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  • THE RELATIONSHIP AMONG SELF-CONCEPT, READING ATTITUDE AND READING COMPREHENSION ACHIEVEMENT OF SINGLE PARENTED STUDENTS OF PUBLIC JUNIOR HIGH SCHOOLS IN DISTRICT OF ILIR BARAT I PALEMBANG | Surip | The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language

    THE RELATIONSHIP AMONG SELF-CONCEPT, READING ATTITUDE AND READING COMPREHENSION ACHIEVEMENT OF SINGLE PARENTED STUDENTS OF PUBLIC JUNIOR HIGH SCHOOLS IN DISTRICT OF ILIR BARAT I PALEMBANG

    Rosdiana Surip

    Abstract


    THE RELATIONSHIP AMONG SELF-CONCEPT, READING ATTITUDE AND READING COMPREHENSION ACHIEVEMENT OF SINGLE PARENTED STUDENTS OF PUBLIC JUNIOR HIGH SCHOOLS IN DISTRICT OF ILIR BARAT I PALEMBANG

    Rosdiana Surip

    Junior High School No. 42, Palembang, South Sumatera

    ana.fadli@yahoo.co.id

    Abstract: This study investigated whether or not there were significant correlations between self-concept and reading comprehension achievement, and between reading attitude and reading comprehension achievement. The aims of this study were also to see whether or not students’ self-concepts and reading attitude gave significant contribution to reading comprehension achievement; whether there were significant correlations among students’ self-concept, reading attitude and reading comprehension achievement; and how much self-concept and reading attitude contributed to students’ reading comprehension achievement. One hundred and eighty-three single-parented students of Public Junior High Schools in District of Ilir Barat  I Palembang, South Sumatera, were participated in this study. Self-Concept and Reading Attitude questionnaires and a reading comprehension test were used to collect the data. The results of this study revealed that there was a positive correlation between students’ self-concept and reading comprehension achievement and between students’ reading attitude and reading comprehension achievement. There was also a significant correlation among self-concept, reading attitude and reading comprehension achievement. Students’ self-concepts and reading attitude gave significant contribution (44.4%) to reading comprehension achievement.

     

    Keywords:  self-concept, reading attitude, reading comprehension achievement


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    DOI: https://doi.org/10.36706/jele.v3i1.2973

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    PUBLISHER:

    ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA                       

    JLN SRIJAYA NEGARA BUKIT BESAR PALEMBANG 30137, SUMATERA SELATAN, INDONESIA

    EMAIL: jele@fkip.unsri.ac.id

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