THE CORRELATION BETWEEN PERSONAL IDENTITY AND READING COMPREHENSION OF ENGLISH EDUCATION STUDY PROGRAM IN UNIVERSITAS RIAU KEPULAUAN

Hilda Wiryanti Manurung, Elisma Sembiring, Nabila Aulia Putri, Nadya Ramadhani, Yunita Efendi, Yuni Kristina Br Simangungsong, Desi Surlitasari Dewi, Adam Adam, Mira Yona, Andika Simamora

Abstract


This research aims to investigate the correlation between personal identity and reading comprehension among sixth-semester students of the English Education Study Program at Universitas Riau Kepulauan. Reading comprehension is an essential skill for English major students, as it directly supports their academic performance and future professional development. Previous studies have indicated that psychological factors such as self-concept and personal identity may influence students' learning outcomes. In this study, a total of 35 students were selected using purposive sampling. The data were tested for normality and analyzed using the Pearson Product Moment correlation technique. The results show a Pearson correlation coefficient of -0.176 with a significance value of 0.313 (p > 0.05). These findings indicate a very weak and negative relationship that is not statistically significant. Therefore, it can be concluded that there is no significant correlation between personal identity and reading comprehension among the students in this sample. Although prior literature suggests that self-perception may affect academic engagement, the results of this study highlight that reading comprehension is influenced by various complex factors beyond personal identity. Further research with larger and more diverse samples is recommended to explore this relationship more deeply.

Keywords


personal identity, reading comprehension, correlation, English Education Departement, EFL Learners

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DOI: https://doi.org/10.33373/dms.v12i3.8190

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