THE INFLUENCE OF ENGLISH READING ATTITUDE ON STUDENTS’ READING COMPREHENSION
Abstract
Attitude in reading the English texts drives students to have enjoyable or unpleasing reading practice and affects the final result. This study intended to look for the influence of English reading attitude along with its aspects on students' reading comprehension. It also attempted to figure out which aspect of reading attitude contributed to reading comprehension. This study was conducted using correlation method. The population was the tenth grade students of an Islamic Senior High School in Palembang. The total sample participated was118 students selected by using cluster random technique. The data collection technique used reading attitude questionnaire and reading comprehension test. After analyzing the data using correlation and regression analysis, it was found that there was a significant correlation between reading attitude and reading comprehension. Though the correlation was in low category, reading attitude gave contribution to reading comprehension. For the aspects of reading attitude, cognitive attitude, negative affect, and self-assessment significantly correlated to reading comprehension. However, only negative affect showed its contribution. It indicates that English reading attitude influenced reading comprehension in positive way but only in small portion. Students could recognize the importance of reading English text for their language improvement and future success. However, poor reading comprehension skill obstructed them to have more practice in reading. The negative feelings about reading materials block students to achieve comprehension on the subject matter.
Keywords: reading attitude, reading comprehension
Full Text:
PDFReferences
Agustiani, I. W. D. (2017). The correlation between students’ reading attitude and their reading comprehension achievement. English Community Journal, 1(2),75-85.
Ajzen, I. (2005). Attitudes, personality, and behavior (2nd Ed.). New York: Open University Press.
Akbari, H. Ghonsooly, B., Ghazanfari, M., & Shahriari, H. (2017). Attitude toward reading: L1 or L2 or both. SAGE Open, 7(3), 1-10. doi: 10.1177/2158244017717303
Bastug, M. (2014).The structural relationship of reading attitude, reading comprehension, and academic achievement. International J. Soc. Sci. & Education, 4(4), 931-946.
Donaldson, N. (2010). The fourth grade slump: The relationship between reading attitudes and frequency of reading (Master’s Thesis, Graduate College – Bowling Green State University, Ohio, USA) 1(2). Retrieved from https://etd.ohiolink.edu/apexprod/rws_ etd/send_file/send?accession=bgsu1269142631&disposition=inline
Küçükoğlu, H. (2013). Improving reading skills through effective reading strategies. Procedia - Social and Behavioral Sciences, 70, 709-714. doi: 10.1016/j.sbspro.2013.01.113
Lee, J., & Schallert, D. L. (2014). Literate actions, reading attitudes, and reading achievement: Interconnections across languages for adolescent learners of English in Korea. The Modern Language Journal, 98(2), 553–573. https://doi.org/10.1111/j.1540-4781.2014.12088.x
Martinez, R. S., Aricak, O. T., & Jewell, J. (2008). Influence of reading attitude on reading achievement: A test of the temporal-interaction model. Psychology in the Schools, 45(10), 1010-1022. doi:10.1002/pits.20348
McKenna, M.C., Kear, D.J., & Ellworth, R.A. (1995). Children’s attitudes toward reading: A national survey. Reading Study Quartely, 30, 934-956.
Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skill and reading motivation? Exceptional Children, 73(2), 165-183.
Pardo, L. S. (2004). What every teacher needs to know about comprehension. The Reading Teacher, 58(3). 272-280. doi:10.1598/RT.58.3.5
RAND Reading Study Group. (2002). Reading for understanding: Toward a research and development program in reading comprehension. Santa Monica, CA: Office of Education Research and Improvement.
Safitri. D. R., Yunus. M., &Suhartoyo E. (2019). The correlation between EFL students’s reading attitude and their reading comprehension at fourth semester of English department at University of Islam Malang. Jurnal Penelitian, Pendidikan, dan Pembelajaran, 15(17). Retrieved from http://riset.unisma.ac.id/index.php/jp3/article/ view/5599
Sani, A. M., & Zain, Z. (2011). Relating adolescents’ second language reading attitudes, self efficacy for reading, and reading ability in a non-supportive ESL setting. The Reading Matrix, 11(3), 243-254.
Smith, M. C. (1990). A longitudinal investigation of reading attitude development from childhood to adulthood. Journal of Educational Research, 83, 215-219.
Swalander, L., & Taube, K. (2007). Infuences of family based prerequistes, reading attitude, and self-regulation on reading ability. Contemporary Educational Psychology, 32, 206-230.
Taladngoen, U., Palawatwichai, N., Esteban, R. H., & Phuphawanthe, N. (2020). A study of factors affecting EFL tertiary students’ reading comprehension ability. Rangsit Journal of Educational Studies, 7(1), 12-21.
Umbara, R., Vianty, M., & Inderawati, R. (2015). The correlation among reading attitude, the use of internet, and reading comprehension. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 2(2), 77-88.
Woolley, G. (2011). Reading Comprehension: Assisting Children with Learning Difficulties. Dordrecht: Springer. doi: 10.1007/978-94-007-1174-7_2
DOI: http://dx.doi.org/10.52333%2Fd.v2i2.838
Refbacks
- There are currently no refbacks.
Published by:
English Education Study Program, FKIP Universitas Tridinanti Palembang
Jalan Kapten Marzuki No.2446 Kamboja, Palembang 30129
Telp. (0711) 369751
Email: didascein_journal@univ-tridinanti.ac.id
Didascein (Journal of English Education) by Universitas Tridinanti Palembang is licensed under a Creative Commons Attribution 4.0 International License.
Based on a work at https://www.univ-tridinanti.ac.id/ejournal/index.php/didasceinenglish.