Strategies of Learning Reading Skill Across Attitudinal/Motivational Attributes and Their Predictive Power Toward Reading Comprehension

Abstract

The present paper illustrated how learners' attitudes and motivation in English learning correlate with their strategies for learning reading skills. In addition, how their reading learning strategies predict reading comprehension skills was also revealed. In this case, 664 students of the English education department in Indonesia were selected as the study subjects. Participants were asked to complete a 65-item Strategy Inventory for Reading Skill Learning (SIRSL), a 76-item Attitude/Motivation Test Battery (AMTB), and a 15-item self-assessment of reading comprehension skills. The collected data were analyzed by using Pearson product-moment correlation. The study found that attitudinal/motivational attributes correlate significantly with the general use of strategies for reading skill learning. In addition, it is also found that reading skill learning strategies are significant predictors of reading comprehension achievement (r = .524, p < .000), with text/sentence structure processing strategies and extra-linguistic processing strategies being the best predictors. These findings demonstrated that classroom teachers should be able to develop students' positive attitudes and strong motivation to learn English to improve their use of strategies in learning reading. Moreover, linguistic and extra-linguistic processing strategies should be emphasized in reading instruction as they best predict the students' reading skills.

Examining Strategy-based Instruction's Impact on Students Reading Comprehension: An Experimental Study

“…The students can implement efficient reading techniques that lead to enhanced reading comprehension. They may develop into strategic readers [5]. As a result, the lecturer can deal with the students' challenges with reading comprehension by using the reading strategy.…”