Reading Motivation and Literary Learning Views of Junior High School at Ugad High School: A Basis for Designing Affective Focused Reading Instructional Material
DOI:
https://doi.org/10.65141/sjter.v3i1n7Keywords:
Reading, reading motivation, views about learning literature, affective-focused instructional material, reading instructional materialAbstract
This study examined the reading motivation and literary learning views among Junior High School Students at Ugad High School, School Year 2025-2026, as a basis for designing affective-focused reading instructional material. Using a mixed-method, descriptive-correlational design, the researchers administered validated questionnaires and conducted structured interviews with 291 students selected via stratified random sampling.
Findings revealed a moderate level of reading motivation, highest in grade-driven and compliance domains, and lowest in challenge and competition. Students held generally positive literary learning views, particularly valuing teacher guidance and e-learning tools. A significant positive relationship was established between reading motivation and literary learning views. Significant differences were also found based on gender and grade level. Based on these results, an affective-focused instructional material was developed to strengthen reading motivation in underdeveloped domains and enhance students’ general views about literature, the lowest domain in literary learning views.
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