DRIVEN TO READ: STUDENTS’ SELF-DETERMINATION IN EXTENSIVE READING
Keywords:
Self-determination, Extensive Reading, Survey DesignAbstract
Extensive reading (ER) has been widely renowned to nutrient students’ vocabulary size and fluency in the last decade. Students’ success in this reading relies on their psychological needs so that they can keep on motivated to read during the reading program. Thus, it is urged to investigate students’ self-determination in terms of competence, relatedness, and autonomy during their enrolment in Extensive Reading class. This was a quantitative survey research conducted on second year students who took ER class on English Education Study Program at UIN Raden Intan Lampung. Referring to Slovin formula, with 10% margin of error, it was obtained that 65 out of 188 students became the sample of this research. The data were gathered by using a Likert-scale questionnaire and were analyzed descriptively. Based on the analysis, it was attained that the autonomy aspect yielded a mean score of 3.30 with a SD of 0.53. For the competence aspect, the mean score was 3.48 with an SD of 0.56. The relatedness aspect had a mean score of 3.34 and an SD of 0.53. To sum up, the findings revealed that all three aspects of self-determination were positively perceived by students where low SD of each aspect indicated high consistency in students’ responses. This implicated that when students’ basic psychological needs were met during their enrolment in ER class, they were more likely to develop intrinsic motivation for reading which would become a habit.
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