The Correlation Between Students Academic Self-Concept and Reading for Expository Text Outcome
Muhammad Alif Akbar, Student ID 2130104042. Thesis entitled “The Correlation Between Students Academic Self-Concept and Reading for Expository Text Outcome”. Department of English Education, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. This study aimed to investigate the correlation between academic self-concept and students‘ achievement in the Reading for Expository Text course among third-semester students of the English Education Study Program at UIN Mahmud Yunus Batusangkar in the 2024/2025 academic year. Academic self-concept refers to students‘ perceptions and beliefs about their academic abilities, while reading for expository text outcome relates to students‘ ability to comprehend academic and informative texts. This study used a correlational quantitative design. The research population consisted of 38 third-semester students who took the Reading for Expository Text course, with a total sampling technique. Data were collected through the Academic Self-Concept Questionnaire (ASCQ) distributed via Gform (https://forms.gle/ow9aTSvJ8YSi7zdT6 ) and the final exam scores for the Reading for Expository Text course. The ASCQ instrument used has undergone validation and reliability testing, with a Cronbach's Alpha value above 0.70, thus deemed reliable. Data analysis was performed using descriptive statistics and Spearman's correlation because the data were not normally distributed. The results showed a weak negative correlation between academic self-concept and expository text reading scores (r = –0.269; p > 0.05). These findings indicate that there is no correlation between the two variables. Thus, academic self-concept is not correlated with students' expository text reading scores. Other factors such as vocabulary mastery, reading strategies, prior knowledge, and English language proficiency are thought to have a greater influence on reading scores.