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The Influence of Higher Order Thinking Skills, Vocabulary Mastery and Reading Motivation on Reading Comprehension Achievement

Received: 2 November 2021     Accepted: 10 December 2021     Published: 24 December 2021
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Abstract

This research aims at finding out the influence of Higher Order Thinking Skills (HOTS), vocabulary mastery and reading motivation on reading comprehension achievement among State SMP Students in Magelang Regency. This research was an ex post facto involving three independent variables; students’ HOTS (X1), vocabulary mastery (X2), and reading motivation (X3) and one dependent variable, students’ reading comprehension achievement (Y). The sampling technique was the proportional cluster random sampling. The research instruments were three tests and a questionnaire. The kind of validity of the tests was the content validity by experts’ judgment. The construct validity of the questionnaire was measured by factor analysis. The reliability of the tests was measured by Cronbach’s Alpha with the Alpha of HOTS test is 0.768, vocabulary mastery test’s is 0.757 and the reading comprehension achievement test’s is 0.716. The reliability of the questionnaire was measured by Cronbach’s Alpha with the Alpha is 0.862. The data were analyzed using the multiple regression analysis continued by the partial correlation. The result of the multiple regressions indicates that HOTS, vocabulary mastery and reading motivation influence reading comprehension achievement with the F=236.709 with the significant level below 0.05 which means that the three independent variables influence significantly on reading comprehension achievement. The Adjusted R Square is 0.653 which means that the reading comprehension achievement is 65.3% predicted by the three independent variables. The contribution of HOTS on reading comprehension achievement is 38.7%, vocabulary mastery is 50.3%, and reading motivation is 8.2%.

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 4)
DOI 10.11648/j.tecs.20210604.14
Page(s) 126-136
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Higher Order Thinking Skills (HOTS), Vocabulary Mastery, Reading Motivation, Reading Comprehension Achievement

References
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[2] Bukhari, S. A. R. Sample size determination using Krejcie and Morgan table. Reasearch Gate. February 2021. DOI: 10.13140/RG.2.2.11445.19687. Project: Research & Publication. Available at: https://www.researchgate.net/publication/349118299_Sample_Size_Determination_Using_Krejcie_and_Morgan_Table
[3] Firman F, Baedhowi B, Wiedy M. The effectiveness of the scientific approach to improve student learning outcomes. Scientific Journal of Universitas Negeri Semarang. 1 Oct. 2018. Available at: https://journal.unnes.ac.id/nju/index.php/ijal/article/view/1300.
[4] Furqon, F. (2013). Correlation between students’ vocabulary mastery and their reading comprehension. Journal of English and Education, 1, 1, 68-80.
[5] Grabe, W. (2009). Reading in second language. New York: Cambridge University Press.
[6] Hariya, H & Fazri, N. Y. Challenges of learning English in rural school. Jurnal Penelitian Pendidikan. Bandung: Universitas Pendidikan Indonesia. 31 Dec. 2020. Available at: https://ejournal.upi.edu/index.php/JER/article/view/28191/13762.
[7] McNamara, D. S. (2007). Reading comprehension strategies. New Jersey: Lawrence Erlbaum Associates, Inc.
[8] Mihandoost et al. (2011). A Comparison of the reading motivation and reading attitude of students with dyslexia and students without dyslexia in the elementary schools in Ilam, Iran. International Journal of Psychological Studies, 3, 1.
[9] Nell K. Duke, P. David Pearson. Effective practices for developing reading comprehension. Journal of Education, Boston, 4 Dec. 2017. Available at: https://journals.sagepub.com/doi/abs/10.1177/0022057409189001-208.
[10] Kemdikbud. (2013). Hasil ujian nasional 2013.http: //hasilun.go.id. Retrieved date: 20 August 2013.
[11] Ramos, J. L. S., Dolipas, B. B. & Villamor, B. B. (2013). Higher order thinking skills and academic performance in physics of college students: a regression analysis. International Journal of Innovative Interdisciplinary Research, 4.
[12] Richards, J. C. & Renandya, W. A. (2002). Methodology in language teaching. Cambridge: Cambridge University Press.
[13] Romafi, R., Musfiroh, T. Hubungan minat membaca, fasilitas orang tua, dan pemberian tugas membaca dengan kemampuan membaca pemahaman siswa [The relations among reading motivation, parents’ facilities, reading assignments and reading comprehension skills]. Ling Tera, North America, 2, Oct. 2015. Available at: .
[14] Scanlon, D. M., Anderson, K. L. & Sweeney, J. M., (2010). Early inventions for reading difficulties. New York: The Guilford Press.
[15] Setiabudi, A, et. al. An analysis of validity and reliability of a teacher-made test. Journal of English Education and Teaching (JEET). e-ISSN: 2622-5867 p-ISSN: 2685-743x Volume 3 number 4, December 2019 Page 522-532 522.
[16] Sugirin (2013). Hakikat reading dan implikasinya bagi pembelajaran [The essence of reading and its implication in language learning]. Unpublished Professorship Speech. Yogyakarta: UNY.
[17] Tim Literasi. (Literasi) the benefits of mastering English for Indonesians. Pekanbaru: SMK Manajemen Penerbangan. 2020. Available at: http://berita.smk-mapen.com/post/literasi-the-benefits-of-mastering-english-for-indonesians.
[18] Wang, J. H. & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading and past reading achievement on text comprehension between US and Chinese students. Reading Research Quarterly, 39, 2, pg. 162.
[19] Yang Dong, et al. Contribution of Vocabulary Knowledge to Reading Comprehension Among Chinese Students: A Meta-Analysis. Frontiers in Psychology. 2 Oct. 2020. Available at: https://www.frontiersin.org/articles/10.3389/fpsyg.2020.525369/full.
[20] Zuchdi, D. (2008). Strategi meningkatkan kemampuan membaca [The strategies to increase reading skills]. Yogyakarta: UNY Press.
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  • APA Style

    Titik Sholihah, Agus Widyantoro. (2021). The Influence of Higher Order Thinking Skills, Vocabulary Mastery and Reading Motivation on Reading Comprehension Achievement. Teacher Education and Curriculum Studies, 6(4), 126-136. https://doi.org/10.11648/j.tecs.20210604.14

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    ACS Style

    Titik Sholihah; Agus Widyantoro. The Influence of Higher Order Thinking Skills, Vocabulary Mastery and Reading Motivation on Reading Comprehension Achievement. Teach. Educ. Curric. Stud. 2021, 6(4), 126-136. doi: 10.11648/j.tecs.20210604.14

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    AMA Style

    Titik Sholihah, Agus Widyantoro. The Influence of Higher Order Thinking Skills, Vocabulary Mastery and Reading Motivation on Reading Comprehension Achievement. Teach Educ Curric Stud. 2021;6(4):126-136. doi: 10.11648/j.tecs.20210604.14

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  • @article{10.11648/j.tecs.20210604.14,
      author = {Titik Sholihah and Agus Widyantoro},
      title = {The Influence of Higher Order Thinking Skills, Vocabulary Mastery and Reading Motivation on Reading Comprehension Achievement},
      journal = {Teacher Education and Curriculum Studies},
      volume = {6},
      number = {4},
      pages = {126-136},
      doi = {10.11648/j.tecs.20210604.14},
      url = {https://doi.org/10.11648/j.tecs.20210604.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210604.14},
      abstract = {This research aims at finding out the influence of Higher Order Thinking Skills (HOTS), vocabulary mastery and reading motivation on reading comprehension achievement among State SMP Students in Magelang Regency. This research was an ex post facto involving three independent variables; students’ HOTS (X1), vocabulary mastery (X2), and reading motivation (X3) and one dependent variable, students’ reading comprehension achievement (Y). The sampling technique was the proportional cluster random sampling. The research instruments were three tests and a questionnaire. The kind of validity of the tests was the content validity by experts’ judgment. The construct validity of the questionnaire was measured by factor analysis. The reliability of the tests was measured by Cronbach’s Alpha with the Alpha of HOTS test is 0.768, vocabulary mastery test’s is 0.757 and the reading comprehension achievement test’s is 0.716. The reliability of the questionnaire was measured by Cronbach’s Alpha with the Alpha is 0.862. The data were analyzed using the multiple regression analysis continued by the partial correlation. The result of the multiple regressions indicates that HOTS, vocabulary mastery and reading motivation influence reading comprehension achievement with the F=236.709 with the significant level below 0.05 which means that the three independent variables influence significantly on reading comprehension achievement. The Adjusted R Square is 0.653 which means that the reading comprehension achievement is 65.3% predicted by the three independent variables. The contribution of HOTS on reading comprehension achievement is 38.7%, vocabulary mastery is 50.3%, and reading motivation is 8.2%.},
     year = {2021}
    }
    

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    AU  - Titik Sholihah
    AU  - Agus Widyantoro
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    N1  - https://doi.org/10.11648/j.tecs.20210604.14
    DO  - 10.11648/j.tecs.20210604.14
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    AB  - This research aims at finding out the influence of Higher Order Thinking Skills (HOTS), vocabulary mastery and reading motivation on reading comprehension achievement among State SMP Students in Magelang Regency. This research was an ex post facto involving three independent variables; students’ HOTS (X1), vocabulary mastery (X2), and reading motivation (X3) and one dependent variable, students’ reading comprehension achievement (Y). The sampling technique was the proportional cluster random sampling. The research instruments were three tests and a questionnaire. The kind of validity of the tests was the content validity by experts’ judgment. The construct validity of the questionnaire was measured by factor analysis. The reliability of the tests was measured by Cronbach’s Alpha with the Alpha of HOTS test is 0.768, vocabulary mastery test’s is 0.757 and the reading comprehension achievement test’s is 0.716. The reliability of the questionnaire was measured by Cronbach’s Alpha with the Alpha is 0.862. The data were analyzed using the multiple regression analysis continued by the partial correlation. The result of the multiple regressions indicates that HOTS, vocabulary mastery and reading motivation influence reading comprehension achievement with the F=236.709 with the significant level below 0.05 which means that the three independent variables influence significantly on reading comprehension achievement. The Adjusted R Square is 0.653 which means that the reading comprehension achievement is 65.3% predicted by the three independent variables. The contribution of HOTS on reading comprehension achievement is 38.7%, vocabulary mastery is 50.3%, and reading motivation is 8.2%.
    VL  - 6
    IS  - 4
    ER  - 

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Author Information
  • Muntilan 1 Junior High School (SMP Negeri 1 Muntilan), Magelang Regency, Indonesia

  • English Department, Faculty of Language and Arts, Yogyakarta State University, Yogyakarta, Indonesia

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