Analyzing Motivation in Junior High School Students’ Reading Habits

Dwi Duvanny Kalila, Ari Prasetyaningrum, Andri Suherman, Siti Maysuroh

Abstract


This study examines junior high school students’ motivation in developing reading habits and identifies the supporting and hindering factors. A mixed-method design was applied, involving questionnaires completed by 64 students at SMPN 2 Sikur, as well as interviews and classroom observations. Findings revealed that most students demonstrated moderate (39.06%) to high (32.81%) levels of reading motivation, with an overall average of 3.15. Intrinsic factors, such as curiosity, enjoyment, and the desire for knowledge, emerged as the strongest drivers, while extrinsic factors, including encouragement from teachers and parents, played a role but inconsistently. Major obstacles included boredom, limited time, and difficulties in understanding texts, particularly in foreign languages. The school environment, such as poorly maintained libraries and the lack of literacy activities, was also found to be unsupportive. These results indicate that intrinsic motivation is crucial for fostering reading habits, yet it must be reinforced by external support and a conducive learning atmosphere. The study suggests revitalizing school literacy programs


Keywords


Reading Motivation; Reading Habits; Junior High School Students; Supporting Factors; Hindering Factors.

Full Text:

PDF

References


Abutabenjeh, S., & Jaradat, R. (2018). Clarification of research design, research methods, and research methodology: A guide for public administration researchers and practitioners. Teaching Public Administration, 36(3), 237–258.

Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a Nation of Readers: The Report of the Commission on Reading. National Institute of Education.

Baker, L., & Wigfield, A. (n.d.). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications.

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and Conducting Mixed Methods Research (3rd ed.). SAGE Publications.

Dörnyei, Z. (2019). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.

Gardner, R. C. (2006). The socio-educational model of second language acquisition: A research paradigm. EUROSLA Yearbook, 6(1), 237–260.

Goodman, K. S. (1973). Psycholinguistic universals in the reading process. In F. Smith (Ed.), Psycholinguistics and Reading (pp. 1–20). Holt, Rinehart and Winston.

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. 3, pp. 403–422). Lawrence Erlbaum Associates.

Guthrie, J. T., & Wigfield, A. (2021). Reading motivation: What every teacher should know. The Reading Teacher, 75(1), 7–16.

Hariyadi, H., Supriyadi, S., & Ningsih, L. P. (2023). Peran pendidikan dalam membentuk generasi unggul di era globalisasi. Jurnal Pendidikan dan Kebudayaan, 17(2), 101–110.

Mar, R. A., Oatley, K., & Peterson, J. B. (2006). Exploring the link between reading fiction and empathy: Ruling out individual differences and examining outcomes. Communications, 34(4), 407–428.

Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57–85.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

Sardiman, A. M. (2006). Interaksi dan motivasi belajar mengajar. PT RajaGrafindo Persada.

Schunk, D. H., DiBenedetto, M. K., & Pekrun, R. (2022). Motivation and emotion in education: Theory, research, and applications. Educational Psychology Review, 34, 313–340.

Skinner, B. F. (1953). Science and Human Behavior. Macmillan.

Smith, F. (1982). Understanding Reading (4th ed.). Lawrence Erlbaum Associates.

Sutarno. (2008). Membudayakan Gemar Membaca: Strategi Meningkatkan Minat dan Kemampuan Membaca. UPT Perpustakaan UNS.

Takashi, M. (2018). Integrative motivation and second language acquisition: A historical overview and research perspective. Journal of Language Teaching and Research, 9(5), 1003–1011.

Tokan, M. K., & Imakulata, M. M. (2019). The effect of motivation and learning behavior on student achievement. South African Journal of Education, 39(1), 1–8.

Toni, A. (2021). Indonesian ELF learners' reading motivation. Journal of English Language Teaching and Linguistics, 6(2), 145–159.

UNESCO. (2006). Education for All Global Monitoring Report: Literacy for Life. UNESCO Publishing.

UNESCO. (2023). World Reading Report. Paris: UNESCO Institute for Statistics.

Unrau, N., & Schlackman, J. (2016). Motivation and its relationship with reading achievement in an urban middle school. Journal of Educational Research, 95(2), 81–90.

Wigfield, A., Gladstone, J. R., & Turci, L. (2022). Beyond cognition: Reading motivation and reading comprehension. Child Development Perspectives, 16(1), 20–26.

Trigant, B. (1990). The Psychology of Reading. University Press.




DOI: https://doi.org/10.31004/jele.v10i5.1423

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Dwi Duvanny Kalila, Ari Prasetyaningrum, Andri Suherman, Siti Maysuroh

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