THE INFLUENCE OF STUDENTS SELF-ESTEEM AND ATTITUDE ON

THEIR REAING COMPREHENSION AT SMAN 1 AND SMAN 2

SENTAJO RAYA

A PROPOSAL

BY:

SEPTI KARTIKA

SRN: 21990120739

POSTGRADUATE PROGRAM

THE STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM

PEKANBARU

2021
CHAPTER I INTRODUCTION

1.1 Background of The Problem

1.2 Statement of The Problem

1.3 Limitation of The Problem

1.4 Purpose and Objective of The Study

1.5 Research Questions

1.6 Significance of The Study

1.7 Rational of The Study

1.8 Definition of Key Terms

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 The Concept of Student’ Self-Esteem on The Reading Comprehension

2.1.1 Definition of Self-Esteem

2.1.2 The components of self esteem

2.1.3 Types of self-esteem

2.1.4 Level of Self-Esteem

2.1.5 Reading Self-Esteem

2.2 The Concept of Student’ Attitude on The Reading Comprehension

2.2.1 Definition of Attitude

i
 2.2.2 The Aspect of Attitude

2.2.3 The Types of Attitudes

2.2.4 Characteristic of Attitude

2.2.5 The Measurement of Attitude

2.2.6 Reading Attitude

2.3 Reading Comprehension

2.3.1 Definition of Rading Comprehension

2.3.2 The Process in Reading Comprehension

2.3.3 Factors Influencing Students‟ Reading Comprehension

2.4 The Operational Concept and Indicators

2.5 Assumptions and Hypotheses

2.5.1 The Assumptions

2.5.2 The Hypotheses

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design

3.2 Population and Sample of the Research

3.3 Subject and Object of the Research

3.4 Procedure of Collecting Data

ii
3.5 Data Collection Technique

3.6 Reliability and Validity of Questionnaires

3.7 Data Analysis Technique

REFERENCES

iii
 CHAPTER I

INTRODUCTION

This chapter will discuss background of the problem, statement of the

problem, limitation of the problem, purpose and objectives of the study, research

questions, significance of the study, rational of the study, definition of key terms.

1. Background of The Problem

In English, there are four skills that students must know and learn. They

are listening, speaking, reading, and writing. Among the four skills, reading is

important skills because it can be easily linked to other language skills and give

more information. Reading is one of the skills, has a important thing to other

people. Saputra (2014, p. 87) states that reading is a set of skills that involves

making sense and deriving meaning from the printed word. It support by

Hornby (2000, p. 1097) states that the goals of reading activities are to know

language and to get the meaning from the printed message reading. Reading is

the key of knowledge, through reading the students acquire much information

about something.

Reading, as one of the receptive skills, has a significant role to connect

people to people through written text. It involves responding to the text,

making sense of written text and connecting the message of the text to our

knowledge of the world (Spratt, Pulverness, & Williams, 2011). Harmer (2007)

writes that reading is useful for students in building vocabulary knowledge,

clear spelling, and good writing. In a second/foreign language reading, students

need to be able to do a numbers of things: scanning, skimming, and looking for

1
 2

detailed information in a text (Harmer, 2007). Reading have a strong

correlation to text comprehension.

Comprehension is one of the factors which are very important in reading

skill. Without comprehension, the readers can understand nothing about what

the readers read. Bonnie B. Armbruster (1996) in defined that comprehension

is the reason for reading. If readers can read the words but do not understand

what they are reading, they are not really reading. According to Kendeou

(2007), a general component in many definitions of comprehensions is the

interpretation of the information in the text. Basically, the core of

comprehension is an ability to mentally interconnect different events in the text

and form a coherent representation of what the text is about.

Bonnie B. Armbruster (1996) in defined that comprehension is the reason

for reading. If readers can read the words but do not understand what they are

reading, they are not really reading. According to Kendeou (2007), a general

component in many definitions of comprehensions is the interpretation of the

information in the text. Basically, the core of comprehension is an ability to

mentally interconnect different events in the text and form a coherent

representation of what the text is about.

Reading comprehension is reading with knowing, absorbing, and

understanding. The understand of written text mean extracting infromation

from it as effisient as possible. A reader will understand a text after

comprehending it, because comprehension occurs when a reader understand

and get the meaning and information from the text. Reading comprehension is

the process of making meaning of text. The goal is to gain an overall

 3

understanding of what described in the text rather than to obtain meanig from

isolated words or sentences (Wolley, 2011:15).

In order to get message conveyed by the author through the texts, it is

important for the students to comprehend the texts first. Richards and

Renandya (2003:277) state that comprehension is very important in reading

activity. By comprehending the texts, the students are going to achieve the

information that they need from the texts. It means that without

comprehension, the purposes of reading cannot be achieved and the activity of

reading becomes meaningless. Comprehension is the process of making sense

of words, sentences and connected text. Unfortunately, comprehending the

written words or texts is not easy to be done by students as well as the students

of SMAN 1 and SMAN 2 Sentajo Raya.

Based on the problems, a preliminary study was conducted on January

18th 2020 at SMAN 1 and SMAN 2 Setajo Raya. Based on the interview with

the English teachers of SAMN 1 and SMAN 2 Sentajo Raya, it is found that

there are some problems considered influence students‟ achievement in

reading comprehension. Most of the students think that to comprehend reading

materials is difficult. They face difficulties when they are asked to comprehend

then answer the questions based on the texts because they hardly understand

the meaning of the words or phrases in the text. Besides, the students have less

positive self-esteem and attitude toward English especially in reading. They

feel unworthy, incapable and incompetent to others and get frustrated when

they have wrong answer and afraid to try more. Then, most of them worry to

share their opinions, their thought during the class. Finally, they become very
 4

passive in learning activity. Afterward, many students are not well aware of the

importance of reading. They enjoyed talking to their friends when the teacher

was explaining the material in the class. Hence, the main purpose of reading is

not achieved.

Based on those facts, it is assumed that some crucial factors that

influence students‟ reading comprehension come not only from outside but

also inside of the learners. However, Brown (2000:64) says that external factor

refers to factor come from outside or around of the learners not from the

learners itself such as environment, parent, teacher, and many others. While,

internal factor means as factor that come from the learner itself and relates to

an individual emotion, such as extroversion, inhibition , attitude, anxiety, self

esteem, and go on. In this research, the researcher only focuses on the internal

factors. The two important factors come from inside which can influence

students‟ language acquisition are self-esteem and attitude. Both self-esteem

and attitude have a crucial role in affecting someone‟s success in learning a

language. Self-esteem is about the value of individual places on him or herself.

Moreover, Atkinson and Hornby (2002:23) states that someone who has

positive self-esteem will produce great positive effect in learning a language.

They will have a great power to control their emotions and feelings well. Self-

esteem also expresses attitude in doing something (Brown, 2000:145). It means

that if someone has a positive self-esteem, indirectly it will create positive

attitude as well. For example, if the students think that they are able in English

subject, automatically it will give an effect to their attitude. For instance, they

will enjoy the class and become active in the learning process.
 5

Similar to the self-esteem, Attitude also holds big influence toward

language achievement. Attitude means as an individual‟s tendency to give a

reaction toward a certain object. Djaali (2012:116) explains the importance of

attitude toward learning activity including language learning. It is important

because language achievement depends on either academic competence or

attitude of the students towards language learning itself. This attitude is usually

expressed by like or dislike, agree or disagree about something. An activity

which is liked to be done by someone very much will be repeated more than

once. Consequently, he or she is used to doing it and also with reading activity.

When students like in doing reading as a routine activity, automatically it will

improve students‟ achievement in reading.

Students who have positive self-esteem and attitude will finally produce

a good motivation in doing something. On the other hands, it is believed that

both, self-esteem and attitude could not be separated and relate each other in

giving a great influence toward students‟ behavior and as a result on students‟

performance on reading, because reading achievement requires not only good

academic competence but also performance of the students.

Based on those reasons, the researcher is interested in conducting a

research entitled “The Influence of Students Self-Esteem and Attitudes on

Their Reading Comprehension at SMAN 1 and SMAN 2 Sentajo Raya”.

2. Statement of The Problem

The main goal of this study to investigate the influence among

selfesteem, attitude and reading comprehension. In this research, the researcher

only focuses on the internal factors. The two important factors come from
 6

inside which can influence students‟ language acquisition are self-esteem and

attitude. Both self-esteem and attitude have a crucial role in affecting

someone‟s success in learning a language. Self-esteem is about the value of

individual places on him or herself. Moreover, Atkinson and Hornby (2002:23)

states that someone who has positive self-esteem will produce great positive

effect in learning a language. They will have a great power to control their

emotions and feelings well. Self-esteem also expresses attitude in doing

something (Brown, 2000:145). It means that if someone has a positive self-

esteem, indirectly it will create positive attitude as well. For example, if the

students think that they are able in English subject, automatically it will give an

effect to their attitude. For instance, they will enjoy the class and become

active in the learning process.

Practically, there are some problems considered influence students‟

achievement in reading comprehension. Most of the students think that to

comprehend reading materials is difficult. They face difficulties when they are

asked to comprehend then answer the questions based on the texts because they

hardly understand the meaning of the words or phrases in the text. Besides, the

students have less positive self-esteem and attitude toward English especially

in reading. They feel unworthy, incapable and incompetent to others and get

frustrated when they have wrong answer and afraid to try more. Then, most of

them worry to share their opinions, their thought during the class. Finally, they

become very passive in learning activity. Afterward, many students are not

well aware of the importance of reading. They enjoyed talking to their friends
 7

when the teacher was explaining the material in the class. Hence, the main

purpose of reading is not achieved.

Since there are many gaps and controversial are found in the issues of

self-esteem and attitude in reading comprehension, an investigation to what

extent of these claims are true is needed. Katherine (2000) suggested that

learner finds earier to make focuss with other foreign language learners, and to

obtain more input of the language for more practice in reading comprehension.

Beside that, self-esteem is also a part of succesful reading

comprehension. Self-esteem is about the value of individual places on him or

herself. Moreover, Atkinson and Hornby (2002:23) states that someone who

has positive self-esteem will produce great positive effect in learning a

language. They will have a great power to control their emotions and feelings

well. Self-esteem also expresses attitude in doing something (Brown,

2000:145). It is because by being esteem, the learner are in the state of being

sure, not being shay, and being agressive to involve in the sosial interaction

where the read is appeared (Richards, 2002). These facts show and support

why investigating the issue of self-esteem and attitude to increase reading

comprehension is crussial and nesessary.

A small number of researches had put attention on how to treat those

influencing factors to improve reading comprehension and how the level of

self-esteem is different between attitudes. The evidences and statements of how

self-esteem and attitudes are related and influence reading comprehension

ability are around how strong and deep the relationship is but not how to treat

the factors appropriately in the classroom. Meanwhile, the continuation of the

 8

findings which is supposed to be helpful for teachers and students is how to

treat this affective factor in reading classroom well so the students can have

good achievement.

Therefore, by investigating and examining the issue of the influence of

self-esteem and attitudes on reading comprehension, the reasons behind the

failure of learning English reading can be more understood. Teachers can find

and adjust the teaching techniques, strategies or methods with the students‟

self-esteem so their level of attitude can be increased and their reading

comprehension is improved. Researchers can widen the research about these

issues by exploring and figuring out other related variables and finding new

solution for the problems.

3. Limitation of The Problem

Based on the statement of the problem, the researcher limited of the

problem in order to make it focus, more detail and needs the limitation of this

study due to the method of teacher use in teaching. This research is focused on

the influence of attitude and self esteem on students‟ reading comprehension at

SMAN 1 and SMAN 2 Sentajo Raya. The participant of this research will be

the second year student of SMAN 1 and SMAN 2 Sentajo Raya.

4. Research Questions

Based on the description of the research above, the researcher would like

to make questions of the research. The problem which are discussed in this

research can be stated as follows:

1. Is there any significant the influence of students‟ self-esteem on their

reading comprehension at SMAN 1 and SMAN 2 Sentajo Raya?

 9

2. Is there any significant the influence of students‟ attitudes on their reading

comprehension at SMAN 1 and SMAN 2 Sentajo Raya?

3. Is there any significant the influence of students‟ self-esteem and attitudes

on their reading comprehension at SMAN 1 and SMAN 2 Sentajo Raya?

5. Purpose and Objective of The Study

The purpose of the research is to investigate the influence of students‟

attitudes and self-esteem on their reading comprehension at SMAN 1 and

SMAN 2 Sentajo Raya. The objectives of the study are as follows:

1. To examine the influence of students‟ self-esteem on their reading

comprehension at SMAN 1 and SMAN 2 Sentajo Raya.

2. To examine the influence of students‟ attitudes on their reading

comprehension at SMAN 1 and SMAN 2 Sentajo Raya.

3. To examine the influence between students‟ self-esteem and attitudes on

their reading comprehension at SMAN 1 and SMAN 2 Sentajo Raya.

6. Significance of The Study

The result of this research expected to be useful theoretically and

practically

1. Theoretically It expected to add an emperical evidance to support the

learning theory of reading comprehension. This research migh be useful for

students to know and understand which attitude and self esteem are good

and not when they want to comprehend reading text.

2. Practically It expected to be valuable information and give a meaningful

contribution for teacher, learners and school. So the significances of this

research are as follows: First, for the English teacher, this research expected
 10

to help the teachers guiding their students in enchancing students

comprehension in reading text and put big attention to students‟ attitude and

self esteem. In addition, the reseracher also expected this research result can

give positive constributions for all teachers in teaching English reading.

Meanwhile, for the students, the researcher expected that all of students are

able to read on the reading text and get information clearly. Furthermore,

the researcher expected this research result will be a reference to all students

to know what is better should they do to get a comprehension. Besides, it

can be used for other researchers to get information about recognizing the

influence of attitude and self esteem on students reading comprehension

ability.

7. Rational of The Study

Reading comprehension is the cognitive process with impact by affective

factors and more psychomotor processes. Cognitive when students try to

understand the text, main idea, etc. Affective is the student emotional factors,

such as self-esteem, inhibition, and anxiety when they try to comprehension the

text, and psychomotor domain as well when considering the eye movements in

any reading and mouth movements in reading aloud activity.

Kaniuka (2010) stated there seems to be little evidence that increasing a

student‟s level of self-esteem will raise their level of achievement. Andres

(2002) argued that in recent years, the importance of affective factors such as

anxiety, inhibition, motivation and self-esteem has been of interest in the field

of language learning because of their high effects on learning a foreign or a

 11

second language. Brown (2014) also stated that reading is an emotional factor

with strong impact by affective factors.

Allport in 1967 (in Bas, 2012) defines attitude as emotional and mental

readiness or a preliminary tendency based on experience, knowledge, emotion

or motivation on any subject, social topic or event. Meanwhile reading attitude

can be defined as an individual‟s feelings about reading, caused learners to

approach or avoid a reading situation (Alexander & Filler, 1976; Guthie &

Wigfield, 1997, in Partin & Gillespie, 2002; Mckenna, Kear and Elsworth in

1996, in Annamalai & Muniandy, 2013). Furthermore, Ajzen and Fishbein in

1980 defines attitude a learned disposition on how to behave, either negative or

positive; and the reading attitude refers to the person‟s nature towards reading

as an activity (in Annamalai & Muniandy, 2013).

The self-esteem and attitude also holds big influence toward language

achievement. Attitude means as an individual‟s tendency to give a reaction

toward a certain object. Djaali (2012:116) explains the importance of attitude

toward learning activity including language learning. It is important because

language achievement depends on either academic competence or attitude of

the students towards language learning itself. This attitude is usually expressed

by like or dislike, agree or disagree about something. An activity which is liked

to be done by someone very much will be repeated more than once.

Consequently, he or she is used to doing it and also with reading activity.

When students like in doing reading as a routine activity, automatically it will

improve students‟ achievement in reading.

 12

8. Definition of Key Terms

1. Attitude

According to Krech and Crutchfield in Ahmadi (1991, p.163) attitude

is organization from motivation, emotional, perception or monitoring in

aspect from individual life.

2. Self esteem

Self-esteem is defined as the complication of feelings about oneself

that guides behavior, influences affective evaluator of individual‟s

evaluator, and drives motivation in learning (Stevick, 1990: 25).

3. Reading comprehension

According to Wood and Vincent (2009, p.59), Reading

comprehension is a dynamic and an interactive process. The process is done

by the readers; the readers recognize every word in the reading text to find

the information needed.

 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter, the reseracher discusses some theories that are related to this

study. The theories here will be as basic to solve the problems in the research.

2.1 Nature of Reading Comprehension

2.1.1 Definition of Reading Comprehension

Reading is the process of getting information from a written

symbol or written language. In the reading process, the readers not only

read written form, but also they are required to understand of what they are

reading. The process of understanding the text is often called reading

comprehension. Reading comprehension is the ability to read text, process

it and understand its meaning.

According to Wood and Vincent (2009, p.59), Reading

comprehension is a dynamic and an interactive process. The process is

done by the readers; the readers recognize every word in the reading text

to find the information needed. As the result of this process is

comprehension, it means that the readers understand what they read and

get the information fully.

Comprehension is the essence of reading because the goal of

written language is communication of messages (Gerrald G. Daffy, p.14).

If the readers do not understand the messages, then they are not really

reading. In reading comprehension, the reader interacts with the message

in the text to generate an understanding of writer‟s message. So, reading

comprehension is an interaction or communication between writer and the

13
 14

reader. Then, a reader should have a concentration and enjoy with the

reading text.

According to King and Stanley in Alfitri, there are five

components of reading that may help students in comprehending a reading

text:

1. Main Idea

Main idea is what the author wants you to know about the topic.

Identifying the topic can generally help reader understand the main

idea. It is usually expressed as a complete thought, and indicates the

author‟s reason or purpose for writing and the message he or she

wants to share with readers. The idea will be explained by supporting

sentences. Supporting sentences/ details can be defined as sentence

that explains the main idea. It can take form of example, reasons,

statistics, explanation, or simply relevant information. They are

provided in order to all content of the text that can be understood

easily.

2. Factual Information

Readers should be able to recognize the factual or certain

information in details such as person, reason, and comparison. The

factual information questions are preceded by WH-Questions. So, a

good reader is one who answers the questions correctly.

3. Locating Reference

Readers should be able to recognize or find antecedent of a

pronoun, a word or phrase to which pronoun refers. The pronoun such

 15

as it, them, him, her, etc. Finding a correct reference can be done by a

good reader who comprehends the text.

4. Making Inference

The problem including in the test of English as a foreign

language is making inferences. In this question types, readers need to

use the evidence that they have to make an inference. It means that

after they have evidence from reading a passage, they can make a

logical conclusion based on the evidences; it can be about the author‟s

viewpoint.

5. Vocabulary Mastery

Vocabulary mastery plays an important role in comprehending a

text. Reader will be helped by their vocabulary mastery in getting the

meaning and comprehending the text.

2.1.2 The Process in Reading Comprehension

Reading comprehension involves more than readers‟ responses to

text. Reading comprehension is a multi-component, highly complex

process that involves many interactionsbetween readers and what they

bring to read related to their interest and prior knowledge. According to

Irwin in Janette Klingner (2007, p.8), there are five basic comprehension

processes that work together one another; microprocesses, integrative

processes, macroprocesses, elaborative processes, and metacognitive

processes.
 16

1. Microprocessess

Microprocessing refers to grouping words into phrases or clusters of

words that carry meaning, and requires an understanding of syntax as well

as vocabulary. It means that, the reader‟s first task is to drive meaning

from the individual‟s idea units in each sentence and to decide of these

ideas to remember. This field needs individual ability to group words into

meaningful phrase and ability to select what idea units to remember.

2. Integrative Process

Integrative process is individuals understanding and inferring the

relationships among clauses. Subskills involved in integrative processing

include being able to identify and understandpronoun referents and being

able to infer causation or sequence. In own words, readers can recall what

they read only if the individual‟s ideas is connected into a coherent whole.

It means that the relationship between clauses and between sentences must

also be comprehended. The process of understanding and inferring the

relationship between individual clause or sentence is called by integrative

processing.

3. Macroprocesses

Ideas are better understood and more easily remembered when the

reader is able to organize them in a coherent way. The reader does this by

summarizing the key ideas read. They select the most important

information to remember and delete relatively less important details. In

short, the process of synthesizing and organizing individuals idea unit into
 17

summary or organized series of related general ideas can be called

macroprocessing.

4. Elaborative

Process When people read, they tap into our prior knowledge and

make inferences beyond points described explicitly in the text. This

elaborative process is related in making inferences not necessarily

intended by author. For instance, people may take a prediction about what

might happen, or they may think about how the information related to

something similar they have experienced.

5. Metacognitive

Process Metacognition is the reader‟s conscious awareness of

control cognitive process. The metacognitive the reader involves in

monitoring understanding, selecting what to remember, and regulating the

strategies used when reading. The metacognitive strategies the reader uses

include rehearsing, reviewing, understanding, underlining, note taking, and

checking understanding.

It means that metacognitive process is defined as conscious

awareness and control of one‟s own cognitive process. This

involveknowing when understanding or not about something and knowing

how to go about achieving a goal for successful comprehension. Those

processes occur while readers are reading a text. Some readers do not

notice that those processes happen while they are reading, but some of
 18

them do. Readers who know the theory of this reading process will realize

that there are some processes that happen while they are reading.

2.1.3 Factors Influencing Students‟ Reading Comprehension

According to Westwood (2008, p.33-37), comprehension problem

can be caused by a variety of different factors, including those intrinsic to

the individual and others related to insufficient instruction or to

inappropriate materials. They are eight factors that may influence the

comprehension. There are as follows;

1. Limited vocabulary knowledge.

A student has difficulty understanding what he or she is reading, it is

worth considering whether there is a serious mismatch between the

student‟s own knowledge of word meanings (expressive and listening

vocabulary) and the words used in the text. The student may be able to

read a word correctly on the page but not know its meaning.

2. Lack of frequency.

Students who read very slowly-or much too fast - often comprehend

poorly. Slow reading tends to restrict cognitive capacity tothe low-level

processing of letters and words rather than allowing full attention to be

devoted to higher-order ideas and concepts within the text.

3. Lack of familiarity with the subject matter.

 19

It is better to provide information first by other means (e.g. video,

posters, mini-lecture, discussion) to build firm background knowledge

before students are expected to read about that theme in printed texts.

4. Difficulty level of the text.

The difficulty level of text is a major factor influencing whether or not

material can be read with understanding.

5. Inadequate use of affective reading strategies.

The goal of literacy teaching should be to develop fully selfregulated

readers who are skilled and strategic in reading for meaning.

6. Weak verbal reasoning.

Students think more deeply about the text they are reading are helpful

in developing their ability to reason from the information given.

Deliberately guiding students to make connections between new

information in text and their existing bank of knowledge is beneficial.

7. Problems with processing information.

The implications for teaching are that slow readers should be

encouraged to re-read material, several times if necessary, in order to

process the information successfully. It is also necessary to reduce factors

that may be causing a reader to be.

 20

2.1.4 Component of Reading comprehension

The most important thing that need to be considered is the

component of reading itself. According to Donald et al (1987. 31-38) there

are six major components of reading comprehension, and they are :

1) Decoding knowledge

Knowledge is used to determine the oral equivalent of a written word.

Decoding knowledge is important for comprehension when determining

the oral equivalent of word to help the reader. Identifiying meaning is

frequently true and relatively unfamiliar with printed of many word in

spoken but are relatively unfamiliar with printed word.

2) Vocabulary knowledge

The knowledge is what one has about word meaning used to determine

the appropriated meaning for a word in a particular context. Vocabulary

knowledge is important at all grade levels, but is particulary important

aspect of reading instruction as develop and explore less familiar subject

offers with some what specialization vocabularies.

3) Syntactic knowledge

Knwledge of the other rules that determine grammatical function and

sometime the meaning and pronounciation of word. Syntactical knowledge

indludes understanding word order rules that exist within sentence and

permit.

4) Discourse Knowledge
 21

Knowledge of language organization at units beyound the single

sentence levels includes knowledge of the structure organization of

different type of writing.

5) Readiness aspect

Reading readiness describe instruction designed to assist both preferred

skill are important instruction during kinderganrden and beginning of the

first : recently reading readiness has wider definition, it includes reading to

read and understand a particular selection.

6) Effectiveness aspect

Reading comprehension includes both interest and attitude and these

increase motivation and facilitate reading comprehenion, always make

reading comprehension and reading instruction as interesting and

enjoyable as possible. Aspectibve aspect is important to consider at age

and grade level (Donald et all, 1987:57).

2.2 Nature of Self-Esteem

2.2.1 Definition of Self-Esteem

According to Plummer (2006), self-esteem refers to a state of liking

and approving of our selves. It is about recognizing our competencies and

accepting our needs to continue learning and developing. Brown (2014)

stated that Self-esteem is probably the most pervasive aspect of any human

behaviour. It could easily be claimed that no successful cognitive or

affective activity can be carried out without some degree of self-esteem,

self-confidence, knowledge of yourself, and belief in your own capabilities

 22

for that activity. Based on the theory above it means that in the learning

process self-esteem is one important affective factor in improving students

knowledge in language learning.

Branden (1992) has pointed out that self-esteem is a sense of

confidence in our ability used to think and to cope with the basic

challenging things that come to our life. Besides, he said that confidence in

our right to be happy, the feeling of being worthy and enjoying the things

that we get by our efforts is also called selfesteem. As suggested by

Coopersmith in Brown (2007, p. 154) “selfesteem is a personal judgment

of worthiness that is expressed in the attitude that individuals hold toward

themselves”. Self-esteem deals with pervasiveness of aspect of any human

behavior. Without some degree of self-esteem, there would be no

successful activity can be done.

Based on theory above, it indicates that self-esteem is important

thing because it influences the people reaction to respond something that

they face in their life especially the students. For example, they respond to

others and themselves in positive ways if their self-esteem is positive. It is

also supported by the theory from Block (2011) that self-esteem is a

crucial factor in the developmental process of teens. It means that self

esteem is the crusial aspect that influence the students developmental

included developmental of their ability.

Self-esteem is one of the psychological factors which influence the

students to learn about language. Anders (2002) claimed that language

learning is affected by both domains which are the mental and emotional
 23

sides of human behaviour. Farley (1970) stated that the role of personality

had been much less a concern of researchers. Self-esteem is another factor

in SLA. Learners with low self-esteem are less likely to participate in a

class or practise the language (Brown, 2014) . Some of these students do

not like to speak aloud in front of the class. They may also think to be less

critical and that their contributions are not valuable.

2.2.2 The components of self esteem

According to Coopersmith (1998), there are 4 components of self

esteem as follow successes, value, aspiration and defences. While these

fourth components of self esteem can be a source in build our self esteem.

1. Successes

Success has a different meaning in every people. Some of them

interpret success as spiritual complacency, and the other interpret success

in term of popularity. The differences in interpret the success meaning

depend on the individual itself, how an individual see their success

according their believe, and also it influenced by the culture condition who

given value in a particular type of success. It can be said; in every social

place the success have a differentmeaning. There are four experiences that

try to explain the definition of success, as follow:

a) Success in Power Area

This success is measured by individual competence to influence

their action with their own attitude and this action influence the

other people. In specific situation, power appears through

confession and respect receives by an individual from another,

 24

through the quality value on their opinion and their right, and they

can against the pressure. The treatments can develop social

control, leadership, and the individual independent able to appear

the energetic, attitude and exploration.

b) Success in Competence Area This success is marked by high

achievement level, with the variance level according to their age.

There is something that they want to get, and it can be a source of

complacency to dominate the environment without suspended on

power or social factor.

c) Successes in virtue area This success is marked by individual

behaviourism that obedient the ethic, morality, and the religion

principle. The individual who obedient these will show the

positive behaviour and with success in fulfilment of aims.

2. Values

Every individual have a diffrence value in given a definition in

experience area of success that they want to get in their life. The factors

like acceptance and parents‟ respect can be a things that given power they

feel that they are meaningful in their environment.

3. Aspiration

Self judgment includes the comparison between performance and the

actual capacity with the aspiration and the standard personal. If the

standard is reached, the individual will make a conclusion that they are

meaningful. An individual who has a high self esteem will make a more
 25

expectancy to their self, they have a more expectation to get their success

in specific or general area and they will keep the feeling of self esteem by

realized their hope than get their standar that they want to get.

4. Defences

Experiences not only can be a source of being positif but also it can be

a negative evaluation of person. An individual who has a high self esteem

have a way to overcome the anxiety or the more specific is they way to

maintain the self esteem with their competence and their belief that they

can across the challenge, and across devaluation that make an individual

feeling of incompetent, do not significant, and do not have a meaningful.

2.2.3 Types of self-esteem

According to Murk (2006), there are some basic types of selfesteem

in which we need self-esteem meaning matrix to understand the types.

Besides, he also created another version of the self-esteem matrix which

involves four basic types of selfesteem.

1. Low Self-Esteem

Low self-esteem is about living a lack of competence and a lack of

worthiness. A configuration only occurs in the lower left quadrant of the

matrix. In low self-esteem, people would not have much protection from

the shield and they would be ill-equipped to do things aimed at getting the

kinds of successes that leads to a sense of competence. Then, low self-

esteem is associated with things like caution, timidity, lack of initiative,

conflict, avoidance, insecurity, anxiety, depression, and so forth.

 26

2. High Self-Esteem

Based on the matrix above, those with high selfesteem typically show

a positive degree of competence and worthiness. This configuration is only

indicated in the upper right-hand quadrant. In this sense, people who feel a

high degree of worthiness will feel good about themselves in general, open

to new experiences, feel accepted and acceptable, feel pleasant to be

around and so forth. People who have a high competence will be likely to

have the skill and to do activity that would lead to be successful.

3. Worthiness-Based and Competence-Based Self-Esteem

Worthiness-based self-esteem refers to people who are high in the

sense of worthiness without appropriate competent behavior. This self-

esteem configuration is the one on the upper left. People with this kind of

self-esteem do things such as minimizing failures, denying shortcomings,

surrounding oneself with accepting others, or believing that one merits

high self-esteem just because one feels good about oneself as a person.

People with this type of self-esteem sometimes act like they have

high-self-esteem when, in fact, they are suffering from a lack of it. The

other type of problematic high self esteem is competence-based

selfesteem. An individual with competence-based self esteem tends to

focus outwardly rather than inwardly because competence involves actual

manifestation of abilities or successes. This form is indicated in the bottom

right quadrant. It means that position describes high degree of competence,

but lacking a sense of worthiness. An individual with this type will do hard
 27

efforts to balance a lack of a sense of worthiness by focusing on their

competence. Both worthiness-based and competence-based self-esteem are

not stable because both are lacking of one of two factors. Even though

people with these two types of self-esteem seem to have actual high self-

esteem lacking one factor can create a state of imbalance.

2.2.4 Level of Self-Esteem

Brown (2007) has stated that people get the sense of self-esteem

both from experiences with their selves and others and assessments of

external world that surround their life. Besides, he also revealed that there

are three general levels of self-esteem. They can be seen as follows:

1) General or Global Self-Esteem

It is the general assessment that one makes of one‟s own worth over

time and across an amount of situations. This level is stable in a mature

adult relatively.

2) Situational or Specific Self-Esteem

It is a person‟s self appraisals in particular life situation, such as work,

social interaction, education, home, or on some relatively defined traits,

such as communicative ability, intelligence, athletic ability, or personal

traits such as, empathy, and flexibility. A person‟s degree of specific self-

esteem may change based on the situations or the intended traits.

 28

3) Task Self-Esteem

It is concerned with particular tasks in specific situations or contexts.

For example, in the educational domain, task self-esteem may refer to one

subject-matter area. In the context of athletics, skill in a sport would be

evaluated on the level of task self-esteem.

2.2.5 Reading Self-Esteem

Brown (2014) stated that reading is as much an emotional as a

cognitive process so that the affective factors strongly impact all phases of

the writing process. Juyandegan (2016) stated that the lower standards of

reading proficiency could be due to many various factors including

cognitive or affective ones. Reading is a combination of cognitive,

affective, and more psychomotor processes, and to optimize learning,

equal attention should be given to the three sides: cognitive, affective, and

psychomotor. Based on the theory above it can conclude that reading

comprehension is the cognitive process with impact by affective factors

and more psychomotor processes. Cognitive when students try to

understand the text, main idea, etc. Affective is the student emotional

factors, such as self-esteem, inhibition, and anxiety when they try to

comprehension the text, and psychomotor domain as well when

considering the eye movements in any reading and mouth movements in

reading aloud activity.

Kaniuka (2010) stated there seems to be little evidence that

increasing a student‟s level of self-esteem will raise their level of

achievement. However, in his study of elementary students, those showing

 29

academic success possessed more positive attitudes towards reading and

higher levels of reading-related self-esteem. Andres (2002) argued that in

recent years, the importance of affective factors such as anxiety, inhibition,

motivation and self-esteem has been of interest in the field of language

learning because of their high effects on learning a foreign or a

secondlanguage. Brown (2014) also stated that reading is an emotional

factor with strong impact by affective factors. Suharmanto (2006)

investigated the patterns of relationships among some selected affective

factors affecting students‟ EFL reading comprehension. The study reveals

some finding which verified patterns of path relationship among some

selected factors which are covered as the cognitive aspects and EFL

reading comprehension. Furthermore, this presents research to prove the

theory and to know the correlation between self – esteem and student‟s

reading comprehension.

2.3 Nature of Attitude

2.3.1 Definition of Attitude

Attitudes are one of these main concepts. The word attitude, which

comes from the Latin word “aptus” meaning suitability or adaptation,

means behavior, state and line of conduct. There exist different definitions

of the term “Attitude”, which is characterized as learned tendencies that

prompt an individual to exhibit certain behaviors in front of certain people,

things and situations (Unal and Iseri, 2012, p. 1067).

Attitude is a feeling or opinion about something or someone. From a

psychological point of view, attitude is viewed as a mental condition that

 30

exists in a person, shaped through experience and excellence and will

influence a person‟s reaction toward an object or related phenomenon

(Noraida, 2011:288). Attitudes are relatively stable evaluations of persons,

objects, situations, or issues, along a continuum ranging from positive to

negative (Wood, Wood, & Boyd, 2007).

Attitude is one of basic when the students want to master language.

The word "attitude" is a Latin origin word. Its Latin origin is "animus". It

means "ready to act". According to İskender (2007, p. 632). states that

attitudes, which are of dynamic, continuous, incentive and motivative

character, influence an individual's emotions, thoughts and behaviors by

rendering them compatible to each other. Furthermore, reading opens

many doors, to employment, higher education and lifelong learning. In

addition, Smith (2001, p.215) states that reading attitudes are defined as a

state of mind, accompanied by feelings and emotions that makes reading

more or less probable. In addition, there are many researchers who have

tried hard to find the best way to improve students‟ reading attitude.

Besides, reading is an essential attitude that students need to have. It helps

teacher a lot to succeed in helping students to learn better.

2.3.2 The Aspect of Attitude

Based on statement of Aquinas, attitude consist three aspect that is

cognitive, affective and behavioral.

1) A cognitive aspect

Cognitive aspect is made up of the beliefs and ideas or opinions

about the object. Includes in beliefs an individual is about a certain person,

 31

object, or situation. The belief that discrimination is wrong is a value

statement. The cognitive are evaluative beliefs and are measured by

attitude scales or by asking about thoughts. Cognitive aspect of attitude

involves the beliefs of students about the knowledge that they receive and

their understanding of the process of language learning. The cognitive

attitude will be classified into four steps of connecting the previous

knowledge and the new one, creating new knowledge, and applying the

new knowledge in many situation.

2) An Affective aspect

An affectve aspect is refers to the feeling and emotion from the

students toward an object: the „likes‟ or „dislikes‟ and the „with‟ or

„against‟. This aspect refers to the students feelings that result from their

beliefs about person or teacher, object or situation, who belief hard work

earns promotions may feel anger or frustration when they works hard but

is not promoted. This aspect becomes stronger as an individual have more

frequent and direct experience with a focal object, person or situation.

Affective is the emotional aspect of an attitude. It refers to the students fell

about something or someone. Other effect is measured by psychological

indicator such as galvanic skin response and blood pressure. These

indicators show changes in emotions by measuring psychological arousal.

If an individual is trying to hide their feelings, this might be shown by a

change in arousal.

3) The Behavioral Aspect

 32

Behavioral aspect refers to students consistent actions or behavioral

intention toward the object. An individual may complain, a request

transfer, or be less productive because they feel dissatified with work. The

behavioral aspect of an attitude refers to an intention to behave in a certain

way toward object or person. The behavioral aspect of an attitude is a

measured by observing behavior or intention. Behavior or tendency of

behaved toward an object attitude whether it is a verbal or nonverbal

action. Behavioral tendency by an individual and it consist of actions or

responses of an object. Attitudes can also be explicit implicit. Explicit

attitudea are those that we are consiously aware of and that clearly

influence our behaviors and beliefs and behaviors.

2.3.3 The Types of Attitude

According to Brown (2000) there are two types of attitude that is

positive attitude and negative attitudes, attitudes will be highly influence

how students approach many situations in life. It is believed that students

with positive attitudes usually progress more rapidly in foreign language.

1) Positive attitude : like responsible, responsive, and etc

2) Negative attitude : like are leziness, rudeness, impolite, and etc.

Attitude influence the behavior of individuals. It is a usual of doing

things. Success and failure in life depend upon the behavior of the

individual. If the attitudes are positive then the human relation will be

positive.

Positive and negative attitudes may lead to decreases motivation

and in all likelihood, because of decreased input and interaction, to

 33

unsuccessfull attainment in profieciency. Accordingly the teacher need to

be aware that every one has both positive and negative attitude can be

changed, often by exposure to reality.

Attitude is rather permanent way of thinking, feeling or behaving

toward someone or something, the students have response tendency by

relatively way to people, thing or etc, with positive or negative atiitudes. If

the students have the positive attitude, it becomes the good beginning for

the learning and teaching process. In the other hand, when the students

build positive attitudes towards the subject, they become engaged in the

material fact and are motivated to excel in the subject because they value

it, enjoy it, and are interested in the subject.

In addition, a positive attitude facilitates foreign language teaching

while a negative attitude act as a psychologycal barrier against teaching.

Thus, attitudes, ranging through negative, natural, positive states,

determine a students success or failure in his or her learning. This

highlight the important role that a positive attitude towards the language

being learned plays in learning a second language. Putting it another way,

maintaining positive or negative feelings towards a language may increase

the case or difficulty of teaching, respectively.

2.3.4 Characteristics of Attitude

According to Perloff (2003, p.39), characteristics of attitudes are:

1. Attitudes are learned. People are not born with attitudes. They

acquire attitudes over the course of socialization in childhood

and adolescence.
 34

2. Attitudes are global, typically emotional, evaluations. Attitudes

are, first and foremost, evaluations. Having an attitude means

that you have categorized something and made a judgment of its

net value or worth. Attitudes invariably involve affect and

emotions. "Attitudes express passions and hates, attractions and

repulsions, likes and dislikes", affect usually plays an important

part in how attitudes are formed or experienced because some

attitudes may develop more intellectually, by absorbing

information, while others are acquired through reward and

punishment of previous behavior. Attitudes can be regarded as

large summary evaluations of issues and people. (They are

global or macro, not micro).

Attitudes influence thought and action. Attitudes shape perceptions

and influence judgment. Attitudes also influence behavior. They guide our

actions and steer us in the direction of doing what we believe

2.3.5 The Measurement of Attitude

An attitude scale is a common way that is use in a measure attitude.

It is use to measure an individual‟s attitude toward a certain object. In this

researche the attitude measurement is use to measure the students attitude

with the teachers strategy in teaching english there are several kinds of

scale that be use to measure attirude:

1) A likert Scale
 35

A likert scale asks an individual to responds to a series of statement

by indicating whether she or he strongly agree (SA), agree (A), is

indecided (U), disagree (D), or strongly, and disagree (SD), Each response

is associated with a point of value, and an individual‟s score is determined

by summing up the point values for each statement. The point values for

positive statement might be: SA=5, A=4, U=3, D=2, and SD=1. For the

negative statement the values might be: SA=1, A=2, U=3, D=4, and SD=5

2) A Thurston Scale

A thurston scale asks an individual‟s to select from a lot of

statement that represent different points of view those with which he or she

is in agreements

3) A Guttman Scale

A guttman scale also asks respondents to agree or disagree with a

number of a statements, this scale attempt to determiner whiter an attitude

is one demensional. It is one demensional if it produces a cumulative scale.

In a cumulative scale, a respondent, who agree with a given statements

will also have agreed with all related preceding statement.

2.3.6 Reading Attitude

According to Guthrie &Greaney (1991) in Lukhele reading attitude

is derived from perceptions acquired from people‟s reading history and

experience. Alexander and Filler (1976) defined reading attitude as “a

system of feelings related to reading which causes the accompanied by

 36

feeling and emotions that makes reading more or less probable” (Smith,

2001).

Related to attitude, John Oller and his co lleagues (Brown, 2000)

conducted large- scale studies of the relationship between attitudes

andlanguage success. The researchers found that a few meaningful

variables correlated positively with attained proficiency. Moreover, Brown

(2000) added that second language learners benefit from positive attitude

and that negative attitudes may lead to decreased motivation and, in all

likelihood, because of decreased input and interaction, to unsuccessful

attainment of proficiency.

Allport in 1967 (in Bas, 2012) defines attitude as emotional and

mental readiness or a preliminary tendency based on experience,

knowledge, emotion or motivation on any subject, social topic or event.

Meanwhile reading attitude can be defined as an individual‟s feelings

about reading, caused learners to approach or avoid a reading situation

(Alexander & Filler, 1976; Guthie & Wigfield, 1997, in Partin &

Gillespie, 2002; Mckenna, Kear and Elsworth in 1996, in Annamalai &

Muniandy, 2013). Furthermore, Ajzen and Fishbein in 1980 defines

attitude a learned disposition on how to behave, either negative or positive;

and the reading attitude refers to the person‟s nature towards reading as an

activity (in Annamalai & Muniandy, 2013).

Mckenna Model of Reading Attitude Acquisition in 1996 proposes

that individual‟s reading attitude develops over time as a result of three

factors:
 37

1) normative belief (how one‟s friends view about reading)

2) Beliefs about outcomes of reading (whether reading is likely to

be pleasurable, useful, frustrating or boring) and beliefs about

outcomes of competing activities

3) Specific reading experiences. Then, he added that kinds of

reading to be performed and the purposes of reading determine

the degree of attitudes, positive or negative (Annamalai and

Muniandy, 2013). Study by Walberg and Tsai in 1983 and 1985

(Partin & Gillespie) concluded that a positive attitude toward

reading is one of the strongest correlates of reading achievement.

Reading attitude is a complex theoretical construct. It is defined in

various ways, for example, "a system of feelings related to reading which

causes the learner to approach or avoid a reading situation" (Alexander

and Filler, 1976) or "a state of mind, accompanied by feelings and

emotions that make reading more or less probable" (Smith, 1990) in

Yamashita (2004).

2.4 The Operational Concept and Indicators

The operational concept is the concept used to clarity the theories

used in this research to avoid misunderstanding and misinterpretation.

Based on the title “The Effect of Students‟ Self-Esteem and Attitude

Toward Their Reading Comprehension at SMAN 1 Sentajo Raya”. There

are three variables in this research, as follows:

1) The students‟ affective filter as an independent variable (X)

2) Students‟ reading comprhension (Y)

 38

Figure II.1
The operational concept in this research can be seen in the table below:

Students‟
selfesteem (X1)

Reading
Comprehension
(Y)

Attitude (X2)

Further, the indicators if the research can be seen as follows:

1) The Indicator of Variable X1 and X2 (Self-Esteem and Attitude)

a. Self-Esteem

The students have high self-esteem to reading comprehension

1. The students believe they can read well

2. The students are optimistic in reading comprehension

3. The students are rational and realistic in their reading result

b. Attitude

The students have high Attitude to reading comprehension

1. The students are willing to do reading comprehension

2. The students are ambitious in reading comprehension

3. The students have high-level effort in reading comprehension

 39

2. The Indicator of Variable Y (Reading Comprehension)

a. The students‟ ability to find details and fact in text

b. The students‟ ability to identify the main idea in the text

c. The students‟ ability to recognising a writer‟s purpose in texts

d. The students‟ ability to understand any inferences in texts

e. The students‟ ability to identify the generic structure of texts

2.5 Assumptions and Hypotheses

2.5.1 The Assumptions

Generally, the assumptions of this study can be exposed as follows:

1) Students‟ reading comprehension is various.

2) Students‟ self esteem in reading comprehension is different from each

other.

3) Students‟ attitude in reading is different from each other will.

4) Students‟ anxiety in reading is different from each other will.

5) There is signifficant influence between students‟ affective filter and

their reading comprehension

2.5.2 Hypothesis

Based on the research focus, the researcher hypothesis is :

1. Ha : There is a significant influence of students‟ self-esteem on their

reading comprehension at SMAN 1 and SMAN 2 Sentajo Raya. Ho :

 40

There is no significant influence of students‟ attitudes on their

reading comprehension at SMAN 1 and SMAN 2 Sentajo Raya

2. Ha : There is a significant influence of students‟ self-esteem on their

reading comprehension at SMAN 1 and SMAN 2 Sentajo Raya Ho :

There is no significant influence of students‟ attitudes on their

reading comprehension at SMAN 1 and SMAN 2 Sentajo Raya

3. Ha : There is a significant influence of students‟ self-esteem and attitudes

on their reading comprehension at SMAN 1 and SMAN 2 Sentajo

Raya Ho : There is no significant influence of students‟ self-esteem

and attitudes on their reading comprehension at SMAN 1 and SMAN

2 Sentajo Raya.

2.5 Relevant Studies

In this research, the author would realyy like to provide some related

research which have been performed by way of some researchers.

The first relevant observe was performed by Putri Rahmi Hayati,

Ujang Suparman, Huzairin (2017) and the titled “The Effect of Self-Esteem

on Their Reading Comprehension Achievement”. This research is to

investigate the effect of self-esteem on their reading comprehension

achievement and to find out whether students with high selfesteem get

reading comprehension better than students with middle and low selfesteem.

The writer administered the test of self-esteem and reading comprehension

at the first year students. The writer used the Ex Post Facto as the research

design and One-Way Anova to indicate the effect of self-esteem on their

 41

reading comprehension achievement. In this research, the writer found that

there is significant effect of self-esteem on their reading comprehension

achievement with sig 0.000 (sig > 0.05).

Second relevant observe was performed by Angeles Melero, Ruth

Villalon and Belen Izquier do Magaldi (2020) and the title “Attitudes

toward reading, reading self-confidence, family involvement and reading

comprehension in the second grade”. This research is study investigates the

relationship between these four variables in Spanish second-graders using a

quantitative (descriptive and correlational) study with the participation of

181 boys and 167 girls. Attitudes towards reading and writing were very

positive, and confidence was high. The girls obtained higher scores than the

boys. Reading self-confidence and family involvement showed significant

correlations with reading comprehension. It is important to foster the

involvement of families in their childrens' acquisition of reading and

writing, to maintain the learners’ self-confidence, and for teachers to

understand early differences between boys and girls in their attitudes and

preferences.

Thirth relevant observe was performed by Noor Ashikien binti Ahmad

dan Hamidah binti Yamat (2021). And the title “Students’ Attitudes and

Perception of Achievement in Reading Comprehension”. This study aimed

to investigate the students’ attitudes and perception of reading

comprehension. Participants were fourth, fifth and sixth-grade students

selected using random purposive sampling from three different classes in a

public school (n=80) in Betong. This research using an explanatory mixed-

 42

method also aimed to determine whether students’ attitudes and perception

significantly affect their reading comprehension. The data was gathered

using Elementary Reading Attitude Survey (ERAS) developed by McKenna

and Kear, 1990, interview questions and the analysis on students’

performance in reading comprehension. The research findings showed no

strong relationship between students’ attitudes and perception towards

reading would affect their achievement in reading comprehension because

students’ attitudes and perceptions are affected mainly by other factors.

Fourth relevant observe was performed by Devita Gustirani

Simanjuntak (2021) and the title “ The Correlation Among Self Concept,

Reading Attitudes and Reading Comprehension Achievement of English

Education Study Program Students of Tridinanti University of Palembang”.

The aims in this study was to find out whether there was significantly

correlation and contribution or not among self concept, reading attitude and

reading comprehension achievement. The population was the undergraduate

of English education study program in academic years of 2020/2021.Total

sampling technique used to take a sample of this study which consisted of

64 students The technique for collecting the data were questionnaires and

test. In analyzing the data, correlation and regression analysis were used.

Based on statistical analysis, it was found that correlation coefficient level

between self concept and reading comprehension was the r-value (0.258)

was higher than r-table (0.242). Then the level of probability (p)

significance (sig.2-tailed) was 0.000. It means p-value (0.039) was lower

than (0.05). it can concluded that there was significant correlation and
 43

contribution between self concept and reading comprehension achievement.

Meanwhile, the correlation coefficient or the r-value (0.037) was lower than

r-table (0.242), level probability (p) significant (sig.2-tailed) was 0.000. It

means that p-value (0.727>0.05). It can concluded that there was not

significant correlation between reading attitude toward reading

comprehension achievement. The result regression analysis of the students’

self concept contribute students’ reading comprehension achievement

significantly with tvalue (2.068) was higher than t-table (1.669) with

sig.value (0.043) was lower than probability value (0.05). It means there

was contribute of students’ self concept toward reading comprehension.

Fifth relevant observe was performed by Sri Rachmajanti and Uning

Musthofiyah (2017). And the title “The Relationship Between Reading Self-

Efficacy, Reading Attitude and EFL Reading Comprehension Based on

Gender Difference”. Literacy has been of vital importance in learning in a

foreign language, and lots of research have been conducted to investigate

the importance of reading comprehensions; however, studies on this dealing

with gender are limited. Therefore, the purpose of the study is to examine

the relationship among reading attitude, reading self-efficacy and reading

comprehension of EFL tertiary students based on gender difference. A

convenient sampling is used to draw data from 208 respondents ranging

from the age of 19 to 24 years old using questionnaires and a reading

comprehension test.
 CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design

This is quantitative research in reform of a correlational study.

Further, correlation is a study systematic relationship between two or more

variables engaged with the area of statistics in order to answer the questions

of the variable in the data (Butler, 1985: 137). Besides, the linear

relationship between two or more, and its strengths variables are analyzed

by correlation analysis (Pallant, 2010: 121).

This research is aimed the effect of students' self-esteem and attitude

toward reading comprehension at SMAN 1 and SMAN 2 Sentajo Raya.

According to Fraenkel and Wallen (2009, p. 39), a variable is a concept

noun that stands for variation within a class of objects Independent variables

are those the investigators choose to study (and often manipulate) in order to

assess their possible effect(s) on one or more variables. An independent

variable is presumed to have an effect on, to influence somehow, another

variable (Wallen and Fraenkel, 1991: 36). In this research, students' self-

esteem and attitude as independent variables (X1 and X2) where reading

comprehension as the dependent variable (Y)

FigureIII.1

According to Hatch and Farhady (1982) the research design can be

illustrated as follows:

44
 45

Students‟
selfesteem (X1)

Reading
Comprehension
(Y)

Attitude (X2)

Where:

X1 : Students‟ Self-Esteem

X2 : Attitude

Y : Reading Comprehension

3.2 The Location and Time of The Research

This research will conducted at SMAN 1 and SMAN 2 Sentajo

Raya. It will carried out start from November 1 st, 2022 to Desember 1st,

2022.

3.3 Population and Sample of the Research

3.3.1 Population

The population of this study is the second-year students of SMAN

1 and SMAN 2 Sentajo Raya in the academic year 2022/2023. In SMAN 1

Sentajo Raya there are theree classes which consist of Mathematics and

Natural Science (MIPA) and Social (IPS) and in SMAN 2 Sentajo Raya
 46

there are three classes which consist of Mathematics and Natural Science

(MIPA) and Social (IPS) too. Gay (2000) defined that the population is

part of the sample comprising the individual's item or events selected from

a larger. The population of SMAN 1 Sentajo Raya can be shown in Table

III.1 as in the followings.

Table III.1 Population of the Research

No Classes Number of Students

1 XI MIPA 1 24
2 XI MIPA 2 22
3 XI MIPS 1 25
Total 68

The population of SMAN 2 Sentajo Raya can be shown in Table

III.2 as in the followings.

Table III.2 Population of the Research

No Classes Number of Students

1 XI MIPA 1 24
2 XI MIPA 2 22
3 XI MIPS 1 25
Total 68

3.3.2 Sample of The Research

Table III.3
The Total Sample of SMAN 1 Sentajo Raya

No Classes Number of Sample size (S)

Students or
Population (N)
1 XI MIPA 1 24 6
2 XI MIPA 2 22 6
 47

3 XI MIPA 3 25 6
Total 68 17

Table III.4
The Total Sample of SMAN 2 Sentajo Raya

No Classes Number of Sample size (S)

Students or
Population (N)
1 XI MIPA 1 24 6
2 XI MIPA 2 22 6
3 XI MIPA 3 25 6
Total 68 17

The total of the population is 68 students. The population is large to be

taken as the sample of the research. Siregar (2013: 30) states that the sample

is part of the representative of the researcher population to be used to find

the characters from the population. To select the sample, the writer will use

the simple random sampling technique. Singh (2006) defined a simple

random sampling technique is a technique of taking a sample by random

due to all the population have the same objective and independent chance to

be selected. The organized in doing the random sampling technique is to

choose individuals to be sample who is representative of the population.

According to Creswell (2012, p.143), any individual has the same

probability to be the participants. So, in this research, the researcher will

choose the students from each class. Then, Gay (2012) stated that the

minimal percentages of choosing sample in random sampling are 10% of the

population. Moreover, if the subject is less than 100 people should all be

taken, if the subject is large or more than 100 people can be taken 10-15%

or 20-25% or more. In line, Table III.2 showed that the population is 68 size
 48

and the sample is 17 (25%) size which means the researcher will take 25%

students in each class as sample.

3.4 Subject and Object of the Research

The subject of the research is the second year students of SMAN 1

and SMAN 2 Sentajo Raya. Meanwhile, the object of the research is the

effect of students‟ self-esteem and attitude toward their reading

comprehension at SMAN 1 and SMAN 2 Sentajo Raya.

3.5 Procedure of Collecting Data

There are several procedures in this research that will be used by the

researcher. Firstly, the researcher will prepare a reading test for the students.

Secondly, the researcher asks the students to do a reading test in the

classroom based on the material given by the researcher. Next, the

researcher will collect the result of the reading test. Then, the student's

reading paper will be given to the raters.

The last, the researcher will collect the score of the students by

calculating the scores and they will be divided into three parts. To know the

final score of the students, the researcher will add them with the scores from

the rater, then the writer will find out the average score some of the

students.

3.6 Pilot Study

In conducting the research, it is necessary to do a try out in a pilot

study before distributing the questionnaire to the participants (Gay and

Airasian (2000). Therefore, a try out will be administered to find out the
 49

reliability and the validity of the test to the sampling class. Before the

questionnaire gives to the sample, the writer should check by using other

participants in certainly whether the questionnaire valid and reliable or not.

3.7 Data Collection Tachnique

In order to get the data needed to support this research, the following

techniques were carefully applied:

3.7.1 Questionnaire

Questionnaire is commonly used as an instrument of survey research.

Questionnaire is as widely used and useful instrument for collecting survey

information, providing structured, often numerical data, being able to

administer without the presence of researcher, and often being

comparatively straightforward to analyze (Cohen et al., 2007). The

questionnaires used in this research were the standardized questionnaires

which consisted of attitudes questionnaire to measure students‟ attitude

traits and Self-esteem Questionnaire to measure students‟ self-esteem of

which both of these questionnaires were constructed by Philip Carter.

1) Self-esteem Questionnaire

Questionnaire will used to find out the students‟ self-esteem. It

consisted of 24 items. The questionnaire will show the level of

thestudents‟ self-esteem of eleven grade at SMAN 1 and SMAN 2

Sentajo Raya. The questionnaire will present in Likert scales. According

to Gay and Airisian : Likert scale asks participants to respond to a series

of statetements by indicating whether they strongly agree (SA), agree

 50

(A), undecided (U), disagree (D), or strongly disagree (SD) with each

statement. Each response is associated with a point value, and an

individual‟s score is determined by summing the point values of each

statement. For example, the following point values are typically assigned

to positive statements: SA = 5, A = 4, U = 3, D = 2, SD = 1

Tabel III.5
Blue Print of Self-esteem

No Indicators Sub Indicators Number of

Items

1 Selfknowledge Students‟ ability to 3,18

develop and maintain

their personal values –

their guiding principles in

life.

Students‟ ability to 9,24

understand differences

and commonalities – how

they are different from

others in looks and

character and how they

can also have things in

common with others.

2 Self and others Students‟ ability to 2,5

understand the difficulties

inherent in relationships
 51

and in learning to co-

operate with each other

Students‟ ability to 14,15

understand their emotions

and being aware of the

ways in which they

express them.

3 Selfacceptance Students‟ ability to accept 23,6

that it is natural to make

mistakes and that this is

often how we learn best.

Students‟ ability to know 4,17

that they are doing the

best that they can with the

knowledge and skills

currently available to

them

4 Self-reliance Students‟ ability to build 1,12

a measure of

independence and self-

motivation.

Students‟ ability to be 21,22

able to selfmonitor and

adjust their actions,

 52

feelings and thoughts

according to realistic

assessments of their

progress.

5 Selfexpression Students‟ ability to 7,13

develop creativity in self-

expression. Recognizing

and celebrating the unique

ways in which they each

express who they are

6 Selfconfidence Students‟ ability to know 8,20

that their opinions,

thoughts and actions have

value and that they have

the right to express them.

Students‟ ability to be 11,16

able to accept challenges

and to make choices.

7 Self- awareness Students‟ ability to know 10,19

what they are capable of,

and learning to set

realistic yet challenging

goals.
 53

2) Attitude Questionare

A questionnaire is a form used in a survey design that participants

in a study complete and return to the research (Creswell, p.382). It will

used to find out the effect between students‟ attitude and their reading

comprehension. The questionnaire will adopted from Juhee Lee, Scharlet

and Yamashita, and the writer modified it based on the indicators of

reading attitude that consisted of 20 items. It dealt with the respondent‟s

opinion in responding to the following option based on the Likert‟- scale:

a. Strongly agree

b. Agree

c. Undecided

d. Disagree

e. Strongly disagree

Table III.5
Blue Print Attitudes

No Indicators Sub Indicators Item Number

1 Cognitive The students‟ perception or 10,13,14

concept about reading.

The students‟ beliefs to 2, 3,11,12,15

receive knowledge and und

2 Affective The students‟ express like or 6,7,16,17

dislike about reading.

The students‟ feeling for 5,8

reading

3 Behavior or The students respond to the 4, 19

 54

Conative object in particular situation

The students‟ activity to do 1,9,18,20

something

3) Reading Comprehension Test

To find the students‟ reading comprehension at SMAN 1 Sentajo

Raya, the researcher will administered the test to assess students reading

comprehension by using achievement test. In this research, the researcher

used multiple choice.

Table III.6
Blue Print of Reading Comprehension

No Indicators Item Number

1 The students are able to find main idea or 1,6,11,16

topic in the descriptive text

2 The students are able to find the factual 3,7,14,19

information in the descriptive text

3 The students are able to understand the 5,8,12,17

reference in the descriptive text

4 The students are able to identify inference in 4,10,15,20

the descriptive text

5 The students are able to understand the 2,9,13,18

vocabulary in context of the reading from the

desctiptive text
 55

Table III.7
Assesment of Reading Comprehension Test

No Aspect of Assesment Score

1 2 3 4 5

1 Mind Idea

2 Factual Information

3 Understand

4 Identify

5 Understand the

vocabulary

3.8 The Validity and Reliability of Instruments

Good assessment needs to be valid, reliable and practical. To obtain

data from the respondents, the tryout of the test will conducted to determine

the validity and reliability of the instruments used.

3.8.1 Validity

Validity is being clear about what is being measured and why.

Validity focuses on ensuring that what the instrument “claims” to measure

is truly what it is measuring (Lodico et al, 2006). To know the validity of

both questionnaires of self-esteem and attitudes, construct validity which

includes face validity and criterion validity will used. The SPSS 22.0

program version was used to analyze the validity of the questionnaires.

Meanwhile, the validity of the test for reading comprehension use content

validity. It will because to measure an achievement, the test must be

 56

created base on appropriate material, easy to be comprehend, and suitable

with students‟ level. Therefore, the test of this research will adapted based

on students‟ material which is familiar to the students‟ life.

3.8.2 Reability

Reliability refers to the consistency of the instrument which is

tested to the similar group and context. Reliability in quantitative research

is essentially a synonym for dependability, consistency, and stability over

time, instrument and groups of respondents (Cohen et al, 2007). Moreover,

in quantitative analysis, it takes two main forms, both of which measures

of internal consistency: the split-half technique and the alpha coefficient.

Both calculate a coefficient of reliability that can lie between 0 and 1,

which the coefficient that is less than or equal to 0 indicates unreliable and

coefficient that is bigger than 0 or equal to 1 is reliable (Ary et al., 2010).

Furthermore, to obtain the reliability of both questionnaires, SPSS 22.0

program version was used for calculation aimed to find out whether the

questionnaires will reliable and can be used for this research or not. Then,

to obtain the reliability range of the test, SPSS 22.0 program version will

applied as same as the reliability of questionnaires.

Table III.8
The level of Reability

No Reability Level of Reability

1 > 0.90 Very Highly Reliable

 57

2 0.80 – 0.90 Highly Reliable

3 0.70 – 0.79 Reliable

4 0.60 – 0.69 Minimally Reliable

5 < 0.60 Unacceptably Low

Reliability

(Cohen et al., 2007)

1) Reliability of Self-Esteem Questionnaire

To find out whether the questionnaire of self-esteem distributed to

the students reliable or not, a tryout will conducted twice and the SPSS

program will used to calculate the result to obtain the degree of the

reliability and the result is presented in the following table:

Table III.9
Reability Analysis of Self-esteem questionare

Reability Statistics

Cronbach's Alpha .996 N of Items 2

Table III.9 shows the value of Cronbach Alpha is 0.996 which

indicates the reliability of the self-esteem questionnaire distributed to the

students are very highly reliable because the value is in the range of > 90

which means the questionnaire are reliable to be used as the instrument of

data collection.

2) Reliability of Attitude Questionnaire

 58

To find out whether the questionnaire of attitudes distributed to the

students reliable or not, a tryout will conducted twice and the SPSS

program will used to calculate the result to obtain the degree of the

reliability and the result is presented in the following table:

Table III.10
Reability Analysis of attitude questionare

Reability Statistics

Cronbach's Alpha .996 N of Items 2

Table III.10 shows the value of Cronbach Alpha is 0.998 which

indicates the reliability of the attitude questionnaire distributed to the

students are very highly reliable because the value is in the range of > 90

which means the questionnaire is reliable and acceptable to be use as the

instrument of data collection.

3.9 The Data Analysis Technique

The data analysis will start by calculating the result of students‟

selfesteem and attitude questionnaires. the calculation of students‟ self-

esteem was done by summing the score of which 1 point for every “a”, 2

point for every for every “b”, and 0 points for every “c”. In order to

facilitate the analysis, the score of the students‟ self-esteem will convert to

scale of 100 and the results will categoriz as follows:

Table III.11
The Categpry of Self-esteem
 59

Raw Score Converted Score Category

40 – 50 80 – 100 Highly Self-esteem

26 – 39 51 – 79 Fairly self-esteem

0 – 25 0 – 50 Behavior

(Carter, 2005)

Table III.10 presents the category of students‟ attitude based on the

score obtained from the questionnaire. The raw score refers to the total score

of options chosen by the students, while the converted score refers to the

value of conversion based on scale of 0 until 100. The category of students‟

attitude is grouped based on the converted score. The maximum score is 80

to 100 which indicates the cognitive attitude or behaviour student, the

minimum score is 0 to 50 which indicates behavior attitude or behavior

students, while the score 51 to 79 indicates the students neither cognitive

nor behavior which is known as affective.

Furthermore, the score of students‟ reading comprehension will

calculat by the rater based on the reading assessment guideline and the

scores were also categorized into some categories as follows:

Table III.13
The Category of Reading Comprehension

Score Category

80 – 100 Very Good

51 – 79 Average

0 – 50 Poor
 60

Thus, to analyze the sets of the variable X1, X2 and Y data, Simple

Ordinal Regression technique was used to analyze the data and to find out

whether there is a significant correlation between two sets of data of

variable X and Y which consist of (1) and Y, (2) and Y, and Multiple

Ordinal Regression was applied in analyzing the correlation of and toward

Y. Multiple Ordinal Regression was chosen as the data analyzing technique

because it was not only commonly used to examine the relationship among

several variables of which the data are ordinal, but it also “enable researcher

to find out the best possible weighting of two or more independent variables

to yield a maximum correlation with a single dependent variable” (Ary et

al., 2010). The prediction of how deep each variable is correlated to one

another can also be calculated by using the form of the prediction equation ŷ

= a + b + b (Y is the predicted criterion score; a is a constant calculated from

scores all participants; b is a coefficient indicated the contribution of

predictor variable to criterion variable; and X is individual‟s score on the

predictor variable) (Gay, Mills and Airasin, 2012). However, the analysis

done in the research used SPSS 22.0 program.

REFERENCES

Spratt, M., Pulverness, A., & Williams, M. 2011. The Teaching Knowledge Test

Course: Modules 1, 2 and 3. Singapore: Cambridge University Press.

Harmer, J. 2007. How to teach English. China: Pearson Education Limited.

 61

Plummer, Deborah M.(2007).Self-Esteem Games for Children. London: Jessica

Kingsley Publishers.

Brown, D. (2014). Principles of language learning and teaching. New York:

Pearson Education Block, Jack and Richard W. Robins “A longtudinal

Study of Consistency and Change in Self-Esteem From Early Adolescence

to Early Adulthood”. Child Development 64.3 (1993): 909-923. Academic

Search Complete Web. 10 Sep 2011.

Andres, H. P. (2002). A comparison of face-to-face and virtual software

development teams. Team Performance Management: An International

Journal, 8(1/2), 39-48.

Farley,F.H., & Anthony L. T. (1970). Individual differences in reading

comprehension. Journal of Reading Behavior 291970-71.Vol. 3, No.

1,Winter.

Mruk, Christopher J.(2006). Self-Esteem Research, Theory, and Practice: Toward

a Positive Psychology of Self-Esteem. Third ed,. New York: Springer

Publishing Company, Inc.

Unal, E. & Iseri, K. (2012). Analysis of the relationship between reading and

writing attitudes of teacher candidates and their academic achievements

through the structural equation model. Elementary Education Online, 11(4),

1066-1076.

Noraida Ashari Ashar, et all. Students Attitude Toward Statistic Course, Elsevier

Journal, 18, 2011

 62

Wood, S. E., Wood, E. G., & Boyd, D. 2007. The world of psychology. social &

applied psychology. Rolling Meadows: IL: Riverside.

PG Aquinas, Organization Behavior (Concept, realities, aplications, and

challanges) (new delhi:excel book, 2006), p79

H. Houglas Brown, the priciple of language learning and teaching, third edition

1980

L, R, Gay. Educational research for analysis and aplication, (USA: A bell&

Howell Company, 1981)