REVIEW JOURNAL
Penulis : Vida
Hardianty Putri Luis
Tahun : 2017
Judul :
THE CORRELATION BETWEEN READING
MOTIVATION AND READING COMPREHENSION OF THE THIRD YEAR STUDENTS OF SMPN 12
PEKANBARU
Jurnal :
Jurnal Online Mahasiswa (Jom) Universitas Riau
Volume : Vol 4,
No 2
1. The purpose of Research
The purpose of this research is to get the information wether
there are some related correlation between reading motivation those are having
by the students to their reading comprehension.
2. Theory
The writer uses some theories to support the research such as
a.
Goodman (2008) reading means
understanding the text or understanding whathas been read.
b.
Armbruster (2000) comprehension is the
process of creating an understanding of the words and the sentence in the text
that areinterconnected.
c.
Grabe and Stoller (2005), motivation
is another key to successful in reading comprehension.
d.
Brown (2001) states that students with
high motivation to read English will
better prepare themselves to engage the process of teaching and
learning in the classroom
3. Methodology
a. Subject in this research are the third year students of SMN 12 Pekanbaru
with the total number of students was 312 students.
b. The sample was chosen by using cluster
random sampling.
·
The sample of this research was class
IX4
·
Before conducting the research, the
writer tested the instrument by validity
and reliability test
b. To formulate the data the writer used a correlation Product
Moment
To
find out the correlation between variable X (students‟ reading motivation) and
variable Y (students‟ reading comprehension) and the symbol of the correlation
product moment. After analyzing the data, it can be interpreted based on the
table of rxy Product Moment interpretation.
c. The data were analyzed by using SPSS 21.0.
4. Result
Based on the data
analysis, it can be concluded that there is a correlation between reading
motivation and reading comprehension. Product
moment that showed that the value is 0.543 with the > which is 3.9 >
2.72.
5. Conclusion
If we see the
data above we can get the clear information that this research is important enough
because it has proved to us that motivation
always roles an important way to emphasize students’ ability in order get a good value in their points.
But, The steps to increase the students’ motivation
were not mention by the researcher.
THE JOURNAL IS BELOW
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THE
CORRELATION BETWEEN READING MOTIVATION AND READING COMPREHENSION OF THE THIRD
YEAR STUDENTS OF SMPN 12 PEKANBARU
Vida
Hardianty Putri Luis, Hadriana,Ph. D., Erni, S.Pd., M.Hum
vidahardiantyputri_luis@yahoo.com,
ad1208@yahoo.co.id , erni.rosda@yahoo.co.id
CP.
085220542666
English
Study Program
Language
and Arts Department
Faculty
of Teachers Training and Education
Universitas
Riau
Abstract:
This
correlational study is aimed to find out the correlation between reading
motivation and reading comprehension of the third year students of SMPN 12
Pekanbaru. The sample was chosen by using cluster random sampling as many as 39
students. The instrument used in this study was questionnaire and test; reading
motivation questionnaire and reading comprehension test. Reading motivation
questionnaire is used to know the students’ reading motivation while reading
comprehension test is used to find out the students’ ability in understanding a
text. The obtained data were assessed by using Product Moment’s formula and
analyzed by using SPSS 21.0 for windows. Based on the data analysis, it shows
that there is moderate, significant and positive correlation between grammar
mastery and reading comprehension of the third year students of SMPN 12
Pekanbaru. Therefore, it answered the research question that there is a
correlation between reading motivation and reading comprehension.
Key
words: correlation, reading motivation, reading comprehension 2
HUBUNGAN
ANTARA MOTIVASI READING DAN PEMAHAMAN READING SISWA TAHUN KETIGA DI SMPN 12
PEKANBARU
Vida
Hardianty Putri Luis, Hadriana,Ph. D., Erni, S.Pd., M.Hum
vidahardiantyputri_luis@yahoo.com,
ad1208@yahoo.co.id , erni.rosda@yahoo.co.id
CP.
085220542666
Program
Studi Bahasa Inggris
Jurusan
Bahasa dan Seni
Fakultas
Keguruan dan Ilmu Pendidikan
Universitas
Riau
Abstrak:
Penelitian
ini bertujuan untuk menemukan hubungan antara motivasi reading dan pemahaman
reading tahun ketiga di SMPN 12 Pekanbaru. Sample dipilih dengan menggunakan
teknik cluster random sampling sebanyak 39 siswa. Instrumen dalam penelitian
ini adalah kuesioner dan tes; kuesioner motivasi reading dan tes pemahaman
reading. Kuesioner motivasi reading digunakan untuk mengetahui motivasi reading
siswa sedangkan tes pemahaman reading digunakan untuk mengetahui kemampuan
siswa dalam memahami teks. Data yang diperoleh dinilai dengan menggunakan rumus
Product Moment dan dianalisa menggunakan SPSS 21.0 program statistik.
Berdasarkan tes Product Moment menunjukkan bahwa ada hubungan yang signifikan
dan positif antara motivasi reading dan pemahaman reading siswa tahun ketiga di
SMPN 12 Pekanbaru yang menunjukkan adanya korelasi medium. Oleh karena itu,
rumusan masalah penelitian ini terjawab bahwa terdapat hubungan antara motivasi
reading dan pemahaman reading tahun ketiga di SMPN 12 Pekanbaru.
Kata
Kunci: Korelasi,
Motivasi Reading, Pemahaman Reading
INTRODUCTION
Reading
is one of skills which should be mastered by students of Junior High School.
Goodman (2008) reading means understanding the text or understanding what has
been read. If readers can read the words but do not understand what they are
reading, they are not really reading. Thus, reading will be useless without
comprehension. According to Armbruster (2000) comprehension is the process of
creating an understanding of the words and the sentence in the text that are
interconnected.
According
to Grabe and Stoller (2005), motivation is another key to successful in reading
comprehension. It has an important impact on reading development. According to
their motivation is an individual trait, related to a person‟s goals and
beliefs that is observed through task persistence and positive feelings toward
an activity. The low or high motivation to read English finally influenced the
result of the reading. They also state that English language teaching is one of
the important factors of international communication activities. So, students
need to be trained to use language in different areas such as reading, writing,
speaking, and listening to contribute their international communication. Moreover,
in foreign language learning, one of the most important factors for the
learners is the method which teachers use in their teaching to facilitate
English language learning along with the improvement of international
communication activities in the world, reading motivation is becoming more
important and focuses on the four skills of listening, speaking, reading, and
writing but reading comprehension is most important and facilitate English
language learning. Reading motivation is regarded as the most vital and
necessary for learners in both a classroom context and an extracurricular
environment. Reading motivation is even important for learners since they have
to be motivated in the English language learning and improve their reading
comprehension. So, reading motivation is vital to the learners‟ ability to read
and comprehend texts purposefully are crucial for EFL students. Accordingly,
since the need for academic success in all areas of learning, all English
foreign language learners need to enhance their English reading motivation for
a better understanding of written texts.
English
plays an important role in our educational system. English is the most common
language used in the Internet. Mastering English will allow students to access
to an incredible amount of information. In learning language, learners need to
know four basic language skills in English. They are listening, speaking,
reading and writing skill.
Brown
(2001) states that students with high motivation to read English will better prepare
themselves to engage the process of teaching and learning in the classroom.
Teachers, parents or observer will be easy to differ them one with low
motivation. Students with high motivation will prefer to read more books, ask
many questions to teachers, do the exercises, expose themselves to English
language using, trying to use their English skill to communicate with others,
or happily engage in the process of teaching and learning English. Meanwhile,
students with low motivation usually do not strong enough to engage in the
process of teaching and learning English. They rarely ask questions even though
they do not understand the subject. They will have to be forced by teacher or
parents to read the book, do the exercises, and or do the tasks from teacher.
Students with low motivation usually assume English subject as a difficult or
even the most difficult subject to be learn. 4
Based on Curriculum (KTSP) that exists
in the school, reading is one of English skills that has to be learned. The
basic reading competence of reading of the third year is students are able to
comprehend the meaning of functional text and short simple essay in the form of
descriptive, recount and narrative text. From that competence, there are
several indicators. They are:
1. Students understand about textual
meaning from descriptive, recount and narrative text.
2. Students understand about rhetorical
steps from descriptive, recount and narrative text.
3. Students understand about
communicative purposes from descriptive, recount and narrative text.
4.
Students understand about language features of descriptive, recount and
narrative text.
Based
on the observation, the writer found out that many students still confused in
comprehending texts. As we know, reading without comprehension is not a
reading. Some of them get difficulties in finding main idea of the texts,
comprehending the meaning of the questions, answering the questions related to
the text so that they lose their interest in reading texts even though they
have been taught about things related to the texts. That‟s why writer is
interested in conducting research in order to know whether there is any
correlation between students‟ reading motivation and reading comprehension.
The
writer chose the third year students of SMPN 12 Pekanbaru as the object of the
research because most of texts are taught at the third year, namely descriptive
text, recount text and narrative text for reading skill. In addition, the
materials that the writer will research are already taught in the second year.
Therefore,
it can be assumed that the higher student‟s reading motivation is, the higher
reading comprehension student will be.
METHODOLOGY
This
research belongs to correlational research which determines the relationship between
students‟ reading motivation is as variable X and their reading comprehension
is as variable Y. This research was conducted at SMPN 12 Pekanbaru. The
population of this research was all of the third year students of SMN 12
Pekanbaru with the total number of students was 312 students. The sample of
this research was class IX4
which
consisted of 39 students. The sample was chosen by using cluster random
sampling. The writer selected the classes randomly as the sample and try out
class by using lottery technique. The writer asked all the chairmen of the
third year to take a piece of paper and class IX3 was chosen as the try out class
and class IX4
as
sample class. To conduct this research the writer used questionnaire and test,
reading motivation questionnaire and reading comprehension test. Before
conducting the research, the writer tested the instrument by validity and
reliability test. After collecting the data, the writer used correlation
Product Moment formula to find out the correlation between variable X (students‟
reading motivation) and variable Y (students‟ reading comprehension) and the
symbol of the correlation product moment is „r‟. The data were analyzed by
using 5
SPSS 21.0. After analyzing the data, it
can be interpreted based on the table of rxy Product Moment‟s interpretation.
RESEARCH
FINDINGS
In
this section, the writer presents the findings focusing on the correlation
between reading motivation and reading comprehension.
The
Students’ Reading Motivation
The
distribution of students‟ reading motivation score is presented below.
