THE CORRELATION OF STUDEHGNT’S READING MOTIVATION,

VOCABULARY MASTERY, AND READING COMPREHENSION ABILTY AT

FOURTH SEMESTER OF UNIVERSITY OF ISLAM MALANG

THESIS

BY
SISKA WULANDARI
NPM 21701073078

UNIVERSITY OF ISLAM MALANG

FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH EDUCATION DEPARTMENT
OCTOBER, 2020
CHAPTER I

INTRODUCTION

This chapter presents about background of the study, research problem, objective of

research, significance of research, scope and limitation of the research, and definition of key

terms.

1.1. General background of study

Language is the utterance expressed by someone to find out his or her desire. The

language itself has many different kinds, but there are several languages that can relate to

each other as a communication tool that is needed.

English is a foreign language that everyone is most interested in. English in itself is a

communication tool for people who want to be involved in the development of the global

world; therefore it is very important to learn it. In understanding English we need to know

that this language has 4 skills, namely (listening, speaking, reading, and writing). Learn

English through 2 stages of spoken and written. Every time learning a foreign language, the

first point is to master vocabulary.

Vocabulary is the main key to understanding a language. Vocab can help development

in mastering foreign languages both in writing, pronunciation, listening, and reading.

Building up a useful vocabulary is central to the learning of a foreign language at primary

level (Bahri, D. S.2018). Every time we learn a foreign language, the first thing we have to
get is the vocabulary because the more vocabulary we have the easier it will be for us to

understand a language.

Motivation is a very big desire that comes from within us or a gift from other people

through words or from someone's behavior that can help us to be more enthusiastic about

achieving a goal. A person's motivation can help improve the good in one's life.

Reading motivation is someone who reads with a strong motivation for reading

interest. Reading motivation is one's own purpose, idea and desire related to the title, action

and the results of the reading (Guthrie & Wigfield, 2000). In reading a person can determine

an assessment of his own reading so that the motivation to read has positive and negative

ideas about reading.

In conclusion, reading is one of the basic skills in learning English. Students must

be able to master skills in this regard. In fact, the reading ability of high school students is

still lacking. Therefore, I want to see to what extent increase in students' mastery of language

skills, both in reading motivation, mastery of vocabulary, and reading comprehension

1.2. Research problem

Is there any significant correlation between students’ reading motivation, vocabulary

mastery and student’s reading comprehension ability at the University of Islamic Malang?
1.3. Objectives of study

The objective of the study is to know is there any significant correlation between student's

reading motivation, vocabulary mastery and student's reading comprehension ability at the

University of Islamic Malang.

1.4. Significant of research

1.4.1 Theoretically, the writer hopes that with this learning student can realize that the

benefits of reading motivation and vocabulary have a relationship to reading ability.

1.4.2 Pedagogically, the writer hopes this research can contribute to students' reading

ability. Teachers as well can realize that how much benefit is reading motivation and

vocabulary mastery is very important for students' reading ability, so when

implementing reading learning they can increase reading motivation and vocabulary

for reading ability.

1.4.3 Practically, the writer hopes that by doing this research i can gain knowledge and get

information to identify problems in reading motivation, vocabulary mastery and

reading comprehension.

1.5. Scope and Limitation of the Research

This study aims to determine the relationship between students' reading motivation,

vocabulary mastery and reading comprehension. This research will be conducted in the fourth

semester at University of Islam Malang. If students are high in vocabulary mastery and have

high reading motivation then they assume that they will read it easier, if the vocabulary

mastery is low and the motivation to read is low then it will be difficult to understand reading

it.

1.6. Definition of Key Term

In this part, the key terms are explained briefly in order to introduce some terms used in

this study.

1.6.1 Reading motivation

According to [ CITATION Dew18 \l 1033 ], reading motivation is vital to learners’ ability

to read and comprehend text purposefully. In other words, motivation to read in learning is

needed to be able to understand reading material in detail. Reading can help to get more

information than that with motivation can build someone's reading interest to increase.

1.6.2 Vocabulary
Vocabulary is a set of words that have meaning when we combine them, they will

become a sentence. Vocabulary is a keyword introduction before entering an understanding

of a foreign language.

1.6.3 Reading comprehension

When it is difficult to understand a reading of the text, the reader does not need to look

for every meaning in the word. The reader can guess the word by understanding the context

in the text. According to Mcentire (2003, p.29) when the reader’s find unknown words, the

reader’s do not need to look up every words in dictionary, the readers can often guess the

meaning of new words through context.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the reasercher will give the explanation of theoretical review related of

the variable of this reaserch. They are review in reading motivation, vocabulary mastery, and

reading comprehension. Previous study.

2.1 Definition of Reading Comprehension

There are many experts define about reading. Duffy Gerald G. (2009: 39) states that

reading is not a random process. It is a system: a set of conventions we use to interpret and

make sense of text. Reading with comprehension means understanding what has been read.

reading with understanding is something which can understand and understand the overall

content of the reading. Duffy Gerald G. (2009: 14) Comprehension is the essence of reading

because the goal of written language is communication of messages. If the readers do not

understand the message, it means that the readers are not reading. Then, vocabulary is

fundamentally important for understanding the message. one of the connectors in the

language is a message in which the reader must be able to understand the essence of the

message. The key to understanding a language in reading is mastering sufficient vocabulary

so that the message can be conveyed properly.

Ahmadi and Pourhosein (2012) expressed that reading comprehension is a

cooperative mental practice between a reader’s linguistic knowledge (knowledge of the

world) and knowledge about a given subject. Reading comprehension is a communicating

procedure in which readers interact with the text as their background knowledge is activated.

2.2 Level of Reading Comprehension

Berry (2005) divided level of reading comprehension into three categories namely

literal comprehension, interpretive comprehension and applied comprehension. The level of

reading comprehension has essential roles in constructing tasks to the students in reading

class so that ease the teacher in helping students understanding. The levels of comprehensions

are explained as follows;

2.2.1 Literal Comprehension

Berry (2005) also defined that Literal comprehension is the basic level in which the

readers develop knowledge about the text. In this level, the readers try to understand the

written meaning in the text. It includes understanding main ideas and details information,

understanding a sequence of events, recognizing of cause and effect relationships, and

understanding of organizing patterns used in various types of reading text.

2.2.2 Interpretive Comprehension

The levels of comprehensions also consist of interpretive comprehension stated by

Berry (2005) which interpretive comprehension is the readers‟ experiences that rethink past
knowledge for new information. In this level, the readers have to draw conclusion about what

the author has stated. It consists of three skills namely inferring meaning, previewing, and

summarizing. These skills have the functions to make the readers believe the information of

the text to be true as a result of reading the text.

2.2.3 Applied Comprehension

Berry (2005) gave the definition of applied comprehension as following applied

comprehension is a level in which the readers understand unstated relationship between

information in the text and information from the readers‟ prior knowledge. It required the

readers to combine ideas, get interpreter and evaluate information, and also to identify tone

and voice.

Meanwhile, Bureros (2014) categorizes reading comprehension into two levels; they

are lexical comprehension and affective comprehension. These levels of comprehensions

focus on understanding vocabulary and its language such as sentences, figurative languages,

imagination and so forth. For the detail explanations about level of comprehension, according

to Bureros that can be seen as following explanation:

1. Lexical Comprehension

Lexical comprehension is a level of understanding vocabulary in a text. If an

unfamiliar word is used, it is generally explained within the same sentences. Words with

multiple meanings may also make it difficult for less experienced readers to truly understand

what is meant. Therefore, the readers are required to use as simply as definition of word in

order to make their understanding about the information of the text. The readers can guess the

meaning by connecting the sentence around the words.

2. Affective Comprehension

Affective comprehension is the readers‟ reaction to what they read. It involves of

figurative language, imagination, feeling/emotions and aesthetic awareness. In affective

comprehension, the reader also uses their imagination and emotional to obtain a new ideas

exceed what the author presented.

2.3 Purpose of Reading

According to Grabe (2009: 8), there are six major purposes for reading as follows :

a) Reading to search for information (scanning and skimming)

Reading to search for information is a skill that many readers have because

they are often found doing a good job, it can be seen from their reading ability.

b) Reading for quick understanding (skimming)

Reading for quick understanding (skimming) is a strategy that readers must

have in order to find out the key text which is very important, making it easier for

readers to understand the text quickly without having to read the entire text.

c) Reading to learn

Reading to learn usually occurs in academics who are required to read a lot of

text in order to understand the main ideas in the text and be able to connect the text

with the reader

d) Reading to integrate information

Reading to integrate information is complete information needed by readers

through several different sources.

e) Reading to write, and reading to critique texts

Reading to write and reading critical texts are abilities that need each other in

completing tasks to write, select and criticize information from the text.

f) Reading for general comprehension

Reading for general comprehension when accomplished by as killed fluent

reader, require very rapid and automatic processing of words, strong skills in forming
a general meaning representation of main idea, and efficient coordination of many

processes under very limited time constraint.

Reading is a need to find out more information about our environment. reading

is not only valid for school academics but applies to the general public in order to obtain

information

2.4 Reading Strategies

While according to Mcentire (2003, p.29) when the reader’s find unknown words, the

reader’s do not need to look up every words in dictionary, the readers can often guess the

meaning of new words through context. Being a strategies requires a set of strategies that

work well in combination.

Grabe and Stoller (2002) explain that there are three models of reading :

1. Top-down model

2. Bottom-up model

3. Integrated model Furthermore,

Adler (1972) explains that there are some techniques which can be used to make

reading faster and efficient. The technique are :

1. Skimming

2. Scanning

Those strategies are very helpful in reading. However, the effectiveness of reading

depends on the readers ability to use those strategies. Skimming is used when readers need a

general idea of a books subject matter. On the other side, scanning is used when readers need

to gather specific information.

2.5 Models of Reading

Barnett (in Aebersold and Field, 1997: 18), there are three main model of how reading

occurs as follows :

2.5.1 Bottom-up theory

This theory argues that the reader constructs the text from the smallest units (letters to

words to phrase to sentence, etc) and that the process of constructing the text from those

small units becomes so automatic that readers are not aware of how it operates. Decoding is

an earlier term for this process.

2.5.2 Top-down theory

This theory argues that readers bring a great deal of knowledge, expectations,

assumptions, and questions to the text and, given a basic understanding of the vocabulary,

they continue to read as long as the text confirms their expectations. The topdown school of

reading theory argues that readers fit the text into knowledge (cultural, syntactic, linguistic,

and historical) they already possess, then check back when new or unexpected information

appears.

2.5.3 The interactive school of theorists

This theory argues that both top-down and bottom-up processes are occurring, either

alternately or at the same time. These theorists describe a process that moves both bottom-up

and top-down, depending on the type of text as well as on the reader’s 16 background

knowledge, language proficiency level, motivation, strategy use, and culturally shaped beliefs

about the reading.

Based on the explanation above, it can be concluded that there are three main model

of reading; bottom-up theory, top-down theory and the interactive school of theorists.

2.6 Assessment of Reading

Brown (2003: 190) states that assessment of reading divided into four types.

They are:
1) Perceptive Reading

a) Reading Aloud

The test-taker sees separate letters, words, or short sentences and reads aloud,

one by one. Since the assessment reading comprehension, any recognizable oral

approximation of the response is considered correct.

b) Written Response

The test taker's task is to reproduce the problem in writing. Because of the

transfer across different skills here, evaluation of the test taker's response must be

carefully treated. If an error occurs, make sure you determine its source; what might

be assumed to be a writing error, for example, may actually be a reading error, and

vice versa.

c) Multiple-Choice

Multiple choice especially useful at the low levels of reading, include

same/different, circle the answer, true/false, choose the letter, and matching.

d) Picture-Cued

Test takers are shown a picture, such as the one on the next page, along with a

written text and are given one of a number of possible tasks to perform. With the same

picture, the test taker might read sentences and then point to the correct part of the

picture or a true/false procedure might be presented with the same picture cued.

Matching can be an effective method of assessing reading at this level.

2) Selective Reading

a) Multiple Choice (for Form-Focused Criteria)

The most popular method of testing a reading knowledge of vocabulary and

grammar is the multiple choice format, mainly reasons of practicality; it is easy to

administer and can be scored quickly. The most straight forward multiple choice items

may have little context, but might serve as a vocabulary or grammar check.

b) Matching Tasks

The test taker’s task is simply to respond correctly, which makes matching an

appropriate format. The most frequently appearing criterion in matching procedures is

vocabulary.

c) Editing Tasks

Editing for grammatical or rhetorical errors is a widely used test method for

assessing linguistic competence in reading. The TOEFL and many other tests employ

this technique with the argument that it not only focuses on grammar but also introduces

a simulation of the authentic task of editing, or discerning errors in written passages.

d) Picture Cued Tasks

i) Test-takers read a sentence or passage and choose one of four pictures that is

beingdescribed. The sentence at this level is more complex.

ii) Test-takers read a series of sentences or definitions, each decribing a labeled part

of a picture or diagram. Their task is to identify each labeled item. In the following
diagram, test-takers do not necessarily know each term, but by reading the definition

they are able to make an identification.

e) Gap-Filling Tasks

Many of the multiple-choice tasks described above can be converted into gap-

filling or “fill-in-the-blank,” items in which the test-taker’s response is to write a word or

phrase. An extension of simple gap-filling tasks is to create sentence completion items

where test-takers read part of a sentence and then complete it by writing a phrase.

3) Interactive Reading

a) Cloze Tasks

Cloze tests are usually a minimum of two paragraph in length in order to account

for discourse expectancies. They can be constructed relatively easily as long as the

spesifications for choosing deletions and for scoring are clearly defined. Typically every

seventh word (plus or minus two is deleted (known as fxed-ratio deletion), but many

cloze test designers instead use a rational deletion procedure of choosing deletions

according to the grammatical or discourse functions of the word. Rational deletion also

allows the designers to avoid deleting words that would be difficult to predict from the

context.

b) Impromptu Reading Plus Comprehension Question

“Read a passage and answer some questions” technique is undoubted and oldest

and the most common. Every proficiency test uses the format one would rarely consider

assessing reading without some component of the assessment involving impromptu

reading and responding to questions. The set of questions based on 250 word passage,

covers the comprehension of features main idea, expression/idiom, inference,

grammatical features, detail, excluded dacts not written, supporting idea, vocabulary in

context.

c) Short-Answer Tasks

A reading passage is presented and the test-taker reads questions that must be

answered in a sentence or two.

d) Editing (Longer Texts)

The previous section of this chapter (on selective reading) described editing tasks,

but there the discussion was limited to a list of unrelated sentences, each presented with

an error to be detected by the test-taker. The same technique has been applied

successfully to longer passages of 200 to 300 words.

e) Scanning

Scanning is strategy used all readers to find relevant information in a text.

Assessment of scanning is carried out by presenting test-takers with a text (prose or

something in a chart or graph format) and requiring rapid identification or relevant bits of

information.

f) Ordering Tasks

Students always enjoy the activity or receiving little strips of paper, each with a

sentence on it, and assembling them into a story, sometimes called “the strip story”
technique. Variations on this can serve as an assessment of overall global understanding

of a story and the cohesive devices that signal the order of events or ideas.

g) Information Transfer: Reading Charts, Maps, Graphs, Diagrams

Reading a map implies understanding the conventions of map graphics, but it is

often accompanied by telling someone where to turn, how far to go, etc. Scanning a

menu requires an ability to understand the structure of most menus as well as the

capacity to give an order when the time comes. Interpreting the numbers on a stock

market report involves the interaction of understanding the numbers and of conveying

that understanding to others.

4) Extensive Reading

a) Skimming

Skimming is the process of rapid coverage of reading matter to determine its gist

or main idea. It is a prediction startegy used to give a reader a sense of the topic and

purpose of a text, the organization of the text, the perspective or point of view of the

writer, its ease or difficulty and / or its usefulness to the reader. Skimming can apply to

texts of less than one page, so it would be wise not to confine this type of task just to

extensive exts. Assessment of skimming strategies is usually straight forward; test-taker

skims a text and answers questions.

b) Summarizing and Responding

One of the most common means of assessing extensive reading is to ask the test-taker

to write a summary of the text. The task that is given to students can be very simply
worded. Assessing extensive reading is the technique of asking student to respond to a

text. The two tasks should not be confused with each other summarizing requires a

synopsis or overview of the text, while responding asks the reader to provide his or her

own opinion on the text as a whole or on some statement or issue within it.

c) Note-Taking and Outlining

A reader’s comprehension of extensive texts may be assessed through an

evaluation of a process of note-taking and oulining. Because of the difficulty of

controlling the conditions and time frame for both these techniques, they rest firmly in

the category of informal assessment. Their utility is in the strategic training that learners

gain in retaining information through marginal notes that highlight key information or

organizational outlines that put supporting ideas into a visually manageable framework. (

ganti setiap point)

Based on the explanation above, it can be concluded that assessment of reading

divided into four type. They are on perceptive reading consist of reading aloud, written

response, multiple choice, picture-cued. On selective reading consist of multiple choice (for

form-focused criteria), matching tasks, editing tasks, picture-cued tasks, and gap-filling task.

On interactive reading consist of cloze tasks, impromptu reading plus comprehension

question, short-answer tasks, editing (longer text), scanning, ordering tasks, and information

transfer: reading charts, maps, graphs, diagrams. On extensive reading consist of skimming,

summarizing and responding, note-taking and outlining. In this research, the researcher used

multiple choice to test the students’ reading comprehension. The test should includes all

aspects of reading comprehension. The test of reading should consist of six aspects. Those are
: (1) find topic, (2) find main idea, (3) find detailed information in the text, (4) identify

reference of pronoun, (5) draw inferences, (6) guess word meaning based on context.

2.7 Vocabulary Mastery

Hornby (1994: 959) states that vocabulary is the total number of the words (with their

meaning and with rules for combining them) making up the language. Hiebert and Kamil

(2005: 2) state that vocabulary is not a developmental skill or one that can ever be seen as

fully mastered. The expansion and elaboration of vocabularies is something that extends

across a lifetime. Swan and Walter in Thornbury (2002: 14) wrote that vocabulary acquisition

is the largest and most important task facing the language learner. based on the definition

above, vocabulary is not included in the development ability, vocabulary is a collection of

words that can be mastered by language learners in understanding language.

mastery of vocabulary not only knows its meaning but is able to recognize and

produce words and their meanings.

Sedita (2005) states that vocabulary knowledge is crucial in reading comprehension

and determining how well students in comprehending the texts. Something that can help

students to understand in a text, students first have knowledge of vocabulary so that it can

help in understanding the meaning and purpose of the text

2.8 Types of Vocabulary

Vocabulary is the knowledge of meanings of words. Hiebert and Kamil (2005: 3)

mentions that words come in at least two forms: oral and print. Oral vocabulary is the set of

words for which we know the meanings when we speak or read orally. Print vocabulary

consists of those words for which the meaning is known when we write or read silently.

These are important distinctions because the set of words that beginning readers know are

mainly oral representations. As they learn to read, print vocabulary comes to play an

increasingly larger role in literacy than does the oral vocabulary.

Knowledge of words also comes in at least two forms. Receptive is the vocabulary

which we can understand or recognize. Productive, the vocabulary we use when we write or

speak. Productive vocabulary is the set of words that an individual can use when writing or

speaking. They are words that are well-known, familiar, and used frequently. Conversely,

receptive, or recognition, vocabulary is that set of words for which an individual can assign

meanings when listening or reading. These are words that are often less well known to

students and less frequent in use.

Based on the explanation above, it can be concluded that words in at least two forms:

oral and print. Knowledge of words also comes in at least two forms. They are receptive and

productive vocabulary.

2.9 The Importance of Vocabulary

Vocabulary is the key in understanding the language because if you do not master the

vocabulary can make communication in a conversation not smooth and make grammar in

pronunciation difficult to understand. Wilkins in Thornbury (2002: 13) states that without

grammar very little can be conveyed, without vocabulary nothing can be conveyed.

Graves in Hiebert and Kamil (2005: 9) said that students need to know about words,

not simply acquire new words, if they are to be successful in understanding unfamiliar

vocabulary in their reading. The number of students in mastering foreign language

vocabulary can help them in understanding their reading. with the provision of new reading

students can increase students' vocabulary so that they can use it in reading and writing as

well as discussing how the writer uses words.

Based on the explanation above, it can be concluded that vocabulary is very important

in language learning, when we master vocabulary we can understand the information from

the text and we can express our idea.

2.10 Assessment of Vocabulary Mastery

Brown (2003: 230) states that assessment of vocabulary is divided into :

1) Ordering tasks

One task at the sentence level may appeal to those who are fond of word games and

puzzle; ordering (or reordering) a scrambled set of words into a correct sentence.

2) Short-Answer and Sentence Completion Tasks

Such items range from very simple and predictable to somewhat more elaborate

responses.

3) Multiple choice

Multiple choice tests are a popular way of testing in that they are easy to score (a

computer can do it), and they are easy to design (or seem to be). Moreover, the multiple

choice format can be used with isolated words, words in a sentence context, or words in

whole texts.

4) Gap-Fill

Gap-fill tests require learners to recall the word from memory in order to complete a

sentence or text. Thus, they test the ability to produce a word rather than simply

recognise it. The best-known example of this test type is the cloze test.

In a cloze test, the gaps are regularly spaced –e.g. every seventh, eight, or ninth word. In

this way, knowledge of a wide range of word types including grammar words as well as

content words is tested. Based on the explanation above, it can be concluded that assessment

of vocabulary is divided into (1) ordering tasks, (2) shortanswer and sentence completion
tasks, (3) multiple choice, and (4) gap-fill. In this research, the researcher used multiple

choice to test the students’ vocabulary mastery. Assessment of vocabulary included all

knowledge of words. Those are (1) word classes, (2) word meaning, and (3) word building.

Word classess can be measure from four aspects, namely (1) noun, (2) verb, (3) adjective, (4)

adverb. Word 28 meaning can be measured from three aspects, namely (1) synonym, (2)

antonym, (3) hiponym. Word building can be measured from three aspects, namely (1)

affixation, (2) compounding, (3) conversion.

2.11 The Definiton of Motivation

Deckers in Sogunro (2015) claims that motivation means “to be moved into action” or

“to be moved into cognition, feeling, and action” and that the source of motivation is what

defines whether a behavior is intrinsically or extrinsically motivated and distinguishes

between two types of motivation – intrinsic and extrinsic.

Motivation as it relates to learning, McMillan and Forsyth in Sogunro (2015) define

motivation as “purposeful engagement in classroom tasks and study, to master concepts or

skills” and 29 motivated students as those who “take learning seriously and try to get

maximum benefits, rather than merely getting by or doing the minimum amount of work

necessary”.
Based on the explanationabove, it can be concludede that motivation is an impulse

from within us to make an action which will be transferred to cognition, feeling, and action.

2.12 Type of Motivation

Harmer (1991: 3) mentions there are two types of motivation. Those are extrinsic

motivation and intrinsic motivation.

1) Extrinsic motivation

Extrinsic motivation is concerned with factors outside the classroom. There

are two main types of such motivation, integrative motivation and instrumental

motivation.

a) Integrative motivation

The students need to be attracted by the culture of the target language

community and in the strong form of integrative motivation they wish to

integrate themselves into that culture. A weaker form of such motivation

would be the desire to know as much as possible about the culture of the

Target Language Community (TLC).

b) Instrumental motivation
This term describes a situation in which students believe that mastery

of the target language will be instrumental in getting them a better job,

position or status. The language is an instrument in their attainment of

such a goal.

Many other factors have an impact upon a student’s level of extrinsic

motivation and most of these have to do with his or her attitude to the

language. This in turn will be affected by the attitude of those who have

influence with the student. If the parents are very much against the culture

of the language, this will probably affect his or her motivation in a

negative way. If they are very much in favor of the language this might

have the opposite effect. The student’s peers (his or her equals) will also

be in a powerful position to affect his or her attitude as will other members

of the student’s community.

Another factor affecting the attitude of students is their previous

experience as language learners. If they were successful then they may be

pre-disposed to success now. Failure then may mean that they expect

failure now

2) Intrinsic motivation

Intrinsic motivation is concerned with factors inside the classroom. Intrinsic

motivation plays a vital part in most students’ success or failure as language learners.

Many students bring no extrinsic motivation to the classroom. They may even have

negative feelings about language learning. For them what happens in the classroom

will be of vital importance in determining their attitude to the language, and in

supplying motivation, which is vital component in successful language learning.

Factors affecting intrinsic motivation are physical conditions, method, the teacher and

success.

a) Physical conditions

Physical conditions have a great effect on learning and can alter a student’s

motivation either positively or negatively. Classrooms that are badly lit and

overcrowded can be excessively de-motivating, but unfortunately many of them

exist in schools. Teachers should presumably try to make their classrooms as

pleasant as possible. The atmosphere in which a language is learnt vitally

important, the cold greyness of much institutionalized education must be

compensated for in some way if it is not to have a negative effect on motivation.

b) Method

The method by which students are taught must have effect on their motivation.

When the students feel boring, they will probably become de-motivated, whereas

they have confidence in the method they will find it motivating. A really

motivated student will probably succeed whatever method is used.

Teacher can easily recall students who felt that there was not enough grammar

or enough conversation (depending on the students’ taste at the time). If the

student loses confidence in the method, the student will be demotivated.

Meanwhile, the student’s confidence in the method is largely in the hands of the

most important factor affecting intrinsic motivation, the teacher.

c) The teacher
The two areas that most of the people mentioned were the teacher’s rapport

with the students and the teacher’s personality. People wanted a teacher who was

“fun” or one who understand the students. But many people also mentioned the

need for teachers to motivate students through enjoyable and interesting classes

and quite a few wanted their teachers to be well prepared and to be teachers they

could have confidence in.

The teacher’s personality matters a lot and yet this is the most difficult area to

quantify or to train for. But beyond that it is clear that teachers need to do

everything possible to create a good rapport with their students.

Teachers clearly need to be able to show that they know their subject or in a

word of an experienced English Foreign Language teacher. The teachers should

be able to the students’ question.

d) Success

Success or lack of it plays a vital part in the motivational drive of a student.

Both complete failure and complete success may be de-motivating. It will be the

teacher’s job to set goals and tasks at which most of the students can be successful

or rather tasks which he or she could realistically expect the students to be able to

achieve. Much of the teacher’s work in the classroom concerns getting the level of

challenge right, this involves the type of tasks set, the speed expected from the

students, etc. Ultimately, the students’ success or failure is in their own hands, but

the teacher can influence the course of events in the students’ favour. Based on the

explanation above, it can be concluded that there two types of motivation. Those
are extrinsic motivation and intrinsic motivation. Extrinsic motivation consist of

integrative motivation instrumental motivation. Factor affecting intrinsic

motivation are physical conditions, method, teacher, and success.

2.14 Reading Motivation

According to Hairul, Ahmadi, and Pourhosein (2012), reading motivation is the large

amount of motivation that students have to concentrate their positive or negative opinions

about reading. For example, learners who read for pleasure and engaging approaches to

support their understanding are extremely motivated readers. Learners of this kind usually

consider reading to be a significant element in their daily activities, receive challenges in the

reading process, and are likely to be effective readers. Furthermore, reading motivation is

one’s own purpose, idea, and interest related to the title, action, and the consequences of the

reading.

Hairul, Ahmadi, and Pourhosein (2012) said that reading motivation has a great

impact on reading comprehension.For instance, learners who read for pleasure and employing

approaches to help their comprehension are extremely motivated readers. Learners of this

kind typically consider reading to be an important factor in their daily activities, accept

challenges in the reading process and are likely to be successful readers.

2.15 Assessment of Reading Motivation

With respect to specific and general forms of motivation, following Hidi and

Harackiewicz (2000), we assessed relations of children’s ‘situated’ reading motivation (e.g.,

interest in a particular book at a particular time) to their more general motivation to read.

Finally, with respect to different perspectives on students’ motivation, as noted earlier, most

research has relied on student self-reports measured on questionnaires. We went beyond

previous work by gathering the teacher ratings of students’ motivations, and the interviewer

ratings of student motivation based on students’ responses to the interview questions. We

assessed relations among these various sources of information about student motivation

2.15 Previous Studies

In the previous related studies, it expalins that there four previous reseachers. The first

previous research come from Frida Nur Fitriana ( Universitas Sebelas Maret: 2012). She

conducted her research entitled “ A correlation Between Learning Motivation and

Vocabulary Mastery and Reading competence of the second grade student of SMP Negeri 4

Surakarta in the acaemic year 2011-2012”. Based on the results of this study indicate that

there is significant positive correlation between learning motivation and vocabulary mastery
simultaneously and reading competence of the second grade students of SMP Negeri 4

Surakata in academic year 2011-2012.

The second previous study research come from Herlina Fatmawati (surakarta) “A

correlation study between vocabulary mastery and learning motivation toward reading

comprehension of the tenth grade student of SMA Muhammadiyah 1 Sragen in academic

year of 2016/2017”. Based on the results of this study indicate that there is significant

correlation between between vocabulary mastery and reading comprehension of the first

grade students of SMA Muhammadiyah 1 Sragen in Academic Year 2016/2017.

The third previous study research come from Ima Hartati, Erni, Syafri K

(Universitas of Riau)The correlation between reading motivation and reading

comprehension of the first year student of SMK Taruna Satria Pekan Baru. Based on the

results of this study indicate that st, it showed that there is a correlation between reading

motivation and reading comprehension of the first year students of SMK Taruna Satria

Pekanbaru.
CHAPTER III

RESEARCH METHODOLOGY

This chapter discussed about research methodology to answer the problems of this

research involved: research design, research setting, population and sample, techniques of

collecting data, and techniques of analyzing data.

The more explanation can be seen bellow:

3.1 Research Design

This research method using correlation research. Fraenkale et.al (2000: 331) state that

correlation research sometimes called associational research, the relationship among two or

more variables are studied without any attempt to influence them. The reason of choosing this

type of research is researcher wants to know the strength of the relation of two or more

variable based on the correlation coefficient. Furthermore, Johnson and Christensen (2000:

27) stated that there are three possible result of correlation study, as follows: a positive

correlation, a negative correlation and no correlation.

1. Positive Correlation

It is assumed that there is a positive correlation when all of the variables move

in the same directions, the scores improve or decrease at the same time.
2. Negative correlation

When two variables move to different direction, it means that there is a

negative correlation. Move different directions mean score of one variable

improves while the other decreases.

3. No correlation

It means there is no correlation among variables. If the number of correlation

coefficient is equal to zero it indicates no correlation and they are not influencing

one to another.

3.4 Population and Sample

3.4.1 population

Sugiyono (2015: 61) states that population is a generalization region

consisting of objects / subjects that have certain qualities and characteristics set by

the researchers to be studied and then drawn conclusions. The population is the

subject of research. The student population in semester 4 of University of Islam

Malang. Consists of four classes, namely class A, B, C, and D with 132 students.

However, researchers will not take the total population, but only take samples, so that

the subjects under study are not too many.

3.4.2 Sample
The sample is a part or representative of the population under study.

According to Creswell (2012, p. 144), stratified random sampling means that writer

divides the population in some specific characteristics. The sample to be studied is 20

students randomly in all classes of the fourth semester of University of Islam

Malang. There are four classes of the fourth semester of University of Islam Malang.

The total sample are 80 students.

3.5 Techniques of Collecting Data

In data collection, researchers will use tests and questionnaires as data collection

techniques in this study. The test will be used to measure students' vocabulary mastery and

reading comprehension. Meanwhile, a questionnaire was used to collect data about students'

reading motivation. Researchers collected data from two sources, namely data on students'

vocabulary scores from the test results, and reading comprehension scores from the reading

ability test results. First, the researcher distributed a vocabulary test of 15 short questions,

then tested the students' reading comprehension skills by giving 15 multiple choice short

questions.

1. Scale for reading motivation

Arikunto (2006: 151) defines that a questionnaire is a number of research

questions that are used to obtain information from respondents about their

personality or something they know. In this study, the questionnaire can find out

whether students have reading motivation or not.

The questionnaire items provided will be followed by answers. The questionnaire

consisted of 25 items. There are 13 items as positive statements and 12 items as

negative statements. The items consist of six reading motivation indicators. They

are exploration needs, manipulation needs, activity needs, simulation needs,

knowledge needs, and ego enhancement needs. Then students must answer the

questions given by providing a checklist in the answer column. Students will

choose one of them based on what students experience.

2. Test of vocabulary mastery

Arikunto (2006: 150) explains test as an organized questions or exercise

and also other instrument which is used to measure the skill, intelligence

knowledge, ability or talent had by individual or group of people. The test of

vocabulary mastery is objective test in the form of multiple-choice type. The test

consist of 25 items. There are four alternatives answer in each item, consisting

three destructors. The scoring system for the test is that if the students answer the

item correctly, they will be scored 1 whereas if the students answer

themincorrectly, they will be scored 0. The way to score students’ vocabulary

mastery :

Total correct answers X 4

So the high score was gotten 100 if the students answer all of the

question correctly.
3. Test of reading comprehension

The test is objective test in the form of multiple-choice type. The test consist of

25 items. There are four alternatives answer in each item, consisting three

destructors. The scoring system for the test is that if the students answer the item

correctly, they will be scored 1 whereas if the students answer them incorrectly,

they will be scored 0. The way to score students’ reading comprehension :

Total correct answers X 4

So the high score was gotten 100 if the students answer all of the question

correctly.

3.6 The validity and Reliability of the Instrument

a) Validity of the Instrument

Arikunto (2006: 168) states that an instrument is valid if it is table to measure

what the researchers are going to measure. Validity refers to the extent to which an

instrument measures what one thinks it is measuring.

In the research, the researcher used SPSS 20.0 for windows on obtaining the

Pearson Product Moment. The criteria validity of test called valid, if r-obtained is

higher than r-table and it is not valid if r-obtained is lower than r-table. There are 30

items of reading comprehension test used to try out. It can be seen in the appendix.

After try out, the researcher gets 26 valid items to measure students’ reading

comprehension which consists of 6 indicators. They are finding topic, finding main

idea, finding detailed information in the text, identifying reference of pronoun,

drawing inferences, and guessing word meaning based context.

There are 30 items of vocabulary mastery test used to try out. It can be seen in

the appendices. After try out, the researcher gets 25 valid items to measure students’

vocabulary mastery which is consist of 10 indicators. Word classes consists of noun,

verb, adjective and adverb. Word meaning consists of synonym, antonym, and

hiponym. Word building consists of affixation, compounding, and conversion.

There are 25 items of learning motivation questionnaire the researcher

distribute by wording. It can be seen in the appendices. After researcher distributes all

the questionnaire the researcher explains the difficult question to all the students.

b) Reliability of the instrument

Frankel and Wallen (2000: 169) state that reliability refers to the consistency

of scores or answers from one administration of an instrument to another, and from

one set of items to another. Reliability is concerned with consistency of scores if the

instruments used repeatly for different subjects or different times. The researcher used

Alpha Cronbach to measure the reliability of the instrument.

The criteria of reliability measured using the comparison between the values of

correlation coefficient. If the value of correlation coefficient is higher than the value

of t-table, it means that the instrument is reliable, while if the value of correlation.

coefficient is lower than the value of ttable, it can be concluded that the instrument is

not reliable. The researcher uses SPSS 20.0 for windows in obtaining Alpha

Cronbach.

Arikunto (2006: 276) states that the criteria of reliability coefficient are as

follow:
0,80 < r11 = very high reliability

0,60 < r11 = high reliability

0,40 < r11 = fair reliability

0,20 < r11 = lowreliability

0,00 < r11 = very low reliability

Reliability Statistics

Cronbach’s N of Items

Alpha
.751 30

3.7 Technique of Analyzing the Data

The data obtained from questionnaires and reading tests will then be analyzed using

simple correlation and multiple linear regression. to test the hypothesis which states that there

is a positive and significant relationship between reading motivation, simultaneous

vocabulary mastery, and reading comprehension, which will be tested using a simple

correlation or Pearson's Product Moment. Tests will be carried out with the help of the SPSS

20.0 program for Windows.

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