A THESIS
Sumied State Islamic University of Sultan Syarif Kasim Riau In Parial Fullfillment of The Requirements for The Degree
of Magister in English Education
UIN SUSKA RIAU
BY:
SEPTI KARTIKA SRN: 21990120739
POSTGRADUATE PROGRAM STATE ISLAMIC UNIVERSITY OF
SULTAN SYARIF KASIM RIAU 1444 H/2023 M
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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 Use of Instructional Media in Teaching English: Case Study of English Teachers at State Senior High Schools in Kampar”.
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.
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.
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services and advices during the researcher‟s accomplishment of this thesis.
6. Dr. Abdullah Hasan, M.Sc, 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. Dodi Settiawan M.Pd, 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. My beloved parents, My lovely Husband, My siblings, My cousin and 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.
10. My close friends and all of my friends 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.
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Hopefully this thesis would be beneficial to everyone.
Pekanbaru, 09 January 2023 Researcher,
Septi Kartika SRN. 21990120739
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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
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ﻝ Lam L
ﻡ Mim M
ﻥ Nun N
ﻭ Waw W
ﻩ Ha H
ء Hamzah „
ﻱ Ya Y
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
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person followed by the word Allah, for instance, للهدبع) Abdullah) 7. Capital Letter
The capitalization is adjusted with the enhanced Indonesian spelling.
vii APPOVAL SHEET
SUPERVISOR APPROVAL SHEET ACKNOWLEDGEMENTS
TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES
TRANSLITERATION GUIDLINES ABSTRACT
CHAPTER I INTRODUCTION
A. Background of The Problem 1
B. Statement of The Problem 6
C. Limitation of The Problem 9
D. Research Questions 9
E. Purpose and Objective of The Study 11
F. Significance of The Study 10
F. Rational of The Study 11
G. Definition of Key Terms 12
CHAPTER II REVIEW OF RELATED LITERATURE
A. Nature of Reading Comprehention 14
1. Definition of Reading Comprehention 14
2. The Process in Reading Comprehension 18
3. Factors Influencing Students‟ Reading Comprehension 20
4. Component of Reading comprehension 22
B. Nature of Self-Esteeem 33
1. Definition of Self-Esteem 33
2. The Component of Self-Esteem 35
3. Types of Self-Esteem 37
4. Level of Self-Esteem 39
5. Reading Self-Esteem 40
6. Factor in Self-Esteem 41
C. Nature of Attitude 43
1. Definition of Attitude 43
2. The Aspect of Attitude 45
3. The Types of Attitude 46
4. Characteristic of Attitude 48
5. The Measurement of Attitude 49
6. Reading Attitude 50
D. The Operational Concept and Indicators 55
E. Assumption and Hypotheses 57
1. The Assumtion 57
2. Hypothesis 58
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A. Research Design 69
B. The Location and Time of The Research 70
C. Population and Sample 70
1. Population 70
2. Sample 71
D. Subject and Object of the Research 72
E. Procedure of Collecting Data 72
F. Pilot Study 73
G. Data Collection Technique 73
1. Questionnaire 73
H. The Validity and Reliability of Instruments 80
1. Validity 80
2. Reability 81
I. The Data Analysis Technique 84
CHAPTER IV FINDING AND DISCUSSION
A. Data Persentation 87
1. Students‟ Self Esteem 87
2. Attitude 94
3. Reading Comprehention 101
4. Data Analysis 108
5. Results of Multiple Regression Analysis 109
6. The Partial Test Result 111
7. The Simultaneous Test Result (F test) 113 8. The Determination Coefficient Test Results (R2) 114
B. Discussion 115
CHAPTER V CONCLUSION
A. Conclutions 119
B. Implication 120
C. Recommendation 121
D. Suggestions 123
REFERENCES 124
APPENDIXES 127
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3.2 The Total Sample of SMPN 6 Teluk Kuantan 68
3.3 Blue Print of Self-Esteem 71
3.4 Blue Print Attitudes 75
3.6 Blue Print of Reading Comprehension 76
3.6 Sssessment of Reading Comprehension Test 76
3.7 The Level of Reability 79
3.8 Reability Analysis of Self-Esteem Questionnaire 80
3.9 Reability Analysis of ttitude Questionnare 81
3.10 The Category of Self-Esteem 81
3.11 The Category of Reading Comprehension 82
4.1 Data presentation of Student‟s Esteem 84
4.2 Descriptive Statistic of Students Self Esteem 88
4.3 Frequency of Students Self-Esteem 89
4.4 The Score of Students Self-Esteem 92
4.5 Descriptive Statistic of Students Attitude 96
4.6 Frequency of The Students Attitude 96
4.7 The Score of Reading Comprehension 99
4.8 Descriptive Statistic of Students Reading Comprehension 103 4.9 Frequency of Students Reading Comprehension 103
4.10 The Data Normality The Result 106
4.11 Multiple Linear Regression Test Result 107
4.12 The First Hypothesis Test Result 109
4.13 The Second Hypothesis Test Result 110
4.14 The Statistic of Simultaneous Test Results 110
4.15 Te Determination Coeffecient Test Result 111
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3.1 Research Design 66
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4.2 The Histogram of Students Attitude 98
4.3 The Histogram of Students Reading Comprehension 105
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Attitude on Their Reading Comprehension at SMPN 6 Teluk Kuantan
This research aimed to examine the influence of students‟ self-esteem on their reading comprehension at SMPN 6 Teluk Kuantan, to examine the influence of students‟ attitudes on their reading comprehension at SMPN 6 Teluk Kuantan, and to examine the influence between students‟ self-esteem and attitudes on their reading comprehension at SMPN 6 Teluk Kuantan. This study was conducted under quantitative case study design. Based on the result, There is a significant influence of students' self-esteem on the reading comprehension at SMPN 6 Taluk Kuantan. This result is evident from the value with t count 2.447 > 1.664 with a sig value 0.001 < 0.05 with a regression coefficient value that is positive, which mean that the increase in students self-esteem, it will increase their reading comprehension. There is a significant influence of students’ attitude on the reading comprehension at SMPN 6 Taluk Kuantan. This result is evident from the value with t count 2.337 > 1.664 with a sig value 0.001 < 0.05 with a regression coefficient value that is positive, which mean that the increase in students attitude, it will increase their reading comprehension. There is a significant influence of students’ self-esteem and attitude on the reading comprehension at SMPN 6 Taluk Kuantan. The result is evident from the significant value of the F test of 0.000, which means that it is greater than 0.05, the result of the analysis also obtained an R square value of 0.005, which means that the variables of the students’ self- esteem and attitude together have an influence on their reading comprehension at SMPN 6 Taluk Kuantan.
Keywords: Self-esteem, Attitude and Reading comprehension.
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Pemahaman Membaca di SMPN 6 Teluk Kuantan.
Penelitian ini bertujuan untuk menguji pengaruh harga diri siswa terhadappemahaman membaca di SMPN 6 Teluk Kuantan, untuk menguji pengaruh sikap siswa terhadap pemahaman membaca di SMPN 6 Teluk Kuantan, dan untuk menguji pengaruh antara harga diri siswa. -esteem dan sikap terhadap pemahaman bacaan mereka di SMPN 6 Teluk Kuantan. Penelitian ini dilakukan dengan desain studi kasus kuantitatif. Berdasarkan hasil penelitian, terdapat pengaruh yang signifikan antara harga diri siswa terhadap pemahaman membaca di SMPN 6 Taluk Kuantan. Hasil ini terlihat dari nilai t hitung 2,447 > 1,664 dengan nilai sig 0,001 < 0,05 dengan nilai koefisien regresi bertanda positif, yang berarti bahwa peningkatan harga diri siswa akan meningkatkan pemahaman membaca. Terdapat pengaruh yang signifikan sikap siswa terhadap pemahaman membaca di SMPN 6 Taluk Kuantan. Hasil ini terlihat dari nilai t hitung 2,337 >
1,664 dengan nilai sig 0,001 < 0,05 dengan nilai koefisien regresi bertanda positif yang berarti semakin meningkat sikap siswa maka akan meningkatkan pemahaman membaca mereka. Ada pengaruh signifikan harga diri dan sikap siswa terhadap pemahaman bacaan di SMPN 6 Taluk Kuantan. Hasil tersebut terbukti dari nilai signifikansi uji F sebesar 0,000 yang berarti lebih besar dari 0,05, hasil analisis juga diperoleh nilai R square sebesar 0,005 yang berarti bahwa variabel harga diri siswa dan sikap secara bersama-sama berpengaruh terhadap pemahaman bacaan mereka di SMPN 6 Taluk Kuantan.
Kata Kunci: Harga Diri, Sikap dan Pemahaman Membaca.
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( ،اكيتراك يتفيس ٢٢٢٢
ءورقملا مهف ىلع ذيملاتلا فقومو سفنلا ةزع ريثأت :) ةيموكحلا ةطسوتملا ةسردملاب ٦
ناتناوك كوليت
مهف ىلع ذيملاتلا فقومو سفنلا ةزع يرثأت رابتخا لىإ فدهي ثحبلا اذه
ةيموكلحا ةطسوتلما ةسردلماب ءورقلما ٦
ذيملاتلا زازتعا يرثأت رابتخاو ،ناتناوك كوليت
ةيموكلحا ةطسوتلما ةسردلماب ءورقلما مهف ىلع ذيملاتلا فقومو ريدقتلاو ٦
.ناتناوك كوليت
رع ،ثحبلا ةجيتن ىلع ءانبو مهف ىلع ذيملاتلا فقومو زازتعلال اماه ايرثأت كانه نأب ف
ةيموكلحا ةطسوتلما ةسردلماب ءورقلما ٦
ت باسح ةميق نلأ كلذو .ناتناوك كوليت
٧...٢ ٤.٦٦. >
جيس ةميقو ، ....٤
...٠ <
و ، ةميق لماعم رادنحلاا ةبجوم
،
ىلع ذيملاتلا فقولم ماه يرثأت كانه .ءورقلما مهف يقترس سفنلا ةزع ةيقرت نأ نىعبم كلذو ةيموكلحا ةطسوتلما ةسردلماب ءورقلما مهف ٦
ةميق نأ نم كلذ فرعو .ناتناوك كوليت
ت باسح ٧...٢
٤.٦٦. <
جيس ةميقو ، ....٤
.،.٠ <
و ، ةميق لماعم
رادنحلاا ةبجوم
لا فقوم نأ نىعبم كلذو ، كانه .ءورقملل مهمهف ىقترف ىقرت اذإ ذيملات
ةيموكلحا ةطسوتلما ةسردلماب ءورقلما مهف ىلع ذيملاتلا فقومو زازتعلال ماه يرثأت ٦
كوليت
رابتخا ةيهمأ ةميق نأ نم كلذ ةفرعم تمو .ناتناوك ىدبم F
...
نم ىلعأ كلذو ،
...٠ عبرم ةميق نأ ىلع تلد اضيأ ثحبلا ةجيتنو ، ىدبم R
....٠ نىعبم كلذو ،
ةيموكلحا ةطسوتلما ةسردلماب اعم ءورقملل مهمهف ىلع نارثؤي مهفقومو ذيملاتلا زازتعا نأ ٦
.ناتناوك كوليت
:ةيساسلأا تاملكلا
ءورقملا مهف ،فقوم ،زازتعا
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This chapter would discuss background of the problem, statement of the problem, limitation of the problem, purpose and objectives of the study, research questions, significance of the study, rational of the study, definition of key terms.
A. Background of The Problem
In English, there are four skills that students must know and learn. They are listening, speaking, reading, and writing. Among the four skills, reading is important skills because it can be easily linked to other language skills and give more information. Reading is one of the skills, has a important thing to other people. Saputra (2014, p. 87) states that reading is a set of skills that involves making sense and deriving meaning from the printed word. It support by Hornby (2000, p. 1097) states that the goals of reading activities are to know language and to get the meaning from the printed message reading. Reading is the key of knowledge, through reading the students acquire much information about something.
Reading, as one of the receptive skills, has a significant role to connect people to people through written text. It involves responding to the text, making sense of written text and connecting the message of the text to our knowledge of the world according to Spratt, Pulverness, & Williams (2011, p.372). Harmer (2007, p.201) writes that reading is useful for students in building vocabulary knowledge, clear spelling, and good writing. In a second/foreign language reading, students need to be able to do a numbers of things: scanning, skimming, and looking for detailed information in a text by
Harmer (2007, p.112). Reading have a strong correlation to text comprehension.
Comprehension is one of the factors which are very important in reading skill. Without comprehension, the readers can understand nothing about what the readers read. Bonnie B. Armbruster (1996, p.57) in defined that comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading. According to Kendeou (2007, p.211), a general component in many definitions of comprehensions is the interpretation of the information in the text. Basically, the core of comprehension is an ability to mentally interconnect different events in the text and form a coherent representation of what the text is about.
Bonnie B. Armbruster (1996, p.221) in defined that comprehension is the reason for reading. If readers can read the words but do not understand what they are reading, they are not really reading. According to Kendeou (2007, p.201), a general component in many definitions of comprehensions is the interpretation of the information in the text. Basically, the core of comprehension is an ability to mentally interconnect different events in the text and form a coherent representation of what the text is about.
Reading comprehension is reading with knowing, absorbing, and understanding. The understand of written text mean extracting infromation from it as effisient as possible. A reader will understand a text after comprehending it, because comprehension occurs when a reader understand and get the meaning and information from the text. Reading comprehension is the process of making meaning of text. The goal is to gain an overall
understanding of what described in the text rather than to obtain meanig from isolated words or sentences according to Wolley (2011, p.15).
Reading comprehension must be sustained not only by basic cognitive processes, but also by motivational aspects, such as AR and RSC. This is especially true if reading takes place in a decontextualized learning scenario such as school, far from the social uses of reading (Kintsch & Rawson, 2008;
MacNamara & Magliano, 2009). Attitudes are general, stable evaluations that people form in relation to other people, ideas or tasks (Briñol, Falces &
Becerra, 2007). As such, they play an important role in the basic psychological processes of attention, concentration and memory. In addition, they determine the motivation and the effort that people make when they are carrying out an activity --for example, when reading (Lockwood, 2012; Schiefele, Schaffner, Möller & Wigfield, 2012). Accordingly, attitudes affect our behavior, because they can encourage (or discourage) our level of engagement when reading.
In order to get message conveyed by the author through the texts, it is important for the students to comprehend the texts first. Richards and Renandya (2003, p.277) state that comprehension is very important in reading activity. By comprehending the texts, the students are going to achieve the information that they need from the texts. It means that without comprehension, the purposes of reading cannot be achieved and the activity of reading becomes meaningless. Comprehension is the process of making sense of words, sentences and connected text. Unfortunately, comprehending the written words or texts is not easy to be done by students as well as the students of SMPN 6 Teluk Kuantan.
Based on the problems, a preliminary study was conducted on January 18th 2020 at SMPN 6 Teluk Kuantan. Based on the interview with the English teachers of SMPN 6 Teluk Kuantan, it is found that there are some problems considered influence students‟ achievement in reading comprehension. Most of the students think that to comprehend reading materials is difficult. They face difficulties when they are asked to comprehend then answer the questions based on the texts because they hardly understand the meaning of the words or phrases in the text. Besides, the students have less positive self-esteem and attitude toward English especially in reading. They feel unworthy, incapable and incompetent to others and get frustrated when they have wrong answer and afraid to try more. Then, most of them worry to share their opinions, their thought during the class. Finally, they become very passive in learning activity.
Afterward, many students are not well aware of the importance of reading.
They enjoyed talking to their friends when the teacher was explaining the material in the class. Hence, the main purpose of reading is not achieved.
Based on those facts, it is assumed that some crucial factors that influence students‟ reading comprehension come not only from outside but also inside of the learners. However, Brown (2000, p.64) says that external factor refers to factor come from outside or around of the learners not from the learners itself such as environment, parent, teacher, and many others. While, internal factor means as factor that come from the learner itself and relates to an individual emotion, such as extroversion, inhibition , attitude, anxiety, self esteem, and go on. In this research, the researcher only focuses on the internal factors. The two important factors come from inside which can influence
students‟ language acquisition are self-esteem and attitude. Both self-esteem and attitude have a crucial role in affecting someone‟s success in learning a language. Self-esteem is about the value of individual places on him or herself.
Moreover, Atkinson and Hornby (2002, p.23) states that someone who has positive self-esteem would produce great positive effect in learning a language.
They would have a great power to control their emotions and feelings well.
Self-esteem also expresses attitude in doing something according by Brown (2000, p.145). It means that if someone has a positive self-esteem, indirectly it will create positive attitude as well. For example, if the students think that they are able in English subject, automatically it will give an effect to their attitude.
For instance, they will enjoy the class and become active in the learning process.
Similar to the self-esteem, Attitude also holds big influence toward language achievement. Attitude means as an individual‟s tendency to give a reaction toward a certain object. Djaali (2012, p.116) explains the importance of attitude toward learning activity including language learning. It is important because language achievement depends on either academic competence or attitude of the students towards language learning itself. This attitude is usually expressed by like or dislike, agree or disagree about something. An activity which is liked to be done by someone very much will be repeated more than once. Consequently, he or she is used to doing it and also with reading activity.
When students like in doing reading as a routine activity, automatically it will improve students achievement in reading.
Students who have positive self-esteem and attitude will finally produce a good motivation in doing something. On the other hands, it is believed that both, self-esteem and attitude could not be separated and relate each other in giving a great influence toward students behavior and as a result on students‟
performance on reading, because reading achievement requires not only good academic competence but also performance of the students.
Based on those reasons, the researcher is interested in conducting a research entitled “The Influence of Students Self-Esteem and Attitudes on Their Reading Comprehension at SMPN 6 Teluk Kuantan”.
B. Statement of The Problem
The main goal of this study to investigate the influence among selfesteem, attitude and reading comprehension. In this research, the researcher only focuses on the internal factors. The two important factors come from inside which can influence students language acquisition are self-esteem and attitude. Both self-esteem and attitude have a crucial role in affecting someone‟s success in learning a language. Self-esteem is about the value of individual places on him or herself. Moreover, Atkinson and Hornby (2002, p.23) states that someone who has positive self-esteem would produce great positive effect in learning a language. They would have a great power to control their emotions and feelings well. Self-esteem also expresses attitude in doing something Brown (2000, p.145). It means that if someone has a positive self-esteem, indirectly it will create positive attitude as well. For example, if the students think that they are able in English subject, automatically it will
give an effect to their attitude. For instance, they will enjoy the class and become active in the learning process.
Practically, there are some problems considered influence students‟
achievement in reading comprehension. Most of the students think that to comprehend reading materials is difficult. They face difficulties when they are asked to comprehend then answer the questions based on the texts because they hardly understand the meaning of the words or phrases in the text. Besides, the students have less positive self-esteem and attitude toward English especially in reading. They feel unworthy, incapable and incompetent to others and get frustrated when they have wrong answer and afraid to try more. Then, most of them worry to share their opinions, their thought during the class. Finally, they become very passive in learning activity. Afterward, many students are not well aware of the importance of reading. They enjoyed talking to their friends when the teacher was explaining the material in the class. Hence, the main purpose of reading is not achieved.
Since there are many gaps and controversial are found in the issues of self-esteem and attitude in reading comprehension, an investigation to what extent of these claims are true is needed. Katherine (2000, p.57) suggested that learner finds earier to make focuss with other foreign language learners, and to obtain more input of the language for more practice in reading comprehension.
Beside that, self-esteem is also a part of succesful reading comprehension. Self-esteem is about the value of individual places on him or herself. Moreover, Atkinson and Hornby (2002, p.23) states that someone who has positive self-esteem will produce great positive effect in learning a
language. They will have a great power to control their emotions and feelings well. Self-esteem also expresses attitude in doing something according by Brown (2000, p.145). It is because by being esteem, the learner are in the state of being sure, not being shay, and being agressive to involve in the sosial interaction where the read is appeared by Richards (2002, p.122). These facts show and support why investigating the issue of self-esteem and attitude to increase reading comprehension is crussial and nesessary.
A small number of researches had put attention on how to treat those influencing factors to improve reading comprehension and how the level of self-esteem is different between attitudes. The evidences and statements of how self-esteem and attitudes are related and influence reading comprehension ability are around how strong and deep the relationship is but not how to treat the factors appropriately in the classroom. Meanwhile, the continuation of the findings which is supposed to be helpful for teachers and students is how to treat this affective factor in reading classroom well so the students can have good achievement.
Therefore, by investigating and examining the issue of the influence of self-esteem and attitudes on reading comprehension, the reasons behind the failure of learning English reading can be more understood. Teachers can find and adjust the teaching techniques, strategies or methods with the students‟
self-esteem so their level of attitude can be increased and their reading comprehension is improved. Researchers can widen the research about these issues by exploring and figuring out other related variables and finding new solution for the problems.
C. Limitation of The Problem
Based on the statement of the problem, the researcher limited of the problem in order to make it focus, more detail and needs the limitation of this study due to the method of teacher use in teaching. This research is focused on the influence of attitude and self esteem on students‟ reading comprehension at SMPN 6 Teluk Kuantan. The participant of this research will be the second year student of SMPN 6 Teluk Kuantan.
D. Research Questions
Based on the description of the research above, the researcher would like to make questions of the research. The problem which are discussed in this research can be stated as follows:
1. Is there any significant the influence of students‟ self-esteem on their reading comprehension at SMPN 6 Teluk Kuantan?
2. Is there any significant the influence of students‟ attitudes on their reading comprehension at SMPN 6 Teluk Kuantan?
3. Is there any significant the influence of students‟ self-esteem and attitudes on their reading comprehension at SMPN 6 Teluk Kuantan?
E. Purpose and Objective of The Study
The purpose of the research is to investigate the influence of students‟
attitudes and self-esteem on their reading comprehension at SMPN 6 Teluk Kuantan. The objectives of the study are as follows:
1. To examine the influence of students‟ self-esteem on their reading comprehension at SMPN 6 Teluk Kuantan.
2. To examine the influence of students‟ attitudes on their reading comprehension at SMPN 6 Teluk Kuantan.
3. To examine the influence between students‟ self-esteem and attitudes on their reading comprehension at SMPN 6 Teluk Kuantan.
F. Significance of The Study
The result of this research expected to be useful theoretically and practically
1. Theoretically It expected to add an emperical evidance to support the learning theory of reading comprehension. This research migh be useful for students to know and understand which attitude and self esteem are good and not when they want to comprehend reading text.
2. Practically It expected to be valuable information and give a meaningful contribution for teacher, learners and school. So the significances of this research are as follows: First, for the English teacher, this research expected to help the teachers guiding their students in enchancing students comprehension in reading text and put big attention to students‟ attitude and self esteem. In addition, the reseracher also expected this research result can give positive constributions for all teachers in teaching English reading.
Meanwhile, for the students, the researcher expected that all of students are able to read on the reading text and get information clearly. Furthermore, the researcher expected this research result will be a reference to all students to know what is better should they do to get a comprehension. Besides, it can be used for other researchers to get information about recognizing the
influence of attitude and self esteem on students reading comprehension ability.
G. Rational of The Study
Reading comprehension is the cognitive process with impact by affective factors and more psychomotor processes. Cognitive when students try to understand the text, main idea, etc. Affective is the student emotional factors, such as self-esteem, inhibition, and anxiety when they try to comprehension the text, and psychomotor domain as well when considering the eye movements in any reading and mouth movements in reading aloud activity.
Kaniuka (2010, p.95) stated there seems to be little evidence that increasing a student‟s level of self-esteem will raise their level of achievement.
Andres (2002, p.67) argued that in recent years, the importance of affective factors such as anxiety, inhibition, motivation and self-esteem has been of interest in the field of language learning because of their high effects on learning a foreign or a second language. Brown (2014, p.57) also stated that reading is an emotional factor with strong impact by affective factors.
Allport in 1967 (2012, p.88) defines attitude as emotional and mental readiness or a preliminary tendency based on experience, knowledge, emotion or motivation on any subject, social topic or event. Meanwhile reading attitude can be defined as an individual‟s feelings about reading, caused learners to approach or avoid a reading situation according by Alexander & Filler (1976, p.20), Guthie & Wigfield (1997, p.32), Partin & Gillespie (2002, p.22), Mckenna, Kear and Elsworth in 1996, in Annamalai & Muniandy (2013, p.21).
Furthermore, Ajzen and Fishbein in 1980 defines attitude a learned disposition
on how to behave, either negative or positive; and the reading attitude refers to the person‟s nature towards reading as an activity Annamalai & Muniandy (2013, p.33).
The self-esteem and attitude also holds big influence toward language achievement. Attitude means as an individual‟s tendency to give a reaction toward a certain object. Djaali (2012, p.116) explains the importance of attitude toward learning activity including language learning. It is important because language achievement depends on either academic competence or attitude of the students towards language learning itself. This attitude is usually expressed by like or dislike, agree or disagree about something. An activity which is liked to be done by someone very much will be repeated more than once.
Consequently, he or she is used to doing it and also with reading activity.
When students like in doing reading as a routine activity, automatically it will improve students‟ achievement in reading.
H. Definition of Key Terms 1. Attitude
According to Krech and Crutchfield in Ahmadi (1991, p.163) attitude is organization from motivation, emotional, perception or monitoring in aspect from individual life.
2. Self esteem
Self-esteem is defined as the complication of feelings about oneself that guides behavior, influences affective evaluator of individual‟s evaluator, and drives motivation in learning stated by Stevick (1990, p. 25).
3. Reading comprehension
According to Wood and Vincent (2009, p.59), Reading comprehension is a dynamic and an interactive process. The process is done by the readers; the readers recognize every word in the reading text to find the information needed.
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This chapter, the reseracher discusses some theories that are related to this study. The theories here will be as basic to solve the problems in the research.
A. Nature of Reading Comprehension 1. Definition of Reading Comprehension
Reading is the process of getting information from a written symbol or written language. In the reading process, the readers not only read written form, but also they are required to understand of what they are reading. The process of understanding the text is often called reading comprehension. Reading comprehension is the ability to read text, process it and understand its meaning.
According to Wood and Vincent (2009, p.59), Reading comprehension is a dynamic and an interactive process. The process is done by the readers; the readers recognize every word in the reading text to find the information needed. As the result of this process is comprehension, it means that the readers understand what they read and get the information fully.
Comprehension is the essence of reading because the goal of written language is communication of messages stated by Gerrald G.
Daffy (2000, p.14). If the readers do not understand the messages, then they are not really reading. In reading comprehension, the reader interacts with the message in the text to generate an understanding of writer‟s message. So, reading comprehension is an interaction or communication
between writer and the reader. Then, a reader should have a concentration and enjoy with the reading text.
According to King and Stanley in Alfitri, there are five components of reading that may help students in comprehending a reading text:
1. Main Idea
Main idea is what the author wants you to know about the topic.
Identifying the topic can generally help reader understand the main idea. It is usually expressed as a complete thought, and indicates the author‟s reason or purpose for writing and the message he or she wants to share with readers. The idea will be explained by supporting sentences. Supporting sentences/ details can be defined as sentence that explains the main idea. It can take form of example, reasons, statistics, explanation, or simply relevant information. They are provided in order to all content of the text that can be understood easily.
2. Factual Information
Readers should be able to recognize the factual or certain information in details such as person, reason, and comparison. The factual information questions are preceded by WH-Questions. So, a good reader is one who answers the questions correctly.
3. Locating Reference
Readers should be able to recognize or find antecedent of a pronoun, a word or phrase to which pronoun refers. The pronoun such
as it, them, him, her, etc. Finding a correct reference can be done by a good reader who comprehends the text.
4. Making Inference
The problem including in the test of English as a foreign language is making inferences. In this question types, readers need to use the evidence that they have to make an inference. It means that after they have evidence from reading a passage, they can make a logical conclusion based on the evidences; it can be about the author‟s viewpoint.
5. Vocabulary Mastery
Vocabulary mastery plays an important role in comprehending a text. Reader will be helped by their vocabulary mastery in getting the meaning and comprehending the text.
Understanding the meaning of a text is the primary purpose of reading. However, reading comprehension is a complex process. The reader constructs meaning by interacting with text using his or her previous knowledge and experience and the information that can be found in the text.
Reading is thinking cued by written language. A skilful reader finds several pieces of information in the text that make the understanding easier. The text is an intermediary between reader and text. When creating the text the writer has used certain words, phrases, syntax, and style. The reader utilizes these elements when constructing meaning for the text. In addition, the reader uses elements from other texts he or she has read recently. This means that the texts he or she reads affect his or her development as a
reader. Blair-Larsen & Vallance (2004, p.42), Goodman (1996, p.43), Pardo (2004, p.79), Scharer, Pinnell, Lyons, & Fountas (2005, p.11)
It is important that children learn already during their early school years to read and critically evaluate information from different sources.
They should be given frequent opportunities to read also informational texts and acquire skills that they need at school when reading subject area textbooks. Brozo (2010, p.29) They should learn to use appropriate comprehension strategies in different reading situations, such as previewing, activating prior knowledge, predicting, making connections, monitoring, organising, summarising, questioning, and visualising. These strategies are necessary because they can supply access to knowledge that is beyond young readers‟ personal experience. A skilful reader is able to decide which strategies to use depending on the content of the text and its level of difficulty. Barton & Sawyer (2003, p.47), Bimmel & van Shooten (2004, p.54), Dougherty Stahl (2004, p.30), McLaughlin (2006, p.49)
Interest in the content of the text has an effect on reading comprehension. It seems that boys are more affected by the interest level of the reading material than girls. If a boy is interested in the content of a text he wants to understand what he is reading. This in turn will stimulate processes that are important in comprehension, for instance, making inferences based on text and reader‟s previous knowledge. Nevertheless, girls understand both fiction and non-fiction better than boys, and the difference between the two genders‟ skills becomes even more significant in higher grades. One explanation may be that many boys lack ability to read
texts effectively; they do not read texts from the beginning to the end but dip in and out. Because there will be several occasions when boys have to read and understand texts that they do not find interesting, it is necessary to teach them adequate reading strategies. Oakhill & Petrides (2007, p.35), Prado & Plourde (2011, p.21), Topping, Samuels, & Paul (2008, p.35)
2. The Process in Reading Comprehension
Reading comprehension involves more than readers‟ responses to text. Reading comprehension is a multi-component, highly complex process that involves many interactionsbetween readers and what they bring to read related to their interest and prior knowledge. According to Irwin in Janette Klingner (2007, p.8), there are five basic comprehension processes that work together one another; microprocesses, integrative processes, macroprocesses, elaborative processes, and metacognitive processes.
1. Microprocessess
Microprocessing refers to grouping words into phrases or clusters of words that carry meaning, and requires an understanding of syntax as well as vocabulary. It means that, the reader‟s first task is to drive meaning from the individual‟s idea units in each sentence and to decide of these ideas to remember. This field needs individual ability to group words into meaningful phrase and ability to select what idea units to remember.
2. Integrative Process
Integrative process is individuals understanding and inferring the relationships among clauses. Subskills involved in integrative processing include being able to identify and understandpronoun referents and being able to infer causation or sequence. In own words, readers can recall what they read only if the individual‟s ideas is connected into a coherent whole. It means that the relationship between clauses and between sentences must also be comprehended.
The process of understanding and inferring the relationship between individual clause or sentence is called by integrative processing.
3. Macroprocesses
Ideas are better understood and more easily remembered when the reader is able to organize them in a coherent way. The reader does this by summarizing the key ideas read. They select the most important information to remember and delete relatively less important details. In short, the process of synthesizing and organizing individuals idea unit into summary or organized series of related general ideas can be called macroprocessing.
4. Elaborative
Process When people read, they tap into our prior knowledge and make inferences beyond points described explicitly in the text.
This elaborative process is related in making inferences not necessarily intended by author. For instance, people may take a
prediction about what might happen, or they may think about how the information related to something similar they have experienced.
5. Metacognitive
Process Metacognition is the reader‟s conscious awareness of control cognitive process. The metacognitive the reader involves in monitoring understanding, selecting what to remember, and regulating the strategies used when reading. The metacognitive strategies the reader uses include rehearsing, reviewing, understanding, underlining, note taking, and checking understanding.
It means that metacognitive process is defined as conscious awareness and control of one‟s own cognitive process. This involveknowing when understanding or not about something and knowing how to go about achieving a goal for successful comprehension. Those processes occur while readers are reading a text. Some readers do not notice that those processes happen while they are reading, but some of them do. Readers who know the theory of this reading process will realize that there are some processes that happen while they are reading.
3. Factors Influencing Students‟ Reading Comprehension
According to Westwood (2008, p.33-37), comprehension problem can be caused by a variety of different factors, including those intrinsic to the individual and others related to insufficient instruction or to
inappropriate materials. They are eight factors that may influence the comprehension. There are as follows;
1. Limited vocabulary knowledge.
A student has difficulty understanding what he or she is reading, it is worth considering whether there is a serious mismatch between the student‟s own knowledge of word meanings (expressive and listening vocabulary) and the words used in the text. The student may be able to read a word correctly on the page but not know its meaning.
2. Lack of frequency.
Students who read very slowly-or much too fast - often comprehend poorly. Slow reading tends to restrict cognitive capacity tothe low-level processing of letters and words rather than allowing full attention to be devoted to higher-order ideas and concepts within the text.
3. Lack of familiarity with the subject matter.
It is better to provide information first by other means (e.g. video, posters, mini-lecture, discussion) to build firm background knowledge before students are expected to read about that theme in printed texts.
4. Difficulty level of the text.
The difficulty level of text is a major factor influencing whether or not material can be read with understanding.
5. Inadequate use of affective reading strategies.
The goal of literacy teaching should be to develop fully selfregulated readers who are skilled and strategic in reading for meaning.
6. Weak verbal reasoning.
Students think more deeply about the text they are reading are helpful in developing their ability to reason from the information given.
Deliberately guiding students to make connections between new information in text and their existing bank of knowledge is beneficial.
7. Problems with processing information.
The implications for teaching are that slow readers should be encouraged to re-read material, several times if necessary, in order to process the information successfully. It is also necessary to reduce factors that may be causing a reader to be.
4. Component of Reading comprehension
The most important thing that need to be considered is the component of reading itself. According to Donald et al (1987, p.31-38) there are six major components of reading comprehension, and they are : 1) Decoding knowledge
Knowledge is used to determine the oral equivalent of a written word.
Decoding knowledge is important for comprehension when determining the oral equivalent of word to help the reader. Identifiying meaning is frequently true and relatively unfamiliar with printed of many word in spoken but are relatively unfamiliar with printed word.
2) Vocabulary knowledge
The knowledge is what one has about word meaning used to determine the appropriated meaning for a word in a particular context. Vocabulary knowledge is important at all grade levels, but is particulary important aspect of reading instruction as develop and explore less familiar subject offers with some what specialization vocabularies.
3) Syntactic knowledge
Knwledge of the other rules that determine grammatical function and sometime the meaning and pronounciation of word. Syntactical knowledge indludes understanding word order rules that exist within sentence and permit.
4) Discourse Knowledge
Knowledge of language organization at units beyound the single sentence levels includes knowledge of the structure organization of different type of writing.
5) Readiness aspect
Reading readiness describe instruction designed to assist both preferred skill are important instruction during kinderganrden and beginning of the first : recently reading readiness has wider definition, it includes reading to read and understand a particular selection.
6) Effectiveness aspect
Reading comprehension includes both interest and attitude and these increase motivation and facilitate reading comprehenion, always make reading comprehension and reading instruction as interesting and enjoyable as possible. Aspectibve aspect is important to consider at age and grade level stated by Donald et all (1987, p.57).
a. The Process of Understanding A Text
Reading implies comprehension, which is the process of capturing and constructing the meaning of a text (oral and written). This is the result of the interaction that occurs between the text itself, the reader, and the context stated by Duke & Carlisle (2010, p.30). According to Kintsch and Perfetti, the reader‟s mind works on the meaning of words and the syntax of the text; it builds coherence (identifying degrees of relevance among different fragments of the text), and generates a situation model of the text”. These steps are influenced by the context in which the communicative act takes place. The interaction of the factors mentioned above makes the reading process a highly elaborate enterprise.
In addition, the act of reading and understanding a text consists of functions that work simultaneously. It implies both decoding content and relating it to previous knowledge from the reader. Similarly, Snow (2002, p.45) explian that reading comprehension is “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. According to the author, reading comprehension involves the reader as the process agent, who uses all
cognitive and experiential capacities for this task, including "the purposes, processes, and consequences associated with the act of reading and the text as the printed or electronic object to understand. These aspects interact with the sociocultural context, which influences the attitudes and abilities of the readers, as well as the activities they develop regarding the text.
Consequently, reading comprehension is a complex task that demands considerable effort from the reader who follows a series of important processes. According to Lin, comprehension implies obtaining and analyzing information to generate a cohesive and a solid product that will demonstrate its understanding as cited in Hill (2011, p.75). Besides, Hill (2011, p.57) conceived reading comprehension as a process that implies interaction and strategies that can lead to reading fluency, which according to Hirsch (2003, p.73), is the general correlation between comprehension speed and comprehension quality. Assimilating the content of a text goes far beyond understanding mere words; it requires a series of analytical and critical skills, intended to obtain a meaningful outcome about the ideas expressed by an author. In this sense, Swan (1975, p.90) complemented these ideas by defining reading comprehension as the capacity of capturing the highest amount of information from a text with the least misunderstanding, as well as the capacity of re-stating the ideas expressed by an author.
From the description above, it can be concluded that the reading comprehension is the process of understanding the text, the reader should be interacted with the author. Reading is the active process of
understanding print and graphic texts. Reading is a thinking process.
Effective readers know that when they read, what they read is supposed to make sense. They monitor their understanding, and when they lose the meaning of what they are reading, they often unconsciously select and use a reading strategy. Moreover, reading comprehension that is about helping someone to learn how to do something. It can be done by giving the learners instructions on how to do that or by guiding them in doing the thing that they expected to learn. Someone who teaches can be called as a teacher, while the one who is taught can be called as a learn.
b. Students Strategies For Enhancing Reading Comprehension
Reading comprehension strategies are paramount to support students in coping with possible complexities interfering with comprehension, and foremost, to become independent readers and learners, which in Cohen‟s words (1998, p.54), will help to shift the responsibility for learning off the shoulders of the teachers and on those of the learners. Reading comprehension strategies, defined by Graesser (2007, p.67) as actions that can be behavioral or cognitive, are enacted under particular contextual conditions, with the goal of improving some aspect of comprehension. In this regard, McNamara (2009, p.90) asserted that such strategies bring mechanisms to cope efficiently with comprehension problems and, over time, they will be part of students‟
habits. Through an adequate use of strategies, students may reduce the obstacles they find when reading a text.
The concerns with strategy training models, Liu (2010, p.37) affirmed that a reading strategy is a deliberate action that readers take voluntarily to develop and understanding what they read, and mentioned the one proposed by Chamot and O Malley: the Cognitive Academic Language Learning Approach (CALLA). This approach, according to Lin (2010, p.63), embodies the academic language development, content area instruction and explicit instruction in learning strategies for both content and language acquisition. This model encompasses six stages (preparation, presentation, practice, evaluation, expansion, and assessment) that can provide useful guidelines to support our learners in their reading comprehension development.
The appropriate selection of learning strategies for students, as well as the adequate criteria for elaborating the materials through which teachers implement reading strategies in their classes, will be crucial in the development of students‟ reading comprehension.
c. Element of Teaching and Learning Reading Comprehension
Teaching Reading has 3 elements. The teaching elements are roles of learners, the roles of teachers and materials.
1) Roles of learners. According to Edge (2001, p.9) that all learners are the same. They have everything whose is possessed somebody else, among others emotional, intelligence, a place to live and everything else that goes with being a human being including the ability to speak at least one language. These characters are typical of good language learners,
although no learners would have them all. a) They have a positive attitude about the language they want to learn and about speakers of the language;
b) They have a strong personal motivation to learn the language; c) They are confident that they will be successful learners; d) They are prepared to risk making mistakes and they learn from the mistakes that they make; e) They like to learn about the language; f) They organize their own practice of the language; g) They find ways to say things that they do not know how to express correctly; h) They get into situations where the language is being used and they use the language as often as they can; i) They think about their strategies for learning and remembering and they consciously try out new strategies.
2) Roles of Teacher. According to Richards & Rodgers (2001, p. 28) states that teacher is a main actor in success or not to transfer of knowledge in teaching learning to the students. They must have a wide knowledge, good idea, etc. The teacher is the most powerful in the classroom. There are many ways for the teacher to use that power, these are as follow:
a) Organization: The learners have the purpose in their activity in the classroom, which they are learning in the classroom to get knowledge. The learners feel confidences in their teaching- learning proces.
b) Security: The learners must give one condition which safe and comfortable to the student. So, the condition in the classroom will be conducive without students feel afraid or noisy in their learning.
c) Motivation: Learners will be successful if they are given motivation when they learn. The teachers should give motivation to their students if they faced difficulties or the problem in their assignment.
d) Instruction: Learners need to be told about new things and told how to do new things.
e) Modeling: Learners need to be told about new things and shown how to do new things.
f) Guidance: Learners need a helping hand to discover new things and to practice new skills.
g) Information: Learners need sources of extra information about what they are learning, which they can call on as require.
h) Feedback: Learners need to know how close they are getting to their target.
i) Encouragement: Learners need to feel that the language is developing inside them, even if what they are producing at the moments seems unlike Standard English
j) Evaluation: Learners need to know the result of their study, so, motivate instruction, model, guidance, information, give feedback, encourage, and evaluate
3) Roles of Intercational Materials. The last component is the role of instructional materials that pecified with respect to objectives, content,
learning activities, and learner and teacher roles suggests the function for materials within the system of learning stated by Richards & Rodgers, (2001, p. 29). Some elements that need to be prepared for international materials are: Curriculum; earning outcomes; Syllabus; Lesson Plan.
a) Curriculum: The curriculum is a set of students‟ educational experiences obtained at school. Keep in mind that education in the broadest sense can be a god. The first problem is determined by the preferred curriculum, namely in terms of determining goals that really are fun, encouraging and provide convenience in the analysts that students do in learning. Richards (2001, p.2) adds curriculum focuses on determining what knowledge, skills, and values students learn in school, what experiences should be provided to bring about intende.
b) Learning outcomes, and how teaching-learning in schools or educational systems can be planned, measured, and evaluated.
c) Syllabus: According to Richards (2001, p.2) syllabus is a specific of the content of a course of instructions and lists what will be taught and tested by the teacher. Generally, a syllabus should include some elements they are: a) The purpose of the subject study that should be taught; b) The target of the subject study; c) The skill that is needed to dominate well; d) The formation of topics that are taugh; e) The activities and the source of the study to support the success of teaching; f) Some evaluation techniques that are used.
d) Lesson Plan: The main elements in the lesson plan, according to Harmer (2001, p.57) a) Who are the students for this activity?; The description or characteristics of the class and study groups who will learn to use the lesson plan; b) What will it achieve? A description of the learning objectives to be achieved; c) How long will it take? It is a statement about the time limit allocted for conducting the learning process;
d) What might go wrong? Problems that might arise and anticipate them;
e) What will be needed? Media needed for learning; f) How does it work?
A series of activities that will be carried out to achieve the goal.
d. Students‟ Problem in Learning Reading Comprehension
Talk about reading problems, Grabe (1991, p.69) stated that reading is an interactive process between the reader and the reading material he reads which is the result of his reading skills. Reading is a complex activity that involves perception and thinking which consists of word recognition and comprehension processes. Anderson (1999, p.90) said that reading comprehension has 4 interactions, namely, the reader, reading materials, fluency and reading strategies. In order to understand reading material completely and quickly, a reader must have skills in reading. This skill in reading is usually called or known in the process of learning and learning language.
The factors in teaching which are most often responsible for people to comprehend reading materials according to Kennedy (1981, p.141) included:
a. Classroom management: There are some teachers who are not good enough in managing classin teaching learning process, especially in teaching reading. It is caused by some factors. They are from the condition of class, time, students by some factors. when the class has many students, it means that the class is not an effective class to teach. Then, the teacher will find difficluties related to manage the class.
b. Lack of pupil interest: It is difficult to any but the most thorough disciplined readers to concentrate on materials they dislike or that is unrelated to their personal interest. Without thoroughly attention to content comprehension of such materials will be negligible. Lack of interest causes the mind to wander, eliminates any desire to excel, encourage a dislike for the task and reduces consciousness effort.
c. Knowledge: Knowledge is an essential to comprehension without an appreciation of the meaning of words, they can be no comprehension.
Moving beyond the meaning of individual word, domain knowledge is also considered crucial for comprehension. Apperciation of the domain that is being reffered to in a text allows the reader to move from a word of propositional level represntationof the text to one which integrates this knowledge with a broader body of background 28 knowledge, thus allowing the reader to build a potentially inference- rich mental models of the situation or event.
d. Vocabulary difficulties: An excessive vocabulary burden forces the readers to rely on a dictionary or to bypass many important words. In
summary, factor in teaching reading comprehension above, in these research students' problems on reading comprehension are less of vocabulary, difficult material. And lack of pupil interest that influence on teaching-learning process in the classroom.
e. The Solving Problem of Teaching Reading: The teacher should be a good faciliator as Brown (1994, p.7) states that teaching is guiding and facilitating learning, enable the learner to learn, setting the codition for learning it means that teaching is a process of guiding the students to learn and develop their knowledge. Furthermore, teaching is a guideline for the teacher to help the strudnets in comprehending the text easily. It means that teacher must create a good atmosphere.
B. Nature of Self-Esteem 1. Definition of Self-Esteem
According to Plummer (2006, p.67), self-esteem refers to a state of liking and approving of our selves. It is about recognizing our competencies and accepting our needs to continue learning and developing. Brown (2014, p.59) stated that Self-esteem is probably the most pervasive aspect of any human behaviour. It could easily be claimed that no successful cognitive or affective activity can be carried out without some degree of self-esteem, self-confidence, knowledge of yourself, and belief in your own capabilities for that activity. Based on the theory above it means that in the learning process self-esteem is one important affective factor in improving students knowledge in language learning.
Branden (1992, p.45) has pointed out that self-esteem is a sense of confidence in our ability used to think and to cope with the basic challenging things that come to our life. Besides, he said that confidence in our right to be happy, the feeling of being worthy and enjoying the things that we get by our efforts is also called selfesteem. As suggested by Coopersmith in Brown (2007, p. 154) “selfesteem is a personal judgment of worthiness that is expressed in the attitude that individuals hold toward themselves”. Self-esteem deals with pervasiveness of aspect of any human behavior. Without some degree of self-esteem, there would be no successful activity can be done.
Based on theory above, it indicates that self-esteem is important thing because it influences the people reaction to respond something that they face in their life especially the students. For example, they respond to others and themselves in positive ways if their self-esteem is positive. It is also supported by the theory from Block (2011, p.70) that self-esteem is a crucial factor in the developmental process of teens. It means that self esteem is the crusial aspect that influence the students developmental included developmental of their ability.
Self-esteem is one of the psychological factors which influence the students to learn about language. Anders (2002, p.76) claimed that language learning is affected by both domains which are the mental and emotional sides of human behaviour. Farley (1970, p.41) stated that the role of personality had been much less a concern of researchers. Self- esteem is another factor in SLA. Learners with low self-esteem are less
