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. |
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Copyright © The Author(s), 2021. Published by Science Publishing Group |
Higher Order Thinking Skills (HOTS), Vocabulary Mastery, Reading Motivation, Reading Comprehension Achievement
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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
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
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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Download@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}
}
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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