ABSTRACT

This research aims at analysing and describing, then finding out if there is
a significant correlation between students’ motivation in learning English and the
results of their reading comprehension at eight grade students’ of SMPN 18
Mataram in academic year 2022/2023. The research method used is quantitative
method with correlation study. 31 students’ are selected as the sample of this
research from the entire 31 population. The instruments of this research were
questionnaires and reading tests. The collected data were analyzed by using
Person Product Moment Correlation. The results of this research indicated that the
t-test value of 6.25 is higher than the t-table value of 1.695. Therefore, it can be
interpreted that there is a significant correlation between students’ motivation in
learning English and the results of their reading comprehension in eight grade
students at SMPN18 Mataram.

Keywords : Motivation, Learning English, Reading comprehension, Correlation.

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 CHAPTER I

INTRODUCTION

This chapter presents the background of the study, research question,

purpose of the study, scope of the study, significance of the study, and definition

of the key terms.

1.1. Background of the Study

English is one of the languages in the world and many people use it as a

language of communication, interaction, education, business, government, and

social situations. Specifically, English has played a role in education in Indonesia.

The aim of learning English is to prepare students to be able to communicate in

English effectively, involving four language skills, namely listening, speaking,

reading, and writing.

Mastering English can be one of the learning motivations for students

because it is a language that is widely used in global communication. According

to Harmer (2001: 51) in Thohir (2017), motivation is described as a desire that

pushes someone to take action to attain a goal. Nashar (2004: 11) stated that the

learning motivation possessed by students in learning activities has a role to

improve student learning outcomes in certain subjects. These students will

understand what they learn and master and store it for a long time. Proficiency in

English can open up wider job and career opportunities for students, so students

can feel more motivated to learn English.

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 A factor that can impact the desire of students to learn and to get academic

success is learning motivation. Motivation is the dominant factor that encourages

students to do the activities they want. In teaching and learning, motivation can

foster student learning interests. Students who have strong motivation will have

the enthusiasm to carry out learning activities. If students fail in the learning

process in the classroom, it happens because students do not have high motivation

to achieve success in the learning process. Especially, learning success is

influenced by student motivation in the classroom, especially in learning English.

Furthermore, students who have high motivation in learning English will be more

successful, brave, and confident than students who have low or no motivation.

Reading motivation is one of the most significant factors that is given

particular attention in the teaching of foreign languages. Reading is crucial for

learning new languages, expanding one’s vocabulary, becoming more at ease with

written English, and possibly even acquiring a new language like English.

Besides other language abilities, reading is one of the most crucial ones.

To enhance one’s knowledge, have enjoyment, and discover written words.

Reading is an activity to see various written words and derive definitions from

these written words. Reading allows students to discover unfamiliar information

and grow their knowledge. It helps them to connect with themselves and their

background, and sometimes even to connect with that of other individuals.

Furthermore, reading gives learners the to investigate the written words that

include within it. Reading comprehension is a prerequisite for students to fulfill

the aforementioned goals.

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 Students’ reading comprehension is caused by many different things. Both

internal and external influences can contribute to these aspects. Murniasih (2013)

in her research found that IQ, intelligence, passion, behavior, potential, and also

motivation, keep students from knowing intrinsic reading comprehension.

According to Gutherie (2007), the lack of one or more of these factors can cause a

person will not to achieve optimal reading comprehension. It indicates that

students’ lack of motivation to read correlates to their low interest in reading.

Motivation is unable to come easily but must be created through the

reading experience, students must be motivated in behavior, personality, and

competence. When students are motivated to read, they are more likely to engage

in reading and understand a passage better. Furthermore, students who have high

motivation in reading will have better reading comprehension, whereas students

who have low motivation will lower their reading comprehension.

The results of the preliminary observations in grade 8 SMPN 18 Mataram

related to students' motivation to learn English show that some students have low

learning motivation. This is supported by the behavior shown by students such as

laziness in receiving lessons in class, laziness in recording material from the

teacher, daydreaming, lack of concentration when the subject teacher explains the

material, and joking with their friends when the teacher is delivering the material.

Based on the results of the subject teacher's information, some students have

deviant personalities such as indifference, not doing assignments, often skipping

class, opposing, weak motivation, and unbalanced student emotions.

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 Furthermore, based on the preliminary observations in grade 8 of SMPN

18 Mataram related to students' reading comprehension, students still have

problems understanding English reading. One of the reasons they have difficulty

in English is their lack of interest in reading in English. Many students are lacking

in reading because learning to read bores them, and they lack the motivation to

continue. When one of the students was asked to read for their friends, many

students were noisy and played alone, so the reading material that was read was

not listened to properly so many students were unable to understand what they

were reading.

Finding a correlation between students' motivation in learning English and

the results of their reading comprehension is important as it can provide valuable

information about the factors that influence students' language learning. When

students feel encouraged to learn English, they will read more with reading

materials and learn to improve their reading comprehension ability, thus having a

positive impact on their English learning skills. There is a strong correlation

between motivation and reading comprehension. Students desire to read more can

be stimulated by motivation, which will increase their success and give them a

broad knowledge base. Therefore, it is obvious that motivation plays a crucial part

in the reading comprehension. This is the reason why the researcher conducted

research on the correlation between students’ motivation in learning English and

the results of their reading comprehension.

Related to the explanations above, the researcher is motivated in

conducting the study with the title “Students' Learning Motivation and Their

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Reading Comprehension at SMPN 18 Mataram in the Academic Year

2022/2023”.

1.2. Research Question

Based on the background above, it is important for the researcher to state

the research question, as follow: “Is there any significant correlation between

students’ motivation in learning English and the results of their reading

comprehension at eighth grade of SMPN 18 Mataram in academic year

2022/2023?.”

1.3. Objectives of the Study

Based on the question above, therefore the purpose of this study is to

analyse and describe the significant correlation between students’ motivation in

learning English and the results of their reading comprehension at eighth grade of

SMPN 18 Mataram in academic year 2022/2023. After the correlation is found,

the next step is to develop effective strategies that aim to increase students'

motivation in learning English and reading comprehension.

1.4. Scope of the Study

The scope of this study is the students’ motivation in learning English and

the results of their reading comprehension. This study focuses on the correlation

between students’ motivation in learning English and the results of their reading

comprehension at eight grade students of SMPN 18 Mataram.

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1.5. Significance of the Study

1. Theoretical Significance

The result of this study is supposed to be a contribution to practice and

learning, especially to understanding motivation in learning English and reading

comprehension. Give more knowledge and information to readers, specifically to

students and lecturers of the English Department who want to study this research.

2. Practical Significance

a. For teachers

The researcher expects this research may offer some guidance to English

teachers on how to increase the students’ interest in learning English and reading

comprehension.

b. For students

The students expect this research to be useful in increasing their

motivation to learn English and their reading comprehension. The students should

have a big motivation in learning English and the students should train themselves

related to reading comprehension.

c. For other researchers

The researcher hopes this study is possibly a great resource for other

researchers to understand the students’ motivation in learning English and their

reading comprehension and could contribute to society.

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1.6. Definition of Key Terms

a. Learning Motivation

According to Sadirman (2012), motivation is general influencing factor

behind students’ participation in learning activities.

b. Reading Comprehension

According to Moore (2014), reading comprehension is an advanced

relationship between automatic and deliberate cognitive processes that allow the

reader create a mental representation of the text.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter explains the definition of the subjects in this study which are

related to students’ learning motivation and their reading comprehension.

2.1. Learning Motivation

2.1.1. Definition of Learning Motivation

According to Harmer (2001: 51) in Thohir (2017), motivation defined as a

condition of cognitive activity that motivates a decision to take action and leads to

continued mental and physical effort to reach some previously set target. Someone

motivated to take action to reach a target through an internal drive or cognitive

arousal. Motivation is defined as the degree to which individual makes decisions

on the targets they will pursue and how much effort they will put in to succeed.

(Brown, 2000).

Rehman and Haider (2013) defined that motivation is a key part in

learning and achievement at all school levels and parents and teachers have

crucial roles in motivating students. Learning motivation is essential for a

students’ ability to learn both inside and outside of the classroom and to get the

best possible results. Motivation is crucial because it supports a passion for

learning, and a lack of motivation will undermine the purpose of learning. The

existence of motivated students determines whether a learning process is

successful. Students are motivated to accomplish their learning objectives.

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Realizing that encouraging learning is a key component of effective teaching is

crucial.

Motivation is an influential factor in teaching and learning situations. The

success of a learning process depends on the presence or absence of motivated

students. Motivation encourages students to achieve learning goals. It is important

to recognize the fact that motivating learning is a central element of good teaching

Motivation is very important in learning activities. Because motivation fosters

enthusiasm for learning, and vice versa, lack of motivation weakens enthusiasm

for learning. Motivation is an absolute requirement in learning. Students who

study without (or lack) motivation will not succeed optimally. If teachers provide

rewards that help measure student achievement, students are more likely to

believe they are capable of success. The achievement Award is an incentive to

motivate students to learn. Intellectual motivation is the desire to achieve

greatness, while the motivation for achievement includes emotional needs,

especially the need for achievement.

2.1.2. Types of Learning Motivation

a. Intrinsic motivation

According to Harmer (2001) in Thohir (2017), intrinsic motivation that

originates from inside the individual, relates to the goal to improve one’s well-

being or the satisfaction of the process of learning. Dornyei (2001) stated that if

someone acts for their own satisfaction, this is known as having intrinsic

motivation. The student would be studying English because he or she is interested

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in doing so and no one has asked them to. That comes from inside, a person may

be inspired by their desire to feel better about themselves or by how much they

like learning. (Brown, 2007). Intrinsic motivation is the drive people have to work

hard to accomplish their goals. If they get it, they will do well in the classroom

and take happiness in and gratitude for learning.

b. Extrinsic motivation

Harmer (2001) defined that extrinsic comes from a variety of external

reasons such as the necessity to pass a test, the expectation of financial benefit, or

the potential for future travel. Brown (2002: 13) in Thohir (2017) stated that

extrinsic motivation is necessary for reward-driven attitudes, that rewards create

an intrinsic desire in the student are more effective. Extrinsic motivation refers to

deciding to gain an external reward or dodge an external penalty (Dornyei, 2001).

2.1.3. Factors Influence Learning Motivation

According to Harmer (2001: 53) in Thohir (2017), the factors that

influence student learning motivation are as follows:

a. Goals of learning

Students' goals in the learning process are divided into two: short-time

goals and long-time goals. The essay writing process and pass the test are the

students’ short-time learning goals. Meanwhile, the long-term goal of students in

the learning is to pass the exam and possibly get a decent job in the future after

students graduate.

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b. Learning environment

The student learning environment consists of the physical appearance of

the classroom. The physical appearance can be changed or decorated by teachers

and even students to make it look good and attractive which aims to create a more

comfortable learning process. Meanwhile, the learning atmosphere in the

classroom can be developed by the teacher by using music and so on. This is

useful for increasing student motivation in participating in classroom learning

process activities and making the learning atmosphere more interesting.

c. An exciting class

A lesson and the topics being covered should pique students’ interest. It is

the responsibility of teachers to assign tasks to their students to encourage greater

engagement in the way students learn. In addition, the material used in the

classroom also needs to be considered and also the teacher must understand how

the material can be conveyed, with the desire of creating a more effective learning

process.

2.2. Reading

2.2.1. Definition of Reading

Tarigan (2008) stated that reading is an activity that readers engage in to

understand the information that individual is trying to convey by using the use of

sentences and text. Reading ability is usually obtained through learning in school.

This language ability is a very unique ability that plays an main role in the

development of science and as a means of communication in human life. Someone

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will get new information, knowledge, and experience from reading. Reading is a

complex process that incorporates many other activities in addition to just

repeating written material, including perceptive, emotional, reimburse, and

metacognitive processes. Reading involves converting written symbols into

spoken words visually. Reading incorporates several different types of thinking

activities, including the detection of words, literal knowledge, assessment, critical

reading, and creative thinking.

2.2.2. Reading Comprehension

Woolley (2011) stated that reading comprehension is an activity that

produces the content of a text. The desire is to attain a thorough knowing of what

is express in the text rather than derive definition from isolated sentences. This

statement is also supported by Horowitz (2014) stated that reading comprehension

is a difficult cognitive activity that requires the reader to be deliberate and

thoughtful when reading as well as to analyze sentences and meanings as they are

being read. So, in addition to reading the content, confirm that understand it and

can put words together.

Students are willing to study reading comprehension material when they

are interested in it or at least find a compelling reason to read it. Tarigan (2015),

reading is a method that readers utilize to get the information that the writers

attempt to convey by using words and written language. Reading is generally a

complicated process that incorporates several different actions in addition to

simply repeating written material, including figurative, cognitive, entice, and

metacognitive (Rahim, 2008).

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 Reading comprehension is reading with comprehension or reading silently.

The purpose of this understanding is to get information, understand and draw

something from the text. The main purpose of reading comprehension is to

improve students' ability to understand English as it is used in written material.

2.2.3. Level of Reading Comprehension

Westwood (2008) defined that reading comprehension into three different

levels are as follow :

a. Literal reading comprehension

Literal reading comprehension is the potential to know a text literally or to

understand the knowledge given directly in the text. It involves understanding the

information contained in explicit sentences or paragraphs.

Literal reading comprehension skills are important in reading and

understanding texts because they are the foundation for more complex

comprehension skills. After literal reading comprehension, readers will be able to

identify more abstract and complex ideas in the text.

b. Inferential reading comprehension

Inferential reading comprehension is the potential to know the meaning

that is implied directly in the text. It involves the readers potential to use explicit

knowledge in the text and the knowledge they have to make inferences in the text.

Inferential reading comprehension skills are essential in reading and

understanding texts because they allow readers to get a intense and more thorough

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knowing of the words. This ability can help readers to broaden their horizons,

improve their critical thinking skills, and make appropriate inferences from the

knowledge available in the words. However, inferential reading comprehension

also requires the potential to read and know the specific knowledge stated in the

text well. Therefore, literal reading comprehension skills are still an important

foundation in the development of inferential reading comprehension skills.

c. Critical reading comprehension

Critical reading comprehension is the potential to read and know texts

critically. It involves the reader's ability to identify weaknesses or discrepancies in

arguments, evaluate the evidence and data presented, and make appropriate

inferences and generalizations from the information in the text.

Critical reading comprehension skills are essential in helping readers to

become intelligent and critical consumers of information. These skills can help

readers to understand different points of view, make better decisions, and identify

flaws or biases in the texts they read. However, critical comprehension reading

skills require a lot of exercise and progress, as well as the ability to read and know

texts effectively and efficiently.

2.2.4. Ways of Reading

According to Grellet (1984), the ways of reading can be divided as

follows:

a. Skimming

Skimming is the process of fast reading to grasp the main points of a text.

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There are various skimming acts. They are comparing principles, finding and

comparing occasions, selecting a subject, drawing a conclusion, deciding the

examination, and creating the title.

b. Scanning

Reading swiftly over a text to identify a specific item of data is called

scanning. Scanning involves a few different things. They find new terms for

earliest ones, locate grammar items, find a designate advertisement, compare

attributes, check appointments, and shopping catalogs, and make word sets, and

newspaper subtitles.

c. Extensive reading

Reading a lengthy work in its entirety is referred to as extensive reading.

There are various extensive reading acts such as keeping notes and wall charts,

summarizing, and pointing out difficulties. The benefits of extensive reading or

speed reading are to grasp the book's contents in a short time even if you only

know the outline and to detect the contents of the text in a immediately.

d. Intensive reading

Reading brief texts intently is known as intensive reading. There are

various intensive reading acts such as combining nouns and verbs, dividing and

combining sentences, creating summaries, documenting paragraphs, filling in

blanks, finishing tables and graphs, choosing sides while reading and selecting,

picking summaries, comparing versions, recognizing facts, and concentrating on

form and style. The focus of intensive reading is to sharpen students' reading

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abilities by placing a strong emphasis on their capacity for intelligence, which

includes interpreting phrases, vocabulary growth, and the whole discourse's

substance.

2.2.5. Factors Influence Reading Comprehension

According to Dawson and Bamman (1967), the following variables can

have an influence on a reader's comprehension as follows :

a. Intelligence

The level of comprehension is frequently correlated with student aptitude.

It implies that smarter students are better able to grasp the concept than less

intelligent ones.

b. Experience

Teaching comprehension abilities involves giving students knowledge

across the literature they interact with. Less experienced students will struggle

more than those who are more familiar with the content.

c. Mechanic of reading

If students have been aware of the text, they will have a good vocabulary

and structure mastery. Understanding the text is easier for them if they have

learned how to review the texts correctly and read from left to right.

d. Interest

An individual gives responds to a book swiftly if they have a purpose to

read and finally, they will be motivated to read. A individual can understand what

they have read have they are interested in reading a book.

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e. Skill Comprehension

Like all skills in reading, reading comprehension skills change from

simple to difficult. Direct teaching of technique should be a part of the balanced

strategy.

2.3. Previous Studies

Firstly “The Correlation Between Students’ Motivation and Reading

Comprehension” conducted by Ikhsan (2018). This research aims to find out

whether or or not there is correlation between students motivation and reading

comprehension. The researcher used a correlational study. The researcher used

questionnaire and a test. The result showed that there is strong significant

correlation between students motivation and reading comprehension.

Secondly “The Correlation Between Students’ Motivation in Learning

English and Their Reading Comprehension Achievement” conducted by Maria

(2019). This research aims is to the correlation between the students’ motivation

in learning English and their reading comprehension achievement. This research

used a correlational method by using a quantitative methods. Questionnaire and

question test as the instruments of this research. The result showed that there is

strong correlation of motivation and reading comprehension.

Thirdly “ The Relationship Between Students’ Motivation and Their

English Learning Achievement” was conducted by Rosalina (2014). The aimed of

this research is to find out the correlation between students’ motivation and their

English learning achievement at the second grade of SMAN 3 Tangsel. This

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research used a correlational study. Questionnaire and documentation as the

instruments of this research. The results showed that there is negative correlation

between student’ motivation and their English learning achievement.

Based on the previous researches above, the researcher argues that the

current research have sameness with the research conducted by Ikhsan such as

using quantitative research method, using correlation study, using research

instruments in the form of questionnaires and tests, and using the same research

hypotheses. Meanwhile, it have differences such as research location, research

year, research object, population and samples used, sampling technique, and data

analysis technique. In addition, the previous researches above contributed to the

research to be carried out by researcher such as the use of research methods,

research instruments, procedures to collected the data, data analysis, and research

hypotheses.

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 CHAPTER III

RESEARCH METHOD

This chapter presents the research design, population and samples,

research instruments, data collection procedures, data analysis and hypotheses of

the study that used in this study.

3.1. Research Design

Based on the characteristics of this research, the researcher used

quantitative method. According to Kaswan & Suprijadi (2016), quantitative

research design is an actual theory-based study method that emphasizes testing

theories and particular study hypotheses that actually uncover changes and

relationships using numeric data and statistical procedures to draw precise

inferences about the occurrences. A method for testing factual hypotheses by

looking at the correlation between variables is quantitative research. Further,

numerical data may be examined using statistical techniques, these variables can

be measured, often using instruments. (Creswell, 2009: 4).

The research design used is a correlational study. Cresswell (2012) stated

that a statistical test known as a correlation is used to identify correlation or

tendencies in the variations of two variables or sets of data. In order to determine

if there is a significant correlation between students' motivation in learning

English and the results of their reading comprehension, the researcher used a

correlational study.

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3.2. Population and Sample

Sugiyono (2013) stated that a population is a broad space made up of

things or subjects with specific attributes and characteristics that are used to

research and then derive conclusions. The population in this study were all eighth-

grade students of SMPN 18 Mataram. It consists of 1 class. The total population

of eight grade students is 31 students.

Sugiyono (2008: 118) stated that the sample is a component of the

population's size and characteristics. Further, Arikunto (2012) stated that if the

population is under 100 respondents, the sample is taken as an entire group,

making this study a population study. Based on the determined population that the

entire number of eighth-grade students is 31 students, the researcher used 100% of

the population.

3.3. Research Instrument

To find out students’ motivation in learning English an their reading

comprehension, this research was divided into two activities which were used as

two research instruments.

a. Questionnaire

According to More (1999: 24), a questionnaire is a method of gathering

data during which the researcher asks students to reflect on themself and respond

to a variety of items about their motivation, thoughts, and perceptions. The

questions used in the questionnaire adapted from the Likert Scale format to

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measures students’ motivation toward English learning (SMTEL). In this

questionnaire, the questionnaire consists of 20 items.

b. Reading Test

According to Shohamy (1985: 3), test is simple of knowledge and needs to

be a good representation of it. Test is a question which is used to measure

students’ awareness and skillfulness. The reading comprehension test is design to

check and measure students reading comprehension ability. The test contains of

25 questions. Where a, b, c, and d are the choices for each question. The reading

comprehension test consist of 2 indicators: literal reading and inferential reading.

The reading test is used to collect reading comprehension data from students.

3.4. Data Collection Procedure

Below are data collection procedures :

a. Questionnaire

The questionnaires were distributed to 31 students and students were given

15 minutes to complete the questionnaire. Students filled out the questionnaire

during normal class sessions and researcher gave clear instructions and

explanations regarding how to filled out the questionnaire. There are several

answers that students must answered, these answers are contained in four options,

namely : strongly agree, agree, undecided, disagree, and strongly disagree

(Sugiyono, 2010). After students have finished filling out the questionnaire, then

the researcher collected the questionnaires that had been filled out by the students.

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 The students will be asked to answer the questions by selecting a category,

and the scores are graph based on the table below :

Table 1. The Likert Scale Rating

NO Option Point

1 Strongly Agree 5

2 Agree 4

3 Undecided 3

4 Disagree 2

5 Strongly Disagree 1

(Sugiyono, 2010)

The scores were interpreted in the criteria for index score table. This can

be seen in the following table :

Table 2. Criteria for Index Score

No Category Interval Score

1 High 71 – 100
2 Medium 41 – 70
3 Low 10 – 40
(Ferdinand, 2014)

b. Reading Test

The researcher gave reading tests to determine the students' reading

comprehension skills. The researcher gave reading tests to find out and get data

about their reading comprehension. The reading test sheet were distributed to 31

students, then students are given 45 minutes and worked at their desks to complete

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the reading test. After the students finished filling out the reading test, then the

test sheet were collected by the researcher. The researcher gave one point for

questions that were answered correctly. The reading comprehension test results

were calculated using the following formula:

CA
S = N X 100

Notes :

S = final test score

N = number of questions

CA = number of correct answer

(Arikunto, 2003)

The scores were interpreted in the evaluation criteria table. This can be

seen in the following table:

Table 3. Evaluation Criteria

No Category Interval Score

1 Excellent 85 – 100
2 Very good 75 – 84
3 Good 65 – 74
4 Fair 55 -64
5 Enough 45 – 54
6 Poor 0 - 44
(Suryanto, 2006)

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3.5. Data Analysis

According to Prasetyo (2008), data analysis is an advanced method of data

processing that examines how to interpret data and then analyzes the data from the

output in the data processing stage. The data analysis method used in this research

is quantitative analysis. Quantitative is related to numbers or numerals.

After obtaining data from students in questionnaires and tests, the

researcher analyzed the data and correlated the results of questionnaires and

students' reading comprehension scores which were analyzed quantitatively.

Quantitative analysis were conducted using statistics is called statistical analysis.

The researcher analyzed students’ questionnaires and reading tests by using a t-

test with use SPSS (Statistical Program for Social Science). After that, the

researcher draws conclusion based on the t-test results.

3.7. Hypothesis of the Study

Creswell (2012: 125) defined that hypotheses as assumptions of potential

research findings. It means that hypotheses is the result pretension of the study.

The hypotheses of this study are suggested in the forms of alternative hypothesis

and null hypothesis.

a. Alternative Hypothesis (Ha) stating that there is a significant correlation

between students’ motivation in learning English and the results of their

reading comprehension.

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b. Null Hypothesis (Ho) stating that there is no significant correlation

between students’ motivation in learning English and the results of their

reading comprehension.

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 CHAPTER IV

FINDING AND DISCUSSION

This chapter presents the research findings and discussion on the students’

motivation in learning English and their reading comprehension at the eighth

grade students of SMPN 18 Mataram.

4.1. Research Findings

After collecting and processing the data related to the students’ responses

in questionnaires and reading test, the researcher analyzed the results of the data.

After that, the researcher distributed the students' scores in the students’

questionnaire and reading tests in the data description.

4.1.1. Data Description

After students filled out questionnaires about motivation in learning

English and filled out reading comprehension tests, the researcher analyzed the

students' responses in the students’ questionnaires and reading tests. After that, the

scores obtained by the researcher from the results of the analysis were distributed

in the table of students’ questionnaire and reading test scores.

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Table 4. Students’ Questionnaire and Reading Test Scores

QUESTIONNAIRE READING
NO NAME
SCORE SCORE
1 A 70 48
2 AM 56 84
3 AMKN 80 80
4 AZ 82 80
5 ES 71 76
6 FG 66 64
7 FH 73 80
8 FM 70 76
9 H 76 80
10 IA 87 72
11 IAP 76 68
12 JPW 40 56
13 KA 86 92
14 MA 86 88
15 MP 76 84
16 MS 82 80
17 MW 81 76
18 MA 72 72
19 MDM 83 84
20 MFK 70 72
21 MZ 81 68
22 NZ 76 80
23 R 68 64
24 RPH 69 72
25 RU 39 48
26 S 40 52
27 ITA 48 44
28 WAP 41 52
29 WN 71 76
30 Y 40 60
31 YAP 65 76

Furthermore, the researcher analyzed the results of students' questionnaires

and students' reading tests scores with use SPSS.

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 After analyzed the score of students' questionnaires and reading tests using

SPSS, the researcher interpreted the results of the analysis in the score of students'

motivation and the score of students' reading comprehension.

4.1.1.1 Score of students’ questionnaire

Based on the table 4, the highest score of students’ questionnaire is 87

while the lowest score is 40. The researcher analyzed the scores of the students'

motivation questionnaires by using the criteria for index score adapted from

Ferdinand (2014) by SPSS.

The results of the analyzed data are shown in the table of distribution

frequency of students’ motivation scores. This can be seen in the following table

below :

Table 5. Distribution Frequency of Students’ Questionnaire Score

Interval Valid Cumulative

Category Frequency Percent
Score Percent Percent
High 71 - 100 17 54.8 54.8 54.8
Medium 41 - 70 10 32.3 32.3 87.1
Low 10 - 40 4 12.9 12.9 100.0
Total 31 100.0 100.0

On table 5 above, the questionnaires scores can divided into 3 categories,

namely high, medium, and low. The results show that 17 of 31 students get high

scores (54.8%), 10 of 31 students get medium scores (32.3%) and 4 of 31 students

get low scores (12.9%).

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 This can be concluded that 17 students get high scores, 10 students get

medium scores and 4 students get low scores.

4.1.1.2 Score of students’ reading test

Based on the table 4, the highest score of students’ reading test is 92 and

the lowest score is 44. The researcher analyzed the scores by using evaluation

criteria adapted from Suryanto (2006) by SPSS.

The results of the analysis are shown in the table of distribution frequency

of students’ reading test. This can be seen in the following table below:

Table 6. Distribution Frequency of Students’ Reading Test Score

Interval Valid Cumulative

Category Frequency Percent
Score Percent Percent
Excellent 85 - 100 2 6.5 6.5 6.5
Very good 75 - 84 14 45.2 45.2 51.6
Good 65 - 74 6 19.4 19.4 71.0
Fair 55 - 64 4 12.9 12.9 83.9
Enough 45 - 54 4 12.9 12.9 96.8
Poor 0 - 44 1 3.2 3.2 100.0
Total 31 100.0 100.0

On table 6 above, the reading test scores can divided into 6 categories,

namely excellent, very good, good, fair, sufficient, and poor. The results show that

2 of 31 students’ get excellent scores (6.5%), 14 of 31 students’ get very good

scores (45.2%). 6 of 31 students get good scores (19.4%). 4 of 31 students’ get

fair scores (12.9%), 4 of 31 students’ get enough scores (12.9%) and 1 of 31

students’ get a poor score (3.2%).

29
 This can be concluded that 2 students get excellent scores, 14 students get

very good scores, 6 students get good scores, 4 students get fair scores, 4

students get enough scores and 1 student get a poor score.

4.1.2. Hypothesis Testing

After findings the results of the students' questionnaires and reading tests

scores on the data description, the researcher conducted hypothesis testing using

Person Product Moment. Scores of students' questionnaires and reading tests were

analyzed using SPSS to find out if there is a significant correlation between

students' motivation in learning English and the results of their reading

comprehension.

The results of hypothesis analysis are shown in the table of the correlation

between students’ motivation in learning English and the results of their reading

comprehension. This can be seen in the following table :

Table 7. The Correlation Between the Students’ Motivation in Learning English

and the Result of Their Reading Comprehension.

Correlations

MOTIVATION READING
Pearson Correlation 1 .758**
MOTIVATION Sig. (2-tailed) <,001
N 31 31
Pearson Correlation .758** 1
READING Sig. (2-tailed) <,001
N 31 31
**
. Correlation is significant at the 0.01 level (2-tailed).

30
 The results of the Pearson Product Moment Correlation Coefficients show

that the Pearson Correlation value is 0.758 and significant value of 0.001. The r-

table value at the 0.05 significance level with 31 respondents is 0.355. If the r-test

value is higher than the r-table value, the alternative hypothesis (Ha) stating that

there is a significant correlation between students’ motivation in learning English

and the results of their reading comprehension test is accepted while the null

hypothesis (Ho) stating that there is no significant correlation between students’

motivation in learning English and the results of their reading comprehension test

is rejected. Based on the correlation testing results, it can be concluded that the

alternative hypothesis (Ha) is accepted while the null hypothesis (Ho) is rejected.

This means that the r-test value of 0.758 is higher than r-table value of 0.355.

After that, the r-test value of 0.758 is checked using the correlation

coefficient interpretation table adapted from Sugiyono (2012). This can be seen in

the following table :

Table 8. The Interpretation of Correlation Coefficient

Coefficient Interval Correlation Level

0.80 - 1000 Very strong

0.60 - 0.799 Strong

0.40 - 0.599 Moderate

0.20 - 0.399 Low

0.00 - 0.199 Very low

31
 On the table 8 above, the r-test value of 0.758 is categorized as strong with

an coefficient interval of 0.60 – 0.799. It indicated that there is a strong significant

correlation between students’ motivation in learning English and the results of

their reading comprehension.

After finding the level of correlation coefficient from the r-test value of

0.758, the last step is to calculate the t-test value. The calculation is as follows:

r √n−2
t-test =
√ 1−r 2
0.758 √31−2
=
√ 1−¿ ¿ ¿
0.758 x 5.38516480
= 0.574564

4.08195492
= 0.65225455

= 6.25

The result of the t-test calculation shows that the t-test value is 6.25. The t-

table value at the 0.05 significance level with 31 respondents is 1.695. if t-test

value is higher than t-table value the alternative hypothesis (Ha) is accepted while

the null hypothesis (Ho) is rejected.

Based on the result of t-test calculation and t-table value with 31

respondents. It shows that t-test value of 6.25 is higher than t-table value of 1.695.

This indicated that the alternative hypothesis (Ha) is accepted while the null

hypothesis (Ho) is rejected. This can be concluded that there is a significant

32
correlation between students' motivation in learning English and the results of

their reading comprehension test.

4.2. Discussion

Based on the results of the analysis of the data, students’ motivation is

found to be clasified into 3 categories, namely high, medium, and low. 17 (54.8%)

students are categorized as high with an interval score of 71 – 100, 10 (32.3%)

students are categorized as medium with an interval score of 41 – 70, and 4

(12.9%) students are categorized as low with an interval score of 10 – 40. Based

on table 5 which is adapted from Ferdinand (2014), the average students score is

in the high category with an interval score of 71 - 100. The researcher concluded

that eighth grade students’ at SMPN 18 Mataram have a high level of motivation

in learning English.

Students’ reading comprehension tests is found to be clasified into 6

categories, namely excellent, very good, good, fair, enough, and poor. 2 (6.5%)

students are categorized as excellent with an interval score of 85 – 100, 14

(45.2%) students are categorized as very good with an interval score of 75 – 84, 6

(19.4%) students are categorized good with an interval score of 65 – 74, 4

(12.9%) students are categorized fair with an interval of 55 – 64, 4 (12.9%)

students are categorized enough with an interval score of 45 -54, and 1 (3.2%)

student are categorized poor with an interval score of 0 – 44. Based on table 6

which is adapted from Suryanto (2006), the average students score is in a very

good category with an interval score of 65 – 74. The researcher concluded that

33
eighth grade students at SMPN 18 Mataram have a very good level of reading

comprehension.

The hypothesis testing using Pearson Correlation shows that the r-test

value of 0.758 is higher than the r-table value of 0.355. This means that the

alternative hypothesis (Ha) is accepted while the null hypothesis (Ho) is rejected.

This can be concluded that there is a significant correlation between students'

motivation in learning English and the results of their reading comprehension.

The r-test value of 0.758 is in a strong category with a coefficient interval

of 0.60 – 0.799. This can be interpreted that there is a strong significant

correlation between students’ motivation in learning English and the results of

their reading comprehension.

The result of t-test calculation shows that the t-test value of 6.25 is higher

than t-table value of 1.695. It indicated that the alternative hypothesis (Ha) stating

that there is a significant correlation between students’ motivation in learning

English and the results of their reading comprehension is accepted while the null

hypothesis (Ho) stating that there is no significant correlation between students’

motivation in learning English and the results of their reading comprehension is

rejected. This means that there is a significant correlation between students'

motivation in learning English and the results of their reading comprehension.

The identified level of correlation, as it is described in the previous

section, leads to develop effective strategies that aim to increase students’

motivation in learning English and the results of their reading comprehension.

34
 The attempt to the learning strategies that are developed to increase

students’ learning motivation are recommended that the students’ may apply are

the following.

1. Growing Mindset: Encourage students to have a growth mindset by

emphasizing the idea that skills can be acquired through hard work and

practice. Teach students that with dedication and a positive attitude,

reading comprehension can be increased.

2. Provide Clear Feedback: Provide students immediate feedback on their

reading comprehension skills, emphasizing their specific areas of strength

and areas for growth. Provide students specific guidance on how to

improve their comprehension skills.

3. Scaffold Reading Skills: Teach and model effective reading strategies,

such as predicting, visualizing, questioning, and summarizing. Provide

explicit instruction on how to apply these strategies to different types of

texts and encourage students to practice them independently.

4. Celebrate Progress: Recognize and celebrate students' achievements and

growth in reading comprehension.

5. Provide a Purpose: Help students understand the practical benefits of

learning English and reading comprehension. Highlight how these skills

can increase their future career prospects, enable communication with

people from different cultures, or open up opportunities for further

education.

35
6. Create a Positive Learning Environment: Foster a supportive and

encouraging classroom atmosphere where students feel safe to take risks,

make mistakes, and actively participate. Positive reinforcement, praise,

and positive feedback can increase motivation in learning English.

7. Relate English to Students' Interests: Integrate topics and materials that

align with students' hobbies and passions. This personal connection helps

students see the value of English and increase their motivation to engage

with reading materials.

These strategies are derived and modified from various resources (Journal

titled "Growth Mindset and Students’ Perception of their English Language

Teachers’ Feedback as Predictors of Language Proficiency of the EFL Learners"

conducted by Priyadarshini (2019), Journal titled “Classroom management:

Creating a positive learning environment” conducted by Hue & Wai-shing Li

(2008), and journal titled “Effective practices for developing reading

comprehension” conducted by Duke & David (2009)), and are in line with the

strategies to increase students’ learning motivation.

By implementing these strategies, students’ can foster a strong correlation

between students’ motivation in learning English and the results of their reading

comprehension. When students are motivated to learn and actively engage in

reading activities, they are more likely to develop effective strategies, apply them

consistently, and achieve improved reading comprehension skills.

36
 CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter describes the conclusion and suggestion on students’

motivation in learning English and their reading comprehension at the eighth-

grade students of SMPN 18 Mataram.

5.1. CONCLUSION

Based on the research findings and discussions, the alternative hypothesis

(Ha) stating that there is a significant correlation between students’ learning

motivation and the results of their reading comprehension is accepted while the

null hypothesis (Ho) stating that there is no significant correlation between

students’ learning motivation and the results of their reading comprehension is

rejected. This can be confirmed from the t-test value of 6.25 is higher than the t-

table value of 1.695. These results were obtained by conducted t-test calculation

using SPSS. The researcher concluded that there is a significant correlation

between students' motivation in learning English and the results of their reading

comprehension test in eight grade students’ at SMPN 18 Mataram.

Learning strategies have so far been important such as establish a growing

mindset that may help to make learning meaningful, provide clear feedback,

scaffold reading skills, celebrate progress, provide a purpose, create a positive

learning environment and relate English to students' interest. By implementing

these strategies into actions, students’ can encourage their motivation to learn

English and the results of their reading comprehension.

37
5.2. SUGGESTIONS

Based on the conclusion above of the correlation between students’

motivation in learning English and the results of their reading comprehension. The

researcher provides the following suggestions for English teachers, students and

other researchers. The suggestions are as follows :

1. The English teachers must pay attention and increase students'

motivation in learning English by making students feel interested, happy,

and enjoy the learning process. Thus, the students have the motivation to

follow the English learning activity actively, discipline, and pay caution

to the teacher during the learning activity.

2. The students in the learning activity should continue to boost their

motivation in learning English, the motivation will have a good impact on

students learning achievement. In addition, the students should have a high

motivation in learning English and the students should train themselves

3. Because this research still have many weakness such as the use of sample

the sample that are too small and there is no test of validity, and reliability

of data. The researcher hopes for other researchers to using a large number

of samples because this study only used 31 sample and other researchers

are expected to conducted validity and reliability tests. The results of the

study will make a more educative contribution to academic and society.

38
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