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

Titik Sholihah; Agus Widyantoro

doi:doi:10.11648/j.tecs.20210604.14

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

Titik Sholihah, Agus Widyantoro

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 4)

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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[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.
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[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.
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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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TY - JOUR
T1 - The Influence of Higher Order Thinking Skills, Vocabulary Mastery and Reading Motivation on Reading Comprehension Achievement
AU - Titik Sholihah
AU - Agus Widyantoro
Y1 - 2021/12/24
PY - 2021
N1 - https://doi.org/10.11648/j.tecs.20210604.14
DO - 10.11648/j.tecs.20210604.14
T2 - Teacher Education and Curriculum Studies
JF - Teacher Education and Curriculum Studies
JO - Teacher Education and Curriculum Studies
SP - 126
EP - 136
PB - Science Publishing Group
SN - 2575-4971
UR - https://doi.org/10.11648/j.tecs.20210604.14
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

Titik Sholihah

Muntilan 1 Junior High School (SMP Negeri 1 Muntilan), Magelang Regency, Indonesia
Agus Widyantoro

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

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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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