The Role of Language Learning Strategies Towards Reading

2.6. Theoretical Assumption

According to the previous discussion, it is showed that the language students have different strategies in learning reading. Determining students‟ learning strategies is important to make English teachers be more creative and effective in choosing appropriate learning strategies in learning activity. Learning strategies are usually used in the learning process, even if the students do not consider about what learning strategies those heshe uses in their learning process. Each of learning strategy has different influence towards reading comprehension. Referring to it, this present study was aimed to find out each of learning strategies used by the students in learning reading and the correlation of the use of learning strategies toward students‟ reading comprehension.

2.7. Hypothesis

From the theoretical assumption described previously, the researcher formulated the following hypothesis: 1. “Cognitive strategy is the learning strategy used by most students in reading comprehension .” 2. “There is a correlation of using language learning strategies towards reading comprehension.”

III. RESEARCH METHODS

This chapter provides an overview of research design, population and sample of the research, data collecting technique, instrument, validity and reliability, research procedures, data analysis, hypothesis testing, and schedule of the research will be applied in this research.

3.1. Research Design

This research was a quantitative study. The design of this research was ex post facto, to find out the variable relationships. This research used Co-relational Study. The researcher used one group participants and took the data in one time without giving any treatment Setiyadi, 2006: 144. The design of this research can be described as follow: T1 T2 T 1 : Language learning strategies in reading T 2 : Reading Comprehension Setiyadi, 2006:145 In collecting data, the researcher gave a questionnaire of reading learning strategies and a reading comprehension test. The questionnaire was about learning strategies in reading T1 in order to know which learning strategies used by the students in learning reading, whether they use cognitive, metacognitive, or social strategy. After that, the reading test was conducted to find out students’ reading comprehension. Then, the data from the questionnaire T1 was associated with the reading comprehension from the tryout test T2. 3.2. Population and Sample of the Research The population of this research was the first grade students of SMAN 14 Bandar Lampung in academic year 20142015. There are 10 classes of the first grade in the school. But, the researcher only used one class that suitable for this research. The numbers of the students on each class was about 30 students. In determining the sample, the researcher used purposive sampling. The researcher chose the sample based on which class would be appropriate for the study. The data from a purposive sample was considered represent all of the first grade Senior High School students in Bandar Lampung.

3.3. Data Collecting Technique

In collecting data, the researcher used a questionnaire of learning strategies and reading test. There were some lists of statements and questions to be answered by the students to measure the students ’ use of learning strategies in learning English. The questionnaires used are close-ended questionnaires that limit the respondent to choose the answer, so the respondents only chose the answer that is already available Setiyadi, 2006: 54. To measure students’ reading achievement, reading test was administered and the type of the test is multiple choice. The reading test materials were taken from school-based curriculum which is available in their handsbook.

3.4. Instrument

In this research, the researcher only used a kind of research instrument that was questionnaire. The questionnaire was about the language learning strategies in reading English. The questionnaires used were close-ended questionnaires that limit the respondent to choose the answer, so the respondents only choose the answer that is already available Setiyadi, 2006: 54. In accordance with Setiyadi 2011, the questionnaire was given to the students adapte d from “Language Learning Strategy Questionnaire” LLSQ. The researcher used the LLSQ to find out students’ learning strategies in reading. It used simple texts and questions in order to make the learners understand the questionnaire easier. In the LLSQ students were provided with 20 items. There were three kinds of strategies in LLSQ, namely: cognitive strategy, metacognitive strategy, and social strategy. The following table describes the aspects of learning strategies used by the L2 students based in reading developed by Setiyadi see Appendix 1. Table 1. Table of Specification of Language Learning Strategies Questionnaire Aspects of Questionnaire Number of Items Cognitive strategies 1-11 Metacognitive strategies 12-17 Social strategies 18-20 In the questionnaire, students were given instruction; students were asked to write their response to statements in the LLSQ on the separated answer sheet attached to