THE CONTRIBUTION OF STUDENTS’ READING HABBIT,

STUDENTS’ READING STRATEGY, AND STUDENTS’

MOTIVATION TOWARD READING ACHIEVEMENT

Submited to the Department of Languge Studies,

Graduate School of Muhammadiyah University of Surakarta

in Partial Fulfillment of the Requirentments for

the Degree of Master of Education

By

RUSTANIA FARMAWATI

ID No. S 200170 009

DEPARTMENT OF LANGUAGE STUDIES

GRADUATE SCHOOL

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2018

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THE CONTRIBUTION OF STUDENTS’ READING HABBIT, STUDENTS’

READING STRATEGY, AND STUDENTS’ MOTIVATION TOWARD

READING ACHIEVEMENT

Abstrak

Membaca adalah keterampilan penting yang digunakan untuk mendukung

keterampilan lain dalam pembelajaran bahasa. Penelitian ini bertujuan untuk

mengetahui kontribusi dari kebiasaan membaca siswa, strategi membaca siswa,

dan motivasi membaca siswa pada prestasi belajar siswa. Jenis penelitian ini

adalah kuantitatif asosiatif. Subyek dalam penelitian ini adalah siswa kelas sebelas

program otomotif yang berjumlah 34 siswa. Teknik pengumpulan data dalam

penelitian ini menggunakan kuesioner dan tes. Kuesioner dalam penelitian ini

berhubungan dengan kebiasaan membaca siswa, strategi membaca siswa, dan

motivasi membaca siswa. Sedangkan instrumen tes dalam penelitian ini

berhubungan dengan prestasi membaca siswa. Data yang diperoleh dianalisis

menggunakan deskriptif statistik, uji asumsi klasik, uji regresi brganda dan uji

hipotesis. Hasil dari penelitian ini menunjukkan bahwa, kebiasaan membaca siswa

(X1) mempunyai hasil signifikasi sebesar 0,007. Strategi membaca siswa(X2)

mempunyai hasil signifikasi sebesar 0,009. Dan motivasi membaca siswa (X3)

mempunyai hasil signifikasi sebesar 0,032. Sehingga dapat disimpulkan bahwa

ada kontribusi positif dan signifikan dari kebiasaan membaca siswa, strategi

membaca siswa, dan motivasi membaca siswa pada prestasi belajar siswa

Kata Kunci: Kebiasaan Membaca, Strategi Membaca, Motivasi, Prestasi Belajar

Abstract

Reading is an important skill to support other skills in language learning.

This study aims to determine the contribution of student reading habits, student

reading strategy, and students' reading motivation on student reading

achievement. The type of research is quantitative associative. The subjects in this

study are 34 students of the eleventh grade students in the automotive program.

Data collection techniques in this study used questionnaires and tests. The

questionnaires in this study related to students' reading habits, students' reading

strategy, and students' reading motivation. While the tests related to student

reading achievement. The data obtained were analyzed using descriptive statistics,

classic assumption tests, multiple regression tests and hypothesis testing. The

results of this study indicate that, student reading habits (X1) have significant

results of 0.007. Student reading strategies (X2) have significant results of 0.009.

And student reading motivation (X3) has a significance result of 0.032. Therefore,

the researcher concludes that there is a positive and significant contribution of

student reading habits, student reading strategy, and students' reading motivation

on student reading achievement.

Keywords: Reading Habit, Reading Strategy, Motivation, Reading Achievement

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1. INTRODUCTION

Reading achievement is very important in learning evaluation. It is used

to measure the quality and quantity of students in learning English. The

teacher always used reading comprehension in examination such as UKK,

UNBK, UASBN, and TOEFL. In Indonesia the level of reading is still

lacking. In the future no one will get a bad reading achievement if students in

Indonesia have good reading habit. Mikulecky and Jeffrises (in Badroh,

2018:15) state that reading is the way to improve the general language skills

in English. Brown (2004, 187-188) states that microskills and macro skills

need to measure in reading skills. There are many factors affecting the

students’ achievement in reading, some of these factors are habit, strategy and

motivation. Reading habit influences the academic successes of students in

language learning. Chettri & Rout (2013: 13) define reading habit is

behaviour to express the likeness of reading. Reading habit can influence by

several aspects. Cesar in (Wulandari, 2016 :24-25) mentions several aspects

of reading habit are: reading frequency, reading a number of books, time

spent on academic reading, time spent on non-academic reading, motivation

in the family environment, and motivation in the academic environment. The

aspect above as the indicators to measure the students’ achievement in

reading

In reading activity, the students use strategy to acquire the difficult

information in a text. Erliana (2015: 7) states that strategy is learning

technique, behavior, and problem solving to make the learning process more

effective and efficient. Boyraz & Altinsoy (2017: 161) state that a good

reader has metacognitive aware and cognitive aware. Metacognitive strategies

help students to monitor the cognitive strategies. According to Nejad &

Mahmodi (2015:137) metacognitive reading strategies consist of planning,

monitoring, and evaluating. Meanwhile, cognitive strategies consist of

resourcing, repetition, grouping, deduction, imagery, getting the idea quickly,

elaboration, inferencing, note-taking, and summarizing. The metacognitive

and cognitive strategies above as the indicators to measure the students’

reading strategy.

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Motivation also gives influences in reading achievement. Students who

have high motivation will read the reading tasks happily. Takaloo & Ahmadi

(2017: 11) state that motivation is a desire to read and can influence the

students’ achievement. Therefore, motivation can help the students to read in

order to get a good achievement in reading activities. Harter (in Handayani,

2018: 33) divides motivation into two types, these are intrinsic and extrinsic

motivation. The characterizations of intrinsic motivation are challenging,

curiosity, and independent mastery. Meanwhile, extrinsic motivation is

external factors related to reward from outside. The characteristics of intrinsic

motivation are easy work, pleasing the teacher, and dependence on the

teacher. The intrinsic motivation and extrinsic motivation above as indicators

to measure the students’ motivation in reading.

Erliana (2015) states that the significant factor influencing students’

reading achivement is reading strategy and reading motivation. While,

Muawanah (2014) reports that reading habit is a strong factor influencing

students’ reading achievement. Therefore, this study aims to know the

contribution of students’ reading habit, the students’ reading strategy, and

students’ motivation toward reading achievement. The researcher hopes if the

teacher can make the students have reading habit, it will make the students

can use the best strategy in reading. Therefore, the students more motivated to

read.

2. RESEARCH METHOD

This research uses associational quantitative research to know the

contribution each variable toward other variables. The population in this

research are 135 students of the first grade students of Automotive

Engineering (O) program in SMK WARGA Surakarta in the academic year of

2018/ 2019. And the sample are 34 students in Automotive Engineering (O3)

class. The researcher uses cluster random sampling by lottery picking. In

collecting the data, the researcher uses questionnaires and tests as the

instruments. The researcher uses questionnaires to measure students’ reading

habit, students’ reading strategy, and students’ reading motivation. This

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research uses Indonesian language and closed-questionnaires with Likert

scale to measure each variable above. While the test is given to measure the

students’ reading achievement. The researcher uses Guttman scale as the

scoring rubric to know the result of the students’ reading achievement.

The the data acquired from tried out were tabulated and analyzed to

know whether there is any contribution or not in every variable toward

reading achievement. Instruments used in a research must be valid. The

distribution (of the r table) for N = 34 respondents, α = 0.05 and the degree of

deliberation (dk= N-2) is 0,339, The researcher concludes that the items are

significance when r_result > r_table (0,339). After the items of the

questionnaire are signifying, the item is valid to be responded by the subjects.

The r_result shows that each item is between 0,352 until 0,763. That means

that all items are valid, because they have the result more than 0,339.

Reliability refers to the consistency of scores or responses which achieves on

different occasions. Nunnally in (Ghozali: 2011: 48) states that the variable is

reliable if the Cronbach Alfa > 0,60. The Cronbach Alfa of Students’ reading

habit (X1) is 0.706, Students’ reading Strategy (X2) is 0.648, Students’

reading Motivation (X3) is 0.705, and Students’ reading Achievement (Y) is

0.746. Therefore, these variables are reliable, because Cronbach Alfa > 0,60.

The data uses descriptive, classic assumption, multiple regressions. The

researcher uses SPSS 16.0 program to analyze the data. Sugiyono (2014: 29)

states that descriptive statistic is used to describe the object of the research

with sample or population without doing analysis and it draws conclusion in

general. Classic assumption consists of normality, linearity, multicolinearity,

and heteroscedasticity. Ghozali (2011:163) states that normality testing uses

to investigate the regression model, the residual have a normal distribution or

not. The researcher used graphic analysis and Kolmogorov Smirnov test.

Linearity test used to know the regression line between the variables X and Y

forms a linear are line or not. Thus, multicolinearity used to test the

regression model between the independent variables. And heteroscedasticity

test used to test the regression model occurred inequality variance from the

one residuals observation of other ones.

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Multiple regression analysis uses to predict the condition of the

dependent variable if those are two or more independent variables as the

factors of manipulated variable. The last step is hypothesis using four tests

those are t-test, f-test, coefficient of determination, predictor contribution.

The research uses t-test to show how deep the influence of an independent

variable individual to explain the dependent variable. The function of f-test is

to know either all independent variable in this research simultaneously give

the influence toward dependent variable (Ghozali, 2011:98). Sugiyono (2014:

231) states that the coefficient of determination shows the variance happen in

dependent variable. In this research, predictor contributions used to know the

contribution of each variable X toward variable Y. That consist of effective

contribution (EC) and relative contribution (RC).

3. RESULT

3.1 Descriptive Statistics

The first variable is students’ reading habit which consists of reading

frequently, books read, time spent on academic reading, time spent on

non-academic reading, motivation in the family environment, and

motivation in the academic environment. The result shows that the mean

of all indicators is 3.05 and the standard deviation is 0.65. Generally, the

students often have a habit of reading. The highest mean is non-academic

reading habit which is 3.25. The lowest is motivation in the family

environment which is 2.68. The percentage of the indicators of students’

reading habit show that 5.4% respondents never have habit of reading,

13.2% seldom have a habit of reading, 35.8% often have a habit of

reading, and 44.6% always have habit in reading. The indicator, which

has the highest percentage of never and seldom is motivation in the family

environment with 38.2% ( never 2.9% + seldom 35.3%) which consists of

the motivation are given by family to read. Therefore, the indicator which

has the highest percentage of often and always is academic reading with

88.2% ( often 38.2% + always 50%) which consists of the time spent to

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read English books before learning and the time spent to read English in

the home.

The second variable is students’ reading strategies which consist of

metacognitive and cognitive strategies. The result shows the mean of all

indicators is 3.92 and the standard deviation is 0.54. Generally, the

students often use their strategies to read the reading text. The highest

mean is metacognitive strategies which is 4.62. Cognitive strategies are

the lowest which is 3.23. The percentage of the indicators of students’

reading habit shows that 13.2% respondents never use strategies in

reading, 7.3% seldom use strategies in reading, 38.3% often use strategies

in reading, and 41.1% always use strategies in reading. The indicator,

which has the highest percentage of never and seldom is reading

frequency metacognitive strategies with 26.5% ( never 11.8% + seldom

14.7%) which consists of the students find the purposes in pre-reading,

monitor their own learning processes, make an evaluation of the reading

text. Therefore, the indicator which has the highest percentage of often

and always is cognitive strategies with 85.3% ( often 50% + always

35.3%) which consists of students use dictionaries or textbooks as the

reference materials, read a text more than once, use a visual images to

understand or remember new information, use skimming, scanning to get

the information quickly, use the title to predict the content of the text, and

make a summary of new information in reading.

The third variable is students’ reading motivation which consists of

intrinsic motivation and extrinsic motivation. The result shows the mean

of all indicators is 3.22 and the standard deviation is 0.44. Generally, the

students often have the motivation in reading. The highest mean is the

intrinsic motivation which is 3.23. The lowest mean is the extrinsic

motivation which is 3.21. The percentage of the indicators of students’

reading habit show that 7.3% respondents never have motivation in

reading, 14.7% seldom have motivation in reading, 27.9% often has

motivation in reading, and 49.9% always have motivation in reading. The

indicator, which has the highest percentage of never and seldom is

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intrinsic motivation with 26.4% ( never 11.7% + seldom 14.7%) which

consists of trying to learn hardly and interest to do new work in the

difficult level, tries to gain or make question about new things, and

interesting to finish the assignment by himself. Then the indicator which

has the highest percentage of often and always is extrinsic motivation

with 82.3% ( often 35.3% + always 47%) which consists of feel easy to

do the work, try to finish the work because the teacher wants, want to ask

the teacher the way to get the right answer and help them to make next

plan.

The fourth variable is students’ reading achievement which consists

of comprehension, recognizing grammatical rules, recognizing the

meaning, recognizing the communicative function, inferring the links and

connection. The result shows the mean of all indicators is 3.44 and the

standard deviation is 0.54. Generally, the students have good reading

skill. The highest mean is recognizing grammatical rules which is 3.48.

The lowest is recognizing the communicative function which is 3.34. The

percentage of the indicators of students’ reading habit show that 8.2%

respondents have bad reading skill, 19.4% have sufficient reading skill,

34.7% have good reading skill, and 37.6% have excellent reading skill.

The indicator, which has the highest percentage of bad and sufficient is

recognizing the communicative function with 44.1% (bad 14.7% +

sufficiently 29.4%) which consists of understanding the functions of text.

Therefore, the indicator which has the highest percentage of good and

excellent is comprehension with 91.1% (good14.7% + excellent 76.4%)

which consists of understanding the information in the text and can

answer the question.

3.2 Classic Assumption Testing

The result of Kolmogorov-Smirnov test shows that The probability

value of each variable are: Students’ Reading Habit (X1) is 0.599,

Students’ Reading Strategies (X2) is 0.151, Students’ Reading Motivation

(X3) is 0.762, and Students’ Reading Achievement (Y) is 0.111. All

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probability values of variables are more than0,05 (>0,05). Therefore, the

researcher concludes that the data are in normal distribution. The linearity

result shows that The probability value of each variable are: Students’

Reading Habit (X1) is 0.482, Students’ Reading Strategy (X2) is 0.711,

and Students’ Reading Motivation (X3) is 0.482. All probability values of

variables are more than 0,05 (>0,05). Therefore, the researcher concludes

that the data is linear. The result of multicolineariry can be seen from

tolerance value and variance inflation factor (VIF). The tolerance value of

variable Students’ Reading Habit (X1) is 0.803, Students’ Reading

Strategy (X2) is 0.738, and Students’ Reading Motivation (X3) is 0.659,

which is all tolerance value > 0,10. The VIF value of variable Students’

Reading Habit (X1) is 1.245, Students’ Reading Strategy (X2) is 1.355,

and Students’ Reading Motivation (X3) is 1.518, which is all VIF value <

10. From the result above, the researcher concludes that the independent

variables do not have a serious multicolinearity problem with the other

independent variables. The probability value of each variable are:

Students’ Reading Habit (X1) is 0.287 Students’ Reading Strategy (X2) is

0.389 and Students’ Reading Motivation (X3) is 0.457. All probability

values of variables are more than 0,05 (>0,05). Therefore, the researcher

concluded that there is no heteroscedasticity on the regression model.

3.2.1 Multiple Regression

The result of regression coefficients for independent variables

are: Students’ Reading Habit (X1) is 0.237, Students’ Reading

Strategy (X2) is 0.291, and Students’ Reading Motivation (X3) is

0.262. The constant value of the regression is 9.456 Therefore, the

formation of multiple regression is Y= 9.456 + 0.237X1 +

0.291X2+ 0.262X3. It means that: If the variable students’ reading

habit, students’ reading strategy, and students’ reading motivation

are 0, students’ reading achievement will be 9.456. If the variables

students’ reading habit increases one point while the variable

students’ reading strategy and students’ reading motivation are

assumed constant, the increment of students’ reading achievement

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will be 0.237. If the variable students’ reading strategy increases

one point while the variables students’ reading habit and students’

reading motivation are assumed constant, the increment of

students’ reading achievement will be 0.291. If the variables

students’ reading motivation increases one point while the variable

students’ reading habit and students’ reading strategy are assumed

constant, the increment of students’ reading achievement will be

0.262.

3.2.2 Hypothesis Testing

The regression coefficient for variable Students’ Reading

Habit (X1) is 0.237. The t_result is 2.914 which is more than

t_table (>2.042). The significant result of this variable is 0.007

which is less than 0,05. The regression coefficient for variable

Students’ Reading Strategy (X2) is 0.291. The t_result is 2.798

which is more than t_table (>2.042). The significant result of this

variable is 0.009 which is less than 0,05. The regression coefficient

for variable Students’ Reading Motivation (X3) is 0.262. The

t_result is 2.242 which is more than t_table (>2.042). The

significant result of this variable is 0.032 which is less than 0,05.

The result of F_result is 17.332 which more than F_table (>2.92).

The significant is 0.000 which is less than 0,05. R2 is 0.634 It

means that the contribution value of all independent variables such

as the students’ reading habit (X1), students’ reading strategy (X2),

students’ reading motivation (X3) toward reading achievement(Y)

as the dependent variable is 63.7% and the other 36.3% are affected

by other factors which are not discussed in this research..

3.3 Discussion

This research shows that there is a positive and significant

contribution of students’ reading habit, students’ reading strategies, and

students’ reading motivation toward reading achievement. The F_result is

17.332 which more than F_table (>2.92). The significant is 0.000 which is

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less than 0,05. The contribution of the variables can be seen from

coefficient determination (R2). Based on the table 4.17 above, the result of

R2 is 0.634. It means that the contribution of students’ reading habit (X1),

students’ reading strategy (X2), and students’ reading motivation (X3)

toward reading achievement (Y) is 63.7% and the other 36.3% are

influenced by other factors which are not discussed in this research.

The result of this research is consistent with the research conducted

by O'Malley & Chamot (in Nejad & Mahmodi, 2015: 136) which state

that reading strategies help the students to make inferences and to monitor

comprehension tests. This result also consistent with the research

conducted by (Wulandari, 2016; Sely, 2016; Boyraz & Altinsoy, 2017;

Nejad & Mahmodi, 2015; and Zare & Othman, 2013) which conclude that

reading habit, reading strategy and motivation give a contribution toward

reading achievement. Reading habit helps the students to obtain a

meaningful knowledge. By having reading habit, the students will have

good strategies in reading. Therefore, good strategy can encourage the

students having the motivation to get a good achievement in reading

activities.

Statistically, the percentage of students’ habit is 80.4%. The highest

habit is in academic reading (88.2%), which consists of the time spent to

read English books before learning and the time spent to read English in

the home. Wulandari (2016: 22) states that the students’ habit to read the

academic books in spare time, can help the them to achieve a good

academic performance in education. The result of the regression

coefficient is 0.237. The t_result is 2.914 which is more than t_table

(>2.042). The significant of the result is 0.237 which is less than 0,05.

Reading habit gives 21.6% as effective contribution (EC) and 34% as

relative contribution (RC). The result of this research is consistent with

the previous study by Priajana (2013) which reports that many students

like reading in spare time. Therefore, the researcher concluded that

reading habit gives an important contribution in learning English to lead

the students get a good reading achievement

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Statistically, the percentage of students’ reading strategy is 79.4%.

The highest percentage of reading strategies are in cognitive strategies

(85.3%) which consists of students use a dictionary or textbook as the

reference materials, read a text more than once, use a visual image to

understand or remember new information, use skimming, scanning to get

the information quickly, use the title to predict the content of the text, and

make a summary of new information in reading. Reading cognitive

strategies according to O'Malley & Chamot (in Nejad & Mahmodi, 2015:

136) can help the students to make inferences and to monitor

comprehension tests. The result of the regression coefficient is 0.291. The

result of t_result is 2.798 which is more than t_table (>2.042). The

significant result of this variable is 0.291 which is less than 0,05. Reading

strategy gives 22.3% as effective contribution (EC) and 35% as relative

contribution (RC). The result of this research is consistent with the

previous study by (Zare and Othman, 2013; Hatami, M., & Asl, H.D,

2017) which report that reading strategy had positive correlation with

reading comprehension achievement. Therefore, the researcher concluded

that reading strategies can improve their reading achievement and shape

them to be a good reader.

Statistically, the percentage of students’ reading motivation is

77.8%. The highest percentage of reading motivation is intrinsic

motivation (82.3%) which consists of trying to learn hardly and interest to

do new work in the difficult level, try to gain or make question about new

things, and interesting to finish the assignment by himself. Ahmadi (2016:

2) defines intrinsic motivation is the behavior that is driven by internal

rewards. The result of the regression coefficient is 0.262. The t_result is

2.242 which is more than t_table (>2.042). The significant result of this

variable is 0.262 which is less than 0,05. Reading motivation gives 19.7%

as effective contribution (EC) and 31% as relative contribution (RC). The

result of this research is consistent with the previous study by Chettri &

Rout (2013) which report that motivational techniques can improve the

students’ intrinsic motivation to comprehend English text to achieve high

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scores on reading assessments. Therefore, the researcher believes that

motivation can encourage the students’ reading to get a good achievement

in reading activities.

4. CONCLUSION

In this research, the conclusions are made based on the previous

discussion. Those are as follows: There is a positive and significant

contribution of the reading habit, students’ reading strategy, and students’

reading motivation toward the students’ reading achievement with the

percentage 63.6%. It means that reading achievement is increasing by

keeping on gaining a good reading habit, a suitable strategy, and high

motivation of the students. There is a positive and significant contribution of

reading habit toward the students’ reading achievement with the percentage

21.6%. It means that reading habit gives a contribution in students’ reading

achievement. There is a positive and significant contribution of reading

strategies toward the students’ reading achievement with the percentage

22.3%. It means that reading habit gives a high contribution in students’

reading achievement. There is a positive and significant contribution of

reading motivation toward the students’ reading achievement with the

percentage 19.7%. It means that reading habit gives a contribution in

students’ reading achievement. In order to improve students’ reading

achievement, teachers should teach the students about strategy in reading and

motivate them with giving an interesting activity.

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