Low Reading Motivation Research Articles

The Influence of Previewing Predicting Strategy and Reading Motivation Toward Seventh Grade Students’ Reading Comprehension at Junior High School 10 of Palembang

This research Influence Previewing Predicting Strategy and Reading Motivation toward Students' Reading Comprehension. Quantitative research was carried out using Pre-test, Post-test, and Questionnaire. Data analysis used the Independent t-Test and Two-Ways Anova. The appropriate research material uses descriptive text. The population in the research was class VII students of Junior High School 10 Palembang. Meanwhile, the research sample was 70 students taken using a simple random sampling technique and divided into two groups, namely experimental and control, totaling thirty-five students who had high reading motivation and thirty-five students who had low reading motivation. Data collection uses an instrument in the form of a Multiple choice written test which has four alternative answers regarding students' reading abilities. The difficulty that students experience in learning English in class is not being able to understand English texts. Previewing Predicting Strategies need to be implemented in English classes to overcome students' difficulties in understanding English texts. The results of this study indicate that there is an interaction effect of the Previewing Predicting Strategy and Reading Motivation toward students' Reading Comprehension. This means that the null hypothesis (Ha) is rejected and the alternative hypothesis (Ho) is accepted. The conclusion shows that Previewing Predicting Strategy and Reading Motivation show a significant role in increasing students' Reading Comprehension in Descriptive Text.

THE INFLUENCE OF SUMMARIZING TECHNIQUE AND READING MOTIVATION TOWARD READING COMPREHENSION ACHIEVEMENT FOR THE SEVENTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL 18 PALEMBANG

The aim of this study was to determine whether there is a significant difference in reading comprehension between students who are taught a summarizing technique and those who are not. Additionally, the study sought to determine whether there is a significant difference in reading comprehension between students who are taught a summarizing technique and those who have low reading motivation. The students in the seventh grade at Junior High School 18 Palembang were divided into two groups. In this investigation, factorial design was used. The study's population consisted of all 238 seventh-grade students enrolled in Junior High School 18 Palembang during the academic year 2023–2024. Saturation sampling was used to take samples from 68 students: 34 students from the VII.7 class were in the experimental group, while 34 students from the VII.6 class were in the control group. The researcher used a questionnaire to gather data in order to evaluate students' reading motivation. She also used traditional and summarizing techniques to teach students reading comprehension skills. The data were then analyzed using IBM SPSS Statistics. The study's findings demonstrated a substantial difference in reading comprehension between students who were taught a summarizing strategy and those who were not, with regard to seventh-grade students at Junior High School 18 Palembang. The students with high reading motivation were taught the technique.

PENGUATAN BUDAYA LITERASI UNTUK PENINGKATAN MUTU BELAJAR SISWA SMPN KOTA BANDUNG

The problem that arises in this study is the low reading motivation for students in junior high school and the availability of non-learning books in schools is inadequate. The purpose of writing specifically is to examine the objectives and development programs of literacy culture, to know the implementation of the literacy culture program in learning in science and social studies subjects, to know the problems faced by teachers in implementing a culture of literacy, to know solutions and efforts to improve the literacy culture to improve student learning quality. The method used is descriptive method with a qualitative approach. The form of implementation of literacy activities is carried out in the form of reading 15 minutes, making journals, making book reviews, and redathon once a month. The implementation of strengthening literacy culture activities has been integrated into science and social studies subjects. Factors that hinder the strengthening of literacy culture in general students do not yet understand the importance of literacy, besides that tool and facilities are inadequate. The conclusion of the results of this study is that literacy activities have not been carried out optimally, this can be seen from the low percentage of student visits to the library

A Person-Centered Approach to Understanding Adolescents’ Reading Motivation and Its Relation to Reading Outcomes

Motivation to read is crucial to improving reading skill. While there is extensive research examining reading motivation among elementary students, with respect to adolescents, research is limited. Employing a person-centered approach can aid in developing a better understanding of adolescent reading motivation and would help address possible barriers to engaging adolescent readers. The present study extracted reading motivation profiles in a sample of 367 high school students based on their responses on the Adaptive Reading Motivation Measure (ARMM). Three profiles emerged—high (HRM), ambivalent/neutral (ARM), and low reading motivation (LRM)—where students in the HRM profile performed better on the reading achievement assessment and reported reading more often compared to their peers in the other profiles. Results shed light on key facets of adolescent reading motivation, which have implications for addressing motivational barriers to engaging adolescent readers.

읽기 동기 수준에 따른 고등학생의 추론적 이해의 차이

Objectives The purpose of this study is to analyze the difference in high school students' inferential comprehension according to the level of reading motivation. Methods Reading motivation and inferential comprehension of 517 high school students were measured using reading motivation and inferential comprehension tests. Based on the response results, descriptive statistics and correlations were confirmed using Google's colab, and the effect size was calculated with Cohen's d. Results First, the correlation coefficient between reading motivation and inferential comprehension was .308, and the reading efficacy factor showed the highest correlation with inferential comprehension. A difference of about 0.51 was confirmed when calculating the effect size for inferential understanding between a group with high reading motivation and a group with low reading motivation. Second, the correlation between reading motivation and inferential comprehension was high in both the high and low reading motivation groups. Third, when calculated by the effect size, a difference of about 0.19 was confirmed in the inferential comprehension by gender of the group with high motivation to read, but a difference of about .01 was confirmed in the inferential comprehension by gender in the group with low motivation to read. Conclusions First, it is necessary to consider reading motivation when teaching reasoning comprehension, and it is necessary to check reading motivation in advance and design teaching and learning considering it when teaching reasoning comprehension targeting students with low reading motivation. Second, when teaching literature subjects that mainly deal with narrative texts, it is necessary to check students' reading motivation and consider it, and the use of narrative texts can be effective when teaching inferential understanding. Third, if female students are expected to have a higher level of inferential understanding than male students, and instruction in reading may not achieve the intended educational effect.

Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis

Many students have low reading motivation. Based on (reading) motivation theories, several mechanisms are distinguished that can foster reading motivation. Our goal in this meta-analysis was to examine the effects of theory-driven reading motivation interventions in school on students’ reading motivation and reading comprehension as well as to test which mechanisms are particularly effective in fostering motivation and comprehension. We conducted a literature search in ten online databases and identified 39 relevant effect studies. Positive effects on affirming motivations (d = 0.38), extrinsic motivations (d = 0.42), combined motivations (d = 0.17), and reading comprehension (d = 0.27) were found. The effect on undermining motivations (d = −0.01) was not significant. In particular, interventions that aimed to trigger interest had positive effects on affirming motivations and reading comprehension. Furthermore, effects on affirming motivations were larger if the total duration of the intervention was longer and if the share of boys in the sample was higher. Interventions delivered by researchers had larger effects on reading comprehension than interventions delivered by teachers. Finally, effects on reading comprehension were larger for primary schoolers than for secondary schoolers and larger for typical readers than for struggling readers. Implications for practitioners, policymakers, and researchers are discussed.

Reading motivation, well‐being and reading achievement in second grade students

BackgroundPrior research has indicated that high levels of motivation and subjective well‐being can predict engagement in challenging academic situations and achievement. Yet studies in the field have yielded inconsistent results in young elementary school students indicating a need to further examine this topic. This is particularly urgent for young children during the foundational years of early elementary school when they are learning critical academic skills including reading.MethodWe examined the relationships between reading motivation, school‐based well‐being as covitality, and literacy achievement in 268 second graders in the process of reading acquisition in Hebrew. Well‐being and reading motivation were examined by questionnaires designed and/or adapted for young elementary school students and literacy skills by language and reading tests.ResultsFindings showed a positive correlation between reading motivation and full‐scale covitality scores, as well as most of its first order factors (gratitude, optimism, zest and persistence). Furthermore, both reading motivation and covitality were positively correlated to reading skills and language abilities. Significant differences were found between students with low–medium reading motivation and those with high motivation in all covitality subfactors and most literacy measures, in favour of children with high reading motivation.ConclusionsThe worrisome picture, that children with low reading motivation also report low levels of covitality, suggests that proper attention should be paid throughout first grade to both reading motivation and school‐based well‐being, both of which might affect learning. Because children's cognitive readiness is related to their socioemotional well‐being, children with poor language abilities and emergent literacy skills may require special support to prevent their expected reading difficulties and the negative emotions attached to them. Thus, designing reading instruction programmes that implement motivational aspects should be a high priority interest for educators that teach young children.

Students' Problems in the Instruction of English Literature in the EFL Context

This study reveals student-related problems as an existing phenomenon in the learning of English literature at the English Department. This refers to both the difficulties faced by the students and the students as a part of the problems. Using the qualitative descriptive method, the data were collected using questionnaires, observation, documentation, and Forum Group Discussion. Having been collected, the data were analyzed using qualitative data analysis offered by Miles, Huberman, and Saldana (2020) consisting of reduction, display, and conclusion phases. The findings show that there are external and internal problems. The external problems include students’ external factors, such as the difficulty of teaching materials and the ineffective teaching strategy, whereas the internal problems cover students’ affective factors, such as low reading motivation and inadequate language competence. Due to its limitation, it is suggested that further research be carried out with other subjects in another university context to verify the findings.

THE INFLUENCE OF HYPNOTEACHING STRATEGY AND READING MOTIVATION TOWARD STUDENTS’ READING ABILITY

This study concerned with the influence of hypnoteaching strategy and reading motivation towards students’ reading ability. This study applied 2x2 (two by two) factorial design method. The sample was 60 students that divided into two groups. There were 30 students as experimental group and 30 students as control group. The data were collected by using a questionnaire and written test with multiple choice questions that analyzed by using t-test and two-ways Anova. The findings showed that (1) there was significant different in reading ability between the students who had high reading motivation and low reading motivation taught by using hypnoteaching strategy and no experimental treatment (2) there are interaction effects of hypnoteaching strategy and no experimental treatment, and (3) hypnoteaching strategy can be utilized to promote and contributes the reading ability of the students. It could be concluded that hypnoteaching strategy and reading motivation showed significant role to improve students’ reading ability on narrative text.

Teachers’ Difficulties in Enhancing EFL Students’ Reading Motivation

One of English teachers’ major concerns in teaching reading is students’ low reading motivation. Studies show that most of EFL learners are not highly enthusiastic when the teachers have them read English texts. Likewise, there have been limited efforts done by the teachers to address this problem. This study was therefore aimed to investigate the levels of students’ reading motivation, teachers’ difficulties in enhancing students’ reading motivation, and teacher effort to overcome the problems of motivating students to read. The participants were three EFL teachers and 12 students of junior secondary school in East Java. The data were collected through semi-structured interviews and observation. The result of semi-structured interview revealed that most of students had low reading motivation due to their understanding of difficult words in the reading text. Added to this, the major difficulty of teachers to enhance students’ reading motivation is related to increasing the interest, dedication and confidence of students in solving difficult vocabularies while reading English texts. This major difficulty reported by the teachers is in agreement with students’ report on their low reading motivation due to their limited vocabulary. Then, the result of observation showed that rewards had different effects on students’ reading motivation and the teachers should improve their efforts to enhance students’ reading motivation. Hence, several strategies such as reward, metacognitive reading strategy, reciprocal teaching method, reading aloud to improve students’ reading motivation were also suggested.

THE INFLUENCE OF WORD WALL TECHNIQUE AND READING MOTIVATION TOWARD READING ACHIEVEMENT OF THE SEVENTH GRADE STUDENTS

This study aimed to finding out whether (1) there was a significant difference in reading achievement between the students who have high reading motivation taught using word wall technique and those are taught using conventional technique; (2) there was a significant difference in reading achievement between the students who have low reading motivation taught using word wall technique and those are taught using conventional technique; (3) there was a significant difference in reading achievement between the students who have high and low reading motivation taught using word wall technique and those are taught using conventional technique; (4) there was an interaction effects of word wall technique and reading motivation on the students’ reading achievementDue the research findings, it was (1) there was a significant difference in reading achievement between the students who have high reading motivation taught using word wall technique and those are taught using conventional technique (0.039<0.05). (2) there was a significant difference in reading achievement between the students who have low reading motivation taught using word wall technique and those are taught using conventional technique (.021<0.05). (3) there was a significant difference in reading achievement between the students who have high and low reading motivation taught using word wall technique and those are taught using conventional technique (.030<0.05). (4) there was an interaction effects of word wall technique and reading motivation on the students’ reading achievement (.014<0.05). it means that word wall technique is effectively used in high and low levels students’ reading motivation.

How Reading Motivation and the Expectancy-Value Beliefs of Ninth Graders Influence Language Arts Course Enrollment Decisions and Why This Matters

The purpose of this explanatory mixed methods study was to understand how 9th grade honors and general education language arts students made course enrollment decisions through the lens of the Expectancy-Value (E-V) theory. A survey was administered to 9th grade students (N = 118) attending a public high school with the overall mean score indicating fairly high reading motivation. A point biserial correlation analysis was conducted next to determine any significant correlations between course selection and the E-V expectancies for success and task values. Attainment was the only task value reporting a positive and statistically significant correlation. Six students with either high, medium, or low reading motivation were interviewed from which four themes emerged: expectancy for success and reader identity, utility and usefulness of reading in the future, cost and enjoyment associated with reading, and attainment and course enrollment decisions. Implications and recommendations for educators and researchers are provided.

Situational interest during individual reading and peer reading activities using PALS: its relationship to students’ reading skills and reading motivations

ABSTRACT This study examines how students’ situational interest changes across different segments of peer reading activities and identifies the relationship with personal traits like the students reading skills and motivation. The authors measured their levels of situational interest, reading skills, and reading motivation, based on their participation in individual and peer reading using PALS. The result revealed that situational interest was rather stable across different segments during peer reading activities. However, the change in situational interest differed between less competent readers and more competent readers across different reading tasks. The less proficient readers showed a significant increase in situational interest before and after peer reading. Furthermore, situational interest during peer reading activities did not correlate with reading motivations, contrary to the result of the individual reading task. The findings suggest that peer reading may be more beneficial than individual reading when teaching learners with low reading skills or motivation.

Language and Print Concepts Achievement among Children with Low and High Reading Motivation

This study investigates the relationships between reading motivation, language ability, and print-concept skills among Hebrew-speaking kindergarteners, before they are formally exposed to reading instruction. The purpose of the study was to explore reading motivation-literacy relationships and to determine whether there are differences in language and print concepts achievement between children with low versus high reading motivation. One hundred and ten kindergarteners participated in the study, and were assessed at the beginning of the school year. It was found that reading motivation had a unique contribution to children’s achievements in language and print concepts knowledge, and predicted success in those literacy domains. Highly motivated children had higher scores in language and print concepts as compared to their lower-motivated peers. The results suggest that reading motivation is an essential predictor of language and literacy skills at an early age, even before children are formally exposed to reading instruction. Implications for educators are further discussed.

The Perceptions of Students Studyıng in the Faculty of Education Towards Reading in Terms of Theır Reading Motivations

The research was conducted with the aim of determining the levels of reading motivation of students who are studying in the department of teaching in terms of various variables and the factors that cause having low and high reading motivation. The research is based on the determination of the internal and external motivation sources that motivate or disincline students in reading who are studying in the department of teaching and the development of solutions accordingly. The research was conducted with mixed method. Within the mixed method, the explanatory sequential design was used. The first study group of the research consists of 238 first grade students who are studying in the different departments of the Faculty of Education in a state university in the academic year of 2018-2019. The second study group of the research consists of 18 students who wanted to participate in the second phase of the research and has low and high reading motivation. The data collection tools of the study include the Adult Reading Motivation Scale (ARMS) which was developed by Schutte and Malouff (2007) and interview form which consists of open-ended questions. In the analysis of the quantitative data, within the IBM SPSS 24.0 statistical program, descriptive researches, independent samples t-test since the data demonstrate normal distribution and one-way ANOVA test were used. In the analysis of qualitative data, MAXQDA Analytics Pro 12 qualitative analysis program was used for coding the data, determining the themes, organizing the themes and defining and interpreting the findings. The obtained results are as follows: Reading motivation of female students are higher than male students. Students who have a bookcase in their home have a higher motivation than those who don't have. The department students study does not create a difference in reading motivation. Students who have high reading motivation define themselves as conscious readers and individuals who find pleasure in reading. Personal pleasure and the desire to improve are the leading factors that incline individuals to read. It is observed that taking someone as a model and being influenced by a peer are important for reading motivation. The leading reasons that decrease reading motivation are school, activities with friends and getting bored from reading. Students who have high reading motivation are considered to be individuals who acquired reading habit and are good readers since they read with the purposes of self-development, acquiring knowledge, homework and pleasure as well as curiosity. While the factors which excite students the most in reading are curiosity, interest and gripping narration, the elements that disturb the students are long descriptions and unobtrusive subjects.

The Impact of EFL Algerian University Students’ Attitudes on Literary Texts Reading Motivation: The Case of Second Year English Students at Setif 2 University

Motivating EFL students to read in English has captured the attention of different researchers in the field of foreign language learning for decades. The present study aims chiefly at probing into the attitudes held towards reading English literary texts by second-year Algerian EFL learners at the Department of Foreign Languages, University of Setif2. It seeks to study the learners’ attitudes towards reading English literary texts and their impact on their reading motivation. It also fetches the factors controlling EFL learners’ motivation in reading English literary texts. Moreover, it tackles sensible concern often encountered in literary text teaching: is there a correlation between learners’ attitudes and reading motivation? To this end, Data were collected through a perception questionnaire that was handed to a randomly selected sample of 150 students. The data analyses were descriptive. Results demonstrated that the students have low reading motivation due to their negative attitudes towards reading English literary texts. Based on these findings, it is suggested that literature teachers should incorporate the most convenient methods and techniques to meet EFL learners’ reading needs and interests. Thus, technology and new media should pave its way into the literature classes.

A Latent Profile Analysis of Santri’s Reading Attitude and Reading Motivation

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Effectiveness of a Generative Learning-Based Biology Module to Improve the Analytical Thinking Skills of the Students with High and Low Reading Motivation

Effectiveness of a Generative Learning-Based Biology Module to Improve the Analytical Thinking Skills of the Students with High and Low Reading Motivation

Motivating Students in L2 Reading through Dialogue Journal: An Investigation on Students’ Perception

Reading is one of the sources of input that plays a crucial role in foreign language learning, yet low reading motivation remains a challenge. While the premise to motivate reading is by reading itself, EFL students would require more attention. This study is to investigate students’ perspective on their practice of writing dialogue journal, which is intended as a tool for a teacher to develop students’ motivation in reading. Five interviews with freshman were analyzed to find out what aspects they perceived to be facilitated by the written commentary in the dialogue journal. The analysis revealed that both students’ cognitive and affective aspects were mostly reinforced, thus supporting the development of reading motivation.

THE EFFECT OF SCORE STRATEGY AND READING MOTIVATION TOWARD STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXTS AT GRADE X SMA NEGERI 2 PADANG

This research was quasi experimental research with factorial 2x2 design. Population of the research was grade X students with the total population was 224. The sample was taken by using cluster random sampling, class MIA 2 as experimental group and class MIA 3 as the control group. To collect the data, the researcher used reading comprehension test while questionnaire was used to collect the data about students’ reading motivation. Then, the collected data were analyzed by Chi-Square for normality data testing, variance test for homogeneity data testing, t-test formula and ANOVA for hypothesis testing. The analysis of the research reveals that: (1) students who are taught by SCORE strategy get better reading comprehension on narrative text than the students who are taught by Guided Reading strategy, (2) the students with high reading motivation who are taught by SCORE strategy do not get better reading comprehension on narrative text than who are taught by using Guided Reading strategy, (3) the students with low reading motivation who are taught by SCORE strategy get better reading comprehension on narrative text than who are taught by using Guided Reading strategy, (4) there is no interaction between both strategies and students’ reading motivation toward their reading comprehension on narrative text. In conclusion, SCORE strategy is an effective way on students’ reading comprehension compared with Guided Reading. It is suggested for the students that have high and low reading motivation to improve their skill in language learning through SCORE strategy.