The Effect of Perception on Teaching Media and Self-Esteem Towards Students’ Reading Skills

Abstract

This study investigates the effects of students’ perception of teaching media and self-esteem on their reading skills in private junior high schools in Bekasi. Using a quantitative method with a survey approach, the research involved 89 eighth-grade students selected through proportional random sampling. Data were collected using three instruments: a reading comprehension test, a perception of teaching media questionnaire, and a self-esteem questionnaire. The findings revealed three key results. First, perception of teaching media and self-esteem jointly have a significant effect on students’ reading skills (Sig = 0.000 < 0.05, F-count = 55.201). Second, perception of teaching media has a significant effect on reading skills (Sig = 0.007 < 0.05, t-count = 2.751). Third, self-esteem significantly affects reading skills (Sig = 0.005 < 0.05, t-count = 2.863). These results emphasize the importance of integrating engaging media and fostering students’ self-esteem to improve reading outcomes.