An Analysis on Students’ Motivation in English Reading

Sulaiman Sulaiman


The purpose of this research was to know the students’ motivation in English reading. The reason why this research was conducted was to find what the aspect which influences students’ motivation in English reading and the reason behind it. The population of this research was 210 students. The researcher took 136 students as the sample of this research. The sampling technique that researcher used was simple random sampling. Then, 4 students purposively were interviewed by the researcher.  The questionnaire result showed that, because of the high means score in reading curiosity (RC) was 3.30. Then, the mean score for reading involvement (RI) was 3.30. Also, the mean score for importance of reading (IRE) was 3.60, researcher concluded that the students were intrinsically motivated. The interviews result showed that, beside to add knowledge, or learn culture, most of them answered that their motivation was to add new vocabulary. Even though there was still negative attitude like feeling shy or afraid of making mistake, they thought that English reading was beneficial for them like to know other cultures.  In order to promote learners’ intrinsic motivation, one of the best ways might be by providing them with interesting material. The lecturer should provide a wide selection of interesting reading materials and let the students choose and read the book in a comfortable situation.


motivation, English reading, analysis

Full Text:




Chen, Y.H. (2009). Taiwanese College EFL Learners’ Perceptions of English Reading and Their Motivation to Read. Degree of Master of Arts, Ming Chuan University.

Cohen, L. et al (2000). Research Methods in Education. London: Taylor & Francis Group.

Crookes, G., & Schmidt, R. (1991). Motivation: Reopening the Research Agenda. Language Learning, Vol. 41, No. 4, December 1991, p469-512.

Dornyei, Z. (1990). Conceptualizing Motivation in Foreign-Language Learning. Language Learning. Vol. 40, No. 1, March 1990, p45-78.

Gardner, R.C. (1985). The Attitude/Motivation Test Battery: Technical Report. University of Western Ontario.

Guthrie, J.T. (2001). Contexts for Engagement and Motivation In Reading. International Reading Association: Washington DC. Retrieved 3 February 2014. From asp? HREF=/articles/handbook/guthrie/index.html.

Iftanti, E. (2012). A Survey of the English Reading Habits of EFL Students in Indonesia. TEFLIN Journal, Volume 23, Number 2, July 2012.

Kamil, M. L. (2003). Adolescents and literacy: Reading for the 21st century. Washington, DC: Alliance for Excellent Education. Retrieved January 27, 2014, From AndLiteracy.pdf.

Lapan, S. D. (2004). Foundations for Research Methods of Inquiry in Education and the Social Sciences. London: Lawrence Erlbaum Associates.

Leipzig, D. H. (2001). What is Reading? Retrived September 08, 2014. From Reading Rockets:

Marczyk, G. et al (2005). Essentials of Research Design and Methodology. Canada: John Wiley & Sons, Inc.

Mori, S. (1999). The Role of Motivation in the Amount of Reading. Temple University Japan Working Papers in Applied Linguistics, VOL. 14, November 1999. Retrieved January 27, 2014. From /mori.html.

Mori, S. (2002). Redefining Motivation to Read in a Foreign Language. Reading in a Foreign Language. Vol. 14, No. 2, October 2002, p91-110.

Muijs, D. (2004). Doing Quantitative Research in Education with SPSS. London: Sage Publications.

Parault, J.S. and Williams, M. H. (2009). Reading Motivation, Reading Amount, and Text Comprehension in Deaf and Hearing Adults. Journal of Deaf Studies and Deaf Education Advance. November 2009, p1-16.

Pretorius, E. (2000). What They Can’t Read Will Hurt Them: reading and academic achievement. Innovation, No 21, December 2000 p35.

Postlethwaite, N. T. (2005). Educational research: some basic concepts and terminology. Paris: International Institute for Educational Planning.

Rayner, K. et al (2001). How Psychological Science Informs the Teaching of Reading. American Psychological Society, VOL. 2, NO. 2, November 2001.

Santos, A. (1999). Cronbach's Alpha: A Tool for Assessing the Reliability of Scales. Extension Journal, Vol. 37, No. 2, April 1999. Retrieved September 08, 2014. From

Wigfield, A., and Eccles, J. S. (1992). The Development of Achievement Task Values: A Theoretical Analysis. Developmental Review 12, p265-310.

Wigfield, A. and Guthrie, J.T. (1997). Relations of Children’s Motivation for Reading to the Amount and Breadth of Their Reading. Journal of Educational Psychology, 89, p420-432.



  • There are currently no refbacks.

Copyright (c) 2019 Sulaiman Sulaiman

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright CC-BY- SA.

Creative Commons License
©DEAS: Journal of English Language Teaching and Learning, Linguistics and Literature. This is an open access article under the Creative Commons - Attribution-ShareAlike 4.0 International license (CC BY-SA 4.0)

View My Stats