CORRELATION AMONG READING INTEREST, READING SELF-EFFICACY, AND READING COMPETENCY IN THE JUNIOR HIGH SCHOOL

Authors

  • Made Ari Juli Handayani Universitas Pendidikan Ganesha
  • Dewa Komang Tantra Universitas Pendidikan Ganesha
  • Dewa Ayu Eka Agustini Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.23887/ijll.v4i3.30299

Keywords:

correlation, reading competency, reading interest, reading self-efficacy

Abstract

The current research objectives were to describe and to relate the students’ reading interest, reading self-efficacy to their reading competency in the Sekolah Menengah Pertama Negeri 8 Singaraja. The subject were the students in the eight-grade students. This research was designed a quantitative research. The data were gathered using reading interest scale, reading self-efficacy scale, and objective reading competency test. The obtained data were analyzed in two phases, namely: descriptively, that is the description consisted of central tendency and inferentially, that is the data were analyzed using pair-wise correlation and multiple correlation technique. The findings show that: 1) the students’ reading interest, reading self-efficacy, and reading competency on high-order-items are at the moderate levels;2) the relations pair-wisely between the students’ reading interest and reading self-efficacy, students reading interest and reading competency, the students’ reading self-efficacy and reading competency on high-order-items are positively and significantly correlated; and 3) the simultaneous or multiple relationships of the reading interest and reading self-efficacy to the students’ reading competency is proven to be significant.

References

Crawley, S. (1995). Strategies for Guiding Content Reading. Boston: Allyn and Bacon.

Fahrurrozi, D. (2017). Relationship between Students’ Reading Interest and Vocabulary Mastery with Reading Comprehension ability. 118, 357–363. https://doi.org/10.2991/icset-17.2017.59 DOI: https://doi.org/10.2991/icset-17.2017.59

Hesham Suleiman Alyousef. (2006). Teaching Reading Comprehension to ESL / EFL Learners. Journal of Language and Learning, 5(1), 379–380.

Hinkl, D. E. (2009). Applied Statistics for the Behavioral Sciences . Chicago : Rand McNally.

Kebudayaan, K. P. (2013). Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan . Jakarta.

Mohseni Takaloo, N., & Ahmadi, M. R. (2017). The Effect of Learners’ Motivation on Their Reading Comprehension Skill: A Literature Review. International Journal of Research in English Education, 2(3), 10–21. https://doi.org/10.18869/acadpub.ijree.2.3.10 DOI: https://doi.org/10.18869/acadpub.ijree.2.3.10

OECD. (2019). PISA 2018 insights and interpretations. OECD Publishing, 64. https://www.oecd.org/pisa/PISA 2018 Insights and Interpretations FINAL PDF.pdf

PISA 2012. (2012). Results in Focus.

Pisa 2015. (2015). Results in Focus. 853.

Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). How Can Students Improve Their Reading Comprehension Skill? Journal of Studies in Education, 6(2), 229. https://doi.org/10.5296/jse.v6i2.9201 DOI: https://doi.org/10.5296/jse.v6i2.9201

Rachmajanti, S., & Musthofiyah, U. (2017). The Relationship Between Reading Self-Efficacy, Reading Attitude and EFL Reading Comprehension Based On Gender Difference. (Journal of English Language, Literature, and Teaching, 1(1), 20–26.

Scherbaum, C. A., & Kern, M. J. (2006). O 1047. 1047–1063. DOI: https://doi.org/10.1177/0013164406288171

Downloads

Published

2020-12-07

How to Cite

Handayani, M. A. J., Tantra, D. K., & Agustini, D. A. E. (2020). CORRELATION AMONG READING INTEREST, READING SELF-EFFICACY, AND READING COMPETENCY IN THE JUNIOR HIGH SCHOOL. International Journal of Language and Literature, 4(3), 140–146. https://doi.org/10.23887/ijll.v4i3.30299

Issue

Section

Articles

Most read articles by the same author(s)