Indonesian EFL students’ reading motivation and writing achievement across gender

Bambang Yudi Cahyono,Ajeng Inayatul Ilahiyah,Diah Maya Andina,Punggulina Andawaty Tiven

doi:10.30659/e.4.2.119-131

Bambang Yudi Cahyono, Ajeng Inayatul Ilahiyah + Show 2 more

Open Access

https://doi.org/10.30659/e.4.2.119-131

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Abstract

The inseparable linkage between reading and writing has gained a crucial emphasis on language learning. It has been regarded as a constructive issue for the improvement in teaching English skills. However, little attention is given to the underlying relationship between students’ motivation in reading and their achievement in writing. This current research aimed at the correlation between students' reading motivation and their writing achievement across gender. It involved 50 third-year EFL students enrolled essay writing course divided into two classes in the ELT department. The quantitative data were collected through the use of the questionnaire on motivation in reading. Correlation analysis completed using Pearson product-moment revealed that the students' motivation in reading significantly positive influences their writing scores. It described that changes in students' reading motivation are a very weak correlation with the changes in their writing score. Another finding demonstrated that female and male students’ reading motivation and their writing achievement are significantly different. It signified that the differences correlation coefficient of both male and female students. Finding teaching implication is one of the areas that future researchers are suggested to investigate. Regarding the research findings, it indicates that there are more extensive areas offered for further studies in the relationship between reading and writing.

Highlights

Over the past few last decades, much emphasis has been put on learners’ attitudes, motivation, beliefs, and perceptions of learning and teaching, especially within the field of second language acquisition (Anjomshoa & Sadighi, 2015; Goodridge, 2017)
Taking the issue above as the point of departure, the aims of the study are formulated into the following research questions: 1. Is there any correlation between students’ reading motivation and their writing achievement? 2
To collect the data on students’ reading motivation, a closed-questionnaire was developed in the format of Attention-Relevance-Confidence-Satisfaction (ARCS) model proposed by Keller (2000)

Summary

Introduction

Over the past few last decades, much emphasis has been put on learners’ attitudes, motivation, beliefs, and perceptions of learning and teaching, especially within the field of second language acquisition (Anjomshoa & Sadighi, 2015; Goodridge, 2017). In accordance with reading to write, research has shown that connection between reading and writing has a significant role in students writing process. Ever since the past several decades until recently, the processes in which writers engage as they compose a text have been focused by researchers (Sanders-Reio et al, 2014 ;Graham et al, 2017; Plakans et al, 2019). One of the engaging factors that reading is very beneficial in helping students develop the structure of the text (Simatupang, 2018), enhance literacy performances and gain more insight to create their own text, leading to better comprehension of text produced (Graham et al, 2016). Reading a variety of genres helps children learn text structures and language that they can transfer to their writing. Reading provides them with prior knowledge that they can use in their writing

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