Investigating Reading Motivation in Indonesian and English among EFL Students
Abstract: Closely looking at
reading motivation in L1 and L2 can lighten English teacher and educator to reformulate
their approaches and strategies in giving reading instruction. In response to
this, the studyintends to adapt and validate an eight reading motivational
dimensions (Lin et al 2012) and one added dimension; self-confidence for both
Indonesian as an L1 and EFL as an L2 using confirmatory factor analyses, and
compare motivations for reading Indonesian and reading English across all nine
categoriesusing descriptive statistics and correlation. Attempting to reach the
objectives, eighty three second yearnon-English major complete a questionnaire
on nine separate motivational subscales related to reading Indonesian and
English behavior. Motivation in this study covers self-efficacy, curiosity,
involvement, recreation, social-peer attitudes, school grades, instrumentalism,
self-confidence and social-familyattitudes. The result concerning with the
Instrument validation are all factor loadings in the adapted MRQ` are
significantly different from 0 at p \ .001, reliabilities were greater than .70
indicatedreasonably good internal consistency, and all motivational dimensions
for English and most motivationaldimensions for Indonesian were above or
closely approaching .70.The results show that students’ Selfefficacy,
curiosity, involvement, recreation, and social peer are significantly higher in
Indonesian than inEnglish. Grade motivation variable does not differ for the
two languages. Whereas, instrumentalism, social family, and self-confidence are
significantly higher in English than in Indonesian. The implications of these
findings are discussed in respect to the approaches and strategies of reading instructional
program.
Author: Arfan Fahmi
Journal Code: jppendidikangg160052
