Research Findings

B. Research Findings

Generally, the reading motivation is around the midpoint range where the scale “a little like me” had the highest mean score for ten of the

reading motivation construct with the surprising finding of Work Avoidance which has the highest sc ale for “a lot like me”. This shows that students would avoid reading difficult text and after calculating the average score for all the 11 dimensions, the result showed the highest score of “a little like me” with 812 points or 37,6% and the lowest case is “very different from me” with 251 or 11,6%.

From the Mean obtained that is 2,66, the writer can conclude that the students‟ reading motivation is in the middle level that signifies a moderate level because from a scale of 1 to 4, most of the responden ts‟ answers are between the scales of “a little different from me” and “a little like me”.

Nevertheless, it appears that the mean score for some dimensions such as curiosity, competition, social, and compliance are higher than others.

For self-efficacy and competency in reading with a percentage of 38,96%, one third of the samples agreed that they did not have the competency and efficacy belief that they can be successful in their reading. On the other hand, only a small percentage of 8.37% stated that they can be successful in reading. The data showed that the samples had a quite high level of curiosity yet have less confidence that they could perform well in reading. As for the next dimension challenge, 56% of the samples said that they are willing to read difficult reading materials. In addition, only 7% of students agreed that they would not take on reading difficult materials. Thus, it can be concluded that majority of the samples have the a little willingness to try and read texts or reading activities that are challenging to them.

The work avoidance dimension revealed that 31.25% of the samples with 50 points agreed that they would avoid reading activities if the words or vocabulary and the stories are difficult. Hence, when the students lack a sense of self-efficacy, they are likely to avoid challenging reading activities. The majority of interviewed students or 82% stated that they would also tend to stop reading once they found out there are too many difficult words on the reading materials. The curiosity dimension which refers to the desire to read about a particular topic of interest, a majority of 45.42% of the samples agreed that curiosity is the drive that makes them want to read The work avoidance dimension revealed that 31.25% of the samples with 50 points agreed that they would avoid reading activities if the words or vocabulary and the stories are difficult. Hence, when the students lack a sense of self-efficacy, they are likely to avoid challenging reading activities. The majority of interviewed students or 82% stated that they would also tend to stop reading once they found out there are too many difficult words on the reading materials. The curiosity dimension which refers to the desire to read about a particular topic of interest, a majority of 45.42% of the samples agreed that curiosity is the drive that makes them want to read

score, it clearly shows that the samples‟ curiosity motivates them strongly to read.

On the aspect of involvement in reading which means the enjoyment that the reader will experience when they read certain kinds of literary texts or materials, showed that 39.17% of the samples stated that it was “a little like me” as they are involved and they enjoy their reading. However, a small percentage of 5.42% of the respondents agreed that it was not likely that they had involvement and enjoyment when reading. Most of the respondents have a quite strong feeling about the importance of reading and most of the samples that is 48.74% agreed that reading is important and

a small percentage of the samples with 8 points or 10% stated that it is very different form them to diss on the importance of reading. Reading for recognition which is another dimension in reading motivation, shows that a majority of 35% of the samples agreed that they read to gain a certain form of recognition through their success in reading. 12% of samples state that it was very different from them that recognition will be the reason to make them want to read. This could imply that the students read for recognition and compliment from other people to make them keep reading. However, a large percentage of more than half or 52.4% of the samples agreed that grades play an important role in their desire to read especially in doing well in tests and examinations and 11.25% a small percentage of the samples with 8 points or 10% stated that it is very different form them to diss on the importance of reading. Reading for recognition which is another dimension in reading motivation, shows that a majority of 35% of the samples agreed that they read to gain a certain form of recognition through their success in reading. 12% of samples state that it was very different from them that recognition will be the reason to make them want to read. This could imply that the students read for recognition and compliment from other people to make them keep reading. However, a large percentage of more than half or 52.4% of the samples agreed that grades play an important role in their desire to read especially in doing well in tests and examinations and 11.25%

a motivator for reading. Thus, recognition, grades and competition can be said to be prominent factors in motivating students‟ to read.

The next dimension of the reading motivation that is social purpose for reading showed one third of the samples had similar points for each scale except that it was a lot like them for them to read for some social purposes like sharing meanings of what they read or sharing stories with others. Lastly, compliance which means doing reading to meet the expectation of others result in quite a large number of the samples that is 50% agreed that they read to comply with others like teachers, parents, and friends who want them to do well in their studies and only 7% of the samples strongly disagree that they read to comply with other people‟s wishes.

The major of interviewed students (82,5%) stated that they like reading academic online materials related with their study such as articles and journals. For the reading materials that interest the students are mainly dominated by non-academic text. More than half of the students or 64,33% students prefer to read internet based non-academic text. Story books, The major of interviewed students (82,5%) stated that they like reading academic online materials related with their study such as articles and journals. For the reading materials that interest the students are mainly dominated by non-academic text. More than half of the students or 64,33% students prefer to read internet based non-academic text. Story books,

To summarize the findings, the data indicated that the students characterized themselves as motivated readers having moderate scores, which reflected that they have a moderate level of self-efficacy. In other words, respondents thought that they would be moderately successful in their reading. Thus if their expectations for the reading tasks is of a moderate mode, then this would show that their willingness to expend and give efforts is only of average range or level because they believe partially in their success in the task. They tend to have a little determination and perseverance in their reading. Only a minority of the respondents, when they are faced with difficult texts or tasks, they would still persist doing the task till the end and they would not stop or evade doing the task. In such way, this would indicate that the students believe that they are competent enough and are efficacious at reading. This would result in them being engaged in any reading tasks, even the difficult ones. They would also not avoid challenging reading activities. For work-avoidance category, it reflected that the students have a little desire to try readings that are difficult.

For intrinsic motivation, the data showed a moderate to moderately low score. These data reflected students‟ desire, interests,

attitude, value and how much time they would be willing to spend on their reading. Students‟ desire to read was only moderate, so they have a

moderate reading interest. Scores for Involvement and Importance both indicate that students do not enjoy a lot when they read and therefore they would not want to be involved or spend more time reading. Similarly they do not think or value reading as important. On the whole, the students‟ extrinsic motivation and intrinsic motivation were moderate and they reflected that the samples do their readings for evaluative and comparative purposes as well as reading for interest or pleasure. Lastly, the social purpose of reading indicated that students do most of their readings to meet the expectation of others.