| dc.description.abstract | Reading is a recognition process of written symbols that learners must master and can also become a hobby for some individuals. Through reading learners can develop and enrich their skills and competence in learning English because speaking activity does support them to share many things with other people.However, many students still have a judgment that reading is a challenging activity because it includes their self-personal proficiency—self-efficacy. Self-efficacy is often assigned along with self-confidence or self-optimism. But self-efficacy is conceptualized as strong belief that an individual has to meet the challenges and doing something ahead. Thus, to be skilled reader, students need to have a good sense of self-efficacy.
This research aims to investigate the relationship between students' self-efficacy in reading strategies and their reading performance in learning English. The study adopts a quantitative approach with a descriptive design. The research findings indicate a positive correlation between high self-efficacy in reading strategies and better reading performance among students. Those who exhibit strong self-confidence in applying effective reading strategies tend to comprehend texts more effectively and achieve higher reading outcomes. Additionally, high self-efficacy in reading strategies positively influences students' motivation to engage more seriously in English language learning. The research also reveals the diversity in reading strategy utilization among students at SMKN 2 Malang, and their awareness in employing a range of strategies to enhance their reading skills. Overall, this study underscores the significance of developing self-efficacy in reading strategies to enhance students' reading performance in English language learning.
To sum up, the researcher hypothesis was clearly rejected. The study proved that self-efficacy was not the only one predictor of the students’ reading proficiency. Students’ who have high level of self-efficacy do not always perform better in reading English. In line with the previous statement, students who have low level of self-efficacy do not always perform worse in speaking English.
Based on the finding of this research, it is addressed to the English teachers to concern more in other techniques and ways of teaching reading English so that the students are able to perform speaking better and their willingness to speak English can be pumped up well.
Keywords: Self-Efficacy, Reading Strategies, Reading Performance. | en_US |
