Strategies favored by students

71 This empirical discovery could be taken to mean that the students believe that reading strategies can increase their performance in reading comprehension. It was a positive indication that those students had set their mind as good language learners who were demanded to be able to employ various strategies appropriately. Those students might enhance their reading performance if they were able to be aware of arrange of efficient reading strategies Anjomshoaa, Golestan Anjomshoaa, 2012, p.193. For instance, the statement of interviewees might lead us to deeper insights of what students thought relating their perception of reading strategies utilization and reading comprehension gains. Relating to my point of view about reading strategies,.. I think several strategies support my success . I think yes but in particular situation yahh.. It depends on … for example my mood is good then I use the reading strategies, it will be usefull for me.. But if I have bad mood, it will take a long time for me to understand. I1.L10 However, interviewee one I1 assumed that a number of strategies influenced her success in reading. It meant that she consciously sets her mind to utilize reading strategies whilst reading school-related materials. She believed that reading strategies could help her break away whilst deadlock happens. Similarly, interviewee number 2 I 2 also reported that he had the perception that reading strategies helped him overcome the problem be more an effective reader. He presumed that reading strategies became the solution when facing the problems. He also assumed that when he did not have any good feeling to read, he could use several strategies that enable him to read faster. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 72 I think reading strategies determines my success, it was useful for me.. It helps me solve several problems such limited time, limited vocabulary or even when I don’t any mood to read.. When I don’t have any mood to read, I use skimming or scanning to make it faster I3, L33. Fitrisia et.al 2015 found different results instead. They found that the participants were not full aware about their metacognitive awareness of reading strategies. They also found that there was weak relationship between Indonesian learners’ metacognitive awareness of reading strategies and their performance of reading comprehension. Meniado 2016 also found that there was no positive relationship between students’ use of metacognitive reading strategies and reading comprehension performance. This different finding could be construed as the level of learners’ metacognitive awareness of reading strategies depends on various factors such as environmental factor, level of motivation, proficiency of the teachers or even personal factor of those learners. In addition, Zhang Sheepo 2013 say the effectiveness of metacognitive strategy use depended on many factors, such as awareness, motivation, cognitive factors, linguistics competence, confidence, and so on Furthermore, partial correlations analysis was also conducted as a means to look over the relationship between sub-categories of metacognitive reading strategies and reading comprehension gains. As can be seen on table 4.7 correlations, it is reported that whole subcategories strategies have positive relation with reading comprehension achievements. The table partly revealed that PROB strategies have strongest association with stu dents’ reading comprehension score p = .000, r = .619. Accordingly, this data was in compliance with the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 73 place of PROB strategies as the most preferred sab-category of metacognitive reading strategies in this study. It definitely described the students as readers who actively and usually use particular strategies in order to solve problems within reading process. “Students’ preferred problem-solving strategies because the items in this category help readers to overcome difficulties that arise when a text is complicated and students were also able to concentrate and understand the meaning of the text effectively ” Al-Dawaideh Al-saadi, 2013, p.229. The next subscale needs to be discussed was SUP strategies. This kind of strategies was adequately presented as the medium-usage strategy preference. It was reported that the amount of SUP strategies preference got less preference than another subscale such PROB. Allisheik and Mokhtari 2011, p. 157 say this inconsistency could be attributed to the types of students used, their native language and their reading abilities in those languages. The features of SUP strategies that were unfamiliar for the students might cause this lowest preference. Unfamiliar meant that it was tough to apply the features of the strategies . For instance, strategy such “doing self reflection” might be heavy to apply if those students did not use to ask themselves about their progress. This kind of strategy needs to be applied habitually. When someone had such routine, he she would automatically reflect on his or her own work. The last subscale strategy was GLOB strategies. The data indicated that GLOB strategies have positive relation with stu dents’ reading comprehension gains. P - value and r - value showed that GLOB strategies also became sub- category strategy that got strong correlation toward stu dents’ reading comprehension. In spite of the fact that only 77 of the strategies are rated as