THESIS
Submitted to State Islamic University Sultan Syarif Kasim Riau in Partial Fulfillment of the Requirements for the Degree
of Magister in English Education
BY
WANDI KURNIA HARAPAN SRN. 21990115610
POSTGRADUATE PROGRAM STATE ISLAMIC UNIVERSITY OF
SULTAN SYARIF KASIM RIAU 1444 H/2022 M
I
ACKNOWLEDGEMENT
Praise to Allah ‘azza wa jalla, the Lord of the Universe, by His guidance and blessing, the researcher can finish and complete this academic requirement.
Then the researcher says be upon to prophet Muhammad shalallahu ‘alaihi wa sallam, his family, his companion, and his followers.
This thesis is written and intended to submit in partial of the requirements for the Magister Program in English Education Concentration at the Postgraduate Program of State Islamic University Sultan Syarif Kasim Riau. The thesis is entitled
“The Influence of Reading Motivation and Gender on Students Reading Comprehension at Anshor Al Sunnah Boarding School”.
Then, the researcher would like to express gratitude and special thanks to all the people below who have given the meaningful advice, guidance and assistance to finish this thesis. They are:
1. Prof. Dr. Khairunnas Rajab, M.Ag, the Rector of State Islamic University of Sultan Syarif Kasim Riau.
2. Prof. Dr. Ilyas Husti, MA, the Director of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau.
3. Dr. Zaitun, M.Ag, Deputy Director of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau.
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4. Dr. Alwizar, M.Ag, the Chairperson of Islamic Education Study of State Islamic University of Sultan Syarif Kasim Riau and all staffs for the kindness, services and advices during the researcher’s accomplishment of this thesis.
5. Dr. Khairil Anwar, M.A, the secretary of Islamic Education Study of State Islamic University of Sultan Syarif Kasim Riau and all staffs for the kindness, services and advices during the researcher’s accomplishment of this thesis.
6. Dr. Bukhori, M.Pd, as the researcher’s first supervisor. May Allah ‘azza wa jalla reward you with good. It is an honor to be his student. I am profoundly grateful for his invaluable assistance, guidance, encouragement and valuable suggestion, advice and motivation to me to finish this thesis.
7. Dr. Abdullah Hasan, M.Sc, as the researcher’s second supervisor who had responsibility for his patience in providing careful guidance and correction for this thesis. May Allah ‘azza wa jalla reward you with good.
8. All lecturers of English Education Department, staff, and friends of Postgraduate Program of State Islamic University of Sultan Syarif Kasim Riau who have not only giving valuable knowledge but also giving insight, values, information, and motivation.
9. The deepest gratitude for my beloved parents, Bapak Khairullah rahimahullah and Ibuk Nikma Z. My Parents in law Bapak Rusman and Ibuk Reni Eka Putri.
My stepfather Bapak Al Fazri. My lovely wife Indah Novila Ruska. My siblings Winda Eka Sari and Amira Fakhriyah. My cousin Nofri Aldo. All of them have given their affection, attention, motivation and taking care of the writer in any kind of situation. Besides, they always support me mentally and financially.
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10. My close friend Taufik Ch who has given his part in this journey. His advice and guidance are always be my motivation in finishing this thesis.
11. All of their participation for their attention, cooperation, and motivation to complete this thesis as soon as possible.
Finally, the researcher realizes that this thesis is still far from the perfection.
Therefore, comments, critics, and suggestions will be appreciated. Hopefully this thesis would be beneficial to everyone.
Pekanbaru, 22 Desember 2022 Researcher,
Wandi Kurnia Harapan SRN. 21990115610
IV
TABLE OF CONTENT
ACKNOWLEDGEMENT ... I TABLE OF CONTENT ...IV LIST OF TABLES ...VI LIST OF CHARTS ... VII TRANSLITERATION GUIDELINES... VIII ABSTRACT ... X
CHAPTER I INTRODUCTION ... 1
A. Background of the Study... 1
B. Identification of the Problem ... 7
C. Limitation of the Problem ... 8
D. Formulating of the Problem ... 8
E. Objectives of the Study ... 9
F. Significance of Study ... 9
G. Definition of Key Terms ... 10
CHAPTER II REVIEW OF RELATED LITERATURE ... 11
A. Theoretical Framework ... 11
B. Related Study ... 49
C. Operational Concepts ... 55
D. Hypotheses ... 57
CHAPTER III RESEARCH METHODOLOGY ... 59
A. Research Design ... 59
B. Time and Location of the Study ... 61
C. The Population and Sample of the Study ... 61
D. Data Collecting Techniques and Instruments ... 63
E. Instrument Validity and Reliability ... 66
F. Data Analysis Technique ... 68
CHAPTER IV FINDINGS AND DISCUSSIONS... 70
A. Findings ... 70
B. Discussion ... 119
CHAPTER V CONCLUSION ... 125
A. Conclusion ... 125
B. Implication of The Research ... 126
V
C. Recommendation ... 127
REFERENCES ... 129
APPENDIX I ... 134
APPENDIX II - DOCUMENTATIONS ... 142
VI
LIST OF TABLES
Table 3. 1 Population of Study ... 61
Table 3. 2 Sample of the study ... 62
Table 3. 3 Sample Level Motivation ... 62
Table 3. 4 MRQ Score for Each Option... 64
Table 3. 5 Categories of Dimension for Types of Motivation ... 64
Table 3. 6 Categories for Reading Motivation (Level) ... 65
Table 3. 7 Reading Comprehension Indicators ... 66
Table 4. 1 Result of Independent Sample Test of Average Motivated Male and Female Students ... 70
Table 4. 2 Average Motivated Male and Female Students ... 71
Table 4. 3 Reading Comprehension Range Score of Average Motivated Male and Female Students ... 72
Table 4. 4 Finding the Main Idea Question ... 74
Table 4. 5 Finding Factual Information Question ... 74
Table 4. 6 Knowing the Purpose ... 76
Table 4. 7 Identifying the Meaning of Vocabulary ... 77
Table 4. 8 Making Inference ... 78
Table 4. 9 Identifying Reference ... 82
Table 4. 10 Result of Independent Sample Test of low Motivated Males and Female Students ... 83
Table 4. 11 Low Motivated Students ... 84
Table 4. 12 Reading Comprehension Range Score of Low Motivated Male and Female Students ... 85
Table 4. 13 Finding the Main Idea Question ... 87
Table 4. 14 Finding Factual Information Question ... 87
Table 4. 15 Knowing the Purpose... 88
Table 4. 16 Knowing the Purpose... 89
Table 4. 17 Making Inference ... 91
Table 4. 18 Identifying Reference ... 95
Table 4. 19 The Population ... 96
Table 4. 20 The Students’ Reading Motivation in Intrinsic Aspect ... 97
Table 4. 21 The Students’ Reading Motivation in Extrinsic Aspect ... 104
Table 4. 22 Reading Comprehension Test Result of Male Students ... 114
Table 4. 23 Reading Comprehension Test Result of Female Students ... 115
Table 4.24 Result of Univariate Analysis ... 117
Table 4.25 Description of Gender and Reading Motivation in The Reading Comprehension Test ... 118
VII
LIST OF CHARTS
Chart 4. 1 The Students' Average Motivation ... 72 Chart 4. 2 The Students’ Average Motivation ... 85 Chart 4. 3 Results of Students’ Response on Students Reading Motivation in Intrinsic Aspect ... 103 Chart 4. 4 Shows Students’ Response to the Questions of Reading Motivation in Extrinsic Aspect ... 113
VIII
TRANSLITERATION GUIDELINES
1. Single Consonant
Arabic Alphabet Name Latin Alphabet
ﺍ Alif A
ﺏ Ba B
ﺕ Ta T
ﺚ Tsa Ts
ﺝ Jim J
ﺡ Ha H
ﺥ Kha Kh
ﺪ Da D
ﺫ Dzal Dz
ﺭ Ra R
ﺯ Zai Z
ﺱ Sin S
ﺵ Syin Sy
ص Shad Sh
ﺽ Dhad Dh
ﻃ Tha Th
ﻅ Zha Zh
ع ‘Ain ‘
ﻍ Ghain Gh
ﻑ Fa F
ﻕ Qaf Q
ﻙ Kaf K
ﻝ Lam L
ﻡ Mim M
ﻥ Nun N
ﻭ Waw W
ﻩ Ha H
ء Hamzah ‘
ﻱ Ya Y
IX
2. Double Consonant
The double consonant is written double for instance هماعلا written ɑl-ɑmmah.
3. Short Vowel
Fathah is written ɑ, for instance (ةعيرش Syari’ah), Kasrah is written i, for instance (لابجلا al-Jibali), and Dhomah is written u, for instance ( امولظ zhuluman)
4. Double Vowel
و is written ɑw, وا is written uw, ۑا is written ɑy, and ۑا is written i.
5. Ta’ Marbuthah
The stopped Ta‟ Marbuthah in the last verseh, for instance ةعيرشلا is written syaria’ah, unless it has been taken into the Indonesian standard, for instance
may it. However, when it is read out, it is written t, for instance al-maytatu in Arabic: ةتيملا .
6. Article Alif Lam
The article Alif Lam followed by Qomariyah and Syamsiah letters is written al, for instance ملسملا is written al-Muslimu, unless when it is the name of person followed by the word Allah, for instance, للهدبع) Abdullah)
7. Capital Letter
The capitalization is adjusted with the enhanced Indonesian spelling.
X
ABSTRACT
Wandi Kurnia Harapan (2022) : The Influence of Reading Motivation and Gender on Students Reading Comprehension at Anshor Al Sunnah Boarding School
The aimed of research was to find out the influence of reading motivation and gender towards students’ Reading Comprehension at Madrasah Aliyah Anshor Sunnah Kampar. This research was quantitative research used questionnaire as the collection the data. The questionnair of the research used to answer the research questions about the significant difference between reading motivation, gender, towards students’ reading comprehension. The result of the research showed that;
first, there is a significant difference between average motivated male students and average motivated female students at Madrasah Aliyah Anshor Sunnah Kampar. It can be inferred from the mean score of female students which higher than male students. Second, there is no Difference Between Low Motivated Male Students and Low Motivated Male Students at Madrasah Aliyah Anshor Sunnah Kampar. It caused by there were several factors that cause of insignificant different between males and females students. Last, there is no difference between low motivated male students and low motivated male students at Madrasah Aliyah Anshor Sunnah Kampar. This happened because of several factors, such as background knowledge, attitude and motivation.
XI
ABSTRAK
Wandi Kurnia Harapan (2022) : Pengaruh Motivasi Membaca dan Gender Terhadap Pemahaman Membaca Siswa di Pesantren Anshor Al Sunnah
Penelitian ini bertujuan untuk mengetahui pengaruh motivasi membaca dan jenis kelamin terhadap pemahaman membaca siswa di Madrasah Aliyah Anshor Sunnah Kampar. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan kuesioner sebagai alat pengumpulan datanya. Kuesioner penelitian digunakan untuk menjawab pertanyaan penelitian tentang perbedaan yang signifikan antara motivasi membaca, jenis kelamin, terhadap pemahaman membaca siswa. Hasil penelitian menunjukkan bahwa; pertama, ada perbedaan yang signifikan antara rata-rata siswa laki-laki yang termotivasi dan rata-rata siswa perempuan yang termotivasi di Madrasah Aliyah Anshor Sunnah Kampar. Hal ini dapat disimpulkan dari nilai rata-rata siswa perempuan yang lebih tinggi dari siswa laki-laki. Kedua, Tidak Ada Perbedaan Antara Siswa Laki-laki Bermotivasi Rendah dan Siswa Laki-laki Bermotivasi Rendah di Madrasah Aliyah Anshor Sunnah Kampar. Hal ini disebabkan oleh beberapa faktor yang menyebabkan perbedaan yang tidak signifikan antara siswa laki-laki dan perempuan. Terakhir, tidak ada perbedaan antara siswa laki-laki yang bermotivasi rendah dan siswa laki-laki yang bermotivasi rendah di Madrasah Aliyah Anshor Sunnah Kampar. Hal ini terjadi karena beberapa faktor seperti latar belakang pengetahuan, sikap dan motivasi.
XII
رصتخم
Wandi Kurnia Harapan (2022) : يعامتجلاا عونلاو ةءارقلا زيفحت ريثأت يف مهفلا نوؤرقي نيذلا بلاطلا ىلع مامضنلال ةنسلا روسنأ ةسردم
يئارقلا مهفلا ىلع سنجلاو ةءارقلا عفاد ريثأت ةفرعم وه ثحبلا نم فدهلا ناك رابماك ةنس روشنأ ةيلاع ةسردم ايلعلا ةسردملا يف بلاطلل .
نع ةرابع ثحبلا اذه ناك
ختسا يمك ثحب تانايبلا عمجل ةنابتسلاا مد
. ىلع ةباجلإل ثحبلا ةنابتسا مدختسا
يئارقلا مهفلا هاجت سنجلاو ةءارقلا عفادلا نيب ةللادلا فلاتخلاا لوح ثحبلا ةلئسأ بلاطلل .
نأ ثحبلا ةجيتن ترهظأ :
روكذلا بلاطلا طسوتم نيب ريبك قرف كانه ، ًلاوأ
دم يف تاسمحتملا تابلاطلا طسوتمو نيسمحتملا رابماك ةنسلا روشنأ ةيلاع ةسر
.
روكذلا بلاطلا نم ىلعأ تابلاطلا تاجرد طسوتم نم هيلع للادتسلاا نكمي .
، اًيناث
يف ضفخنملا عفادلا يوذ بلاطلاو ضفخنملا زفاحلا يوذ بلاطلا نيب قرف دجوي لا رابماك ةنسلا روشنأ ايلعلا ةسردملا .
يف تببست لماوع ةدع دوجو نع جتن دقو
ض فلاتخا تابلاطلاو بلاطلا نيب ليئ
يوذ روكذلا بلاطلا نيب قرف دجوي لا ، اًريخأ .
ةنسلا روشنأ ةيلاع ةسردم يف زفاحلا يضفخنم روكذلا بلاطلاو ةضفخنملا عفاودلا رابماك عفادلاو فقوملاو ةيفلخلا ةفرعملا لثم ، لماوع ةدع ببسب اذه ثدح .
.
1 CHAPTER I INTRODUCTION A. Background of the Study
Reading is one of the most important aspects for people’s lifelong learning, especially student. The students have studied reading since junior high school, senior high school until university with kinds of method applied by English teacher.
Reading becomes the main aim of language teaching which is a skill and a part of the teaching program. According to Teixeira (2012), he said that reading is the important role in language skill that has a significant place in learning and teaching of foreign language. Its purposes are to enable students to read and understand the text materials correctly. Reading for Senior High School students must be different with students in junior high school. The standard competency of reading text for Senior High School students is to know the skill in reading and understand how to read of short simple text and the students have a motivated to read a text, and to interact with the environment, while the basic competency is to respond to meaning and the theorical development of text accurately, fluently, and contextually.
Orasanu & Penney in Javed (1986) stated that reading comprehension is an interactive process between the reader and the text. During the reading process, the reader extracts meaning from the text by utilizing his/her previous knowledge trough employing effective reading comprehension strategies. Vicki (2010) also stated that comprehension is grasping or understanding the meaning of informational materials. In addition, Andrew (2008) stated that reading is the practice of using text to create meaning. So, before the students get the meaning or
message from the text ,they must understand or comprehend the text material. Nail (2003) conveyed that the goal of reading is comprehension.
The aim of teaching reading at senior high school level in Indonesia is conducted based on the reading objective in English curriculum. Reading comprehension is the final stage that should be gained by the students as the essence of reading activity.
According to schema theory, a text does not carry meaning itself, but provides directions to readers about the retrieval of relevant information from prior knowledge (Carrell & Eisterhold, 1983). This means that successful comprehension depends mainly on students’ ability to activate his/her background knowledge and his/her language knowledge. That is why Stanovich (1980) considered reading as an interactive compensatory process.
Reading an English text is an important skill to have for Senior High School students. There are many advantages to get if the students become an effective English text reader. The students will be able to get general, specific, and detailed information. Kweldju as cited in Masduqi (2014) and Yuliandari (2016) said that learners are not willing to read their reading material however they aware of the usefulness. This awareness of reading advantages is known well by the students.
But to do the reading activities the students have lack of motivations.
Motivation, as a subjective factor, always affects students’ learning behavior and achievement. Indeed, according to Mitchell (1992) motivation for learning is thought to be one of the most critical determinants of the success and quality of any learning outcome. Guthrie (2000) also stated that motivational
processes are the foundation for coordinating cognitive goals and strategies in reading. To be successful in reading text, motivation is important factor of it.
Students who have motivation tend to devote all his ability to produce optimal learning results as expected, as well as raise awareness in reading. The higher motivation of the students will encourage students to be more active in reading and the desire to read will increase. If the students have motivation to read, then students will be more active in reading.
The role of motivation in language learning has been studied since 1960s.
Most language teachers will agree that motivation of the students is one of the most important factors influencing their success or failure in language learning.
American linguist Brown (2000) said that if one has the proper motivation in second language learning, he could certainly be successful, which brought out the importance of motivation and the way it can overcome unfavorable circumstances in other aspects of language learning.
Reading motivation plays an important role in effective reading (Griffith &
Ruan, 2005) and is one of the key concepts that affects cognitive processes, and therefore, plays a role in reading performance as well (Alvarado & Adriatico, 2019).
It motivates people to read and turns them into good readers (Baker & Wigfield, 1999). It refers to all processes of reading activities and personal goals, beliefs, and values that affect reading outcomes and reading topics of choice (Alvarado &
Adriatico, 2019). Gambler, Palmer, Codling and Mazzoni (1996) also defined it as goals, values, and beliefs about reading and reading processes. It plays an important role not only in reading comprehension, which is the primary goal of reading, but
also in all high-level reading goals (Baker & Wigfield, 1999). Reading motivation is defined as values, beliefs and personal objectives which affect the reading processes, results, and subjects (Guthrie and Wigfield, 2000). In other words, it is the desire to read, making time for reading and making this constant by the individual. Cramer and Castle (1994) even suggested that attention to the affective aspects of reading, such as motivation, may help combat the increasing disaffection from reading. According to Baumann and Duffy (1997), “Motivation to read and reading ability are synergistic, mutually reinforcing phenomena”.
A few studies, also, have pointed out a significant difference in reading achievement between genders (Mccormick & O ’Connor, 2014; Quinn, 2018;
Retelsdorf, Schwartz, & Asbrock, 2015; Schwabe, McElvany, &Trendtel, 2015).
For example, Quinn's meta-analysis (2018) had revealed that males are more likely to have reading problems compared to females. Saidi and Al-Mahrooqi (2012) claims genders influence on education, especially on foreign language learning, cannot be denied. Doolittle and Welsch (1989) find out that females scored higher than males on humanities-oriented readings whereas males did better than females on passages with science-oriented topics. Shah mohammad (2011) finds that males will have greater comprehension achievement if they read the texts, which sound masculine, and females will have greater comprehension achievement provided that they read texts, which are about feminine topics. Lietz, Petra (2006) revealed girls’
superiority over boys in reading achievement.The other PISA study was carried out in 2006, and again, in all countries, “females obtained higher average scores over males. A world-wide measurement of reading ability was conducted, also by the
PIRLS in 35 countries” (Mullis, Martin, Gonzalez, & Kennedy, 2003). In that study,
“the reading-test scores of the females in all the countries are significantly higher than the males”.
People do an activity are not based on their own willingness also not for their pleasure, but it is for other people desire. Reading as one of skill that should be mastered by both of male and female students, hence teacher should be considered about sex differences factor cannot be ignore in learning language, because it can affect the students’ achievement and proficiency in learning. In line with OECD (2016) stated that girls performed significantly better than boys in reading. The characteristics associated with being male or female provide a better predictor of the learner’s reading skill or motivation to read. It is clear that the students may be grouped into two different sexes, male and female (girl and boy).
Differences in the learner’s gender identity often led to differences in intellectual activities including reading. Accordance with Arellano (2013) stated that all recent international studies agree that girls have a higher reading achievement than their partners. This sex gap appears when students are in their fourth year of school, and it is important up to they are fifteen. This statement supports an argument about female is better in reading.
A study is conducted by Abdullah and Yunus (2019) indicated that female students have a higher reading motivation to read English books than male students.
Geown (2011) in his study while there were no sex differences in reading skill or extrinsic reading motivation, girls had significantly higher intrinsic reading motivation. However, responses to intrinsic motivation were better explained by
gender identity than sex. A study is conducted by Willoughby (2010) showed that boys and girls have similar reading preferences but varies from person to person, not gender.
From the explanation above, it can be seen that reading motivation and gender play a role in influencing students' reading comprehension. The theories describe how superior female students are in reading. The pattern can be seen in several studies showing that female students have a higher reading motivation than male students. A study by Mucharah, Finch & Smith (2008) revealed that female students place themselves higher in reading motivation. Further research from Quinn (2018), McCormick and O'Connor (2014) agreed with the research of Mucherah (2008) on the basis that females are more motivated to read than males.
This is also clearly illustrated, that it has been proven multiple times, that males and females have different levels of motivation to read, perceptions and purposes to read (Mccormick & O'Connor, 2014; Mucherah & Yoder, 2008; Quinn, 2018 ; Schwabe, 2015).
High motivation in reading is the main factor for achieving success in reading comprehension. This means that if the studies above explain that female students have a high reading motivation compared to male students, then it is likely that female students will succeed in reading comprehension also higher. As Grabe and Stoller (2002) in the journal by Ahmadi (2017) said that reading motivation is a significant thing for students and it improves students' reading comprehension.
The explanation above can be concluded that reading comprehension is influenced by several factors. Two of them are reading motivation and gender.
Moreover, referring to researcher preliminary observation with interview in Madrasah Aliyah Anshor Sunnah Kampar, it was found that some females students had high motivation but had low in reading comprehension. They liked reading some stories in English, but they were reluctant to do exercise. So that, their reading comprehension were low. Meanwhile, some male students who had low motivation but had high reading comprehension.
B. Identification of the Problem
Based on problems found at Anshor Al-Sunnah Kampar Boarding School by observing and conducting interviews with several English teachers and some students, the researcher concluded that there were several problems contradicted the theory and beliefs of English teachers at Anshor Al-Sunnah Kampar Boarding School. First, low motivated male students can give better reading comprehension results compared to the expected average motivated female students. Then, motivated female students averaged low scores in reading comprehension
Moreover, the issue about relation between these three variables; reading comprehension, reading motivation and gender was also found in Madrasah Aliyah Anshor Al-Sunnah Kampar. It seems that reading comprehension is not influenced by reading motivation and gender. Some of the male students with low motivation had high reading comprehension. Some of the female students with high motivation had low reading comprehension. It is contrast to the theory that explained that there is a relationship between reading comprehension, reading motivation, gender.
Therefore, Therefore, the researcher is interested in conducting a study entitled
“The Influence of Reading Motivation and Gender on Students’ Reading Comprehension at Anshor Al-Sunnah Boarding School”.
C. Limitation of the Problem
Based on the statement of the problem, the researcher limits the study on influence of reading motivation and gender on Second years students’ reading comprehension of Madrasah Aliyah Anshor Al-Sunnah Air Tiris based on the texts that had been studied in their first year. Such as descriptive text, narrative text, recount text and announcements.
D. Formulating of the Problem
Based on the background of the study above, the problems of the study are as follow:
1. Is there any significant difference of reading comprehension between mid motivated males students and mid motivated female students at Madrasah Aliyah Anshor Al-Sunnah boarding school Kampar?
2. Is there any significant difference of reading comprehension between low motivated males students and low motivated female students at Madrasah Aliyah Anshor Al-Sunnah boarding school Kampar?
3. Is there any interaction effect of genders and reading motivation on student reading comprehension at Madrasah Aliyah Anshor Al-Sunnah boarding school Kampar?
E. Objectives of the Study
1. To examine the difference of reading comprehension between mid motivated male students and mid motivated female students at Madrasah Aliyah Anshor Al-Sunnah boarding school Kampar.
2. To examine the difference of reading comprehension between low motivated male students and low motivated female students at Madrasah Aliyah Anshor Al-Sunnah boarding school Kampar.
3. To examine the interaction effect of genders and reading motivation on students reading comprehension at Madrasah Aliyah Anshor Al-Sunnah boarding school Kampar.
F. Significance of Study
This research is expected to be able to provide more benefits and uses for the interests of the development of science, education, and society. Theoretically, this research is intended to give contribution more to the development of the influence of reading motivation and gender on students reading comprehension theory.
Practically, this study is expected to give useful information for teachers to find and apply some strategies and teaching methods to make students more interested and motivated during reading process by considering the interrelated influence between students' reading motivation and gender on students' reading comprehension.This research can be a source for students to learn how to manage learning style that is influenced by concepts among reading motivation, gender, and reading comprehension. And also, to know their own reading motivation in order to enhance their abilities in reading. They are expected to become effective problem
solvers and more autonomous in their reading. For the stake holders in a school, this research can be used as a reference to strengthen the English education system through text which will be processed with components in the context of reading motivation, gender, and reading comprehension.
G. Definition of Key Terms 1. Gender
There are biologically distribution in gender: Male and female (Fakih, 2008). It is common and legal in Indonesia to divide acceptable gender biologically into two. Both of them are male and female. In this study, gender is one of the factor that influenced students motivation in reading.
2. Reading Motivation
Reading motivation is defined as values, beliefs and personal objectives which affect the reading processes, results, and subjects (Guthrie and Wigfield, 2000). In other words, reading motivation in this research is the desire to read, being available for reading and making this constant by the individual.
3. Reading Comprehension
Reading comprehension is making sense of what someone reads and connecting the ideas in the text to what he already knows (Mikulecky and Jeffries, 2007). So, in this study, reading comprehension is the process of reading a text that brings information to be processed by readers with their basic knowledges resulting in understanding in line with what is written in the text.
11 CHAPTER II
REVIEW OF RELATED LITERATURE A. Theoretical Framework
1. Reading Comprehension
There are so many definitions of reading. Linguists give definitions about reading in various ways. They say that reading is the process to get, to understand, to catch the content of the reading. They also add that reading is a process to understand a written text which means extracting the required information from it, as efficiently as possible. Smith defines that reading as seen as a creative and constructive activity having four distinctive and fundamental characteristics –it is purposeful, selective, anticipatory, and based on comprehension, all matters where the reader must clearly exercise control.
Hedgcock (2009) added that reading is a complex interaction of cognitive processes and strategies (used by the reader) and various types of information (contained in the text).
Earlier models of reading instruction have tended to focus primarily either on bottom-up processes (for decoding and comprehending the text) or top-down skills (for activating the background knowledge and prediction strategies of the reader) and according to Brown and Yule, reading involves learning how to make-reasonable interpretations of a written text. Reading covers a lot of things.
It does not simply know the meaning of individual words in a particular text.
In other words, reading can be defined as a process of making reasonable interpretation in apprehending a text which has four characteristics: purpose, selection, anticipation, and comprehension. Talking about comprehension is one of the characteristics of reading.
Mikulecky and Jeffries (2007) stated that comprehension is making sense of what someone reads and connecting the ideas in the text to what he already knows. According to Smith (2004), comprehension may be regarded as relating aspects of the world around us— including what we read—to the knowledge, intentions, and expectations we already have in our head. It is clearly the purpose of reading and of learning to read. Richards and Schmidt (2002) said that comprehension is the identification of the intended meaning of written or spoken communication.
They also add that contemporary theories of comprehension emphasize that it is an active process drawing both on information contained in the message (bottom-up processing) as well as background knowledge, information from the context and from the listener’s and speaker’s purposes or intentions (top-down processing). It is also supported by Smith that readers learn the meaning by making sense of words from their context, using what is known to comprehend and learn the unfamiliar.Making sense of words is basically related to the vocabulary mastery as Smith also continues that vocabulary provides a permanent basis of knowledge for determining the probable meaning and pronunciation of new words. If readers know both the meaning and the
pronunciation, they will have little difficulty in comprehending and saying a new word.
In other words, reading comprehension is a process of relating the readers’
background knowledge with the information in the text to get the message of the text. Reading comprehension is not only the matter of knowing and remembering the meaning of all words in the text, but it is more about how the students build and construct meaning of the text.
Types of Reading Comprehension
Grabe & Stoller (2002) defined comprehension as processing words, forming a representation of general main ideas and integrating it into a new understanding. It suggests that comprehension is achieved when a reader successfully extracts the useful knowledge from a text and constructs it into a new 19 understanding of their own. Furthermore Day and Park (2005) also proposed several types of comprehension. first, Literal comprehension is to have a straightforward understanding meaning of a text, such as vocabularies and facts, which is not explicated in that text. second, Inferential comprehension is to conclude information from a text and build new information which is not explicitly stated in text. Third, Reorganization is rearranging information from various parts of a text in order to get new information.
Fourth, predictive comprehension is integrating reader’s understanding of a text and their own knowledge about that text in order to determine what might happen next or after it is finished. Fifth, evaluative comprehension is like inferential comprehension the difference is that evaluative comprehension
requires readers‟ comprehensive judgment about some aspects in a text and ability to redevelop an understanding by using related issues. The last one, appreciative or personal comprehension is reading in order to gain an emotional or other value response from a text, and it demands reader to respond a text also with their feelings. From the definitions above, reading comprehension refers to the understanding of what has been read. Comprehension is a thinking process that depends not only on the comprehension 20 skills but also on the readers‟
experience and background knowledge.
Different Models of Reading Comprehension
Reading is a cognitive process that consists of a reader, a text, and the interaction between the reader and the text. There are three models of reading process: the bottom-up model, the top-down model, and the interactive model.
a. Bottom-up Model
The bottom-up model begins with decoding the smallest linguistic units, especially phonemes, graphemes, and words, and ultimately constructs meaning from the smallest to the largest units. While doing this, the readers apply their background knowledge to the information they find in the texts.
This bottom-up method is also called datadriven and text-based reading (Carrell, 1989). This reading model focuses on the smaller units of a text such as its
letters, words, phrases and sentences. Then, a syntactic and semantic processing occurs during which reading reaches the final meaning. In this
model, the reader reads all of the words in a phrase, or a sentence before being able to understand.
The bottom-up reading process begins with decoding the smallest linguistic units, especially phonemes, graphemes, and words, and ultimately constructs meaning from the smallest to the largest units. While doing this, the readers apply their background knowledge to the information they find in the texts. This bottom-up method is also called data-driven and text-based reading (Carrell, 1989). The disadvantage of this model is that the readers will only be successful in reading if they accurately decode the linguistic units and recognize the relationship between words. It is impossible for the readers to store in their memory the meaning of every word in a passage. It is also difficult to relate one word to the other words. It can be concluded that there are some arguments against the bottom-up model. In the reading process, the readers understand that what they have read is the result of their own constructions, not the result of the transmission of graphic symbols to their understanding, and that without their background knowledge, they cannot comprehend the texts (Ahmadi & Pourhossein, 2012).
b. Top-down Model
This model was defined as the idea of reading as a psycholinguistic guessing game in which the reader uses his/her background knowledge or textual schemata to connect with a text and to relate these to new or unexpected information found in the text in order to understand it. Top down model focuses on linguistic guesswork rather than graphic textual
information. The readers do not need to read every word of a text, but rather, they concentrate on predicting the next group of words. Readers might start predicting from the title of the reading text, something that allows them to limit the scope of their reading. While reading, they may hypothesize the message the writer wants to convey and modify their hypotheses according to what they read in the text. Comprehension begins with higher levels of processing (making hypotheses), and proceeds to the use of the lower levels.
Top-down and bottom-up are both strategies of information processing and knowledge ordering, used in a variety of fields including software, humanistic and scientific theories, and management and organization. In practice, they can be seen as a style of thinking and teaching(Ahmadi &
Pourhossein, 2012; Nuttall, 1996).
A top-down approach (also known as stepwise design or deductive reasoning, and in many cases used as a synonym of analysis or decomposition is essentially the breaking down of a system to gain insight into its compositional subsystems. In a top-down approach an overview of the system is formulated, specifying but not detailing any first-level subsystems. Each subsystem is then refined in yet greater detail, sometimes in many additional subsystem levels, until the entire specification is reduced to base elements. A top-down model is often specified with the assistance of "black boxes", these make it easier to manipulate. However, black boxes may fail to elucidate elementary mechanisms or be detailed enough to realistically validate the model. Top down approach starts with the big
picture. It breaks down from there into smaller segments (Ahmadi &
Pourhossein, 2012; Nuttall, 1996).
c. Interactive Model
Interactive model is based on the interaction between the bottom-up and top-down models. The interactive model is a process based on information from several sources such as orthographic, lexical, syntactic, semantic knowledge, and schemata. While reading, decoding processes can support one another in a compensatory way. If, when reading word by word, readers with good bottom-up skills do not comprehend the texts, they need to use their prior knowledge (schemata) to assist them which is called interactive model (Stanovich, 1980). This model is built on the interaction of the bottom-up and top-down models. Nunan (1990) argued that efficient and effective reading requires both top-down and bottom-up decoding. L2 readers, for example, may use top-down reading to compensate for deficiencies in bottom-up reading. To achieve meaning, they use their schemata to compensate for the lack of bottom-up knowledge. It is the interactive model which is a process based on information from several sources such as orthographic, lexical, syntactic, semantic knowledge, and schemata. While reading, decoding processes can support one another in a compensatory way. If, when reading word by word, readers with good bottom-up skills do not comprehend the texts, they need to use their prior knowledge (schemata) to assist them. Readers who rely on the top-down model use textual clues and guess wildly at the meaning, but they need to
compensate for deficits such as weaknesses in word recognition and lack of effective bottom-up processing. The interactive model, which is the combination of the bottom-up and top-down processes, leads to the most efficient processing of texts. Knowing that the interactive model can help L2 readers in achieving successful reading, teachers should find reading instructions based on this model to promote L2 readers’ abilities. The reciprocal teaching approach is a type of reading instruction that is based on the interactive model. It covers four main reading strategies(Stanovich, 1980).
The Components of Reading Comprehension
There are some components of reading comprehension which should be focused on comprehending reading text. King and Stanley (1989) stated that there are five components that may help the students to read carefully:
1. Finding main idea, the central thought; the topic sentence of a paragraph.
One paragraph just has one main idea. Main idea is always in the beginning or the end of paragraph. Main idea helps the reader to understand not only the ideas but also their relative significance, as expressed by author.
2. Finding factual information that describe from the text. It is the part of the reader must know. We can find the factual information in every paragraph. It requires reader to scan specific details. The type of question can be about the reason, purposes, result, comparison, means,
identities, times, and amount in with most of the answer can be found in the text.
3. Finding meaning of difficult word or unknown vocabulary is the word that difficult to be understood. Because the writer does not always use commonly word. We can find the difficult word in every paragraph or sentence. The important thing is needed in reading is understanding.
4. Finding reference, the word that represents another word. It is used to avoid repeated word. It also makes the reader interest to read. We can find in the beginning, the middle, or the end of sentence. Reference words are usually short and very frequently pronoun such as: it, she, he, they, this, etc.
5. Finding restatement, the way to say something again or to say something in different way but still has the same meaning. The kind of question test, which use to measure the reader’s ability in analyzing the relationship of idea within single sentence.
The Level of Reading Comprehension
The level of reading comprehension involves more of an active role on the part of the reader (Heilman, 1988).
1. Literal comprehension. This level of comprehension represents the minimum of involvement on the part of the reader. It is the simple understanding of the words and ideas of author. The author’s massage is received but not examined, evaluated, or utilized in any way.
2. Interpretive comprehension. At this level, the reader not only knows what the author said but goes beyond that simple knowledge. It involves an effort to grasp relationship, compare facts with personal experiences, understand sequences. see cause and effect relationship, and generally interpret the massage. It requires a more active participation on the part of the reader.
3. Applied comprehension. At this level reader does more than merely receiving and interpreting the massage. The reader evaluates the author’s ideas, either accepting or rejecting them or applying then to some new situation.
4. Critical comprehension. At this level reader analyzing, evaluating, and personally reacting to information presented in a passage. Generally, the emphasis at this level of comprehension is on actively bringing the reader’s general understanding to bear on the ideas and concepts contained in the reading passage. The synthesis is necessary for higher comprehension, especially on difficult material.
Processes of Reading Comprehension
In the discussions about reading and comprehension, experts generally mention about the bottom-up and top-down process. Both are the processes of reading comprehension and according to the recent research, there is one more kind of processing reading comprehension, called interactive reading. They are described as following:
a. Bottom-up processing
In bottom-up processing, readers must first recognize a multiplicity of linguistic signals (letters, morphemes, syllables, words, phrases, grammatical cues, discourse markers) and use their linguistic data processing mechanism to impose some sort of order on these signals. These data-driven operations obviously require knowledge of the language itself.
From among all the perceived data, the reader selects the signals that make some sense to what is called ―meaning.
b. Top-down processing
Top down is a process in which the readers draw their own intelligence and experience to understand a text.
c. Interactive reading
Interactive reading is a combination of top-down and bottom-up processing. It is almost always a primary ingredient in successful teaching methodology because both processes are important.
Strategies in Reading Comprehension
Reading comprehension strategy is way of accessing the meaning of texts, which are employed flexibly and selectively while reading. Reading strategies are often divided into three stages: (a) before reading, (b) during reading, and (c) after reading. To be able to read texts, students should have their strategies.
Process of reading is not a merely instant process that occurs without any strategy and sequence. There are some strategies in reading proposed by Brown.
They are 1) identifying the purpose of reading, 2) using graphonic rules and
patterns to aid in bottom-up decoding, 3) using efficient silent reading techniques for relatively rapid comprehension, 4) skimming, 5) scanning, 6) guessing when the reader is not understand, 7) analyzing vocabulary, 8) distinguishing between literal implied meaning, and the last 9) capitalizing on discourse markers to process relationship.
Aside Browns’ strategies, Pearson parted six strategies used by successful readers. The six strategies are 1) using existing knowledge to make sense of new information, 2) drawing inferences from the text, 3) monitoring the reader’s own comprehension, 4) using ―fix-up strategies when meaning breaks down, 5) determining what is important, and 6) synthesizing information to create new thinking (Tovani, 2017). Referred to Brown’s and Pearson’s, strategies in reading help the teacher to assist students into efficient and successful readers.
By applying strategies in reading the teacher and students are expected to be more organized in understanding a text. However, this research focus only on some strategies which are linear to the students’ reading problems in identifying the purpose of reading, guessing meaning from context, analyzing vocabulary, using existing knowledge to make sense of new information, and asking questions about the text before, during, and after reading.
Factors that Influence Reading Comprehension
There are many factors that might affect comprehension of printed materials. According to the U.S. Department of Education (2020), They are:
a. Background Knowledge
Familiarity with concept of a reading material being read, both through experience of knowledge can make a reader easy to comprehend.
Burhanuddin (1997) stated that the low achievement of standing in reading caused by insufficient of basic knowledge had more effect on understanding of implied that an explicit information.
b. Vocabulary
One of the important factors influencing a reader’s comprehension is the familiarity with the vocabulary, where the 21 successful in associating between the printed words with their meaning and their referents depends on the familiarity with the words. Successful reading comprehension is possible when most of the vocabularies in a reading selection are familiar to the readers.
c. Teacher Influence
The teacher may give retention of information contained in printed material and this help students cope successful with reading assignment.
There is some teacher‟s role to the students. That are encourage the students to apply what they have read, have them constantly evaluated the material that they have read, encourage the students to tell something about a book to other students, and encourage students to think of their own ways or reporting on books or stories.
On the other hand, a lot of researchers refer to various kinds of knowledge by the term schemata, “schemata are commonly defined as the previously
acquired background knowledge structures that are stored in the learner’s cognitive domain ( Brantmeier, 2004). As Wei-wei (2009) Explained Text comprehension is a complex cognitive skill in which the reader should construct meaning by using all available resources from both the text and previous knowledge; these resources assist readers in utilizing lexis and syntax, retrieving their meanings from one’s mental lexicon, making inferences, and employing schemata.
Furthermore, knowledge is one of the factors that could cause variation among learners in general and between the two genders in specific. Al- shumaimeri (2011) mentions that “schematic knowledge” is one of the factors that create diversity in reading comprehension between male students and female students since the type of texts that could cause the right activation of schematic knowledge will be better understood and comprehended by its reader.
For the attitude factor, Logan and Johnston (2009) saw that it could affect many aspects of reading. They are regularity of reading, level of involvement in classroom reading, variety and range of reading topics, Enjoyment of reading, and reading achievement.
2. Reading Motivation
Related to reading activity, motivation is key factor in reading activities.
According Mihandoost (2011) Motivation for reading is a crucial entity for successfully engaging in the reading process because it is the element that what activates and maintains students’ engagement throughout the entire reading process.Without motivation students tend to be lazy to read. To be successful in
reading text, motivation is important factor of it. Hermosa (2002) defined reading motivation as the interest or desire to read for different purposes. For example, Gottfried (1990) defined academic motivation as “enjoyment of school learning feathered by a mastery aspect; curiosity; persistence; task- endogeny; and the learning of difficult and new tasks.” In a book “A History of Reading” by Manguel (1997) Grayling mentioned that reading as a flight. Its mean when individual was flight, he/she will view over wide of terrains, human variety, ideas, shared experiences and the fruits of many inquiries. That book also explains that through reading, reader can go anywhere to see other world without being limited by dimension of space and time. Reading really will give opportunities to imagine anything in life Therefore, reading was assuming as a tour of mind, because reading able to provide pleasure and enjoyment of the soul. Those explanations described one reason people sometime can spend more time to do reading activity. However, also not everyone can spend their time to do reading activity.
Everyone has reading motivation in their life because it naturally comes from our self, motivation encourage s someone performance in every skill.
Students have high reading motivation surely willing doing a reading activity or reading assignment because they enjoy it. Based on 8 Shutte (2007) adult reading motivation might more be affected by intrinsic motivation and self- regulation. Desire to learning something new is one of category from reading motivation. The topics in English textbook should be interesting to the reader because it can trigger the desire of learner to read in English (Yuliandari,2017).
Other than that, it seems uneasy to comprehend the content on foreign language books, needs a high level of understanding and also the amount of reading habit influence the reader. Thus, in general, terms if we want to read some text, unconsciously we have an interest in either on the contents of the book or the title, then reading is an activity that needs skill and ability to gain writer’s ideas. Moreover, the amount of what we read can also affect the skill of reading, training critical reading, problemsolving and added new vocabulary.
According to Gambrell & Marinak (2008) and Guthrie, Wigfield, & Stecker (2000), the important role was play in reading is motivation. Motivation is strongly driving that influence individual to engage in specific activity.
Therefore, students who have strong motivation to do reading can spend their time so much in reading activity. Meanwhile, students who lack motivation to do reading will try to avoid reading activity (Guthrie, 2000; Marinak &
Gambrell, 2008).
Motivation is considered as an integral part in the achievement of any goal.
It is an important factor that has a positive influence in any educational learning process especially in learning second language (Abdur, et.al, 2014). Motivation is more than simply arousing interest. It also involves sustaining interest and investing time and energy into putting the necessary effort to achieve certain goals (IGAWA, 2014). Johnstone (2007) considered motivation as a stimulant for achieving a specific target.
Ryan & Deci considers (2000) explained to be motivated means to progress or to be in motion to do something. While Dornyei and Otto regarded motivation
as a function of a person‟s thought and defined it as „the dynamically changing cumulative aroused in a person that initiates, directs, coordinates, amplifies, terminates and evaluates the cognitive and the motor processes whereby initial wishes and desires are selected, prioritized, operational and acted out ‟ (Dornyei, 2001). Ellis (1994) considered motivation as the attempt which learners make for learning a second language because of “their need or desire to learn it. According to Brewer & Burgess (1986) Motivation is a basic and essential part of learning.
Reading motivation is a vital component in enhancing learners’ reading comprehension and skill of communication between the reader and the writer to get knowledge and information. According to Brown (2001) reading motivation will be develop best in association with writing, listening and speaking actives.
Even in those courses that may be labeled reading your goal will be best achieved by capitalizing on the interrelationship of skills, especially in reading- writing connection. Reading motivation is the speed of reading and understanding the contents, then in the measure reading ability the matter that must be watched are these two aspects. (Dalman 2009) Reading can’t be separated from comprehension because the purpose or the result of reading activity is to comprehend what has been read. Reading without understanding what has been read is useless. According to Bloomfield taxonomy, there is a level of cognitive domain namely comprehension that is a type of understanding such that the individual knows what is being communicated. Comprehension takes place while the person is reading and it needs a set of skills that let him
find information and understand it in terms of what is already know. Grendel (2001) points that motivation is the attribute that “moves” us to do or not do something. Albert Bandura suggests that motivation (or a lack thereof) is the result of an individual's self-efficacy related to a task.
Bandura (1986) defines self-efficacy as the beliefs we have about ourselves that cause us to make choices, put forth effort, and persist in the face of difficulty. Motivation is a complex construct since there are two aspects of reading motivation that are based on different reasons or goals that give rise to an action – namely intrinsic and extrinsic motivation. According to Ryan and Deci (2000), intrinsic motivation refers to engagement in an activity that is based on personal interest in the activity itself. Readers who are intrinsically motivated are more likely to find a variety of topics that interest them and to benefit from an accompanying sense of pleasure. Studies have linked intrinsic reading motivation to:
a. Greater reading frequency and greater breadth of reading (Hidi, 2000) b. Greater reading (Cox and Guthrie, 2001)
c. Greater retention of key information (Guthrie, van Meter, Hancock,bAlao, Anderson, McCann, 1998).
d. Greater persistence in coping with difficulties, mastering the required skills and becoming self-determined in reading tasks.
Wigfield and Guthrie (2000: 188) reported that several aspects of intrinsic motivation predict breadth of reading and reading comprehension: importance,
curiosity, involvement and challenge. These can be described in more detail as follows:
a. Importance of reading refers to the belief that reading is valuable.
Curiosity is the desire to learn about a particular topic of personal interest.
b. Involvement refers to the enjoyment of reading certain kinds of literary or information texts.
c. Preference for challenging reading is the satisfaction of mastering or assimilating complex ideas in text.
By contrast, extrinsic motivation involves engagement in an activity in response to external values and demands. For example, when children read to avoid punishment or to meet teachers‟ or parents‟ expectations, they are extrinsically motivated because their desire to read is controlled externally.
Extrinsically motivated pupils may therefore not read because they are interested but because they want to attain certain outcomes (e.g. recognition from others or good grades). Wigfield and Guthrie (1997) reported that extrinsic motivation was made up of three aspects: recognition, grades and competition.
According to Wigfield (1997), these aspects can be defined as follows:
a. Reading for recognition is the pleasure in receiving a tangible form of recognition for success
b. Reading for grades refers to the desire to be favorably evaluated by the teacher.
c. Competition in reading is the desire to outperform others in reading.
Several studies have shown that both forms of motivation predict amount and breadth of reading, but that the relationship is stronger for intrinsic motivation. Research has also shown that intrinsic but not extrinsic motivation predicts reading for pleasure. For example, children who were intrinsically motivated read fiction at least once a week, and in some case almost daily as reported by Wang and Guthrie (2004). By contrast, extrinsic motivation was negatively associated with reading for pleasure, suggesting that children who read for the outcomes of reading are less likely to get enjoyment from books.
The literature also indicates that the two forms of motivation have different relationships with text comprehension. Intrinsic motivation was positively related to text comprehension after other variables, such as extrinsic motivation and reading amount, were controlled for. Extrinsic motivation, on the other hand, was negatively associated with text comprehension in this study. Indeed, there is some indication in the literature that pupils who are extrinsically motivated readers are more likely to use strategies at surface level, such as guessing and memorization as pointed by Pintrich and Schrauben (1992). In general, the different forms of motivation have also been associated with different learning strategies and different qualities of learning. Clark and
Rumbold (2006) suggested that intrinsic motivation has typically been related to learning that leads to conceptual understanding and higher level thinking skills, while extrinsic motivation tends to lead to “surface” rather than
“deep” learning.
For the benefit of reading motivation, The language teacher is supposed to teach and instruct according to each learner’s level. In the sense that, initially, the teacher should identify and realize each student’s placement.
a. The language learner should not be reproached or blamed, or even scorned for not doing his homework, for making mistake in pronunciation, or for hesitating to answer question(s) and so on.
b. Teacher should identify, perceive, and understand the language learners‟
social, cultural, economic, and sentimental features and backgrounds in order to be able to help them and so that the language learners have a clear image from themselves and respect their own characters.
c. Teachers should be kind to their language learners and loving them while being friend with them. This matter is important and essential especially in the initial and primary levels of learning that the language learners are susceptible, vulnerable, and sensitive, and they need love and affection from their teacher.
d. Teachers should admire, respect, and value the students' differences and they should never contrast the language learners with one another.
e. Teachers need to promote students´ alertness, knowledge, inquisitiveness, and curiosity in the language classes as well as trying to uphold and preserve their motivation.
f. Teachers should bear in mind that learning a second or a foreign language means that the learners should also exploit and take advantage of social proficiencies and not just learn grammar rules.
By understanding all the aspects that exist in the student himself and afterwards determining how to create the motivation itself. So students feel comfortable and easy to learn the language.
Motivation is something which is push someone to do everything. It is also related by the students who have motivation in reading. Student who has reading motivation means that he has a push to read. Based on the articles, Conradi, (2014) on an article too by Kirchner & Mostert (2017), described reading motivation as “The drive to read resulting from a comprehensive set of an individual’s beliefs about, attitudes towards, and goals for reading”. It means, the student more comprehend in reading based on himself in order to get the benefits of reading, such as the knowledge. Therefore, reading motivation will influence the student’s reading skills. By reading motivation, the student tries hard to understand the meaning and the main purpose of the written text.
By a big desire of read, the student is hoped can get a good result in their reading skills. Beside that, reading motivation can be seen by someone self- concept as a reader or someone’s perception about the value of reading. It is based on the article by Malloy, Marinak, Gambrell, & Mazzoni (2013) about assessing motivation to read. In this article, they wrote about a reading survey based on someone self-concept as a reader or someone’s perception about the value of reading. Self concept as a reader comes from someone’ perception about reading. According to As Solhem (2011) on that article, self-efficacy can influence how much someone’s comprehension about the text that has someone read before. It means, the student who has a good self-concept as a reader more
interest and enthusiasm in solving reading task. While in value of reading means that someone’s perception that reading is something that is valued, both as an activity or as a goal. It means, the student feel that reading is something enjoyable because they enjoy the reading activity or they feel that reading will help their better future. So, if the student have that perception, likely have a good result in reading comprehension.
Greaney & Neumen (1990) as cited in Dhanpala & Hirakawa (2015) motivation on reading has a very deep meaning for several reason because having high motivation can make students more confident in their abilities then several factors can influence by internal cognitive beliefs, values, expectations, and attitude which are influenced by a range of social and contextual factors.
On the other hand, motivation has an important role in someone's life because, with the encouragement of motivation, someone will feel excited in achieving a task or his/her purpose. According to Wright & Mcgrory (2010), as cited in Pintrich & Schunk (1996), there are two concepts about motivational theory to the present purpose are those of intrinsic and extrinsic motivation, with intrinsic motivation referring to motivation to engage in an activity for its own sake and extrinsic motivation being a motivation to engage in an activity as a means to an end.
Types of Reading Motivation
According to Gardne, motivation is a very complex phenomenon with many facets (Shuib, 2009). Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on
