Learning Motivation, Vocabulary Mastery, Reading Skills,
Narrative Texts.
The aim of this study was to investigate: (1) the effect of Learning Motivation and
Vocabulary Mastery simultaneously towards Students’ Skills in Reading Narrative
Texts; (2) the effect of Learning Motivation towards Students’ Skills in Reading
Narrative Texts; and (3) the effect of Vocabulary Mastery towards Students’ Skills
in Reading Narrative Texts. This research employed a quantitative survey method.
The population of the study consisted of eighth-grade students at state junior high
schools in Central Jakarta. The sample included 75 students selected through simple
random sampling. The instruments used in this study were a Learning Motivation
questionnaire to measure Learning Motivation (X1), a Vocabulary Mastery test to
assess Vocabulary Mastery (X2), and a reading test to measure Students’ Skills in
Reading Narrative Texts (Y). The collected data were analyzed using multiple linear
regression analysis.
The results of the statistical analysis show that Learning Motivation and Vocabulary
Mastery simultaneously have significant effects on Students’ Skills in Reading
Narrative Texts, demonstrated by the significance value Sig. = 0.000 < 0.05, the
obtained F value of 97.877, the multiple correlation coefficient R = 0.855, and the
coefficient of determination R² = 0.731, indicating that 73.1% of students’ reading
skills are influenced by Learning Motivation and Vocabulary Mastery. Learning
Motivation has a significant effect on Students’ Skills in Reading Narrative Texts,
as indicated by Sig. = 0.000 < 0.05 and t_count = 6.707. Vocabulary Mastery also
has a significant effect on Students’ Skills in Reading Narrative Texts, as shown by
Sig. = 0.000 < 0.05 and t_count = 6.209. The standardized regression coefficient
(Beta) of Learning Motivation (0.500) is slightly higher than that of Vocabulary
Mastery (0.463), indicating that Learning Motivation provides a stronger relative
contribution to students’ reading skills.