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Ida Rosmalina
Sriwijaya University
Education Languange, Linguistic, Communication & Media Other

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CORRELATION BETWEEN CONSCIENTIOUSNESS AND READING COMPREHENSION ACHIEVEMENT Intan Permata Sari; Ida Rosmalina; Erlina Erlina
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 6, No 2 (2019): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v6i2.10748

Abstract

Conscientiousness is one of the personality traits that defined as an individual tendency to be organized, thorough, controlled, decisive and dependable. This study was done to find out (1) the correlation between conscientiousness and reading comprehension achievement, (2) the significant difference in conscientiousness and reading comprehension achievement between male and female students, (3) the significant difference in conscientiousness and reading comprehension achievement between social science students and natural science students, and (4) the contribution of conscientiousness to reading comprehension achievement.  The population of the study was the eleventh grade students of SMA Negeri 20 Palembang. One hundred students were purposively taken as sample on the basis of equal numbers of gender and major.  To collect the data, reading comprehension achievement test and conscientiousness questionnaire were distributed to students and analyzed statistically. The findings showed conscientiousness and reading comprehension achievement significantly correlated (p value = 0.460) and the contribution of conscientiousness to reading comprehension achievement was 20.4%. The significant difference in reading comprehension achievement in gender and major was found; female and natural science students were better. The different result was obtained in conscientiousness. It implied that students tend to had similar perception toward conscientiousness regardless their gender and major.
STUDENTS’ INFERENTIAL COMPREHENSION AND READING COMPREHENSION Anne Valentine; Ida Rosmalina; Rita Hayati
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 1 (2015): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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Abstract

The study was conducted to find out whether or not there was any significant correlation between inferential comprehension and reading comprehension of the students of English Education Study Program FKIP Sriwijaya University Indralaya, whether or not there is a contribution of inferential comprehension to the reading comprehension, whether or not there is any significant difference between male and female students and whether or not there is any significant difference among students of different semesters in terms of their inferential comprehension and their reading comprehension. The researcher used population sampling in which the total number of the students was 126 students. It consisted of 18 male students and 108 female students. To collect the data, the researcher used 2 kinds of tests, namely inferential comprehension test and reading comprehension test. The results of the tests were analyzed by using the Pearson Product Moment Coefficient Correlation through Statistical Package for Social Science (SPSS) 21.0, Multiple Linear Regression Analysis, t-Test, and ANOVA. The results showed that the correlation between inferential comprehension and reading comprehension was 0.627 in which inferential comprehension contributed 39.4% to the reading comprehension. It was also found that there was a significant difference between male and female students and also a significant difference among students of different semesters in terms of inferential comprehension and reading comprehension. Based on the findings, it could be concluded that there was a significant correlation between inferential comprehension and reading comprehension.
Co-Authors Anne Valentine Erlina Erlina Intan Permata Sari Rita Hayati