THE EFFECT OF MEMORY STRATEGIES AND READING MOTIVATION TOWARD THE SEVENTH GRADE STUDENTS' READING ABILITY AT STATE JUNIOR HIGH SCHOOL NUMBER 20 PALEMBANG
DOI:
https://doi.org/10.31851/8x13h858Keywords:
memory strategies, reading motivation, reading abilityAbstract
This study examined the effect of memory strategies and reading motivation on seventh-grade students’ reading comprehension at State Junior High School 20 Palembang. It specifically aimed to determine (1) the effect of memory strategies on reading ability, (2) the influence of reading motivation on reading achievement, and (3) the interaction between both variables. A quantitative experimental approach with a 2×2 factorial design was employed. The participants were seventh-grade students in the 2024/2025 academic year, divided into an experimental group taught through memory strategies and a control group using conventional instruction. Data were obtained from pre-test and post-test reading comprehension assessments and a reading motivation questionnaire, then analyzed using descriptive statistics, independent sample t-tests, and two-way ANOVA. Findings revealed that memory strategies significantly enhanced students’ reading performance compared to conventional methods. Reading motivation also exerted a significant positive effect on achievement. Moreover, a significant interaction effect was identified, indicating that students with high motivation who received memory strategy instruction achieved the greatest improvement. The study highlights the pedagogical value of integrating cognitive strategies with affective factors. Its novelty lies in examining the combined and interactive effects of memory strategies and reading motivation within a factorial experimental framework at the junior high school level, offering deeper insight into their synergistic role in improving reading comprehension.
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