Students’ Attitudes and Perception of Achievement in Reading Comprehension

Abstract

This study aimed to investigate the students’ attitudes and perception of reading comprehension. Participants were fourth, fifth and sixth-grade students selected using random purposive sampling from three different classes in a public school (n=80) in Betong. This research using an explanatory mixed-method also aimed to determine whether students’ attitudes and perception significantly affect their reading comprehension. The data was gathered using Elementary Reading Attitude Survey (ERAS) developed by McKenna and Kear, 1990, interview questions and the analysis on students’ performance in reading comprehension. The research findings showed no strong relationship between students’ attitudes and perception towards reading would affect their achievement in reading comprehension because students’ attitudes and perceptions are affected mainly by other factors.