Journal Genta Mulia

Volume 15, Number 1, 2023 pp. 381-386

P-ISSN 2301-6671 E-ISSN: 2580-6416
Open Access: [Link]

HOW READING MATURITY INFLUENCES READING COMPREHENSION

ACHIEVEMENT OF THE TENTH GRADE STUDENTS OF SMA YWKA
PALEMBANG

Robby Rahmad*1, Ridha Ilma2, dan Deta Desvitasari3

123Departement of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah

Palembang, Indonesia
* Corresponding Author: robbyrahmad29@[Link]

Abstrak
Salah satu kemampuan paling penting yang perlu dikembangkan anak-anak adalah
membaca. Karena kematangan membaca merupakan pencapaian kemampuan membaca
dan informasi, maka memiliki kematangan membaca yang tinggi dapat memberikan
manfaat bagi anak dalam membaca. Oleh karena itu, dengan menggunakan prosedur
cluster random sampling, peneliti ini menguji hubungan dan dampak kematangan
membaca dan pencapaian pemahaman membaca pada sampel 105 siswa yang terdaftar di
kelas sepuluh. Kuesioner kematangan membaca dan tes pencapaian pemahaman membaca
digunakan dalam penelitian ini, dan analisis regresi serta koefisien korelasi Pearson
Product Moment digunakan untuk analisis. Hasilnya, nilai r lebih besar (0,243 > 0,168)
dibandingkan r tabel untuk df=94. Demikian pula, tingkat signifikansi (p) (sig.2-tailed)
adalah 0,017, kurang dari 0,05 (0,017 < 0,05). Ditentukan bahwa terdapat hubungan dan
pengaruh positif yang cukup besar antara pencapaian pemahaman membaca dan
kematangan membaca.
Kata Kunci : Prestasi pemahaman membaca, Kematangan membaca.

Abstract
One of the most crucial abilities that kids need to develop is reading. Because reading maturity is the
achievement of reading abilities and information, having high reading maturity can benefit kids in
reading. Thus, utilizing cluster random sampling procedures, this researchers examined the
relationship and impact of reading maturity and reading comprehension achievement on a sample of
105 students enrolled in the tenth grade. The reading maturity questionnaire and the reading
comprehension accomplishment test were employed in this study, and regression analysis and the
analysis employed the Pearson Product Moment correlation coefficient. As a result, the r-value was
greater (0.243 > 0.168) than the r-table for df=94. Similar to this, the significance level (p) (sig.2-
tailed) was 0.017, less than 0.05 (0.017 < 0.05). It was determined that there was a considerable
positive association and influence between reading comprehension achievement and reading
maturity.
Keywords : Reading comprehension achievement, Reading maturity.

INTRODUCTION
The majority of people utilize English, which is the language that everyone on the
planet speaks. English is widely utilized as the language of higher administration, superior
justice, as well as to advance education and diplomacy, according to Subasini and
Kokilavani (2013). In addition, a lot of printed materials are produced in English, as are
television broadcasts and publication sources, according to Richard (2007) and Graddol (as
mentioned in Ardiansyah & Djohar, 2012). A lot of information is also written in English.
Consequently, English is used extensively in daily life as a communication tool and as a
way to gather information.
To master English, students need to acquire four fundamental skills. According to
 Robby Rahmad 1, How Reading Maturity Influences Reading Comprehension

Aydogan and Akbarov (2014), learning English requires students to become proficient in
four essential areas: speaking, writing, listening, and reading. Furthermore, there are other
rationales for pupils to acquire the four fundamental English language abilities. Jing (2006)
elucidated that mastering the four essential language abilities is crucial, as students use
many skills—sometimes all four at once—in real-world applications like communication.
This implies that in order for pupils to understand English, they must acquire the four
aforementioned competencies.
Reading is regarded as the most crucial of the four English language skills. Acheaw
(2014) argues that reading can help readers enter new understandings of their own
experiences and possibly be a path toward discovering their own identities. In order to
comprehend reading—its importance, purpose, and ramifications—Nurhadi (2021)
continued, saying that reading is a process of digesting elegant and imaginative language.
In this instance, reading is discovered to be a method of knowing things clearly and even
of identifying oneself.
Students must overcome a variety of challenges in reading exercises in order to
master reading abilities. According to Rukmini (2014), a number of factors, including the
textbooks' unfamiliarity—long texts, foreign vocabulary, and a dearth of pre-reading
activities to activate prior knowledge—made pupils disinterested in reading them.
Furthermore, Westwood (2008) states that low reading comprehension can be caused by
eight different reading challenges. The challenges include: (1) limited vocabulary; (2)
fluency; (3) unfamiliarity with the material; (4) text difficulty level (readability); (5)
insufficient use of affective reading strategies; (6) weak verbal reasoning; (7) information
processing issues; and (8) difficulties remembering what has been read. Therefore, in
reading there are difficulties that readers need to face in mastering reading skills.
One of the difficulties Indonesian students face is reading comprehension. According
to the OECD (2019) in PISA, assesses students' basic literacy skills in reading, science, and
mathematics at the age of 15. According to the survey, Indonesian students' basic literacy
skills placed them in the bottom 10th or 70th place out of 79 participating countries.
Indonesian students have an average reading proficiency of 80 points, with 42 points
awarded for reading, 52 points for math, and 37 points for science. These scores still fall
short of both the ASEAN countries' student accomplishments and the OECD average.
The inadequate literacy skills results for Indonesian students can be attributed to a
number of variables. According to Nanda and Azmy's (2020) investigation, low reading
comprehension among EFL readers was caused by a number of factors, including low
initial knowledge, mastery of English vocabulary, and a lack of student motivation. Devira
(2017) also studied reading comprehension issues and discovered that a range of factors,
such as students' prior knowledge, material difficulties, motivation, and interest in reading,
affect their reading abilities.
Furthermore, other elements like reading maturity play a significant part in students'
comprehension of what they read, particularly in terms of boosting their love of reading.
Mature, according to Theiss et al. (2009), is defined as having the attitudes, interests, and
abilities necessary for everyone to engage in reading activities with great zeal and
enthusiasm, especially those that lead to a better and more useful life. Reading maturity,
however, is not a major factor in the role of a second language because some people believe
it is unimportant and frequently ignored. According to Squires (2014), there isn't even a lot
of knowledge about reading behavior, particularly reading comprehension and its
connection to the development of readers. Additionally, reading proficiency plays a
significant role in the second place. In conclusion, so the researchers were interest in
conduct the research “How Reading Maturity Influences Reading Comprehension
Achievement”.

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 Robby Rahmad 1, How Reading Maturity Influences Reading Comprehension

RESEARCH METHODOLOGI
Utilized quantitative methods as a guide for research design when conducting this
study. This study employed a correlational design, which is non-experimental in nature, to
quantify and explain the degree of relationship or connection between two or more factors,
or a set of scores (Cresswell, 2012). The cluster random sampling technique was used to
select the study's sample. The purpose of sampling was to choose sample subjects that were
typical of the population. "...30 subjects are seen as a minimum sample size," according to
Emzir (2013). 105 students from X1, X5, and X7, the tenth grade, participated in this study
using the random method.
Two methods of data collection were used in this study to gather information on the
reading comprehension and maturity of the samples. To collect the required data, reading
assessments and questionnaires were used to gauge students' comprehension. The
researchers in this study evaluated the data using SPSS 26.0. The researcher used
prerequisite analysis to confirm normalcy and linearity. The Pearson correlations between
the variables were verified using product moment correlation analysis. Regression analysis
was also employed to ascertain the research problem's impact.

RESULTS AND DISCUSSION

Normality Analysis
The test of normality was employed to evaluate the reading comprehension and
reading maturity questionnaire results in order to establish whether or not the data were
normal. Using SPSS 26, the researchers conducted the Kolmogorov-Smirnov test. The
normalcy test results are shown in the following table:
Normality Test
One-Sample Kolmogorov-Smirnov Test
Unstandardized Residual
N 96
Monte .061d
Carlo Sig.

Based on the table, the monte carlo significant was .061 which was higher than 0.05
(.019 > 0.05). As a result, each variable's data was distributed normally.
Linearity Analysis
The reading maturity questionnaire and reading comprehension test data were
subjected to a linearity test to determine whether or not they were linear. One Way ANOVA
in SPSS 26 was used to perform the linearity test. The following table displays the linearity
test result:
Linearity Test
Anova Table
Sig

Reading
Comprehension Deviation from .633
Achievement Linearity
Reading Maturity

The significant was.633, higher than 0.05 (.633 > 0.05), according to the table. The two
variables were therefore linear.
Correlation Analysis

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 Robby Rahmad 1, How Reading Maturity Influences Reading Comprehension

This section addressed the first research problem. With the aid of SPSS 26, the data
were analyzed using the Pearson Product Moment Correlation Coefficient. The correlation
analysis's outcomes are displayed in the table below:

Correlation between Reading Maturity and Reading Comprehension

Achievement
Reading Reading
Maturity Comprehension
Reading Maturity Pearson 1 .243
Correlation
Sig. (2-tailed .017
N 96 96
Reading Pearson .243 1
Comprehension Correlation
Sig. (2-tailed .017
N 96 96

Based on the result, the correlation coefficient or r-value was found .243 and the r-
table with df (N-2=94) was found .168. This indicates that the r-value (.243 >.168) was
greater than the r-table. Similar to this, the significance level (p) (sig.2-tailed) was.017,
below 0.05 (.017 > 0.05). It indicates that Hα1 was approved and H01 was denied.
Consequently, reading comprehension achievement and reading maturity showed a
positive and significant correlation.
Regression Analysis
The second research problem was addressed in this section. Once a correlation
between the two variables was found, regression analysis was performed to ascertain the
impact of reading maturity on reading comprehension achievement. The table below
exhibits the results of the regression analysis:
Regression Analysis
Coefficients Model Summary
Sig. R Square Adjusted R
Square
Reading .017 .059 .049
Maturity

According the table, the probability (p) significance level was.017, which was less
than 0.05 (.017 < 0.05), It was determined that Hα2 was accepted and H02 was rejected. As
a result, reading maturity had a significant impact on reading comprehension achievement.
Additionally, R Square had a value of.059. Therefore, it can be said that the reading
maturity of the samples accounted for 59% of their achievement in reading comprehension.
DISCUSSION
The interpretation was corresponding to the findings of the statistics investigation to
back up the research's significance. The results demonstrated a connection between reading
maturity and comprehension skills. Furthermore, the regression analysis Findings
indicated that the reading maturity changeable (X) had a significant impact on reading
comprehension achievement (Y).
Initially, The amount of chance (p) value (sig.2-tailed), according to the Pearson
Product Moment correlation coefficient findings, was.017 and the r-value was greater than
the r-table (.243>.168). their reading comprehension and reading maturity had a strong and
positive correlation, as evidenced by this.

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 Robby Rahmad 1, How Reading Maturity Influences Reading Comprehension

Second, the reading maturity variable (X) and reading comprehension variable (Y)
had an influence, according to the regression analysis results. The probability (p)
significance level was found to be.017, which is less than 0.05 (.017-0.05). As a result, reading
comprehension achievement and reading maturity had a substantial impact. Additionally,
R Square had a value of.059. Thus, it can be concluded that reading maturity influenced
59% of pupils' proficiency in reading comprehension.
Considering the aforementioned findings, the researchers made the assumption that
reading maturity is a crucial component of learning and should still be taken into account.
Nanda and Azmy (2020) were identified various factors that contribute to low reading
comprehension. These factors include low initial knowledge, mastery of English
vocabulary, and a lack of student motivation. Devira (2017) went on to say that a variety of
factors, including prior knowledge, the difficulty of the material, motivation, and reading
interest, can affect a student's ability to read.

CONCLUSION AND SUGGESTION

Conclusion
In light of the findings and explanations provided in the previous chapter,
inferences regarding this investigation can be made. First, reading comprehension
achievement and reading maturity showed a significant positive correlation. Second,
reading maturity had a substantial impact on reading comprehension achievement.
Reading comprehension achievement was 59% influenced by reading maturity.
Consequently, it can be said that the factor that significantly influenced reading
comprehension achievement was reading maturity. The level of reading maturity of
students determines their achievement in reading comprehension. They would perform
better in reading comprehension if they had high reading maturity.
Suggestions
Based on the conclusions above, Regarding The connection among studying
comprehension achievement and studying maturity, The detective would like to share
some recommendations. First, the students have to increase their reading maturity in order
to improve their reading comprehension achievement. Considering that reading is a basic
English aptitude especially in education, it is important for them to master reading skill.
The learners must focus upon the skills they desire to develop in order to become more
mature readers in order to improve their understanding of text [Link], this study
will teach teachers that a student's reading maturity may have an impact on how well or
poorly they read understanding. With the results in hand, educators can use them as
inspiration to help students become Increased accountability readers and achieve higher
reading comprehension scores. Teachers should encourage and provide reading materials
that suit students' needs so that students have high reading maturity. Last, for other
researchers, they can conduct their future studies which investigate the association between
reading maturity and reading attainment of understanding by adding specific types of text.
Further, the other researcher can be more specific in creating or choosing research
instruments to get a higher reading score from the students. They can conduct the study
using larger samples. Certainly, the finding of this study can be a reference for other
researchers.

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