Nina Suzanne, Mukhaiyar, Yenni Rozimela, Refnaldi
This study aims to describe students’ motivation in reading comprehension by implementing collaborative learning techniques in reading tasks. Comprehension and motivation are two problems faced by most of students when doing reading activities. Collaborative-based reading comprehension tasks were developed to improve students’ reading comprehension and motivation as well. This was a quantitaive research. There were about 22 respondents got involved in this research. Data were collected by distributing a questionnaire about students’ reading motivation which was constructed based on theory suggested by Guthrie, et.al [1]. The questionnaire was reviewed and then validated by three experts. The data were analyzed using descriptive statistic and it was found that students’ motivation in reading comprehension using collaborative-based reading tasks was average with a mean score of 52.8. Specifically, students’ motivation in competency, efficacy, and belief aspect was average (31.73), extrinsic motivation was high (39.14), intrinsic motivation was average (37.95), and social aspect was high (25.45). These findings indicates that in general, the students are not really motivated to implement collaborative technique in their reading comprehension activities. However, their attention to socialize and work more in group collaboratively and their expectation to achieve better result in reading activities are positive. © 2023 American Institute of Physics Inc.. All rights reserved.
Universitas Negeri Padang, Padang, Indonesia
