Reading Comprehension Skills and Motivation Through English Club A Comparative Study

Abstract

This study investigates the influence of English Club participation on students' reading comprehension skills and motivation by comparing students who actively engage in English Club activities to those students who rely solely on traditional classroom learning. The study aims to determine whether extracurricular activities like English Clubs provide a significant advantage in improving these critical skills. A comparative quantitative research design was employed, involving ninth- grade students from SMPN 26 Malang. Data collection methods included reading comprehension tests, motivation questionnaires, and semi-structured interviews. The sample comprised students actively participating in English Clubs and those who did not. Data were analyzed statistically using independent t-tests for quantitative measures and thematic analysis for qualitative insights. The findings reveal a statistically significant difference in reading comprehension skills and motivation levels between the two groups. Students who participated in English Clubs demonstrated higher reading comprehension scores and exhibited greater motivation to learn English compared to non-members. The t-test analysis showed that English Club member students had higher reading comprehension scores (mean 22.76) than non-member students (mean 21.08). This difference was statistically significant (p = 0.008). English Club member students showed higher learning motivation (mean 88.73) than non-member students (mean 67.03), with a significant difference (p = 0.000). English Club activities, such as group discussions, peer-to- peer learning, and text analysis, were identified as critical factors in fostering improved comprehension and vocabulary acquisition. Interviews further revealed that these activities created a supportive and interactive environment, enhancing students' confidence and engagement in reading.