I (Do Not) Like Reading!: A Narrative Inquiry into Indonesian Highschoolers’ General Reading Motivation

  • Astra Belinda The Graduate School, Widya Mandala Catholic University Surabaya
Abstract views: 25 , pdf downloads: 29
Keywords: General Reading, Motivation, Self-determination Theory (SDT), Narrative Inquiry


The study of motivation has been going around in the educational field for years long, but the issue is there are not many studies that specify in reading motivation, specifically for EFL and/or ESL students. Looking upon this concern, this narrative inquiry study tried to recognize the reasons behind the reading motivation amongst the students, particularly from Blue Star Senior High School, through the Self-determination Theory (SDT) principle from Deci & Ryan (1991) and some other possible social aspects, such as family and peers. It was later found out that in general, Blue Star Senior High School’s students are more likely to be extrinsically motivated when they read and the biggest encouragement to their extrinsic motivation is their social circle. While for our main participants, their past experiences were the ones that played important roles in constructing their motivation, either intrinsically or extrinsically.


Download data is not yet available.


Al-Ghamdi, A. (2014). The Role of Motivation as a Single Factor in Second Language Learning. Arecls, 11, 1-14.
Bravo, J. C., Intriago, E. A., HolguĆn, J. V., Garzon, G. M., &Arcia, L. O. (2017). Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students. English Language Teaching, 10(2), 100-113.
Cooc, N., & Kim, J. S. (2017). Peer influence on children’s reading skills: A social network analysis of elementary school classrooms. Journal of Educational Psychology, 109(5), 727.
Fagan, J. (2013). Effects of divorce and cohabitation dissolution on preschoolers’ literacy. Journal of Family Issues, 34(4), 460-483.
Grabe, W., and Stoller, F. L. (2002). Teaching and Researching Reading. Harlow, England: Longman.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Ernst KlettSprachen.
Grabe, W. (2014). Key issues in L2 reading development. In CELC Symposium Bridging Research and Pedagogy (pp. 8-18).
Kirchner, E., & Mostert, M. L. (2017). Aspects of the reading motivation and reading activity of Namibian primary school readers. Cogent Education, 4(1), 1411036.
Matvichuk, T. (2015). The Influence of Parent Expectations, the Home Literacy Environment, and Parent Behavior on Child Reading Interest. Eastern Michigan University
Merga, M. K. (2014). Peer group and friend influences on the social acceptability of adolescent book reading. Journal of adolescent & adult literacy, 57(6), 472-482.
Oxford, R., &Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The modern language journal, 78(1), 12-28.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Ryan, R. M., Williams, G. C., Patrick, H., & Deci, E. L. (2009). Self-determination theory and physical activity: The dynamics of motivation in development and wellness. Hellenic Journal of Psychology, 6(2), 107-124.
Reeves, J. (2012). A self-determination theory perspective on student engagement. In Handbook of research on student engagement (pp. 149-172). Springer, Boston, MA.
Salikin, H., Bin-Tahir, S. Z., Kusumaningputri, R., &Yuliandari, D. P. (2017). The Indonesian EFL Learners' Motivation in Reading. English Language Teaching, 10(5), 81-90.
How to Cite
Belinda, A. (2020). I (Do Not) Like Reading!: A Narrative Inquiry into Indonesian Highschoolers’ General Reading Motivation. LINGUA : Jurnal Bahasa, Sastra, Dan Pengajarannya, 17(1), 1-14. https://doi.org/10.30957/lingua.v17i1.620