THE EFFECT OF STUDENTS’ LEARNING PROCESS STRATEGIES AND STUDENTS’ MOTIVATION ON READING ENGLISH TEXT ACHIEVEMENT AT FIRST GRADE STUDENTS’ ELEMENTARY SCHOOL
Journal Title: Jurnal Syntax Literate - Year 2018, Vol 3, Issue 12
Abstract
Reading is a meaning-making process that which have purposeful of identifying and interpreting writer’s ideas. Lack mastery in the concept and comprehension reading process is among the problems frequently faced by readers, without exceptions students of first grade. This happens because there are differences in individual’s language development, background, cognitive ability and attitude toward reading. Strategies in reading needed by students to facilitate in understanding reading English text and to make effective and efficient motivation are needed. The purpose of this research is to know is there any significant effect of students’ learning process strategies and students’ motivation on reading English text at first grade students’ elementary school. This study was quantitative research, 70 students were chosen as a sample with simple random sampling technique.The two questionnaires (students’ learning strategies and motivation) and one reading test were distributed to gather the data, and they were analyzed quantitatively. The first instrument concerned to identify the frequency of learning process strategies that the students mostly used. The second instrument identified students’ motivation. Meanwhile, the reading tests were given to assessed students’ reading English text achievement. In short, there were three kinds of data that had been collected (the cores/frequency of learning strategies, the scores/the rate of students’ motivation and the score of reading test).The results of data analysis show that there is an effect of students’ learning process strategies and students’ motivation simultaneously on their reading English text achievement at first grade students’ elementary school. It is proven from the results of statistical calculation that Fobs(132.407) >Ftab(3.33). In conclusion, this study found that learning process strategies and motivation used by students positively influenced students’ reading English text achievement. In line with this conclusion, the writers suggest that the teacher had positive and motivating attitudes.
Authors and Affiliations
Diah Retno Anggraini dan Titi Rachmi
Keywords
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