THE CORRELATION OF LANGUAGE LEARNING STRATEGIES TOWARDS READING COMPREHENSION AT FIRST GRADE OF SMAN 14 BANDAR LAMPUNG

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ABSTRACT

THE CORRELATION OF LANGUAGE LEARNING STRATEGIES TOWARDS READING COMPREHENSION AT FIRST GRADE OF SMAN

14 BANDAR LAMPUNG By

M. Fauzan Pratama

Reading is considered as receptive skills, where the students do not need to produce the language. In other words, the students have to concentrate on the written materials. Teoretically speaking, reading is considered as complex subject to study. Naturally reading consist of some elemets, 1) detrmining main idea, 2) identifying specific information, 3) inference, 4) reference, and 5) vocabulary items. This fact consequently will influence the students’ achievement if they have their own preferences and techniques when they are learning. Therefore, learning strategies are needed to make the learning process more effective. The learning strategies employed by the students in comprehending reading text would significantly determine how the students who used good strategies would be able to answer the reading test items well.

The objective of this research were to find out the type of language learning strategy that was used by students in reading comprehension and to find out the correlation of using language learning strategies toward reading comprehension at first grade of SMAN 14 Bandar Lampung in the academic year 2014/ 2015. This research was conducted to 30 students in class X.9 at SMAN 14 Bandar Lampung. In determining the sample, the researcher used purposive sampling. Questionnaire of language learning strategies and reading comprehension test were given as the instruments. The questionnaire consisted of 20 items about learning strategies in reading. Then, thee reading test was administered with 50 questions. In analyzing the data, Pearson Product Moment formula was used to find out the correlation of language learning strategies towads reading comprehension.

The results showed that there were 15 students who used cognitive strategy, while there were 9 students who used metacognitive strategy and social strategy were 6 students. Then, the result of One-Way ANOVA showed that F for cognitive strategy was 37.18 with p= .000, F for metacognitive strategy was 15.75 with

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p= .000, and F for social strategy was 5.97 with p= .001. The results mean that H1 was accepted, so that the cognitive, metacognitive, and social strategies were statistically significant to reading comprehension. Considering the result of the analysis, all the language learning strategies are principally worthy since they could help students to be successful learners. The problem is that how they will utilize those strategies in the effort of assisting themselves in learning English, especially in reading comprehension.

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ACKNOWLEDGEMENTS

Alhamdulillahirobbil ‘alamin, Praise is merely to the Almighty Allah SWT for the gracious mercy and tremendous blessing that enables the writer to accomplish this paper entitled: The Correlation of Language Learning Strategies towards Reading Comprehenson at First Grade of SMAN 14 Bandar Lampung. This paper is presented to fulfill one of the requirements in accomplishing S-1 Degree in English Education Study Program, Faculty of Teaching Training and Education, University of Lampung.

It is important to be known that this research would never come into existence without any supports, encouragements and assistances by several generous people. Therefore, the writer would like to express his sincere gratitude and deep respect to Prof. Ag. Bambang Setiyadi, M.A., Ph.D., as his first advisor, for his support, ideas, and suggestions for the writer during the thesis process. His appreciation is also due to his second advisor, Dr. Flora, M.Pd., who gave him her best criticims, suggestions, and revision in finishing this research. The writer also would like to express his deep gratitude to his inspiring examiner, Drs. Basturi Hasan, M.Pd. who has given his suggestions and criticism as well as his constructive ideas in improving the content of this paper.

His thankfulness is also due to Tri Winarsih, S.Pd., M.Pd., the Headmaster of SMAN 14 Bandar Lampung and for English teachers of SMAN 14 Bandar Lampung, where the writer did his research, and all beloved students of classes X9 and X10 for their participation in this research.

The writer also would like to extend his appreciations to his beloved comrades of

English Department ‘11 for their support, motivaton, and good friendship, and especially for Ruwaida Putri Isnaini who always prays, motivates, accompanies, and becomes his partner to finish this research. Thank you so much for all of your opportunities and supports from my deepest heart.

The greatest honor and appreciation would be finally dedicated to his beloved families, his father Yamin, S.Pd. and his mother Munkhalidah, S.Pd. It is truly undoubted that loves, cares, spirits, motivation, patience and willingness to wait

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for his graduation and timeless prayers during days and nights are everything for him. His sincere thanks and love are also dedicated to his beloved brother and sisters, M. Ferdi Dwiyansah, Siti Zahra Bulantika, and Laila Zulfa Khairina, thank you so much for all of your prays and supports from my deepest heart.

Hopefully this paper can give benefits to the readers and those who want to carry out further research.

Bandar Lampung, 3 September 2015

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CURRICULUM VITAE

The writer was born on November 4th, 1992 in Bandar Lampung. He is the first child of four children from the happy couple Mr. Yamin, S.Pd. and Mrs. Munkhalidah, S.Pd.

The writer started his education from kindergarten at TK Aisyah Bustanul Athfal Bandar Lampung in 1998. After that, he continued his study to SDN 3 Bandar Lampung in 1999. But, in 2003 he was moved to SDN 1 Kali Balau Kencana Bandar Lampung. Then, in 2005 he entered SMPN 5 Bandar Lampung and in 2008 he continued his study to SMAN 14 Bandar Lampung. After he had succeeded to pass the National Examination in 2011, he was accepted at English Study Program of University of Lampung. He conducted the Teacher Training Program (PPL) at SMPN 2 Suka Marga, Pesisir Barat from July to September 2014.

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DEDICATION

With love and appreciation, this script is proudly dedicated to: My beloved parents, who always love me, pray for me, give me support

Yamin, S.Pd. and Munkhalidah, S.Pd.

My beloved brother and sisters, the sweetest things of mine M. Ferdy Dwiyansah

Siti Zahra Bulantika Laila Zulfa Khairina

My beloved partner in my life and best friends

Ruwaida Putri Isnaini, Agung Restu Batari, Devrian Mustafa, Ewo Priyo Susanto, Ferdian Muhammad, Galant Jodhi Pratama, Muhammad Haris, Slamet Riyanto,

and other friends whom I cannot mention one by one.

My beloved lecturers of English Study Program

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THE CORRELATION OF LANGUAGE LEARNING STRATEGIES TOWARDS READING COMPREHENSION AT FIRST GRADE OF

SMAN 14 BANDAR LAMPUNG

M. FAUZAN PRATAMA

A Script

Submitted in a Partial Fulfillment of The Requirement for S-1 Degree

Language and Arts Education Department Faculty of Teacher Training and Education

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG 2015

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LIST OF APPENDICES

Appendix Page

1. Reading Learning Strategy Questionnaire ... 59

2. Reading Test Questions... 61

3. Reading Comprehension Test Answer Sheet ... 72

4. Upper-Lower Group ... 73

5. Reliability Analysis of Try Out Test ... 76

6. The Coefficient of Realiability... 77

7. Students’ Language Learning Strategies ... 78

8. The Score of Reading Test and LLSQ Questionnaire ... 80

9. The Result of Students’ Reading Achievement and Language Learning Strategies... 81

10.Reliability and Correlation ... 82

11.One-Way Anova ... 85

12.Result of Correlation Analysis between Language Learning Strategies and Each Skill of Reading... 87

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LIST OF TABLES

Table Page

1. Specification of Language Learning Strategies Questionnaire ... 27

2. Specification of Data Collecting Instrument ... 30

3. Inter-rater Judgment ... 31

4. Schedule of the research... 39

5. Distribution Frequency of Students’ Reading Score ... 42

6. The Coefficient Results of Cronbach’s Alpha ... 44

7. Figure of Students’ Language Learning Strategies ... 45

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MOTTO

“Learn from yesterday, live for today, hope for tomorrow.

The important thing is not to stop questioning.”

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THE CORRELATION OF LANGUAGE LEARNING STRATEGIES TOWARDS READING COMPREHENSION AT FIRST GRADE OF

SMAN 14 BANDAR LAMPUNG (A Script)

M. FAUZAN PRATAMA

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG

BANDAR LAMPUNG 2015

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TABLE OF CONTENTS

Page

ABSTRACT ... i

CURRICULUM VITAE ... iii

DEDICATION ... iv

MOTTO ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS ... viii

LIST OF TABLES ... x

LIST OF APPENDICES ... xi

I. INTRODUCTION 1.1. Background of the Problems ... 1

1.2. Research Problems ... 4

1.3. Objectives of the Research ... 4

1.4. Uses of the Research ... 5

1.5. Scope of the Research ... 5

1.6. Definition of Terms ... 6

II. LITERATURE REVIEW 2.1. Concept of Reading ... 8

2.2. Concept of Reading Comprehension... 11

2.3. Concept of Learning Strategies ... 15

2.4. Classification of Learning Strategies ... 16

2.4.1. Metacognitive Strategy ... 17

2.4.2. Cognitive Strategy... 19

2.4.3. Social Strategy ... 20

2.5. The Role of Language Learning Strategies Towards ReadingComprehension ... 21

2.6. Theoretical Assumption ... 24

2.7. Hypothesis ... 24

III. RESEARCH METHODS 3.1. Research Design ... 25

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3.3. Data Collecting Technique ... 26

3.4. Instrument... 27

3.5. Validity and Reliability ... 28

3.5.1. Validity... 28

3.5.2. Reliability ... 32

3.6. Research Procedures ... 35

3.6.1. Determining the Population of the Research ... 35

3.6.2. Conducting the Questionnaire ... 36

3.6.3. Analyzing the Data... 36

3.6.4. Making a Report and Discussion of Findings ... 36

3.7. Data Analysis ... 37

3.8. Hypothesis Testing ... 38

3.9. Schedule of the Research ... 39

IV. RESULTS AND DISCUSSION 4.1. Result of Try Out... 40

4.2. Result of the Research ... 41

4.2.1. Reading Test ... 41

4.2.2. Language Learning Strategy Questionnaire ... 42

4.3. Language Learning Strategy Used by Students ... 44

4.4. The Correlation of Language Learning Strategies towards Reading Comprehension ... 45

4.5. Discussion of Findings ... 46

V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ... 52

5.2. Suggestions... 54

REFERENCES ... 57

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I. INTRODUCTION

This chapter consists of some informations of introduction of research used in this study. Those are background of the problems, research problems, objectives of the research, uses of the research, scope of the research, and definition of terms.

1.1. Background of the Problems

English in Indonesia is generally taught as a foreign language. The term ‘foreign

language’ in the field of language teaching is different from the ‘second language’. Foreign language is a language that is not used as a communication tool in a particular country where the language is taught. While second language is a language that is not the primary language but become one of the languages used in general in a country. In Indonesia, the policy of teaching English as a foreign language changes over time and change of policies that mostly influence economic and political.

On the contrary with the importance of English, there are some problems of learning English in Indonesia. One of the problems is the students could not achieve sufficient results of learning the target language yet. In fact, reading is one of the most important language skills to be achieved. Of course, the students cannot read a book in English unless they have good basic knowledge of English. It means that, if the

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students’ knowledge of English is poor, then their reading ability will also be poor. As a result, their reading comprehension is also insufficient.

For this reason, the researcher did a pre-observation by interviewing English teachers at SMAN 14 Bandar Lampung. This school was chosen because the class had already studied 1) vocabulary items, 2) grammar, 3) types of the text, etc. During the interview they agreed that the problems of students in learning foreign language, especially in English was their understanding of reading texts in English. It was because their lack of experience in learning English and their low motivation to learn it. The teachers usually only taught the foreign language by memorizing the meaning of word by word. The lack of understanding in learning a foreign language that causes the students have low motivation to learn English. They did not know what they should do to comprehend reading texts in English.

But if the students try to know how to learn, how to use specific strategies, and how to make good study habits as a routine practice they normally will improve this particular language skill. As Rubin (1975: 41) states that the different success of second or foreign language suggest a need to examine in detail what strategies successful language students employ. An indication is given of what these strategies might consist of and list of several widely recognized good student strategies are given. Teachers can improve their performance by paying more attention to student strategies already seen as productive.

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The statement above implies that the different success of language learning among students may be caused by the difference in maximizing the use of language learning strategies. In other words, the researcher assumes that language learning strategy is very important in learning process especially in reading because the success or failure of learning a foreign language may depend on what and how learning strategy used by the students.

Naturally, reading is considered as receptive skills, where the students do not need to produce the language here but they have to read, think, and do the instructions. In other words, the students have to concentrate on the written materials. This situation consequently will influence the students’ achievement if they have their own preferences and techniques when they are learning. Strategies are needed to make the learning process more effective. The strategies employed by the students in comprehending reading text would significantly determine how the students who used good strategies would be able to answer the reading test items well. In other words, using an appropriate learning strategy might result in the success of study particularly in reading.

Waqidah (2004) says that in reading it was found that the students might employ different strategies to overcome their difficulties. Some of the students read aloud, underlined some words, circled phrases or words, etc. However, it seems that the students practiced their strategies without teacher’s guidance. Obviously, learning strategy becomes an important thing for the students in order to be an independent language students. Students should know to learn well by using specific appropriate

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language learning strategies and to make a good reading habit. So that those who have good learning strategies, will be helpful in their language learning and will get success in reading.

Basically, there are three major categories of language learning strategies, they are: cognitive, metacognitive, and social (Setiyadi, 2011). Referring to the discussion, the researcher wants to find out whether the students have used the three major categories of strategies in their learning reading and to determine whether the language learning strategies are significantly correlated towards students’ reading comprehension.

1.2. Research Problems

Dealing with the issues presented in the background of the problems above, the research problems in this research are as follows:

1. What types of language learning strategy are used by most language students in reading comprehension?

2. Is there any significant correlation of using learning strategies towards reading comprehension?

1.3.Objectives of the Research The objectives of this study are:

1. To find out the types of language learning strategy are used by most language students in reading comprehension.

2. To find out the correlation of using learning strategies towards reading comprehension.

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1.4.Uses of the Research

The uses of this research are as follows: 1. Theoretically

This research is intended to find out whether this research can be used to evaluate and to extend finding from previous research and be used as a reference for further research of language learning strategies and its correlation towards reading comprehension.

2. Practically

a. As information for all teachers and students on how language learning strategies affects reading comprehension in learning English.

b. As information for English students about the appropriate language learning strategies for them in learning reading comprehension.

c. As information to point out remaining issues to be explored by future research in identifying students’ language learning strategies and its correlation towards reading comprehension.

1.5.Scope of the Research

This research was conducted on the first grade students of SMAN 14 Bandar Lampung in academic year 2014/2015. First, the students received questionnaire of language learning strategies to find out the correlation of each students’ learning strategies towards English reading comprehension. The researcher only focused on three kinds of language learning strategies based on Setiyadi (2011), they were

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cognitive, metacognitive, and social strategy. After that, the students received a reading test to find out the students’ achievement in learning reading. This study aimed to find out the appropriate of learning strategies used by the students in learning reading comprehension and the correlation of each language learning strategies towards reading comprehension.

1.6.Definition of Terms

There are some terms used by the researchers, to make them clear and to avoid misunderstanding, they are:

1. Learning Strategy is language behaviors students actually engage in to learn and regulate the learning of the second language (Wenden, 1987: 6).

2. Metacognitive Strategy refers to an individual’s self-knowledge used to oversee, regulate or self-direct language learning by planning, monitoring, and evaluating their learning activities (Wenden and Rubin, 1987: 25).

3. Cognitive Strategy is exemplified by inferencing, or guessing meaning from context, and elaboration, or relating new information to other concepts in memory

(O’Malley, 1990:99).

4. Social Strategy are those activities students engage in which afford them opportunities to be exposed to and practice their knowledge (Wenden et al, 1987: 27).

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5. Reading comprehension is the ability to make sense of written or printed symbols to guide recovery information from his/her human memory and subsequently use the written message (Dubin et al, 1985: 27).

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II. LITERATURE REVIEW

This chapter discusses the concepts and findings which are reviews from related literature which are expected to contribute to the findings of the research.

2.1. Concept of Reading

Reading is one of the important skills of a foreign language that is aimed to be taught to students in EFL courses. Also it is not an easy course to comprehend for the foreign language students because reading is a complex process. The first definition of the reading is from P. L. Carrel, J. Devine, and D. E. Eskey (1988:16). They claims that reading is interaction between writer and the reader.

Reading is a receptive language process. It is a psycholinguistic process in that it starts with a linguistic surface representation encoded by a writer and ends with meaning which the reader constructs. There is an essential interaction between language and thought in reading. The writer encodes thought as language and the reader decodes language to thought.

Establishing a clear definition of reading provides an important perspective for evaluating approaches to teaching word-identification skills. Most educators would agree that the major purpose of reading should be the construction of

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meaning -- comprehending and actively responding to what is read. Two of the most widely cited and agreed-upon definitions of reading are the following:

1. Reading is the process of constructing meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information (Anderson et al., 1985:10).

2. Reading is the process of constructing meaning through the dynamic interaction among: (1) the reader's existing knowledge; (2) the information suggested by the text being read; and (3) the context of the reading situation (Wixson, Peters, Weber, & Roeber, 1987, citing the new definition of reading for Michigan).

Moreover, mechanistic definitions of reading as the translation of printed symbols into oral language equivalents are incomplete given the progress made in understanding the nature of the reading process. There is widespread agreement that without the activation of relevant prior knowledge by a cognitively active reader and the melding of that prior knowledge with the text information, there can be no reading of text.

Even definitions of reading that emphasize meaning indicate that reading is activated by print. The reader must be able to translate the written words into meaningful language. Virtually all four and five-year-old children can communicate with and learn from oral language. But very few can read, because they lack the ability to identify printed words. While simply being able to recognize or "say" the printed words of text without constructing the meaning of

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that text is not reading, constructing meaning from written text is impossible without being able to identify the words.

The terms word identification, word recognition, and decoding are frequently used interchangeably. The new Literacy Dictionary (Harris & Hodges, 1995) defines both word recognition and word identification as "the process of determining the pronunciation and some degree of meaning of an unknown word" (pp. 282-283). For words that are in a reader's meaning vocabulary, unlocking the pronunciation leads to the word's meaning. If a printed word is not in a reader's meaning vocabulary, word-identification skills may allow access to the word's pronunciation, but not its meaning. Being able to arrive at the pronunciation of a printed word constitutes word identification in the most minimal sense; However, if the reader is unable to attach meaning to the word, then he or she has not read the word, since reading must end in meaning construction.

The statements above leads us to that reading is one of important skill in learning English. There are massive amounts of research literature available discussing the different reading strategies which suggests that reading comprehension is strengthened when students work methodically and systematically to improve their reading skills. In order to become good readers students must have the ability to apply different strategies in order to build meaning for themselves and as teachers, we need to teach students how to think about these strategies as they read.

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2.2. Concept of Reading Comprehension

The reading comprehension is complex and multi-dimensional. Effective teachers have an understanding of this complexity and are able to use a range of teaching approaches that produce confident and independent readers. Reading with the students and helping them practice specific reading components can dramatically improve their ability to read. Nuttal (1985) shows that there are five essential components of reading that students must be taught in order to learn to read. Teachers can help the students to comprehend the reading texts by systematically practicing these five components of reading skills, they are:

1. Determining what is the central to a text, or determining the main idea. This comprehension strategy involves identifying the idea or ideas that are most important throughout the text, not ideas of lesser importance and not those that feature only in one section of the text. For example:

It was backward day at school. The students had to do things backward. Some of them wore their T-shirts backward. They took a test before they studied the lesson! Dessert was served first instead of last. They tried to walk home backward, but they bumped into each other and fell down.

The main idea in this passage is the students had a backward day, because the paragraph tells about a backward day at school. It can be seen from the paragraph that each sentence describes backward activities.

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2. Identifying the writer‟s purpose or reason for writing and a particular information, or identifying specific information. Supporting students in identifying specific information teacher can help their students to recognize that writers bring their own experiences and insights to their writing. They also help students to build the habit of responding thoughtfully to what they read. The example below shows the case:

Nestle SA is a Swiss Company engaged in the nutrition, health and wellness sectors. It is the holding company of the Nestle Group, which comprises subsidiaries, associated companies and joint ventures throughout the world. In February 2011, the Company acquired CM&D Pharma Ltd.

To the questions, what did the company acquire in 2011 as to identify specific information the answer is CM&D Pharma Ltd. because we can see that the paragraph tells that the Nestle SA Company acquired CM&D Pharma Ltd. in February 2011. So, we can notice that the specific information is actually CM&D Pharma Ltd.

3. Using content in a text to come to a personal conclusion about something that is not stated explicitly in the text, or inference. When the writer provides clues but not all the information, we read “between the lines” to form hypotheses, revise these, understand underlying themes, make critical judgments, and draw conclusions. For example:

There was once a young shepherd boy who tended his sheep at the foot of a mountain near a dark forest. He though upon a plan by which he could get a little company and some excitement. He rushed down

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towards the village calling out “Wolf, wolf,” and the villagers came

out to meet him. This pleased the boy so much that a few days afterwards he tried the same trick, and again the villagers came to help him. But shortly after this, a wolf actually did come out from the forest. This time the villagers, who had been fooled twice before, thought the boy was again deceiving them, and nobody stirred to come to help him.

As can be noted that the text above tells us the shepherd boy is a liar. This is true because the story tells about a shepherd boy that deceived the villagers twice. So, it can be inferred that the shepherd boy is a Liar.

4. Trying to understand the common words refer to, or reference. When students read English texts, occasionally they will find many examples of subject commom words, such as he, she, it, they, etc. Common words instead of using many other words, it usually nouns. To understand the text, it is important to understand what those common words refers to. Here is an example:

Influenza kills up to half a million people every year. As a big reason: the world relies on the 18 manufacterers for the 250 million doses of vaccines made annually.

Why is the world so unprepared for such a routine threat? The 18 vaccine producers, which include GlaxoSmithKline and Aventis Pasteur, can only afford to produce the number of doses they think

they‟ll be able to sell. So, if demand increases in a particularly harsh

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“... the number of doses they think they‟ll be able to sell.”

Obviously, the word they in the sentence refers to 18 vaccine producers because the text tells about the production of influenza vaccine. From the

piece of sentence we can see that the word “they” is refers to the 18

vaccine producers. It is clear that the word they refers to 18 vaccine producers.

5. Learning to understand words, or vocabulary items. Vocabulary is the core component of language proficiency and provides much of the basis for how well students speak, listen, read, and write. The following example demonstrates:

The sugar glider is a marsupial, just like the other Australia animals – the Kangaroo, the koala and the wombat for instant. The sugar glider is a possum – very similar to the tupai in Indonesia. In fact, the sugar glider is glides or terbang laying in Bahasa Indonesia. When it jumps from one tree to another it spreads its four legs out wide; and its extra skin also spreads out and function like a parachute.

“ … it spreads its four legs out wide … “

The underlined word is actually the synonym of expands because the

underlined word “spreads” in Indonesian means to expand. Based on the

question the word that “spreads” has the same meaning with “expands”. So, the right word in this context is expands.

To achieve the aspects of reading above, the students need the reading process, requiring continuous practice, development, and refinement. In addition, reading requires creativity and critical analysis. Consumers of literature make ventures

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with each piece, innately deviating from literal words to create images that make sense to them in the unfamiliar places the texts describe. Since reading is such a complex process, it cannot be controlled or restricted to one or two interpretations. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory).

A requirement for reading is a good contrast between letters and background (depending on colors of letters and background, any pattern or image in the background, and lighting) and a suitable font size. Nuttal (1985:14) defines that reading is the meaningful interpretation of printed or written verbal symbols. Furthermore, Dubin et al (1985:27) say that reading comprehension is the ability to make sense of written or printed symbols to guide recovery information from his/her human memory and subsequently use the written message. From some concepts stated above, it can be affered that reading actually an activity that is done by a reader to get new ideas, information, and knowledge in order to understand the content of the text.

2.3. Concept of Learning Strategies

Learning Strategy is language behaviors students actually engage in to learn and regulate the learning of the second language (Wenden, 1987: 6). Over time, students will develop their own learning strategies which include the ways in

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which they learn and remember information, how they study for tests and how they make the best use of their learning strengths. Many students may not even be aware that they are using these strategies as it may have become a natural and automatic process for them. There are some strategies, on the other hand, that students may need to be taught, or at least brought to their attention. The phrase

„learning strategies‟ refers to the actions and behaviors a person uses to learn (Oxford, 1989). All students use strategies to help them succeed, but not all are

aware of the strategies they use. As Rebecca Oxford states: “…the most

successful students tend to use learning strategies that are appropriate to the

material, to the task, and to their own goals, needs, and stage of learning,”

(Oxford, 1989). It means that learning strategies is student‟s strategies in helping them in the learning process. The technique and the action used by the students depend on students need in helping them to tackle different language tasks.

Since there are many classifications of language learning strategies proposed, different researcher, such as O‟Malley et al, Oxford, Scarsella, and Vandergrift, may have different taxonomy of language learning strategies. However, they actually reflect more or less the same categorization.

2.4. Classification of Learning Strategies

According to O‟Malley, et al. (1985: 582-584) typical strategies are divided into

three categories, i.e. metacognitive, cognitive, and social strategy. Besides, Setiyadi (2011) also stated that there are three main categories of language learning strategies; metacognitive category, cognitive category, and social category.

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2.4.1. Metacognitive Strategy

Metacognition literally means "big thinking". You are thinking about thinking. During this process you are examining your brain's processing. Teachers work to guide students to become more strategic thinkers by helping them understand the way they are processing information. Questioning, visualizing, and synthesizing information are all ways that readers can examine their thinking process. Through scaffolding and reciprocal teaching, students are able to practice the skills that lead to these overt acts becoming automatic (Fountas and Pinnell, 1999).

By practicing and applying metacognitive strategies, students will become good readers, capable of handling any text across a curriculum. Because metacognitive strategies appear obvious, some teachers might believe that students in intermediate grades begin the school year cognizant of these strategies and experienced in using them. The truth is, most students are unaware of the

metacognitive process. Yet only through “thinking about thinking” and using

metacognitive strategies do students truly learn. With that in mind, we have to consider the following three main reasons to teach metacognitive strategies (Fogarty 1994):

1. To develop in students a deeper understanding of text

Good readers know how to use cognitive and metacognitive strategies together to develop a deeper understanding of a book‟s theme or topic. They

learn or “construct knowledge” (using cognitive strategies) through a variety

of methods, and then recognize (using metacognitive strategies) when they lack understanding, and consequently choose the right tools to correct the problem.

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2. To take students' thinking to a higher level

For many students, explaining their thought process is a daunting task. They

may think, "How do I explain what I think? I don‟t know what to say. My

teacher usually helps me out." These students need opportunities to take their thinking to a higher level and express themselves clearly. Small-group activities, especially those with a teacher's guidance, provide them with the right opportunities.

3. To steer students into adulthood

Once metacognitive strategies are grasped, students will transfer use of these skills from their school lives to their personal lives and will continue to apply them as they mature.

Metacognition is a three-part process (Fogarty, 1994). To be successful thinkers, students must develop a plan before reading, monitor their understanding of text;

use “fix-up” strategies when meaning breaks down, and then evaluate their

thinking after reading.

In addition, Wenden and Rubin (1987:25) in Vaidya (2007) state that

metacognitive refers to an individual‟s self-knowledge used to oversee, regulate or

self-direct language learning by planning, monitoring, and evaluating their learning activities. The goal of this strategy teaches students how to become purposeful, effective, and independent students. Students with metacognitive learning strategy can make plan for their studies. Students without metacognitive learning strategy are essentially students without directions and abilities to review their accomplishment, progress, and future learning direction.

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At first glance, teachers might think that students automatically use metacognitive strategies. However, when one child was asked what she was thinking about while

reading, she replied, “I‟m not thinking. I‟m reading.” Unfortunately, that simple,

honest statement is true for students in all content areas who see reading, writing,

math, science, and social studies as “subjects” rather than opportunities to think

and reflect. Yet only through using metacognitive strategies can they truly learn.

With this thought in mind, let‟s look at two compelling reasons to teach

metacognitive strategies in the primary years (Fogarty 1994):

Good readers learn how to use cognitive and metacognitive strategies in conjunction to develop a deeper understanding of a content-area topic, a

character‟s motives, a book‟s theme, and the like. They construct knowledge

through a variety of different venues (cognition), and they identify when they no longer understand and what they can do about it (metacognition). Therefore, constructing understanding requires both cognitive and metacogntive elements.

The ultimate goal of strategy instruction is transfer to be able to use any strategy at any time and for any purpose. Teaching for metacognitive strategies assures that students will be able to successfully use these strategies well into adulthood.

2.4.2. Cognitive Strategy

The cognitive processes include all activities related to mental processing. In relation to language learning strategies, the cognitive category may include all activities that take place in the brain in order to acquire a foreign language. This category may include intelligent guessing, looking for patterns from sentences,

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association, grouping in the mind, deducting, imagery, and other mental processes (Setiyadi, 2011).

Then, Fillmore (1979) explicitly mentions a cognitive category to classify some learning activities. They have different concepts of what cognitive strategies are. Fillmore states that examples of cognitive strategy are (a) get some expressions you understand, and start talking, (b) make the most what you have got. It seems that these are not mental processes that relate to language learning. Such processes

are not categorized under the same category in O‟Malley &Chamot‟s study and Oxford‟s study. O‟Malley &Chamot and Oxford classify learning strategies in

different ways but they seem to be similar in classifying learning processes when it comes to cognitive strategies.

In Oxford‟s model, guessing intelligently by using linguistic clues is similar to infer by using available information in O‟Malley &Chamot‟s model.Memory

strategy in Oxford‟s model, which includes creating mental linkages, applying

images and reviewing, will be included under the cognitive strategies in Setiyadi‟s

study since the processes mentioned in the category of memory in Oxford‟s model

involve mental processing.

2.4.3. Social Strategy

There are patterns in the way social studies readings are organized. Teaching students to recognize and understand these patterns will lead to a better understanding of social studies content. Some readings lend themselves to a particular reading skill, while other passages involve multiple reading skills.

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Reading with a purpose assists student's comprehension. Below are important reading skills that will increase student's understanding of social studies and prepare students for future careers and college. Social category was investigated and explicitly stated in studies conducted by Fillmore (1979). In the study by Fillmore (1979) there are three social strategies, namely joining a group, give the impressions with a few well-chosen-words that you can speak the language, and count on your friends.

In study of Fillmore (1979) there are three strategies, namely: a) joining a group, b) give the impression with a few well that you can speak the language, and c) count on friend. It can be said that students interact with others outside the classroom. However, social strategies can help all students increase their ability to

empathize by developing cultural understanding and becoming aware of others‟

thoughts and feelings.

Those are very important for students to gain their attention and energy on: 1) focusing to certain language task, 2) activities skills, or 3) materials in their language learning process. Different writers have classified similar processes into different categories. Some use the same terms for a category but they refer to different concepts, and some others refer to the same concepts with different terms.

2.5.The Role of Language Learning Strategies Towards Reading Comprehension

Learning strategies play a significant role in the comprehension of the text, and students who are equipped with sufficient and effective learning strategies employ

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them correctly and appropriately to comprehend the text. Thus, the good reader is a strategic reader and he knows how to approach the text. Garner (1987) defines learning strategies as generally deliberate, planful activities which are undertaken by an active reader, many times to remedy perceived cognitive failure, and facilitate reading comprehension. Thus, reading strategies cover 1) how the reader thinks of a reading task, 2) what textual clues he considers, 3) how he understands what he has read, and 4) what he does when he does not understand the text.

It is widely acknowledged that strategy use improves reading comprehension and that most readers will face many difficulties if they do not take up using a variety of strategies. Therefore, reading strategies are required for efficient reading, and in every reading lesson they should be introduced, practiced and their use should be discussed by asking such questions as what strategies to use, where, when, how, how much, how often, and why to use them in comprehending different texts. It is suggested that the reader use strategies in combination rather than in isolation for achievement.

Fedderholdt (1997) stated that learning reading by using cognitive strategies usually uses connection. The readers connect what they know with what they are reading. The readers s o m e t i m e s think about what is going to happen and make predictions based on what they know and what they have read. The students may also ask themselves questions before, during, and after reading to better understand the author and the meaning of the text. Besides that, students notice the way the author uses language to get his or her ideas across, identify the most important ideas and restate them in their own words, and think about

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the text‟s big idea or message and why it is important. However, cognitive strategy instruction develops the thinking skills that will make students strategic, flexible students. Good reading comprehension requires that students monitor their understanding while reading a passage.

Cognitive strategies refer to the steps or operations used in learning or problem-solving, which require direct analysis, transformation, or synthesis of learning materials. They operate directly on new information and control it to promote learning. They help a student to understand intelligent guessing, looking for patterns from sentences,association,grouping in the mind, deducting, imagery, and other mental processes (Setiyadi, 2011). Unlike metacognitive strategies, cognitive strategies may not be applied to all types of learning tasks. Rather, they seem to be directly connected to specific learning tasks.

Social/affective strategies which are exemplified as cooperating and asking for clarification have to do with the ways in which a student chooses to interact with other students and native speakers. They may be applied to a broad range of tasks (C. Arnoutse and G. Schellings, 2003: 388-409).

Looking thoroughly at the definition of learning strategies above, the researcher defines learning strategies as special thoughts, actions, and choices taken in purpose of achieving learning objectives. The description above stated that using proper strategies, students seem to know what they are doing and what they are supposed to do in the process of learning. They have made steps or systematic frameworks to anticipate any problems they will probably face. By this way, their learning is likely to be more effective and systematic.

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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 he/she 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

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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

T1 : Language learning strategies in reading T2 : 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

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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 2014/2015. 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.

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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 adapted 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

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the questionnaire. They should write their response (1, 2, 3, 4, or 5) that tells how true of me that statement is. The available answers were:

1 means that it is never or almost never true of me; 2 usually not true of me;

3 somewhat true of me; 4 usually true of me;

5 always or almost always true of me (Setiyadi, 2011).

This questionnaire was translated into Indonesian in order to facilitate the students in choosing appropriate statements to the student’s ability in reading comprehension. After that, the researcher used the reading test based on students’ handsbook of curriculum competency based on KTSP. The reading test was given to the students when the questionnaire test had been administered. The time allocation was 90 minutes. There were 50 items in form of a suitable answer based on the text for any or some questions in reading test. The questions was tried out in other class outside the sample to get validity and reliability of the test. The kind of reading test used was objective test. There were lists of questions with five possible answers (a., b., c., d., and e.) that have to be answered by students in the test to measure students’ reading comprehension.

3.5. Validity and Reliability 3.5.1. Validity

1. Validity of Questionnaire

Validity refers to whether the questionnaire or survey measures what it intends to measure. While there are very detailed and technical ways of proving validity that

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are beyond the level of this discussion, there are some concepts that are useful to keep in mind. The overriding principle of validity is that it focuses on how a questionnaire or assessment process is used. Reliability is a characteristic of the instrument itself, but validity comes from the way the instrument is employed. Furthermore, according to Hatch and Farhady (1982) at least there are two validities should be fulfilled; content and construct validity.

The questionnaire that was employed in this research was Language Learning Strategy Questionnaire or the LLSQ to find out students’ learning strategies in reading. The Questionnaire was used LLSQ that developed by Setiyadi (2011), this questionnaire had been standardized so it has good validity. The content validity of the LLSQ was partly determined by professional judgment. There were five language teaching experts matched the LLSQ items, with agreement 94%, against entries in three language learning category (Setiyadi, 2011).

2. Validity of Reading Test

a. Content Validity

Content validity related to all those items that are available in a measuring instrument. To fulfill this validity the researcher should look at all indicators in the form of grains of matter and analyze it whether the measuring instrument as a whole has been represented on the material that would be measured (Setiyadi, 2006: 22). In the content validity, the test questions were based on the curriculum that currently used in Indonesia, that is KTSP curriculum. These questions were taken from 10th grade English textbooks and mid-semester test questions which were related to reading skill.

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b. Construct Validity

Construct validity is concerned with whether the test is line with the theory of learning strategies toward reading what it means to know the language that is being measured. Construct Validity is concerned with whether the test is actually in line with the theory of what it means to know the language (Shohamy, 1985: 74).

In this research, the researcher formulated table of specification. So every test items could be matched with the goal and the materials had been taught. Regarding the construct validity, it measures whether the construction had already in line with the objective of the learning (Hatch and Farhady, 1982: 251). To know whether the test is good reflection of the knowledge which the teacher wants the students to know, the researcher compared the items of the test with table of specification. If the table represents the material that the researcher wants to test, then it is valid from that point of view. A table of specification is an instrument that helps the test constructor planned the test (see Appendix 2).

Table 2. Table of Specification of Data Collecting Instrument

No. Objectives No. of

Items Percentages Question Number 1. Determining the Main

Idea 8 16% 9, 16, 21, 33, 36, 41, 44, 47

2. Identifying Specific

Information 12 24%

1, 2, 6, 10, 12, 15, 17, 20, 23, 24, 27, 30

3. Inference 8 16% 4, 22, 26, 31, 39, 45, 46, 48

4. Reference 11 22% 3, 8, 13, 18, 25, 28, 34, 37, 38, 42, 50

5. Vocabulary 11 22% 5, 7, 11, 14, 19, 29, 32, 35, 40, 43, 49

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Basically, the construct and content validity are overlap. It is a representative of the material from the subject. In line with Nuttal (1985) the relation validity of instrument refers to construct validity in which the question represents five reading skills, they are determining the main idea, identifying specific information, inference, reference, and vocabulary. Skills of reading in the test are a part of the construct validity and the item numbers are the part of the content validity.

Besides the construct validity, the researcher used inter-rater analysis. The researcher used 4 inter-raters to make the reading test more valid. They are Jonatan Eko S. Budi, S.Pd., Drs. Muaddin Mubarok, Imelda Susan, S.Pd., and Nasirwan, S.Pd. They are English teachers at SMAN 14 Bandar Lampung. They were at least 7 years teaching experience.

Table 3. Inter-rater Judgment

No. Item

Number Skill of Reading

Inter-rater Judgment Total Percentage R1 R2 R3 R4

1. 9 16 21 33 36 41 44 47

Determining the Main Idea 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 100% 75% 75% 100% 75% 75% 75% 100% 2. 1

2 6 10 12 15 17 20 23 24 27 30 Identifying Specific Information 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 100% 75% 100% 75% 75% 100% 75% 100% 100% 100% 50% 100%

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3. 4 22 26 31 39 45 46 48 Inference 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 100% 100% 75% 75% 75% 100% 50% 75% 4. 3

8 13 18 25 28 34 37 38 42 50 Reference 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 100% 75% 100% 75% 100% 75% 100% 100% 100% 50% 100% 5. 5

7 11 14 19 29 32 35 40 43 49 Vocabulary 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 75% 100% 75% 100% 75% 100% 75% 100% 75% 100% 100%

3.5.2. Reliability

1. Reliability of Questionnaire

Since the LLSQ was a questionnaire for language learning strategies that had been developed using a Likert scale, a Cronbach’s Alpha was used to measure the internal consistency of the items of the questionnaire. The reliability of the LLSQ was determined for each individual category of language learning strategy. With 79 participants from an Indonesian university, the Cronbach’s Alpha of sub-scales of the LLSQ was 0.89, 0.82, and 0.75 for metacognitive, deep-level, and

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surface-33

level categories respectively. To find whether the test was reliable or not for the first grade students of SMAN 14 Bandar Lampung, the researcher used Cronbach’s Alpha. The alpha ranges between 0 and 1. The higher alpha, the more reliable the items of the questionnaire will be (Setiyadi, 2006:167).

Explanation:

r = reliability

n = the number of item ∑σi2 = total variance of all items σi2 = the total variance

To find out the variance, the researcher uses the formula as follow: σ =

Explanation:

σ = variance

∑X2 = the total square of the number of data (∑X)2 = square of the total number of data N = the number of data

And for knowing the classification of reliability are as follows: a. Between 0.800 to 1.00 = very high reliability

b. Between 0.600 to 0.800 = high reliability c. Between 0.400 to 0.600 = moderate reliability d. Between 0.200 to 0.400 = low reliability e. Between 0.000 to 0.200 = very low reliability

∑X2 - (∑ X)2 N N

n n - 1 r =

1 - ∑σi2 σi2

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2. Reliability of Reading Test

Reliability refers to whether the test is consistent in its score and gives us an indication of how accurate the test score are (Shohamy, 1985: 70). A test is would be reliable if the score gained by the examiners is constant whenever and by whomever the test is conducted. The reliability of the reading comprehension test is measured based on Pearson Product Moment which examines the correlation coefficient of reliability between odd and even number (reliability of the half test). The formula can be seen as follows:

r

xy =

√

Explanation:

rxy = coefficient reliability between odd and even number

x = odd number

y = even number

∑x2 = total score of odd number ∑y2 = total score of even number

∑xy = total score of odd and even number

After the reliability of the half test is calculated, the researcher uses Spearman Brown’s Prophecy formula to measure the reliability of the test as a whole as follows:

Explanation:

rk = the reliability of the whole test rxy

=

the reliability of half test

(Hatch and Farhady, 1982: 247)

r

=

2rxy 1 + rxy

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The criteria of the reliability are: 0.90 – 1.00 = high 0.50 – 0.89 = moderate 0.00 – 0.49 = low

3.5.2.Scoring System

The researcher used Arikunto’s formula in scoring the students’ result of the test. The higher score would be 100

S =

x 100

Explanation:

S: Score of the test R: Right answer N: Total of the items

3.6. Research Procedures

In doing this research, the researcher used these following procedures:

3.6.1.Determining the Population of the Research

There were ten classes with 30 students each class of first grade at SMAN 14 Bandar Lampung in academic year 2014/2015. 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 to represent all of the first grade Senior High School students in Bandar Lampung.

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3.6.2. Conducting the Questionnaire

There was one questionnaire given to the learners. The questionnaire was given to learners in an attempt to get data about the learning strategies used by learners in reading, whether they use cognitive, metacognitive, or social strategy. The questionnaire of this research was LLSQ. There were 20 statements related to learning reading skill. The items were administered to measure students learning strategies chosen. The items of the LLSQ questionnaire were in the form of limited statements which have range 1 to 5, explaining from never to always.

3.6.3. Analyzing the Data

After distributing questionnaire tests, the researcher analyzed the answers of the tests. In analyzing the data, the researcher used One-Way Anova. Setiyadi (2006), stated that One-Way Anova can be used to compare the mean of three data in the same time. One-Way Anova is used to compare three data or more from the same sample. The mean of each learning strategy was compared with the mean of the score of students’ reading test, whether they use cognitive, metacognitive, and social strategies in order to find out the main correlation of learning strategies were statistically significant. Therefore, the researcher repeated the measurement for three times. Then, the researcher identified which learning strategies in learning English reading comprehension used by the learners.

3.6.4. Making a Report and Discussion of Findings

After having gained all the data, the researcher made a report and discussion on findings of which learning strategies were used by the students in learning English reading comprehension.

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3.7. Data Analysis

In analyzing the data, the researcher used One-Way Anova. Setiyadi (2006: 177) states that One-Way Anova can be used to compare the mean of three or more data at the same time. One-Way Anova is used to compare the three sets of data (or more) and the third data derived from the same sample. There are three kinds of learning strategies; cognitive, metacognitive, and social strategies. The mean of those three kinds of strategies were compared to the students’ reading comprehension in order to determine whether each correlation and the interaction correlation were statistically significant.

Furthermore, from the questionnaire test, the researcher got three kinds of data, the learners which use cognitive strategy, metacognitive strategy, and social strategy in learning reading. Then, from the tryout reading test, the researcher got the students’ reading comprehension. The learners were classified into those three kinds of learning strategies in reading based on their highest score of questionnaire answers and the comprehension of the students were got by students’ score of tryout test.

After that, the researcher compared the means of those three kinds of strategies to the students’ reading comprehension. To determine whether each main correlation and the interaction correlation are statistically significant, the researcher compared the p-value for each term to the significance level to assess the hypothesis. A significance level of 0.05 worked well. If the p-value is larger than the significant level selected, the correlation is not statistically significant, but if the p-value is

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less than or equal to the significant level selected, the correlation for the term is statistically significant.

3.8. Hypothesis Testing

To conclude a possible correlation of students’ learning strategies to their reading comprehension, the researcher used the criteria of the hypothesis acceptance. The hypothesis was analyzed by using One-Way Anova of SPSS for Windows ver. 16.0. The writer used the level of significance 0.05 in which the hypothesis was approved if sign <p. It meant that if the p-value was less than or equal to the significant level selected, the effect for the term was statistically significant (Setiyadi, 2006). To determine whether the first hypothesis was accepted or rejected, the researcher used following criteria:

H

= p

value

>p

table

H

= p

value

< p

table

The criteria presented above actually means that:

H1: There is a correlation of students’ language learning strategies towards their reading comprehension. We can accept this hypothesis if pvalue is higher than ptable.

H0: There is no correlation of students’ language learning strategies towards their reading comprehension. We can accept this hypothesis if pvalue is lower than ptable.

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3.9. Schedule of the Research

A series of activities that carried out during the research at SMAN 14 Bandar Lampung was as follows.

Table 4. The Schedule of the Research

Day Date Activity Place

1st April 15th, 2015

Observation to SMAN 14 Bandar Lampung and ask for permission to held the

research in the school.

SMAN 14 Bandar Lampung

2nd April 16th, 2015

Meet the English teacher of first grade of SMAN 14 Bandar Lampung and determine the appropriate

classes for the research.

SMAN 14 Bandar Lampung

3rd April 27th, 2015

Taking Try Out Test of Language Learning Strategy Questionnaire.

X10 Classroom

4th April 28th, 2015

Taking Try Out of Reading Comprehension

Test.

X10 Classroom

5th May 8th, 2015

Taking the reseach activity of Language

Learning Strategy Questionnaire and Reading Comprehension

Test.

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V. CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of the results of the research and the suggestions from the researcher to the other researchers and English teachers who want to conduct the research about the correlation of language learning strategies towards reading comprehension.

5.1. Conclusions

Based on the result of the research and the data analysis, the researcher would like to conclude that:

1. In this research, the researcher focused on three languange learning strategies, they were: 1) cognitive strategy, 2) metacognitive strategy, and 3) social strategy. The result of the research showed that the students mostly tended to use cognitive strategy. It probably caused by the students’ laziness to manage their own learning process by paying attention, evaluating, and self-monitoring. Then, the second strategy mostly used by the students was metacognitive strategy and social strategy was the third frequent language learning strategy used by the students.

2. There is significant correlation between language learning strategies towards reading comprehension. Having analyzed students’ language learning strategies and their reading comprehension test, the result showed that those two

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variables correlated significantly. Then, the results of correlation between language learning strategies and each reading aspects are as follows:

2.1. In determining main idea, the students were able to determine what was the central of the text. This also mean that their comprehension skill could identify the most important ideas of the test instead of the less important ones and those that appear in only one section of the test. Therefore, the use of cognitive, metacognitive, and social strategies have significant correlation in learning how to determine the main idea of a text.

2.2. Then, when students learn identifying specific information questions, the students could identify the writer’s purpose or reason for writing and a particular information. The students were capable to comprehend the content of the text and able to connect it with the question. It means that the use of cognitive, metacognitive, and social strategies also have significant correlation in learning how to identify the specific information.

2.3. In learning inference skill, the students were capable to conclude the cause of the solution or the conclusion of a text. So, the use of cognitive and metacognitive strategies have significant correlation in learning how to inference the text. But then, the use of social strategy does not have significant correlation in learning how to inferencing the text.

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2.4. When the students learn reference skill, they could understand what the common words refers to. Common words instead of using other words, are usually nouns. So, the students were able to understand the meaning of the common words comprehensively. Therefore, the use of metacognitive and social strategies have significant correlation in learning how to comprehend reference common words in a text. But, the use of cognitive strategy does not have significant correlation in learning how to comprehend reference common words.

2.5. The last, in developing vocabulary questions, the students could actively build and expand their knowledge of written and spoken words, what they meant and how they were used. Due to this fact, the use of cognitive, metacognitive, and social strategies have significant correlation in learning how to develop vocabulary items.

All the language learning strategies are principally worthy since they could help students to be successful learners. The problem is that how they will utilize those strategies in the effort of assisting themselves in learning English, especially in reading comprehension.

5.2. Suggestions

Related to the problems of this research and the information from the discussion of findings, the researcher would like to suggests:

1. Since all the language learning strategies are principally worthy and they could help language students to be successful students, the language teachers are recommended to introduce the types of language learning strategies to their

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students in order to help them to get better achievement in comprehending the reading text. This is important for the students to know what language learning strategy they use in learning reading comprehension, whether they use cognitive, metacognitive or social strategy. The students have different ability in learning reading comprehension. So, with the guidance of language teachers they will be able to use approriate language learning strategy in learning reading comprehension.

2. The results of this research indicate that there is significant correlation of

language learning strategies towards students’ reading comprehension. Based on the result of the study, the researcher would like to suggests as follows: 2.1. Since this research was conducted with limited amount of students, it is

suggested for the future researcher who intends to point out remaining issues to be explored by future research to conduct the research with bigger amount of sample which cover all proficiency level in order to get more valid data. The future researcher can use field activities such as interviews, observation, etc. We can look for more research sources to get more informations and data related to the correlation of language learning strategies towards reading comprehension.

2.2. In terms of cognitive learning strategy, in order to increase students reference and vocabulary skills, the teacher should enrich learning reference questions by giving more vocabulary and collocation. The teacher could give more exercises with more reference and vocabulary

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skills questions than the other skill, such as more pronoun questions for reference skill and synonym or antonym questions for vocabulary skill.

2.3. Then, in terms of social learning strategy, in order to improve students skill in learning inference questions, the instructor needs to give some improvement toward learning inference skill in group activities. For example, the instructor could held some student groups and give a try out questions in reading and the students could discuss the answer each other. It may help the students who cannot anwer the questions if they could have a discussion about them.

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Ablex Publishing Co.

Harris, T. L., and Hodges, R. E. (Eds.). 1995. The Literacy Dictionary: The Vocabulary of Reading and Writing. Newark, DE: The International Reading Association.

Hatch and Farhady. 1982. Research Design and Statistic for Applied Linguistics. Massachusetts: Newbury House Publisher Inc.

Nuttal, Christine. 1985. Teaching Reading Skill in a Foreign Language. London: British Library Catalouging in Publication Data

O’Malley, J., Chamot, A. et al. 1985. Learning Strategies Used by Beginning and Intermediate ESL Students. Language Learning, 35, 21-46.

(1)

variables correlated significantly. Then, the results of correlation between language learning strategies and each reading aspects are as follows:

(2)

5.2. Suggestions

Related to the problems of this research and the information from the discussion of findings, the researcher would like to suggests:

(3)

2. The results of this research indicate that there is significant correlation of language learning strategies towards students’ reading comprehension. Based on the result of the study, the researcher would like to suggests as follows: 2.1. Since this research was conducted with limited amount of students, it is

(4)

skills questions than the other skill, such as more pronoun questions for reference skill and synonym or antonym questions for vocabulary skill.

(5)

REFERENCES

Arikunto, S. 1995. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Anderson, R. A., et al. 1985. Becoming a Nation of Readers. Washington, DC:

National Institute of Education.

Arnoutse, C. and Schellings, G. 2003. Reading Models and Strategy Use. Educational Studies: Vol 29, No: 4, 388-409.

Carrell P. L., Devine J., Eskey D. E. 1988. Interactive Approaches to Second Language Reading. N. Y.: Cambridge University Press

Fedderholdt, K. 1998. Using Diaries to Develop Language Learning Strategies. (Retrieved April 20, 1998 from

http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/98/apr/)

Fogarty, R. 1994. How to Teach for Metacognition. Palatine, I ll: IRI/Skylight. Founts, I.C. & Pinell, G. S. 1999. Matching Books to Readers:Using Leveled

Books in Guided Reading, K-3. Portsmouth, NH: Heinemann

Fillmore, L W. 1979. Individual differences in second language acquisition, in Fillmore, C, Kempler, D and Wang, W Y S (Eds) Individual Differences in Language Ability and Language Behavior, New York: Academic Press. Garner, R. 1987. Metacognition and Reading Comprehension. Norwood, NJ:

Ablex Publishing Co.

Harris, T. L., and Hodges, R. E. (Eds.). 1995. The Literacy Dictionary: The Vocabulary of Reading and Writing. Newark, DE: The International Reading Association.

Hatch and Farhady. 1982. Research Design and Statistic for Applied Linguistics. Massachusetts: Newbury House Publisher Inc.

Nuttal, Christine. 1985. Teaching Reading Skill in a Foreign Language. London: British Library Catalouging in Publication Data

O’Malley, J., Chamot, A. et al. 1985. Learning Strategies Used by Beginning and Intermediate ESL Students. Language Learning, 35, 21-46.

(6)

O’Malley, J. M., & Chamot, A. U. 1990. Learning Strategies in Second

Language Acquisition. Cambridge, England: Cambridge University Press. Oxford, R. L. 1989. Use of Language Learning Strategies: A Synthesis of

Studies with Implications for Strategy Training. System, 17/2, 235-247. Oxford, Rebecca. 1990. Language Learning Strategies: What Every Teacher

Should Know. Boston, Mass.: Heinle & Heinle

Rubin, Joan. 1975. “What the “Good Language Learner” Can Teach Us”. TESOL Quarterly(1) : 41-51

Setiyadi, Ag. Bambang. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing: Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu 2011. English Learning Strategies in an EFL Setting in

Indonesia. Jakarta: Halaman Moeka

Shohamy, E. 1985. A Practical Handbook In Language Testing for the Second Language Teacher. Tel Aviv: Tel Aviv University.

Wenden, Anita and Rubin, J. 1987. Learner Strategies in Language Learning, Englewood Cliffs: Prentince-Hall International

Wixson, K., Peters, C., Weber E., & Roeber, I. 1987. New Directions in Statewide Reading Assessment. The Reading Teacher, 45, 696-703.

THE CORRELATION OF LANGUAGE LEARNING STRATEGIES TOWARDS READING COMPREHENSION AT FIRST GRADE OF SMAN 14 BANDAR LAMPUNG

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THE CORRELATION OF LANGUAGE LEARNING STRATEGIES TOWARDS READING COMPREHENSION AT FIRST GRADE OF SMAN 14 BANDAR LAMPUNG

T1 T2

r

=

r

=

S =

x 100

H

= p

>p

H

= p

< p

Parts

Dokumen yang terkait

THE CORRELATION BETWEEN STUDENTS' ACHIEVEMENT IN GENERIC STRUCTURE AND THEIR LISTENING COMPREHENSION AT THE FIRST YEAR OF SMAN 5 BANDAR LAMPUNG

THE IMPLEMENTATION OF QUESTION ANSWER RELATIONSHIP STRATEGY IN IMPROVING STUDENTS’ READING COMPREHENSION AT THE FIRST GRADE OF SMAN 9 BANDAR LAMPUNG

THE EFFECT OF LEARNING STRATEGIES IN READING TOWARDS STUDENTS’ READING COMPREHENSION AT THE SECOND GRADE OF SMAN 8 BANDAR LAMPUNG

THE CORRELATION BETWEEN STUDENTS‘ ACHIEVEMENT IN GENERIC STRUCTURE AND THEIR LISTENING COMPREHENSION AT THE FIRST YEAR OF SMAN 5 BANDAR LAMPUNG

THE ROLE OF METACOGNITIVE LEARNING STRATEGIES IN STUDENTS’ READING COMPREHENSION AT FIRST GRADE OF SMA NEGERI 7 BANDAR LAMPUNG

INCREASING STUDENTS’ READING COMPREHENSION THROUGH TASK BASED APPROACH AT THE FIRST GRADE OF SMKN 2 BANDAR LAMPUNG

TEACHING SPEAKING THROUGH POPULAR ENGLISH SONG AT THE FIRST GRADE OF SMAN 14 BANDAR LAMPUNG

THE CORRELATION OF LEARNING STYLES, LANGUAGE LEARNING STRATEGIES, AND READING COMPREHENSION OF THE STUDENTS OF SMP NEGERI 1 LAGUBOTI.

A. THE NATURE OF READING COMPREHENSION 1. Reading - The language learning strategies applied by the eleventh grade students at SMAN 4 Palangka Raya - Digital Library IAIN Palangka Raya

THE INFLUENCE OF USING CHORAL READING TOWARDS STUDENTS’ READING COMPREHENSION ON DESCRIPTIVE TEXT AT THE FIRST SEMESTER OF THE TENTH GRADE AT SMAN 1 BANGUNREJO CENTRAL LAMPUNG IN THE ACADEMIC YEAR OF 2017/2018 - Raden Intan Repository

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