COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BETWEEN HIGH AND LOW STUDENTS’ MOTIVATION IN READING AT THE SECOND GRADE OF SMPN1 GEDUNG AJI, TULANG BAWANG

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COMPARATIVE STUDY OF STUDENTS’ READING

COMPREHENSION ACHIEVEMENT BETWEEN HIGH AND

LOW STUDENTS’ MOTIVATION IN READING AT THE

SECOND GRADE OF SMPN1 GEDUNG AJI,

TULANG BAWANG

ANI MEITIKASARI

A Script

Submitted in a Partial Fulfillment of The Requirement for S-1 Degree

The Language and Arts Education Department of The Faculty of Teacher Training and Education

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG

2013

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ABSTRACT

COMPARATIVE STUDY OF STUDENTS’ READING

COMPREHENSION ACHIEVEMENT BETWEEN HIGH AND LOW

STUDENTS’ MOTIVATION IN READING AT THE SECOND GRADE OF

SMPN1 GEDUNG AJI, TULANG BAWANG

ANI MEITIKASARI

In the classroom, there are the high and low motivated students which have varied reading achievement. The students could not comprehend the reading text so that they did not pass the standard quality of the school (KKM). There are many factors that may make them difficult to read their handbook and comprehend it; one of them is students’ lack of interest and motivation. Motivation is one of the psychological factors that influence the language achievement especially in reading comprehension achievement. Therefore, this research is intended to find out whether or not there is a difference between the students with high motivation and those with low motivation in reading comprehension achievement. The design of this research is ex post facto research design by using comparative study. This research was conducted in SMPN 1 Gedung Aji, Tulang Bawang, and the population was the second grade that is consists of 56 students. The instruments of this research are questionnaire of motivation in reading to measure the

students’ motivation and the multiple choice test to measure their reading comprehension achievement.

The result of this research showed that there was a significant difference between students who have high and those who have low motivation in their reading comprehension achievement. It can be seen from the result of data analysis that sig = 0. 016 (sig < 0.05). Moreover, the students with high motivation have better achievement than those of low motivation with the gain score is 11. 13. Therefore, the writer suggests that English teacher should motivate their students in learning English especially in reading in order to improve their reading achievement.

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LIST OF APPENDICES

Appendices pages

1. Questionnaire of Reading Motivation………... 74

2. Reading Comprehension of Try Out Test……… 80

3. Students’ Reading Work Sheet……… 91

4. Level of Difficulty Reading Test……….. 92

5. Discrimination Power of Reading Test………. 94

6. Reliability of Try Out Test……… 96

7. Validity of Questionnaire………. 97

8. Validity of Reading Test……….. 100

9. Students’ Motivation……… 102

10.Students’ Reading Achievement……….. 105

11.The Data Distribution of Students’ Motivation……… 108

12.The Students’ Motivation and Reading Achievement………. 109

13.The Students’ Low Motivation and Reading Achievement…………. 111

14.The Students’ High Motivation and Reading Achievement…………. 112

15.The Computation of Reliability of Try Out Test……… 113

16.Reliability of Questionnaire……….. 114

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iii

18.One Way Anova……… 118 19.The Difference of Reading Achievement between High and Low

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LIST OF CHARTS

Charts pages

1. Students’ Motivation between High Motivated Students and Low Motivated Students in Competence and Reading Efficiency Category………...… 48 2. Students’ Motivation between High Motivated Students and Low

Motivated in Intrinsic Motivation Category……… 49 3. Students’ Motivation between High Motivated Students and Low

Motivated Students in Extrinsic Motivation Category... 51 4. Students’ Motivation between High Motivated Students and Low

Motivated Students in Social Aspect of Reading

Category.………..……… 52 5. Students’ Reading Achievement Based Aspects of

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LIST OF TABLES

Table pages

1. The Construction of Reading Motivation………... 35

2. Reading Specification………... 39

3. Students’ Score of Questionnaire of Motivation……….. 46

4. Reading Comprehension Achievement……… 52

5. Students’ Reading Achievement Based Aspects of Reading……….. 53

6. Students’ Motivation in Reading……….. 75

7. Level of Difficulty Reading Test……….. 92

8. Discrimination Power of Reading Test………. 94

9. Reliability of Try Out Test……… 96

10.Validity of Questionnaire………. 93

11.Validity of Reading Test………. 97

12.Students’ Motivation……… 102

13.Students’ Reading Achievement……….. 105

14.The Data Distribution of Students’ Motivation……… 108

15.The Students’ Motivation and Reading Achievement………. 109

16.The Students’ Low Motivation and Reading Achievement………. 113

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CHAPTER 1 INTRODUCTION

This chapter deals with the background of problem, identification of the problems, limitation of the problems, formulation of problems, objectives of the research, uses of the research theoretically and practically, scope of the research, and definition of term used in this research.

1.1.Background of the Problem

Reading is one of the language skills that is related to the understanding of the written text in the way of communication between the writer and the reader. It means that readers try to comprehend the text by understanding not only the meaning but also the purpose of the text in order to get ideas/information by accumulating the cognitive factors and the psychological factors. In the classroom context, students must able to comprehend the reading materials that are written in the textbooks. Based on the Guidelines of SMP Curriculum of English graduates of Junior High School are expected to read and comprehend the text in order to get knowledge and understand the material.

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In addition, based on the observation, the junior high school students should pass the final examination that relates to reading aspects especially reading comprehension. Therefore, the teachers should give more emphasis on this skill.

Based on the observation and interview with an English teacher in SMPN 1 Gedung Aji, it was found out that the students could not comprehend the reading text so that they did not pass the standard quality of the school (KKM). There are many factors that may make them difficult to read their handbook and comprehend it; one of them is students’ lack of interest and motivation. In this case, the students feel bored with reading activities in the classroom. Although they know that reading is one of the skills in learning language and they are aware that reading has an important role to make them know more about knowledge or information about the world, some of them do not try to apply this reason for reading.

In this case, teachers, who have a responsibility to make the students want to learn, already tried to create and apply some various methods or media to increase their ability and make the teaching learning process becomes more effective and easier. They hope that by applying the appropriate method the students have high-desire to learn English and make them more active in the class by getting knowledge and using language for communication such as enjoying the teaching learning process, reading many resources related with the material by reading a book or going to the library, discussing the material with their friend, etc. But, in fact, it is not the same as the ideal expectation; the students do not feel enthusiastic with the teaching learning process especially in reading because they

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lack interest and motivation to learn. In other words, motivation may have an important role to improve students’ performance in the learning process especially in reading comprehension achievement.

Motivation is one of the psychological aspects that influence the language achievement. Motivation leads the students to learn more to achieve certain goals. In reality, in the class, there are motivated and unmotivated students. The students who have motivation tend to have great efforts in learning English. They have a will and they feel to enjoy learning process. So, if they face the difficulties in learning such as getting low score in reading test, misspelling in their pronunciation and so on, they tend to find out the solution to solve this problem because they have a will to achieve a certain goals. They also tend to perform their ability confidently in language and influence their achievement. Conversely, the unmotivated students tend to learn English in a pinch. They feel forced in learning English not because their interest and motivation. As the result, they did not have efforts more to improve their language ability so that it effects their achievement.

Motivation also relates to the learning intensity. It means that if the students have a will to learn, they tend to improve their ability and knowledge more such as by having a more time to learn English, doing their homework well, feeling enthusiasm to read another textbooks referring the material, or discussing the materials with their friend, so that they can be easier to participate in learning process in the class. Therefore, it can be assumed that motivation influences their language achievement.

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Therefore, by considering the explanation above, the researcher tried to investigate whether students with high motivation are different from low’ ones in reading comprehension achievement.

1.2.Identification of the Problems

Based on the background discussed above, the writer would like to identify the problems that may cause the problem under discussion as follows:

1. The teaching learning process especially in reading class activity did not run well.

2. Some of the students tend to be a passive learner without participating actively.

3. The materials used by the teacher are not appropriate with the students. 4. The method used by the teacher is not appropriate with the students. 5. Students cannot comprehend the reading text well.

6. Students did not pass the standard score of the school (KKM).

7. Students do not feel enthusiastic with the teaching learning process especially in reading activity.

8. Students’ reading motivation is still low.

9. There are motivated and unmotivated students in the class 10.Students’ reading comprehension achievement is varied.

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1.3.Limitation of the Problems

Based on the identification of problems especially problems that may happen in the classroom during the teaching learning process, the writer focuses on the differences between students with high and low motivation in their reading comprehension achievement.

1.4. Formulation of the Problems

Based on the limitation of the problem above, the writer would like to formulate the research problems as follows:

a. Is there any significant difference between the students with high motivation and low motivation in reading comprehension achievement? b. Do students who have high motivation have better reading comprehension

achievement than the low’ ones?

1.5.Objectives of the research

Based on the formulation of problems above, the objectives of this research are:

a. to find out whether or not there is a difference between the students with high motivation and those with low motivation in reading comprehension achievement

b. to investigate whether or not students who have high motivation have better reading comprehension achievement than the low’ ones

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1.6.Uses of the research

By conducting this study, the writer hopes that the results may give the following contributions:

Theoretically, the results of this research are expected to be useful in order to verify some theories related to the students’ motivation in learning English and theories of reading comprehension.

Practically, the results of this research may contribute:

- to support further research about the motivation and reading comprehension;

- to answer the writer’s curiosity on the differences in reading achievement based on students’ motivation; and

- to make the teacher of EFL more concerned about their motivation in learning English in order to improve the students’ reading comprehension.

1.7.Scope of the research

This research is focused on the students’ motivation i.e. high and low motivation which has better achievement in reading comprehension achievement. It is a quantitative research that was already conducted at SMPN 1 Gedung Aji, Tulang Bawang in the second grade of 2012/2013 academic year. The students’ motivation, as independent variable, is measured by using used MRQ (Motivation for Reading Questionnaire) as suggested by Guthrie and Wigfield (2004) consists of 11 constructs of reading motivation; reading efficacy, reading challenge,

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reading curiosity, reading involvement, importance of reading, reading work avoidance, competition in reading, recognition for reading, reading for grades, social reasons for reading, and compliance. Reading achievement as a dependent variable is measured by using test of reading comprehension. The test is focused on the narrative and recount text based on the 2006 curriculum of English for Junior High School.

1.8.Definition of Terms

Reading is one of the language skills related to the understanding of the written text in the way of communication between the writer and the reader. In other words, reading is a process of comprehending the text not only understanding the meaning but also understanding the purpose of the text in order to get ideas/information.

Motivation is high-desire to learn English and make the students more active in class by getting knowledge and using language for communication such as enjoying the teaching learning process, reading many resources related to the materials by reading a book or going to the library, and discussing the material with their friend.

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CHAPTER 2 FRAME OF THEORIES

This chapter deals with the review of previous research related to motivation in reading and the review of related literature which consists of the description about the concept of motivation, classification of motivation, concept of reading comprehension, type of reading, the relationship between the students’ motivation and reading comprehension achievement and hypothesis.

2.1.Review of Previous Research

There have been several studies which have been carried relating to the topic under discussion, but it may be seen from different perspectives. For example, Rismars (2011) investigated the correlation of students’ motivation and language learning strategies on their reading comprehension achievement at the second year students of SMAN 1 Bandar Lampung. The result showed that students’ motivation and their language learning strategies had a positive and high correlation with their reading comprehension achievement.

In addition, by considering the type of motivation which influences the achievement, Chang (2005) in his thesis investigated the relationship between extrinsic or intrinsic motivation and language learning strategies among college

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students of English in Taiwan. She found that the most frequently motivation was external motivation and internal motivation correlated highly with the four learning language strategies.

The other research which proves that motivation influences their achievement in language learning is conducted by Pei (2009). His study investigated the relationship between motivation and achievement. He states that instrumental motivation influences both high achievers and low achievers; while high achievers have greater integrative motivation than lower ones; interest plays an extremely important role in this study and high achievers have a strong sense of achievement. Moreover, Choosri (2011) investigated the relationship between motivation and students’ English learning achievement in vocational certificate level Technical College Students. He explained that motivation had positive relationship with students’ English learning achievement.

Therefore, motivation as psychological aspects plays an important role in order to improve the students’ achievement. Motivation closely refers to the students’ want to learn and their efforts including their learning strategies to solve their problem during teaching learning process. As the result, motivation influences their achievement. By considering those studies above, the researcher wants to investigate the differences reading achievement between students with high and low motivation.

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2.2.Review of Related Literature

This section contains some related literature under discussion such as concept of motivation in learning English, classification of motivation, questionnaire of reading motivation, concept of reading comprehension, types of reading, and the relationship between motivation and reading comprehension.

2.2.1. Concept of Motivation in Learning English

In general, a will to do something is commonly called motivation. Motivation is closely related to students’ needs or certain goals and their efforts to achieve it. In learning English, motivation is defined as the students’ will to learn English according to their needs in order to achieve their goals. It means that the students with high motivation are those who have high-desire to participate actively in teaching learning process. According to Brown (1987: 114), motivation is an inner drive, impulse, emotion or desire that moves one to a particular action. In other words, motivation is commonly thought as an inner state of need or desire that activates an individual to do something to satisfy them. Someone will learn language if they feel they need to use language, so they have a will to learn language itself.

It is supported by Williams and Burden (1997) who states that motivation has been widely accepted by teachers and researchers as one of the key factors that influence the success of foreign language learning. In addition, Qin (2002) says that motivation is a very important factor which determines the success or failure in second language learning, for motivation can directly influence the frequency

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of using learning strategies, willpower of learning, goal setting, and the persistence in learning. It can be said that people who have a motivation to learn language tend to have a definitely goals and enroll their energy intensively to reach those goals. They will have a reason to learn so that they learn seriously and persistently.

Qin (2003) also says that learning motivation influences the learners’ autonomous learning ability and determines the learners’ confidence in overcoming learning difficulty. These theories on motivation demonstrate that motivation is one of the crucial factors determining the success in language learning. Motivation influences their feeling and their preparation in learning English because they will think English is one of important subjects that should be learned. It means that if they have a motivation to learn English, they will enjoy learning it and planning as well as possible to improve their ability in learning English. As the result, they put great efforts to learn it and it will improve their language achievement. In other words, the motivated students tend to solve their faced problem in learning process. Therefore, when they already find out the solution, they will prepare it to perform their language ability confidently.

Moreover, Brown (2000: 160) states that it is easy in second language learning to claim that a learner was successful with the proper motivation. With similar views, Gardner (2006: 241) posits that students with higher levels of motivation will do better than students with lower levels. He further adds that if one is motivated, he/she has reasons (motives) for engaging in the relevant activities, expends effort, persists in the activities, attends to the tasks, shows desire to

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achieve the goal, enjoys the activities, etc. Those current theories enforces that motivation plays an important role to determine their success in learning language by improving their achievement.

In addition, Gardner (1985) explored four other motivational orientations: (a) Reason for learning,

(b) Desire to attain the learning goal,

It can be said that motivation refers to the orientation in learning such as the students’ reason for learning because of intrinsic and extrinsic factors. Therefore they have desire to achieve their goals and have positive attitude in learning by improving their effort to solve the faced problem.

Moreover, according to Gardner (1985), a highly motivated individual will:

(a) enjoy learning the language, and (b) want to learn the language, (c) strive to learn the language.

The students who have high motivation tend to learn enjoyably and feel happy when they learn language. It affects their will to learn language and their efforts to do the best in learning.

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Furthermore, motivation in learning language can be seen from several theories as follows:

1. Expectancy – Value Theory

The cognitive notion of expectancy refers to the degree to which individuals anticipate that their performance in a task will result in success. Value refers to the relative attractiveness of succeeding or failing at a task (Wigfield & Tonks, 2002: 54) or to beliefs that individuals hold about the reasons they want to do an achievement task (Pintrich & Schunk, 2002: 408). It implies that normally people have their own expectancy before they do something; the students have an internal motive to learn language in certain way based on the expectation. Therefore, they will have a certain way to achieve their expectation.

2. Achievement Motivation Theories

a. Achievement Theories (Atkinson & Raynor, 1974)

In general, people who have a high need for achievement tend to do the best for their own sake by initiating their achievement activities with high intensity and persisting in the face of failure. In addition, fear of failure will guide them to approaching the positive outcome by formulating the solution of their problem in learning process.

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b. Goal-Theory: (Locke & Latham, 1994)

It has differentiated three separate types of goals: Mastery goals (also called learning goals) which focus on gaining competence or mastering a new set of knowledge or skills; Performance/normative goals (also called ego-involvement goals) which focus on achieving normative-based standards, doing better than others, or doing well without a lot of effort; Social goals which focus on relationships among people. In the context of school learning, the important goals is learning goals that contains how well they can get the knowledge and perform their ability from the material given during the learning process. After that, it reflects with their social ability in order to communicate and integrate with the society by using their knowledge.

3. Self Determination Theory (Deci & Ryan, 2000)

It is assumed that people will do something if they permit their determination by considering what is interesting, personally important and vitalizing.

According to Ryan and Deci (2000), the degree to which social contexts allow the satisfaction of these needs is believed to give rise to different types and qualities of motivation:

The need for competence pertains to the need to experience opportunities to interact with the social environment, and show one’s capacities confidently and effectively;

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The need for relatedness implies a need to feel that one belongs with, is cared for, respected by, and connected to significant others (e.g., a teacher, a family) who are disseminating goals such as classroom values;

The need for autonomy involves a sense of unpressured willingness to engage in an activity. It is not to be confused with the need for independence. It assumed that people will do something if they permit their determination by considering what is interesting, personally important and vitalizing.

In addition, based on this theory, motivation in learning language is divided into two major categories: intrinsic and extrinsic motivation.

In addition, Day and Bamford (1998: 27) state that people do what they expect to accomplish successfully and tend to avoid what they expect they cannot accomplish. It means that people want to read a difficult book if they put a high value on the results of their efforts. The figure below shows that there are 4 main variables that should be considered when the teachers want to motivate the students’ willingness to read a second language. It divides into 2 points: Expectancy and Value. Expectancy refers to the materials and reading ability. Value refers to attitude and socio-cultural environment. It can be said that readers will have a motivation to read if the book provided their interest topic that reflects their attitude toward reading and it is supported by their reading ability and their environment.

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MOTIVATION

DECISION TO READ IN

THE SECOND LANGUAGE

Figure 1. Model of major variables of motivation in decision to read in second language (Day et al (1998: 28)).

Thus, motivation relates to the learners need and their desire to achieve their certain goals, so that they have a positive attitude such as enjoy learning English and have a great effort such as motivational intensity to learn and their confidence to solve their faced problem during the learning process in order to achieve their goals; in this case, the language achievement.

In addition, Heckhausen and Kuhl (1985) developed Theory of Action Control that tells about how motivation can influences one wants to do something and that one wants to do it is one thing, but its actual implementation and successful completion is another. The key components of action control model are „intention’, which is defined as an activated plan to which the actor has committed herself or himself and the set of processes in charge of “action” maintenance, that

Materials: how interesting linguistic level attractiveness availability

Reading Ability in the second language

Attitude toward reading second language

Socio-cultural environment, including influence of family and friends E X P E C T A N C Y V A L U E

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is, the active use of action control strategies to protect dynamic (i.e. ongoing) behavioral intentions. An activated plan with support from the motivation memory system becomes what Kuhl (1987, p. 284) calls a “dynamic plan”, which means that the executional process has been instigated. From this point on the motivation system carries out a new, chiefly maintenance role, that is, it keeps sustaining (i.e. energizing) the pursuit of the intention and also protecting it against the detrimental effects of competing plans. Once the plan has been completed, the motivation system is turned off. If the execution of the plan is unsuccessful, an attempt is made to abandon the plan.

They also proposed Process Model of L2 Motivation that contains two dimensions: Action Sequence and Motivational Influences. The first dimension represents the behavioral process whereby initial wishes, hopes, and desires are first transformed into goals, then into intentions, leading eventually to action and, hopefully, to the accomplishment of the goals, after which the process is submitted to final evaluation. The second dimension of the model, Motivational Influences, includes all the energy sources and motivational forces that underlie and fuel the behavioral process.

It can be said that the students, who have motivation in learning English, will have an intentions to pay attention more in their learning. Therefore, it will influence their action and lead them to learn intensively about the language such as trying an appropriate learning strategies to overcome their difficulties during learning process, participating actively in the class, doing their homework as best as they

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can, having much more time to learn or going library to broaden their, etc in order to get the certain goals, the language achievement.

Furthermore, separating various levels of motivation, Bandura (1991) provided the following definition: Motivation is a general construct linked to a system of regulatory mechanisms that are commonly ascribed both directive and activating functions. At the generic level it encompasses the diverse classes of events that move one to action. Level of motivation is typically indexed in terms of choice of courses of action and intensity and persistence of effort. Attempts to explain the motivational sources of behavior therefore primarily aim at clarifying the determinants and intervening mechanisms that govern the selection, activation, and sustained direction of behavior toward certain goals. (p. 69).

Referring to the reading comprehension skill, the motivation also plays an important role in order to do the best in reading. In the beginning, the students who have high motivation tend to have a will in reading so that it will lead them to read many books that interest them to spent their time, as the result they will have a broader knowledge than the low one. Next, if they faced the problem during teaching learning process, they will have a great effort to solve their problem such as trying many learning strategies or trying to find out the media that will help them in overcoming their problem. As the result, motivation relates to not only the learning intensity that make them will have more time to learn enjoy, but also the language performance (self-confidence) that influences their achievement.

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Motivation also relates to the students’ attitude about the teacher and the environment in learning; the students will have a positive think about the teacher, therefore, when the teacher explains the reading materials or delivers the strategies of answering reading questions, they will pay attention more which will be applied by them.

2.2.2. Classification of Motivation

Motivation is an important concept in psycholinguistics. There are many theories about the classification of motivation. According to Deci and Ryan (1985), motivation can be divided into two basic types:

a. Intrinsic Motivation

Intrinsic motivation reflects the desire to do something because it is enjoyable. It can be said that intrinsic motivation refers to internals factor of people; they do it because of themselves. It may not be influenced by praise or awards. For example, the students enjoy writing a narrative text because they like to write it as their hobby, some of them interest with reading a fiction text because they are curious with the topic and want to know the content of the text.

b. Extrinsic Motivation

Extrinsic motivation reflects the desire to do something because of external rewards such as awards, money, and praise. People can not enjoy with their activities because extrinsic factors like get a rewards are their motivation. There are many possible extrinsic motivation examples; the students will do

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the best for writing a narrative text if they get a good score from the teacher and the senior high students will chose a certain major because of the salary or certain available qualification.

Gardner and Lambert (1972) classify motivation into two categories based on two different kinds of attitudes:

1. Instrumental Motivation

Instrumental motivation refers to motivation to acquire language as a means for getting instrumental goals such as furthering carrier, reading technical material, and translation. It means that instrumental motivation reflects to the learner's desire to learn a language for utilitarian purposes.

2. Integrative motivation

Integrative motivation is used when a learners wishes to integrate himself within the culture of L2 group, to identify himself with and become a part of that society. It means that integrative motivation refers to the desire to learn a language to integrate successfully into the target language community. Therefore, a learner is integratively motivated when he/she learns a language because he/she wants to know more of the culture and values of the foreign language group… to make contact with the speakers of the languages… to live in the country concerned (Wilkins, 1972: 184).

There are many theories that reveal the kind of motivation. Based on the explanation above, in general, there are two classifications of motivation

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according to the point of views; from inside and outside. Ryan and Deci (1985) tend to focus on the origin of stimuli factors; external and internal. External factors refer to stimuli given by others to lead them to learn such as rewards, praises etc. On other hand, internal factors refer to their own willing and expectancy to learn such as they will enjoy read a certain book which contains their interest topic.

Whereas, the type of motivation presented by Gardner and Lambert (1972) tends to focus on the learner attitude toward language i.e. instrumental and integrative. Instrumental motivation aims to external desire which influences their attitude and effort to learn language; it means that implicitly the learners have an expectancy which guides them to learn language in order to achieve certain external desire in the future such as fulfilling the job requirement, getting good score in English achievement and so on. In the contrary, integrative motivation is more concern with the internal desire which reflects their attitudes toward language such as they only fulfill their hobbies with pleasure in reading certain topic or they want to know the culture and values of language in order to integrate with the society. Therefore, those types of motivation have a similar assumption implicitly; there are two factors that influence the learner motivation i.e. inside and outside.

2.2.3. Level of Motivation

In the classroom, there are students who have high and low motivation. The high motivation students tend to have great efforts and ways as the result of their expectation in reading. It means that they will have an internal motive to learn language in order to get their own expectation. In other words, the low motivated

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students did not have great efforts in a way to achieve their expectation; therefore, they tend to learn language as usual without trying to do the best in learning.

In addition, according to achievement theories (Atkinson & Raynor, 1974), the high motivated students refer to their language performance in order to show their ability and to get the certain achievement that they want. It means that they have awareness to attain learning goals; their performance and their achievement. Therefore, it also refers to the learning intensity and the effort by trial error. In other words, they will have a persistence to formulate the solution of their problem so that it influences their performance and their achievement.

Moreover, based on self determination theory (Deci & Ryan, 2000), the students who have high motivation in the classroom tend to have unpressured willingness to learn, so that they will learn language based on their own desire without felling forcedly. Conversely, the low motivated students feel a pressured willingness to learn, therefore, they can not enjoy the learning process.

Therefore, the high motivation is one of the factors that cause successful learning, but the later process of creating successful learning which can develop and train the motivation may be under teacher’s control. It means that what they think of the teacher and what they think of the course heavily affect their lesson, for example, the choice of teaching materials and the information content should be able to correspond the students’ motivation. (Cook: 1991)

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2.2.4. Questionnaire of Reading Motivation

There are 11 constructs of reading motivation that were originally developed by Wigfield and Guthrie (2004) to assess different aspects of student’s reading motivation by considering help of motivational interviews with students, classroom reading instruction observations, and alignment with motivational theory.

1. Reading Efficacy

2. Reading Challenge Competence and Reading Efficiency

3. Reading Work Avoidance

4. Reading Involvement Achievement Values and Goals

5. Importance of Reading (Intrinsic Motivation)

6. Reading Curiosity

7. Competition in Reading Achievement Values and Goals

8. Recognition for Reading (Extrinsic Motivation)

9. Reading for Grades

10. Social Reasons for Reading Social Aspects of Reading

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The first category concerns an individual's sense of efficacy. It consists of 3 criteria; Reading Efficacy, Reading Challenge and Reading Work Avoidance.

1. The notion of Reading Efficacy refers to their beliefs about their ability that can be successful in reading

2. The notion of Reading Challenge refers to the satisfaction of understanding complicated ideas in a text; it means that the learner have a willingness to take on the difficult text.

3. The notion of Work Avoidance refers to aspects of reading the informer dislike or their desire to avoid reading activities.

The second category is derived from theories of intrinsic and extrinsic motivation, achievement goal orientation, and achievement values, and is further sub-categorized into two parts. The first is mostly concerned with intrinsic motivation, and the second with extrinsic motivation and performance goal orientation (Ames, 1992; Nicholls, Cheung, Lauer & Patachnick, 1989).

The former that contains an intrinsic motivation entails Reading Curiosity, Reading Involvement, and the Importance of Reading.

1. Reading Curiosity refers to the desire to learn about a certain idea, and is related to work on reading interest (Renninger, 1992; Schiegele, 1996) 2. Reading Involvement refers to the enjoyment involved with reading

different kinds of texts, and, thus, corresponds to Schallert and Reed's work (1997)

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3. Importance of Reading refers to subjective task value about reading that is grounded in Wigfield and Eccles' (1992) work.

The second sub-category which determines an external motivation includes Competition in Reading, Reading Recognition, and Reading for Grades.

1. Reading Competition is concerned with an individual's attempt to outperform others in reading,

2. Reading Recognition is related with tangible forms of recognition such as teacher or peer approval for success in reading,

3. Reading for Grades is associated mainly with the teacher's evaluation of learners' reading performance.

The last category consists of Social Reasons for Reading and Reading Compliance, based on the assumption that reading can be a social activity in a way that children often read in social settings and, thus, read to achieve social goals.

1. Social Reasons for Reading are concerned with the process in which children share the meanings of the text with significant others

2. Reading Compliance refers to the kind of reading required by the teacher or others’ expectation

2.2.5. Concept of Reading Comprehension

According to Goodman and Smith as cited in Suparman (2005), reading is an active process of deriving meaning. Nuttal (1982) in Hariyanti (2009: 7) also says

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reading is defined as the meaningful interpretation of printed or written verbal symbols. Grabe (1997) also states that reading is an interaction between reader and text; reading requires efficient knowledge of world and a given topic also an efficient knowledge of the language. It means that the readers try to process the reading passage in their brain accumulated with the background knowledge and the meaning of the vocabulary and making sense of the ideas to get some information or message in. Therefore, reading is concern not only with understanding the meaning but also interpreting and attributing the interpretation about the meaning in the text.

Bernhardt (1991) says that reading consists of two rubrics: cognitive and social. In the cognitive perspective, reading is a process that act on information like a computer program; so the internal interpretation of duplicate is not a duplicate if the input text, the comprehension of the text was accepted when “if….then” statements; as a result of reading the passage, understanding the meaning by making sense of the text, interpreting the meaning to become the term of “problem solving”, already completed by the readers. Besides that, in the social perspective, reading performs a socializing function which is reader acculturates and makes them belong to the group. It means that reading certain textbooks make them know about other social and culture values especially the culture of the text comes. It can facilitate the readers to interpret the real meaning of the text by considering the social aspect. In addition, people who have broad knowledge can interact and socialize easier with other people in environment than the limited one.

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The main purpose for reading is to comprehend the ideas in the material. Without comprehension, reading would be empty and meaningless. It means that the readers not only know or understand the meaning of the word in the text but also comprehend the main idea of the text and its purposes. Chundong & Dai (1996: 48) says that the ability of reading is actually referring to the ability of reading comprehension. Comprehension is what most people think reading is. This is because comprehension is the main reason why we read. Reading comprehension refers to understanding what a text is all about. It is more than just understanding words in isolation. It is putting them together and using prior knowledge to develop meaning or knowing the purpose of the text. Reading comprehension is the most complex aspect of reading which requires the reader to draw upon general thinking skills so that the readers involves actively to understand the text by asking and answering the questions based on text or summarizing what they have read.

In addition, there are the reading aspects that should be considered in measuring reading comprehension: (1) Determining main idea; the main idea refers to the author develops through out the paragraph. It is not always explicitly sated in the sentences, so that the readers should be able to comprehend the text and think out the text. (2) Inference; it refers to the prediction about something unknown based on the available facts and information in the text by using the readers’ logical thinking. (3) References; it contains words or phrases used as a signal to know other meaning referring the words provided in the text in order to avoid unnecessary repletion of words or phrases. (4) Finding detail information; in order to comprehend all about the text, the readers should be able to find the details or

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specific information which affects the meaning by giving definition, examples, facts, the process of comparison or analogy etc. (5) Vocabulary; it plays an important role to understanding the meaning of the text by identifying the synonyms, antonyms, compound words and their components, and also grammatical category.

2.2.6. Types of Reading

Types of reading can be classified into two types of activities based on the purposes of reading: intensive and extensive reading.

a. Extensive reading

Hafiz and Tudor (1989: 5) claim that the pedagogical value attributed to extensive reading is based on the assumption that exposing learners to large quantities of meaningful and interesting L2 material will, in the long run, produce a beneficial effect on the learners’ command of the L2.

According to Hedge (2003: 567), extensive reading varies according to students’ motivation and school resources. Then, the teacher has to find the correct material to meet the students, needs. Extensive reading is an individual activity that can be not only in class but also at home. It helps students to find their way to be independent. Learners can be allowed to select their own reading materials according to their interests and level of language they have.

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Hedge describes the advantages of extensive use in the following lines:

Learners can build their language competence, progress in their reading ability, become more independent in their studies, acquire cultural knowledge, and develop confidence and motivation to carry on learning (Hedge, 2003: 204-205).

It can be said that extensive reading is a reading activities to fulfill their enjoyment independently to read and it can be done not only in formal situation like in the school but also in the home. In other words, extensive reading refers to read a book for pleasure. The readers will get the value from the materials what they read such as understanding text in general or getting new information, knowledge, and motivation in reading.

b. Intensive Reading

Intensive reading is associated with short texts used to make students explore the meaning and get familiar with the writing mechanism. However, Hedge states that it is only through more extensive reading that learners can gain substantial practice in operating these strategies more independently on a range of materials. (Hedge, 2003: 202)

Intensive reading is text reading or passage reading. In this reading the learner read the text to get knowledge or analysis. This reading is done to carry out to get specific information.

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2.2.5. The Relationship between Motivation and Reading Comprehension Reading is one of skills of language learning that aims to get idea/ information from the text by accumulating cognitive factors like understanding the meaning of the text and comprehend main idea based on their ability and their background knowledge and psychological factors like motivation, attitude etc. Motivation is defined as an inner desire to do something to achieve the certain goals. The readers want to read a certain reading passage if they feel they need or will to read it. In other words, the students will read the material in learning English if they feel enjoy or need to read it.

According to Qin (2003) says that learning motivation influences the learners’ autonomous learning ability, and determines the learners’ confidence in overcoming learning difficulty. Moreover, Brown (2000) also states that the students will get a high achievement with proper motivation. It means that those students who have a high motivation in learning English especially in reading comprehension tend to perform their ability confidently and try to solve their problem faced during the teaching learning process. Therefore, it can influence their language performance and achievement indirectly.

2.3. Theoretical Assumptions

In the classroom, there are motivated and unmotivated students. The motivated students tend to have a will to learn and solve their learning problem during the teaching learning process such as find out the difficult words or their meaning. Conversely, the unmotivated students tend to feel forcedly in learning, therefore,

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they do not have a will to learn and solve their faced problem in learning. In addition, motivation also refers to learning intensity of the students. It means that the motivated students tend to have a longer time to learn than the unmotivated ones. Therefore, it can influence their learning achievement especially in reading comprehension achievement.

Moreover, it is also supported by Brown (2000) that the students will get a high achievement with proper motivation. In other words, motivation as a desire of people to do something influences their achievement. Therefore, the writer assumes that students with high motivation will perform better in reading comprehension and they will get better achievement than the low’ ones.

2.4. Hypothesis

By concerning the theories and the assumption above, the research formulated the hypothesis as follow:

H0there is no significant difference between students who have high motivation and the students who have low motivation in reading comprehension achievement.

H1there is a significant difference between students who have high motivation and the students who have low motivation in reading comprehension achievement.

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CHAPTER 3 RESEARCH METHODS

This chapter contains of research design, population and sample of the research, data collections, and the instruments of the research, the procedures of data collection, data analysis, and hypothesis testing.

1.1.Research Design

The design of this research is ex post facto research design by using comparative study. Moreover, Hatch and Farhady (1982:26) states that ex post facto design was used when the researcher does not have control over the selection and manipulation of the independent variable (the researcher do not give treatment in the research). This research attempts to get the empirical data as a quantitative research that intended to investigate whether there is a significant difference between the students who have high motivation and the students who have low motivation in reading comprehension achievement.

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The research design is formulated as follows: X1

Y X2

X1 : Students’ high motivation (Questionnaire) X2 : Students’ low motivation (Questionnaire)

Y : Students’ Reading Comprehension Achievement (Test)

1.2.Variables

In this research, there are two variables: dependent variables and independent variables. Dependent variable is a product from all interaction that involve in the research. In other hand, independent variables is a variables in the research that determining the effect of the dependent variable. There are the variables follow:

a. Students’ motivation as independent variable, so that it can be assumed that students’ motivation influences the students’ reading comprehension achievement. Students’ motivation divides into 2 levels: high and low motivation.

b. Students’ reading comprehension achievement as dependent variable, so that it can be assumed that achievement is a result of students’ motivation.

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1.3.Population and Sample

The population of this research is the second grade of SMPN 1 Gedung Aji, Tulang Bawang. There are 99 students; they are the students of VIII A, VIII B and VIII C, are placed on second year of SMPN 1 Gedung Aji. The writer will take two classes; VII C as a try out class which consists of 30 students and class VIII A and VIII B which consists of 56 students as a subject class. There is no favorite class that consists of clever students only and each of the students may have the similar opportunity to become sample of the research. Therefore, the samples of the research are chosen randomly in order to avoid subjectivity in this research.

1.4.Data Collecting Technique

The data of this research are collected by means of two research instruments: a. Questionnaire of Students’ Motivation

Questionnaire is one of the variables assessment that contains some questions to be answered by the certain students related with the students’ motivation. b. Students’ Reading Comprehension Test

The test is an objective test, in the form of multiple-choice type, to measure the students’ reading comprehension. Multiple-choice type can be scored objectively and can measure learning outcome directly.

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1.4.1. Questionnaire of Students’ Motivation

This questionnaire is used to investigate the students’ motivation and to know the level students’ motivation: high, medium and low motivation by calculating the score from the criteria. The criteria are:

30 – 75 Low Motivation 76 – 90 Medium Motivation 91 – 120 High Motivation

It consists of 30 questions which refers to MRQ (Motivation for Reading Questionnaire) intended to reflect 11 constructs of reading motivation (Guthrie & Wigfield, 2004):

No Elements Number of Items Statements

1. Reading Efficacy 2 Items 1,2

2. Reading Challenge 3 Items 3,4,5

3. Reading Curiosity 4 Items 6,7,8,9

4. Reading Involvement 3 Items 10,11,12

5. Importance of Reading 2 Items 13,14

6. Reading Work Avoidance 2 Items 15,16

7. Competition in Reading 3 Items 17,18,19

8. Recognition for Reading 3 Items 20,21,22

9. Reading for Grades 3 Items 23,24,25

10 Social Reasons for Reading 3 Items 26,27,28

11. Compliance 2 Items 29,30

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The Number of Correct Number

Score= x100

The Number of Items The instructions are:

If the statement is very different from yours, circle a 1. If the statement is a little different from yours, circle a 2. If the statement is a little like yours, circle a 3.

If the statement is a lot like yours, circle a 4

1.4.2. Written Test for Reading

This test is used to measure the students’ reading comprehension achievement. It consists of 40 questions that the students answer for about 45 minutes. The correct answer was scored 1 and the wrong one was scored 0.

The scoring system used this formula as follows:

1.5.Procedure of Data Collection

The procedures of collecting data are as follows:

1. Selecting instruments material of questionnaire and test

The instrument material was elaborated by the researcher between the focus of the research and the Guidelines of students’ competence especially in the reading aspect. And the questionnaire also refers to MRQ to investigate their motivation in reading.

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2. Determining research instruments

A test was administered in multiple choice form about reading comprehension and the questionnaire about their motivation in reading.

3. Determining the sample of the research

The sample of the research comprise VIII A and VIII B classes of the second grade of SMPN 1 Gedung Aji, Tulang Bawang consisting of 56 students chosen by using simple probability sampling.

4. Administering Test

The test is divided into two parts: the first is questionnaire about their motivation in reading, which consists of 30 items. The second is reading comprehension, which also consists of 40 items.

5. Analyzing, interpreting, concluding the data gained

After data are collected, those data about students’ motivation and reading comprehension scores were thoroughly analyzed to see the differences between high and low motivated students in reading comprehension achievement by using comparative study (One Way Anova), then interpret the data and conclude the result.

3.6.Reliability

3.6.1. Reliability of the Questionnaire

Reliability is a consistency of certain measurement in getting the result. The reliability of the questionnaire is described by using Cronbach’s alpha called correlation coefficient which is has range between 0 and 1, (Setiyadi, 2006: 189-192).

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3.6.2. Reliability of Test

Reliability of the test is found by using this formula:

r1 =

Where:

r1 = coefficient of reliability between first and second half group X = total numbers of first half group

Y = total numbers of first second group X2 = Square of X

Y2 = Square of Y

After that, it will continue the calculation by using formula of Spearman Brown (Hatch and Farhady, 1982: 268)

2 rl

rk =

1 + rl

Where:

rk = the reliability of the test rl = the reliability of the half test The criteria of reliability:

0, 90 – 1, 00 = high 0, 50 – 0, 89 = moderate 0, 00 – 0, 49 = low

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3.7.Validity

Validity refers to the test measures what was intended to be measured. There are four types of validity: face validity, content validity, construct validity and empirical validity. The writer tends to use content and construct validity in this research.

3.7.1. Content Validity

Content validity is related with the test items in the measurement. It means that the test should cover the focus of the course and represent the subject matter content. In this research, the material given is suitable with the Guidelines of SMP Curriculum of English (KTSP for English) in second grade of Junior High School. In order to get construct validity, the test was adopted from the students’ handbook and determines with the material that was taught by the teachers in second semester period. In order to measure the reading comprehension test, according to Nuttal (1985), there are five aspects of readings that should be fulfilled as follows in table of specification below:

No Reading Specification (Aspects of Reading)

Item Number Percentage

1. Determining main idea 1, 11, 13, 15, 17, 23, 29, 33, 40 22, 5 % 2. Making inference 12, 14, 19, 20, 21, 30, 34 17, 5 % 3. Identifying reference 4, 16, 25, 27, 31, 36, 38 17, 5 % 4. Finding detail information 2, 3, 5, 18, 22, 24, 26, 32, 37, 39 25 % 5. Understanding difficult

vocabulary

6, 7, 8, 9, 10, 28, 35 17, 5 %

Total 40 100 %

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3.7.2. Construct Validity

Construct validity plays an important role to measure what should be measured related to the theories. The construction of test refers to the theory in line with Nuttal (1985) about five aspects of reading skills, i. e. determining main idea, identifying inference, identifying reference, finding detail information understanding vocabulary. Therefore, reading specification that related to aspects of reading skills are construct validity, and the item number that refers to materials students’ handbook the are a part of content validity.

3.8.Discrimination Power

The discrimination power relates to know which the items are can be differentiated between the high and low students in answering the test. It means that, the good items of tests can be done by the good students and the bad students got fails in answering the test. To calculate the discrimination power, the researcher uses the following formula:

U - L

DP =

½ N

Notes:

DP = Discrimination Power

U = the proportion of upper group students L = the proportion of lower group students N = number of students

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The criteria are:

DP = 0.00 – 0. 19 : poor DP = 0. 20 – 0. 39 : satisfactory DP = 0. 40 – 0. 69 : good DP = 0. 70 – 1. 00 : excellent It means that:

1. If the value is positive discrimination a large number of more knowledgeable students then poor students got the item correct. If the value is zero, no discrimination.

2. If the value is negative, it means that more low-students than high level students got the item correct.

3. In general, the higher the discrimination index, the better. In the classroom situation most items should be higher than 0. 20 indexes. ( Shohamy, 1983: 81)

3.9.Level of Difficulty

Level of difficulty refers to ho easy and difficult the test by considering the students’ point of view. To see the level of difficulty, the researcher will use the following formula:

U - L

LD =

N

Where:

LD : level of difficulty

U : the number of students who answer correctly L : the proportion of lower group students

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The criteria are:

< 0. 30 = difficult 0.30 – 0.70 = average < 0. 70 = easy ( Shohamy, 1985: 7)

3.10. Result of Try Out

In order to make sure that the instruments i.e. questionnaire and reading test are reliable and valid, the researcher already measured the reliability of questionnaire. The data showed (See Appendix 11) that the reliability of questionnaire is 0.870. It means that the reliability of questionnaire was high; therefore, it can be used to measure the students’ motivation. The questionnaire of motivation refers to MRQ (Motivation for Reading Questionnaire) intended to reflect 11 constructs of reading motivation (Guthrie and Wigfield, 2004); reading efficacy, reading challenge, reading curiosity, reading involvement, importance of reading, reading work avoidance, competition in reading, recognition for reading, reading for grades, social reasons for reading, and compliance.

In addition, the reading comprehension achievement is measured by using multiple choice reading tests with providing four alternative answers (a, b, c, d). The result showed that the test had reliability 0. 928 (See Appendix 10), therefore, it means that the reading test had high reliability.

In this research, the validity of reading test consists of content and constructs validity. Therefore, to make sure that the test represents the content of subject (content validity), the researcher use the materials that was adopted from the students’ handbook (narrative and recount text). Besides that, the construct of

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reading test (construct validity) refers to the five aspects of reading comprehension i. e. determining main idea, identifying inference, identifying reference, finding detail information and understanding vocabulary (Nuttal: 1985). Moreover, validity of questionnaire refers to the 11 constructs of motivation in reading that is developed by Guthrie and Wigfield (2004).

Reading test consist of 40 questions with four options for each item that should be answered by the students about 60 minutes. Data shows that the try out test had 16 (40%) difficult items, 7 (17. 5%) easy items, and the 17 (42. 5%) are in average. In addition, the discrimination power indexes show that 8 items are in good, 10 items are in satisfactory, 10 items are in poor and 8 items are in bad.

3.11. Hypothesis Testing

The hypothesis testing was used in order to prove the hypothesis proposed in this research was accepted or not.

The hypothesis of this research is “there is a significant difference between students who have high motivation and the students who have low motivation in reading comprehension achievement”.

The hypothesis was statistically analyzed using Comparative Study (One Way Anova) that draws the conclusion in significant level if P > 0. 05, H0 accepted, and P < 0.05, H1 accepted.

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H0there is no significant difference between students who have high motivation and the students who have low motivation in reading comprehension achievement.

H1there is a significant difference between students who have high motivation and the students who have low motivation in reading comprehension achievement.

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CHAPTER 5

CONCLUSIONS AND SUGGESTIONS

This chapter deals with the conclusion of the result research and the suggestion, as follows:

4.1. Conclusions

Based on the result of the data analysis and discussions, the researcher draws the conclusion as follows:

1. There is significant difference between students who have high motivation and the students who have low motivation in reading comprehension achievement in SMPN 1 Gedung Aji, Tulang Bawang. It can be seen from the result of data analysis that sig = 0. 016 (sig < 0.05). It means that the students with high motivation have difference reading achievement with the students with low motivation. In addition, the high motivated students tend to have high achievement in three aspect of reading i. e. determining main idea, making inference and understanding difficult vocabulary. Conversely, the low motivated students tend to have high achievement in the term of identifying reference and finding detail information. Therefore, motivation plays

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important role in order to facilitate the students to learn more because of their want, therefore, it can influences their achievement.

2. The students with high motivation have better achievement than the students with low motivation. It means that if the students who have high motivation in reading; their reading achievement was high too. It can be seen from the data that mean score of reading achievement of students with high motivation is 46. 2 and the mean of motivation are 97. 7. Conversely, the mean score of reading of students who have low motivation is 35. 06 and the mean of motivation are 65. 05. It can be concluded that the difference between the high and low is 11. 14.

4.2. Suggestions

Based on the conclusions above, the researcher drew the following recommendations:

1. The writer suggests that English teacher should motivate their students in learning English especially in reading. Inviting the students to read a certain topic that interest them or developing the method in teaching reading is one of the ways to improve the students’ motivation in reading. 2. The students should try to maintain and improve their motivation in

learning English because motivation plays important role in order to get better achievement in learning English.

3. The procedure of motivating the students in reading comprehension specifically in term of aspects of reading may become an interesting topic for further research.

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