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THE MEDIATION EFFECT OF READING STRATEGIES ON THE RELATIONSHIP BETWEEN PERSONALITY TRAITS AND STUDENTS' READING COMPREHENSION ACHIEVEMENT AT SMA YWKA PALEMBANG

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This study examined the mediating effect of reading strategies on the relationship between personality traits and reading comprehension achievement among eleventh-grade students at SMA YWKA Palembang. A quantitative research design was employed involving 85 students. Data were collected using the Big Five Personality Questionnaire to measure personality traits, a reading comprehension test, and the Survey of Reading Strategies (SORS). The data were analyzed using descriptive statistics, Spearman correlation, multiple regression analysis, and mediation analysis through PROCESS Macro Model 4 in SPSS. The findings showed that students used reading strategies at a moderate level, with global strategies obtaining the highest mean score (M = 3.40), followed by problem-solving strategies and support strategies. In terms of personality traits, neuroticism emerged as the most dominant trait (M = 30.79), while extraversion had the lowest mean score (M = 20.40). The correlation analysis revealed that only extraversion had a significant negative relationship with reading comprehension (r = -0.349, p = 0.001), indicating that students with higher levels of extraversion tended to have lower reading comprehension scores, whereas the other personality traits showed no significant relationships. Furthermore, the multiple regression analysis demonstrated that personality traits did not significantly predict reading comprehension collectively, although extraversion had a significant individual contribution (β = -0.314, p = 0.009). The mediation analysis also indicated that reading strategies did not significantly mediate the relationship between personality traits and reading comprehension, as all indirect effects were non-significant. These findings suggest that personality traits and reading strategies have limited influence on students’ reading comprehension achievement, and that other factors may contribute more substantially to reading comprehension performance among EFL learners.

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Detail Information

Series Title

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Call Number

T2004612026

Publisher

Palembang : ., 2026

Collation

xii, 133 hlm.; ilus.; tab.; 29 cm.

Language

English

ISBN/ISSN

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Classification

372.452 07

Content Type

Text

Media Type

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Carrier Type

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Edition

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Subject(s)

Prodi Magister Pendidikan Bahasa Inggris
Reading Strategies in Elementary Education

Specific Detail Info

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Statement of Responsibility

MI

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