digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 28
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research findings and discussion of this research. In findings, this research locates to answer the research
problems that have been formulated in chapter I. while in discussion, this research presents the discussion related to findings.
A. Research Findings
The data had been successfully obtained by one instrument, questionnaire, and then analyzed by appropriate technique. As a result,
that instrument drove this research to find out the result dealing with cognitive reading strategies used by twelve grade students in TOEFL
Preparation Class at MBI Amanatul Ummah Pacet, Mojokerto.
The writer collected the data on May 15
th
until May 17
th
2017. Based on the research procedure and data collection technique, the data
were collected by determining the research subject based on the score of reading section in TOEFL ITP result and giving questionnaire as well. In
reporting the findings of the research the research reported the result based on the topic in this research problems. It has specified as follows:
The cognitive reading strategies used by students in TOEFL Preparation Class
and the cognitive reading strategies that used most frequently by students TOEFL Preparation Class.
1. The cognitive reading strategies used by students in TOEFL
Prepration Class
The questionnaire is consist some questions asked about cognitive reading strategies that used by twelve grade students while
reading English material. In the Questionnaire, the twenty-four Likert-type items Strategies were used under the heading of pre-
reading, while reading, and post-reading and analyzed based on the categorization of 10 categories as stated by OMalley Chamot
’s theory
1
. Below are presented the frequency of twelve grade students in answering questionnaire of the use of cognitive reading strategies
with choice 1 = never, choice 2 = rarely, choice 3 = sometimes, choice 4 = usually, choice 5 = always. .
The frequency of students’
responses can be seen on Appendix 6 which analyzed using Likert Scale.
1
O’Malley, J. M., Chamot, A. U. 1990. Learning strategies in second language acquisition
. Cambridge: Cambridge University Press. 119-120
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id 29
Bar chart was then presented to describe the frequency of students’ answers with five points of Likert scale and the frequency
of each points. The bar chart was presented in two categories subject, low-proficiency level N=25 and intermediate-proficiency level
N=24 under 10 categories of cognitive reading strategies. a.
Resourcing Strategies
In this study, this strategy is represented in items questions number 6 and 7, Reading without looking up every
unknown word in the dictionary and Using a dictionary for the important words.
1. Reading without looking up every unknown
word in the dictionary Item number 6
5
7
8 4
1 2
4
6 8
10
6 10
2 5
1 2
4 6
8 10
12 Figure 4.1.1. Chart
of 6
th
Question by low-proficiency
level
Figure 4.1.2 chart of 6
th
Question by intermediate-
proficiency level
Kategori