Analysis of Students' Reading Comprehension Ability Based on Reading Motivation, School Climate, Teacher-Student Interaction, and Parental Involvement
DOI:
https://doi.org/10.18502/kss.v10i9.18512Keywords:
reading comprehension, reading motivation, parental involvement, school climate, teacher-student interactionAbstract
Improving students’ literacy ability is one of the targets of the Sustainable Development Goals (SDG), especially Goal Number 4which pertains to Quality Education. The literacy problem with students’ ability to understand the contents of what they are reading still needs to be improved. This study analyzes students’ reading comprehension ability and the factors influencing it. Based on results of previous studies, the factors that are suspected of influencing reading comprehension ability are reading motivation, school climate, teacher-student interaction, and parental support. This study involved 288 high school students selected using simple random sampling techniques. Data were collected by filling out questionnaires and analyzed using descriptive statistics and logistic regression tests. The results show that reading motivation, school climate, teacher-student interaction, and parental involvement significantly affected students’ reading comprehension ability. Students who are more motivated, in good school environments, have better interactions with teachers, and receive more support from their parents have better reading comprehension abilities. Therefore, to improve students’ reading comprehension ability, it is essential to optimize the role of the school and family environments.
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