DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

THE RELATIONAL PATTERNS OF SELECTED FACTORS INFLUENCING THE EFL COLLEGE LEARNERS’ READING COMPREHENSION

NURIYATUL HAMIDAH

Abstrak


ABSTRACT

 

THE RELATIONAL PATTERNS OF SELECTED FACTORS INFLUENCING THE EFL COLLEGE LEARNERS’ READING COMPREHENSION

Since the students have low ability in comprehending the text, the present research tries to examine some factors contributing the success of second or foreign language reading comprehension. Having an effect on reading, metacognitive awareness, self-efficacy and motivation are considered as the main factor in affecting EFL reading comprehension. Thus, the aim of the present study is to investigate the relational pattern of those selected factors toward EFL reading comprehension and investigates the contribution of each variable. The design is categorized as quantitative study.

The subjects of the study consisted of 90 students of the English Letters and Language, Humanity Faculty, UIN Maliki Malang. The instruments used in this study are a test and questionnaires. The tests are used to assess EFL reading comprehension while the questionnaires are used to assess metacognitive awareness, self-efficacy and motivation. Moreover, all the data in this study are analyzed by using multiple regression techniques including a correlation design called Path Analysis.

The results of the study show that (1) the verified pattern of path relationship in the first layer among metacognitive awareness, self-efficacy and motivation toward EFL reading comprehension indicates that there is no significant contribution among those three variables toward EFL reading comprehension; (2) the total contribution of all variables in the first layer is 2.5%  while the residual of the path diagram is 97.5%; (3) within the pattern of path relationship, metacognitive awareness contributes 9 %, self-efficacy 7% and motivation 9%; (4) the biggest contribution of the path diagram is self efficacy mediated by motivation which contributes 13.9% of all total values and followed by the path of direct contribution of motivation toward EFL reading comprehension which contributes 9.2%; (5) the varied pattern of path relationship in the second layer among metacognitive awareness and self-efficacy toward motivation states that self efficacy is the only variable which has significant contribution towards motivation; (6) the total contribution of all variables in the path diagram in the second layer of this study is 44.86% while the residual of the path diagram is 55.2%; (7) within the pattern of path relationship, metacognitive awareness contributes 2.16% and self-efficacy contributes 42.7%.

 

Based on the results of this study, the insignificant correlation of the regression model comes from the first layer of multiple regressions since the residual of the regression is found to be high. The biggest contribution of the path diagram toward EFL reading comprehension comes from self efficacy mediated by motivation. It is suggested for the future research to have a research on other factors such as combining affective and cognitive factors while considering students’ diversity such proficiency level, personality and gender.