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English Language Teaching Educational Journal (ELTEJ) 
Vol. 2, No. 2, 2019, pp. 70-78 
E-ISSN: 2621-6485  

  

The Correlation between Self – Esteem and Student’s Reading 

Comprehension 
 

1Elsa Rosalina, 2Nasrullah 
1,2Lambung Mangkurat University 

E-mail: 1elsa.rosalina@ulm.ac.id, 2nasrullah01@ulm.ac.id  

 

 

Abstract 

The aim of this study was to know the correlation between self-esteem to student’s reading 

comprehension. This study employed quantitative approach in the form of correlation design to identify 

the correlation between self-esteem and students reading comprehension. The population of the present 

study was English department students of ULM academic year 2018/2019. Data collection involved 35 

students who took part in the reading course. There are two kinds of the instrument used: test and 

questionnaire. The data in this study were analyzed by using Pearson product-moment. The result of the 

study reveals that there is a correlation between self-esteem and student’s reading comprehension. The 

result showed that the r of the first calculation was .0457. It meant that H0 was rejected and self-esteem 

has a correlation to the reading comprehension with significance tailed 0.006< 0.05 

 

Keywords: correlation study, self-esteem, student’s reading comprehension. 

 

How to Cite: Rosalina, E. & Nasrullah. (2019). The correlation between self-esteem and student’s reading 

comprehension. English Language Teaching Educational Journal, 2(2), 70-78.   

  

 

INTRODUCTION 

Graham (1997) stated that in order to be an advanced language learner, students 

need both cognitive and affective aspects. The cognitive which is the ability to adapt to new 

demands and approaches involve new learning strategies and patterns of working to adjust 

the situation. However, she also emphasises the influence of affective factors on how well a 

foreign language is acquired. According to Gardner and MacIntyre (1992), affective factors 

are those emotionally relevant characteristics of the individual that influence how she/he 

will respond to any situation. The affective domain is the emotional side of human 

behaviour and involves a variety of personal factors and feelings (Brown, 2014). Affective 

factors which may have impacts on foreign language learning have been researched since 

around the late 1980s (Takahashi & Takahashi, 2013). These factors include motivation, 

anxiety, attitudes, tolerance of ambiguity, risk-taking tendencies, and so forth. This research 

deals with the above factors in order to achieve the maximal result in the field of teaching 

English as a second/foreign language (ESL/EFL).  

Brown & Lee (2015) stated that reading is as much an emotional as a cognitive 

process so that the affective factors strongly impact all phases of the writing process. 

Juyandegan (2016) stated that the lower standards of reading proficiency could be due to 

many various factors including cognitive or affective ones. Reading is a combination of 

cognitive and affective processes and to optimise learning, and equal attention should be 

given to the two sides: cognitive and affective. Learning English as a foreign language is 

one aspect of broad processes of learning. Therefore, if there is no balance between those 

two domains, the English learning process will be negatively affected.  

Andres (2002) argued that language learning is affected by both domains which are 

the mental and emotional sides of human behaviours. Branden (1994) stated that those 

facets can be motivation, attitudes, anxiety or self-esteem. They can be positive or negative 

factors. Self –esteem is an emotional factor which influences the students when they learn 

mailto:1elsa.rosalina@ulm.ac.id
mailto:2nasrullah01@ulm.ac.id


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71 

about language. Brown (2014) stated that self-esteem is probably the most pervasive aspect 

of any human behaviour. It could be easily be claimed that no successful cognitive or 

affective activity can be carried out without some degree of self-esteem. 

In the previous study, Andres (2002) argued that in recent years, the importance of 

affective factors such as anxiety, inhibition, motivation and self-esteem has been of interest 

in the field of language learning because of their high effects on learning a foreign or a 

second language. Therefore, Kaniuka (2010) stated there seems to be little evidence that 

increasing a student’s level of self-esteem will raise their level of achievement. Suharmanto 

(2006) investigated the patterns of relationships among some selected affective factors 

affecting students’ EFL reading comprehension. The study reveals some finding which 

verified patterns of path relationship among some selected factors which are covered as the 

cognitive aspects and EFL reading comprehension. In contrast, the present study will see 

from the other perspective, which is the affective factors and correlates them to students 

reading comprehension.  

Cahya (2015) investigated selected affective factors and EFL proficiency of college 

students. This study reveals some findings that the only significant path with a direct 

contribution to EFL proficiency is from attitude. The significant path is initiated by 

motivation and self-esteem significantly contribute to attitude. In contrast, this present 

research tries to focus on the affective factors and their contribution to the reading aspect. 

Based on this previous study, this study tries to analyse the correlation of self-esteem to 

students reading comprehension, and it is to detect the effect of affective factor on reading 

comprehension to student’s reading comprehension. 

Self-Esteem refers to the evaluation which individuals make and customarily 

maintain with regards to themselves; it expresses an attitude of approval or disapproval and 

indicates the extent to which individuals believe themselves to be capable, significant, 

successful, and worthy. The aspects of self-esteem include language ability, actual in-class 

language use, in-class relationships, and attitude toward / behaviour in the foreign language 

class. In this study, it is indicated by the score in Self - esteem questionnaire adapted from 

The Foreign Language Self - Esteem Scale ( FLSES ) in the study conducted by Takahashi 

and Takahashi (2013). 

Reading comprehension means the student’s reading score which is gotten from the 

result of the TOEFL reading test of  English Department Students for one hour.  The 

model of the test is multiple choice includes 50 questions. Correlation means the value 

obtained from the calculation of Pearson product- moment analysis were analysed using 

SPSS 20 program. 

 

Factors Affecting Language Learning                                      

Lightbown and Spada (2006) referred to the performance on certain kinds of tests. 

They narrate that some years ago, it was thought that the higher learner’s IQ, the more 

likely that this learner will succeed in language learning. However, Lightbown and Spada 

(2006) disagree on that saying that tests like IQ are mostly related to metalinguistic 

knowledge and cannot predict success in second language acquisition.  

The next significant factor in SLA is the so-called affective domain. The affective 

domain is the emotional side of human behaviour and involves a variety of personal factors 

and feelings (Brown, 2014) It is comprised of socio-cultural, egocentric and motivational 

factors. Therefore, it will discuss each other such as socio-cultural factors can distinguish 

the attitude towards Second language culture, which usually results in a culture shock. 

Another critical factor in SLA, according to Yorio (1976) is input. In this research, 

it means how a learner acquires a second language: as a free learner or as an instructed one. 

Concerning the free learner type, the essential factors are the place of learning and the type 



 

 

 

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of language contact. Some learners acquire the second language in a foreign setting, second 

language environment or bilingual environment, in a family setting or with peers. All these 

factors play a decisive role in second language acquisition since many learners and teachers 

believe that the best way to learn a foreign language is by living in an environment where 

this language is daily spoken. 

Affective Factors    

Affective refers to the emotions, feelings, and attitudes that individuals bring to the 

learning experience and the role these play in motivation (Dornyei, 2001; Hurd, 2008). As 

Hurd (2008) pointed out, findings in neuroscience indicate that both affective and cognition 

are fundamental and interdependent aspects of human brain functioning. The role of 

affective factors in learning has been outlined by Schunk, Pintrich and Meece (2008). 

Brown (2004) stated there is no doubt at all about the importance of examining personality 

factors in building a theory of second language acquisition. Understanding how human 

beings feel, respond, believe, and value is an exceedingly important aspect of a theory of 

second language acquisition. Among affective factors, this research takes Self-Esteem, 

Inhibition, and Anxiety factors it is because based on students problem which explains in 

chapter one and Krashen (2003) who stated that fourth point of affective factor which refer 

to the children’s emotional states. This study deals with the inhibition that the children 

might encounter, such as the following situations: the students feel anxious, they have low 

self- esteem, and they do not consider themselves to be potential members of the group who 

speak the language.   

                                                                                        

Self-Esteem 

Brown (2014) stated that Self-esteem is probably the most pervasive aspect of any 

human behaviour. It could easily be claimed that no successful cognitive or affective 

activity can be carried out without some degree of self-esteem, self-confidence, knowledge 

of yourself, and belief in your own capabilities for that activity. Based on the theory above 

it means that in the learning process self-esteem is one important affective factor in 

improving students knowledge in language learning. 

Self-esteem is one of the psychological factors which influence the students to 

learn about language. Anders (2002) claimed that language learning is affected by both 

domains which are the mental and emotional sides of human behaviour. Farley (1970) 

stated that the role of personality had been much less a concern of researchers. Self-esteem 

is another factor in SLA. Learners with low self-esteem are less likely to participate in a 

class or practise the language (Brown, 2014) . Some of these students do not like to speak 

aloud in front of the class. They may also think to be less critical and that their contributions 

are not valuable.  

 

Reading Comprehension 

  Reading comprehension is a process of understanding the information in the text by 

using a reader’s background information (Facharyani, Masrupi & Rahmawati, 2018). 

According to Klingner, Vaughn, and Boardman (2007), reading is the process of 

constructing meaning that achieved through effective instruction taking into account the 

aspects of previous reader's knowledge, the information provided by the text, and the 

context of the reading situation 



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It is also supported by McEntire (2003) who argued that reading as a constructive 

process of prior knowledge and experience that affects the reader's understanding of the 

text. It can be concluded from the theory above to gain a correct understanding of 

information in the text; the reader needs both experience and the prior of knowledge. 

Brown (2014) stated that reading is as much an emotional as a cognitive process so 

that the affective factors strongly impact all phases of the writing process. Juyandegan 

(2016) stated that the lower standards of reading proficiency could be due to many various 

factors including cognitive or affective ones. Reading is a combination of cognitive, 

affective, and more psychomotor processes, and to optimize learning, equal attention should 

be given to the three sides: cognitive, affective, and psychomotor. Based on the theory 

above it can conclude that reading comprehension is the cognitive process with impact by 

affective factors and more psychomotor processes. Cognitive when students try to 

understand the text, main idea, etc. Affective is the student emotional factors, such as self-

esteem, inhibition, and anxiety when they try to comprehension the text, and psychomotor 

domain as well when considering the eye movements in any reading and mouth movements 

in reading aloud activity. 

Kaniuka (2010) stated there seems to be little evidence that increasing a student’s level of 

self-esteem will raise their level of achievement. However, in his study of elementary 

students, those showing academic success possessed more positive attitudes towards 

reading and higher levels of reading-related self-esteem. Andres (2002) argued that in 

recent years, the importance of affective factors such as anxiety, inhibition, motivation and 

self-esteem has been of interest in the field of language learning because of their high 

effects on learning a foreign or a second language. Brown (2014) also stated that reading is 

an emotional factor with strong impact by affective factors. Suharmanto (2006) investigated 

the patterns of relationships among some selected affective factors affecting students’ EFL 

reading comprehension. The study reveals some finding which verified patterns of path 

relationship among some selected factors which are covered as the cognitive aspects and 

EFL reading comprehension. Furthermore, this presents research to prove the theory and to 

know the correlation between self – esteem and student’s reading comprehension. 

 

RESEARCH METHOD 

  This research used a correlation research design with the Pearson Product moment 

analysis. The design was implemented because this research was to find the correlation 

between self-esteem to student’s reading comprehension.  

       This research tried to identify, analyse, and describe the correlation of self-esteem,  

to reading comprehension. The purpose of this research to verified about the correlation of 

self-esteem to student’s reading comprehension with quantitative research design especially 

in correlation design using Pearson product-moment analysis. This research was taken the 

data from Lambung Mangkurat University on 15 October 2019. At the beginning of the data 

collection, the first step is administration. The students were gathered in the room and are 

asked to work on the test as they are doing a reading test. They were given one hour to work 

on the test. All questions are multiple-choice and students answer questions by filling in an 

answer sheet.  

 All of the 35 students participated in this research before estimating the degree of 

students self-esteem. English reading test administrated to the students and then the self-

esteem questionnaire (FLSES). It includes (FLSES) questionnaire 14 items. The first step 

for collecting the data, the students were gathered in one classroom. After the student gather 

in the classroom, then distributed the reading test item and gave one hour to the students to 

answer the test. 



 

 

 

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The questionnaire was carried out later after the students take a short break. Before 

distributing the three questionnaires to the students, they are given brief information about 

the purpose of the questionnaires, their scope, and their significance for English teaching 

and learning. Then the questionnaire is distributed to the participants. They are asked to fill 

identity question before start answering the questionnaires. They were given 35  minutes 

to answer all set of questionnaires by the students. 

 
Table 1.  The Administration of the Instrument in Data Collection 

No Time Activity 

1 14.35 - 14.40 Introduction 

2 14.40 - 15.40 Reading Test 

3 15.40 - 15.55 Break 

4 15.55 - 16.05 Distributing Questionnaires 

5 16.05 - 16.40 Filling Questionnaires 

 
Data Analysis  

The data analysed using Pearson product-moment to find the correlation of self-

esteem to the student’s reading comprehension. The data computation used SPSS 20.0 

version. The steps of analysing the data are stated as follows:  

First is checking students’ response, this step for identifying students answer in 

affective questionnaire and reading test. Second is coding the students’ identity and recap 

each data using Microsoft excel. This step to make simple and easy when the data input in 

SPSS 20 program.  

The third is scoring students’ response in reading test and questionnaire. The score 

is as follows: Self-esteem questionnaire is scored 1 for answer strongly disagree, 2 for 

disagree, 3 for neither agree nor disagree, 4 for agree and 5 for strongly agree. 

Questionnaire minimum score is 0 and the maximum score is 64, for self-esteem.                        

Reading comprehension test was scored 1 for the right answer and 0 for the wrong answer. 

This scoring using the standard scoring which applied in TOEFL test and converted them to 

standardise of TOEFL reading score. The fourth step is describing the data. 

The fifth step is the fulfilment of statistical assumptions. Correlation Pearson 

Product moment was used as a test in this research. The sixth step is establishing the 

statistical hypothesis. There are two kinds of hypotheses. H0 state that there is no 

significant correlation between self-esteem and reading comprehension. H1 states that there 

is no significant correlation between self-esteem and reading comprehension. The seventh 

step is establishing the criteria of rejecting the null hypothesis (H0). The criteria are as 

follows: Null Hypothesis is rejected if the probability or significance level is lower than 

0.05. 

After knowing the result, hypothesis testing was conducted. From SPSS correlation 

table, the significance is noticed. If the significance level shows greater than 0.050 

(p>0.05), it means that the data cannot reject the null hypothesis, so the null hypothesis is 

accepted. If the significance value shows lower than 0.05 (p<0.05), it means that data can 

reject the null hypothesis, so the alternative hypothesis is accepted.   

 

 

 



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FINDINGS AND DISCUSSION  

This point serves the result of a descriptive statistic of each variable. There were 

two variables in this research, and there were two statistical findings which were served in 

the SPSS standard tables. The results were as follows: 

Descriptive Statistic of Self-esteem 

The second variable was self-esteem personality. The table of descriptive statistic 

for this variable was shown in the following statistical table: 

Table 2. Descriptive Statistics 

 N Minimum Maximum Mean 
Std. 

Deviation 
 

SelfEsteem 35 34 60 47.23 4.759  

Valid N 

(listwise) 
35      

 

The table contained of number of learners, minimum score and maximum 

scores,  mean statistically and standard deviation. The total number of learners were 35 

learners. The minimum score was 34 and the maximum score was 60. The mean was 

47.23. The standard deviation of it was 4.759. 

 

Descriptive Statistic of Reading Comprehension Test 
The second variable was Reading Comprehension. The table of descriptive statistic 

for this variable was shown in the following statistical table: 

Table 3. Descriptive Statistics 

 N Minimum Maximum Mean 
Std. 

Deviation 
 

ReadingTest 35 20 43 32.54 6.766  

Valid N 

(listwise) 
35      

The table contained the number of learners, minimum score and maximum scores,  

mean statistically and standard deviation. The total number of learners were 35 learners. 

The minimum score was 20, and the maximum score was 43. The mean was 32.54. The 

standard deviation of it was 6.766. 

 

 

 

 

 

 

 

 

 

 

 

 



 

 

 

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Table 4. The Hypothesis Testing 

Correlations    

  Self-esteem ReadingTest 

SelfEsteem Pearson Correlation 1 .457** 

 Sig. (2-tailed)  0.006 

 N 35 35 

ReadingTest Pearson Correlation .457** 1 

 Sig. (2-tailed) 0.006  

 N 35 35 

** Correlation is significant at the 0.01 level (2-tailed). 

 If the significance level shows greater than 0.050 (p>0.05), it means that the data 

cannot reject the null hypothesis, so the null hypothesis is accepted. If the significance value 

shows lower than 0.05 (p<0.05), it means that data can reject the null hypothesis, so the 

alternative hypothesis is accepted. The result showed that the r of first calculation was .0457 

with significance tailed 0.006 < 0.05. 

Affective factors which may impact on foreign language learning have been 

researched since around the late 1980s (Takahashi & Takahashi, 2013). Sikhwari (2008) 

conducted research to investigate the relationship between affective factors and the 

academic of the students at the University of Venda. In the study, the affective factors 

selected are self-concept, motivation, and attitude. The general aim of the study is to 

determine the role of self-concept, motivation, and attitude in student’s academic 

achievement and ultimately come up with some recommendation for enhancing these 

factors. The theoretical investigation indicates that there is a relationship between students’ 

self-concept, motivation, attitude, and academic achievement. 

Similarly, the empirical investigation has revealed that there is a significant 

correlation between self-concept, motivation, and academic achievement of students. The 

study conducted by Sikhwari (2008) who had brought the idea of the importance of 

affective variables toward language learning output. However, there is also a need to 

investigate the interrelatedness of affective factors which has not been studied in the study. 

Therefore, in this current research, the selected aspects of affective factors which are self-

esteem will be taken into account. This research investigated the correlation between self-

esteem and student’s reading comprehension. Based on the result, the significant tailed of 

the research is 0.006 or > 0.05, and it means that data can reject the null hypothesis, so the 

alternative hypothesis is accepted. 

 

CONCLUSION 

The conclusion of the present study was presented in accordance with the data 

which had been analysed in the previous chapter. Based on the data analysis taken from the 

reading test and questionnaire, it can be concluded that there is a correlation between self-

esteem and students reading comprehension. The result showed that the r of first calculation 

was .0457 with significance tailed 0.006 < 0.05. It was lower than .05.the hypothesis stated 

that there is a significant correlation between self-esteem and student’s 

reading comprehension was accepted.  

 



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