THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND

THEIR READING ACHIEVEMENT OF SMP 22 KOTA BARU JAMBI

ACADEMIC YEARS 2018-2019

THESIS

Submitted to Fulfillment One the Requirements to Obtain the

Undergraduate Degree (S1) in English Education Program of Education

Faculty of Islamic University

Sulthan Thaha Saifuddin Jambi

AMRINA

NIM. TE.140959

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC OF UNIVERSITY

SULTHAN THAHA SAIFUDDIN

JAMBI

2018

THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND

THEIR READING ACHIEVEMENT ACADEMIC YEARS 2018-2019

THESIS

AMRINA

NIM. TE.140959

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC OF UNIVERSITY

SULTHAN THAHA SAIFUDDIN

JAMBI

2018

DEDICATION

Thanks to Allah, The Most Gracious, The Most Merciful

For the blessing and leading me

I could finally finish writing this scientific paper.

Sholawat to The prophet Muhammad ShalallahualahiWassalam.

His coming really changed the word.

Special thanks to:

My parents (Mr. Fahturaini and Mrs. Rosmawati)

For always being with and guiding me, your prayers are really powerful.

My sister Rasada, my brother Athoillah, my young sister Rukoiyah, my young

brother Ahmad Syafari, you are motivations in my life.

All my bestfriends, wo’ Nur Hikmah, Beb Dena Nurnisa, Mama Titis Ekarahayu,

Dedek Wajiha, Busu Lailatul Zuhriah,Tante syefti

For the friendship we have ever built, yesterday, today, and tomorow.

Thanks for mr. Drs. Habibuddin Ritonga, MA and miss Juliana Mesalina, M.Pd as

my advisors, for their guidance, suggestion, and encouragement during the

accomplishment of my script.

May Allah SubhanuWata’ala bless us.

Aameen

MOTTO

“… Sesungguhnya sesudah kesulitan ada kemudahan. Maka apabila kamu telah selesai (urusan dunia) maka bersungguhsungguhlah

(dalam beribadah), dan hanya kepada Tuhanmulah kamu berharap.”

(QS. Al Insyirah: 6-8)

“Orang yang banyak tahu tentang orang lain mungkin disebut pandai, tapi orang yang bisa memahami diri sendiri

itulah orang yang cerdas” (Lao-Tsu)

“Belajar adalah masalah sikap, bukan bakat”

(Dr. Georgi Lozanov)

“Tak ada yang lebih tidak adil dengan perlakuan yang sama terhadap orangorang yang berbeda”

(Dr. K. Dunn)

ACKNOWLEDGMENTS

By reciting Alhamdulillahirobbil‟ alamin, with all of mercies and bessing of Allah, finally the writer accomplished this thesis. The objective of this thesis is

a partial requirement for the undergraduate degree (S1) in English Education

Program, Faculty of Education and Teacher Training in the State Islamic

University Sulthan Thaha Saifuddin Jambi which is entitled “The Correlation

Between Students’ Motivation and Their Reading Achievement of SMP 22

Kota Baru Jambi”

I would like to express my sincere gratitude to Amalia Nurhasanah

M.Hum as the first advisor and Hilma Suryani, M.Pd as the second advisor who

have given guidance and support to accomplish in this thesis. The writer would

also like to express many thanks to the following people who have contributed

much in accomplishing this thesis, namely:

1. Dr. Hadri Hasan, MA, as the Rector the state Islamic of University STS Jambi.

2. Prof. Dr. H. Suaidi, MA, Ph.D, Dr. H. Hidayat, M.Pd and Dr. Hj. Fadhillah, M.Pd as Rector‟ s assistants I,II, and III The state of Islamic University Sulthan Thaha Saifuddin Jambi.

3. Dr. Hj. Armida, M.Pd the Dean of Faculty of Education and Teacher Training the state Islamic of University Sulthan Thaha Saifuddin Jambi.

4. Dean assistants I, II, III of Faculty of Education and Teacher Training The state Islamic of University Sulthan Thaha Saifuddin Jambi.

5. Amalia Nurhasanah M.Hum, as Chief of English Study Program Faculty of Education and Teacher Training The state Islamic of University Sulthan

Thaha Saifuddin Jambi.

6. Drs. Habibuddin Ritonga MA and Juliana Mesalina, M.Pd as first advisor and as second advisor.

7. All lecturers at Faculty of Education and Teacher Training of The State Islamic of University Sulthan Thaha Saifuddin Jambi.

8. All Teachers in Madrasah Tsanawiyah Tarbiyah Islamiyah Mayang Jambi. 9. All Students in Madrasah Tsanawiyah Tarbiyah Islamiyah Mayang Jambi.

Jambi, Oct 2018

Writer,

Amrina

TE.140959

ABSTRAK

Nama : Amrina

Jurusan : Pendidikan Bahasa Inggris

Judul : The Correlation Between Students’ Motivation and Their Reading

Achievement of SMP 22 Kota Baru Jambi

The objective of this research aims to find out the correlation between

students‟ motivation and their reading achievement of junior high school

Negeri 22 Kota Baru Jambi. The type of research to be used is quantitative

research. The total of the sample was 30 studenst. The data collecting that use

questionnaire, and the test of reading achievment. The design research to be

used is descriftive research. Based on the data analysis, it can be conclude as

follow: The highes score of students motivation at junior high school 22 Kota

Jambi was 100 and lowest score was 44, with average result was 44,5.The

highest score of reading achievement at junior high school 22 Kota Jambi was

100 and lowest score was 44, with average result was 44,6. Based on the

finding in the previous chapter, l can draw the following conclusions: by using

the 5 percent and 1 percent level of significancet, it was found that there is a

significance positive correlation between student motivation with reading

achievement. The value of correlation coeficient r is 0.434, its means that null

hyphothesis (Ho) is rejected. Thus the working hyphotesis (Ha) there is a

significance correlation between the students motivation with reading

achievement is accepted. In other word, if the student have good motivation,

they good will have good reading achievement.

Keywords: Correlational study, students motivation, reading achievement.

TABLE OF CONTENT

TITLE COVER

OFFICIAL NOTE.................................................. ..................................... i

RATIFICATION OF THESIS. .................................................................. ii

ORIGINAL STATEMENTS ...................................................................... iii

DEDICATION ............................................................................................. iv

MOTTO ....................................................................................................... v

ACKNOWLEDGMENTS .......................................................................... vi

ABSTRAK (Indonesian) ............................................................................. vii

ABSTRACT (English) ................................................................................ viii

TABLE OF CONTENT .............................................................................. ix

LIST OF TABLE ........................................................................................ xii

CHAPTER I INTRODUCTION

A. Background of the Research ............................................................. 1

B. Research Question ............................................................................. 3

C. Limitation of the Research ................................................................ 3

D. Objectives of the Research ................................................................ 4

E. Significances of the Research ........................................................... 4

CHAPTER II LITERATURE REVIEW

A. The Defenition of the Motivation ..................................................... 5

B. Kinds of Motivation ......................................................................... 6

C. Improving Students‟ Motivation ....................................................... 10

D. The Defenition of Reading ............................................................... 12

E. The Importance of Teaching Reading ............................................... 14

F. Reading Motivation ........................................................................... 15

G. Study Relevance ................................................................................ 15

H. Hypoteheses ...................................................................................... 16

CHAPTER III METHODOLOGY OF RESEARCH

A. Research Design ................................................................................ 17

B. Place and Time of Research .............................................................. 17

C. Population and Sample ...................................................................... 18

1. Popultion ..................................................................................... 18

2. Samples ....................................................................................... 18

D. Variable of the Research ................................................................... 19

E. Instrument of the Study ..................................................................... 20

1. Questionnare ............................................................................... 20

2. Specification of the Questionnare ............................................... 20

3. Reading Test................................................................................ 21

4. Reliability .................................................................................... 21

F. Data Collection Tehnique ................................................................. 22

G. Data Analysis Technique .................................................................. 22

H. Hypotheses ........................................................................................ 23

CHAPTER IV FINDING AND INTERPRETATION

A. Research Finding ............................................................................... 24

1. The Descrciptive Analysis for Students‟ Motivation .................. 24

2. The Descriptive Analysis for Reading Achievement .................. 24

3. Statistical Analyses ..................................................................... 25

a. Normality test ........................................................................ 25

b. The Result of Correlation Analysis Between Students‟

Motivation and Reading Achievement.................................. 26

c. Regression ............................................................................. 27

B. Interpretation ..................................................................................... 28

CHAPTER V CONCLUSION AND SUGGESTIONS

A. Conclusion ...................................................................................... 30

B. Suggestions ....................................................................................... 30

REFERENCES

APPENDICES

CURRICULUM VITAE

LIST OF TABLE

Table 3.1 The Illustration of the Group ........................................................ 18

Table 3.2 Population of the Study ................................................................. 19

Table 3.3 Specification of Qusetionnare ....................................................... 21

Table 3.4 Likert Scale ................................................................................... 22

Table 4.1 Distribution of Students‟ Reading Motivation .............................. 24

Table 4.2 Freqiency of Strategies.................................................................. 25

Table 4.3 Test of Normality .......................................................................... 26

Table 4.4 Correlation between Students‟ Motivation and Reading

Achievement ................................................................................. 27

Table 4.5 Model Summary ............................................................................ 28

CHAPTER I

INTRODUCTION

A. Background of The Research

In this country, English is one of main language used in international

communication. Mastering English means practicing four language skill of

English very well for example using English someone to explain how and why the

rain happens. The problem is how he or she gets knowledge, or how she or he

attains her understanding. The answer is throught four skills,reading, speaking,

writting, and listening. Here, the researcher emphasizes only one language skill it

is reading skill.

Reading is one of language skill that is the most important skill for

foreign language learners because they have little exposure to the target language

outside the classroom and most their information in English come though reading.

there were many factors that might influence the quality of reading such as:

vocabulary, grammar, and motivation to read. However, the writer assumed that

one of factors that might influence students to read was their motivation. It is also

important in reading skill because the students‟ reading comprehension might not

be active if they did not have motivation to learn through reading.

According to Harmer (2002. P. 3) “the biggest factor that affects the

students‟ success in learning process is motivation”. Actually, all of students have

different motivation in learning English such as there are some students that have

low motivationand there are some students have high motivation. The students

need motivation when they do something. Without motivation students will

mostly fail to make the necessary effort. Motivation comes from inside and

outside of them. Motivation an achievement are interrelated each other. The

students who have low motivation in learning English will not be interested

enough and they will not pay attention to their English class.

Meanwhile the students who have high motivation will push them in

learning English and will be able to overcome their worry in learning English.

Gardner (2006, p. 241) states that “students with higher level of motivation will

do better than students with lower levels”. Actually, there are many factors that

make students have low and high motivation in learning English. It can come

from the environment of the students and also from the way of the teacher teaches

English in the classroom in which it does not interest them.

Every student has different perception English subject in their learning

process. Some students say that English is a difficult subjeck in learning process.

English should be mastered by students through learning. By mastering English

students not only can communicate with other people in the word but can also get

a lot of information and knowledge easily. Although English is very important for

students, but there still many students who are unwilling to learn English because

of some factors. Chang (2010) states that the reasons which cause students‟

weakness for English language learning derived from learners‟ laziness, lack of

efficiency of the school and also insuficient of parents‟ promotions. Therefore, to

be succesful in learning process, there are some factor, mental factor, teacher‟s

personality and motivation. All of them affect the students‟ success in learning

English, but among motivation, students cannot study seriously although they

have intellectual factor and it will also affect their achievment.So, in learning

English students need motivation.

The statements above, the writer assumes that motivation related with

aims or objectives. The aims of students who studies hard is for passing the

exame. It can be said that motivation influenced someone to act.However based

on the reserachers observastion in junior high school Negeri 22 Kota Baru Jambi,

the researcher found that there were many students show up in classroom without

having developed a motivation to learn. They usually manifest themselves in their

behavior.

The researcher found the problem faced by students was they lacked of

motivation. Many students ignored the teacher, mostly they played when the

teacher was teaching. But some of them still paid attention to the teacher. Many

students became passive when faced with a reading text. This phenomenon

influenced students‟ reading comphrehension achievement and as a consequence

not all Junior High School students‟ scores were good in reading. Based on the

information from their English teacher almost half of students get score under 71

(the minimun mastery criteria). As the result their average scoreof reading was

low. Their reading achievemennt was below the expectation.

To overcome the problem, the reseracher then came to realize that

students needed stimulation to read in learning process. According to Barbara

larrivee(2006:231), motivation is defined as “emotional tendencies that guide or

facilitate teaching goalss”. In the classroom, teachers strive to guide students

towards goals. Realizing the importance of students‟ motivation in reading, the

researcher tried to conduct this research. The researcher assumed that motivationis

an internal factor which comes from the students‟ inherent condition that

influence learning achievement and reading comprehension.

Therefore, the reason why the researcher conducted the research because

the researcher wanted to know whether or not there is corelation between students

motivation and their reading achievement of junior high school Negeri 22 kota

baru Jambi the title “The Correlation Between Students‟ Motivation And Their

Reading Achievement.”

B. Identification of the Problem

In the preliminary study the researcher found out that the researcher

found of the students some problem in reading achievement. Most of the

students at the junior high school 22 Kota Jambi were unable to get learning

English and to understand get reading achievement.

C. Formulation of the Research

Based bacground of the study researcher mentioned the formulation the

problem is as follow

1. Is there any correlation between students‟ motivation and their redaing

achievement of junior high school 22 Kota Jambi.

D. Limitation of the Research

In this research, the researcher limited at 8th

grades of junior high school

Negeri 22, and the sample only consisted one class. This research only

indetified the correlation between students‟ motivation and their reading

achievement of junior high school Negeri 22 Kota Baru Jambi.

E. Research Question

Research question of this research” is there any correlation between

students motivation and their reading achievement of junior high school Negeri

22 Kota Baru Jambi?”

F. Objective of the Research

This research aims to find out the correlation between students‟

motivation and their reading achievement of junior high school Negeri 22 Kota

Baru Jambi.

G. Significances of the Research

This research was expected to contributed significanly for the researcher

could enlarge knowledge and get experience in doing the research. Theoritically,it

could be useful for English teacher to improve their competency in teaching

reading. Practically, this thesis can be a reference source for other students of

English education study program to know about the reading achievement that

should they know when they decide to be English teacher someday.

H. Advantages And Disadvantages of Research

1. Advantages of research

To know the correlation students‟ motivation and their reading achievement.

2. Disadvantages of researc

Don‟t have correlation students‟ motivation and their reading achievement.

CHAPTER II

LITERATURE REVIEW

A. The Definition of the Motivation

Motivation is really needed in teaching and learning process, because it is

very important to everyone in doing something. Motivasion can also make

teaching and learing process become more intersting and easier for the students.

There are some various defenition about motivation. Harmer (2008,p.98) says

“motivation is some kinds of internal drive which pushes someone to do things in

order to reach something”. According to Ormrod (2008,p.58) motivation is

something that animates (energizes), ieads and sustains behavior. Motivation

makes the students move on, places them in a particular direction, and keeps them

moving. It means that motivation the thing that pushes students to do something

and watch over the activity continuously. Motivation will make students feel

enthusiast and get strong desire to gain their wishes.

Uno (2013) said that motivation is the basic impluse that drives someone

to do an activity. Therefore, the good or bad deed of someone depends on

motivation that drives the action. The students who have high motivation in

learning will achieve their objective, meanwhile the students who have low

motivation will not get or reach their objective. So, the thing that students need is

motivation, because failure or the success of student depend on motivation,

whether from themselves or from teacher, family etc.

According to James (2009) “motivation is the idea of someone to do the

activity and keep their action. Motivation is one of the factor that make students

success in learning English.According to Jafari‟s (20012) research about

“motivation, its types,and its impact in language learning”. This research found

that motivation is avery important and effective factor in the field of learning

language.Dornyei said that motivation has been widely accepted as one of key

factors that influences the rate and success of second/foregn language learning.

Students‟ motivation is a significant part in teaching and learning process, because

it is very useful to push the students to get their goal,interest and need in

learning”. From the defenitions above, it can be concluded that motivation is

apower for doing something, and it is also ane of the key factor to succes in

learning process. Motivation has a close relationship with the goal of learning.

Whether the students want to study hard or not is based on their motivation in

learning. So, by having good motivation in learning, it can give a good impact for

the students.

B. Kinds of Motivation

According to Ryan & Deci (2000) “motivation is categorized into two

parts, intrinsic and extrinsic motivation”.

1. Intrinsic Motivation

Intrinsic motivation is a desire that comes from inside of the students

to do something. Deci and Ryan (2000) said that intrinsic motivation is defined

as the doing of an activity for its inseparable part of satisfactions rather for

some separable consequences. According to Uno (2013,p.33) intrinsic

motivation is motivation that affects someone does something that is really

based on her\himself and not from outside of her\himself.Santrock (2004) said

that intrinsic motivation involves the internal motivation to do something for

her/his own desire. Gage & Berliner say that intrinsic motivation can be found

as in students‟ interest, need, goal in learning and hobby. So, the students who

have intrinsic motivation will enjoy and study hard in teaching and learning

process. According to Harmer (2008,p.98) “intrinsic motivation is motivation

that comes from within the individual”.So, from all the definitions above,it can

be concluded that intrinsic motivation is motivation which comes from inside

of the students to do something. Intrinsic motivation is motivation that is very

important, because it will make students enjoy and more enthusiasm in

learning.

According to Wu(2003), student has pleasure for second or foreig

language learning when he/she receives motivation, especially intrinsic

motivation because it could be well predicated by perceives second language

ability and independence.

According to Ryan & Deci (2000) “learners who are intrinsically

motivated will be more content in their learning proceses,acquire knowledge in

a more differentiated and more coherent form,show a long-term remembrance

of what was learned,apply their knowledge more often than others, show

higher academic achievement, and perceive themselves as more

competent.According to Gage & Berliner, P. Kansanen (2002,p.374) “ intrinsic

motivation can be found such as in students‟ interest, need, and goal of

learning”.

First interest, according to Gage and Barliner,P. Kansanen

(2002,p.374) say interest can refer to selection of stimulation or attending to

something. It means that interest is the factor which determiners an attitude in

working or studying actively.for instance; students with an interest in a

particular subject will maintain to pay attention to it. They feel it make a

difference to them, they want to become fully aware of its character. The enjoy

dealing it for their own sake. So, learning process will run well if the students

will study regularly or effectively and they will be success if they have high

interest in learning.

Second is need, according to Vanden (2007,p.612)” need is strained

situation in human life resulting from suffer loss of something required for

survival well-being, or personal fulfillment a substance,state or any other

things”.It means that need a situation in which something necessary.

Ciccarelli & Npland (2009,p.361) divided need into three types of

need, thus are;

a. Need for achievement, involves a strong desire to success in achieving the

goal, not only realistic ones but also challenging ones

b. Need of a afflication, people who have high level in this need seek to be

liked by others and to be held in high regard by thouse around them

c. Need for power, power is not about teaching a goal but about having control

over other people. People who have high in this need would want to have

influence over other and make an impact on them.

The last one is goal; it has been said that motivation is closely bound up

with a person‟s desire to achieve a goal. Students are very aware about the goal

of learning, or spesicific learning activities, and direct their efforts in achieving

them. Actully, all of people have a goal in their life, because before they want

do what they wanted to do, they should decide a goal first. It seems like in

teaching and learning activity, the students have to know and decide the goal of

why they learn English or other subjects, because it can be a great motivation

for them.By knowing their goal in learning they will prepare anything that can

help them to achieve their goal.

Actually intrinsic motivation affect students more in learning process. It

is proved by Demit (2011) that carried out the research about” teachers

intrinsic and Extrinsic motivation as predictors of students Engagement”. It

found out that intrinsic motivation significantly affected students engagement.

Zubairi (2009) in “ motivation to learn a foreign language in malaysia”,

suggest that compulsory foreign language requirement may have enhanced

intrinsic motivation. A cited in Lai (2011), Gottfrien (2014), states that

children who have well developed intrinsic motivation are more likelythan

others to show strong conceptual learning, improved memory, and high overall

achievement in school. Morever, there is fundamental difference between

people who are motivated intrinsically and extrinsiccally in terms of their

language development. For instance; students with intrinsic motivation are

better in learning and achieve high level, whereas the students who are

motivated estrinsically migh face a great risk of academic

perfoming(Lie,2010).

2. Extrinsic Motivation

Extrinsic motivation is contrast with intrinsic motivation. Extrinsic

motivation refers whenever a activity is done in order to attain some separable

outcome. There are many explanations about the meaning of extrinsic

motivation. According to Uno (2013,p.33) extrinsic motivation is the behaviour

of individuals which only appears because of the punishment or did not appear

because there is a punishment. Mudjiono ( 2013,p,91) said extrinsic motivation

is a pushing toward the behavior of someone that comes from outside

themselves and not inside, some students are motivated to do their activity

because they want to get reward, praise, and avoid punishment.

Gage & Brilen, P.Kansanen (2002,p.441) state that extrinsic motivation

generally caused by the outside factors such as parents, teachers, and

evironments.

First is parents; parents are one of the great influence students‟ extrinsic

motivation in teaching and learning process. So, parents are expected to

motivate their children in order to reach their goal in learning.Harmer (2014)

says that students‟ motivation will be in a negative way when their parents are

very much againts the culture of language. Meanwhile if their parents give

excessive support of the languages it will have the opposite effect. It means

that parents have a significant role to motivate their children and they should

support their children to create their motivation.

Second is teacher; teacher has an important role in teaching and learning

process to socialize and create motivation among students. According to

Wlodkowsi and Jaynes students will continue in their learning and even search

knowledge under the leading of enthusiastic teachers. Atkison (2002) says the

teacher motivatio has an important effect on the students and their satisfication

and fulfillment. So, teacher does not only transfer knowledge to the students,

but also acts as the motivator who always motivates and support them in

teaching and learning. The way how make students will be achievement in

learning; present the intersting material in the good way, the appropriateness of

material etc. In language learning, teacher has a significant function and role in

giving motivation to the students.

Third is environment; environment can influence students‟ motivation.

Hunter ( said the situation of environment can push students to do somethig

and it will affect their learning achievment. So, the good and health their

environment will give better satisfactory in teaching and learning process.

Students will be more interested if the environment of the classroom is

comfortable. So, it can be cocluded that environment is the all things that exist

around the students,which has correlation and gives nfluences to them.

In addition, Djamarah (2002,p.141) said the factors that comes from

outside the students not only teacher and environment but also facilities of the

school. According to Daradjat (2005), facility is everything that can facilities

and accelerate the work in teaching the goal. It means that school facilitate are

everything that can support teaching and learning process success. According

to Suryosubroto (2014) the complateness of school facilities will increase

students‟ motivation in learning and can help teacher in implementation of the

learning process. From the explanation above, it is known that extrinsic

motivation is all of extern factors that comes from outside of the students

(reward,punishment, teachers, parents, environment and school facilities)

which can motivate them in learning.

Cameron (2001) said that extrinsic motivation could be helpful when

intrinsic motivation is now. It means that people who do thing which not

intrisically motivate will lose interest in doing it without extrinsic motivation.

C. Improving Students’ Motivation

Increasing students‟ motivation is one of the teachers‟ responsibilities.

As teachers, they should have strategies in increasing students, motivation.

According to Marsh (1996) the strategy which can improve students motivation

are by giving interesting material, setting the good goal and creating conducive

learning situation.

Giving interesting material: according to Brown (2001,p.90) material that

given the students should be firmly context embedded such familiar situations

language, character and real-life conversations. By giving interesting material the

teachers can improve students‟ motivation. The other strategy which also

important in improving students‟ motivation is setting the good goal, in learning

process teacher should set the goals that are meaningful,realistic, and achievable

by students. So, the students will become more motivated because they can see

instructional goals are relevant to their personal goal. The last strategy is creating

conducive learning situation, the teacher can create interesting classroom with all

kinds of visual material to make to be more cmfortable as learnig environment for

students, the teacher can set the seating arrangement to make students easy in

receiving material.

Harmer (2014,p.4) said there are for factors that affect students‟

motivation in learning language; first, phsyical condition which means the

atmosphere in the classroom (e.g lighting of the classroom, the number of

students, small of the classroom, etc). Second, method of teaching which refers to

the way that students are taugh must affect their motivation. Whenever the

students feel bored at the teachers‟ method, their motivation would likely be

decreased. It similar to Harmer (2014,p,5) states that “ if the students lose

confidence in the method, they will become demotivated”. Third, the teachers are

as the most powerful factor of students‟ motivation or demotivation. Fourth

succes which is refers to the appropriate level of challenge designed by the

teacher.

According to Williams there are five ingridents to improve studenst‟

motivation; (1) student: Robert Schuller said” you cannot push anyone up the

ladder unless he is willing to climb himself.” From the quote the researcher can

concludes that the other people cannot force someone study hard except from their

willingness. (2) Teacher: montalvo: students display more motivation benefits

from the teachers that they like rather than the teachers that they dislike. The role

of teacher seem to be shifting from preprogrammed knowledge dispensers to

instead managers of students‟ learning and the learning environment.(3) Content:

Olson (2007) note that students‟ motivation depend on the extend to which the

teacher is able to satisfy the students‟ need for (a) feeling in control of their

learning, (b) feeling competent ,and (c) feelling connected to others. (4)

method/proccess: the method or process is the way in which content is presented,

that is the approach used for instruction.

Two basic approaches for supporting and cultivating motivation in the

classroom are; creating a classroom structure and institutional method that

provides the environment for the optimal motivation, engagement, and learning;

and helping the students to develop tools that will enable him or her to be self-

regulated. And (5) Environment must be available, accessible, and caliber that

contributes to the motivation of the students.So, improving students‟ motivation

does not only depend on the teachers but also depend on the students/

themselves.when students have motivation they will reveal some of different

characteristics such as study hard, more active in classroom and so on.

Sudirman (2003) there are some characteristics of motivation, they are:

(a) perseviring face the task, means that people can work continuosly in time old

or never stopped before completion.(b) Resilient face of adversity means that not

required a push from outside to perform at their best ( not easily satisfied with the

accomplishment that have been achieved. (c) Realizing interest in a variety of

problems for people adult such as development issues, opposition to any acts

criminal,eradication of corruption etc. (d) prefer to know independently.(e)

Quickly bored on routine tasks suchs as things that are mechanical,repetitive

which less creative).(f) can maintain his opinion. (g) Not easy to let go of these

beliefs. (h) Glad to locate and troubleshoot problems. So, if these characteristics

are present in a student means that the students has strong motivation in learning.

D. The Definition of Reading

Reading is an active process. Patel and Preeven (2008:p.113) stated that

reading is an active process which consist of recognition and comprehension skill.

It is also described as a complex process of making meaning from a text, or

variety of purpose in a wide range of contexts. The process of reading may be

broadly classified into three stages:

a. The first stage is the recognition stage. At this stage, the learner simply

recognizes what she or he read.

b. The second stage is the structuring satge. The learner sees the syntactic

relationship of the items and understands the structural meaning of the

syntactical units.

c. The third stage is the interpretation stage. The learner comprhends the

significance of a word, a phrase, or a sentence in the overal all contex of the

However, according to Klingner, Vaught and Boardman (2007) reading

is a process of constructing meaning that can be achieved through dynamic

instruction among the following aspects: the reader‟s prior knowledge, the

information suggested by the text, and the context of the reading situatio

According to Grabe and Stollers (2009,p.11) purposes of reading into

several points, they are as follows:

1. Reading to search for simple information

2. Reading to skim quickly

3. Readings to learn fron the text

4. Reading to integrade information

5. Reading critique texts

6. Reading for general comphrehensio

Reading a purpose in mind enables us to focus on the relevant parts of a

text and to use appropriate reading strategies. Obviously, purposes for reading

must establish before a selection of reading text. Having a purpose for reading

will help us to choose the most appropriate method of reading. Through this

procedure the reader can properly direct his or her attention during the reading.

Afterward, the stated purpose can be used as a basis for discussion to determine

whether the reader has achieved the goal or not.

A person reads for many purposes, if they read for pleasure they may

reda quickly or slowly based on the wy they likes. But if they read for information

such as news, science or some lines which are parts of this study or assignment,

they read slowly and carefully. In fact there are four types of reading.

According to Simense (2007,p.149) here are four types of reading:

1. Skimming

Skimming is reading fast to get an overview over the text. The goal is to get

a main idea of what the text is about.

2. Scanning

Scanning is reading in search for specific information in the text. It could

for example be a number in the telephone catalog or a historical date in a

textbook.

3. Intensive reading

Intensive reading is reading carefully to rember the details and

understanding all the words and meaning.

4. Extensive reading

Extensive reading is reading to understand the general meaning of a text.

According to Simensen extensive reading”usually means silent reading and

reading for pleasure and enjoyment.

E.The Importance of Teaching Reading

According to Mikulecky in mulyani (2011,p.10) there are several reasons

why why reading is very important to be taught for the students. Firts, reading in

English helps students think in English. Second, reading in English helps students

builds their English vocabulary. Third, reading in English may be the only way

for the students to use English if they live in no-English speaking country. It can

be concluded that teaching reading will help students to be able to get knowledge

from written text.

In order to help students understand the text more easily is by developing

techniques of teaching for helping to develop teacher own strategies for making

sense of the text. In teaching reading, the teacher should be able to findout a good

strategy that helps the students to understand and compherend the text. Sometime

students get bored in learning reading,so that they got nothing from the text that

they have read. Because of that, it is important for teachers to teach reading for

students by using efective way.It will make the students are motivated. Stimulated

in studying in order to understand text well.

F. Reading Motivation

Reading is one of the four basic language skill, and it is a part of

component of writting communication. Motivation in reading may be difficult to

be appeared in life because habits that are not owned or lack of encouragement of

willingness give to the child. Motivation reading should be taught from an early

age to children, so that good habits can have children. Reading gives considerable

benefists in life and tp motivate to reading to children is one of the things that are

effective to bring good habits.

According to Tarigan DKK (2011,p.1/2) reading is natural and

historically. Reading is an activity that is very ancient. The history of human

civilization is rolling mainly driven by reading. But deflated and inflated

civilization of a nation is not only determined by the interest and the intensity of

the reading done by the people, is also determined by other things that is rare, but

more important steps is the availability of reading materials, teacher reads and the

freedom to read. The fact that is often complained intensity interest read our

peoplestill remain very low compared to other developing nations.

Motivation to read the usual also called interest in reading. Look among

children, teenagers and students who do not have a lot of motivation / interest in

reading, due to lack of encouragement were given. If we are aware of the

importance of reading, of course we can benefits greatly from reading it. Giving

the little time to read it will not cause a loss in our lives according to Tarigan

(2011,p.96) “ Motivation / interest is the character set and experience to force

someone to seek the facts object of activity, understanding skill, of experience”.

G.Study Relevance

This research abaout the correlation between motivation and learning

achievement in islamic religious education (research study on orphans in junior

high school YPMS kedaung tangerang selatan). The writer use questionnaire to

collected data about motivation in learning, and it also use scale likert in scoring

data. The writer use class VII and IX junior highschool to be population in her

reserach and using 31 students to a sample. The sample getting by using total

sampling technique. Total sample 30peoples. 20 people from class VII and 11

from class IX . The result of analysis product moment r value= 0,625 and r table

0,325 with df 31 with calculating of determination result value coeficient

determines is 39% and t value = 4,18 reseult of this reserach is there strong

enough significant correlation motivation and learning achievement in the subject

of islamic religious education in junoir high school YPMS kedaung.

Isti kharomah (2009) from UIN malang with title : the correlation

between motivation and learning. It also use scale liker in scoring data. The writer

user class II madrasah aliyah and devide 2 class junior high school to be

population in her research and using 66 students to a sample. The sample getting

by using total samplingtechique. Total sample 66 peoples. 33 peoples fromclass II

A and 33 from class II B. Those result based on the 0,914 0,232 for

5% degree of freedom. From this analysis, can be found the significant correlation

between student‟s learning motivation with the result of study.

G. Hypotheses

There are two hypotheses in this research:

1. Null hypotheses (Ho): there is no a correlation between students‟ motivation

and their reading achievement.Alternative hypotheses (Ha): there is a

correlation between students‟ motivation and their reading achievmen

CHAPTER III

METHODOLOGY

A. Research Design

The type of research to be used is quantitative research. According

Sugiyono (2013:p.13) method of quantitative research is a method research whose

research data are numbers and analyzed using statistics. Design research to be

used is descriptive research. According to Gay (in sukardi, 2012:p.166) research

correlatio is study involving data collection actions to determine wheter there is a

relationship and the degree of relationship between the two variable or more.

According to Arief Furhan (1982:p.50),there are four categories of the

reserach design, they are: experimental reserach, ex-post facto reserach,

descriptive research, and historical research. In this case, the study is design to

intend assees the students motivation in reading achievment, can be categorized as

a descriptive. The descriptive research is design to obtain information concerning

the current status of phenomenon and it is directed toward determining the nature

of situation, as it exists at the time of study. In this study, the data will be

collected are the numbers, so the research design is descriptive quantitative.

This study dealt with two kinds of variables, they are the students

motivation as the independent variable. The ultimate purpose of study as

determines the effect of the independent variable (habit of reading) on the

dependent variable (inferential reading achievment)

B. Place and Time of Research

In this research, the researcher take the place in Grades of junior

high school Negeri 22 Kota Baru Jambi. This research is quantitative descriptive.

The researcher take a location it on the basis that a researcher PpL on the

school,making it easier to search for data. The time arrangement of the research is

very important to conduct the research and how long the research will be held.

C. Population and Sample

1. Population

According to Sugiyono (2012:p.117) population is a generalizatio

region consisting of objects / subjects that have certain qualities and

characteristic set by the researcher to be studied and the drawn conclusion. So

the population is not just people,but also objects and other natural

objects.population is not just the number of objects/subjects studied, but

includes all characteristics/properties owned by the subject or object. In this

research take population at eight grade of junior high school Negeri 22 Kota

Baru Jambi.

Table3.1

Table Of Population

No Clasess Number of students

1. VIIIA 30

2. VIIIB 30

3. VIIIC 29

4. VIIID 29

Total 118

2. Sample

Part of the population were choosen for the data, it is called

sample,Sukardi (2003:p.54) sample called. According to Arikunto (2010:p. 95)

if a population of more than 100-150 so reseachers could take sample of the

population % 25-30. Researchers determine the sample from 27 % of the size

of the population, with the rest of 30 respondents.

While the techniques used in the sampling that is technique

purposivesampling. According to Sugiono(2016,p124) say that purposive

sampling is units from a prespecified group which are purposively sought out

and sampled. The researcher took VIII A as the sample because the researcher

perceived that VIII A were more motivated than VIII B and VIII C. The total

of the sample was 30 studenst. So the total of the sample was 30 students.

a) The researcher writes the name of every class in each piece of paper

b) Then,the researcher rolls the paper and puts in together in hand

c) The rolls of paper is shake

d) The researcher puts the paper down and chooses one of them randomly

e) The lass in the choosen paper will be the sample to details sample the

number of students as follows.

Table 3.2

Sample

No Classes Number Of Students

1. VIIIA 30

Total 30

D. Variable of The Research

Variable of the research is an attribute or the nature or value of a person,

object or activity which may have certain defined by the researcher to learn and

the drawn conclusions. There were two variables in this research, namely

independent and dependent variable.

This study dealth with two kinds of variables, they are the students

motivation as the independent variable and the reading achievement as dependent

variable. The ultimate purpose of the study as determines the effect the

independent variable (habbit of student motivation) on the dependent varaiable

(inferential reading achievement).

Instrument of The Study

Functionally the use of reserarch is to obtain the necessary data when the

researhers have stepped on the step of collecting information in the field. But it

should be realized that in quantitative research, making research instruments,

determining hyphotheses and selection of statistical techniques is including

activities that mush be made intensively, before researchers enter the field or

laboratory. Because in quantitative reserarch,reserach instruments should indeed

be made in advance as intensive completion of research proposals.

There are several media to collect data in the research process. Some of

theses media use can be selected one kind, or a combinataion of two media,

depending on the kind of data expected by the researchers. The data collecting

media are questionnaire, observation, interview, test, and documentation

(Sukardi,2003). In this study, the writer uses two kinds of instrument. They are

questionnaire, and the test of reading achievment.

1. Questionnaire

In this research, a questionnaire is used to get the score students‟

motivation of junior hight school 22 Kota Baru. The ask about the students‟

motivation covering intrinsic motivation and extrinsic motivation. The

questionnaire was adapted from the Attitude/Motivation test Battery ( AMTB)

by Gardner (2004). The questionnaire consisted of 36 items. The resercher

used close-ended since the reseracher provided options in form of likert-scale:

Strongly Agree,Agree,Disagree, and Strongly Disagree. So, the participants

only chose one of the options by giving a chechklis.

2. Specification of the Questionnaire

The items in questionnaire were about students‟ motivation and their

reading achievment which were in form of closed-ended questions, it was

expected that this kind of questionnaire could make the participants easier in

filling the questionnaire. The following table shows the specification of the

questionnaire for students‟ motivation to their reading achievement.

Table 3.3

Specification Of Questionnaire

Variable Component Item

Students‟ motivation

and their reading

achievment

Intrinsic 19 items (1-19)

Extrinsic 17 items (20-36)

Adapted from AMTB by Gardener (2004)

3. Reading Test

The instruments used in this was in the form of a test on reading test

as a mean of meansuring the student‟s achievement. In general, this instrument

consist of a number of anouncement which were followed by series of essay

questions. They are scanning skill, skimming skill, reading detail information

skill, and reading between line and reference skill. The time allotment of

reading test was sixty minutes including the preparation and explanation of

doing the test.

4. Reliability

According to Gay (1992) reliability is the degree to which a test

consistently meansures whatever it measures. To analyze the reliability, the

researcher used Alpha Croncbach in SPSS. Using the Croncbach Alpha (α), is

carried out to determine the realibility coefficients of the instruments. As

Pallant (2001) ideally suggested that Cronbach alpha coefficient of construct is

0.7. if te each domain obtains the value 0.7, it means that the items in each

domain are understood by most of respondents. If the fidding is far from the

expected value 0.7, this might be caused by respondents have different

perception toward each item of the domain.

E. Data Collection Technique

In conducting this research, the researcher used questionnaire to

gather the data.there were some steps that have been done by the researcher.

1. Asked permission to the teacher to conduct the questionnaire

2. Gave the explanation about the purpose of this research to the

participants

3. Distributed of try out questionnaire to participants who don‟t belong to

the sample

4. Tested realibility of the questionnaire

5. Distributed the questionnaire to the participants of this research

6. Collected the questionnaire

7. Collected the students‟ reading achievement

8. Analysis the data

F. Data Analysis Technique

The data researcher took 30 students as the sample. After giving the

questionnaires, the researcher counted and analyzed the result of the

questionnaires that had been answered by the students as data description. The

researcher used likert scale in scoring thequestionnaire with the specifications;

Table 3.4

Likert Scale

Optional Score

Strongly Agree 4

Agree 3

Disagree 2

Stongly Disagree 1

To analysis the percentage the researcher will use the following formula:

NA =

Where: NA = Final Score

PS = Score Obtained

SM = Maximum Score

The result of this analysis is used to know score the students motivation.

Table 3.5. the range of score interpretation criteria

Category Score Interpretation Criteria

High Motivation 81 % - 100%

Moderate Motivation 61 % - 80%

Low Motivation 0 % - 60 %

(riduwan 2016,p.41)

To know the criteria from the score, the researcher used the theory

Arikunto (2009,p.245). He devided the score and criteria as follows:

Table, 3,6 Categorizing Reading Comprehension

Number Reading comprhension Category

1 80 -100 Excellent

2 66-79 Good

3 56-65 Sufficient

4 40-55 Fairly sufficient

5 30-39 Poor

(Arikunto, 2009,P.245)

G. Hypotheses

There are two hypotheses in this research:

1. Null hypotheses (Ho): there is no a correlation between students‟ motivation

and their reading achievement.

2. Alternative hypotheses (Ha): there is a correlation between students‟

motivation and their reading achievment.

CHAPTER IV

FINDINGS AND INTERPRETATION

A. Research Findings

There are three kinds of reserach findings in this study. (1) the

descriptive statistics for students‟ motivation, (2) the result of reading

achievement, (3) statistical analysis.

1. The Descriptive Analysis for Students’ Motivation

There are 30 eight grade students of junior hight school 22 Kota

Jambi chosen as sample of study. The 36 items of questionnaire scale reading

motivation employed to investigated the students‟ reading motivation. It was

rated by four-point likert scale, “Strongly Agree”, ” Agree”, ” Disagree”.

“Stongly Disagree”.

The findings showed that there are 1 students got low motivation with

percentage 3,3%, 29 students got moderate motivation with percentage 96,7%

and no one students got high motivation. In conclusion, it was revealed that

from the questionare, moderate motivation was the most perceived type of

reading motivation. The distribution of students‟ motivation is presented the

following table 4.1:

Table 4.1

Distribution of students Reading Motivation (Oztruk & Grabuz, 2012).

Category Frequency Percentage

High Motivation - -

Moderate Motivation 29 96,7%

Low Motivation 1 3,3%

2. The Descriptive Analysis for Reading Achievement

The 20 items of reading was employed to investigate the reading

achievement.

The findings showed that they are no one students got low category, 7

students got medium category with percentage 23,4% and 23 students got high

category with percentage 76,6% the distrubution of reading comprhension is

presented in the following table 4.2.

Table 4.2

Frequency of Strategies (Mokhtary & Sheorey, 2002)

Mean Score

Category Frequency Percentage

Global Reading

Strategies (GLOB) 23 76,6%

Problem-solving

Strategies (PROB) 7 23,4%

Support Strategies

(SUP) - -

Then, the eight grade students of Junior High School Negeri 22 Kota

Baru Jambi reading achievement are categorized as Global Reading

Strategies (GLOB) based on skill (Mokhtary & Sheorey, 2002)

3. Statistical Analyses

a. Normality test

This test is carried out in order to check. Whether the data is

normality distributed or not. To meansure the normality test in this research,

the writer used SPSS 23version for windows. Indicator testing normality test

is if the significance value >0,05 then data are normally distributed.

Otherwise if the significance value 0,05. It means that

the data is normally contribute. It can be seen in table 4.3:

Table 4.3

Test of Normality

One-Sample Kolmogorov-Smirnov Test

Score_Stude

nt_Motivatio

n

N 30

Normal Parametersa,b

Mean 48.47

Std.

Deviation 7.780

Most Extreme

Differences

Absolute .109

Positive .055

Negative -.109

Test Statistic .109

Asymp. Sig. (2-tailed) .200c,d

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance Correction.

d. This is a lower bound of the true significance.

b. The Result of Correlational Analysis Between Students’

Motivation and Reading Achievement

This section answered the first research problem “is there

correlation between students‟ motivation and reading achievement of the the

eight grade students junior high school 22 Kota Jambi?” by analyzing the

result of questionnaire and test reading achievement.

Based on the result of correlation analysis revealed that the

correlation coefficient or the r=0,264 0,05,

the complete calculation can be table 4.4.

Table 4.4

Correlation between Students Motivation and Reading Achievement

Correlations

Score_Stude

nt_Motivatio

n

Score_Readi

ng_Avhieve

ment

Score_Student_Motivat

ion

Pearson

Correlation 1 .264

Sig. (2-tailed) .158

N 30 30

Score_Reading_Avhiev

ement

Pearson

Correlation .264 1

Sig. (2-tailed) .158

N 30 30

Then, to find out hyphothesis would be accepted or rejected, the

writer check the number of significant (sign).if the significant value>0,05

then Null hyphothesis (Ho) accepted. Otherwise if the significant

value

0,158 (level of significance 2 tailed), it means that 0,158 >0,05. So, Null

hyphothesis (Ho) accepted or Alternative hyphothesis (Ha) rejected.

The Null hyphothesis which said “there is no correlation between

students‟ motivation and reading achievement”, answered the research

problem besides, it can be said the correlation students‟ motivation and their

reading achievement is not significant.

4. Regression Analysis

After computing the correlation analysis, then the writter analyzed the

regression analysis is to know how much contribution of students‟ motivation

to reading achievement. The writer used SPSS 23 Version for windows. The

result showed in R square column is 0,070(0,070 100%) or 7%. It means that

students‟ motivation and reading avhievement. So, alternative hyphotesis

which said “ students‟ motivation give contribution to reading achievement “

answered the research problem. To complete calculation can be seen table

bellow.

Table 4.5

Model Summary

Model R R Square

Adjusted R

Square

Std. Error of

the Estimate

1 .264a .070 .037 12.223

a. Predictors: (Constant), Score_Student_Motivation

B. Interpretation

In order to strengthen the value of this study, the interpretation are made

based on the result of data analysis. first,based on the findings of the study the

result of pearson product moment correlation that there was no significant

correlation students‟ motivation and their reading achievement of the eight grades

junior high school 22 Kota Baru Jambi which indicates that students‟ motivation

does not have relatioship with reading achievement

Second, Pearson product moment correlation for reading achievement, it

was found that there was significant correlation between students‟ motivation and

reading achievement of the eight grade of Junior High School 22 Kota Jambi.

which indicates that students‟ had relation to students‟ performance in reading

achievement. It means that the more often students use students‟ motivation, the

higher score they would get in reading achievement.

This is in line with result of study conducted by Sari

(2017) which is found that students‟ motivation correlate with reading

achievement. However, there are several reasons followed this result, was a

significant correlation among students‟ motivation and reading achievement.

Also, there was a significant influence of students‟ motivation and reading

achievement.

Guthrie, Wigfield, and Humenick (2006) conclude that two of the biggest

influences on reading are teacher and parents. If the students positively exposed to

read outside of school, he/she will be are motivated to read in school.

Many other researchers who have conducted studies in different context

have reached the same result. The result of their research studies unaniously

confirmed the positive relationship between the use of students motivation and

reading achievement ( Zare and Othaman, 2013).

The significant correlation between the use of students motivation and

reading achievement shown great importance to train the language learners to use

the appropriate startegies and employ them as frequently as possible. These

startegies can lead the reader towards a new u nderstanding of the reading and

help him/her to comprehend the message of the written text and communicate

with the author properly. Therefore, it is of great importance for language

educators to pay attention to their students‟ and train them to employ startegies as

frequently as possible.

Further, students‟ motivation and reading achievement (7%). Students‟

who have moderate motivation tend to have better reading achievement. Hall

(2010) argued that there are two factor that influence the students‟ reading

achievement, reader factor and text factor. Reader factor include the backgroud

knowledge that reader bring to the reading process as well as the strategies they

use while readding and their reading motivation and engagement during reading.

Text factor include the author‟s ideas, the words the author uses to express those

ideas, and how the ideas are organized and presented. Both reader factor and text

factor effect achievement.

In short, the total contibution of students‟ motivation and reading

achievement showed significant correlation and influence.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis, it can be conclude as follow:

The highes score of students motivation at junior high school 22 Kota

Jambi was 61 and lowest score was 29, with average result was 48,47.The

highest score of reading achievement at junior high school 22 Kota Jambi was

96 and lowest score was 50, with average result was 75,63.The value of

correlation coeficient r is 0.264, its means that null hyphothesis (Ho) is rejected.

Thus the working hyphotesis (Ha) there is a significance correlation between the

students motivation with reading achievement is accepted. In other word, if the

student have good motivation, they good will have good reading achievement.

B. Suggestions

Based on the research that had done, so there is suggestion the can be

research give, as follow:

1. The teacher should give motivation to students in learning English

2. The teacher help the students to improve their reading achievement

REFERENCES.

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Brown, H.D. (2001). Teaching by principle an intergratve Approach to Language

pedagogy. White Palins, New York: Longman.

Cameron, J. (2001) „Negative effects of reward on instrinsic motivation-a limited

phenomenon: comment on Deci, Koester and Ryan (2001)’. Review of

Educational Research

Gage,L.N.,& David, C. Barliner. (2002). Educational psychology. Boston:

Houghton Mifflin company.revision

Harmer, J. (2002) the practice of English Language Teaching ( ed).England:

pearson Longman.

Harmer, J. (2008) the practice of English Language Teaching ( ed).England:

pearson Longman.

Harmer,J (2014). The practice of English language Teaching. London: Longman,

New Edition.RinekaCipta.revision

Mudjiono.( 2013). Belajar dan pembelajaran. Jakarta: RinekaCipta.

McMillan, J. H,. & Schumacher, S. (2010). Research in education: Evidence-

based inquiry ( ed). New York: pearson.

Marsh, C. . Hand book for Beginning Teacher. South Melbourne;Australia:

Longman.

Riduwan. (2016). Dasar-Dasar Statistika, Bandung: Alfabeta.

Ryan, R.M.,&Deci, E.L. (2000)Intrinsic and extrinsic motivations: Classic

defenitions and new directions. Contemporary Educational psychology.

instructors‟ persepectives, Journal of Instructional Psychology.

Sadirman (2003)Interaction and Motivation in Teaching and Learning Process.

Jakarta: Rajawali Pers

Suryosubroto. (2004). Management of School Education. Jakarta: RinekaCipta.

William, M & Burden, R. L. & J.Hassaskhah (2014). Psychology for Language

Teacher.univesity of builan.

Olson.(2007). Erross and inteligence in computer assistend language learning:

https:// books. Goole. co.id>book

http://kakakpintar.com/soal-reading-comprehension-untuk-smp-kelas-2/

QUESTIONNAIRE

Isilah data dibawah ini dengan benar.

A) Informasi latar belakang

Nama :

Angket

B) Motivasi siswa

Silahkan baca pertanyaan pada angket ini denagan baik. Beritanda ( √ )

pada kolom (ST, S, TS, STS) Sesuai dengan jawaban anda.

ST : SANAGAT SETUJU

S : SETUJU

TS : TIDAK SETUJU

STS : SANGAT TIDAK SETUJU

NO STATEMENT ST (4)

S (3)

TS (2)

STS (1)

Intrinsic Motivation

1. I wish l could speak English fluent (saya berharap saya bisa belajar bahasa inggris dengan lancar)

2. Learning English is really great (Belajar bahasa inggris sangat menyenangkan)

3. Studying English is important because it will allow me to be more at ease with people who speak English (Belajar bahsa inggris itu penting karenakan memungkinkan saya lebih nyaman dengan orang -orang yang berbahasa inggris)

4. I have strong desire to know all aspect of English (saya memiliki keinginan yang kuat untuk

mengetahui semua aspek bahasa inggris)

5. I make a point of trying to understand all the English I see and I hear (saya bermaksud untuk mencoba memahami semua bahasa inggris yang saya lihat dan saya dengar)

6. Studying English is important because I will need it for my career (Belajar bahasa inggris itu sangat penting karena saya akan membutuhkannya untuk karir saya)

7. Knowing English is an important goal in my life (Mengetahui bahsa inggris adalah tujuan penting dalam hidup saya)

8. I feel very much at ease when I have to speak English (Saya merasa sangat senang/nyaman keteika saya harus berbicara bahasa inggris)

9. I would rather spend more time in my English class and less in other clasess (Saya lebih suka menghabiskan lebih banyak waktu dikelas bahasa inggris saya dan lebih sedikit dikelas-kelas lain)

10. I feel confident when asked to speak in my English class (Saya merasa percaya dari ketika diminta untuk berbicara didalam kelas bahsa inngris)

11. I really enjoy learning English (Saya sangat menikmati belajar bahsa inggris)

12. If l have to choose, l would spend most of my time learning English (jika saya boleh memilih, saya akan menghabiskan banyak waktu saya untuk belajar bahasa Inggris)

13. I try to make my English much more fluent by working on it almost every day (saya berupaya memperlancar bahasa inggris saya dengan cara menggunakannya hampir hampir setiap hari)

14. Studying English is important because it will

make me educated (Belajar bahasa inggris itu penting karena akan membuat saya cerdas)

15. I enjoy the activities of our English class more than those of my other classes (saya lebih menikmati kegiatan-kegiatan yang ada dikelas bahasa inggris daripada di kelas lain)

16. I plan to learn as much English as possible (saya berencana untuk belajar bahasa inggris sebanyak mungkin)

17. I really work hard to learn English (saya benar-benar bekerja keras untuk belajar bahasa Inggris)

18. When l am studying English, l ignore distractions and pay attention to my work (Ketika saya belajar bahasa Inggris, saya mengabaikan gangguan-gangguan dan memperhatiakan pekerjaan saya)

19. English is one of my favorite subjects (Bahasa inggris adalah salah satu mata pelajaran kegemaran saya)

Extrinsic Motivation

19. My parents try to help me to learn English (Kedua orangtua tua saya mencoba membantu saya untuk belajar bahasa inggris)

20. I lok forward to going to class because my English teacher is so good (saya ingin dating ke kelas bahasa Inggris karena gurunya sangat baik)

22. I think my English teacher is very good (saya pikir guru bahasa Inggris saya sangat baik)

23. My parents feel that it is very important for me to learn English (Kedua orang tua saya merasa bahwa sangat penting bagi saya untuk belajar bahasa Inggris)

24. My English teacher is better than any of my other teacher (Guru bahasa Inggris saya lebih baik dari pada guru-guru lain)

25. I think my English class is enjoyable

(saya piker kelas bahasa Inggris saya menyenangkan)

26. Speaking English anywhere makes me feel confident (Berbicara bahasa Inggris dimana saja membuat saya percaya diri)

27. My parents feel that I should continue studying English by taking English major at University (Kedua orang tua saya merasa bahwa saya harus melanjutkan belajar bahasa Inggris dengan mengambil Jurusan bahasa inggris di University)

28. English is a very important part of the school programme (Bahsa inggris adalah bagian sangat penting dari program sekolah)

29. My parents urgen me to seek help from my teacher if l have problems with my English (Kedua orangtua saya mendorong saya untuk meminta bantuan dari guru ketika saya mempunyai masalah dengan bahsa inggris saya)

30. I like my English class so much, I look forward to studying more English in the future ( Saya sangat menyukai kelas bahsa inggris saya, saya ingin belajar bahasa inggris lebih banyak lagi dimasa depan)

31. My parent are very interested in everything l do in my English class (Kedua orangtua saya sangat tertarik dengan semua yang saya lakukan didalam kelas bahasa inggris saya)

32. My English teacher is a great source of inspiration to me ( Guru bahasa inggris sayaadalah sumber inspirasi yang baik bagi saya)

33. My parents encourage me to practice my English as much as possible (Kedua orang tua saya mendorong saya untuk berlatih bahasa inggris sebanyak mungkin)

34. I really like my English teacher

(Saya sanagat menyukai guru bahasa Inggris)

35. I feel pleased if someone ask me something in English (Saya merasa senang jika seseorang menanyakan sesuatu dalam bahasa Inggris)

36. My English teacher presents materials in an interesting way (Guru bahasa lnggris saya memberi/menyajikan materi dengan cara yang menarik)

Soal Reading Comprehension

The text below is for number 1 – 8

Read the following announcement and answer the questions.

ANNOUNCEMENT

To all first grade students, please join one or two of the extracurricular activities

offered by the school below:

Activities Day Time Place

Scouts Saturday 15.00 – 17.00 School Yard

Badminton Tuesday 15.00 – 16.30 School Gymnasium

Tae Kwon Do Thursday 15.30 – 17.00 School Gymnasium

Music Friday 15.00 – 16.30 School Hall

Dancing Wednesday 16.00 – 17.00 School Hall

See your class captain for registration.

Student Organization Supervisor

AnisaYuniarti

1. What is the announcement about? 2. Who writes the announcement? 3. Whom is the announcement for? 4. What information do you find in the announcement? 5. When do students practice scouting? 6. Where do students play badminton? 7. What time does the music class start? 8. What time does the dancing class end?

The text below is for number 9 – 13

Read the following announcement and answer the questions.

Committee of ‘Class Meeting’ Sport Competition

SMP 11

ANNOUNCEMENT

For all students of SMP 11, please join the ‘Class Meeting’ sport competition. It

will be held on 22 – 25 June 2017.

Each class must participate in these branches of sport:

1. Badminton (Men/Women Double) 2. Futsal (Men) 3. Basketball (Men/Women)

Each class can only send a team for each sport number.

Please register your teams to OSIS secretariat before 20 June 2017 at 2 p.m.

Chairman of Committee

George Adam

9. Who writes the announcement? 10. When will the sport competition be held? 11. How many branches of sport are there? 12. How many team can each class send for each sport number? 13. Where can someone register for the competition?

The text below is for number 14 – 18

Read the following text and answer the questions.

Hospitals

If you are sick, you need to see a doctor. When the disease is a bit serious, you

need a treatment at a hospital. What is hospital? Hospital is a licensed place where

sick or injured people have medical treatment from doctors or nurses. Hospital can

be categorized into two major groups: general hospital and specialized hospital.

General hospital is a medical facility which is set up to treat any kind of

disease and injury. A general hospital is typically the major health care facility in

its region. Usually, it has a large number of beds for intensive care and long-term

care; and specialized facilities for surgery, plastic surgery, childbirth, and so forth.

Therefore, general hospitals usually have many wards. Some of the common

wards are maternity ward, orthopedic ward, and pediatric ward. Larger cities may

have many different hospitals of verying sizes and facilities

Specialized hospital, on the other hand, is a hospital where patients of only

certain diseases of injuries can have medical treatment. Children hospital, for

example, can only give medical treatment to children. Adult patients cannot be

well served there. Obstetric hospital is the one specialized for pregnant women.

Meanhile orthopedic hospital gives high quality service to patients who have

problems with their bones.

14. What is the purpose of the text? 15. What is hospital? 16. According to the passage, how many types of hospital are there? What are

they?

17. To what type of hospital does children hospital belong? 18. Who gets treatment in an orthopedic hospital?

KunciJawaban

1. The announcement is about the extracurricular activities. 2. Student Organization Supervisor, AnisaYuniarti, writes the announcement. 3. The announcement is for all first grade students.

4. The information that I can find is the extracurricular activities that can be chosen by the first grade students.

5. The students practice scouting on Saturday. 6. The students play badminton at School Gymnasium. 7. The music class starts at 15.00. 8. The dancing class ends at 17.00. 9. The chairman of committee, George Adam, writes the announcement. 10. The sport competition will be held on 22 – 25 June 2017. 11. There are three branches of sport. 12. Each class can only send a team for each sport number. 13. The students can register for the competition at the OSIS secretariat. 14. The purpose of the text is to describe about hospital in general. 15. Hospital is a licensed place where sick or injured people have medical

treatment from doctors or nurses.

16. There are two types of hospital. They are general hospital and specialized hospital.

17. Children hospital belongs to specialized hospital. 18. Patients who have problems with their bones get treatment in an

orthopedic hospital.

Appendix 3

Score_Reading_Avhievement

Frequency Percent Valid Percent

Cumulative

Percent

Valid 50 2 6.7 6.7 6.7

57 1 3.3 3.3 10.0

61 2 6.7 6.7 16.7

64 2 6.7 6.7 23.3

69 2 6.7 6.7 30.0

71 2 6.7 6.7 36.7

75 4 13.3 13.3 50.0

79 5 16.7 16.7 66.7

82 2 6.7 6.7 73.3

86 3 10.0 10.0 83.3

89 1 3.3 3.3 86.7

92 2 6.7 6.7 93.3

96 2 6.7 6.7 100.0

Total 30 100.0 100.0

Statistics

Score_Reading_Avhievement

N Valid 30

Missing 0

Mean 75.63

Median 77.00

Std. Deviation 12.453

Variance 155.068

Range 46

Minimum 50

Maximum 96

Sum 2269

Appendix 4

Score_Student_Motivation

Frequency Percent Valid Percent

Cumulative

Percent

Valid 29 1 3.3 3.3 3.3

34 1 3.3 3.3 6.7

36 1 3.3 3.3 10.0

39 2 6.7 6.7 16.7

43 2 6.7 6.7 23.3

44 1 3.3 3.3 26.7

46 2 6.7 6.7 33.3

47 1 3.3 3.3 36.7

48 3 10.0 10.0 46.7

49 2 6.7 6.7 53.3

50 2 6.7 6.7 60.0

51 2 6.7 6.7 66.7

52 1 3.3 3.3 70.0

53 2 6.7 6.7 76.7

55 2 6.7 6.7 83.3

58 1 3.3 3.3 86.7

59 3 10.0 10.0 96.7

61 1 3.3 3.3 100.0

Total 30 100.0 100.0

Statistics

Score_Student_Motivation

N Valid 30

Missing 0

Mean 48.47

Median 49.00

Std. Deviation 7.780

Variance 60.533

Range 32

Minimum 29

Maximum 61

Sum 1454

Appendix 5

One-Sample Kolmogorov-Smirnov Test

Score_Student_

Motivation

N 30

Normal Parametersa,b

Mean 48.47

Std. Deviation 7.780

Most Extreme Differences Absolute .109

Positive .055

Negative -.109

Test Statistic .109

Asymp. Sig. (2-tailed) .200c,d

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance Correction.

d. This is a lower bound of the true significance.

Appendix 6

Correlations

Score_Student_

Motivation

Score_Reading

_Avhievement

Score_Student_Motivation Pearson Correlation 1 .264

Sig. (2-tailed) .158

N 30 30

Score_Reading_Avhieveme

nt

Pearson Correlation .264 1

Sig. (2-tailed) .158

N 30 30

Appendix 7

Model Summary

Model R R Square

Adjusted R

Square

Std. Error of the

Estimate

1 .264a .070 .037 12.223

a. Predictors: (Constant), Score_Student_Motivation

CURRICULUM VITAE

Name : Amrina

Birtday : female

Gender : Pagar puding 16 April 1995

Address : Pagar puding Muara Tebo

Graduated : 2018

Email : aamrinaam@gmail.com

No hp : 082281864496

Education Experience

1. SDN 97/ Pagar Puding muara Tebo Ulu 2007

2. MTs Bustanul Huda Pagar Puding Muara Tebo Ulu 2011

3. Madrasah Aliyah Bustanul Huda Pagar Puding Muara Tebo

Ulu 2014

Motto :

“Never give up, keep try, and pray”

Jambi, november 1, 2018

Amrina

TE.140959

JUDUL SKRIPSICHAPTER I INTRODUCTION A. Background of The Research B. Identification of the Problem C. Formulation of the Research D. Limitation of the Research E. Research Question F. Objective of the Research G. Significances of the Research H. Advantages And Disadvantages of Research

CHAPTER II LITERATURE REVIEW A. The Definition of the Motivation B. Kinds of Motivation C. Improving Students’ Motivation D. The Definition of Reading E.The Importance of Teaching Reading F. Reading Motivation G.Study Relevance

CHAPTER III METHODOLOGY A. Research Design B. Place and Time of Research C. Population and Sample D. Variable of The Research E. Data Collection Technique F. Data Analysis Technique G. Hypotheses

CHAPTER IV FINDINGS AND INTERPRETATION A. Research Findings B. Interpretation

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion B. Suggestions

REFERENCES. QUESTIONNAIRE CLUM VT