Reading Motivation and EFL Learners’ Vocabulary Development Against Interest in Learning English Moderated by Teacher Competence
Keywords:
English as a foreign language, Interest in Learning, Reading Motivation, Teacher Competence, Vocabulary DevelopmentAbstract
Reading is critical for students of English as a foreign language. Apart from the four abilities that needed desire to grow, reading is one of the most critical skills in language acquisition. Therefore, this study aims to investigate reading motivation and EFL learners’ vocabulary development against interest in learning English moderated by teacher competence. The research participants were university students (ages 18) as many as 53 students in the Riau Province, Indonesia. This research was using quantitative methods. The data were collected using a questionnaire and analyzed using the SEM (Structural Equation Modeling) technique which was operated through the Warp PLS 3.2.7 program. Finding of this study revealed that there was a significant effect on student interest in learning with teacher competence as a moderating variable. The teacher should provide an interesting text for students, especially EFL students, so that students read the English text not because they are forced by their surroundings, but because they have an internal motive to complete the work.
Downloads
References
Abdillah, W., & Jogiyanto, H. M. (2015). Partial least square (PLS) alternatif structural equation modeling (SEM). Andi Offset: Yogyakarta.
Agustianti, E., Delfi, S., & Dahnilsyah, D. (2021). The Correlation between University Students’ Vocabulary Learning Strategies and The Vocabulary Mastery Level. J-SHMIC: Journal of English for Academic, 8(2), 153-167.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34.
Bai, B., Guo, W., & Wang, C. (2022). Relationships between struggling EFL writers’ motivation, self-regulated learning (SRL), and writing competence in Hong Kong primary schools. Applied Linguistics Review.
Bin Tahir, S. Z., & Hanapi, H. (2017). Lecturers’ Method in Teaching Speaking at the University of Iqra Buru. International Journal of English Linguistics, 7(2), 73–80.
Boulhrir, T. (2017). Twenty-first century instructional classroom practices and reading motivation: Probing the effectiveness of interventional reading programs. International Journal of Education and Literacy Studies, 5(3), 57–66.
Cambridge, E., Cresswell, J. W., Plano Clark, V. L., & Denscombe, M. (2012). student proficiency: improving listening, reading and. ISSN 1756-509X, 42.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1–27.
Dja’far, V. H., Cahyono, B. Y., & Bashtomi, Y. (2016). EFL Teachers’ Perception of University Students’ Motivation and ESP Learning Achievement. Journal of Education and Practice, 7(14), 28–37.
Fadilah, H. A. (2020). The effect of predicting strategy with webtoon on students reading comprehension at Mts S Al Washliyah Tanjung Tiga in Academic year 2019/2020. Universitas Islam Negeri Sumatera Utara.
Fahdini, R., Mulyadi, E., Suhandani, D., & Julia, J. (2014). Identifikasi Kompetensi Guru sebagai Cerminan Profesionalisme Tenaga Pendidik di Kabupaten Sumedang. Mimbar Sekolah Dasar, 1(1), 33-42.
Green, K., & Fujita, J. (2016). Students of Different Subjects Have Different Levels of Extrinsic and Intrinsic Motivation to Learn English: Two Different Groups of EFL Students in Japan. English Language Teaching, 9(9), 156–165.
Indrayadi, T. (2021). Indonesian EFL Learners' Reading Motivation. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 335-346.
Johnson, S. M., Bradley, B., Furrow, J. L., Lee, A., Palmer, G., Tilley, D., & Woolley, S. (2013). Becoming an emotionally focused couple therapist: The workbook. Routledge.
Karasu, G., Girgin, U., Uzuner, Y., & Kaya, Z. (2016). Vocabulary Developing Strategies Applied to Individuals with Hearing Impairments. Educational Research and Reviews, 11(15), 1402–1414.
Kintsch, W. (2018). Revisiting the construction—integration model of text comprehension and its Implications for Instruction. In Theoretical models and processes of literacy (pp. 178–203). Routledge.
Lambe, L. (2018). Teaching reading comprehension in EFL classroom: A glance at some approaches and activities. Journal of English Language and Literature Teaching, 2(02).
McGeown, S. (2013). Reading motivation and engagement in the primary school classroom: theory, research and practice. United Kingdom Literacy Association Leicester, UK.
Meniado, J. C. (2016). Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students. English Language Teaching, 9(3), 117–129.
Mustofa, A. (2019). Pelaksanaan Kompetensi Profesional Guru Pai dalam Peningkatan Efektivitas Belajar Peserta Didik di Sman 3 Jombang. Ilmuna: Jurnal Studi Pendidikan Agama Islam, 1(1), 40-57.
Nation, I. S. P., & Nation, I. S. P. (2001). Learning vocabulary in another language (Vol. 10). Cambridge university press Cambridge.
Salikin, H., Bin-Tahir, S. Z., Kusumaningputri, R., & Yuliandari, D. P. (2017). The Indonesian EFL Learners’ Motivation in Reading. English Language Teaching, 10(5), 81–90.
Sardiman, A. M. (2011). Interaksi dan Motivasi Belajar Mengajar/Sardiman AM.
Savaskan, V., & Özdemir, A. (2017). Determining the Variables That Affect the Reading Motivation of Educational Faculty Students. Educational Research and Reviews, 12(13), 660–676.
Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT course modules 1, 2 and 3. Cambridge university press.
Sulistiyo, U. (2016). English language teaching and EFL teacher competence in Indonesia. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 396–406.
Susanty, L., Sholihah, H. I., Pramesworo, I. S., Telaumbanua, S., & Basir, A. (2021). Promoting English learning from home to Indonesian families: an alternative approach to learning foreign languages at an early age. Linguistics and Culture Review, 5(1), 203–216.
Rikmasari, R., & Budianti, Y. (2019). Penguasaan Kosakata Bahasa Inggris melalui Model Pembelajaran Circuit Learning pada Siswa Kelas III Di Sdn Jatimulya 03 Bekasi. Jurnal Inovasi Sekolah Dasar, 6(2).
Wang, Y. H. (2016). Reading strategy use and comprehension performance of more successful and less successful readers: A think-aloud study. Educational Sciences: Theory & Practice, 16(5).
Published
How to Cite
Issue
Section
This is an open-access article distributed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License which permits unrestricted use, distribution, and reproduction in any medium. Users are allowed to read, download, copy, distribute, search, or link to full-text articles in this journal without asking by giving appropriate credit, providing a link to the license, and indicating if changes were made. All of the remixes, transform, or build upon the material must distribute the contributions under the same license as the original.
