Ferri Hidayad
2012 601 2052
English Language Education Program of Graduate School
University of PGRI Palembang
Abstract
This study was aimed at finding out (1) whether or not there was a
correlation between students self-concept and reading attitude? (2) whether
or not there was a correlation between students reading attitude and reading
comprehension achievement? (3) whether or not there was contribution of
students self-concept to reading attitude and reading comprehension
achievement?
The population of this study was the Sixth Semester Of English Study
Program 193 students. From population, 60 students were represented as the
samples. The samples were taken using Stratified Random Sampling.
The data distribution were considered normal. It was proved by statistic
calculation of normality test which shows that p-output (0.034, 0,200, and
0,040). then based on the calculation of Levene Statistic, it was found that pvalue is higher than (0.05). Based on the result of statistic calculation
using correlation. It was found the significant value (r) between students
self-concept and reading attitude was 0.122 which more than (0.05). It
means that H1 was received. While the significant value (r) between
students reading attitude and reading comprehension 0.290 which also more
than (0.05). It means that H2 was accepted. It was also found contribution
of self-concept to reading attitude (r2) was 15 %, while contribution of
reading attitude to reading comprehension achievement was 84 %. It means
H3 was received and H0 was rejected .
Keyword: Self-concept, Reading Attitude and Reading Comprehension Achievement
INTRODUCTION
Nowadays, reading becomes the most important skill, because by reading people can
understand the information they read on the printed text, such as magazines, journals, daily
news and non printed text, or internet. Widdowson (1983:63) in his book Teaching Laguage
as Communication says that the ability to read and the ability to write were the same and it
was neutral with regard to production or reception. It means that the ability to read and the
ability to write were the same. In reading, the students need to use their skill to produce voice
action, tones, rhythms, which the new language uses to express meaning, while in writing the
students were trained to express their interest, feelings, ideas, needs and knowledge from
what they read in the form of written text.
Furthermore, Check (2009: 113) reading is a complex phenomenon, consisting of both
cognitive and linguistic processes which develop with in a broad socio-economic and cultural
context. Reading ability is not only about the ability to decode the written word but also
involves other skills such as comprehension and interpretive skills and these are interactive
and simultaneous. This means that during the reading process readers are not passive but
continuously construct meaning as they read.
However, numerous studies have examined the influence of affective factors on
students reading achievement such as motivation (Baker & Wigfield 1999:20, Wigfielf &
Guthrie, 1997:57), attitudes (McKenna, Kear & Ellsworth, 1995:12), expectancies,
attributions and learned helplessness (Butkowsky & Willows, 1980:45), and self-efficacy
(Shell et al., 1995;67). Typically, positive attitudes and high self-perception towards reading
are linked to higher attainment in reading. In contrast, negatives attitude and low selfperception towards reading are linked to lower attainment in reading.
Therefore, an important issue appears in which how the students find themselves
motivated to read and how they reflect themselves towards reading. This issue was known as
self-direction or more popular with the term of self-concept. Self-concept has been
recognized as both an important educational outcome and an important factor that contributes
to other desired outcomes (Marsh & Yeung, 1997:22). In addition, Mclnerney et al. (1999:23)
found that there was a hierarchical relations or higher order English self-concept that
represent self-concept in listening, speaking, reading and writing ability.
The link between reading comprehension achievement and self-concept was
important since readers self-concept clearly influences their subsequent reading behavior,
habit and attitude (Henk & melnick, 1995:23 cited in Rider & Colmar, 2004:34). Students
who experience difficulty in reading especially in English and feeling bad about themselves
as readers are less likely to want to read, and are more likely to avoid reading related
activities. Chapman & Tunmer (1997:20) suggest once students have entered the swamp
of negative expectations, lowered motivation, and limited practice, it becomes increasingly
difficult for them to get back on the road to proficient reading. On the other hand, Marsh
(2002:66) cited in Rider & Colmar (2004:45) note that self-concept and academic
achievement are reciprocally related and mutually reinforcing. We may say that self-concept
in one way or another gives a positive contribution to someone to achieve better in any cases
including reading achievement (Cotton, 2001; Diem, 1998; and Pack, 1998:11). In other
words, self concept has functioned as a trigger to success in life especially in a global era
where people with strong self-concept and people who are able to represent their knowledge
and capability can survive. Due to the consideration above, it can be concluded that the
students self-concept positively related to reading achievement.
Moreover, according to Kubisyn, Tom an Borich (1993:171), attitude was description
of people typically feel about or reach to other people, places, things, or ideas and how are
attitudes are classified positive if they lead increased contact with the stimulus or negative if
they decrease the contact with th stimulus.
It means that students refer to attitude as appropriate or in appropriate or as good or
bad. Students need to decide what kinds of indicators or behaviors in order they can do this
by considering what individuals with differing attitudes do or say in the presence of some
stimulus. Therefore, in this study, the writer was interested in involving students self-concept
and the students reading attitude that can influence students reading comprehension
achievement because through reading the students are able to develop other skills.
RESEARCH QUESTIONS
1) Is there any correlation between students self-concept and reading comprehension
achievement?
2) Is there any correlation between students reading attitude and reading comprehension
achievement?
3) Is there any contribution of students self-concept, and students reading attitude to
reading comprehension achievement?
LITERATURE REVIEW
1) The Importance of Students Self-concept
Self-concept was now enjoying renewed popularity and attention by both researchers
and practitioners since now people live in more and more complicated world that needs
certain characteristics of personality in facing the life. There was growing awareness that all
the perceptions we experience in the course of living, none has more profound significance
than the perceptions we hold regarding our own personal existence, our concept of who we
are and how we fit into world.
Self-concept may be defined as the totality of a complex, organized, and dynamic
system of learned beliefs, attitudes and opinion that each person holds to be true about his or
her personal existence (Purkey, 1998:11). Self-concept was a powerful factor in developing
the temperament of all students. It was the emotional sum of the positive and negative
feelings that we attach to our life experience (DeMoulin, 1998:25).
2) Reading Attitude
Following were some concepts defined by some choose researchers about reading
attitude. Reading attitude was a complex theoretical construct. It was defined in various ways,
for example, "a system of feelings related to reading which causes the learner to approach or
avoid a reading situation" (Alexander and Filler, 1976: 1) or "a state of mind, accompanied
by feelings and emotions that make reading more or less probable" (Smith, 1990: 215).
According to an extensive and in-depth review of literature by Reeves (2002), there is
considerable agreement among contemporary researchers that reading attitude is defined by
three components: cognitive (personal, evaluative beliefs), affective (feelings and emotions),
and cognitive (action readiness and behavioral intentions).
Furthermore, Sherwood (2010: 29) reading attitudes seem to be as much linked to the
amount of reading an individual does, as they are to ones success in reading activities and
assessment (Elley, 1991: 90). Access to reading resources, it seems, acts as an external
motivator, as Mathewsons (2004) model depicts. The more a person reads the more gains the
person makes in the development and entrenchment of a positive attitude to reading (Guthrie
& Greaney, 1991).
Meanwhile, Endang (2005), in her graduate thesis entitled The Correlation among
the Sixth Semester Students Reading Attitude, Reading Strategies, Students Self-Concept,
and Reading Comprehension Achievement at English Education Study Program of Sriwijaya
University. She interpreted that there was significant correlation between reading students
self-concept and students reading comprehension achievement.
This study deals with the self-concept and reading comprehension achievement,
however this study is discussed in different analysis item both of the previous study above.
METHODOLOGY
In doing this research, descriptive method especially correlation study have used.
According to Gall, et al (2003:320) correlation research refers to studies in which the purpose
is to discover relationship between variables through the use of correlation statistics.
The writer used correlation research because the writer wanted to find out the
students self-concept, reading attitude and reading comprehension achievement and also
among reading attitude, reading comprehension achievement.
As the following diagram,
X1
r1
Y
r2
X2
Where
X1
: students self-concept
X2
In addition, Henriwtch (2010:12) states that the goal of correlation research is to find
out whether one or more variables can predict other variables. Correlation research allows us
to find out what variables may be related. However, the fact that two things are related or
correlated does not mean there is a causal relationship. It is important to make a distinction
between correlation and causation. Two things can be correlated without there being a causal
relationship.
Sample
10
10
10
10
10
10
Total
10
10
10
10
10
10
60
Source: English Education Study Program of PGRI University of Palembang in Academic Year of 2013/2014
So, the sample of the study is 60 of 193, it is around 31 percent of all population.
The calculation of self-concept (X) and reading attitude (Y1) states the average score
of students self-concept was 77.75 and the standard deviation was 5.943. while the minimum
score was 67.20 and the maximum score was 89.60. Based on that analysis, it could be said
that the sixth semester of English Program at PGRI University of Palembang have a positive
self-concept showed 77.75.
Furthermore, average score of students reading attitude was 67.20 and the standard
deviation was 5.273. While the minimum score was 67.20 and the maximum score was
89.60. Based on that analysis, it could be said that the sixth semester of English Program at
PGRI University of Palembang have good reading attitude because the average score of
reading attitude showed 67.20 Because the average score or reading attitude showed 77.78.
Independent variable (self-cocept) gave 15 % contributions to independent variable (reading
attitude), while the rest ( 100 % - 15 % = 85 %) could be verified by other factors, such as
aptitude, motivation, interest, and culture.
From the explanation above, it could be concluded that students self-concept had
contribution to their reading attitude. It meant students self-concept and reading attitude had
close relationship. In other words, the greater students self-concept level the higher their
reading attitude level would be.
2) Students Self-Consept (X) and Reading Comprehension Achievement (Y2)
The data of average score of students Reading Comprehension achievement was
80.35 and the standard deviation was 5.98. While the minimum score was 70 and the
maximum score was 90. Based on that analysis, it could be said that the sixth semester of
English Program at PGRI University of Palembang have good reading attitude because the
average score of reading attitude showed 77.78 Because the average score or reading attitude
showed 77.78. Independent variable (reading attitude) gave 84 % contributions to
independent variable (reading comprehension achievement), while the rest (100 % - 84 % =
16 %) could be verified by other factors, such as aptitude, motivation, interest, and culture.
Based on the results, it was concluded that first, the students self-concept was
concreted positively with the reading attitude. In other words, the better the students selfconcept, the greater their reading attitude would be.
Second, the students self-concept was concreted positively with reading
comprehension achievement. In other words, the better the students reading attitude, the
greater their reading comprehension achievement would be.
Third, the students self-concept gave some contributions to the students process the
more enthusiastic they become the better their reading attitude. In other words, the higher the
students self-concept, the better their reading attitude would be; and the students selfconcept gave some contributions to the students reading comprehension achievement. In
other words, the higher the students reading attitude, the better their reading attitude
achievement would be.
On the average and findings, it was found there was a significance correlation
between students self-concept (independent variable) and reading attitude (dependent
variable); and there was contribution of students self-concept to reading attitude. It was
known that independent variable (X) had great influence to dependent variable (Y1). It can be
seen from the result of correlation between variable X and Y. According to some respondent,
they made reading as their favorite activity when they were at home. They had a lot of books
in their room at home and they spent their free time by reading books. The students got much
information that was really useful in their life. They also like to improve their vocabulary so
they can use more words. They like to broaden their interest through reading.
Besides it was found a significance correlation between students self-concept
(independent variable) and reading attitude (dependent variable) but it was low; and there
was contribution of students self-concept to reading comprehension achievement. It was
known that independent variable (X) had lower influence to dependent variable (Y1). Some
students said that they liked to write and enjoyed it. It could be started from reading their
daily activity. They could improve their reading comprehension achievement because reading
constitutes their daily routine, good grammar, vocabulary, mechanics could influence their
reading. By starting that all, they are hoped to be able to read well.
2) Suggestion
Teaching reading comprehension, in English as a foreign language demands the
expenditure of energy, it requires so much mental, physical activity partly because of the
complexity of learning reading, the teacher has to see self-concept and reading because selft-
concept and reading instruction typically focus on specific skill such as sounding words,
grammar and building vocabulary.
However, the development of positive reading attitude was often overlooked. So, the
lecturer should apply the creative techniques how to motivate students positive self-concept
to reading attitude and reading comprehension achievements.
By giving them interesting reading texts to read such as reading for pleasure of
providing a variety of high interest reading materials of various grade levels in the class.
From those materials, the lectures could ask their students to retell the stories from reading
text materials through writing or making conclusion about that story. This can be
accomplished by obtained magazines, newspapers, books, dictionaries, diaries, and other
references materials that contain that matches students interest.
The lecturer should also create enjoyable self-concept and reading attitude class in
order to make students participate in teaching and learning better. Besides that, to improve
students reading comprehension achievement the lecturer can give them assignment. For
example, every week students should write a short composition that has been selected them
by him. To check students reading comprehension achievement, the lecturer can ask them to
retell what they had written in front of the class. By such activities, the lecturers hope the
students can improve reading comprehension achievement.
REFERENCES
Allington, R. and Strange, M. 1980. What is Reading? Learning through Reading.
Englewood Cliffs, NJ: Prentice-Hall.
Arikunto, Suharsimi. 2003. Prosedur Penelitian. Jakarta. PT Melton Putra: Rineka Cipta.
Best, J.W. & Kahn, J.V. (2006). Research in Education (10th ed.) New York:
Pearson
Education Inc.
Burns, T. 1982. Reciprocal Effects of Self-concept. Journal of Personality and Social
Pyschology, 86, 423-468.
Brown, H.Douglas. 2004. Language Assessment: Principles and Classroom Practices. New
York: Pearson Education
Brown, H.Douglas. 2000. Principles of Language Learning and Teaching4 Ed. New York:
Pearson Education.
Brown, H.Douglas. 2004. Language Assessment: Principles and Classroom Practices. New
York: Pearson Education
Byne, BM. 1996. Measuring Self-Concept across the Life-Span: Issues and Instrumentation.
Washington, DC: American Pyschological Association.
Cheek, Jr, Earl H. Ronna F. Fillipo and Jimmy D Linsey.1989. Reading for Success in the
Elementary School. Toronto:Hold, Rinehart and Winston Inc.
Chiang, M. (2007). Improved reading attitudes and enhanced English
readingcomprehension via literature circles. Lagos Papers in English
Studies, 1(1), 168-183.
Cotton, Kathleen. 2001. Building Positive Student Self-Concept. (Online), (http://www.
nwrel. org/snap25. html) accesed on December 18 2013.
Diem, C.D. 1998. The Relationships among Teachers Self-Concept, Multicultural Education,
and Effectiveness in Teaching Reading as Perceived in American and Indonesian
Classroom Teachers. Unpublished Dissertation, Ball State University, Muncie,
Indiana, USA.
Diem, C.D. 1999. The Role of Reading in Developing Children Innate Capacity. A Paper
presented at the English Language Teaching Seminar, 27 January 1999, in Palembang.
Fraenkel, Jack R and Norman E Wallen. 2012. How to Design and Evaluation Research and
Education. New York : Mc Graw-Hill Inc.
Harch, Evelyn and H Farhady. 2002. Research Design and Statistic for Applied Lingusitics.
Camrich: Newburg House Publishers.
Hattie, John. 1992. Self-Concept. Hillsdale, NJ: Lawrence Erlbaum
Hughes, Authur. 2000. Testing for Language Teachers. New York: Camrige University.
Hollandyah, M. 2013. Designing and Evaluating Quantitative Research in Education.
Palembang: Noer Fikri.
Kubiszyn, Tom and Gary Borich. 1993. Educational Testing and Measurement: Classroom
Application and Practice. 4th Ed. USA, New York: Harper Colins College Publisher.
McMillan, James H. 1992. Education Research for Consumer. New York: Harper Collins
Publishers.
McWhorter, Kathleen, T. 1999. Efficient and Flexible Reading. Niagara Country Community
College USA:Longman.
Mikulecky, Beatrice S. 1998. Reading Power Second Edition. New York: Longman, Inc.
Muschla, Cary Robert. 2006. Teach Terrific. USA: McGraw-Hill Companies
Marsh, H.W. 1999. Self-Description Questionnaire (SDQ) III: A Theoritical and Empirical
basis for the measurement of multiple dimensions of late adolscent self-concept. A test
manual and research monograph. Mac Arthur, New South Wales: University of
Western Sydney.
McKenna, M.C., Kear, D.J., and Ellsworth, R.A. 1995. Childrens Attitude toward Reading:
A National Survey. Reading Reserch Quarterly , 30, 934-955.
Nasution, S. 1987. Metode Penelitian. Bandung: Jemmars.
Richards, J. 2002. Longman Dictionary of Language Teaching and Applied Linguistics Third
Edition. London: Pearson Education
Richards, J. 2002. Scientific Research in Education. Washington DC: National Academy
Press
Sherwood, Seth. 2006. The Importance of Reading, (http://www.fis.edu/edhueb.htm),
accessed on December 17 2013.
Snow, Chaterine, chair. 2002. Reading for Understanding. Science and Technology Policy
Institute (Rand Education):US.
Stoynoff, A. 1997. Factors Associated with International Students Achievement. Journal of
Intructional Pyschology. 24 (1), 56-61.