In the bottom-up processing model, the readers take meaning from the text itself, from each word and sentence and from how the text is structured. The goal
is to build meaning from the text only. This kind of model is related to phonics. In the last process, the interactive processing model that is combination
both the top down and bottom-up processes simultaneously takes place when readers read texts. They not only use their brain but also the text in order to make
meaning. In the first language reading research, this model is associated with the Balanced Approach. The reason is that it gives more balanced views of the
significant inputs of the texts which are being read by the readers and their own meaning making from their background knowledge and experience.
According to the two figures above, the best process which is considered from the newest version is the process of reading comprehension from Farrell,
2009. This process provides clearer views than the first one. Despite the same goals in helping readers succeed in their reading comprehension, the latest process
is more recommended for readers.
2.1.7 Related Studies
This research is supported by four related studies which concern on the relationship among language learning strategy, vocabulary mastery and reading
achievement. Those topics are related to the point that the researcher tries to investigate. The related studies are first by Zare 2011, second by Zhang and
Sheepo 2013, third by Siagiyanto 2015, fourth by Aldvogel 2013 and last by Furqon 2013.
The first related study entitled “Relationship between Language Learning Strategy Use and Reading Comprehension among Iranian Undergraduate EFL
Learners - University Putra Malaysia Institutional ”. The writer, Zare 2011 used
one hundred and forty eight students through cluster random sampling to participate in the study as a sample. The findings of the study show that Iranian
undergraduate EFL learners can be categorized as medium strategy users and the overall use of language learning strategies has a strong positive correlation with
reading comprehension achievement. Furthermore, the results of multiple regression analysis depicted that the category of metacognitive strategies is the
best predictor of reading comprehension achievement. The second related study is by Zhang and Sheepo 2013 entitled
“Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context”. This research investigates the metacognitive strategies of
English major students in academic reading at GuizhouUniversity in China. All of the participants were third-year English majors. The data were collected by means
of a Metacognitive Strategy Questionnaire MSQ, a semi-structured interview and a reading comprehensiontest. The results reveal the overall metacognitive
strategy use in academic reading comprehension of Chinese EFL English as a Foreign Language students with both high and low proficiency. The in-depth
analysis of their differences was also illustrated. The results show that there is a significant positive correlation between metacognitive strategy use and English
reading achievement. The third related study entitled “The Correlation between Metacognitive
Learning Strategy MLS and Students’ English Vocabulary Mastery at Fourth Semester of English Study Program of FKIP Um Metro Academic Year
20142015” is by Siagiyanto 2015. The population was the fourth semester of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
