also claimed that motivation results
from a combination of different influences, some are internal and some are
external. As it seems motivation did not have a particular definition. Different
people define motivation from different views and it may be due to the existence
of different contexts of language learning, but the most important thing is that
motivation is a key to learning a language.
2.3. Classification of Motivation
On the other hand, Gardner (1985) proposed two types of motivation:
instrumental and integrative. He claimed that an integratively motivated learner
showed interest in learning about the culture and the people of the target
language, whereas an instrumentally motivated learner has more pragmatic
considerations in his/her mind regarding L2 learning, such as obtaining a job, or
gaining more money. Masgoret and Gardner (2003) define an integratively
motivated learner as one who is motivated to learn the second language, has
openness to identification with other language community and has favorable
attitude toward the language situation. Shaw (1981) claimed that in parts of
the world where English is learned as a foreign language, the integrative
motivation plays a minor role in the popularity of English and since English is
considered by many bonafide international or international language which is not
13
Deci and Ryan (1995) self determination theory is divided into two general types
of motivation, one is intrinsic motivation which refers to motivation to engage in
an activity, because it is enjoyable and satisfying to do, the other type of
motivation is extrinsic motivation which is based on external rewards to the
activity itself. It refers to the performance of an activity in order to attain some
separable outcome, or to achieve some instrumental ends. Noels (2001) refered to
intrinsic motivation into different categories, it can be IM-Knowledge (the
pleasure of knowing new things), IM-Accomplishment (the pleasure of
accomplishing goals), and IM-Stimulation (the pleasure sensed when doing the
task). The extrinsic motivation has also classified along a continuum of three
categories according to the extent to which the goals are self determined: external
regulation, introjected regulation, and identified regulation. Noels demonstrated
that intrinsic motivation is enhanced when teachers allow more autonomy to
learners.
2.4. Intrinsic Motivation
Intrinsic motivation refered to motivation that comes from inside an individual
rather than from any external or outside rewards, such as money or grades.
The motivation comes from the pleasure one gets from the task itself or from the
sense of satisfaction in completing or even working on a task. An intrinsically
motivated person will work on a math equation, for example because it is
enjoyable. Or an intrinsically motivated person will work on a solution to a
problem because the challenge of finding a solution is provides a sense of
reward involved, such as a prize, a payment, or in the case of students, a grade.
Intrinsic motivation does not mean, however, that a person will not seek rewards.
It just means that such external rewards are not enough to keep a person
motivated. An intrinsically motivated student, for example, may want to get a
good grade on an assignment, but if the assignment is not interested for that
student, the possibility of a good grade is not enough to maintain that student's
motivation to put any effort into the project. Examples of behaviors that are the
result of intrinsic motivation include:
- Participating in a sport because you find the activity enjoyable
- Solving a word puzzle because you find the challenge fun and interesting
- Playing a game because you find it exciting
In each of these instances, a person behavior is motivated by an internal desire to
participate in an activity for its own sake. Another example, a child h a s m a t h
h o m e w o r k . H e does his homework for fun because he experiences pleasure in
the discovery of new knowledge. The problem on his math homework just as fun
as playing a video game. In this case, his behavior is intrinsically and internally
motivated.
According to Ryan and Deci (2000), intrinsic motivation is defined as the doing
of an activity for its inherent satisfaction rather than for some separable
consequence. When intrinsically motivated, a person is moved to act for the fun
or challenge entailed rather than because of external products, pressures or
reward. Although reading motivation, particularly intrinsic motivation, is often
15
comfort with academics, and confidence in academic ability (Gottfried, 1985).
According to Ushioda (2008) intrinsically motivated learners are likely to display
much higher levels of involvement in learning, and use a wider range of problem
solving strategies. Regarding the relationship between motivation and language
skills, Lucas (2010) noted that students are intrinsically motivated to learn
peaking and reading skills and that they are intrinsically motivated via
knowledge and accomplishment. Wigfield and Guthrie (1997) showed that
intrinsic motivation has a great influence not only in reading comprehension but
in other aspects of reading, like reading breadth. Apple (2005) found that if
Japanese students were already motivated enough to reading, the extensive
reading program seemed unnecessary.
2.5. Extrinsic Motivation
Extrinsic motivation is a construct that pertains whenever an activity is done
in order to attain some separable outcome. Extrinsic motivation reflects the
desire to do something because of external rewards such as awards, money, and
praise. People who are extrinsically motivated may not enjoy certain activities.
They may only wish to engage in certain activities because they wish to receive
some external reward. Extrinsic motivation refers to motivation that comes from
outside an individual. The motivating factors are external, or outside, rewards
such as money or grades. These rewards provide satisfaction and pleasure that the
task itself may not provide. An extrinsically motivated person will work on a task
even when they have little interest in it because of the anticipated satisfaction they
face to something major like fame or fortune. For example, an extrinsically
motivated person who dislikes math may work hard on a math equation because
want the reward for completing it. In the case of a student, the reward would be a
good grade on an assignment or in the class. Extrinsic motivation does not mean,
however, that a person will not get any pleasure from working on or completing a
task. It just means that the pleasure they anticipate from some external reward will
continue to be a motivator even when the task to be done holds little or no
interest. An extrinsically motivated student, for example, may dislike an
assignment, may find it boring, or may have no interest in the subject, but the
possibility of a good grade will be enough to keep the student motivated in order
for him or her to put forth the effort to do well on a task.
The examples of behaviors that are the result of extrinsic motivation include:
- Studying because you want to get a good grade
- Cleaning your room to avoid being reprimanded by your parents
- Participating in a sport in order to win awards
- Competing in a contest in order to win a scholarship
In each of these examples, the behavior is motivated by a desire to gain a
reward or avoid a negative outcome.
Another example, a child has English homework. He does not like English
subject bu he should do the task. He might be motivated to do it because he
wants avoid the sanctions that his parents could give him in case he would not do
it. The cause for action is here clearly external, and the homework is not done for
its own sake but for the separate outcome of not getting sanctions. Here the
17
2.6. Concept of Reading
Reading is one of the important skills that are needed by the students from
elementary school up to the university. By reading, the students are able to get a
lot of information based on what they are required in reading. Clark (1993)
defined that reading as an active cognitive process of interacting with printed
material and monitoring comprehension to establish meaning. Reading is the
instant recognition of various written symbols, simultaneous association of these
symbols with existing knowledge and comprehension of the information and ideas
communicated. Afflerbach (2007) stated that reading is a dynamic and complex
process that involves skill, strategies and prior knowledge. Moreover, Smith
(1983) defined reading is a process of interpreting or understanding the text in
terms of the question what the reader formulates about the text. It means that the
reader would understand the text by making some questions in dealing with the
context. Consequently, the reading process involved what the reader wants to
know about the text by consulting questions appear in his mind. Actually, reading
is an active process. It needs thought and the ability in making sense of the text
that is being read. According to Milan (1998) there are some essential skills in
reading, they are:
1. Comprehension and Retention
The readers should be able to comprehend the text and memorize what they
have read. The ways that can be used by the readers to build comprehension
and retention are by determining the main idea of paragraphs and their purpose
of reading, comprehending main idea and distinguishing between main ideas
2. Inferences and Conclusion
In relating to make inferences, McWhorter (1989: 254) defined that an
inference is an educational guess or prediction about something unknown
based on available facts and information. It is the logical connection that we
draw between what we observe and what we do not know. In making
inferences the readers are required to “read between the lines” to make
deductions based on the information given. It means that the reader need to
know the meaning of a word by considering its context. The readers will be
able to do this by making use of the context in which the word occurred, in
other to give a rough idea of its meaning. In reading activity the readers should
make inferences from what they are reading and also make conclusion toward
the text has been read.
3. Critical Thinking and Analysis
In this term, the readers should distinguish the text they are reading, whether it
is the text of fact or opinion. Text of fact is a reading text which is written
based on real occurrence or based on something happened. While a text of
opinion is a reading text which is written based on someone’s point of view. So
in reading, the readers should analyze whether the text they are reading is a text
of fact or opinion, then they also should think critically whether the
information or message in that reading text is important for them or not.
Based on the statement above, it can be concluded that comprehension is
important in reading process. Reading with comprehension signifies not only
19
or the main idea of reading text to get the message and information from what
they have read.
2.7. Concept of Reading Comprehension
Comprehension means relating to what we do not know or new information, to
what we already know (Eskey, 1988). Therefore, in comprehending a text, the
reader relates new information from the text to his previous knowledge that he has
stored in his mind. Reading comprehension is a complex intellectual process
involving a number of abilities. Two major abilities involve word meaning and
verbal reasoning. Without words meaning and verbal reasoning, there could be no
reading comprehension; without reading comprehension, there would be no
reading (Brown, 1994). Then, Reading with comprehension one will recognize
and the important point of the text besides understanding the surface meaning of
the text.
Therefore, Reading comprehension is defined as the process by which a person
derives meaning from print. It is complex, dynamic process that requires active
engagement with the text and a conscious afford on the part of the reader to gain
meaning from what is read. Caldwell (2008) stated that reading comprehension is
the process of extracting and contructing meaning through interaction and
involvement with written language. Reading comprehension is the crucial link to
effective reading-a strong factor in our education and professional lives.
Furthermore, Kamil (2011) stated that in reading comprehension, students tend to
they are reading deals with culturally recognition context. Schumm (2006) said
that comprehension process involves an understading of words and how these
words are used to created meaning. Comprehension entails three elements, there
are: (1) the reader who is doing the comprehending; (2) the text that is to be
comprehended; and (3) the activity in which comprehension is a part.
1. The reader who is doing the comprehending
To comprehend, a reader must have a wide range of capacities and abilities.
These include cognitive capacities, motivation and various types of
knowledge.
2. The text that is to be comprehended
The features of the text have a large effect on comprehension.
Com-prehension does not occur by simply extracting meaning from text. Texts can
be difficult o easy, depending on the factors inherent in the text. When too
many of these factors are not matched to a readers’ knowledge and expe
-rience, the text may be too difficult for optimal comprehension to occur.
3. The activity in which comprehension is a part
A reading activity involves one or more purposes, some operations to process
the text at hand, and the consequences of performing the activity. The
consequences of reading are part of the activity. Some reading activities lead
to an increase in the knowledge a reader has. Another consequence of reading
activities is finding out how to do something.
Reading comprehension is important because it is a matter of identifying letters in
order to recognize words to get the meaning from what is read, involving making
21
background knowledge about the text they read will have difficulties in
comprehending the text (Smith, 1983). Reading the words of a compositionis one
thing, but comprehension is the vital point for the reader. Reading the words has
no benefit if the reader does not comprehend what is being read. If the reader can
read the words but they do nor understand what they read, they are not really
reading. Thus, comprehension is fundamentally relating the new to the already
known. Reading involves more than recognition, which is without comprehension,
no reading take place. Readers use a variety of reading strategies to assist with
decoding to translate symbol into sounds or visual representations of speech and
comprehension. Reders integrate the words they have read into they existing
framework of knowlwdge or schema on their brain. Reading comprehension is a
function of the nature of the text itself and of the extent to which the reader
possesses, uses, and integrates pertinent background knowledge or schemata.
Schemata can be loosely defined as patterns which represent the way
experience and knowledge are organized in the mind. Rumelhart (1980) put
forward the concept of schema theory basically as a theory of how knowledge is
mentally represented in the mind and used. Schema plays an important role in
reading comprehension.
Psychologists have generally distinguished three kinds of processing: bottom-up
model, top-down model and interactive model.
a.Bottom-up model of reading process holds the view that reading is a process
of building symbols into words, words into sentences and sentences
reading. The point of view of bottom-up model is the accuracy in
understanding linguistic units is very significant and the lower-level
processing skills in reading are important.
b.Top-down model emphasizes the use of readers’ real world knowledge
in memory. Goodman (1967) stated in Sutarsyah (2013) “The goal of
reading is constructing meaning in response to text; it requires interactive
use of graphitic, syntactic, and semantic cues to construct meaning.”
Readers do not read every word, but see through the text in order to be
able to guess the meaning of the words or phrases. Top-down processing
occurs as the system makes general predictions based on higher level and
general schemata.
c.Interactive reading processing, both bottom-up and top-down processing
should be occurring at all levels simultaneously stated by Rumelhart (1980)
in Sutarsyah (2013). Readers may employ bottom-up process as a base for
comprehending a text and then turn to top-down process to execute
high-level interpretation of the content of the text. Prediction of the content will
be confirmed, revised or rejected through further data analysis. Interactive
model of reading process is the combination of bottom-up and top-down
models, and thus absorbs their merits and avoids the limitations to a great
extent.
From the statements above, it can be concluded that in reading it is not enough for
23
able to comprehend the reading text in order to get the message and information
from what they have read.
2.8. Aspects of Reading
According to Nuttall (1982) there are five aspects of reading, which the students
should understand to comprehend a text well, they are determining main idea,
finding specific information, reference, inference, and vocabulary. Therefore, in
order to make the students able to understand about the text, they should master
the five aspect of reading comprehension.
1. Main Idea
Finding the main idea of a paragraph is one of the most important specific
comprehension skills. The main idea is the essence of the paragraph, or rather
what the author is trying to get across to the reader. In the other words, that is
what the author wants a reader to know about. Therefore, the main idea is the
important idea that the author develops throughout the paragraph.
2. Specific Information
Supporting sentence or specific information develops the topic sentence by
giving definition, examples, facts, comparison, analogy, cause and effect
statistics and quotation.
3. Reference
References are words or phrases used either before or after the reference in the
reading material. When such words are used, they are signals to the reader to
4. Inference
An inference is an educational guess or prediction about something unknown
based on available facts and information. The reader will be able to do this by
making use of the context in which the word occurred in order to give him an
idea of the meaning.
5. Vocabulary
Vocabulary is stock of word used by people or even person. Concerning with
those statements indeed vocabulary is fundamental for everyone who wants to
speak or to product utterances for reading.
According to five aspects of reading comprehension by Nuttall (1982) above, that
are determining main idea, finding specific information, reference, inference, and
vocabulary. This research will use these aspects to measure the students’
comprehension an English text.
2.9. Role of Motivation in Reading
Reading process, in a sense, is to recognize sound, syllable, words, to convert it
into sound and it is reporting process in a systematic form, in a gradual structure
that textual components require one another such as sentence, word, syllable, and
sound. In another sense, reading process is a reader’s ex-trapolation process about
sentences and words in the text by activating his/her background knowledge at a
higher level in the direction of instructions of the text (Alderson, 2000).
Motivation has very important role in reading process. It is known that reading
25
reaching success at school. Nevertheless, reading motive has a determining effect
on students concerning how much they will read (Wigfield & Guthrie, 1997).
2.10. Advantages / Disadvantages of Intrinsic and Extrinsic Motivation in Reading
In line with the explanation previously, here were some advantages and also
disadvantages of this research:
1. Advantages/Disadvantages of Intrinsic Motivation in Reading
By knowing the intrinsic motivation in reading, here are some advantages,
such as teacher knows the types of reading material that can make students
have motivation to read. Students who are intrinsically motivated may
enjoy challenging work, and may think in greater depth about
ideas. Students enjoy to do the task because they want to. Intrinsic
motivation can be long-lasting and self sustaining which typically promote
learning and focuses on the subject rather then rewards or punishments.
Intrinsic motivation also had some disadvantages such as, efforts at
fostering intrinsic motivation can be slow to affect behavior and can
require special and lengthy preparation. Students are individuals, so a
variety of approaches may be needed to motivate different students. It is
often helpful to know what interests one’s students in order to connect
these interests with the subject matter. This requires getting to know one’s
2. Advantages/Disadvantages of Extrinsic Motivation in Reading
Extrinsic motivation more readily produces behavior changes and typically
involve relatively little effort or preparation. Generally applicable to all
individuals in the group. May consist of tangible or intangible rewards in
reading. If the students do not like to read, they will read by their extrinsic
motivation because they want to get best score then increasing their
achievement. Those are the advantages of extrinsic motivation in reading.
Beside that, there are some disadvantages related to this research. Extrinsic
motivation often does not work over the long term; once the rewards or
punishments are removed, students tend to lose their motivation. In the
classroom setting, students who are extrinsically motivated tend to apply
only the minimum behavioral and cognitive effort needed to execute the
task at hand. It also can distract students from learning the subject at hand,
only learning the minimal amount necessary to achieve desired rewards or
avoid punishment.
2.11. Theoretical Assumption
Based on the literature review above, the researcher assumed that the students
who have intrinsic and extrinsic motivation have significant differences in their
reading comprehension. The differences were influenced by their motivation. The
researcher focused on intrinsic and extrinsic motivation. Intrinsic motivation is a
motivation as incentives, which originates within the behavior itself. Intrinsic
motivation as the reasons for enjoyment and gain knowledge in learning English
27
or negative reinforcement which is external to the behavior itself rather than
inherent in it, for instance studying to get good scores most because of studying is
enjoyable. If the learners have motivation in learning English by reading texts for
example, they may comprehend a reading text more easily and may become
effective readers. Thus, it may improve their reading comprehension.
2.12. Hypothesis
Based on theorethical assumption, the hypotheses proposed in this research can be
formulated as follows:
1. (H0) Null hypothesis : There is no significant difference between
students who have intrinsic and extrinsic
motivation in reading comprehension at SMAN 7
Bandar Lampung.
(H1) Alternative hypothesis : There is a significant difference between
students who have intrinsic and extrinsic
motivation in reading comprehension at SMAN 7
Bandar Lampung.
2. (H0) Null hypothesis : Group of students with extrinsic motivation
achieve better reading comprehension.
(H1) Alternative hypothesis : Group of students with intrinsic motivation
achieve better reading comprehension.
The explanation of research has been discussed. It was including the previous
motivation, extrinsic motivation, concept of reading, concept of reading
comprehension, role of motivation in reading, advantages and disadvantages,
theoretical assumption, and hypothesis. The next chapter would deal with
III. METHOD
This chapter provides on overview of research design, population and sample,
variables, research instruments, research instruments, validity and reliability of
instruments, procedures of the research, data analysis, and hyphotesis testing that
would be applied in this research.
3.1. Research Design
In this research, the researcher intended to find out the significant difference
between students who have intrinsic and who have extrinsic motivation in reading
comprehension achievement. To gain the answer to the research question in this
research, the researcher carried out quantitative study with ex post facto design.
Two classes were selected by using purposive random sampling, one as tryout
class and aother as sample class. The design is formulated as follow:
(Setiyadi, 2006)
Where:
G1 : Group of students with intrinsic motivation as independent variable.
G2 : Group of students with extrinsic motivation as independent variable.
Referring to the design above, it stated that there were two independent variables:
intrinsic and extrinsic motivation. Meanwhile, the dependent variable was
students’ reading comprehension achievement. This research answered the first
research question by comparing the mean score of reading comprehension test
between students with intrinsic motivation and students with extrinsic motivation
in sample class one. Then the researcher make conclusions based on the results of
that comparison.
3.2. Population and Sample
The population of this research was the second year students of SMAN 7 Bandar
Lampung. There were ten classes of the second year students in the academic year
2014/2015. Each class consisted of approximately 33-40 students. Two classes
were selected as the subject. This class was chosen by purposive sampling.
Purposive sampling is a form of non-probability sampling in which decisions
concerning the individuals to be included in the sample are taken by the
researcher, based a variety of criteria which may include specialist knowledge of
the research issue, or capacity and willingness to participate in the research. Some
types of research design necessitate researchers taking a decision about the
individual participants who would be most likely to contribute appropriate data,
both in terms of relevance and depth. XI science 5 was the tryout class and XI
science 4 was the sample class. This research involved two sections; the first one
was as try-out class where questionnaire and reading comprehension test were
31
class where questionnaire and reading comprehension test were given after the
researcher found the validity and reliability.
3.3. Variables
In this research, the researcher identified three variables. The first variable was
intrinsic motivation and second variable was extrinsic motivation, both of them
were classified as independent variable because it was assumed those of
motivation has an tendency toward students’ reading comprehension. The third
variable was students’ reading comprehension. Students’ reading comprehension
was classified as dependent variable because it was assumed that students’
reading comprehension was influenced by intrinsic and extrinsic motivation.
3.4. Research Instruments
The instruments that would be used by the researcher in this research were
questionnaire and reading comprehension.
3.4.1. Questionnaire
Questionnaire is a set of statements to be answered by the students to categorize
them into two groups that were intrinsic and extrinsic motivation. The
questionnaire was used by the researcher because it consisted of the simple and
understandable questions that could easily to divide the students into intrinsic and
extrinsic motivation. There were 50 items in the questionnaire, in which 25 items
related to intrinsic motivation and 25 items related to extrinsic motivation. The
researcher modified some items in the questionnaire from the script by Danar
their intrinsic and extrinsic motivation, but in Danar’s script he wanted to measure
students’ learning achievement. This kind of instrument is in Indonesian. The
questionnaire has 4 options in each question. It consists of positive and negative
options. The researcher used Likert scale to measure the items of questionnaire. In
Likert scale, the answers of every item from questionnaire have gradation from
very positive until very negative, for example strongly agree, agree, disagree, and
strongly disagree. In the quantitative research, the researcher used score to analyze
the answers of the questionnaire.
The scoring of categorizing the answer of the questionnaire is as follows:
Strongly agree : 4
Agree : 3
Disagree : 2
Strongly disagree : 1
From the explanation above, the maximum score of the questionnaire for intrinsic
motivation was 80 and the minimum score was 20, and also same for extrinsic
motivation. Students who got score 70 for intrinsic motivation and 50 for extrinsic
motivation, they classified as students with intrinsic motivation. Beside that,
students who got score 70 for extrinsic motivation and 50 for intrinsic motivation,
they classified as students with extrinsic motivation. According to Ryan and Deci
(2000) Intrinsic motivation divided into three domains:
a. Enjoyment
Intrinsic motivation refers to doing an activity simply for the enjoyment of
33
from the pleasure one gets from the task itself or from the sense of
satisfaction in completing or even working on a task.
b. Interest
People are intrinsically motivated for any particular task, in terms of the
task being interesting. Intrinsically motivated activities were said to be
ones for which the reward was in the activity itself. However, it is critical
to remember that intrinsic motivation will occur only for activities that
hold intrinsic interest for an individual
c. Challenge
A person who intrinsically motivated is moved to act for the fun or
challenge entailed rather than because of external prods, pressures, or
rewards. Intrinsically motivated person will work on a solution to a
problem because the challenge of finding a solution is provides a sense of
pleasure.
On the other hand extrinsic motivation also divided into three domains:
a. Outward
A person who extrinsically motivated doing the work in order to attain the
separable outward such as avoiding sanctions. He/she will do the best in
their work even they do not understand what they do. They only focused in
outward or avoid the punishment.
b. Duty
An extrinsically motivated person who will work on a task because he/she
find it boring, or may have no interest in the subject, but they have to
accomplish a task because it it their duty.
c. Reward
A person who extrinsically motivated only wish to engage in certain
activities because they wish to receive some external reward. These
rewards provide satisfaction and pleasure that the task itself may not
provide. An extrinsically motivated person who will work on a task even
when they have little interest in it because of the anticipated satisfaction
they will get from some reward.
Table 3.1. Specification of Questionnaire
No. Motivation Domain Item Numbers Total
Items Percentage
Reading comprehension test were given to the students to find out the differences
between intrinsic and extrinsic motivation in reading comprehension of the
students. This test were given to the students consisted of 60 questions for 90
minutes. The researcher used multiple choice test items in assessing the students’
35
possible responses, one correct response and three distracters. All distracters in
the multiple-choice question were possible, and multiple-choice question could
not be answered correctly by the students without having read and understand
relevant parts of the passages.
Reading comprehension test was administered after the questionnaire was given.
The researcher used five aspects of reading comprehension in this test. The five
aspects of reading comprehension were main idea, specific information
(supporting details), inference, reference, and vocabulary.
Table 3.2. Specifications of Reading Comprehension Try Out Test
No. Reading Aspects Items Number Percentage of item
1. Identifying main idea 1, 2, 7, 12, 13, 19, 20, 25,
3.5. Validity and Reliability of the Instruments
In relation to this research, there were two aspects of validity and reliability which
should exist in each test in the effort to assure that the test is good or
well-established. In the following section would be elaborated the validity and
3.5.1. Validity and Reliability of the Questionnaire a. Validity
Face validity of the questionnaire is achieved by arranging the
questionnaire into the form of multiple choice like arrangements. It
made easier to the students to understand when they were trying to
answer the questionnaire. That was the reason why the researcher used
face validity in the questionnaire. The content validity was achieved by
simply looking at the table of specification. It was clear there that the
questionnaire wanted to know what kinds of motivation which is on
each student. Meanwhile, the construct validity was achieved by
looking at the relationship between indicators. If the indicators
measure the same aspect, they will have possitive association. While
negative association will be shown among indicators that measure
different aspects.
b. Reliability
The researcher gained the data by using quantitative description. First
of all, the result of questionnaires were score based on Likert scale, the
score ranges 1 to 4. To measure the consistency of items of the
questionnaires the researcher used Cronbach Alphha Coefficient since
it is the most common use to measure the consistency among the
indicators of the questionnaire. The alpha ranges between 0 and 1. The
higher the alpha, the more reliable the questionnaire will be (Setiyadi,
2006). Arikunto (1986) explains the way to examine the relianility
37
To find out the variance, the researcher used the formula as follow:
σ =
And for knowing the classification of reliability are as follows:
a. Between 0.800 to 1.00 = very high reliability
b. Between 0.600 to 0.800 = high reliability
c. Between 0.400 to 0.600 = moderate reliability
d. Between 0.200 to 0.400 = low reliability
To find whether the test was reliable or not, the writer used Cronbach Alpha.
Every item in motivation questionnaire was analyzed to make sure that the items
consist of good unity. The researcher used Cronbach Alpha that was measured
based on the average of the questions correlation. Motivation score was made up
of 50 items that refer to intrinsic and extrinsic motivation rated on a 4-point
Likert-type scale. From the calculation of reliability analysis of the questionnaire,
the alpha is 0.965 (appendix 4). It means that the questionnaire has very high
reliability. It could be interpreted that the questionnaire was proper to be used for
a research. The analysis of each item showed that if the item deleted, it will make
alpha lower.
3.5.2. Validity and Reliability of the Reading Comprehension a. Validity
A good test can be seen from it’s validity. “Validity refers to the extent
to which the result of the procedure serve the uses for which they were
intended” (Hatch & Farhady, 1982:250). Content validity was used in
this research. The validity of the test was seen from the content
validity. While construct validity was concern with whether the test
was actually in line with the theory of what it meant to know the
language (Shohamy, 1985:74). In this research, the researcher used
reading comprehension that is supposed to be able to be comprehend
by the grade XI students of senior high school. The materials are based
39
b. Reliability
The reliability of the reading comprehension test was measured based
on Pearson Product Moment which examines the correlation
coefficient of reliability between odd and even number (reliability of
the half test). The formula can be seen as follows:
Explanation:
rxy = coefficient reliability between odd and even number
x = odd number
Spearman Brown’s Prophecy formula to measure the reliability of the test
as a whole as follows:
Explanation:
rk = the reliability of the whole test
rxy = the reliability of half test
0.90 – 1.00 = high
0.50 – 0.89 = moderate
0.00 – 0.49 = low
For reliability of reading comprehension try-out 60 items of reading
comprehension test was administered in the try-out session. The reliability
of the test calculated is 0.97 (appendix 11). That showed that the reading
comprehension try-out test has high reliability and was therefore proper to
be used in the research. It indicated that the instrument of this research was
reliable and good to be taken in the research.
c. Level of difficulty
Level of difficulty deals with how easy or difficult the test items by
considering the achievement of the students following the test. The
researcher used the following formula to measure the level of difficulty
of the test.
LD =
Where:
LD : the level of difficulty
R : the number of students who answer correctly
N : the total of students in the higher and lower group
(Shohamy, 1985: 79)
The criteria are as follows:
< 0.30 : difficult
0.30 – 0.70 : average
41
Table 3.3. Difficulty Level of Reading Comprehension Try-out Test
Classification Items Percentage
distinguish the students who have high capability from those who have
low capability. A good item, based on that criterion, is an item which
is correctly answered by high level students and is incorrectly
answered by low level students. The calculation of the discrimination
power is as follows: DP =
Notes:
DP : discrimination power
U : the number of upper class who answer correctly
L : the number of lower class who answer correctly
N : the total number of the students in upper and lower classes
