THE EFFECT OF STUDENTS’ READING PROCESS STRATEGIES AND MOTIVATION ON COMPETENCY ACHIEVEMENT IN READING AT STUDENTS FIRST GRADE SEMESTER

Diah Retno Anggraini; Irpa Anggriani Wiharja; Chooi - Heji

doi:10.31000/globish.v7i2.1125

THE EFFECT OF STUDENTS’ READING PROCESS STRATEGIES AND MOTIVATION ON COMPETENCY ACHIEVEMENT IN READING AT STUDENTS FIRST GRADE SEMESTER

Diah Retno Anggraini, Irpa Anggriani Wiharja, Chooi - Heji

Abstract

Reading can be characterized as a “conceptual process”, a tool for thinking and a problem solving process. As a reader, they try to discover what the author means while, at the same time, they build meaning for themselves. They use their own language, their own thoughts, and they own view of the world to interpret what the author has written. These interpretations are limited by what their known. When authors create, they project their language, their thoughts, and their meanings into producing text. Their creations are limited by what they know. Because of obvious differences between the language, thoughts, and authors’ meaning. Reading can never be an exact process. Because the reader’s own language and thought become involved through interaction with the language and thought of the author, readers can never be certain that they have discovered the meaning the authors’ write. However, since readers are compelled to understand what they are reading, they interpret actively while reading in order to gain meaning, which is their ultimate goal.

The purpose of this research is to know is there any significant effect of students’ reading process strategies and students’ motivation on reading English text achievement at students first grade semester. This study was quantitative research, 80 students were chosen as a sample with simple random sampling technique. The questionnaires and reading test were distributed to gather the data, and they were analyzed quantitatively.

The results of data analysis show that there is an effect of students’ reading learning process strategies and students’ motivation simultaneously on their reading English text achievement at students’ first grade semester. It is proven from the results of statistical calculation that F_obs(132.407) >F_tab(3.33).

In conclusion, this study found that reading learning process strategies and motivation used by students positively influenced students’ reading English text competency achievement. In line with this conclusion, the writers suggest that the teacher had positive and motivating attitudes.

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DOI: http://dx.doi.org/10.31000/globish.v7i2.1125