The Correlation Between Autonomous Learning and Reading Ability of Grade X students at SMAN 2 BAE KUDUS

Abstract

Abstract

               Reading ability plays a crucial role in students’ English proficiency and overall academic performance. However, preliminary observations at SMAN 2 Bae Kudus indicated that many students still experienced difficulties in understanding English texts. One factor believed to contribute to this issue is the level of autonomous learning possessed by the students. Autonomous learning refers to students’ ability to take charge of their learning process, including planning, monitoring, and evaluating their learning strategies. This study aims to investigate the correlation between autonomous learning and reading ability among tenth-grade students of SMAN 2 Bae Kudus. This research used a quantitative correlational design involving students from class X. Data were collected using two instruments: an autonomous learning questionnaire and a reading comprehension test. The results of the Spearman rank correlation analysis showed that there is a positive and significant correlation between autonomous learning and reading ability (r = 0.621, p < 0.05). This means that students with higher levels of autonomous learning tend to have better reading comprehension. These findings highlight the importance of integrating learner autonomy–based strategies in the English learning process to support improved reading outcomes.

Keywords: autonomous learning; reading ability; correlation; EFL; senior high school students