Impacts of English Reading Attitudes on L2 Achievements
Keywords:
affective attitude, cognitive attitude, L2 achievement, reading attitude
Abstract
Reading is an acquired skill needed for obtaining knowledge. To be successful in reading, one should adopt certain attitudes to ensure the reading activity's fruitfulness. This correlational study investigates the possible significant relationship between reading attitude and L2 achievement. The subjects of this study were 47 vocational school students in Yogyakarta. Samples were chosen using purposive sampling with X graders and XI graders of a vocational school. The data were collected through a questionnaire, interview sessions, and an English exam. The hypothesis of this research was the more positive the students’ attitude was, the higher were L2 achievements of the students. The writers conducted a Pearson correlation computation to analyze the correlation of the obtained data. The findings showed that the students' reading attitude was positive and the L2 achievements were high, but the reading attitude correlated negatively and weakly to L2 achievements. Other factors affected L2 achievements as well. ESL teachers should be concerned about their students’ reading attitudesReferences
Agustiani, I. W. D. (2017). The correlation between students reading attitude and their reading comprehension achievement. English Community Journal, 1(2), 75. https://doi.org/10.32502/ecj.v1i2.764
Al-Hoorie, A. H. (2016). Unconscious motivation. Part II: Implicit attitudes and L2 achievement. Studies in Second Language Learning and Teaching, 6(4), 619–649.
Ardiansyah, W., Ujihanti, M., & Aryanti, N. (2020). Urban students’ reading comprehension achievement: implications of attitude, motivation, and parental involvement. ANGLO-SAXON: Journal of the English Language Education Study Program, 11(1), 58–67.
Asbari, M., Novitasari, D., Pebrina, E. T., & Santoso, J. (2020). Work-family conflict, readiness for change and employee performance relationship during the Covid-19 pandemic. JPBM (Jurnal Pendidikan Bisnis Dan Manajemen), 6(2), 67–77.
Balan, S., Katenga, J. E., & Simon, A. (2019). Reading habits and their influence on academic achievement among students at Asia Pacific International University, Thailand. Abstract Proceedings International Scholars Conference, 7(1), 1469–1495. https://doi.org/10.35974/isc.v7i1.928
Ben-Chaim, M. (2016). Reading valuable texts, gaining valuable knowledge. Research and Teaching in Developmental Education, 33(1), 72–85.
Bulgurcuoglu, A. N. (2016). Relationship between critical thinking levels and attitudes towards reading habits among pre-service physical education teachers. Educational Research and Reviews, 11(8), 708–712.
Cancino, M., & Ubilla, K. (2021). The relationship between L1 and L2 reading attitudes in EFL primary school learners: The role of gender, age, and L2 proficiency. Language Related Research, 12(5), 463–487. https://doi.org/10.29252/LRR.12.5.17
Celik, B. (2019). A Study on the factors affecting reading and reading habits of preschool children. International Journal of English Linguistics, 10(1), 101. https://doi.org/10.5539/ijel.v10n1p101
Clark, C., & De Zoysa, S. (2011). Mapping the interrelationships of reading enjoyment, attitudes, behaviour and attainment: An exploratory investigation. National Literacy Trust.
Fakeye, D. O. (2010). Students’ personal variables as correlates of academic achievement in English as a second language in Nigeria. Journal of Social Sciences, 22(3), 205–211. https://doi.org/10.1080/09718923.2010.11892803
Gabriel, R., & Wenz, C. (2017). Three directions for disciplinary literacy. Educational Leadership, 74(5), 8–14.
Grabe, W. (2012). Reading in a second language. In The Oxford Handbook of Applied Linguistics, (2 Ed.) (Issue April 2018, pp. 1–13). https://doi.org/10.1093/oxfordhb/9780195384253.013.0006
Hasan, I. M. (2013). Analisis data penelitian dengan statistik. Jakarta, Bumi Aksara.
Joe, H.-K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133–144.
Junko Yamashita1, Y. j. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248–263. http://ezproxy.shsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=91565525&site=eds-live&scope=site
Kaba, A., & Ramaiah, C. K. (2018). Investigating knowledge acquisition among faculty members. Interdisciplinary Journal of Information, Knowledge, and Management, 13, 1.
Kitikanan, P., & Sasimonton, P. (2017). The Relationship between English Self-Efficacy and English Learning Achievement of L2 Thai Learners. LEARN Journal: Language Education and Acquisition Research Network, 10(1), 149–164.
Makhmudov, K. (2021). Effective methods of teaching reading in English language lessons. Academic Research in Educational Sciences, 2(3), 1188–1191. https://cyberleninka.ru/article/n/effective-methods-of-teaching-reading-in-english-language-lessons
Mohammed, M. K., Ahmed, B. M., & Nasser, E. A. (2021). Effective reading skills and its relationship to a deep understanding of chemistry among middle school students in Iraq. Turkish Journal of Computer and Mathematics Education, 12(7), 2085–2096.
Moskovsky, C., Assulaimani, T., Racheva, S., & Harkins, J. (2016). The L2 motivational self-system and L2 achievement: A study of Saudi EFL learners. Modern Language Journal, 100(3), 641–654. https://doi.org/10.1111/modl.12340
Nazurty, R., Priyanto, N., Anggia Pratiwi, S., & Mukminin, A. (2019). Learning strategies in reading: The case of Indonesian language education student teachers. Universal Journal of Educational Research, 7(11), 2536–2543.
Ölmez, F. (2015). An investigation into the relationship between L2 reading motivation and reading achievement. Procedia - Social and Behavioral Sciences, 199, 597–603. https://doi.org/10.1016/j.sbspro.2015.07.561
Pablo, M. N., & Jiménez, E. G. (2018). Are CLIL Students More Motivated? An Analysis of Affective Factors and their Relation to Language Attainment. PORTA LINGUARUM, 71, 90.
Papadopoulou, S., & Goumas, S. (2018). Reading Ability as a Learning Experience and Meaning Making in Class: the Case of Greek Primary Schools. European Journal of Education, 1(2), 49–58.
Queirós, A., Faria, D., & Almeida2i, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies, 3(9), 370.
Rachmajanti, S., & Musthofiyah, U. (2017). The relationship between reading self-efficacy, reading attitude and EFL reading comprehension based on gender difference. J-ELLiT (Journal of English Language, Literature, and Teaching), 1(1), 20–26. http://journal2.um.ac.id/index.php/jellit/article/view/965
Rafi, M. F., Islam, A. F., & Cahyani, D. A. (2021a). Reading attitude of students of a middle school and effects of a two-year in-class reading intervention on them. Scientific Studies of Reading, 7(1), 49–58. https://doi.org/10.52462/jlls.57
Rafi, M. F., Islam, A. F., & Cahyani, D. A. (2021b). The relationship between students’ reading attitude with the result of reading comprehension. Journal of Languages and Language Teaching, 9(4), 512. https://doi.org/10.33394/jollt.v9i4.4008
Rahman, F., & Amir, P. (2019). Trends in reading literary fiction in print and cyber media by undergraduate students of Hasanuddin University. International Journal of Education and Practice, 7(2), 66–77.
Septianingsi, P. (2021). The Correlation between Reading Attitude and Reading Comprehension of The Tenth Grade Students of Madrasah Aliyah Negeri 2 Palembang. 021008 Universitas Tridinanti.
Sparks, R. L., Patton, J., & Luebbers, J. (2018). L2 anxiety and the foreign language reading anxiety scale: Listening to the evidence. Foreign Language Annals, 51(4), 738–762.
Tisa, F., Sofendi, S., & Eryansyah, E. (2021). Reading and its relationships among attitude, motivation, and comprehension achievement in upper secondary school students. JEES (Journal of English Educators Society), 6(1), 42–51. https://doi.org/10.21070/jees.v6i1.751
Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A meta-analytic review of the relations between motivation and reading achievement for K–12 students. Review of Educational Research, 90(3), 420–456.
Trisnayanti, N. L. P. D., Agustini, D. A. E., & Tantra, D. K. (2020). Relationships among reading anxiety, reading self-efficacy, and reading competency in the vocational high school in Singaraja. International Journal of Language and Literature, 4(1), 33. https://doi.org/10.23887/ijll.v4i1.30225
Uslu, M. E. (2020). Transferring L1 reading attitudes to EFL reading habits. Journal of Language and Linguistic Studies, 16(1), 30–41.
Vasquez V, Janks H, & Comber B. (2019). Critical literacy as a way of being and doing. Language Arts, 96(5).
Wangchuk, C., & Zangmo, C. (2021). Reading attitude of students of a middle school and effects of a two-year in-class reading intervention on them. Bhutan Journal of Research and Development, 10(1).
Widyasari, F. (2016). The correlation among reading attitude, interpersonal intelligence and reading comprehension. Arab World English Journal, 7(2), 288–298. https://doi.org/10.24093/awej/vol7no2.19
Wolf, M., Barzillai, M., & Dunne, J. (2009). The importance of deep reading. Challenging the Whole Child: Reflections on Best Practices in Learning, Teaching, and Leadership, 130, 21.
Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16(1).
Yeatman, J. D., & White, A. L. (2021). Reading: The confluence of vision and language. Annual Review of Vision Science, 7, 487–517. https://doi.org/10.1146/annurev-vision-093019-113509
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A research on Tishk International University preparatory school students. Revista Amazonia Investiga, 9(27), 189–194. https://doi.org/10.34069/ai/2020.27.03.20
Yuyu, Y. (2020). The effect of reading attitude toward students’ reading comprehension at the eighth grade of SMP Negeri 2 Baubau. English Education Journal, 51–57.
Al-Hoorie, A. H. (2016). Unconscious motivation. Part II: Implicit attitudes and L2 achievement. Studies in Second Language Learning and Teaching, 6(4), 619–649.
Ardiansyah, W., Ujihanti, M., & Aryanti, N. (2020). Urban students’ reading comprehension achievement: implications of attitude, motivation, and parental involvement. ANGLO-SAXON: Journal of the English Language Education Study Program, 11(1), 58–67.
Asbari, M., Novitasari, D., Pebrina, E. T., & Santoso, J. (2020). Work-family conflict, readiness for change and employee performance relationship during the Covid-19 pandemic. JPBM (Jurnal Pendidikan Bisnis Dan Manajemen), 6(2), 67–77.
Balan, S., Katenga, J. E., & Simon, A. (2019). Reading habits and their influence on academic achievement among students at Asia Pacific International University, Thailand. Abstract Proceedings International Scholars Conference, 7(1), 1469–1495. https://doi.org/10.35974/isc.v7i1.928
Ben-Chaim, M. (2016). Reading valuable texts, gaining valuable knowledge. Research and Teaching in Developmental Education, 33(1), 72–85.
Bulgurcuoglu, A. N. (2016). Relationship between critical thinking levels and attitudes towards reading habits among pre-service physical education teachers. Educational Research and Reviews, 11(8), 708–712.
Cancino, M., & Ubilla, K. (2021). The relationship between L1 and L2 reading attitudes in EFL primary school learners: The role of gender, age, and L2 proficiency. Language Related Research, 12(5), 463–487. https://doi.org/10.29252/LRR.12.5.17
Celik, B. (2019). A Study on the factors affecting reading and reading habits of preschool children. International Journal of English Linguistics, 10(1), 101. https://doi.org/10.5539/ijel.v10n1p101
Clark, C., & De Zoysa, S. (2011). Mapping the interrelationships of reading enjoyment, attitudes, behaviour and attainment: An exploratory investigation. National Literacy Trust.
Fakeye, D. O. (2010). Students’ personal variables as correlates of academic achievement in English as a second language in Nigeria. Journal of Social Sciences, 22(3), 205–211. https://doi.org/10.1080/09718923.2010.11892803
Gabriel, R., & Wenz, C. (2017). Three directions for disciplinary literacy. Educational Leadership, 74(5), 8–14.
Grabe, W. (2012). Reading in a second language. In The Oxford Handbook of Applied Linguistics, (2 Ed.) (Issue April 2018, pp. 1–13). https://doi.org/10.1093/oxfordhb/9780195384253.013.0006
Hasan, I. M. (2013). Analisis data penelitian dengan statistik. Jakarta, Bumi Aksara.
Joe, H.-K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133–144.
Junko Yamashita1, Y. j. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248–263. http://ezproxy.shsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=91565525&site=eds-live&scope=site
Kaba, A., & Ramaiah, C. K. (2018). Investigating knowledge acquisition among faculty members. Interdisciplinary Journal of Information, Knowledge, and Management, 13, 1.
Kitikanan, P., & Sasimonton, P. (2017). The Relationship between English Self-Efficacy and English Learning Achievement of L2 Thai Learners. LEARN Journal: Language Education and Acquisition Research Network, 10(1), 149–164.
Makhmudov, K. (2021). Effective methods of teaching reading in English language lessons. Academic Research in Educational Sciences, 2(3), 1188–1191. https://cyberleninka.ru/article/n/effective-methods-of-teaching-reading-in-english-language-lessons
Mohammed, M. K., Ahmed, B. M., & Nasser, E. A. (2021). Effective reading skills and its relationship to a deep understanding of chemistry among middle school students in Iraq. Turkish Journal of Computer and Mathematics Education, 12(7), 2085–2096.
Moskovsky, C., Assulaimani, T., Racheva, S., & Harkins, J. (2016). The L2 motivational self-system and L2 achievement: A study of Saudi EFL learners. Modern Language Journal, 100(3), 641–654. https://doi.org/10.1111/modl.12340
Nazurty, R., Priyanto, N., Anggia Pratiwi, S., & Mukminin, A. (2019). Learning strategies in reading: The case of Indonesian language education student teachers. Universal Journal of Educational Research, 7(11), 2536–2543.
Ölmez, F. (2015). An investigation into the relationship between L2 reading motivation and reading achievement. Procedia - Social and Behavioral Sciences, 199, 597–603. https://doi.org/10.1016/j.sbspro.2015.07.561
Pablo, M. N., & Jiménez, E. G. (2018). Are CLIL Students More Motivated? An Analysis of Affective Factors and their Relation to Language Attainment. PORTA LINGUARUM, 71, 90.
Papadopoulou, S., & Goumas, S. (2018). Reading Ability as a Learning Experience and Meaning Making in Class: the Case of Greek Primary Schools. European Journal of Education, 1(2), 49–58.
Queirós, A., Faria, D., & Almeida2i, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies, 3(9), 370.
Rachmajanti, S., & Musthofiyah, U. (2017). The relationship between reading self-efficacy, reading attitude and EFL reading comprehension based on gender difference. J-ELLiT (Journal of English Language, Literature, and Teaching), 1(1), 20–26. http://journal2.um.ac.id/index.php/jellit/article/view/965
Rafi, M. F., Islam, A. F., & Cahyani, D. A. (2021a). Reading attitude of students of a middle school and effects of a two-year in-class reading intervention on them. Scientific Studies of Reading, 7(1), 49–58. https://doi.org/10.52462/jlls.57
Rafi, M. F., Islam, A. F., & Cahyani, D. A. (2021b). The relationship between students’ reading attitude with the result of reading comprehension. Journal of Languages and Language Teaching, 9(4), 512. https://doi.org/10.33394/jollt.v9i4.4008
Rahman, F., & Amir, P. (2019). Trends in reading literary fiction in print and cyber media by undergraduate students of Hasanuddin University. International Journal of Education and Practice, 7(2), 66–77.
Septianingsi, P. (2021). The Correlation between Reading Attitude and Reading Comprehension of The Tenth Grade Students of Madrasah Aliyah Negeri 2 Palembang. 021008 Universitas Tridinanti.
Sparks, R. L., Patton, J., & Luebbers, J. (2018). L2 anxiety and the foreign language reading anxiety scale: Listening to the evidence. Foreign Language Annals, 51(4), 738–762.
Tisa, F., Sofendi, S., & Eryansyah, E. (2021). Reading and its relationships among attitude, motivation, and comprehension achievement in upper secondary school students. JEES (Journal of English Educators Society), 6(1), 42–51. https://doi.org/10.21070/jees.v6i1.751
Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A meta-analytic review of the relations between motivation and reading achievement for K–12 students. Review of Educational Research, 90(3), 420–456.
Trisnayanti, N. L. P. D., Agustini, D. A. E., & Tantra, D. K. (2020). Relationships among reading anxiety, reading self-efficacy, and reading competency in the vocational high school in Singaraja. International Journal of Language and Literature, 4(1), 33. https://doi.org/10.23887/ijll.v4i1.30225
Uslu, M. E. (2020). Transferring L1 reading attitudes to EFL reading habits. Journal of Language and Linguistic Studies, 16(1), 30–41.
Vasquez V, Janks H, & Comber B. (2019). Critical literacy as a way of being and doing. Language Arts, 96(5).
Wangchuk, C., & Zangmo, C. (2021). Reading attitude of students of a middle school and effects of a two-year in-class reading intervention on them. Bhutan Journal of Research and Development, 10(1).
Widyasari, F. (2016). The correlation among reading attitude, interpersonal intelligence and reading comprehension. Arab World English Journal, 7(2), 288–298. https://doi.org/10.24093/awej/vol7no2.19
Wolf, M., Barzillai, M., & Dunne, J. (2009). The importance of deep reading. Challenging the Whole Child: Reflections on Best Practices in Learning, Teaching, and Leadership, 130, 21.
Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16(1).
Yeatman, J. D., & White, A. L. (2021). Reading: The confluence of vision and language. Annual Review of Vision Science, 7, 487–517. https://doi.org/10.1146/annurev-vision-093019-113509
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A research on Tishk International University preparatory school students. Revista Amazonia Investiga, 9(27), 189–194. https://doi.org/10.34069/ai/2020.27.03.20
Yuyu, Y. (2020). The effect of reading attitude toward students’ reading comprehension at the eighth grade of SMP Negeri 2 Baubau. English Education Journal, 51–57.
Published
2022-05-30
How to Cite
Toar, D., & Bram, B. (2022). Impacts of English Reading Attitudes on L2 Achievements. Indonesian Journal of EFL and Linguistics, 7(1), 1-14. https://doi.org/10.21462/ijefl.v7i1.448
Section
Articles
