In this chapter, the light on the methods of the research was used in this study, including design, subject, and data collecting technique, instrument, validity,
reliability, procedure, data analysis, hypothesis test and research schedule.
V. CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the result of the research and suggestions from the researcher to the other researcher and English teachers who want to
conduct the research about the effect of learning motivation and learning strategies towards reading comprehension.
5.1. Conclusions
In line with the analysis of the data gained during the research, the findings and the result of the present study in the previous section, the researcher made this
conclusion: 1. Students’ learning motivation does not significantly correlates with
reading comprehension. It means that there are no differences between students who possessed intrinsic motivation and students who possessed
extrinsic motivation towards their reading achievement. But total of students who possessed intrinsic motivation is higher than students who
possessed extrinsic motivation. 2. Among students who possessed intrinsic motivation, cognitive strategy
has medium correlation r=0.402 because they usually work individually which means they have to use their own mental process. Whereas
metacognitive strategy has low correlation r=0.380, because it needs a higher level of thinking and only a few numbers of students used it. Social
strategy also
has negative correlation r=-0.099
with reading comprehension because generally students who possessed intrinsic
motivation preferred to working individually to working in group. This actually means that students’ reading achievement affect by their learning
strategy because it as can be seen from cognitive strategy, data that this strategy has was higher correlation and higher average reading
achievement 37.16. 3. Among students who possessed extrinsic motivation, cognitive strategy
has medium correlation r=0.556 because they have mental process because they not only learn from their experience but also use their own
mental process. Meanwhile metacognitive strategy has high correlation r=0.921 because students who possessed extrinsic motivation have
higher level of thinking and many experiences. Wherease social strategy has medium correlation r=0.541 because they usually work in pair or
group to obtain feedback and information. This actually means that students’ reading achievement affect by their learning strategy because it
as can be seen from metacognitive strategy, data that this strategy has was higher correlation and higher average reading achievement 45.00.
5.2. Suggestions
Related to the problem of this research and the information from the discussion of this research, the researcher would like to suggest:
1. Since the learning motivation and learning strategies are principally worthy and they could help students to be successful learners, the teacher
