%K reading attitude, reading motivation, reading achievement, santri
%X This study set out with the aim of examining: (1) the dimensions of santri’s reading attitude and reading motivation; (2) the relationships between santri’s reading attitude, reading motivation, and reading achievement; (3) the differences in santri’s reading attitude, reading motivation, and reading achievement by demographic-related variables; and (4) the best predictors of reading motivation, reading attitude, and reading achievement among the demographic-related variables.
	This research was categorized as correlational research in which it was not only investigating the relationships among constructs but also seeking the predictors that influence the dependent variables. Three hundred and nineteen (319) students at pesantren-based senior high schools in Yogyakarta Special Region province participated in this research. The data were collected through questionnaires and test. Two questionnaires were used in this study, i.e., the reading attitude questionnaire adapted from McKenna et al., (2012) and the adapted version of Motivation for Reading Questionnaire (MRQ) from Wigfield and Guthrie (1997). The test was in the form of reading comprehension test which was used to measure students’ reading achievement. The data were analysed using exploratory factor analysis (EFA), confirmatory factor analysis (CFA), Pearson correlation, regression analysis, t-tests and analysis of variance (ANOVA) tests.
	The obvious findings to emerge from this study include: (1) santri’s reading attitude was represented by two dimensions, i.e. academic reading and recreational reading, while santri’s reading motivation manifested in seven dimensions, i.e. reading challenge, reading involvement, importance of reading, reading efficacy, competition in reading, compliances, and social reasons for reading; (2) there were significant and positive relationships between santri’s reading attitude, motivation, and achievement with the strongest relation occurred between reading achievement and academic reading attitude (r = .34, p < .01); (3) santri’s reading attitude, motivation, and achievement differed significantly by gender, grade, and family income; (4) gender explained the majority of the dependent variables, including academic reading, recreational reading, reading involvement, importance of reading, competition in reading, and reading achievement.
%A Banatul Murtafi'ah
%L UNY59381
%T The Relationship between Santri’s Reading Attitude, Reading Motivation and Reading Achievement
%I UNY
%D 2018