Reading Motivation Research Articles

Reading Motivation to Promote Students’ Reading Comprehension: A Review Study

Reading Motivation to Promote Students’ Reading Comprehension: A Review Study

The Relationship Between Computer Self-Efficacy and Learning Satisfaction of Elementary School Students: The Mediating Role of Reading Motivation for Science Learning

The Relationship Between Computer Self-Efficacy and Learning Satisfaction of Elementary School Students: The Mediating Role of Reading Motivation for Science Learning

Reading Motivation in Rural Areas Based on School Type and Gender

Recently, no research was found to differentiate reading motivation, but focused on reading interest so the aim of this research was to look at differences in students' reading motivation based on school type and gender, because these two things are issues that are rarely analyzed. There are two hypotheses proposed, namely (H1) There are differences in reading motivation based on gender (H2) There are differences in reading motivation based on school type. Samples were taken by strata and data using a reading motivation scale, which will then be analyzed using a t-test. The results of this study explain that there are no differences in rural students' reading motivation based on their gender, meaning that this study rejects the first alternative hypothesis. However, we accept the second alternative hypothesis because it proves that there are differences in reading motivation based on school type. The impacts and recommendations are explained later in this research.

Motivasi Membaca Siswa di Daerah Rural Berdasarkan Jenis Sekolah dan Gender

Recently, no research was found to differentiate reading motivation but focused on reading interest, so this research aimed to look at differences in students' reading motivation based on school type and gender because these two issues are rarely analyzed. Two hypotheses are proposed, namely (H1) There are differences in reading motivation based on gender (H2) There are differences in reading motivation based on school type. Strata took samples and data using a reading motivation scale, which will then be analyzed using a t-test. The results of this study explain that there are no differences in rural students' reading motivation based on gender, meaning that this study rejects the first alternative hypothesis. However, we accept the second alternative hypothesis because it proves differences in reading motivation based on school type. The impacts and recommendations are explained later in this research.

Improving Children’s Reading Motivation and Skills Through Read Aloud: A Mixed-Method Study in Orphanage Context

Generally speaking, children's reading motivation and skills are low, notably those in orphanages requiring solution, one of which is through reading activities applying read-aloud method. Most studies on the read-aloud method were qualitative. This study attempted to address the gap by employing a mixed-methods design with 10 foster children from an orphanage chosen using purposive sampling technique. Observations, tests, and interviews were used to collect the data. Quantitative data from observations and tests were statistically analyzed and reported in frequency and percentage to determine the difference in the number of children who improved following the program. Additionally, interviews were conducted to obtain qualitative data on children's and orphanages' perspectives of the program and its impacts, and the results were assessed using qualitative data analysis including data reduction, data display, and conclusion drawing. Both quantitative and qualitative data were gathered and analyzed concurrently. They were then merged and interpreted through a side-by-side comparison approach. Finally, convergence or divergence between the two sources of data was determined. The findings show that quantitative and qualitative data confirm each other, demonstrating that the read-aloud method improved children's reading motivation by significantly increasing the length of time for reading and the number of books read, as well as a slight increase in children's reading comprehension and confidence. In addition, the children's reading fluency improved substantially, while their reading accuracy and clarity improved slightly. Future research should focus on areas that need the most improvement and entail a larger sample size. Additionally, reading assistance for foster children is always recommended.

Fiction vs. Reality: How Students Discover Real-Life Representations in Prose Using Engaged Reading

Background: The reading of fiction texts requires intense effort to integrate mind, emotion, and intrinsic reading motivation, in order to discover real-life representations. There is limited research in this area.
 Purpose: This study employs the engaged reading strategy combined with discovery learning, in order to investigate improvements in students’ competence in prose appreciation.
 Method: This study used a mixed-method design. Thirty-two Indonesian Language Education students participated in the study. Data was collected using student worksheets, observation, and semi-structured interviews. Data analysis was conducted by identifying and interpreting the results of prose appreciation for each reading activity.
 Results: This study found that while explaining the theme and through description students were able to activate prior knowledge. The students' reading motivation mainly focused on the intrinsic element of stories. They clearly understood the plot, characterizations, and messages, but supporting details varied because of the differences in students’ knowledge, experience, and social background related to short stories. In the post-reading stage, students revealed new knowledge and mental imagery. Based on our findings, engaged reading combined with discovery learning can enrich students' experience and ability to elaborate information, as well as to discover new knowledge about real-life representation in prose.
 Conclusion: Based on the research findings, teachers and lecturers are able to utilize the engaged reading strategy combined with discovery learning to promote students’ ability to read literature. Further research should involve more diverse participants. Experimental research could also examine the advantages and disadvantages of engaged reading and discovery learning.

Субъектная позиция учителя в формировании читательской компетентности учащихся

The research focuses on the development of reading competency in students from the standpoint of teacher agency. The importance of this article is justified by the function of reading as a key learning and academic achievement skill, as well as the fact that Russian pupils conti­nue to do poorly in text reading and comprehension. The authors present a reading competency
 framework for general education that consists of five components: 1) reading ability; 2) high reading motivation; 3) ability to work with a book, basic reading skills (information search and analysis; text comprehension and interpretation; assessment of content and form); 4) extensive reading experience and desire to read extracurricular books; 5) willingness and ability to discuss what has been read orally and/or in writing. The researchers identify the teacher’s role in the development of each of the five components in general school children. It is demonstrated that a teacher with advanced agency skills shows a consistent interest in the development of students’ reading competency (motivational component); has relevant knowledge about the content of this competency and the methods of its development, teaches students book-working techniques (cognitive component); and enriches the classroom and school life with exciting reading activities (behavioural component).

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

Strategi Belajar dalam Motivasi Membaca Siswa

In Indonesia, there are still many people who read minimally. There are several factors that cause the lack of reading in Indonesia. The purpose of this research is to analyze the influence of reading interest on learning outcomes, analyze the influence of learning motivation on learning outcomes, and analyze the influence of reading interest and learning motivation on student learning outcomes. Reading activities among school students are still not optimal, students' reading enthusiasm is still very low. Teachers' awareness of students' reading motivation is also still low. This type of research uses qualitative, this research uses research analysis techniques and case studies in journals. It cannot be denied that low interest in reading is a problem that deserves attention. To overcome this problem, we must be able to do something simple by realizing that reading is very important, and we must also implement our reading culture.

Book Reading Motivation Scale: Validity and Reliability Study

Ortaokul öğrencilerinin kitap okumalarını etkileyen, okumalarına yön veren, kitap okuma davranışını başlatan ve sürekliliğini sağlayan; bireyin sahip olduğu değerler, inançlar, hedefler gibi psikolojik süreçleri ifade eden duyuşsal faktörlerden kitap okuma motivasyonunun yapısını tespit etmek, betimlemek ve tanımak, öğrencilerde okuma kültürünün oluşturulması açısından önemlidir. Bu çalışmada ortaokul öğrencilerinin bağımsız ve gönüllü olarak kitap okuma motivasyonu yapısını belirlemek amacıyla çok boyutlu ve özgün bir ölçek geliştirmek amaçlanmıştır. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu Malatya ilinde 2022-2023 eğitim öğretim yılında ortaokul düzeyinde öğrenim görmekte olan 704 öğrenci (AFA:392, DFA:312) oluşturmaktadır. Araştırma sonucunda geçerliği ve güvenirliği saptanmış 4 faktör 20 maddeden oluşan KOMÖ (Kitap Okuma Motivasyonu Ölçeği) geliştirilmiştir. Geliştirilen ölçek aracılığıyla kitap okuma motivasyonu yapısının “iç motivasyon ve dış motivasyon” olmak üzere iki kategori; “değer, olumlu tutum, beğeni, rekabet” olmak üzere dört boyuttan oluştuğu saptanmıştır. Kitap okuma motivasyonunun çok boyutlu bir yapıya sahip olduğu belirlenmiştir. Öğrencinin kitap okuma motivasyonunu arttırmak için eğitimcilerin öğrencilerin sahip olduğu kitap okuma motivasyonu yapısını ve hangi boyutun öğrencide daha baskın olduğunu standart bir ölçek aracılığıyla sene başında tespit ederek tanılayıcı bilgilere sahip olması ve buna uygun faaliyetler planlaması öğrencide kitap okumaya ilgi ve istek uyandırılması ve motivasyonun sağlanmasında etkili olabilir.

The impact of task-based instruction on learners’ reading comprehension, L2 grit, anxiety, and motivation for L2 reading

Task-based instruction (TBI) is a pedagogical approach that centers on engaging learners in meaningful and communicative tasks to promote language acquisition, active participation, and practical language use. The primary objective of this investigation was to assess the influence of TBI on reading comprehension, motivation for L2 reading, anxiety, and L2 grit. Thus, two pre-existing classes from a large university in China were selected and one of them was assigned as the treatment and the other as the comparison group. An Oxford Quick Placement Test determined that the subjects possessed an intermediate level of proficiency. The experimental group received reading comprehension-based TBI, while the control group received traditional lecture-based strategy training. Each of the dependent variables was tested at two points of time. Based on a conducted t-test, while both groups knew exactly the same as time 1, the comparison group did less on the posttest in terms of reading comprehension skills than its treatment counterpart. The effect size was large. Furthermore, the results of a series of chi-squares showed that TBI had facilitating effects on motivation for L2 reading, language learning anxiety, and L2 grit, all with large effect sizes. That is, on the posttest, the number of motivated learners and grittier learners in the treatment group increased, while the number of high-anxiety learners in the experimental group decreased sharply. However, the participants’ motivation for L2 reading, anxiety, and L2 grit did not significantly change after the treatment. The implications of the study are explained.

Kemampuan Menemukan Gagasan Utama Pada Paragraf Dengan Metode Scaffolded Reading Berbasis Motivasi Membaca Siswa di Kelas IX SMP Negeri 2 Balaraja

This research is motivated by: 1) the existence of various facts which show that students' reading comprehension abilities and reading motivation are relatively low; 2) the ability to find the main idea in a paragraph is very important in understanding a reading text. This research was carried out to determine the effect of the motivation-based Scaffolded Reading method on improving students' learning outcomes in finding the main idea in a paragraph. The research was carried out in class IX-C of SMPN 2 Balaraja. The method used in the research is an experimental method with a quantitative approach. After knowing the results of data analysis that the application of the scaffolded reading method is effective in improving the ability to find the main idea in a paragraph, it is best to use this technique as an alternative learning technique in learning reading comprehension to improve reading skills.

Rethinking literacy pedagogy in the context of 4IR: Learners’ access and reading motivation

Background: In the education sector, technologies are (or can be) repurposed in the Fourth Industrial Revolution (4IR) to facilitate teaching and learning. However, this shift may impact on learners’ access to reading materials and reading motivation.Objectives: The aim of the study was to determine whether Grade 8 English First Additional Language (FAL) learners’ motivation to read is influenced by access to reading materials in a traditional classroom setting or through online reading platforms.Method: Likert-scale survey questionnaires were used to measure this relationship. Data from 466 Grade 8 English FAL learners from six South African township schools were collected and SPSS version 25 was used to analyse the data.Results: In traditional classrooms, the findings showed that increased access positively influenced motivation, whereas this effect was not evident in online reading platforms. However, in both settings, motivation increased when learners had access to a diverse selection of reading materials. Finally, the findings indicated a parallel relationship between learners’ low motivation and limited access to reading platforms.Conclusion: The study concluded that while traditional classrooms continue to play an important role in global education, the ongoing evolution of technology-based learning platforms has compelled a shift in reading practices toward online platforms, which are reshaping the educational landscape, demonstrating the increasing significance of technology-mediated learning in modern education.Contribution: The authors recommend enhanced collaboration between teachers and learners to devise innovative methods for motivating online reading, ensuring learners’ inclusion in the 4IR literacy pedagogy evolution.

Effectiveness of Using English E-Module To Motivate and Improve Students’ English Ability of SMAN 1 Nan Sabaris Padang Pariaman

English has become a core skill that should be mastered by the human resources of a nation in order to be able to compete globally. However, English is still considered by students as a difficult subject to learn. English is still a frightening specter for most students in Indonesia so that students' motivation and learning outcomes are still low. When technology is used wisely and creatively, it may help students become more interested in studying at any time and in any place. As a result the students' motivation in reading and using textbooks will be increased, especially in reading English textbooks. Multimedia technology, for example, has the potential to turn a traditional classroom into a world of infinite imaginary environments. Therefore, it is necessary to use technology-based learning media that can be used by students to increase their motivation and English ability, one of which is the use of e-module. This research is an experimental study with a cross-sectional study design. This research was conducted from July 2021 to March 2022. The application of the e-module was carried out for one semester. The study was conducted at SMAN 1 Nan Sabaris, Padang Pariaman Regency with students and teachers of X class as respondents. The results showed that the use of e-module was effective in increasing the motivation and learning outcomes of the student of X Class of SMAN 1 Nan Sabaris.

Adolescents' perspectives on the barriers to reading for pleasure

AbstractAdolescence is often positioned as a particularly vulnerable period for reading motivation and engagement, both for academic reading and reading for pleasure. However, closer scrutiny of the literature reveals a much more nuanced pattern of changing interest, attitude, and motivation for reading during adolescence. Despite this, there is a distinct lack of research that explores the barriers adolescents' face to reading for pleasure from the perspectives of adolescents themselves. Working with a Young People's Advisory Panel, peer‐ and adult‐led interviews were carried out with 46 adolescents (13–15 years old) from six high schools. Six themes were identified from the thematic analysis, reflecting adolescents' perceptions of the barriers to their reading for pleasure: (1) access; (2) mismatch between provision and needs; (3) social factors; (4) reading experiences in school; (5) reading affect; and (6) time and competing activities. This article makes a novel and significant contribution to the limited literature on reading for pleasure during adolescence and provides important qualitative insights for researchers and educational practitioners interested in supporting adolescents' reading motivation.

What Motivates Multilingual Children and Youth to Read? A Systematic Review of the Research

ABSTRACT Children’s desire to read plays a crucial role in becoming a skilled reader, however, less research has examined the experiences of multilingual children. The current study reviewed the peer-reviewed literature on motivation for and attitudes toward reading in multiple languages among children. The review was guided by the following research questions: (a) What are the characteristics of studies examining motivation and reading in multiple languages among children and youth? and (b) What are the main themes of key findings across research on motivation and reading in multiple languages among children and youth? The current review followed the PRISMA guidelines. Seventeen publications met our inclusion criteria. Many studies described how learners were constructing a multilingual reading identity and were motivated to read in ways that aligned with this identity. Studies revealed that children have distinct motivations for reading in each language. We present preliminary theoretical propositions and suggest future directions.

TEACHERS’ INVOLVEMENT AND RECOGNITION FOR INFLUENCING EFL STUDENTS’ READING MOTIVATION IN ONLINE LEARNING CONTEXT: A QUALITATIVE CASE STUDY

The sudden transition of the learning environment during the COVID-19 outbreak had driven the educational field to be online learning. The novel environment with a lack of preparation influence EFL students reading motivation. Reading is an essential skill for language learning, especially in the non-English-speaking country. Considered the importance of reading motivation for students. The aim of this study were to find out the type of reading motivation among the EFL students in online learning due to the COVID-19 outbreak. Further, the semi-structured interview, questionnaire and observation conducted in this study. The MREQ (Motivation for Reading English Questionnaire) proposed by previous research, namely Komiyama 2013, was distributed for 31 participants students at MAN 2 Batam in twelfth-grade of language major. Finally, type of reading motivation found in online learning are curiosity, involvement, recognition and compliance which mean that students are extrinsically motivated to read during the online learning. This study still needs to investigate more about how the teacher strategies can foster students’ reading acquisition based on their reading motivation type and examining factors that could foster students’ reading motivation.

Investigating External Causes for Lack of Reading Motivation among Private High School Students

This article investigates the critical issue of dwindling reading motivation among high school students in Surabaya, Indonesia, specifically focusing on English texts. Against the global context of the paramount importance of reading proficiency, the data reveal a troubling decline in reading interest, particularly evident among private high school students in metropolitan areas. The study advocates for implementing the multiple intelligences strategy and emphasizes the crucial role of teachers in fostering motivation and interest in reading English texts. Using a descriptive qualitative approach with participants from a Surabaya-based private high school, the research employs convenience sampling, incorporating interviews and observations for data collection. The findings spotlight external factors contributing to students' diminished motivation, encompassing unappealing book covers, underutilized free time, comprehension challenges, and limited book availability. The ensuing discussion underscores the necessity for targeted interventions by educators and policymakers, extending beyond academic success to cultivate a positive reading culture. Such a culture contributes to holistic student development, nurturing cognitive abilities, effective communication skills, and instilling a lifelong love for learning. In conclusion, the study emphasizes the profound implications of investing in a positive reading culture for the personal and intellectual growth of high school students in Indonesia.

The Impact of ‘WEBTOON’ as a Digital Reading Tool for EFL High School Students

After the pandemic, a palpable learning loss in the classrooms was left while more technological learners and teachers were born. It has led us to seek digital strategies to keep students engaged in the classrooms and one of these is the use of Webtoon. It has been widely gaining attention for its simple but fun interface in the generation Z, besides having different genres, themes, and panels with drawings that can engage users to keep reading in their leisure time. In the following qualitative study, the perspectives of high school students from UEPSMA (Unidad Educativa Particular Salesianas María Auxiliadora) in Cuenca were analyzed. Using three action research cycles with a qualitative method, they engaged in three pop quizzes and a final Google Forms survey at the end of the third. Results showed that students found Webtoon’s illustrations and vocabulary satisfying, and they continued reading because of the plot and the illustrations. Their open-ended questions also highlighted how content the majority were at using a digital reading tool in the classroom, boosting their English reading motivation.

Role-Playing Video Games and Informal Reading Learning: A Narrative Inquiry Study

This research aims to explore players' reactions to role-playing video games in the context of self-regulated learning, particularly in the field of reading. The study seeks a response to self-regulated learning within the context of extensive reading in video game role-playing games. The participants in this study included four college students from different universities, and one graduated vocational high school student. Qualitative research methods were employed, utilizing narrative inquiry through written and oral interviews with open-ended questions. This study's findings reveal that all participants provided diverse, predominantly positive responses. The players demonstrated an awareness of the importance of analyzing tasks prior to execution, monitoring and carrying out tasks, and evaluating completed tasks. Furthermore, including dialogues, journals, and character backgrounds in the games helped sustain player engagement and motivation in extensive reading. Therefore, these findings suggest that role-playing games can effectively support self-regulated learning, particularly in the context of extensive reading.