The Understanding of Reading Motivation

of engagement between the readers and their r eading text”. 34 Mostly, the feeling of involvement appears because the reader itself really loves the reading activity. c. Social Social dimension of reading is a factor reflecting aspects of reading. This aspect is kind of internal desire to connect with others through reading activity. In addition, William states “dimensions of social in reading motivation is the relationships among academic achievement and social goals, social competence, and social responsibilities”. 35 Social dimension of reading sometimes can be a tool for someone to know how people around the reader can receive him or her based on the knowledge they got through reading activity. d. Competition Reading Competition is concerned with an individuals attempt to outperform others in reading. Dimension of competition in reading pushes someone to be a better reader than others around them. e. Reading Work Avoidance This factor is the most clearly and consistently factor in term of motivation in reading. It is the factor that identified why reader are commonly avoids reading, and do not make reading as a habitual activity. f. Curiosity Watkins and Coffey stated “curiosity refers to the desire to learn about a certain idea, and is related to work on reading interest ”. 36 It means that curiosity is the desires to know a text. Commonly, curiosity comes from someone’s internal motivation to find information or reading for pleasure. 34 Ibid 35 William R. Lai, Operational Definition and Assessment of Higher Order in Reading Motivation, Educational Psychology Review, 11, 2003, pp. 110-111. 36 Watkins and Coffey, op. cit., p. 115. g. Recognition Reading Recognition is related with tangible forms of recognition such as teacher or peer approval in reading. Recognition related to the relationship with others, whether it is the teacher or the reader’s friends. This dimension represents how other people recognize someone as good reader or not. h. Efficacy Efficacy refers to r eaders’ beliefs about their ability and constancy in reading habits. In this point of view, students believe that they have a better ability in reading that any other materials. According to the above statements, the dimensions of reading can be concluded as eight mai n factors which can measure the students’ motivation in reading. According to those dimensions of reading, factors that motivate students to read can be found. Based on the eight theoretical dimensions of reading motivation, Marley and Coffey create 32 questionnaires in order to measure learner’s motivation to read, that commonly known as Motivation for Reading Questionnaires MRQ.

D. Reading Speed

1. Definition of Reading Speed

Reading speed is a technique of reading that helps a person to focus his or her attention better. Buzan said “this speed reading course will help you to read more quickly. It also helps you to understand better. Reading without comprehension is useless.” 37 Reading speed is not only read a text faster but it is reading a text faster with a good comprehension. It is a technique that should be mastered by the students, and as a technique, reading speed cannot be mastered constantly but should be practiced regularly and step by step. In other point of view, speed reading is seeing, decoding and comprehending the words. When people read with a right speed, their 37 Buzan, op. cit., p. vi. comprehension usually reduce, therefore when people speed their reading they have to know when to slow down and speed up their reading. 38 It means that reading speed is also the ability of the reader to manage their skill in reading, because they have to know when to fast and slow down their reading. According to Wainwright written in his book, speed readin g is “Reading faster without loss of comprehension, skimming and studying effectively, and of course reading critically.” 39 Based on that statement, there are some techniques that must be practice while trying to rapid reading a text. Reading speed is a skill to get the information faster and better comprehension. According to the above statement, it can be explained that reading speed is reading with a limited time but do not lose its comprehension. Someone called a speed reader if he or she understand and comprehend the text that has been read, and to know its comprehension, the test must be held based on the reading text. In other hand, Anderson said as he cited from Nuttal that reading speed is not only a strategy to read faster, but it is a rapid reading with understanding the ideas written by the writer. Mostly, reader who do not understand and lack of motivation often slow down their reading rate and then do not enjoy their reading because it takes too much time. 40 While some one slow down their reading, that means he or she could not understand clearly the text they read. Konstant in her book states “Speed Reading is not just about reading fast, it is about managing information. It is a skill. Developing that skill does not mean you have to read fast all the time. The technical content of the material, mood, and familiarity of the subject, purpose and motivation 38 Richard Sutz, Peter Weverka, Speed Reading for Dummies, New York: Wiley Publishing, Inc.,, p. 46. 39 Gordon Wainwright, How to Read Faster and Recall More, New York: How to Books Ltd, Spring Hill House Begbroke, 2007, 3 rd edition, p. 38. 40 Neil J. Anderson, Improving Reading Speed: Activities for the Classroom, English Teaching Forum, Utah: 1999, p. 2.