MOTIVATION IN READING ENGLISH JOURNAL ARTICLES AMONG STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
MOTIVATION IN READING ENGLISH JOURNAL ARTICLES AMONG
STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan
Eko Kurniawan
20110540106
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE EDUCATION
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
2016
i
MOTIVATION IN READING ENGLISH JOURNAL ARTICLES AMONG
STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan
Eko Kurniawan
20110540106
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE EDUCATION
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
2016
iii
iv
Acknowledgement
Praise and great gratitude submitted to almighty God, Allah SWT who
always gives her gracious, mercy and great blessing that has helped the researcher
has been finishing this thesis entitled; Students’ Motivation in Reading English
Journal Articles Among Students of English Education Department Universitas
Muhammadiyah Yogyakarta. This thesis is as a requirement in accomplishing the
S-1 Degree at the English Education Department in Universitas Muhammadiyah
Yogyakarta.
In addition, the researcher would like to thanks to all of those who have given
the contribution thus this thesis can be finished. The researcher would like to
deliver these thanks to:
1. Ika Wahyuni Lestari, S. Pd., M. Hum as the first advisor who had guided
and assisted the researcher in writing and finishing the thesis. Thanks for
your advice and valuable input.
2. Indah Puspawati S. Pd., M. A as examiner who had given the valuable
input and advice for enhancement of this thesis.
3. All lecturers in EED of Universitas Muhammadiyah Yogyakarta that the
researcher cannot mention all of the names. Thanks for your time,
knowledge, advice and motivation that you have given to the researcher
while study in this great University.
4. Gendroyono, M. Pd. as the dean of Language Education Faculty who has
motivated the researcher to finishing this research. Thanks for your advice.
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5. The greatest thanks and appreciation dedicated to Kamarudin and Erni, the
researchers’ beloved parents. They always give the writer pray, encourage,
love, spirit, motivation and patience to the writer during finishing this
thesis and waiting for the researchers’ graduation. Thank you so much for
everything.
6. Sincerely thanks to my beloved brother and sister Apridinata, Tya, Dita,
Febin for becoming the researcher motivation in finishing this study on
time.
7. Students of English Education Department of Universitas Muhammadiyah
Yogyakarta that the researcher cannot mention all of the names. Thanks
for your support.
8. Students’ English Education especially among students’ batch of 2011
who welcomed the researcher to willingly involve in this thesis. Thanks
for your time, help and contribution during finishing this thesis.
9. Ahmad Sahal Mahfudz S.Pd as the researchers’ partner. Thanks so much
for your help and support which had been giving to the researcher during
accompanying this thesis patiently.
10. My beloved big family of English Education Department batch of 2011,
especially for Upik Maria Ulfa, Trisnawati, Sanda Aginza, Rini Maliha,
Esih, Sidik, Haqqy, Ibnu, Ghazali, Dani, Fajar and those who cannot be
mentioned. Thanks for being such a great companion and the researchers’
history during study in Universitas Muhammadiyah Yogyakarta.
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11. My beloved small family of UMY, especially for kontrakan geng
members: Hanjaya Sukma Aji, Wahyu, Aris Rofiq, Muh Kenang, Thank
you for your support and motivation.
12. Thanks to my beloved small family of kosan Mavaza members: Fabyan,
Tony, Dian, Reza, Haris, and Eprin who have given writer support and
motivation to finishing this thesis.
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Table of Contents
Title Page ................................................................................................................. i
Approval Page ......................................................................................................... ii
Statement of the Authenticity ............................................................................ iii
Acknowledgement ................................................................................................ iv
Abstract ................................................................................................................. vii
Table of Contents ................................................................................................. viii
Chapter One: Introduction .......................................................................................1
Background of the study .......................................................................................1
Identification and Limitation of the Problem .......................................................4
Formulation of the Problem..................................................................................5
Purpose of the Study .............................................................................................6
The Significance of the Study ..............................................................................6
Chapter Two: Literature Review .............................................................................8
Students’ Motivation ............................................................................................8
Definition of Motivation ......................................................................................8
Types of Motivation ............................................................................................9
Definition of Reading ........................................................................................14
The Roles of Reading ........................................................................................15
Reading Motivation ...........................................................................................16
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The Advantages of Reading ..............................................................................19
Academic Reading .............................................................................................21
Definition of Journal Articles ............................................................................22
Review of Related Studies .................................................................................23
Conceptual Framework of Reading Motivation ................................................25
Chapter Three: Research Methodology ................................................................27
Research Design .................................................................................................27
Research Setting .................................................................................................28
Research Participants..........................................................................................28
Data Collection Method .....................................................................................29
Data Analysis......................................................................................................30
Chapter Four: Finding and Discussion...................................................................32
Students’ motivation in Answering the Reading English Journal Articles .......32
Intrinsic Motivation ....................................................................................32
Students’ Curiosity ................................................................................32
Students’ Involvement ..........................................................................33
Students’ Preference for Challenge .......................................................34
Extrinsic Motivation .................................................................................35
Students’ Competition ...........................................................................35
Students’ Compliance............................................................................36
Students’ Grades ...................................................................................37
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Students’ Recognition ...........................................................................38
Students’ Social Sharing .......................................................................39
The Advantages of students get by reading English journal articles ..........41
Improving Students’ Vocabulary .........................................................41
Improving Students’ Grammar .............................................................42
Improving Students’ Critical Thinking ................................................43
Improving Students’ Speaking and Writing Skills ...............................45
Chapter Five: Conclusion and Recommendation ...................................................47
Conclusion .........................................................................................................47
Recommendation ...............................................................................................48
References ..............................................................................................................50
Appendices ............................................................................................................59
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List of Appendices
Appendix 1: Selective Coding ...............................................................................60
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Abstract
Reading English journal article is the process to transfer some ideas to students’
brainstorming on the journal articles. In reading English journal articles, it is
related with students’ motivation because motivation is the most important factor
to drive the individuals to get goal and desire that students want to achieve. Many
of students of English Education Department of Universitas Muhammadiyah
Yogyakarta felt bored in reading English journal articles. Therefore, this research
is to find out the kinds of motivation in reading English journal articles among
students of English Education Department (EED) of Universitas Muhammadiyah
Yogyakarta (UMY). In addition, this research is to find out the advantages of
students of EED of UMY got in reading English journal articles. Furthermore, the
methodology in this research is descriptive qualitative. The setting of the research
is in EED of UMY, and also there are three respondents from the students of EED
of UMY batch 2011 who have been interviewed. The results showed that the
students’ motivation of EED of UMY in reading English journal articles is
influenced by two kinds of motivation; intrinsic motivation and extrinsic
motivation. In addition, there are some advantages of students of EED of UMY
get by reading English journal articles; improving students’ vocabulary, students’
grammar and students’ critical thinking.
Keywords: Reading, Kinds of Reading Motivation, Reading Advantages, Journal
Articles
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Chapter One
Introduction
In this chapter, there are five phases that are explain. Firstly, it is about the
background of the study. This part discusses about the reasons why researcher is
interested in this research. The second one is about the identification and
limitation of the problem. In the identification, it describes the possible problems
of research to the study. Furthermore, the limitation of the research focuses on
students only, especially for students of English Education Department of
Universitas Muhammadiyah Yogyakarta. The third is about the formulation of the
problem. It describes about the problem of the research. Fourth is about the
purposes of the study. It discusses about the aim of the study based on the third
point. The last is about the significances of the study. This section describes about
the contribution of this research for lecturers, students, and institutions.
Background of Study
Reading is the way of people to communicate with the world indirectly by
reading something. Tampubolon (1987) has stated that “Reading is one of the four
basic language skills and also it is one of component of written communication”
(p.5). Soedarso (2004) has found that “reading is a complex activity by mobilizing
a large number of separate actions” (p.4) including: someone should use the
notion, fantasy, observe and remembering about the text. Furthermore, reading
can be done anytime and anywhere. Akhadiah (1991) stated that "reading is an
integrated unity that includes several activities such as recognizing the letters and
2
words, connecting to meaning and appealing a conclusion about the purpose of
reading"(p. 24). Furthermore, Slamet (2008) has defined “read is one type of
written language skills, receptive” (p. 58). It was called receptive because by
reading, someone will be able to obtain information science and new experiences.
In reading learning context, the reading ability is a significant indicator of
academic success (Khajavi & Ketabi, 2012). In addition, reading in second
language comprehension is also considered as an essential skill because a lot of
scientific and technological information is published in English (Tabatabaei &
Assari, 2011).
Besides, the types of reading books are variables such as, comics, novels,
newspaper, magazine, and journal articles. But in this case, the researcher just
focuses on students’ motivation reading English journal articles. The journal
article itself can be called as scholarly article. It can be defined as peer reviewed
or showed periodicals which have published original research and commentary on
current enhancement within a specific discipline. Besides, articles are signed,
lengthy and also including minimal of illustration and advertisement as well as it
included a bibliography. Rietz (2010) has maintained Scholarly papers are usually
peer-reviewed. It means that the articles should be subjected to a process of
critical evaluation by one or more experts on the subject, known as referees.
Undeniably, the process of reading was inseparable from the students’
motivation because motivation is the most important factor to drive the
individuals to get goals and desires that they want to achieve. In language
learning, most of students are influenced by motivation (Wood, 1988). Gardner
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(1985) has mentioned that “motivation is the combination of desire and effort to
achieve goals and the favorable attitude toward in learning” (p.10). In language
learning process, students’ motivation can be called as students’ interest to
participating (Lumsden, 1994). Motivations are divided into four kinds such as
intrinsic motivation, extrinsic motivation, integrative motivation and instrumental
motivation. But in this research, the researcher just focuses on two kinds of
motivations such as intrinsic motivation and extrinsic motivation because the
research intends to investigate the constructs on the kinds of intrinsic motivation
and extrinsic motivation in reading English journal articles among the students of
English Education Department of Universitas Muhammadiyah Yogyakarta.
Therefore, the researcher do not focus on integrative motivation and instrumental
motivation because integrative motivation is the students’ desire to enhance their
organization on the community target whereas instrumental motivation more
emphasizes on the practical value and the advantages of learning a new language.
Based on the observation and experience of the researcher while studying
at English Education Department of Universitas Muhammadiyah Yogyakarta, the
reason why motivation in reading English journal articles among students of EED
of UMY is chosen to be researched by the researcher because many of students of
EED of Universitas Muhammadiyah Yogyakarta have read English journal
articles on particular subject. Thus, based on the researcher’s opinion that many of
students of EED of UMY felt bored when they read English journal articles
because sometime the text was too long to read and the students might dislike the
topic of the text. Furthermore, the assignment to read English journal articles
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should be done by students of English Education Department of Universitas
Muhammadiyah Yogyakarta.
Therefore, this research is going to see the kinds of motivation in reading
English journal articles among students of English Education Department of
Universitas Muhammadiyah Yogyakarta. Furthermore, the researcher also is
going to see the advantages do students of English Education Department of
Universitas Muhammadiyah Yogyakarta get from reading English journal articles.
Identification and Limitation of the Problem
There are some problems which are faced by students of EED of UMY in
reading English journal articles. Based on the researcher experience and
observation, the students of EED of UMY felt bored when they read English
journal articles because sometime the text was too long to read and the students
might dislike the topic of the text. What most happened when students of EED of
UMY felt bored to read English journal article. Therefore, when the students of
EED of UMY felt bored to read English journal article, the students of EED of
UMY score will be low because there was evaluated by the lecturers to assess
their students of EED of UMY.
Besides, one other problem which the students of EED of UMY faced in
the text of English journal article might complicate to understand because
students’ vocabulary was lack. Automatically, it was influence motivation in
reading English journal article among students of EED of UMY. Thus the
researcher argues that to read text in English journal article, students of EED of
UMY need motivation in read English journal article.
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There are many kinds of reading motivation students should have in
reading, for example; intrinsic motivation, extrinsic motivation, integrative
motivation, and instrumental motivation. In this research, the researcher just
investigated the kinds of motivation in reading English journal articles among
students of EED of UMY. In addition, the researcher discusses about the
advantages do EED students of UMY get by reading English journal articles. It
highlights some identification and limitation of the study.
Commonly, according to Wigfield and Gutrie (2004) cited in Komiyama
(2013), there are two kinds of reading motivation such as intrinsic motivation and
extrinsic motivation. There were three constructs of intrinsic motivation such as
curiosity, involvement, and preference for challenge. In addition, there were five
constructs of extrinsic motivation such as competition, compliance, grades,
recognition, and social sharing.
Formulation of the Problem
The research questions are formulated as follows:
1. What are the kinds of motivation in reading English journal articles among
students of EED of UMY?
2. What advantages do students of EED of UMY get from reading English
journal articles?
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Purposes of the Study
The research is purposed as follows:
1. To investigate kinds of motivation in reading English journal articles
among students of EED of UMY
2. To explore the advantages students of EED of UMY get from reading
English journal articles
Significances of the Study
The results of the research are expected to be useful for the English
language teachers, students and also institution.
Lecturers. This paper will be beneficial for lecturers. They will know why
among students of EED of UMY read English journal article. Furthermore, the
lecturers will know the kinds of motivation in reading English journal articles
among students of EED of UMY such as intrinsic motivation and extrinsic
motivation. In addition, the lecturers will know about the advantages of reading
English journal articles for students of EED of UMY such as improve students’
vocabulary, improve students’ grammar and improve students’ critical thinking so
the lecturers and will use the journal articles to assign the students in reading
English.
Students. Students will know the kinds of motivation in reading English
journal articles. For students of EED of UMY will know the kinds of motivation
in reading English journal articles. In addition, students will know about the
advantages in reading English journal articles such as it makes improve students’
vocabulary, improve students’ grammar, and improve students’ critical thinking.
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Institutions. This paper will be beneficial too for institutions. The
institutions will know the kinds of reading motivation in reading English journal
article for University students such as it makes improve students’ vocabulary,
improve students’ grammar, and improve students’ critical thinking. Therefore,
the institutions will provide English journal articles as much as possible.
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Chapter Two
Literature Review
This chapter explains about students’ motivation, definition of motivation,
types of motivation, the definition of reading English, reading motivation, the
advantages of reading, the definition of journal articles, review of related study
and conceptual framework of reading motivation.
Students’ Motivation
Students’ motivation in learning always regards with students’ interest on
that. In language learning process students’ motivation as students interest to
participating (Lumsden, 1994). So, the motivation of students is so difficult to
understand, because it is about students’ behavior which is not to measure or
values.
Definition of Motivation
There are a lot of definitions of motivation by experts. Gardner (1985) has
defined that “motivation is the combination of desire and effort to achieve the
goals and also the favorable attitude toward in learning language” (p.10). He
believes that the role of motivation is so important. By motivation, students are
encouraged to achieve the desired goals. Furthermore, Gardner ( 2006) has states
that “motivation is a very complex phenomenon with many facets” (p.242).
In addition, Ryan & Desi (2000) stated about motivation contain into
energy, persistence, direction of all aspects of intention and activation. They
9
believe that it can be called as motivation, if someone moved to do something. It
is role as a booster factor in language learning. In addition, Crookes & Schmidt
(1991) have recognized the students learning achievement influenced by
motivation, because motivation is a crucial factor on student in language learning.
It can say that motivation as the key of successful for students in language
learning.
From the behaviouristic perspective, Brown (2000) argued that
“motivation is quite simply the anticipation of reward” (p. 160). However,
Dornyei (1997) stated in his language teaching, motivation is one of the key
influencing factors of language learning or second language learning. In here, the
researcher has considered that the successful or failure in language learning for
students based on motivation that they have.
Types of Motivation
In L2 acquisition, there are many kinds of motivation. They are
integrative, instrumental, extrinsic and intrinsic motivation.
Integrative Motivation. In integrative motivation, students who have
acquired a second language are more familiar with members of the language
community. Liuoliene & Metiuniene (2006) has defined that integrative
motivation is like students’ desire to enhance their organization with the target of
community. This opinion can be explained more that the students who have great
desire in integrative motivation will be more efficient and more effort in learning
the language target.
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Clement, Dornyei, & Noels (1994) have found that students will work and
learn fast if they have a high integrative motivation rather than students who have
a low integrative motivation. Furthermore, Gardner (1985) stated that “integrative
motivation is own learner who have interest in learning a foreign language with
community foreign language members to communicate each others” (p.168). In
order that, students want to know more about the other culture of country in the
world. Additionally, Ellis (1997) has explained that students who have learn target
language to mixed of their desire with the people. In that target language, students
have purpose to get more knowledge about how the society situation and speak.
Based on this point, the students’ orientation in academic or career is regarded
with instrumental motivation
Instrumental Motivation. Gardner (1985) has mentioned that “an
instrumental motivation is a powerful motivator, it also will influence
achievement, but the major aspect in it is not the instrumentally person but the
motivation” (p. 168).
Brown (2007) pointed out that “more appropriate terms would be
instrumental and integrative orientation rather than instrumental and integrative
motivation because within each orientation the intensity of motivation may vary”
(p.171). Based on this point, the socially and culturally is regarded with
integrative motivation.
Lambert (1974) has maintained that “Integrative and instrumental
motivation is very distinctive in that an integrative motivation more reflect an
interest in learning another language because of sincere and personal interest in
11
the people and culture represented by the other language group where as
instrumental motivation more emphasizes on the practical value and advantages of
learning a new language” (p. 98).
However, Cook (2000) indicated that the students who do not have
integrative and instrumental motivation in their learning will get the problems and
difficulties to learn and gain knowledge of a second language in the classroom and
learning the language would be difficult for them.
Extrinsic Motivation. Brown (2007) stated that “extrinsic motivation is
influenced by some kind of external incentive such as money, prize, grades, and
positive feedback” (p. 172). In addition, Ur (1996) has argued that “extrinsic
motivation is the desire of students to please parents, their wish to succeed in an
external exam, peer-group influences” (p.277). Ur (1996) has mentioned several
sources of extrinsic motivation that are affected by teacher actions:
Success and its rewards. Learners who have been successful in past tasks are
more likely to engage actively in future tasks and have greater confidence in their
ability to learn the language. The teacher’s task is to make sure that learners are
aware of their own success as well as to help them develop an ability to recognize
success on their own.
Failure and its penalties. Learners should be aware that they are failing if they
are not making satisfactory progress, but they should also know that occasional
failures are normal in any learning experience and they should not be ashamed of
them but learn from them and use them constructively in order to succeed next
time.
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Authoritative demands. Learners may be motivated to work harder under the
teacher’s pressure, especially the younger ones, but teachers should try to find a
balance because too much authoritative demands by the teacher will make learners
dependent on the teacher and will not allow them to develop personal
responsibility for their learning, while too much freedom and autonomy may lead
to lowering of effort and achievement and learner dissatisfaction.
Tests. If they are not used too often, tests may be motivating for learners because
when they know that they are going to be tested they will invest more time and
effort to learn the material than when they are simply told to learn it.
Competition. Learners are often motivated to do their best when they take part in
a competition. However, teachers need to be aware that individual competition
can be stressful for people who find losing humiliating and so should option for
group competitions because they tend to be more enjoyable, less tense and equally
motivating” (p. 276 - 279).
Intrinsic Motivation. On the other hand, intrinsic motivation usually
comes from the learners itself and their attitudes towards the language learning,
their learning aims and goals, their emotions, their ambitions, and so on. Desi
(1975) described intrinsic motivation as follows: “Intrinsically motivated
activities are ones for which there is not apparent reward except the activity itself.
People seem to engage in the activities for their own sake and because they lead to
an extrinsic reward. Intrinsic motivation behaviours are aimed to bringing about
certain internally rewarding consequences, namely, feelings of competence and
self-determination” (p.23).
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According to Ryan and Deci (2000), intrinsic motivation is defined as the
doing of an activity for its inherent satisfaction rather than for some separable
consequence. When intrinsically motivated, a person is moved to act for the fun or
challenge entailed rather than because of external products, pressures or reward”
(pp. 56).
Harmer’s (2002) has mentioned that most of researchers and
methodologists explained intrinsic motivation derived from the individual is
especially important for encouraging students’ success in second language
learning. In this type of motivation, the activity itself was not the reward but the
interesting of students to learn the language or making themselves better attracts
in language learning. In addition, Vallerand (1997) pointed students are
intrinsically motivated in a particular activity when wishing to experience the
pleasure and satisfaction of their curiosity from the activity.
In physical conditions, the factors that influence students’ intrinsic
motivation are teachers as well as their teaching methods. According to Lumsden
(1994) studied, the school students’ level of interest and desire to engage in
learning are heavily influenced by such factors as teachers, administrators, and the
school environment and their classmates. However, among these factors, the
teachers seem to be the biggest one because their roles are very important in
students’ learning. Pearse (2000) also pointed out that teachers’ feedbacks mostly
affect the students’ learning motivation especially when they aware of their
students’ own progresses. For teachers, the key to foster motivation and
engagement in learning can lead to good teaching method as well as good
14
teachers, both of which attract students a lot in their learning. If students find their
teachers’ methodology boring, they will probably become demotivated and so on.
Although intrinsic motivation comes from within and thus is internally
motivated, teachers can also influence this type of motivation by “developing a
relationship with learners, building learners’ self-confidence and autonomy,
personalizing the learning process, and increasing learners’ goal-orientation”
(Brown, 2007, 174).
Definition of Reading
There are a lot of definitions about reading because reading is the way of
people to communicate with the world indirectly by reading something. Here are
definitions about it. Tampubolon (1987) has stated that “English reading is one of
the four basic language skills and also it is one of component of written
communication” (p.5). Soedarso (2004) has found that “reading is a complex
activity by mobilizing a large number of separate actions” (p.4) including:
someone should use the notion, fantasy, observe and remembering about the text.
Furthermore, reading can be done anytime and anywhere. In addition, Akhadiah
(1991) stated that "reading is an integrated unity that includes several activities
such as recognizing the letters and words, connecting to meaning and appealing a
conclusion about the purpose of reading"(p. 24). Furthermore, Slamet (2008) has
defined “read is one type of written language skills, receptive” (p. 58). It was
called receptive because by reading, someone will be able to obtain information
science and new experiences.
15
The Roles of Reading
By reading, a person is expected among others the following; obtaining
the information and the appropriate responses, looking for sources, concluding or
capturing the information from reading as well as capability to explore,
appreciate, enjoy, and take the advantages of the readings (Syafi'ie, 1993, p.2). On
the other hand, Rahim (2001) has stated that “reading includes into the textual
information which has be regarded with the term of schemata shows of group
concept which is arranged in person brain associated with the places, actions,
events and also objects” (p.163).
Absolutely, reading has a very essential role in social of humanity because
it is the one of communication tools which is needed in a civilized society. The
second reason is that reading of material produced in each time period in history
largely which be influenced by social background of where person develops itself.
And the last reason is that the history recorded of all time after their read. Munaf
(2002) has argued that” by reading itself the history of a nation, events of the past,
or a variety of the interesting stories about life problems in this world can be
known” (p.241). Based on those opinions, it can be concluded that reading is one
of the language skill that have many complexity advantages for purposed of
gaining the overall of understanding.
The readings activities done by students have purposes. This purpose will
be determined of direction which is gain by students itself. Each individual have
different purpose about the reading because it is based on what individual needed.
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Rahim (2008) has argued that “there are some purposes on reading itself such as;
for pleasure, to complete of read loudly, updating their knowledge about the
topic, regarding the new information with the information which has known,
confirming and rejecting the prediction, gaining the information for the oral or
written of reports as well as showing the experiment or applying the information
which is gained from that text by learning of the text structure, and answering the
specific questions” (p.11).
Gambrell (2009) has found that “motivation to read can be defined as the
possibility of engaging in reading of choosing to read” (p. 172). The engagement
perspective is related to motivation and it has strong implications for practice
(Guthrie and Wigfield, 2000). This perspective can be articulated as there are
differences between engaged and disengaged of readers and focuses on motivation
characteristic of reader itself.
Reading Motivation
These two kinds of reading motivation, curiosity, involvement, preference
for challenge, competition, compliance, grades, recognition and social sharing are
in line with Wigfield & Guthrie (2004) cited in Komiyama (2013) stating that;
“There are three constructs—Curiosity, Involvement, and Preference for
Challenge—were associated with intrinsic motivation, indicating that
intrinsically-motivated readers would read because they want to learn
about topics of personal interest, to experience pleasure reading interesting
materials, and to gain satisfaction from tackling challenging ideas
17
presented in text. In addition, there arefive remaining constructs —
Competition, Compliance, Recognition for Reading, Grades, and Social—
were associated with extrinsic motivation”.
According to Wigfield & Guthrie (2004) maintained that reading
motivation itself included two kinds of motivation. They are intrinsic and extrinsic
factors. In intrinsic motivation, it was divided into curiosity, involvement and
preference for challenge.
Curiosity. In this point explain that students’ reading motivation is to learn
more about a particular topic because they interest with the topic. And also, their
curiosity will increase if the topic is so very attractive continuously. Therefore,
students will satisfy if students’ curiosity was fulfilled.
Involvement. Students’ reading motivation in reading will be involved if
they are pleasure in reading a well written book, and articles on the topic.
Furthermore, students’ involvement is students who enjoy their experienced in
reading certain kinds of literatery and informational texts. At least, the reading
material should be informational text. Thus, the students are engagement in that
reading process.
Preference for challenge. By reading, the students will get satisfaction
from mastering the complexity of the ideas of the text. Students’ will challenge if
the text reading is difficult enough to mastered and understand.
Besides that, Wigfield (1997) and also Guthrie (2004) state that students’
motivation in reading has influenced by external factor. In external factor, those
were included into competition, compliance, grades, recognition and social
18
sharing. Each of those has different explanations in reading motivation of
students.
Competition. Students’ reading motivation is a desire to outperform other
in that reading such as they read because they would like to compete with their
peers. Indirectly, there was a competition in academic reading.
Compliance. The desiring of students’ reading motivation is based on
external goals in academic reading. Furthermore, students’ desire to read it was
because to fulfill requirement in academic reading. Usually, it can be a reward that
they have. For example; students read some books because there’s academic
assessment and also the reward can be like appreciations from teacher.
Grades. Students’ reading motivation is to get great score which is
evaluated by the teachers. It can describe that teachers role is to evaluate of their
students in academic that reading and give them good or bad score. It depends on
students’ proficiency in the reading.
Recognition. The satisfaction of students is that they were receiving a
verification form of the recognition for success in academic reading. That
recognition, it came from their teachers because if students want to success in that
academic reading, they should prove that they can understand better what they
read especially in academic reading.
Social sharing. Students’ will share the meaning of reading content of that
text to their peers. At least, in this section has been explained that there was some
of sharing section between student and another student.
19
However, all of kinds of reading motivation is very significant for the
students because it will determine the students’ successful in process of reading.
Additionally, each student should have a motivation in the reading because it will
advantage for them in the future. Furthermore, motivation is that the key of
successful in languages learning.
The Advantages of Reading
According to Slamet (2008) “reading activities brings a wide range of
advantages, including: Getting a lot of life experience, acquiring general
knowledge and specific information which is very useful for life, knowing the
major events in the civilization and culture of a nation, following the
developments in science and advanced technology in the world, enriching the
mind, expanding the horizon and think, improve living standards and culture of
the family, society, country and nation”(p.69).
Other advantages of reading are Improve grammar and vocabulary.
Daskalovska (2008) mentioned that through reading it can improve te learning
grammar and vocabulary. The result has found that;
“The grammar test shows that there was improvement in the participant’s
grammar knowledge. The areas of improvement were the use of tenses, the
choice of correct sentences, the place of adverbs in sentences and the order
of adjectives, which indicates that reading can contribute to acquiring
grammar knowledge”.
20
Furthemore, Pazhakh and Soltani (2010) stated in the effect of extensive
reading on vocabulary development showed that; they were agreed that extensive
reading enhanced their vocabulary knowledge and it also changed their attitudes
toward reading in a positive way. They enjoyed reading and because of its
benefits they recommended it to their friends. Therefore, these results indicated
that extensive reading could enhance positive attitudes toward reading.
Besides, other advantages of reading are think critically. According to
Alipongo (2013) argued that in reading journal: It is benefits for extensive
reading. The results have also revealed that;
“The reading journal enabled students to think critically. One source of
critical thinking, which is taking control of our conscious thought processes, is the
summary writing. It is possible that when students wrote the summary of their
readings, they had to analyze, synthesize and evaluate what they read, which are
essential steps in critical thinking process. Another source of critical thinking is
finding an intriguing sentence or passage then interpreting the idea or situation by
writing extended comments”.
In addition, as Facione (1990) has explained, when we think critically, we
make purposeful, self-regulatory judgment, which results in interpretation.
Students had to interpret what they read in order to write extended comments
about intriguing sentences and passages. They had to formulate inferential or
critical questions and had to write the possible answers to those questions. They
21
had to express opinions, specifically what they liked and did not like about the
readings and had provide explanations for such response.
Academic reading
Academic reading is complex, multi-level and different from other kinds
of reading. Based on the course described below and the existing literature, I
define academic reading is as purposeful and critical reading of a range of lengthy
academic texts for completing the study of specific major subject areas. Academic
reading is extended reading of a range of texts varying in length. Unlike the
regular definition of extensive reading as close reading (see Leki, 2001:202),
academic extended reading requires both extensive and intensive reading of texts
that are discipline-specific, careful synthesizing of material from a number of
sources (Carrell and Carson, 1997), and consciously finding authorial intentions
and purposes (Huckin and Flower, 1990).
Spack (1993) has pointed that academic reading is often a process of
actively engaging with what is read, gleaning information, fitting this information
by thinking things through, and finally being able to interpret the content flexibly
to suit the purposes of the academic writing assignment. However, in spite of the
commonalties, exactly what counts as academic reading is subject to
interpretation.
22
Definition of Journal Article
Journal article itself can be called as scholarly article. It can be defined as
peer reviewed or referred periodicals which have published original research and
commentary on current enhancement within a specific discipline. Besides, articles
are signed, lengthy and also including minimal of illustration and advertisement as
well as it was included a bibliography. Rietz (2010) has maintained Scholarly
papers are usually peer-reviewed. It means that the “articles should be subjected to
a process of critical evaluation by one or more experts on the subject, known as
referees”.
On the other hand, College (2015) has recognized that journal can be
defined as an academic magazine which has available on a regular schedule. That
was includes the articles which is written by experts in a field of the study. Those
articles can be written by the students or teachers that have had great specific
vocabulary and science. Additionally, a journal article also can be called as
scientific article.
Beside that, journal articles have some criteria. It was written by
researcher in field students of academic and professional titles, the length of that
usually between five up to twenty or more pages, the languages which is used in
articles is academic, specialized and seriously, it was purposed to inform and
report their research, the sources in references such as bibliography, and also use
footnote (Rietz, 2010).
23
Based on that definition, it can be concluded that journal article is a paper
which is focused on the facts of event in specific areas. In journals article itself is
including the collection of several articles and also book reviews that written by
the researcher. Regularly, journal article has been published on weekly, monthly
or quarterly. However, journal articles are very so important for the student
colleges or the researchers because sometime journal articles are help another
researcher to find information which is needed in their research.
Review of Related Studies
Many of researcher conducted studies to looking for some perceptions on
students’ motivation in reading. First one, the studies conducted by Katranci
(2015) entitled “Book Reading Motivation Scale: Reliability and Validity Study”.
The aims of this study are to increase a book reading motivation to determine
elementary and secondary school students’ reading motivation. It was constructed
into 25 items of draft scale. Furthermore, this studies aims to exploratory factor
analysis of was carry out and discrimination power of the scale items was
detected. Additionally, this study was used survey method. This study enhanced in
line by general survey method that was conducted with the participation of 1224
voluntary students’ attending elementary and secondary schools having low,
medium, and also socio economic status. The students’ age is around at 9 up to
12. The finding of this study it was found that the scale comprised two sub
dimension called love for reading and reason for reading.
Second one, another study has regarded to this research comes from Chen
and Wu (2002) entitled “Rewards for Reading: Their Effects on Reading
24
Motivation”. The aim of this study is to realize the predictive model of rewards
and identified the reward predictors for reading motivation. The survey
participants were 722 pupils from five elementary schools in southern Taiwan.
Using a longitudinal design, it collected pupils’ reward experiences in extensive
reading activities as well as their pre-reward and post-reward reading motivation.
As the result of this study, simultaneous and longitudinal regression analyses
indicated that the predictive model of rewards could explain the variances of
intrinsic, extrinsic, and global reading motivation, even when including the effects
of previous motivation. “Intangible rewards” and “effort attributions” positively
predicted intrinsic reading motivation, extrinsic reading motivation, and global
reading motivation. Whereas “luck attribution” negatively predicted intrinsic
reading motivation.
The last study has related with this research comes from Badariah, Noor,
(2011) entitled “The Reading Motivation and Reading Strategies Used by
Undergraduates in University Technology MARA Dungun, Terengganu”. This
study aims at finding the connection between reading motivation and reading
strategy, to discover the differences between male and female students’ reading
motivation and reading strategy and the relationship between variables such as
program of study and family’s income. This study also investigated 245
undergraduates’ level of reading motivation and their reading strategies use when
they read academic texts. Furthermore, this study was used quantitative method to
collect the data. In this research, the results were showed that the undergraduates’
reading motivation was of moderate level and they mostly use the cognitive
25
reading strategy instead of the Meta cognitive reading strategy. There seemed to
be a connection between the undergraduates’ reading motivation and the reading
strategy used. The results indicated that the undergraduates’ motivation to read
had an influence on the use of the reading strategy. Though female students had
higher reading motivation compared to male students, both groups only use the
cognitive reading strategy.
Conceptual Framework of Reading Motivation
Reading motivation is divided into two kinds of motivation. They are
intrinsic motivation and extrinsic motivation. In intrinsic and extrinsic motivation
have some indicators in reading motivation. First one, in intrinsic motivation
itself, it is concluded into three indicators such as curiosity, involvement, and
preference for challenge. Secondly, in extrinsic motivation, it is concluded into
five indicators such as competition, compliance, grades, recognition and social
sharing.
Besides, there are a lot of advantages in reading texts. The first one is
about increase students’ vocabulary. The second one is about increase students’
grammar. The last is about increase students’ critical thinking. In fact, these
advantages in reading text can influence for students.
26
Curiousity
Intrinsic
motivation
Involvement
Preference
for challenge
Competition
Dimensions
of reading
motivation
Extrinsic
motivation
Compliance
Grades
Recognition
Reading
Social
sharing
Increase
vocabulary
Increase
grammar
Advantages
Increase critical
thinking
Figure 1 Conceptual of framework
27
Chapter Three
Research Methodology
This chapter explains about methodology which was used by the
researcher in this research. Firstly, this chapter presents about the research design,
research setting, research participants, data collection technique and data
analyzing technique.
Research Design
In this research, the researcher used qualitative approach. Creswell (1994)
mentioned that a qualitative approach is best used in informal situations, where it
is made possible by a sensitive subject for the respondent, demographic
background (education, shelter and so on), and the other things that cause the a
quantitative approach is difficult to apply.
Besi
STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan
Eko Kurniawan
20110540106
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE EDUCATION
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
2016
i
MOTIVATION IN READING ENGLISH JOURNAL ARTICLES AMONG
STUDENTS OF ENGLISH EDUCATION DEPARTMENT OF
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree
Sarjana Pendidikan
Eko Kurniawan
20110540106
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE EDUCATION
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
2016
iii
iv
Acknowledgement
Praise and great gratitude submitted to almighty God, Allah SWT who
always gives her gracious, mercy and great blessing that has helped the researcher
has been finishing this thesis entitled; Students’ Motivation in Reading English
Journal Articles Among Students of English Education Department Universitas
Muhammadiyah Yogyakarta. This thesis is as a requirement in accomplishing the
S-1 Degree at the English Education Department in Universitas Muhammadiyah
Yogyakarta.
In addition, the researcher would like to thanks to all of those who have given
the contribution thus this thesis can be finished. The researcher would like to
deliver these thanks to:
1. Ika Wahyuni Lestari, S. Pd., M. Hum as the first advisor who had guided
and assisted the researcher in writing and finishing the thesis. Thanks for
your advice and valuable input.
2. Indah Puspawati S. Pd., M. A as examiner who had given the valuable
input and advice for enhancement of this thesis.
3. All lecturers in EED of Universitas Muhammadiyah Yogyakarta that the
researcher cannot mention all of the names. Thanks for your time,
knowledge, advice and motivation that you have given to the researcher
while study in this great University.
4. Gendroyono, M. Pd. as the dean of Language Education Faculty who has
motivated the researcher to finishing this research. Thanks for your advice.
v
5. The greatest thanks and appreciation dedicated to Kamarudin and Erni, the
researchers’ beloved parents. They always give the writer pray, encourage,
love, spirit, motivation and patience to the writer during finishing this
thesis and waiting for the researchers’ graduation. Thank you so much for
everything.
6. Sincerely thanks to my beloved brother and sister Apridinata, Tya, Dita,
Febin for becoming the researcher motivation in finishing this study on
time.
7. Students of English Education Department of Universitas Muhammadiyah
Yogyakarta that the researcher cannot mention all of the names. Thanks
for your support.
8. Students’ English Education especially among students’ batch of 2011
who welcomed the researcher to willingly involve in this thesis. Thanks
for your time, help and contribution during finishing this thesis.
9. Ahmad Sahal Mahfudz S.Pd as the researchers’ partner. Thanks so much
for your help and support which had been giving to the researcher during
accompanying this thesis patiently.
10. My beloved big family of English Education Department batch of 2011,
especially for Upik Maria Ulfa, Trisnawati, Sanda Aginza, Rini Maliha,
Esih, Sidik, Haqqy, Ibnu, Ghazali, Dani, Fajar and those who cannot be
mentioned. Thanks for being such a great companion and the researchers’
history during study in Universitas Muhammadiyah Yogyakarta.
vi
11. My beloved small family of UMY, especially for kontrakan geng
members: Hanjaya Sukma Aji, Wahyu, Aris Rofiq, Muh Kenang, Thank
you for your support and motivation.
12. Thanks to my beloved small family of kosan Mavaza members: Fabyan,
Tony, Dian, Reza, Haris, and Eprin who have given writer support and
motivation to finishing this thesis.
vii
Table of Contents
Title Page ................................................................................................................. i
Approval Page ......................................................................................................... ii
Statement of the Authenticity ............................................................................ iii
Acknowledgement ................................................................................................ iv
Abstract ................................................................................................................. vii
Table of Contents ................................................................................................. viii
Chapter One: Introduction .......................................................................................1
Background of the study .......................................................................................1
Identification and Limitation of the Problem .......................................................4
Formulation of the Problem..................................................................................5
Purpose of the Study .............................................................................................6
The Significance of the Study ..............................................................................6
Chapter Two: Literature Review .............................................................................8
Students’ Motivation ............................................................................................8
Definition of Motivation ......................................................................................8
Types of Motivation ............................................................................................9
Definition of Reading ........................................................................................14
The Roles of Reading ........................................................................................15
Reading Motivation ...........................................................................................16
viii
The Advantages of Reading ..............................................................................19
Academic Reading .............................................................................................21
Definition of Journal Articles ............................................................................22
Review of Related Studies .................................................................................23
Conceptual Framework of Reading Motivation ................................................25
Chapter Three: Research Methodology ................................................................27
Research Design .................................................................................................27
Research Setting .................................................................................................28
Research Participants..........................................................................................28
Data Collection Method .....................................................................................29
Data Analysis......................................................................................................30
Chapter Four: Finding and Discussion...................................................................32
Students’ motivation in Answering the Reading English Journal Articles .......32
Intrinsic Motivation ....................................................................................32
Students’ Curiosity ................................................................................32
Students’ Involvement ..........................................................................33
Students’ Preference for Challenge .......................................................34
Extrinsic Motivation .................................................................................35
Students’ Competition ...........................................................................35
Students’ Compliance............................................................................36
Students’ Grades ...................................................................................37
ix
Students’ Recognition ...........................................................................38
Students’ Social Sharing .......................................................................39
The Advantages of students get by reading English journal articles ..........41
Improving Students’ Vocabulary .........................................................41
Improving Students’ Grammar .............................................................42
Improving Students’ Critical Thinking ................................................43
Improving Students’ Speaking and Writing Skills ...............................45
Chapter Five: Conclusion and Recommendation ...................................................47
Conclusion .........................................................................................................47
Recommendation ...............................................................................................48
References ..............................................................................................................50
Appendices ............................................................................................................59
x
List of Appendices
Appendix 1: Selective Coding ...............................................................................60
vii
Abstract
Reading English journal article is the process to transfer some ideas to students’
brainstorming on the journal articles. In reading English journal articles, it is
related with students’ motivation because motivation is the most important factor
to drive the individuals to get goal and desire that students want to achieve. Many
of students of English Education Department of Universitas Muhammadiyah
Yogyakarta felt bored in reading English journal articles. Therefore, this research
is to find out the kinds of motivation in reading English journal articles among
students of English Education Department (EED) of Universitas Muhammadiyah
Yogyakarta (UMY). In addition, this research is to find out the advantages of
students of EED of UMY got in reading English journal articles. Furthermore, the
methodology in this research is descriptive qualitative. The setting of the research
is in EED of UMY, and also there are three respondents from the students of EED
of UMY batch 2011 who have been interviewed. The results showed that the
students’ motivation of EED of UMY in reading English journal articles is
influenced by two kinds of motivation; intrinsic motivation and extrinsic
motivation. In addition, there are some advantages of students of EED of UMY
get by reading English journal articles; improving students’ vocabulary, students’
grammar and students’ critical thinking.
Keywords: Reading, Kinds of Reading Motivation, Reading Advantages, Journal
Articles
1
Chapter One
Introduction
In this chapter, there are five phases that are explain. Firstly, it is about the
background of the study. This part discusses about the reasons why researcher is
interested in this research. The second one is about the identification and
limitation of the problem. In the identification, it describes the possible problems
of research to the study. Furthermore, the limitation of the research focuses on
students only, especially for students of English Education Department of
Universitas Muhammadiyah Yogyakarta. The third is about the formulation of the
problem. It describes about the problem of the research. Fourth is about the
purposes of the study. It discusses about the aim of the study based on the third
point. The last is about the significances of the study. This section describes about
the contribution of this research for lecturers, students, and institutions.
Background of Study
Reading is the way of people to communicate with the world indirectly by
reading something. Tampubolon (1987) has stated that “Reading is one of the four
basic language skills and also it is one of component of written communication”
(p.5). Soedarso (2004) has found that “reading is a complex activity by mobilizing
a large number of separate actions” (p.4) including: someone should use the
notion, fantasy, observe and remembering about the text. Furthermore, reading
can be done anytime and anywhere. Akhadiah (1991) stated that "reading is an
integrated unity that includes several activities such as recognizing the letters and
2
words, connecting to meaning and appealing a conclusion about the purpose of
reading"(p. 24). Furthermore, Slamet (2008) has defined “read is one type of
written language skills, receptive” (p. 58). It was called receptive because by
reading, someone will be able to obtain information science and new experiences.
In reading learning context, the reading ability is a significant indicator of
academic success (Khajavi & Ketabi, 2012). In addition, reading in second
language comprehension is also considered as an essential skill because a lot of
scientific and technological information is published in English (Tabatabaei &
Assari, 2011).
Besides, the types of reading books are variables such as, comics, novels,
newspaper, magazine, and journal articles. But in this case, the researcher just
focuses on students’ motivation reading English journal articles. The journal
article itself can be called as scholarly article. It can be defined as peer reviewed
or showed periodicals which have published original research and commentary on
current enhancement within a specific discipline. Besides, articles are signed,
lengthy and also including minimal of illustration and advertisement as well as it
included a bibliography. Rietz (2010) has maintained Scholarly papers are usually
peer-reviewed. It means that the articles should be subjected to a process of
critical evaluation by one or more experts on the subject, known as referees.
Undeniably, the process of reading was inseparable from the students’
motivation because motivation is the most important factor to drive the
individuals to get goals and desires that they want to achieve. In language
learning, most of students are influenced by motivation (Wood, 1988). Gardner
3
(1985) has mentioned that “motivation is the combination of desire and effort to
achieve goals and the favorable attitude toward in learning” (p.10). In language
learning process, students’ motivation can be called as students’ interest to
participating (Lumsden, 1994). Motivations are divided into four kinds such as
intrinsic motivation, extrinsic motivation, integrative motivation and instrumental
motivation. But in this research, the researcher just focuses on two kinds of
motivations such as intrinsic motivation and extrinsic motivation because the
research intends to investigate the constructs on the kinds of intrinsic motivation
and extrinsic motivation in reading English journal articles among the students of
English Education Department of Universitas Muhammadiyah Yogyakarta.
Therefore, the researcher do not focus on integrative motivation and instrumental
motivation because integrative motivation is the students’ desire to enhance their
organization on the community target whereas instrumental motivation more
emphasizes on the practical value and the advantages of learning a new language.
Based on the observation and experience of the researcher while studying
at English Education Department of Universitas Muhammadiyah Yogyakarta, the
reason why motivation in reading English journal articles among students of EED
of UMY is chosen to be researched by the researcher because many of students of
EED of Universitas Muhammadiyah Yogyakarta have read English journal
articles on particular subject. Thus, based on the researcher’s opinion that many of
students of EED of UMY felt bored when they read English journal articles
because sometime the text was too long to read and the students might dislike the
topic of the text. Furthermore, the assignment to read English journal articles
4
should be done by students of English Education Department of Universitas
Muhammadiyah Yogyakarta.
Therefore, this research is going to see the kinds of motivation in reading
English journal articles among students of English Education Department of
Universitas Muhammadiyah Yogyakarta. Furthermore, the researcher also is
going to see the advantages do students of English Education Department of
Universitas Muhammadiyah Yogyakarta get from reading English journal articles.
Identification and Limitation of the Problem
There are some problems which are faced by students of EED of UMY in
reading English journal articles. Based on the researcher experience and
observation, the students of EED of UMY felt bored when they read English
journal articles because sometime the text was too long to read and the students
might dislike the topic of the text. What most happened when students of EED of
UMY felt bored to read English journal article. Therefore, when the students of
EED of UMY felt bored to read English journal article, the students of EED of
UMY score will be low because there was evaluated by the lecturers to assess
their students of EED of UMY.
Besides, one other problem which the students of EED of UMY faced in
the text of English journal article might complicate to understand because
students’ vocabulary was lack. Automatically, it was influence motivation in
reading English journal article among students of EED of UMY. Thus the
researcher argues that to read text in English journal article, students of EED of
UMY need motivation in read English journal article.
5
There are many kinds of reading motivation students should have in
reading, for example; intrinsic motivation, extrinsic motivation, integrative
motivation, and instrumental motivation. In this research, the researcher just
investigated the kinds of motivation in reading English journal articles among
students of EED of UMY. In addition, the researcher discusses about the
advantages do EED students of UMY get by reading English journal articles. It
highlights some identification and limitation of the study.
Commonly, according to Wigfield and Gutrie (2004) cited in Komiyama
(2013), there are two kinds of reading motivation such as intrinsic motivation and
extrinsic motivation. There were three constructs of intrinsic motivation such as
curiosity, involvement, and preference for challenge. In addition, there were five
constructs of extrinsic motivation such as competition, compliance, grades,
recognition, and social sharing.
Formulation of the Problem
The research questions are formulated as follows:
1. What are the kinds of motivation in reading English journal articles among
students of EED of UMY?
2. What advantages do students of EED of UMY get from reading English
journal articles?
6
Purposes of the Study
The research is purposed as follows:
1. To investigate kinds of motivation in reading English journal articles
among students of EED of UMY
2. To explore the advantages students of EED of UMY get from reading
English journal articles
Significances of the Study
The results of the research are expected to be useful for the English
language teachers, students and also institution.
Lecturers. This paper will be beneficial for lecturers. They will know why
among students of EED of UMY read English journal article. Furthermore, the
lecturers will know the kinds of motivation in reading English journal articles
among students of EED of UMY such as intrinsic motivation and extrinsic
motivation. In addition, the lecturers will know about the advantages of reading
English journal articles for students of EED of UMY such as improve students’
vocabulary, improve students’ grammar and improve students’ critical thinking so
the lecturers and will use the journal articles to assign the students in reading
English.
Students. Students will know the kinds of motivation in reading English
journal articles. For students of EED of UMY will know the kinds of motivation
in reading English journal articles. In addition, students will know about the
advantages in reading English journal articles such as it makes improve students’
vocabulary, improve students’ grammar, and improve students’ critical thinking.
7
Institutions. This paper will be beneficial too for institutions. The
institutions will know the kinds of reading motivation in reading English journal
article for University students such as it makes improve students’ vocabulary,
improve students’ grammar, and improve students’ critical thinking. Therefore,
the institutions will provide English journal articles as much as possible.
8
Chapter Two
Literature Review
This chapter explains about students’ motivation, definition of motivation,
types of motivation, the definition of reading English, reading motivation, the
advantages of reading, the definition of journal articles, review of related study
and conceptual framework of reading motivation.
Students’ Motivation
Students’ motivation in learning always regards with students’ interest on
that. In language learning process students’ motivation as students interest to
participating (Lumsden, 1994). So, the motivation of students is so difficult to
understand, because it is about students’ behavior which is not to measure or
values.
Definition of Motivation
There are a lot of definitions of motivation by experts. Gardner (1985) has
defined that “motivation is the combination of desire and effort to achieve the
goals and also the favorable attitude toward in learning language” (p.10). He
believes that the role of motivation is so important. By motivation, students are
encouraged to achieve the desired goals. Furthermore, Gardner ( 2006) has states
that “motivation is a very complex phenomenon with many facets” (p.242).
In addition, Ryan & Desi (2000) stated about motivation contain into
energy, persistence, direction of all aspects of intention and activation. They
9
believe that it can be called as motivation, if someone moved to do something. It
is role as a booster factor in language learning. In addition, Crookes & Schmidt
(1991) have recognized the students learning achievement influenced by
motivation, because motivation is a crucial factor on student in language learning.
It can say that motivation as the key of successful for students in language
learning.
From the behaviouristic perspective, Brown (2000) argued that
“motivation is quite simply the anticipation of reward” (p. 160). However,
Dornyei (1997) stated in his language teaching, motivation is one of the key
influencing factors of language learning or second language learning. In here, the
researcher has considered that the successful or failure in language learning for
students based on motivation that they have.
Types of Motivation
In L2 acquisition, there are many kinds of motivation. They are
integrative, instrumental, extrinsic and intrinsic motivation.
Integrative Motivation. In integrative motivation, students who have
acquired a second language are more familiar with members of the language
community. Liuoliene & Metiuniene (2006) has defined that integrative
motivation is like students’ desire to enhance their organization with the target of
community. This opinion can be explained more that the students who have great
desire in integrative motivation will be more efficient and more effort in learning
the language target.
10
Clement, Dornyei, & Noels (1994) have found that students will work and
learn fast if they have a high integrative motivation rather than students who have
a low integrative motivation. Furthermore, Gardner (1985) stated that “integrative
motivation is own learner who have interest in learning a foreign language with
community foreign language members to communicate each others” (p.168). In
order that, students want to know more about the other culture of country in the
world. Additionally, Ellis (1997) has explained that students who have learn target
language to mixed of their desire with the people. In that target language, students
have purpose to get more knowledge about how the society situation and speak.
Based on this point, the students’ orientation in academic or career is regarded
with instrumental motivation
Instrumental Motivation. Gardner (1985) has mentioned that “an
instrumental motivation is a powerful motivator, it also will influence
achievement, but the major aspect in it is not the instrumentally person but the
motivation” (p. 168).
Brown (2007) pointed out that “more appropriate terms would be
instrumental and integrative orientation rather than instrumental and integrative
motivation because within each orientation the intensity of motivation may vary”
(p.171). Based on this point, the socially and culturally is regarded with
integrative motivation.
Lambert (1974) has maintained that “Integrative and instrumental
motivation is very distinctive in that an integrative motivation more reflect an
interest in learning another language because of sincere and personal interest in
11
the people and culture represented by the other language group where as
instrumental motivation more emphasizes on the practical value and advantages of
learning a new language” (p. 98).
However, Cook (2000) indicated that the students who do not have
integrative and instrumental motivation in their learning will get the problems and
difficulties to learn and gain knowledge of a second language in the classroom and
learning the language would be difficult for them.
Extrinsic Motivation. Brown (2007) stated that “extrinsic motivation is
influenced by some kind of external incentive such as money, prize, grades, and
positive feedback” (p. 172). In addition, Ur (1996) has argued that “extrinsic
motivation is the desire of students to please parents, their wish to succeed in an
external exam, peer-group influences” (p.277). Ur (1996) has mentioned several
sources of extrinsic motivation that are affected by teacher actions:
Success and its rewards. Learners who have been successful in past tasks are
more likely to engage actively in future tasks and have greater confidence in their
ability to learn the language. The teacher’s task is to make sure that learners are
aware of their own success as well as to help them develop an ability to recognize
success on their own.
Failure and its penalties. Learners should be aware that they are failing if they
are not making satisfactory progress, but they should also know that occasional
failures are normal in any learning experience and they should not be ashamed of
them but learn from them and use them constructively in order to succeed next
time.
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Authoritative demands. Learners may be motivated to work harder under the
teacher’s pressure, especially the younger ones, but teachers should try to find a
balance because too much authoritative demands by the teacher will make learners
dependent on the teacher and will not allow them to develop personal
responsibility for their learning, while too much freedom and autonomy may lead
to lowering of effort and achievement and learner dissatisfaction.
Tests. If they are not used too often, tests may be motivating for learners because
when they know that they are going to be tested they will invest more time and
effort to learn the material than when they are simply told to learn it.
Competition. Learners are often motivated to do their best when they take part in
a competition. However, teachers need to be aware that individual competition
can be stressful for people who find losing humiliating and so should option for
group competitions because they tend to be more enjoyable, less tense and equally
motivating” (p. 276 - 279).
Intrinsic Motivation. On the other hand, intrinsic motivation usually
comes from the learners itself and their attitudes towards the language learning,
their learning aims and goals, their emotions, their ambitions, and so on. Desi
(1975) described intrinsic motivation as follows: “Intrinsically motivated
activities are ones for which there is not apparent reward except the activity itself.
People seem to engage in the activities for their own sake and because they lead to
an extrinsic reward. Intrinsic motivation behaviours are aimed to bringing about
certain internally rewarding consequences, namely, feelings of competence and
self-determination” (p.23).
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According to Ryan and Deci (2000), intrinsic motivation is defined as the
doing of an activity for its inherent satisfaction rather than for some separable
consequence. When intrinsically motivated, a person is moved to act for the fun or
challenge entailed rather than because of external products, pressures or reward”
(pp. 56).
Harmer’s (2002) has mentioned that most of researchers and
methodologists explained intrinsic motivation derived from the individual is
especially important for encouraging students’ success in second language
learning. In this type of motivation, the activity itself was not the reward but the
interesting of students to learn the language or making themselves better attracts
in language learning. In addition, Vallerand (1997) pointed students are
intrinsically motivated in a particular activity when wishing to experience the
pleasure and satisfaction of their curiosity from the activity.
In physical conditions, the factors that influence students’ intrinsic
motivation are teachers as well as their teaching methods. According to Lumsden
(1994) studied, the school students’ level of interest and desire to engage in
learning are heavily influenced by such factors as teachers, administrators, and the
school environment and their classmates. However, among these factors, the
teachers seem to be the biggest one because their roles are very important in
students’ learning. Pearse (2000) also pointed out that teachers’ feedbacks mostly
affect the students’ learning motivation especially when they aware of their
students’ own progresses. For teachers, the key to foster motivation and
engagement in learning can lead to good teaching method as well as good
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teachers, both of which attract students a lot in their learning. If students find their
teachers’ methodology boring, they will probably become demotivated and so on.
Although intrinsic motivation comes from within and thus is internally
motivated, teachers can also influence this type of motivation by “developing a
relationship with learners, building learners’ self-confidence and autonomy,
personalizing the learning process, and increasing learners’ goal-orientation”
(Brown, 2007, 174).
Definition of Reading
There are a lot of definitions about reading because reading is the way of
people to communicate with the world indirectly by reading something. Here are
definitions about it. Tampubolon (1987) has stated that “English reading is one of
the four basic language skills and also it is one of component of written
communication” (p.5). Soedarso (2004) has found that “reading is a complex
activity by mobilizing a large number of separate actions” (p.4) including:
someone should use the notion, fantasy, observe and remembering about the text.
Furthermore, reading can be done anytime and anywhere. In addition, Akhadiah
(1991) stated that "reading is an integrated unity that includes several activities
such as recognizing the letters and words, connecting to meaning and appealing a
conclusion about the purpose of reading"(p. 24). Furthermore, Slamet (2008) has
defined “read is one type of written language skills, receptive” (p. 58). It was
called receptive because by reading, someone will be able to obtain information
science and new experiences.
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The Roles of Reading
By reading, a person is expected among others the following; obtaining
the information and the appropriate responses, looking for sources, concluding or
capturing the information from reading as well as capability to explore,
appreciate, enjoy, and take the advantages of the readings (Syafi'ie, 1993, p.2). On
the other hand, Rahim (2001) has stated that “reading includes into the textual
information which has be regarded with the term of schemata shows of group
concept which is arranged in person brain associated with the places, actions,
events and also objects” (p.163).
Absolutely, reading has a very essential role in social of humanity because
it is the one of communication tools which is needed in a civilized society. The
second reason is that reading of material produced in each time period in history
largely which be influenced by social background of where person develops itself.
And the last reason is that the history recorded of all time after their read. Munaf
(2002) has argued that” by reading itself the history of a nation, events of the past,
or a variety of the interesting stories about life problems in this world can be
known” (p.241). Based on those opinions, it can be concluded that reading is one
of the language skill that have many complexity advantages for purposed of
gaining the overall of understanding.
The readings activities done by students have purposes. This purpose will
be determined of direction which is gain by students itself. Each individual have
different purpose about the reading because it is based on what individual needed.
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Rahim (2008) has argued that “there are some purposes on reading itself such as;
for pleasure, to complete of read loudly, updating their knowledge about the
topic, regarding the new information with the information which has known,
confirming and rejecting the prediction, gaining the information for the oral or
written of reports as well as showing the experiment or applying the information
which is gained from that text by learning of the text structure, and answering the
specific questions” (p.11).
Gambrell (2009) has found that “motivation to read can be defined as the
possibility of engaging in reading of choosing to read” (p. 172). The engagement
perspective is related to motivation and it has strong implications for practice
(Guthrie and Wigfield, 2000). This perspective can be articulated as there are
differences between engaged and disengaged of readers and focuses on motivation
characteristic of reader itself.
Reading Motivation
These two kinds of reading motivation, curiosity, involvement, preference
for challenge, competition, compliance, grades, recognition and social sharing are
in line with Wigfield & Guthrie (2004) cited in Komiyama (2013) stating that;
“There are three constructs—Curiosity, Involvement, and Preference for
Challenge—were associated with intrinsic motivation, indicating that
intrinsically-motivated readers would read because they want to learn
about topics of personal interest, to experience pleasure reading interesting
materials, and to gain satisfaction from tackling challenging ideas
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presented in text. In addition, there arefive remaining constructs —
Competition, Compliance, Recognition for Reading, Grades, and Social—
were associated with extrinsic motivation”.
According to Wigfield & Guthrie (2004) maintained that reading
motivation itself included two kinds of motivation. They are intrinsic and extrinsic
factors. In intrinsic motivation, it was divided into curiosity, involvement and
preference for challenge.
Curiosity. In this point explain that students’ reading motivation is to learn
more about a particular topic because they interest with the topic. And also, their
curiosity will increase if the topic is so very attractive continuously. Therefore,
students will satisfy if students’ curiosity was fulfilled.
Involvement. Students’ reading motivation in reading will be involved if
they are pleasure in reading a well written book, and articles on the topic.
Furthermore, students’ involvement is students who enjoy their experienced in
reading certain kinds of literatery and informational texts. At least, the reading
material should be informational text. Thus, the students are engagement in that
reading process.
Preference for challenge. By reading, the students will get satisfaction
from mastering the complexity of the ideas of the text. Students’ will challenge if
the text reading is difficult enough to mastered and understand.
Besides that, Wigfield (1997) and also Guthrie (2004) state that students’
motivation in reading has influenced by external factor. In external factor, those
were included into competition, compliance, grades, recognition and social
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sharing. Each of those has different explanations in reading motivation of
students.
Competition. Students’ reading motivation is a desire to outperform other
in that reading such as they read because they would like to compete with their
peers. Indirectly, there was a competition in academic reading.
Compliance. The desiring of students’ reading motivation is based on
external goals in academic reading. Furthermore, students’ desire to read it was
because to fulfill requirement in academic reading. Usually, it can be a reward that
they have. For example; students read some books because there’s academic
assessment and also the reward can be like appreciations from teacher.
Grades. Students’ reading motivation is to get great score which is
evaluated by the teachers. It can describe that teachers role is to evaluate of their
students in academic that reading and give them good or bad score. It depends on
students’ proficiency in the reading.
Recognition. The satisfaction of students is that they were receiving a
verification form of the recognition for success in academic reading. That
recognition, it came from their teachers because if students want to success in that
academic reading, they should prove that they can understand better what they
read especially in academic reading.
Social sharing. Students’ will share the meaning of reading content of that
text to their peers. At least, in this section has been explained that there was some
of sharing section between student and another student.
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However, all of kinds of reading motivation is very significant for the
students because it will determine the students’ successful in process of reading.
Additionally, each student should have a motivation in the reading because it will
advantage for them in the future. Furthermore, motivation is that the key of
successful in languages learning.
The Advantages of Reading
According to Slamet (2008) “reading activities brings a wide range of
advantages, including: Getting a lot of life experience, acquiring general
knowledge and specific information which is very useful for life, knowing the
major events in the civilization and culture of a nation, following the
developments in science and advanced technology in the world, enriching the
mind, expanding the horizon and think, improve living standards and culture of
the family, society, country and nation”(p.69).
Other advantages of reading are Improve grammar and vocabulary.
Daskalovska (2008) mentioned that through reading it can improve te learning
grammar and vocabulary. The result has found that;
“The grammar test shows that there was improvement in the participant’s
grammar knowledge. The areas of improvement were the use of tenses, the
choice of correct sentences, the place of adverbs in sentences and the order
of adjectives, which indicates that reading can contribute to acquiring
grammar knowledge”.
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Furthemore, Pazhakh and Soltani (2010) stated in the effect of extensive
reading on vocabulary development showed that; they were agreed that extensive
reading enhanced their vocabulary knowledge and it also changed their attitudes
toward reading in a positive way. They enjoyed reading and because of its
benefits they recommended it to their friends. Therefore, these results indicated
that extensive reading could enhance positive attitudes toward reading.
Besides, other advantages of reading are think critically. According to
Alipongo (2013) argued that in reading journal: It is benefits for extensive
reading. The results have also revealed that;
“The reading journal enabled students to think critically. One source of
critical thinking, which is taking control of our conscious thought processes, is the
summary writing. It is possible that when students wrote the summary of their
readings, they had to analyze, synthesize and evaluate what they read, which are
essential steps in critical thinking process. Another source of critical thinking is
finding an intriguing sentence or passage then interpreting the idea or situation by
writing extended comments”.
In addition, as Facione (1990) has explained, when we think critically, we
make purposeful, self-regulatory judgment, which results in interpretation.
Students had to interpret what they read in order to write extended comments
about intriguing sentences and passages. They had to formulate inferential or
critical questions and had to write the possible answers to those questions. They
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had to express opinions, specifically what they liked and did not like about the
readings and had provide explanations for such response.
Academic reading
Academic reading is complex, multi-level and different from other kinds
of reading. Based on the course described below and the existing literature, I
define academic reading is as purposeful and critical reading of a range of lengthy
academic texts for completing the study of specific major subject areas. Academic
reading is extended reading of a range of texts varying in length. Unlike the
regular definition of extensive reading as close reading (see Leki, 2001:202),
academic extended reading requires both extensive and intensive reading of texts
that are discipline-specific, careful synthesizing of material from a number of
sources (Carrell and Carson, 1997), and consciously finding authorial intentions
and purposes (Huckin and Flower, 1990).
Spack (1993) has pointed that academic reading is often a process of
actively engaging with what is read, gleaning information, fitting this information
by thinking things through, and finally being able to interpret the content flexibly
to suit the purposes of the academic writing assignment. However, in spite of the
commonalties, exactly what counts as academic reading is subject to
interpretation.
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Definition of Journal Article
Journal article itself can be called as scholarly article. It can be defined as
peer reviewed or referred periodicals which have published original research and
commentary on current enhancement within a specific discipline. Besides, articles
are signed, lengthy and also including minimal of illustration and advertisement as
well as it was included a bibliography. Rietz (2010) has maintained Scholarly
papers are usually peer-reviewed. It means that the “articles should be subjected to
a process of critical evaluation by one or more experts on the subject, known as
referees”.
On the other hand, College (2015) has recognized that journal can be
defined as an academic magazine which has available on a regular schedule. That
was includes the articles which is written by experts in a field of the study. Those
articles can be written by the students or teachers that have had great specific
vocabulary and science. Additionally, a journal article also can be called as
scientific article.
Beside that, journal articles have some criteria. It was written by
researcher in field students of academic and professional titles, the length of that
usually between five up to twenty or more pages, the languages which is used in
articles is academic, specialized and seriously, it was purposed to inform and
report their research, the sources in references such as bibliography, and also use
footnote (Rietz, 2010).
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Based on that definition, it can be concluded that journal article is a paper
which is focused on the facts of event in specific areas. In journals article itself is
including the collection of several articles and also book reviews that written by
the researcher. Regularly, journal article has been published on weekly, monthly
or quarterly. However, journal articles are very so important for the student
colleges or the researchers because sometime journal articles are help another
researcher to find information which is needed in their research.
Review of Related Studies
Many of researcher conducted studies to looking for some perceptions on
students’ motivation in reading. First one, the studies conducted by Katranci
(2015) entitled “Book Reading Motivation Scale: Reliability and Validity Study”.
The aims of this study are to increase a book reading motivation to determine
elementary and secondary school students’ reading motivation. It was constructed
into 25 items of draft scale. Furthermore, this studies aims to exploratory factor
analysis of was carry out and discrimination power of the scale items was
detected. Additionally, this study was used survey method. This study enhanced in
line by general survey method that was conducted with the participation of 1224
voluntary students’ attending elementary and secondary schools having low,
medium, and also socio economic status. The students’ age is around at 9 up to
12. The finding of this study it was found that the scale comprised two sub
dimension called love for reading and reason for reading.
Second one, another study has regarded to this research comes from Chen
and Wu (2002) entitled “Rewards for Reading: Their Effects on Reading
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Motivation”. The aim of this study is to realize the predictive model of rewards
and identified the reward predictors for reading motivation. The survey
participants were 722 pupils from five elementary schools in southern Taiwan.
Using a longitudinal design, it collected pupils’ reward experiences in extensive
reading activities as well as their pre-reward and post-reward reading motivation.
As the result of this study, simultaneous and longitudinal regression analyses
indicated that the predictive model of rewards could explain the variances of
intrinsic, extrinsic, and global reading motivation, even when including the effects
of previous motivation. “Intangible rewards” and “effort attributions” positively
predicted intrinsic reading motivation, extrinsic reading motivation, and global
reading motivation. Whereas “luck attribution” negatively predicted intrinsic
reading motivation.
The last study has related with this research comes from Badariah, Noor,
(2011) entitled “The Reading Motivation and Reading Strategies Used by
Undergraduates in University Technology MARA Dungun, Terengganu”. This
study aims at finding the connection between reading motivation and reading
strategy, to discover the differences between male and female students’ reading
motivation and reading strategy and the relationship between variables such as
program of study and family’s income. This study also investigated 245
undergraduates’ level of reading motivation and their reading strategies use when
they read academic texts. Furthermore, this study was used quantitative method to
collect the data. In this research, the results were showed that the undergraduates’
reading motivation was of moderate level and they mostly use the cognitive
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reading strategy instead of the Meta cognitive reading strategy. There seemed to
be a connection between the undergraduates’ reading motivation and the reading
strategy used. The results indicated that the undergraduates’ motivation to read
had an influence on the use of the reading strategy. Though female students had
higher reading motivation compared to male students, both groups only use the
cognitive reading strategy.
Conceptual Framework of Reading Motivation
Reading motivation is divided into two kinds of motivation. They are
intrinsic motivation and extrinsic motivation. In intrinsic and extrinsic motivation
have some indicators in reading motivation. First one, in intrinsic motivation
itself, it is concluded into three indicators such as curiosity, involvement, and
preference for challenge. Secondly, in extrinsic motivation, it is concluded into
five indicators such as competition, compliance, grades, recognition and social
sharing.
Besides, there are a lot of advantages in reading texts. The first one is
about increase students’ vocabulary. The second one is about increase students’
grammar. The last is about increase students’ critical thinking. In fact, these
advantages in reading text can influence for students.
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Curiousity
Intrinsic
motivation
Involvement
Preference
for challenge
Competition
Dimensions
of reading
motivation
Extrinsic
motivation
Compliance
Grades
Recognition
Reading
Social
sharing
Increase
vocabulary
Increase
grammar
Advantages
Increase critical
thinking
Figure 1 Conceptual of framework
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Chapter Three
Research Methodology
This chapter explains about methodology which was used by the
researcher in this research. Firstly, this chapter presents about the research design,
research setting, research participants, data collection technique and data
analyzing technique.
Research Design
In this research, the researcher used qualitative approach. Creswell (1994)
mentioned that a qualitative approach is best used in informal situations, where it
is made possible by a sensitive subject for the respondent, demographic
background (education, shelter and so on), and the other things that cause the a
quantitative approach is difficult to apply.
Besi