The Relationship between Students' Reading Motivation in English and Their Reading Achievement (A Correlational Study at Ninth Grade of SMP Islam Al-Hasanah)

THE RELATIONSHIP BETWEEN STUDENTS’ READING
MOTIVATION IN ENGLISH AND THEIR READING
ACHIEVEMENT
(A Correlational Study at Ninth Grade of SMP Islam Al-Hasanah)

By
Isti Farhata
NIM. 109014000026

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY
JAKARTA
2014

ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.
All praises be to Allah, the Lord of the world, the Almighty God, for His
blessing, guidance, help and love, the writer completed this “skripsi” properly.
Peace and blessing be upon our prophet Muhammad, his family, his companions,
and all of his followers.

This “skripsi” is presented to Department of English Education, Faculty of
Tarbiya and Teachers‟ Training, “Syarif Hidayatullah” State Islamic University
Jakarta, as partial fulfillment of the requirement for the degree of strata 1 (S-1). In
this skripsi, the writer tried to give description about the relationship between
students‟ reading motivation in English and their reading achievement at SMP
Islam Al-Hasanah, Kota Tangerang.
In finishing this “skripsi”, the writer got guidance and motivation from
people around her. Therefore, she would like to express her gratitude to them,
they are: her beloved family, especially her parents: her mother, Hj. Naimah
Arsyad and her father, K.H.Ahmad Ramly Mughni, for their patience, kindness
and support to the writer in her life, and her sister, Fildzah Hasyyati and her
brother, Muhammad Hadzami for their motivation and spirit during the research.
Furthermore, the writer would like to express her grateful to her advisors, Dr.
Alek, M.Pd. and Devi Yusnita, M.Pd., for their valuable guidance, suggestion and
correction in writing this “skripsi”.
Moreover, the writer also would like to express her thanks and
appreciation to all people who helped her in completing this “skripsi”, particularly
to:
1. Dr. Hj. Nurlena Rifa‟i, Ph.D., the Dean of Faculty of Tarbiya and Teachers‟
Training, “Syarif Hidayatullah” State Islamic University Jakarta.

2. Drs. Syauki, M.Pd., the Head of Department of English Education, Faculty of
Tarbiya and Teachers‟ Training, “Syarif Hidayatullah” State Islamic
University Jakarta.

i

3. Zaharil Anasy, M.Hum., the Secretary of Department of English Education,
Faculty of Tarbiya and Teachers‟ Training, “Syarif Hidayatullah” State
Islamic University Jakarta.
4. All lecturers and staffs of Department of English Education who gave
knowledge and guidance to the writer, whom their names cannot be mentioned
one by one.
5. Dra. Hj. Neneng Sumiati, M.Pd., the Headmaster of SMP Islam Al-Hasanah
Kota Tangerang who accepted and gave permission and chance to the writer to
do her research.
6. Hesti Yuniasi, S.E., M.Pd., the Headmaster of SMP Nusantara Kota
Tangerang who accepted and gave permission and chance to the writer to
conduct the try out of the research.
7. The writer‟s beloved people, Aulia Rahman Yahya, Jibril Falaqi Dhuha,
Amirullah Galuhdirja Hadiningrat, Lubna Assegaf, Muhammad Syafi‟i, Dede

Nurul Farida, Siti Nurfajri Subharani and Aisyah Mulyani Arlen who always
give support, knowledge and great friendship.
8. All of the writer‟s friends who have spent time four years in this university
especially for A class 2009 Department of English Education.
Finally, the writer realizes that this “skripsi” is not perfect yet. Therefore, the
writer would like to accept suggestion and advice to make this “skripsi” better.

Jakarta, April 2014

ii

ABSTRACT

Isti Farhata (109014000026). The Relationship between Students’ Reading
Motivation in English and Their Reading Achievement: A Correlational Study
at Ninth Grade of SMP Islam Al-Hasanah. A Skripsi of Department of English
Education at Faculty of Tarbiya and Teachers‟ Training of State Islamic
University Syarif Hidayatullah Jakarta, 2014.
Keywords: Reading, Reading Motivation, Reading Achievement.
The objective of this research was to know and describe a positive

relationship between students‟ reading motivation in English and their reading
achievement at ninth grade students of SMP Islam Al-Hasanah. It covers reading
motivation and reading achievement.
The method which was used in this research was correlational study. The
population of the research was the ninth grade students of SMP Islam Al-Hasanah
Kota Tangerang in the 2013/2014 academic year. However, only 60 students were
chosen as the sample by using simple random sampling. Furthermore, there were
two variables in this research. The first one was students‟ reading motivation
(variable X) and the second one was students‟ reading achievement (variable Y).
The students‟ reading motivation score was taken from the questionnaire whereas
the students‟ reading achievement was taken from test. In analyzing the data and
testing the hypothesis, the writer used Pearson‟s Product Moment Correlation
formula.
From the data analysis, it was found that there is no positive relationship
between students‟ reading motivation and their reading achievement. This result
showed the null hypothesis (Ho) is accepted and the alternative hypothesis (Hα) is
rejected. It can be seen from the result of the obtained rxy = 0.18 is smaller than rt
with significance level 0.05 = 0.266 (0.18 < 0.266) and the obtained zα = 1.384 is
smaller than zt = 2.00 (1.384 < 2.00).

iii

ABSTRAK

Isti Farhata (109014000026). The Relationship between Students’ Reading
Motivation in English and Their Reading Achievement: A correlational study
at Ninth Grade of SMP Islam Al-Hasanah. A Skripsi of Department of English
Education at Faculty of Tarbiya and Teachers‟ Training of State Islamic
University Syarif Hidayatullah Jakarta, 2014.
Kata Kunci: Membaca, Motivasi Membaca, Prestasi Membaca.
Tujuan penelitian ini adalah untuk mengetahui dan menggambarkan
hubungan yang positif antara motivasi membaca siswa dalam Bahasa Inggris dan
prestasi membaca siswa di kelas sembilan SMP Islam Al-Hasanah. Penelitian ini
mencakup motivasi membaca dan prestasi membaca.
Metode yang digunakan dalam penelitian ini adalah study korelasi.
Populasi dalam penelitian ini adalah seluruh siswa kelas Sembilan SMP Islam AlHasanah Kota Tangerang tahun akademik 2013/2014. Dengan menggunakan
teknik simple random smpling, hanya 60 siswa yang dipilih sebagai sample.
Dalam penelitian ini terdapat dua variable. Diantaranya adalah motivasi membaca
siswa (variable X) dan prestasi membaca siswa (variable Y). Nilai motivasi
membaca siswa diambil dari angket yang disebarkan kepada mereka sedangkan

nilai membaca diambil dengan menggunakan test. Dalam menganalisis data dan
menguji hipotesis, peneliti menggunakan rumus korelasi Pearson‟s Product
Moment.
Dari analisis data, ditemukan bahwa hipotesis nol (Ho) diterima dan
hipotesis alternatif ditolak. Hasil dari penelitian ini menunjukkan bahwa tidak
terdapat hubungan yang positif antara motivasi membaca siswa dengan prestasi
membaca mereka. Hasil tersebut dapat dilihat dari nilai yang diperoleh rxy = 0.18
lebih kecil dari nilai rt dengan level signifikansi 0.05 = 0.266 (0.18 < 0.266) dan
nilai yang diperoleh zα = 1.384 lebih kecil daripada nilai zt = 2.00 (1.384 < 2.00).

iv

TABLE OF CONTENTS

ACKNOWLEDGEMENT ..........................................................................
i
ABSTRACT ................................................................................................. iii
ABSTRAK .................................................................................................. iv
THE TABLE OF CONTENT .................................................................... v
THE LIST OF TABLE ............................................................................... vii

THE LIST OF APPENDICES ................................................................... viii
CHAPTER I INTRODUCTION ...............................................................
A. Background of Study .......................................................................
B. Identification of Problems .................................................................
C. Limitation of Problem ......................................................................
D. Formulation of Problem ...................................................................
E. Objective of The Study .....................................................................
F. Significance of The Study .................................................................

1
1
3
3
3
4
4

CHAPTER II LITERATURE REVIEW .................................................
A. The Concept of Reading .......................................................................
1. Definition of Reading ........................................................................

2. Purposes of Reading ..........................................................................
3. Types of Reading ..............................................................................
4. Factors Influence Reading ................................................................
B. The Concept of Motivation ....................................................................
1. Definition of Motivation ...................................................................
2. Types of Motivation ..........................................................................
3. Functions of Motivation ....................................................................
C. Reading Motivation ...............................................................................
D. Reading Achievement ............................................................................
E. Relevance Study .....................................................................................
F. Conceptual Framework ..........................................................................
G. Theoretical Hypothesis ..........................................................................

5
5
5
6
8
8
9

9
10
13
13
14
15
16
16

CHAPTER III RESEARCH METHODOLOGY ....................................
A. Place and Time of Study ........................................................................
B. Population and Sampling Technique .....................................................
C. Method of Study ....................................................................................
D. Research Instruments .............................................................................

18
18
18
18
19

v

1. Questionnaire ...................................................................................
2. Test ...................................................................................................
E. Technique of Collecting Data ................................................................
F. Technique of Data Analysis ...................................................................
G. Statistical Hypothesis .............................................................................

19
20
21
22
23

CHAPTER IV RESEARCH FINDING AND INTERPRETATION ...
A. Research Finding ...............................................................................
1. Data Description ..........................................................................
a. Students‟ Reading Motivation ..............................................
b. Students‟ Reading Achievement ...........................................

c. Correlation between Students‟ Reading Motivation in
English and Their Reading Achievement .............................
2. Data Analysis .............................................................................
a. Normality Test ......................................................................
b. Homogeneity Test .................................................................
c. Pearson Correlation Test .......................................................
d. Statistical Hypothesis Test ....................................................
B. Interpretation ....................................................................................

25
25
25
26
28
30
32
32
33
33
36
36

CHAPTER V CONCLUSION AND SUGGESTION ...................... 38
A. Conclusion ........................................................................................ 38
B. Suggestion ......................................................................................... 38
BIBLIOGRAPHY ...................................................................................... 40
APPENDICES ............................................................................................ 43

vi

LIST OF TABLES

Table 3.1 Matrix of Questionnaire ............................................................................ 19
Table 3.2 Blueprint of Reading Test ......................................................................... 20
Table 4.1 Summary of Reading Motivation and Reading Achievement Score
in English ................................................................................................. 25
Table 4.2 Students‟ Reading Motivation .................................................................. 26
Table 4.3 Students‟ Reading Achievement ............................................................... 28
Table 4.4 Coefficient Correlation Variable X and Variable Y ................................. 30
Table 4.5 Test of Normality ...................................................................................... 32
Table 4.6 Test of Homogeneity ................................................................................ 33
Table 4.7 Measurement of Coefficient Correlation .................................................. 34
Table 4.8 Product Moment Correlation Index .......................................................... 35
Table 4.9 Model Summaryb ...................................................................................... 35

vii

LIST OF APPENDICES

Appendix 1

Endorsement Reference Sheet

Appendix 2

Table of Value “r” Product Moment

Appendix 3

Table of Value in Distribution of “t”

Appendix 4

The Item of Validity and Reliability Test

Appendix 5

Profile of Motivation For Reading Questionnaire (For Reading in a
Foreign Language)

Appendix 6

English Question Items of Motivation For Reading Questionnaire
(For Reading in a Foreign Language)

Appendix 6

Indonesian Question Items of Motivation For
Questionnaire (For Reading in a Foreign Language)

Appendix 7

Reading Test

Appendix 8

Surat Bimbingan Skripsi

Appendix 9

Surat Permohonan Izin Penelitian

Appendix 10 Surat Keterangan Melakukan Penelitian

viii

Reading

CHAPTER I
INTRODUCTION

A. Background of Study
Reading is one of various ways in knowing condition and development of
knowledge in the world. So then, it is thought out the term “reading is the window
of the world”. By reading, people can get new knowledge not only knowledge
around them but also knowledge around the world based on sources they read.
Some sources of reading also have variation such as book, magazine, newspaper,
blog, e-book, etc. They perform with many kinds of languages. Most of them are
in English. It is the effect of globalization, so that people especially students need
to be able to master English in order to facilitate themselves in finding and
understanding sources of reading.
In English teaching in Indonesian setting, reading becomes one of the four
skills that is developed beside listening, speaking and writing. The development
of reading ability in English is necessary to prepare students not only in learning
but also in testing. Their reading ability in English becomes one of passed
requirements in UN.
Educational researchers have found that there is a strong correlation between
reading and academic success.1 In the other words, a student who is a good reader
is more likely to do well in school and pass exams than a student who is a weak
reader. Unfortunately, from an informal observation during the writer‟s assistance
period at school, the writer found that English reading skill of most students is
still far from being sufficient. They have poor English reading skills. It happened
because of some factors such as the material, the method, the teacher, and the
facilitation.
The materials for students level can be said too difficult, especially for the
student‟s work book (LKS). The LKS is more suitable for the higher grade. Many
of the vocabularies are not familiar and suitable for their English level. Even,
1

Pretorius E, The Importance of Reading, 2012. (http://www.esl.fis.edu.).

1

2

there are some incorrect writing and grammar that surely bothers students
comprehension. For example, in learning procedure text, the spelling of “Cheese”
which meant one of food materials becomes “Chess” that has meaning as one of
games or sports.
In the other hand, the method that is used actually makes the class calm but
many students become sleepy and bored, although the class is held in the
morning. Beside that, the teacher often does not master the class. In other word,
the students that sit in the back corner do not get enough attention, so they usually
joke and doodl in the book.
And the last, school facilities actually help enough but the usage of it is still
not maximal. It can be seen from the library that seldom be opened. Even some
students enter the library by themselves to find the book needed or to just enough
read. Whereas, there are many English books that are appropriate with their level
such as adventure novels, drawing novels, and many more books with familiar
vocabularies.
Grambell said that in order to succeed in reading, students need “both the
skill and the will.”2 In the other word, motivation on reading involves two
elements. First element is perceived competence that can be ilustrated with the
question “Can I do this?” and the second element is task value that can be
ilustrated with the question “Do I want to do this?”
Based on the description above, it can be synthesized that reading without
motivation will be unnecessary to be done because motivation is a cognitive factor
that person has and needs in reading. Student with high motivation usually have
goals such as being committed to the subject matter, wanting to learn the content,
believing in their own ability, and wanting to share understandings from learning.
In fact, not all activities with motivation can guarantee good achievement.
Based on the information that the writer got from English teacher of Ninth grade
in SMP Islam Al-Hasanah and writer‟s informal observation, most of students
have high motivation on reading. It can be seen from their participation in reading
2

JoAnne Schudt Caldwell, Reading Assessment, A Primer for Teachers and Coaches.
(New York: The Guildford Press, 2008), p. 221.

3

books in library and their activities in English class during reading times such as
asking for meaning, pronouncing the words well and re-reading text to get right
comprehension. However, the fact showed that their reading ability is still low
especially in evaluation. On the other hand, some students who seem to have less
focus on reading because they make joke with friends and read the text shufflely,
sometimes get good score.
Based on the explanation above, the writer intends to investigate deeper about
the relationship between students‟ reading motivation and and their reading
achievement. In this study, the writer takes the problem to be researched with the
title “The Relationship Between Students‟ Reading Motivation in English and
Their Reading Achievement“ (A Correlational Study at Ninth Grade of SMP
Islam Al-Hasanah).
B. Identifications of Problem
Based on the background above, the writer found some problems:
1.

The level of students‟ reading materials are too difficult and not suitable for
their level.

2.

Teacher has not applied an appropriated method.

3.

Teacher has given little attention during the class.

4.

The library has not been used maximally yet for teaching and learning
process.

5.

Students‟ reading achievement in English is not balance with their
motivation.

C. Limitation of Problem
Based on problems that have been identified above, the problem of this
research is limited on students‟ reading motivation and their reading achievement.
D. Formulation of Problem
Based on the limitation of problem above, the problem of the research will be
formulated as follows:

4

Is there any positive relationship between students’ reading motivation and
their reading achievement?

E. Objective of the Study
Based on the the research problem that possed above, the objective of the
research is to know and to describe the relationship between students‟ reading
motivation and their reading achievement.

F. Significances of the Study
The results of the study were expected to give some benefits not only
theoretically but also practically to:
-

Teacher
The teacher can enrich the concepts and knowledge about reading
and motivation in order to increase their student motivation in learning
English and it is also as a measurement of students‟ motivation.

-

Writer
The writer can fulfill requirement for the Degree of Strata 1 (S-1)
in English Education Department and she also got many new knowledges
around the reading and motivation.

-

Other Reseachers
The other researchers can use this research as a reference for
further research which is similar in the case of study.

-

School
This research can become a constructive comment or critic to
increase school facilities especially library maximally and to add book
collections especially English books.

-

Readers
The reader can made this research as a source of reading to add
their knowledge about reading and motivation.

CHAPTER II
LITERATURE REVIEW

In this chapter, the writer presents some theories related to: Definition of
Reading, Purposes of Reading, Types of Reading, Factors Influence Reading,
Definition of Motivation, Types of Motivation, Functions of Motivation, Reading
Motivation, and Reading Achievement.
A. The Concept of Reading
1. Definition of Reading
Language can be manifested in four language skills: listening, reading,
speaking, and writing. Reading is one of the forms in the language. By reading,
people obtain knowledge and information. Reading will provide people with some
activities to help them in comprehending the text and to train them to be skillful
readers who could read effeciently.
The simple view of reading proposed by Hoover and Gough is that reading
is “the product of decoding and comprehension”.1 This means that reading is a
result from an ability to decode the print word and the comprehension the
language that is thus unlocked2.
According to Ned D. Marksheffel Reading may be defined as “a highly
complex, purposeful, thinking process engaged in by the entire organism while
acquiring knowledge, evolving new ideas, solving problems, or relaxing and
recuperating through the interpretation of printed symbols”.3 Reading is not a
simple activity, it needs some processes to get what information that writer wants
to inform to reader. Writer tries to convey the infromation from his/her writing
and reader tries to accept and understand the infromation that be given by writer.

1

Naomi Flynn and Rhona Stainthorp, The Learning and Teaching of Reading and
Writing, (San Fransisco: John Wiley & Sons Inc., 2006), p. 42.
2
Ibid.
3
Ned D. Marksheffel, Better Reading in the Secondary School, (New York: The Ronald
Press Company, 1966), p. 12.

5

6

The definition of reading also come from William Grabbe, that reading
can be defined as “the process of receiving and interpreting information encoded
in language form via the medium of print”.4 Briefly, the essence of reading is the
transaction between words of an author and the mind of a reader, during each
meaning is constructed.
From the definitions of reading by some experts above, it can be
concluded that reading is a process of activity that requires skill and ability in
obtaining writer‟s ideas.
2. Purposes of Reading
There are many different purposes for reading. Sometimes people read a text to
learn material, read for pure pleasure, and read for doing assignment. There are
four main headings of reading purposes that is classified by William Grabe and
Fredricka L.Stoller.5
1. Reading to search for simple information and reading to skim.
Reading to search for simple information is a common reading ability. It is
used so often in reading tasks that it is probably best seen as a type of reading
ability.6 In reading to research, readers usually read the text for a specific
information or a specific word. It is different when readers face prose texts,
they sometimes read slowly and carefully to process and get the meaning of a
sentence or two in search of clues that might indicate the right page, section, or
chapter. Similarly, reading to skim is a common part of many reading tasks and
a useful skill.7 It involves strategies for guessing where the important
informations might be in the text.
2. Reading to learn from texts.
It usually occurs in academic and professional contexts when people need
to learn a number of information from a text. it requires abilities to remember
4

William Grabbe, Reading in a Second Language Moving from Theory to Practice,
(Cambridge: Cambridge University Press, 2009), p. 14.
5
William Grabe and Fredricka L. Stoller, Teaching and Researching Reading,
(Edinburgh: Pearson Education, 2002), pp. 13 – 15.
6
Ibid.
7
Ibid.

7

and understand where main ideas, topic sentence and supporting ideas in the
text. Then readers can recognize and build conceptual framework that organise
the information in the text, and they link the text to their knowledge. In doing
this purpose, slow readers usually need long time for understanding the text.
3. Reading to integrate infromation, write and critique texts.
This purpose can be said as the complex purpose. It requires critical
evaluation of the information being read so that the reader can decide what
infromation to integrate and how to integrate it for the reader‟s goal.8
Meanwhile, reading to write and reading to critique texts may be task variants
of reading to integrate information. Both of them (reading to write and reading
to critique) require abilities to compose, select, and critique information from
text, and readers redescribe information that they have gotten to integrate other
information in the text.
4. Reading for general comprehension.
The notion of general reading comprehension has two reasons.9 First, it is
the most basic purpose for reading, underlying, and supporting most other
purposes for reading. Second, it is actually more complex than commonly
assumed. It means that the term of “general” here does not mean „simple‟ or
„easy‟. Reading for general comprehension, when done by a skilled fluent
reader, it may requires very rapid and automatic processing of words, strong
skills in forming a general meaning of text. It is sometimes more difficult to
master generally than reading to learn.
Based on the explanation above, it can be concluded that main purpose of
reading is for increasing knowledge by various ways such as making critical
thinking, taking lesson from the text, just for searching simple information, etc.
3. Types of Reading
Francoise Grellet said that there are four types of reading10:

8

Grabe, op. cit. p. 14.
Grabe, op. cit. p. 15.
10
Francoise Grellet, Developing Reading Skills, (Edinburgh: Cambrigde University Press,
2010), p. 4.
9

8

1.

Skimming: quickly running one‟s eyes over a text to get the gist of it.

2.

Scanning: quickly qoing through a text to find a particular piece of

information.
3.

Extensive reading: reading longer texts, usually for one‟s own pleasure.

This is a fluency activity, mainly involving global understanding.
4.

Intensive reading: reading shorter tetxs, to extract specific information.

this is more an accuracy activity involving reading for detail.

4. Factors Influence Reading
J. Charles Alderson explained many factors which influence reading that
he classified into two elements, namely reader or factors from inside and text or
factors from outside.11
a.

Inside factors cover; linguistic competence, interest and motivation.
In linguistic competence, there are phonological system, semantic
knowledge, and syntactic system. Phonological system is knowledge
of how reader blended to create words. Semantic knowledge refers to
reader‟s knowledge about word meanings. Syntactic system refers to
the orderly arrangement among words in sentences.
Most of people who read based on their interest usually are better
than people who do not read based on their interest or forcefully.
Role of motivation is almost same with interest in influencing
reading achievement. If reader has high motivation to read, it is easier
for him/her to understand the text, because motivation is in the reader
self, therefore he/she is motivated by him/herself to get the idea and
point of reading.

b.

Outside factors cover; the message, genre and type of text.
The first factor that comes from outside is message. It can
influence one‟s understanding from frequency and abstracting of
word. The frequency of word which is seldom seen makes reader gets

11

J. Charles Alderson, Assessing Reading, (Edinburgh: Cambridge University Press,
2000), p. 32.

9

difficulty to comprehend and for abstracting of word, the reader gets
difficulty in selecting the meaning of abstract words. Beside word,
longer sentences and more complex sentences tend to appear in
passage that people may be have difficulty understanding.
Next factor are the genre and type of text. Some people do reading
because the genre and type of the text. They feel enjoyable when they
read what they like. Everyone has their favorite genre of text. Genre
or type that they interested in usually makes them easier in
understanding the text than the genre they not interested in.
All statements above state that reading is influenced by readers‟
prior

knowledge,

readers‟

interest

and

motivation,

readers‟

competences in language itself, and performance of text.

B. The Concept of Motivation
1. Definition of Motivation
The word “motivation” is familiar enough in our daily life. But actually this
word is not easy to be defined. It is started from complex definition of motivation
by Schunk that said motivation is the process whereby goal-directed activity is
instigated and sustained.12 It means that motivation is a process rather than
product, motivation involves goal that provide direction to action. It also requires
activity that student engages in are geared toward attaining their goals. And
motivation activity is have the quality to instigated and sustained. It can be
considered a driving force; a psychological drive that compels or reinforces an
action toward a desired goal.13
Another definition came from Anita Woolfolk that defined motivation as an
“internal state that arouses, directs, and maintains behavior”.14 Moreover, Harmer
defined motivation is some kinds of internal drive which push someone to do

12

Dale H. Schunk, Paul R. Pintrich and Judit L. Meece, Motivation in Education: Theory,
Research and Application, (United States of America: Pearson Education, Inc., 2008), p. 4.
13
Ibid.
14
Anita Woolfolk, Educational Psychology 10th Edition (United States of America:
Pearson Production, 2007), p. 372.

10

things in order to achieve something.15 It can be concluded that motivation is in
one‟s self that can encourage him/her to do something to get what one‟s wants.
2. Types of Motivation
There are two types of motivation frequently called extrinsic or external
motivation and intrinsic or internal motivation.
Extrinsic motivation is that arise from outside of the individual. Extrinsic
motivation refers to the performance of an activity in order to attain an outcome,
which then contradicts intrinsic motivation.16 Common extrinsic motivations are
environment, family and teacher.
a. Environment
Harmer explained that outside any classroom there are attitudes to
language learning and the English language in particular, whether the
learning of English is important or not to be considered in the society. In a
school situation, whether the language learning is part of the curriculum
from high or low status, and how the cultural images associated with
English, which it can be positive or negative.17 From those statements
above, writer concluded that everything outside class will influence
students‟ motivation to learn. Students‟ environment affects their
confidence and attitude in study.
b. Family
Students‟ attitude to language learning will be greatly affected by
the influence of people around them either role of parents or older siblings
will be very important.18 Support from people around students especially
family will motivate them to reach higher value in class. Students may
feel more challenged to prove their ability.

Jeremy Harmer, The Practice of English Language Teaching 4th edition (United States
of America: Pearson Longman, 2007), p. 51.
16
Schunk. loc. cit.
17
Harmer, op. cit. p. 52.
18
Ibid.
15

11

c. Teacher
Teacher as a person who delivers knowledge to students should be
able to be motivator who can stimulate and support their students to learn.
As Ur said “Most good teachers seem to accept that it is their
responsibility to motivate learners, and invest quite a lot of effort in doing
so.”19 It means that good teacher will try some efforts to motivate their
students to achieve to objective of study. Teacher is not only a person
who teach and transfer the knowledge to the students, but also as a
motivator who can motivate their students in learning activity.
Intrinsic motivation is that come from inside of the individual. Intrinsic
motivation refers to motivation that is driven by an interest or enjoyment in the
task itself, and exists within the individual rather than relying on any external
pressure.20 Intrinsic motivation is based on taking pleasure in an activity rather
than working towards an external reward. Intrinsic motivation are need, interest,
goals, etc.
a. Need
Need is a condition where there are some deficit within the person,
and it will push person into required action for survival well-being, or
personal fulfillment a substance, state or any other thing.21 From
following definition, we can concluded that need is a tendency which
person determines and considers something as necessary thing.
b. Interest
Interest is another factor which determines ones attitude in doing
something. Interest refers to the liking and willful engagement in an
activity.22 Learning process will run well if the students have an
interest to the subject or teacher treatment. Students will be motivated

19

Penny Ur, A course in Language Teaching, (Cambridge: University Press, 2009), p.

20

Ibid.
Norman A. Sprinthall, Educational Psychology, (New York: McGraw-Hill, Inc., 1990),

277.
21

p. 539.
22

Schunk. loc. cit.

12

to learn if they have interest which grows from themselves and feel
enjoyable to do it.
c. Goal
Harmer stated that motivation is closely bound up with a person‟s
desire to achieve a goal.23 Woolfolk defined goal is what an individual
strives to accomplish.24 Goal is one of sources of motivation that
energize ones in running an activity. Without goal, people will be not
serious and not wholehearted with their activities that are doing.

3. Functions of Motivation
Motivation has some functions in individual activities. Drs. Syaiful Bahri
Djamarah devided it into three functions.25 First function is motivation as an
encouragement. It means that motivation effects what attitude that should be taken
by student in helping them to satisfy their need and courages.
The next function is motivation as an activator. Psychologist encouragement
products students‟ attitude in learning then that attitude will bear psychologist
movement or action. So, if the students have motivation on themselves, they will
do or act as reflection of their motivation.
And the other function is motivation as a director. Students that have
motivation usually can select which one of the actions should be done and should
be left. Everything that helps them to achieve their goals will be done and
everything that bothers them will be avoided. So, motivation helps to direct them
to true action.
Based on the explanation of functions of motivation, we can see that the
functions are related to each others. First, motivation impulses student to achieve
their goals. Then, from that encouragment, they will do some actions to achieve
their goals and finally, from some actions that they will face, they will select
whatever action that will help them to get their purposes.

23

Harmer, op. cit., p. 53.
Woolfolk, op. cit., p. 380.
25
Syaiful Bahri Djaramah, Psikologi Belajar, (Jakarta: PT Rineka Cipta, 2008), p. 157.

24

13

C. Reading Motivation
David Russell stated that motivation is one of essential to read.26 It is caused
motivation determines the readers‟ specific reading set; shaping his particular
reading purposes and influencing the processes he/she will use, the meaning he
will gain, and the type of reaction he will make to that meaning.
Ford and Wine said that reading motivation is defined by an individual‟s selfconcept and the value the individual places on reading.27 It means that reading
motivation that is had by everyone concern how they consider themselves as a
reader and how many values of reading for themselves.
Sweet and Guthrie added that motivation for reading has two types.28 First
types is intrinsic motivation for reading that involves personal involvement,
interest, curiousity, desire to learn, challenge and social interaction. And the
second types is extrinsic motivation for reading that included of compliance,
recognition, grades, competition and avoidance of the other tasks.
Setsuko Mori defined reading motivation more specific. It is reading
motivation in a Foreign Language. She takes from Guthrie‟s reading motivation
theory and Gardner‟s integrative motivation theory. She mentioned there are four
elements of reading motivation in foreign language, namely intrinsic value of
reading, extrinsic utility of reading, importance of reading and reading efficacy.29
-

Intrinsic value of reading: it covers achievement goal orientation and
achievement values.

-

Extrinsic utility of reading: it covers three aspects are separated from one
another in that reading competition is concerned with an individual's
attempt to outperform others in reading, reading recognition is related
with tangible forms of recognition such as teacher or peer approval, and

David Russell, “Reading as Pupil Behaviour”, in Walter Hill, Secondary School
Reading: Process, Program, Procedure, (Boston: Allyn and Bacon, Inc., 1979), p. 26.
27
Linda B. Grambel, Barbara Martin Palmer, Rose Marie Codling and Susan Manders
Mazzoni, Assesing Motivation to Read, Education Resources Information Centre, No. 14, 1995.
28
Caldwell, op. cit., p. 223.
29
Setsuko Mori, Redefining Motivation to Read in a Foreign Language, Reading in a
Foreign Language, Vol. 14, No. 2, 2002.
26

14

reading for grades is associated mainly with the teacher's evaluation of
learners' reading performance.
-

Importance of reading: it is attainment values of reading that has by
reader or students' perceived importance of engaging in a task.

-

Reading efficacy: it is a belief or expectancy about reader competence for
success in reading. It is as an individual's evaluation of their capacity to
organize and execute courses of action.

In other word, reading motivation is the motivational that drive to read, an
area of interest in the field of education and the processes to put more effort on
reading activities.

D. Reading Achievement
Before discussing about reading achievement, writer explained about
definition of achievement itself first. Achievement is a thing done successfully,
especially with an effort and skill. According to Santrock, achievement is the
material that the student has learnt or what skills that the student has mastered.30
Furthermore, Gronlund also states that achievement is something that students
have learnt.31 It means that achievement is as result of measurement and
evaluation in learning for a period of time. It cannot be achieved if the students do
not learn before.
In schools, students get many changes and many sources based on school‟s
curriculum. The curriculum describes the skills, performance, knowledge,
attitudes that the students have to learn in school, and also what achievement that
the students have to achieve during their school years.32
From the previous definitions about reading and achievement, it can be
concluded that reading achievement is the result of students‟ effort to get and
understand knowledge and skill of reading through systematic process, practices,
30

John W. Santrock, Educational Psychology, (New York: McGraw-Hill, 2011), 5th
Edition, p. 521.
31
Norman E. Gronlund, Measurement and Evaluation in Teaching, (New York:
Macmillan Publishing, 1976), p. 331.
32
Peter W. Airasian, Classroom Assessment Concepts and Applications, (McGraw-Hill,
2008), p. 242.

15

and experience in period of time which usually measured by score or value of
assignment and examination in reading of English subject.

E. Relevance Study
Reading is interesting to be researched since many researches deal in it even
though each of those research focused on different topic. One of the relevant study
of reading comprehension was done by Linda Baker and Alan Wigfield (2010)
entitled Dimension of Children’s Motivation for Reading and Their Relations to
Reading Activity and Reading Achievement. The objective of this study is to know
which one between reading activity and reading achievement that more get
significant influence or relationship from reading motivation. It was conducted by
giving the test to fifth- and sixth-grade students attending six elementary schools
in a large mid-Atlantic U.S. city with total of sample is 230 students. It was found
that reading motivation more influence reading activity than reading achievement.
Students with high motivation on reading usually they also do many reading
activities but their reading achievement does not always get high score.
The next research relevanced to reading comprehension was done by Ikah
(2006) entitled The Correlation between Students Motivation and Their Reading
Ability. The purpose of this study is to get empirical data about the correlation
between students motivation and reading ability, at the eight grade students of
SMPN 45 RSBI Cengkareng Jakarta Barat. In the field research, the writer
conducted the research in two classes that consist of 75 students at the eight year
of SMPN 45 RSBI Cengkareng by giving a test to the students and asked them to
answer the questions that she made. Result is the correlation between the students
motivation and their reading ability is in low correlation.
The other research was done by Mohammad Sho‟im with title The
Correlation between Reading Motivation and the Achievement in Reading
Comprehension of the Eight Year Students of SMPN 1 Tambak Boyo. The
objective of this study is aimed to find out whether there is significant correlation
between students‟ reading motivation and students‟ reading comprehension of
The Eighth Year Students of SMPN 1 Tambak Boyo. It was conducted to one class

16

at second year of SMP Negeri 1 Tambak Boyo by giving questionnaire to know
their motivation in reading English materials. Then, he gave them a test, in order
to know the students achievement reading comprehension. The result showed that
there is a correlation between reading motivation and student achievement in
reading.
The difference of previous studies above with my study is in reading
motivation. The previous studies measure reading motivation in general either in
L1 or L2, but this study is more specific in measuring reading motivation only in
English as a foreign language. Student who has high reading motivation in L1
does not guarantee she/he has high reading motivation in L2 too.
F. Conceptual Framework
This research has two variables. They are using reading motivation as free
variable, then reading achievement as suspended variable. To facillitate this
research, the writer will redescribe those variables as before.
Reading can be defined as an active and interactive thinking process activity
in getting meaning from the word that be made by writer. Reading motivation
defined as a motivation that consists of individual‟s self-concept and the value of
reading that drive someone to read. The motivation in reading is needed while
reading, and it must has been clear. Therefore, it is necessary to know the
students‟ reading motivation while they do reading.
Based on the theory, the writer assumed that there is a positive relationship
between students‟ reading motivation and reading achievement, because students
who have high motivation in reading will get better reading achievement than
students that have low motivation in reading.
G. Theoretical Hypothesis
The research that have to be tested its truth needs a hypothesis. Hypothesis is
guessing or tentative answer of research that may be true or may be wrong and
needs a verification proof. In this study, the theoretical hypothesis is students‟
reading motivation is highly correlated to reading achievement. In other words,

17

the higher reading motivation students have, the higher reading achievement they
will achieve.

CHAPTER III
RESEARCH METHODOLOGY

A. Place and Time of the Study
The research has been taken place in SMP Islam Al-Hasanah in Kota
Tangerang. This study has been conducted from November 2013 to
December 2013.

B. Population and Sampling Technique
The population of this study was the students of Ninth Grade at SMP
Islam Al-Hasanah. It consisted of four classes. The total of students of
Ninth Grade was 120 persons. Each class had 30 students.
The sample of this study were students of ninth grade of SMP Islam
Al-Hasanah that had been chosen by simple random sampling technique.
One of simple random sampling was by accounted. Students who were
taken as sample were students who get odd number. The researcher took
50% students of population as a sample with the total was 60 students.
Writer took only 50% as a sample because the subjects included in a large
category (more than 100). Based on Arikunto’s statement that if the
subjects are large (more than 100), it can be taken 10–15% or 20–25%
from the total population by considering allocated times, ability and
financial condition.1

C. Method of Study
This study was a correlational study. In this study, the writer used a
quantitative method through correlation technique. As correlational study,
this study needed two variables or more, so the writer had to find the
things that would be made as the variables. From the theme that had been
raised, writer decided the reading problem faced by students and the
1

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (PT Rineka Cipta,
Jakarta 2006), p. 134.

18

19

factors that influence their reading achievement as the variables. Then, the
writer determined

students’ reading achievement as variable Y and

students’ reading motivation as variable X. And then, the writer correlated
both variables.

D. Research Instruments
In this study, the writer used two kinds of instrument. They were
questionnaire and reading test.
1. Questionnaire
From various of questionnaires that was used to measure reading
motivation by some experts, the writer adopted The MRQ or Motivation
for Reading Questionnaire by Setsuko Mori based on Guthrie and
Gardner’s theory of reading motivation. This questionnaire is from
Reading for a Foreign Language Centre Journal. The reason in choosing
the MRQ was this questionnaire was more specific than other
questionnaires on the subject of reading motivation, MRQ surveys
students’ reading motivation in a foreign language only.
The aim of giving quesionnaire was to know the students’ reading
motivation in English. The questions that used in this study was closed
question, it meant that the respondents just choose available options. This
questionnaire assessed four specific dimensions of reading motivation in a
foreign language: intrinsic value of reading, extrinsic utility value of
reading, importance of reading in English, and reading efficacy.
Matrix of Questionnaire
Table 3.1
Total
No.

Indicator
Intrinsic value of reading

Positive Negative
10

3

Item Number
1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11,
12, 13.

20

2.

Extrinsic value of reading

4

-

14, 15, 16, 17.

3.

Importance of reading

4

1

18, 19, 20, 21,
22.

4.

Reading efficacy
Total

2

2

20

6

23, 24, 25, 26.

The questionnaire consisted of 26 items that had a four-points
scale. For each item, the respone options were ordered from positive to
negative, with sangat setuju = 4, setuju = 3, tidak setuju = 2 and sangat
tidak setuju = 1. While negative statement has contra point from positive
statement, namely sangat setuju = 1, setuju = 2, tidak setuju = 3 and
sangat tidak setuju = 4. There are 20 positive statements and 6 negative
statements.

2. Test
The other instrument was a test reading as a mean of measuring the
student’s achievement. In this study, the writer used objective test to
collect the data. The content of reading test was appropriated with
curriculum. The standard competence that has been determined by
National Education for students of Ninth Grade envolved reported text and
procedural text. It can be seen in the appendix.

Table 3.2
Blueprint of Reading Test
Theme

Music
(Descriptive)

Indicator
a.
b.
c.
d.

Determining te