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Students’ Background Knowledge, Vocabulary Competence, And Motivation As Predictors Of Reading Comprehension at Grade 11 Of SMA Kartika Kendari

Journal of Language Education and Educational Technology (JLEET) · Vol. 4 No. 1 (2019)

DOI
10.33772/jleet.v4i1.6672
ISSN
2502-3306
Published
2019-01-04
Publisher
Halu Oleo University
Language
eng

Abstract

Reading is one of the main concerns of EFL teaching. Research shown that there are several factors contributes to reading including; background knowledge, vocabulary and motivation. Regarding the contributing factors to reading comprehension, this research set out to discover which factors partially contribute most to reading; background knowledge, vocabulary, or motivation at grade 11 of SMA Kartika XX-2 Kendari. It also evaluated the simultaneous contribution of the factors to reading comprehension grade 11 of SMA Kartika XX-2 Kendari. The objective of this study is to investigate which of the factors contributes most to reading comprehension and the simultaneous contribution of the factors to reading comprehension. This study applied quantitative study to determine the partial and simultaneous effect of the factors to reading comprehension. Using regression analysis to evaluate the contribution of the factors to reading comprehension revealed that there is a significant effect of background knowledge towards reading comprehension. It also found that there is a significant effect of vocabulary competence towards reading comprehension. While, there is no significant effect of motivation towards reading comprehension. Despite the fact that there is no significant effect of motivation towards the students’ reading comprehension, the result of multiple regression analysis on the simultaneous contribution of background knowledge, vocabulary and motivation revealed there is a simultaneous significant effect of the factors to reading comprehension

Collaboration network of the authors

40 authors · 92 co-authorship links · 2 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • Institut Teknologi Sepuluh Nopember
  • Universitas Merdeka Malang
  • Institut Agama Islam Negeri Kendari
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Amri TanduklangiUniversitas Halu Oleo4
Hanna HannaUniversitas Halu Oleo4
Hilaluddin HanafiAffiliation unknown3
Sahlan SahlanAffiliation unknown3
Muhammad YazidInstitut Teknologi Sepuluh Nopember3
La Ode NggawuUniversitas Halu Oleo2
Sri Suryana DinarAffiliation unknown2
Tambunan TambunanAffiliation unknown2
Akhmad MarhadiUniversitas Halu Oleo1
La Ode Topo JersUniversitas Halu Oleo1
Erens Elvianus KoodohAffiliation unknown1
Maliudin MaliudinUniversitas Halu Oleo1
Fina Amalia MasriUniversitas Halu Oleo1
Samsuddin SamsuddinAffiliation unknown1
Nur Evi HamiruAffiliation unknown1
Asri Nova RamaAffiliation unknown1
Amiruddin RahimAffiliation unknown1
Suharmin SuharminAffiliation unknown1
Nurnia NurniaAffiliation unknown1
Ni Kadek SeprianiAffiliation unknown1
Herlindayana HerlindayanaAffiliation unknown1
Asyarifullah RamliAffiliation unknown1
Kamaluddin KamaluddinUniversitas Merdeka Malang1
La KookoAffiliation unknown1
Muhammad AzanAffiliation unknown1
Haderaerani HaderaeraniAffiliation unknown1
Asruni AsruniAffiliation unknown1
Anita RezkiInstitut Agama Islam Negeri Kendari1
Zalili SailanAffiliation unknown1
Carlina AmriAffiliation unknown1
Yeni YeniAffiliation unknown1
Muhammad KurniawanAffiliation unknown1
Riskawati RiskawatiAffiliation unknown1
Sulfajriyani IndahAffiliation unknown1
Risma Fitria Uky YandiniAffiliation unknown1
Ulin NafiahAffiliation unknown1
Siti Rahmawati KaharAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://ojs.uho.ac.id/index.php/JLEET/oai, first harvested 30 Okt 2026, last seen 30 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Students’ Background Knowledge, Vocabulary Competence, And Motivation As Predictors Of Reading Comprehension at Grade 11 Of SMA Kartika Kendari</dc:title>
	<dc:creator>Silvia Nasrul, Elsa</dc:creator>
	<dc:creator>Alberth, Alberth</dc:creator>
	<dc:creator>Ino, La</dc:creator>
	<dc:description xml:lang="en-US">Reading is one of the main concerns of EFL teaching. Research shown that there are several factors contributes to reading including; background knowledge, vocabulary and motivation. Regarding the contributing factors to reading comprehension, this research set out to discover which factors partially contribute most to reading; background knowledge, vocabulary, or motivation at grade 11 of SMA Kartika XX-2 Kendari. It also evaluated the simultaneous contribution of the factors to reading comprehension grade 11 of SMA Kartika XX-2 Kendari. The objective of this study is to investigate which of the factors contributes most to reading comprehension and the simultaneous contribution of the factors to reading comprehension. This study applied quantitative study to determine the partial and simultaneous effect of the factors to reading comprehension. Using regression analysis to evaluate the contribution of the factors to reading comprehension revealed that there is a significant effect of background knowledge towards reading comprehension. It also found that there is a significant effect of vocabulary competence towards reading comprehension. While, there is no significant effect of motivation towards reading comprehension. Despite the fact that there is no significant effect of motivation towards the students’ reading comprehension, the result of multiple regression analysis on the simultaneous contribution of background knowledge, vocabulary and motivation revealed there is a simultaneous significant effect of the factors to reading comprehension</dc:description>
	<dc:publisher xml:lang="en-US">Halu Oleo University</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2019-01-04</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://ojs.uho.ac.id/index.php/JLEET/article/view/6672</dc:identifier>
	<dc:identifier>10.33772/jleet.v4i1.6672</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Language Education and Educational Technology (JLEET); Vol 4, No 1 (2019): Journal of Language Education and Educational Technology</dc:source>
	<dc:source>2502-3306</dc:source>
	<dc:source>10.33772/jleet.v4i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ojs.uho.ac.id/index.php/JLEET/article/view/6672/4902</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2019 Journal of Language Education and Educational Technology (JLEET)</dc:rights>
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