CORRELATION AMONG READING INTEREST, READING STRATEGY, AND READING COMPREHENSION SKILL OF THE STUDENTS AT MTS TARBIYATUS SHIBYAN PETUNG GRESIK

Shofiyah, Siti Nurus (2026) CORRELATION AMONG READING INTEREST, READING STRATEGY, AND READING COMPREHENSION SKILL OF THE STUDENTS AT MTS TARBIYATUS SHIBYAN PETUNG GRESIK. Undergraduate (S1) thesis, UNIVERSITAS ISLAM NEGERI SYEKH WASIL KEDIRI.

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Abstract

Reading is a fundamental education skill that allows students to expand their knowledge by understanding written texts and effectively synthesizing important information. Various factors, such as interest in reading, reading strategies, and reading comprehension, influence this process. However, the relationship between these factors still requires further investigation. Therefore, the objective of this research was to analyze: (1) the correlation between students interest in reading and reading comprehension; (2) the correlation between reading strategies and reading comprehension; (3) the correlation between interest in reading and reading strategies; and (4) the correlation between interest in reading, reading strategies, and reading comprehension. This research employed a quantitative method with a correlational research design. The study population consisted of all students at MTs Tarbiyatus Shibyan Petung Gresik Junior High School. A total of 102 participants were included. Data were collected using a multiple-choice reading comprehension test and a Likert-scale questionnaire on reading interest and strategies. Kendall's Tau-b coefficient and multiple correlation were used for data analysis. The results of the study showed that the correlation between students reading interest and reading comprehension was 0.396 with a significance level of 0.000 < 0.05, which means the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted, indicating a weak but positive relationship. Similarly, the correlation between reading strategies and reading comprehension was 0.391 with a significance level of 0.000 < 0.05, also indicating a weak but positive relationship. Furthermore, the correlation between reading interest and reading strategies was 0.444 with a significance level of 0.000 < 0.05, indicating a moderate positive relationship. In addition, the simultaneous correlation between reading interest, reading strategies, and reading comprehension was 0.606 with a significance value of 0.000 < 0.05, indicating a strong positive relationship. This indicates that both reading interest and reading strategies are significantly related to students reading comprehension.

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