EXAMINING THE CORRELATION BETWEEN INTRINSIC READING MOTIVATION ON READING SKILLS IMPROVEMENT
DOI:
https://doi.org/10.30587/inatesol.v1i2.8875Keywords:
Intrinsic Reading Motivation, Reading Skills Improvement, ReadingAbstract
This study examines the correlation between intrinsic reading motivation and the improvement of reading skills among college students. It investigates how intrinsic motivation—driven by factors such as curiosity, enjoyment, and the challenge of complex texts—affects students' reading abilities over time. The study also compares intrinsic motivation levels between male and female students and identifies key factors that contribute to reading improvement. Previous research on intrinsic motivation in reading has often lacked a detailed categorization of motivation levels (low, medium, high). The current research fills this gap using a quantitative approach, involving a sample of 47 students (9 males and 38 females) from the first and third semesters of an English program. The instruments used for data collection include a questionnaire adapted from Guthrie and Wang (2004) and a TOEFL-based reading test. The results indicate that intrinsic motivation significantly correlates with reading skill improvement, with a Pearson correlation of 0.644 (p > 0.05), suggesting a moderate to strong positive relationship. Gender differences in motivation were observed, with males scoring a mean of 8.56 (SD = 1.23) and females scoring a mean of 9.29 (SD = 2.19) on the intrinsic motivation scale. A t-test revealed a non-significant difference in motivation levels between genders (p = 0.341). The analysis also identified that factors like curiosity, challenge, and involvement play a crucial role in reading improvement, with involvement being the most influential factor (r = 0.937). These findings highlight the importance of intrinsic motivation in enhancing reading skills and suggest that educators should foster motivation by focusing on these key factors. Future research should incorporate extrinsic motivation and consider a larger, more diverse sample to provide further insights.
References
Aamri, F. A., Greuter, S., & Walz, S. P. (2015). Children intrinsic reading motivation and playful applications: Investigating the relationship. 2015 International Conference on Interactive Technologies and Games, 55–62. https://doi.org/10.1109/itag.2015.14
Alharthi, M., Bown, A., & Pullen, D. (2020). The use of social media platforms to enhance vocabulary developing in learning a new language: A review of the literature. Arab World English Journal, 6, 318–331. https://doi.org/10.24093/awej/call6.21
Almelhi, A. M. (2021). Effectiveness of the Addie model within an e-learning environment in developing creative writing in EFL students. English Language Teaching, 14(2), 20. https://doi.org/10.5539/elt.v14n2p20
Anwar, K., Maruf, N., Arifani, Y., & Mansour, M. (2023). Affective Factors and Eustress-Distress of Nursing English Students: A Comparison Analysis. JEES (Journal of English Educators Society), 8(1). https://doi.org/10.21070/jees.v8i1.1711
Bright, R., & Loman, M. (2020). Do books make a difference? the effects of an indigo love of reading foundation grant and teacher professional learning on motivation for reading in a middle school. Language and Literacy, 22(2), 18–42. https://doi.org/10.20360/langandlit29403\
Cheung, L. (2016). Using the addie model of instructional design to teach chest radiograph interpretation. Journal of Biomedical Education, 2016, 1–6. https://doi.org/10.1155/2016/9502572
Clayton, F. J., West, G., Sears, C., Hulme, C., & Lervåg, A. (2019). A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and ran, but not letter-sound integration, predict variations in reading development. Scientific Studies of Reading, 24(2), 91–107. https://doi.org/10.1080/10888438.2019.1622546
De Naeghel, J., Valcke, M., De Meyer, I., Warlop, N., van Braak, J., & Van Keer, H. (2014). The role of teacher behavior in adolescents’ intrinsic reading motivation. Reading and Writing, 27(9), 1547–1565. https://doi.org/10.1007/s11145-014-9506-3
Durak, G., & Ataizi, M. (2016). The ABC’s of online course design according to Addie Model. Universal Journal of Educational Research, 4(9), 2084–2091. https://doi.org/10.13189/ujer.2016.040920
Glazzard, J. (2017). Assessing reading development through systematic synthetic phonics. English in Education, 51(1), 44–57. https://doi.org/10.1111/eie.12125
Grøver, V., Lawrence, J., & Rydland, V. (2016). Bilingual preschool children’s second-language vocabulary development: The role of first-language vocabulary skills and second-language talk input. International Journal of Bilingualism, 22(2), 234–250. https://doi.org/10.1177/1367006916666389
Hsu, T.-C., Lee-Hsieh, J., Turton, M. A., & Cheng, S.-F. (2014a). Using the addie model to develop online continuing education courses on caring for nurses in Taiwan. The Journal of Continuing Education in Nursing, 45(3), 124–131. https://doi.org/10.3928/00220124-20140219-04
Hsu, T.-C., Lee-Hsieh, J., Turton, M. A., & Cheng, S.-F. (2014b). Using the addie model to develop online continuing education courses on caring for nurses in Taiwan. The Journal of Continuing Education in Nursing, 45(3), 124–131. https://doi.org/10.3928/00220124-20140219-04
Jiang, X. (2016). The Role of Oral Reading Fluency in ESL Reading Comprehension among Learners of Different First Language Backgrounds. the Reading Matrix, 16(2), 227–242. https://eric.ed.gov/?id=EJ1115275
Kurnaz, H., & Kurnaz, G. (2021). Individual and socioeconomic variables as predictors of middle school students’ intrinsic reading motivations. International Journal of Educational Methodology, 7(3), 401–410. https://doi.org/10.12973/ijem.7.3.401
Locher, F. M., Becker, S., & Pfost, M. (2019). The relation between students’ intrinsic reading motivation and book reading in recreational and school contexts. AERA Open, 5(2), 233285841985204. https://doi.org/10.1177/2332858419852041
Lyster, S. H., Snowling, M. J., Hulme, C., & Lervåg, A. O. (2020). Preschool phonological, morphological and semantic skills explain it all: Following reading development through a 9‐year period. Journal of Research in Reading, 44(1), 175–188. https://doi.org/10.1111/1467-9817.12312
Maruf, N. (2023). The Interplay Of Teachers’ Beliefs, Attitudes, And The Implementation Of Differentiated Instruction In Indonesian Efl Contexts. English Review: Journal of English Education, 11(2). https://doi.org/10.25134/erjee.v11i2.7251
Maruf, N., & Anjely, A. M. R. (2020). Utilizing Cooperative Integrated Reading and Composition (CIRC) with mobile Learning to Enhance Students’ Reading Comprehension. British (Jurnal Bahasa Dan Sastra Inggris), 9(2), 10–19.
Maruf, N., & Helingo, A. (2022). Assessment Strategy to Rectify EFL Students’ Performance: A Need Analysis. JET ADI BUANA, 7(02). https://doi.org/10.36456/jet.v7.n02.2022.6191
Milledge, S. V., & Blythe, H. I. (2019). The changing role of phonology in reading development. Vision, 3(2), 23. https://doi.org/10.3390/vision3020023
Mohseni Takaloo, N., & Ahmadi, M. R. (2017). The effect of learners’ motivation on their reading comprehension skill: A literature review. International Journal of Research in English Education, 2(3), 10–21. https://doi.org/10.18869/acadpub.ijree.2.3.10
Mujayanah, S., Maruf, N., & Asari, S. (2023). Whatsapp Use On Reading Comprehension: Exploring The Impact Among Efl Learners. English Review: Journal of English Education, 11(2). https://doi.org/10.25134/erjee.v11i2.7712
Nadiyah, R. S., & Faaizah, S. (2015). The development of online project based collaborative learning using Addie Model. Procedia - Social and Behavioral Sciences, 195, 1803–1812. https://doi.org/10.1016/j.sbspro.2015.06.392
Nation, K. (2017). Nurturing a lexical legacy: Reading experience is critical for the development of word reading skill. Npj Science of Learning, 2(1). https://doi.org/10.1038/s41539-017-0004-7
Oakhill, J., Cain, K., & Elbro, C. (2019). Reading comprehension and reading comprehension difficulties. Reading Development and Difficulties, 83–115. https://doi.org/10.1007/978-3-030-26550-2_5
O’Connor, R. E. (2017). Reading fluency and students with reading disabilities: How fast is fast enough to promote reading comprehension? Journal of Learning Disabilities, 51(2), 124–136. https://doi.org/10.1177/0022219417691835
Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). How can students improve their reading comprehension skill? Journal of Studies in Education, 6(2), 229. https://doi.org/10.5296/jse.v6i2.9201
Rasinski, T. V., Chang, S., Edmondson, E., Nageldinger, J., Nigh, J., Remark, L., Kenney, K. S., Walsh‐Moorman, E., Yildirim, K., Nichols, W. D., Paige, D. D., & Rupley, W. H. (2016). Reading fluency and college readiness. Journal of Adolescent & Adult Literacy, 60(4), 453–460. https://doi.org/10.1002/jaal.559
Roembke, T. C., Hazeltine, E., Reed, D. K., & McMurray, B. (2019). Automaticity of word recognition is a unique predictor of reading fluency in middle-school students. Journal of Educational Psychology, 111(2), 314–330. https://doi.org/10.1037/edu0000279
Solari, E. J., Grimm, R., McIntyre, N. S., Lerro, L. S.-, Zajic, M., & Mundy, P. C. (2017). The relation between text reading fluency and reading comprehension for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 41–42, 8–19. https://doi.org/10.1016/j.rasd.2017.07.002
Sun, H., Ng, S. C., O’brien, B. A., & Fritzsche, T. (2020). Child, family, and school factors in bilingual preschoolers’ vocabulary development in Heritage languages. Journal of Child Language, 47(4), 817–843. https://doi.org/10.1017/s0305000919000904
Tong, X., He, X., & Deacon, S. H. (2016). Tone matters for Cantonese–English bilingual children’s English word reading development: A unified model of Phonological Transfer. Memory & Cognition, 45(2), 320–333. https://doi.org/10.3758/s13421-016-0657-0
van Viersen, S., de Bree, E. H., Verdam, M., Krikhaar, E., Maassen, B., van der Leij, A., & de Jong, P. F. (2017). Delayed early vocabulary development in children at family risk of dyslexia. Journal of Speech, Language, and Hearing Research, 60(4), 937–949. https://doi.org/10.1044/2016_jslhr-l-16-0031
Wang, X., Jia, L., & Jin, Y. (2020). Reading amount and reading strategy as mediators of the effects of intrinsic and extrinsic reading motivation on reading achievement. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.586346
Widyastuti, E., & Susiana. (2019). Using the addie model to develop learning material for actuarial mathematics. Journal of Physics: Conference Series, 1188, 012052. https://doi.org/10.1088/1742-6596/1188/1/012052
Xiangnying, J. (2016). The Role of Oral Reading Fluency in ESL Reading Comprehension among Learners of Different First Language Backgrounds. The Reading Matrix. https://www.readingmatrix.com/files/15-47d6ye21.pdf
Young, C., Valadez, C., & Gandara, C. (2016). Using performance methods to enhance students’ reading fluency. The Journal of Educational Research, 109(6), 624–630. https://doi.org/10.1080/00220671.2015.1016599
Zuhri, S., Anwar, K., & Maruf, N. (2021). The correlation between extensive reading , critical reading , and self- esteem in students ’ reading abilities. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 4(3).
Alharthi, M., Bown, A., & Pullen, D. (2020). The use of social media platforms to enhance vocabulary developing in learning a new language: A review of the literature. Arab World English Journal, 6, 318–331. https://doi.org/10.24093/awej/call6.21
Almelhi, A. M. (2021). Effectiveness of the Addie model within an e-learning environment in developing creative writing in EFL students. English Language Teaching, 14(2), 20. https://doi.org/10.5539/elt.v14n2p20
Anwar, K., Maruf, N., Arifani, Y., & Mansour, M. (2023). Affective Factors and Eustress-Distress of Nursing English Students: A Comparison Analysis. JEES (Journal of English Educators Society), 8(1). https://doi.org/10.21070/jees.v8i1.1711
Bright, R., & Loman, M. (2020). Do books make a difference? the effects of an indigo love of reading foundation grant and teacher professional learning on motivation for reading in a middle school. Language and Literacy, 22(2), 18–42. https://doi.org/10.20360/langandlit29403\
Cheung, L. (2016). Using the addie model of instructional design to teach chest radiograph interpretation. Journal of Biomedical Education, 2016, 1–6. https://doi.org/10.1155/2016/9502572
Clayton, F. J., West, G., Sears, C., Hulme, C., & Lervåg, A. (2019). A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and ran, but not letter-sound integration, predict variations in reading development. Scientific Studies of Reading, 24(2), 91–107. https://doi.org/10.1080/10888438.2019.1622546
De Naeghel, J., Valcke, M., De Meyer, I., Warlop, N., van Braak, J., & Van Keer, H. (2014). The role of teacher behavior in adolescents’ intrinsic reading motivation. Reading and Writing, 27(9), 1547–1565. https://doi.org/10.1007/s11145-014-9506-3
Durak, G., & Ataizi, M. (2016). The ABC’s of online course design according to Addie Model. Universal Journal of Educational Research, 4(9), 2084–2091. https://doi.org/10.13189/ujer.2016.040920
Glazzard, J. (2017). Assessing reading development through systematic synthetic phonics. English in Education, 51(1), 44–57. https://doi.org/10.1111/eie.12125
Grøver, V., Lawrence, J., & Rydland, V. (2016). Bilingual preschool children’s second-language vocabulary development: The role of first-language vocabulary skills and second-language talk input. International Journal of Bilingualism, 22(2), 234–250. https://doi.org/10.1177/1367006916666389
Hsu, T.-C., Lee-Hsieh, J., Turton, M. A., & Cheng, S.-F. (2014a). Using the addie model to develop online continuing education courses on caring for nurses in Taiwan. The Journal of Continuing Education in Nursing, 45(3), 124–131. https://doi.org/10.3928/00220124-20140219-04
Hsu, T.-C., Lee-Hsieh, J., Turton, M. A., & Cheng, S.-F. (2014b). Using the addie model to develop online continuing education courses on caring for nurses in Taiwan. The Journal of Continuing Education in Nursing, 45(3), 124–131. https://doi.org/10.3928/00220124-20140219-04
Jiang, X. (2016). The Role of Oral Reading Fluency in ESL Reading Comprehension among Learners of Different First Language Backgrounds. the Reading Matrix, 16(2), 227–242. https://eric.ed.gov/?id=EJ1115275
Kurnaz, H., & Kurnaz, G. (2021). Individual and socioeconomic variables as predictors of middle school students’ intrinsic reading motivations. International Journal of Educational Methodology, 7(3), 401–410. https://doi.org/10.12973/ijem.7.3.401
Locher, F. M., Becker, S., & Pfost, M. (2019). The relation between students’ intrinsic reading motivation and book reading in recreational and school contexts. AERA Open, 5(2), 233285841985204. https://doi.org/10.1177/2332858419852041
Lyster, S. H., Snowling, M. J., Hulme, C., & Lervåg, A. O. (2020). Preschool phonological, morphological and semantic skills explain it all: Following reading development through a 9‐year period. Journal of Research in Reading, 44(1), 175–188. https://doi.org/10.1111/1467-9817.12312
Maruf, N. (2023). The Interplay Of Teachers’ Beliefs, Attitudes, And The Implementation Of Differentiated Instruction In Indonesian Efl Contexts. English Review: Journal of English Education, 11(2). https://doi.org/10.25134/erjee.v11i2.7251
Maruf, N., & Anjely, A. M. R. (2020). Utilizing Cooperative Integrated Reading and Composition (CIRC) with mobile Learning to Enhance Students’ Reading Comprehension. British (Jurnal Bahasa Dan Sastra Inggris), 9(2), 10–19.
Maruf, N., & Helingo, A. (2022). Assessment Strategy to Rectify EFL Students’ Performance: A Need Analysis. JET ADI BUANA, 7(02). https://doi.org/10.36456/jet.v7.n02.2022.6191
Milledge, S. V., & Blythe, H. I. (2019). The changing role of phonology in reading development. Vision, 3(2), 23. https://doi.org/10.3390/vision3020023
Mohseni Takaloo, N., & Ahmadi, M. R. (2017). The effect of learners’ motivation on their reading comprehension skill: A literature review. International Journal of Research in English Education, 2(3), 10–21. https://doi.org/10.18869/acadpub.ijree.2.3.10
Mujayanah, S., Maruf, N., & Asari, S. (2023). Whatsapp Use On Reading Comprehension: Exploring The Impact Among Efl Learners. English Review: Journal of English Education, 11(2). https://doi.org/10.25134/erjee.v11i2.7712
Nadiyah, R. S., & Faaizah, S. (2015). The development of online project based collaborative learning using Addie Model. Procedia - Social and Behavioral Sciences, 195, 1803–1812. https://doi.org/10.1016/j.sbspro.2015.06.392
Nation, K. (2017). Nurturing a lexical legacy: Reading experience is critical for the development of word reading skill. Npj Science of Learning, 2(1). https://doi.org/10.1038/s41539-017-0004-7
Oakhill, J., Cain, K., & Elbro, C. (2019). Reading comprehension and reading comprehension difficulties. Reading Development and Difficulties, 83–115. https://doi.org/10.1007/978-3-030-26550-2_5
O’Connor, R. E. (2017). Reading fluency and students with reading disabilities: How fast is fast enough to promote reading comprehension? Journal of Learning Disabilities, 51(2), 124–136. https://doi.org/10.1177/0022219417691835
Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). How can students improve their reading comprehension skill? Journal of Studies in Education, 6(2), 229. https://doi.org/10.5296/jse.v6i2.9201
Rasinski, T. V., Chang, S., Edmondson, E., Nageldinger, J., Nigh, J., Remark, L., Kenney, K. S., Walsh‐Moorman, E., Yildirim, K., Nichols, W. D., Paige, D. D., & Rupley, W. H. (2016). Reading fluency and college readiness. Journal of Adolescent & Adult Literacy, 60(4), 453–460. https://doi.org/10.1002/jaal.559
Roembke, T. C., Hazeltine, E., Reed, D. K., & McMurray, B. (2019). Automaticity of word recognition is a unique predictor of reading fluency in middle-school students. Journal of Educational Psychology, 111(2), 314–330. https://doi.org/10.1037/edu0000279
Solari, E. J., Grimm, R., McIntyre, N. S., Lerro, L. S.-, Zajic, M., & Mundy, P. C. (2017). The relation between text reading fluency and reading comprehension for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 41–42, 8–19. https://doi.org/10.1016/j.rasd.2017.07.002
Sun, H., Ng, S. C., O’brien, B. A., & Fritzsche, T. (2020). Child, family, and school factors in bilingual preschoolers’ vocabulary development in Heritage languages. Journal of Child Language, 47(4), 817–843. https://doi.org/10.1017/s0305000919000904
Tong, X., He, X., & Deacon, S. H. (2016). Tone matters for Cantonese–English bilingual children’s English word reading development: A unified model of Phonological Transfer. Memory & Cognition, 45(2), 320–333. https://doi.org/10.3758/s13421-016-0657-0
van Viersen, S., de Bree, E. H., Verdam, M., Krikhaar, E., Maassen, B., van der Leij, A., & de Jong, P. F. (2017). Delayed early vocabulary development in children at family risk of dyslexia. Journal of Speech, Language, and Hearing Research, 60(4), 937–949. https://doi.org/10.1044/2016_jslhr-l-16-0031
Wang, X., Jia, L., & Jin, Y. (2020). Reading amount and reading strategy as mediators of the effects of intrinsic and extrinsic reading motivation on reading achievement. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.586346
Widyastuti, E., & Susiana. (2019). Using the addie model to develop learning material for actuarial mathematics. Journal of Physics: Conference Series, 1188, 012052. https://doi.org/10.1088/1742-6596/1188/1/012052
Xiangnying, J. (2016). The Role of Oral Reading Fluency in ESL Reading Comprehension among Learners of Different First Language Backgrounds. The Reading Matrix. https://www.readingmatrix.com/files/15-47d6ye21.pdf
Young, C., Valadez, C., & Gandara, C. (2016). Using performance methods to enhance students’ reading fluency. The Journal of Educational Research, 109(6), 624–630. https://doi.org/10.1080/00220671.2015.1016599
Zuhri, S., Anwar, K., & Maruf, N. (2021). The correlation between extensive reading , critical reading , and self- esteem in students ’ reading abilities. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 4(3).
Downloads
Published
2024-12-03
How to Cite
Adinugraha, D. W., Arifani, Y., & Assassi, T. (2024). EXAMINING THE CORRELATION BETWEEN INTRINSIC READING MOTIVATION ON READING SKILLS IMPROVEMENT. Indonesian Teaching English to Speakers of Other Languages Journal, 1(2), 126–136. https://doi.org/10.30587/inatesol.v1i2.8875
Issue
Section
Articles
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
_3.png)
_2.png)
