THE EFFECTS OF ACADEMIC SELF-EFFICACY AND VOCABULARY MASTERY TOWARDS STUDENTS’ READING SKILL (IN EXPOSITORY)

Apriyani Rovita; Gustaman Saragih; Rifari Baron

doi:10.30998/31heys61

Authors

Apriyani Rovita Indraprasta Pgri University Author
Dr. Gustaman Saragih, M.Pd Author
Dr. Rifari Baron, M.Pd Author

DOI:

https://doi.org/10.30998/31heys61

Keywords:

academic self-efficacy, vocabulary mastery, reading comprehension

Abstract

This study examines the effects of academic self-efficacy and vocabulary mastery towards students’ reading skills in expository text at private Madrasah Tsanawiyah schools in Rumpin, Bogor Regency, West Java. Employing a quantitative correlational design, the study involved 91 eighth grade students from three schools. Data were collected using an academic self-efficacy questionnaire, a vocabulary mastery test, and an expository reading comprehension test, and analyzed with SPSS. Results indicate that academic self-efficacy (M = 107.60) and vocabulary mastery (M = 103.58) were categorized as very good, whereas expository reading skills (M = 19.77) were very low. Multiple regression analysis revealed that both predictors jointly exerted a significant effect on reading skills (R = 0.796, R² = 0.633, p < .001), accounting for 63.3% of the variance. Individually, academic self-efficacy (β = 0.502, p = .001) and vocabulary mastery (β = 0.313, p = .036) significantly predicted reading performance.

Downloads

Download data is not yet available.

References

Al-Jiboury, T.H.A (2024). Teaching four Skills of English Language Writing, Reading, Speaking, and Listening through Literature. South Asian Research Journal of Arts, Language and Literature, 6(5), 63-72.

https://doi.org/10.36346/sarjall.2024.v06i05.001

Doughlass, M. P. (1986). Developing Reading Skills. Englewood Cliffs.

Duke, N. K. (2011). Reading and Writing Informational Text in the Primary Grades. Scholastic Teaching Resources.

Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202–224. https://doi.org/10.1598/RRQ.35.2.1

Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of Education, 189(1–2), 107–122. https://doi.org/10.1177/0022057409189001-208

Fryer, L. K., Li , C., Guo, Z., Liang, L., & Zhong, Y. (2025). Self-efficacy’s role within learning a new language during formal education: Systematic review, critical evaluation of past research and paths forward for research and practice. Studies in Second Language Learning and Teaching, 15(2), 251–278. https://doi.org/10.14746/ssllt.48234

Huan, E. (2024) Teaching Reading Skill. CV Gita Lentera.

Rovita, A., & Gulo, I. (2022) Politeness Strategy in Refusal of The Guests of The Ellen Show. Linguistics and Literature Journal, 3(1), 48-60. https://doi.org/10.33365/llj.v3i1.283

Schunk, D.H., & DiBenedetto, M.K. (2020). Motivation and Social Cognitive Theory: Contemporary Educational Psychology, 60.https://doi.org/10.1016/j.cedpsych.2020.101832

Smith, H. J., & Grant, D. R. (2025). How to improve group affirmation manipulations: Asystematic review and meta-analysis. Group Processes & Intergroup Relations, 28(1), 208-232. https://doi.org/10.1177/13684302241276070

Smith, J., & Kappas, A. (2025). Academic self-efficacy in educational settings.

https://www.researchgate.net/

Teng, F. (2021). Vocabulary knowledge and reading comprehension: A meta-analysis. System, 99, 102508. https://doi.org/10.1016/j.system.2021.102508

Webb, S., Nation, I. S. P., & Chang, A. (2021). Vocabulary learning and instruction. System, 97, 102427. https://doi.org/10.1016/j.system.2020.102427