An analysis on students` reading strategies of tenth grade in SMA Stella Duce 2 Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Lestari, Monika Asri. 2012. An Analysis on Student’s Reading Strategies of Tenth
Grade in SMA Stella Duce 2 Yogyakarta. Yogyakarta: English Language Education
Study Program, Sanata Dharma University.
Reading strategies are those mental processes that readers consciously choose
to use in accomplishing reading task (Cohen: 1990). Since some strategies may or
may not facilitate successful comprehension of text because different reading texts
may need different reading strategies. Therefore, students should be more aware of
which strategies that they are going to use. Some of students in SMA Stella Duce 2
Yogyakarta experienced difficulties in comprehending reading text and some did not.
The score gap between the students there can be seen clearly through their midterm
test on first semester. Therefore, this research aimed to provide frequent reading
strategies that are used by the students in SMA Stella Duce 2 Yogyakarta.
This research was intended to answer on a major research problem namely (1)
what reading strategies are frequently applied by the students? And on minor research
problem namely (2) what reading strategy do high achiever and low achiever
frequently use? The participants of this study would be the senior high school
students grade X in academic year 2011/2012 at SMA Stella Duce 2 Yogyakarta.
To address this research problem, the researcher conducted a survey research.
During the research, the researcher employed an instrument namely questionnaire.
The researcher distributed questionnaires and collected the questionnaires result to
provide data.
After conducting the research, the researcher discovered some findings. First,
the researcher figured out that the most frequent strategy that is used by the students
grade X in SMA Stella Duce 2 Yogyakarta was using imagery. Second, the
researcher also figured out the frequent strategies between the high achievers and the
low achievers. The most favorite strategy by the high achiever was using imagery and
the most favorite strategies by the low achiever was using dictionaries and grammar
books. At the same time, the researcher figured out that there was a reading strategies
tendency. The high achievers use structured reviewing more often than the low
achievers. The students should be more aware of the strategies since it helps them in
comprehending reading texts. If all strategy can fully optimized, successful reading
will be reached.
Key Words: reading strategies, reading comprehension, tenth grade students.
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Lestari, Monika Asri. 2012. An Analysis on Student’s Reading Strategy of Tenth
Grade in SMA Stella Duce 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Strategi membaca adalah proses mental dimana pembacanya secara sadar
memilih strategi untuk memahami teks bacaan (cohen: 1990). Beberapa strategi bisa
atau tidak bisa memfasilitasi pemahaman sebuah teks karena setiap teks bacaan
tertentu memerlukan strategi tertentu pula. Maka dari itu, siswi harus lebih peka
terhadap strategi membaca yang akan dipakai. Beberapa siswi kelas X di SMA Stella
Duce 2 Yogyakarta mengalami kesulitan dalam memahami isi teks bacaan dan ada
yang tidak. Perbedaan hasil nilai dapat dilihat secara jelas melalui hasil ujian tengah
semester mereka pada semester pertama. Maka dari itu, penelitian ini bertujuan untuk
nenunjukan strategi apa saja yang sering digunakan oleh siswi SMA Stella duce 2
Yogyakarta.
Penelitian ini dimaksudkan untuk menjawab sebuah penelitan masalah yang
utama yaitu (1) strategi membaca apa saja yang paling sering digunakan oleh siswi?
Dan penelitian masalah lanjutan (2) strategi membaca apa yang sering di gunakan
oleh siswi yang mempunyai nilai prestasi tinggi dan nilai prestasi rendah? Peserta
dari penelitian ini adalah siswi kelas X SMA Stella Duce 2 Yogyakarta tahun ajaran
2011/2012.
Untuk menjawab permasalahan ini, peneliti melaksanakan sebuah penelitian
survei. Selama penelitian, peneliti menggunakan sebuah instrument yang disebut
kuisioner. Peneliti menyebarkan kuisioner dan mengumpulkanya kembali untuk
diolah menjadi hasil data penelitian.
Setelah melaksanakan penelitian, peneliti menemukan beberapa penemuan.
Pertama, peneliti menemukan bahwa strategi membaca yang paling sering digunakan
oleh siswi kelas X SMA Stella Duce 2 Yogyakarta adalah using imagery. Kedua,
peneliti juga menemukan frekwensi strategi membaca antara siswi yang miliki
prestasi tinggi dan siswi yang memiliki prestasi rendah. Stategi membaca yg paling
disukai oleh siswi dengan prestasi tinggi adalah using imagery dan strategi membaca
yang paling disukai oleh siswi dengan prestasi rendah adalah using dictionaries and
grammar books. Pada saat yang bersamaan, peneliti juga menemukan kecenderungan
strategi membaca yang dipakai. Siswi dengan prestasi lebih tinggi cenderung
menggunakan structured reviewing strategy lebih sering daripada siswi dengan
prestasi rendah. Siswi-siswi harus lebih peka terhadap strategi-strategi membaca yang
ada karena strategi membaca akan sangat membantu mereka dalam memahami
sebuah teks bacaan. Jika semua strategi bisa dioptimalkan dengan baik, maka siswi
bisa memunyai pemahaman teks bacaan yang baik.
Key Words: reading strategies, reading comprehension, tenth grade students.
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
AN ANALYSIS ON STUDENTS’ READING STRATEGIES
OF TENTH GRADE IN SMA STELLA DUCE 2 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Monika Asri Lestari
Student Number: 081214018
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
AN ANALYSIS ON STUDENTS’ READING STRATEGIES
OF TENTH GRADE IN SMA STELLA DUCE 2 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Monika Asri Lestari
Student Number: 081214018
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“EVERY TIME YOU THINK ABOUT GIVING UP,
THINK ABOUT WHY YOU HAVE KEPT GOING
FOR THIS LONG”
–GANDRASTA-
I dedicated this thesis to:
My family,
…. and everyone whom I love the most.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honesty declare that this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 4th December 2012
The Writer
Monika Asri Lestari
081214018
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Monika Asri Lestari
Nomor Mahasiswa
: 081214018
Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
AN ANALYSIS ON STUDENTS’ READING STRATEGIES
OF TENTH GRADE IN SMA STELLA DUCE 2 YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada
Perpustakaan
Universitas
Sanata
Dharma
hak
untuk
menyimpan,
mengalihkan dalam media bentuk lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain
untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau memberikan
royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya,
Dibuat di Yogyakarta
Pada tanggal : 4 Desember 2012
Yang menyatakan
(Monika Asri Lestari)
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Lestari, Monika Asri. 2012. An Analysis on Student’s Reading Strategies of Tenth
Grade in SMA Stella Duce 2 Yogyakarta. Yogyakarta: English Language Education
Study Program, Sanata Dharma University.
Reading strategies are those mental processes that readers consciously choose
to use in accomplishing reading task (Cohen: 1990). Since some strategies may or
may not facilitate successful comprehension of text because different reading texts
may need different reading strategies. Therefore, students should be more aware of
which strategies that they are going to use. Some of students in SMA Stella Duce 2
Yogyakarta experienced difficulties in comprehending reading text and some did not.
The score gap between the students there can be seen clearly through their midterm
test on first semester. Therefore, this research aimed to provide frequent reading
strategies that are used by the students in SMA Stella Duce 2 Yogyakarta.
This research was intended to answer on a major research problem namely (1)
what reading strategies are frequently applied by the students? And on minor research
problem namely (2) what reading strategy do high achiever and low achiever
frequently use? The participants of this study would be the senior high school
students grade X in academic year 2011/2012 at SMA Stella Duce 2 Yogyakarta.
To address this research problem, the researcher conducted a survey research.
During the research, the researcher employed an instrument namely questionnaire.
The researcher distributed questionnaires and collected the questionnaires result to
provide data.
After conducting the research, the researcher discovered some findings. First,
the researcher figured out that the most frequent strategy that is used by the students
grade X in SMA Stella Duce 2 Yogyakarta was using imagery. Second, the
researcher also figured out the frequent strategies between the high achievers and the
low achievers. The most favorite strategy by the high achiever was using imagery and
the most favorite strategies by the low achiever was using dictionaries and grammar
books. At the same time, the researcher figured out that there was a reading strategies
tendency. The high achievers use structured reviewing more often than the low
achievers. The students should be more aware of the strategies since it helps them in
comprehending reading texts. If all strategy can fully optimized, successful reading
will be reached.
Key Words: reading strategies, reading comprehension, tenth grade students.
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Lestari, Monika Asri. 2012. An Analysis on Student’s Reading Strategy of Tenth
Grade in SMA Stella Duce 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Strategi membaca adalah proses mental dimana pembacanya secara sadar
memilih strategi untuk memahami teks bacaan (cohen: 1990). Beberapa strategi bisa
atau tidak bisa memfasilitasi pemahaman sebuah teks karena setiap teks bacaan
tertentu memerlukan strategi tertentu pula. Maka dari itu, siswi harus lebih peka
terhadap strategi membaca yang akan dipakai. Beberapa siswi kelas X di SMA Stella
Duce 2 Yogyakarta mengalami kesulitan dalam memahami isi teks bacaan dan ada
yang tidak. Perbedaan hasil nilai dapat dilihat secara jelas melalui hasil ujian tengah
semester mereka pada semester pertama. Maka dari itu, penelitian ini bertujuan untuk
nenunjukan strategi apa saja yang sering digunakan oleh siswi SMA Stella duce 2
Yogyakarta.
Penelitian ini dimaksudkan untuk menjawab sebuah penelitan masalah yang
utama yaitu (1) strategi membaca apa saja yang paling sering digunakan oleh siswi?
Dan penelitian masalah lanjutan (2) strategi membaca apa yang sering di gunakan
oleh siswi yang mempunyai nilai prestasi tinggi dan nilai prestasi rendah? Peserta
dari penelitian ini adalah siswi kelas X SMA Stella Duce 2 Yogyakarta tahun ajaran
2011/2012.
Untuk menjawab permasalahan ini, peneliti melaksanakan sebuah penelitian
survei. Selama penelitian, peneliti menggunakan sebuah instrument yang disebut
kuisioner. Peneliti menyebarkan kuisioner dan mengumpulkanya kembali untuk
diolah menjadi hasil data penelitian.
Setelah melaksanakan penelitian, peneliti menemukan beberapa penemuan.
Pertama, peneliti menemukan bahwa strategi membaca yang paling sering digunakan
oleh siswi kelas X SMA Stella Duce 2 Yogyakarta adalah using imagery. Kedua,
peneliti juga menemukan frekwensi strategi membaca antara siswi yang miliki
prestasi tinggi dan siswi yang memiliki prestasi rendah. Stategi membaca yg paling
disukai oleh siswi dengan prestasi tinggi adalah using imagery dan strategi membaca
yang paling disukai oleh siswi dengan prestasi rendah adalah using dictionaries and
grammar books. Pada saat yang bersamaan, peneliti juga menemukan kecenderungan
strategi membaca yang dipakai. Siswi dengan prestasi lebih tinggi cenderung
menggunakan structured reviewing strategy lebih sering daripada siswi dengan
prestasi rendah. Siswi-siswi harus lebih peka terhadap strategi-strategi membaca yang
ada karena strategi membaca akan sangat membantu mereka dalam memahami
sebuah teks bacaan. Jika semua strategi bisa dioptimalkan dengan baik, maka siswi
bisa memunyai pemahaman teks bacaan yang baik.
Key Words: reading strategies, reading comprehension, tenth grade students.
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
After the completion of this thesis, I would like to thank Jesus Christ and
Mother Mary for Their wonderful blessing, for Their endless love and timeless
guidance and for the strength They have given to me. I do believe that this thesis
would have never come to its completion without Their remarkable help and
blessings.
My deepest gratitude goes to my only one sponsor C.Tutyandari, S.Pd.,
M.Pd. for her guidance and assistance during the process, her willingness to spend
her time reading and correcting my thesis, and her advice as well as her
encouragement from the beginning of the research until the accomplishment of this
thesis.
I would also like to express my sincere thankfulness to Sr. Fidelis
Budiriastuti, CB., S.Pd., principle of SMA Stella Duce 2 and Bonifasius Gunarso
Sarwoko S. Pd., English teacher of SMA Stella Duce 2, who had permitted me to
conduct this research. I also thank all of the tenth grade students of Stella Duce 2
Yogyakarta Senior High School as my research participants.
My special regards and gratitude are presented to my beloved family, Bapak
FX. Made Hirawan, Mama Caesilia Ratri Widyastuti, Bli Yohanes Agung
Prasetyo, Mbak Martina Novi Irawati, Mbak Paula Heni Candraningtyas, who
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
always gave me never ending support, encouragement and prayer. I thank for the
spirit in life that encourages me to do the best in this life.
My special gratitude is also sent to Sr. Benedicte and all friends in
Syantikara dormitory. I thank them for accompanying and supporting me for these
four years. Other family’s love, jokes and laugh, care and prayer to me always give
me strength to reach my dream.
I truthfully want to thank my best friends Levyn Gracia Hanardi, Irine Puji
Telisadewi, Kresentia Yosta Dhinda Aprillia for being my best friends who have
given me their care and support. They have been part of my life and I hope that our
friendship will never end. Also I would never forget to thank everyone who had
support the completion of this thesis that I cannot mention. May God bless them
all!
Finally to the last but not least, the important element to appreciate in this
whole processes, that is I, myself. Without encouraging, motivating myself, and selfesteeming, I will never finish this thesis.
Monika Asri Lestari
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
TITLE PAGE ............................................................................................................... i
APPROVAL PAGES ................................................................................................... ii
DEDICATION PAGE.................................................................................................. iv
STATEMENT OF WORK’S ORIGINALITY ............................................................. v
PERNYATAAN PERSETUJUAN PUBLIKASI …………………..………………..vi
ABSTRACT ................................................................................................................ vii
ABSTRAK ................................................................................................................... viii
ACKNOWLEDGEMENTS……………………………….……………………...…..ix
TABLE OF CONTENTS……………………………………………………....…….xi
LIST OF TABLE….………………………………………………………………...xvi
LIST OF FIGURES ………………………………………………………………..xvii
LIST OF APPENDICES ……………………………………………………..……..xx
CHAPTER I: INTRODUCTION
1
A. Research Background …………………………………………………….1
B. Research Problem ………………………………………..……………….3
C. Problem Limitation ……………………………………………………….4
D. Research Objective...……………………………………………………...4
E. Research Benefit………………………………………………...………...4
1. The Teacher in Senior High School …...………………...……………4
2. The X Grade Students of SMA Stella Duce 2 Yogyakarta …………..5
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. Other Researchers …………………………………..………………...5
4. The Readers ………………………………………..……………...….5
F. Definition of Terms…………………………………..…………………...5
1. Reading Strategies……………………………..………...……….…...6
2. Reading Comprehension…………………………..…...……………..6
3. High Achiever ………………………………………………………..6
4. Low Achiever ………………………………………………………..6
5. The X Grade Students ………………………………...…………...…7
6. SMA Stella Duce 2 Yogyakarta ………………………….……….….7
CHAPTER II: REVIEW OF RELATED LITERATURE
8
A. Theoretical Description …………………………………………………..8
1. The Nature of Reading ………………………………………...……..8
2. The Purpose of Reading …………………………………………...….9
a. Reading to Search for Simple Information and Reading to Skim...9
b. Reading to Learn from the Text ………………….………….…..10
c. Reading to Integrate Information, Write, and Critique Texts ..….10
d. Reading for General comprehension …………….…….………..10
3. The Model of Reading ………………………………….….………..11
a. Bottom-up Model ………………………………….…………....11
b. Top-Down Model ……………………………………………….11
c. Interactive Reading Model ……………………………………...12
4. Reading Comprehension …………………………………………….12
5. Reading Strategy …………………………………………………….13
a. Direct Strategies …………………………………………………13
1) Memory Strategies …………………………………………..13
a) Creating Mental Linkage …………………………..……13
(1) Grouping …………………………………………….14
(2) Associating/ Elaborating …...…………………..……14
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(3) Placing New Words into a Context …………………15
b) Applying Images and Sound …………………….……...15
(1) Using Imagery ……...……………………………….15
(2) Semantic Mapping …………………………………..16
(3) Using Keywords …………………………………….16
(4) Representing Sounds in Memory ……………………16
c) Reviewing Well …………………………………………17
(1) Structured Well …………………………………...…17
(2) Employing Action ...…………………………………17
(3) Using Physical Response or Sensation ……………...17
(4) Using Mechanical Techniques ……………………....17
2) Cognitive Strategies ………………………..………………..18
a) Practicing ………………………………..………………18
(1) Repeating ……………………………………………18
(2) Recognizing and Using Formulas and Patterns ……..19
(3) Practicing Naturally ……..…………………………..19
b) Receiving and Sending Messages ………………..……...19
(1) Getting the Idea Quickly …………………….………19
(2) Using Resources for Receiving and Sending Messages
………………………………………………………...20
c) Analyzing and Reasoning ……………………………….20
(1) Reasoning Deductively ……………………….…..…21
(2) Analyzing Expressions ……………………………...21
(3) Analyzing Contrastively …………………………….21
(4) Translating …………..…………..…………………..22
(5) Transferring ……………….…...……………………22
d) Creating Structure ……………………………………….23
(1) Taking Notes ………………………….……………..23
(2) Summarizing ……………………....….……………..23
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(3) Highlighting …………………………..……………..23
3) Compensation Strategies .…………………………………...23
a) Guessing Intelligently ………………..………………….24
(1) Using Linguistic Clues ……………………...………24
(2) Using Other Clues …..………………………………24
B. Theoretical Framework ………………………………….……………...25
CHAPTER III: METHODOLOGY
27
A. Research Method ………………………………………………………..28
B. Research Setting ………………………………………………………...28
C. Research participants ……………………………………………………28
D. Instrument and Data Gathering Technique ……………………………...29
1. Questionnaire ……………………………………..…………………29
E. Data Analysis technique ………………………………………………...30
1. Data from Questionnaire ……………………………………………30
F. Research Procedure …………………..…………………………………32
CHAPTER IV: RESEARCH RESULT AND DISCUSSION
34
A. Reading Strategies ………..……………………………………………..34
1. Memory Strategies …………..………………………………………35
2. Cognitive Strategies ………………..………………………………..41
3. Compensation Strategies ……………………………………………51
B. The Frequent Reading Strategy ………………………………..………..52
1. High Frequency of Reading Strategies ……………………………...53
2. Medium Frequency of Reading Strategies ………………………….55
3. Low Frequency of Reading Strategies ………………………………56
C. Reading Strategies Frequency of High and Low Achiever...……………57
1. Memory Strategies …………………………………………………..58
2. Cognitive Strategies …………………………………………..……..62
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3. Compensation Strategies ……………………………………………68
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS
71
A. Conclusions ………….....………………………………………………..71
B. Recommendations ………………...……………………………….…….73
REFERENCES …………………………………………………………………..….75
APPENDICES …………………………………………………………..…………..77
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LIST OF TABLES
Table 1. The Matrix of Questionnaire for Students …………………………..……..83
Table 2. Students’ Final Score of Close Ended Questionnaire …..………………….90
Table 3. Student’s Mid Term Test Score ……………………………………..……115
Table 4. The Reading Strategy Frequency of the High Achievers and the Low
Achievers ….................................................................................................120
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LIST OF FIGURES
Figure 4.1 PR to grouping strategy ………………………………………………….35
Figure 4.2 PR to associating or elaborating strategy ...…………………………...…36
Figure 4.3 PR to placing new words into a context strategy ………………………..36
Figure 4.4 PR to using imagery strategy ……………………………………………37
Figure 4. 5 PR to semantic mapping strategy ……………………………………….38
Figure 4.6 PR to using keywords strategy …………………………………………..38
Figure 4.7 PR to representing sounds in memory strategy ………………………….39
Figure 4.8 PR to structured reviewing strategy ……………………………………..40
Figure 4.9 PR to using physical response or sensation strategy …………………….40
Figure 4.10 PR to using mechanical techniques strategy …………………………...41
Figure 4.11 PR to repeating strategy ………………………………………………..41
Figure 4.12 PR to recognizing and using formula and pattern strategy …………….42
Figure 4.13 PR to practicing naturally strategy ………………………………43
Figure 4.14 PR to getting the idea quickly strategy (1) ……………………………..43
Figure 4.15 PR to getting the idea quickly strategy (2) ……………………………..44
Figure 4.16 PR to using resources for receiving and sending message strategy (1)
…………………………………………………………………………..44
Figure 4.17 PR to using resources for receiving and sending message strategy (2)
…………………………………………………………………………..45
Figure 4.18 PR to reasoning deductively strategy …………………………………..46
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Figure 4.19 PR to analyzing expression strategy ……………………………….…...46
Figure 4.20 PR to analyzing contrastively strategy …………………………………47
Figure 4.21 PR to translating strategy ………………………………...….…………48
Figure 4.22 PR to transferring strategy ………………………………….…………..48
Figure 4.23 PR to taking notes strategy ……………………………………….…….49
Figure 4.24 PR to summarizing strategy ……………………………………………50
Figure 4.25 PR to highlighting strategy ……………………………….…………….50
Figure 4.26 PR to using linguistic clues strategy …………………………………...51
Figure 4.27 PR to using other clues strategies ………………………………………52
Figure 4.28 High % …………………………………………………..……………...53
Figure 4.29 Medium % ………………………………………………………..…….55
Figure 4.30 Low % …………………………………………………………..……...56
Figure 4.31 Grouping Strategy …………………………………………………..….58
Figure 4.32 Associating/ Elaborating Strategy ………………………………..…….58
Figure 4.33 Placing New Words into Context Strategy ………………………….…58
Figure 4.34 Using Imagery Strategy ………………………………………..……….59
Figure 4.35 Semantic Mapping Strategy ………………………………………..…..59
Figure 4.36 Keywords Strategy …………………………………………………..…60
Figure 4.37 Representing Sound in Memory Strategy ………………………….…..60
Figure 4.38 Structured Reviewing Strategy …………………………………….…..60
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Figure 4.39 Physical Response or Sensation Strategy ………………………..……..61
Figure 4.40 Using Mechanical Techniques Strategy ……………………..………....61
Figure 4.41 Repeating Strategy ……………………………………………….…….62
Figure 4.42 Recognizing and Using Formula and Pattern Strategy ……………..….62
Figure 4.43 Practicing Naturally ……..…………………………………………..….62
Figure 4.44 Getting the Idea Quickly (1) ……………………………………..……..63
Figure 4.45 Getting the Idea Quickly (2) ……………………………………..……..63
Figure 4.46 Using Resources for Receiving and Sending Message (1) ……….……64
Figure 4.47 Using Resources for Receiving and Sending Message (2) ………….…64
Figure 4.48 Reasoning Deductively Strategy ………………………………..……...65
Figure 4.49 Analyzing Expression Strategy ……………………………………..….65
Figure 4.50 Analyzing Contrastively Strategy ……………………………….……..65
Figure 4.51 Translating Strategy ……………………………………………….…...66
Figure 4.52 Transferring Strategy ……………………………………………..…….66
Figure 4.53 Taking Notes Strategy ……………………………………………….....66
Figure 4.54 Summarizing Strategy …………………………………………..……...67
Figure 4.55 Highlighting Strategy ………………………………………………..…67
Figure 4.56 Using Linguistic Clues ………………………………………………....68
Figure 4.57 Using Other Clues Strategy ……………………………………..……...68
xix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Permission Letter ……………………………………………………………………77
Kuisioner …………………………………………………………………………….78
The Matrix of Questionnaire for Students …………………………………………..83
Students’ Final Score of Close Ended Questionnaire ……………………………….90
Raw Data from Open Ended Questionnaire ………………………………………...95
Student’s Mid Term Test Score ……………………………………………………115
The Reading Strategy Frequency of the High Achievers and the Low Achievers ….120
xx
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
This chapter presents the introduction of this study. There are six parts
covered. They are the research background, problem formulation, problem limitation,
research objective, research benefits, and definition of terms.
A. Research Background
Nowadays, most people read newspapers, books, magazines in their daily
lives. Instead of for pleasure, reading can also give us another benefit. Through
reading we can enrich our background knowledge. In brief, reading is a good life
style. Bright & McGregor (1970) states that only by reading the pupil can acquire the
speed and skills he will need for practical purposes when he leaves school (p.52).
Because of its benefit, all schools have a concern for their students’ reading ability.
Reading an English text can be an interesting activity or even a burdensome activity
for some students. It depends on how the students as the readers deal with the English
text. Conscious or unconsciously, students use some strategies in order to understand
about the content in the texts through reading. Cohen (1990) states that reading
strategies are those mental processes that readers consciously choose to use in
accomplishing reading tasks (p.83). Some strategies may or may not facilitate
successful comprehension of text because different reading texts may need different
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
reading strategies. Therefore, students should be more aware of which strategies that
they are going to use.
Learning English as a second language is done by all senior high school
students in Indonesia. One of them is done in SMA Stella Duce 2 Yogyakarta. Oxford
(1990) notes that the difference between learning a second language and learning a
foreign language is usually seen in terms of where the language is learned and what
social and communicative functions the language serve there (p.6). Learning a second
language means that this language is totally needed to be learned while learning a
foreign language means that this language is optional to be learned. Learning English
as a second language and learning a foreign language covered four skills. They are
speaking, writing, listening, and reading. However, in this research, the researcher
only focuses on learning English as a second language.
Many people might think that strategies and skills are the same thing but they
are not. Strategies can be distinguished from skills. Cohen (1990) says that skill is an
overall behavior or general class of behaviors, while a strategy is the specific means
for realizing that behavior (p.83). For example, skimming would be a skill, while
reading the first sentence of each new paragraph would be strategy for realizing this
skill. In other words, a strategy is a technique or tactic. Reading strategy involves
more than one skill in it application. There are three kinds of strategies used by
independent learners. They are memory strategy, cognitive strategy, and
compensation strategy.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
In this research, the researcher would like to emphasize a problem on
students’ reading strategy while they are reading English article and working on
reading assignment in SMA Stella Duce 2 Yogyakarta. After having an informal
interview with several students there, the researcher found an interesting phenomenon
on their reading activities during taking PPL in SMA Stella Duce 2 Yogyakarta from
August- October 2011. Some of the students there experienced difficulties in
comprehending reading texts and some did not. The score gap between the students
there can be seen clearly through their midterm test in first semester.
The researcher found that some students did the test well and some did not by
looking at their score result which is given by the English teacher there. In fact, when
the researcher analyzed the midterm test questions, the questions on the text were
quite difficult. Cohen (1990) says that skillful reading can accelerate language
learning and poor reading will simply frustrate you and discourage you from reading
altogether (p.74). The researcher feels curious with the student’s strategies who did
the test well and not very well. Therefore, the researcher would like to analyze their
reading strategies in comprehending reading texts.
B. Research Problem
Considering the research background, this research is going to answer a
question as the guideline of the process of conducting and writing the research paper.
The major problem of the research is formulated as: What reading strategies are
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
frequently applied by the students? The minor problem of the research is formulated
as: what reading strategy do high achiever and low achiever frequently use?
C. Problem Limitation
Considering the amount of time and available resources, the focus of this
study are to obtain students reading strategies that are frequently applied in
comprehending reading text and what reading strategy do high achiever and low
achiever frequently use. The participants of this study would be the senior high
school students tenth grade in academic year 2011/2012 at SMA Stella Duce 2
Yogyakarta.
D. Research Objective
Related to the research problem, there are two objectives presented in this
research. The objectives are to find out the reading strategies that are frequently
applied and what reading strategy do high achiever and low achiever frequently used
by the students’ tenth grade in SMA Stella Duce 2 Yogyakarta.
E. Research Benefits
It is hoped that this research will give the contribution to:
1. The Teacher in Senior High School
This research aims to find out the reading strategies that are frequently chosen
by the students in order to overcome their difficulties in doing the reading tasks.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
Hopefully, by reading this research paper, the senior high school English teacher
could obtain more information on students’ reading strategies. Moreover, the teacher
can share with the students about independent reading strategies that they can apply
when they read difficult reading texts. Therefore, after reading this research the
teacher will be able to make some improvements on student’s reading skills.
2. The X Grade Students of SMA Stella Duce 2 Yogyakarta
Each student has different reading strategies when they comprehend reading
text. Hopefully, this research can contribute some new ideas of reading strategies for
students. This research aims to encourage the students to be more alert to several
strategies.
3. Other Researchers
The researcher hopes this research could help future researchers and further
discussions on the topic of the usage of reading strategy on senior high school
students.
4. The Readers
The researcher hopes that this research can make the readers be more aware of
several reading strategies when they try to comprehend reading texts.
F. Definition of Terms
It is necessary to clarify some terms used in the research that are considered
important. Those terms are:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
1. Reading Strategies
Reading strategies are mental processes that readers consciously choose to use
in accomplishing reading task (Cohen, 1990:83). Oxford (1990) also acknowledge
that strategies are especially important for language learning because they are tools
for active, self directed involvement, which is essential for developing
communicative competence (p. 1). In other words in this research, reading strategy is
a tool that is use by the readers in order to help the readers to have successful reading.
There are three main strategies that are going to be explained further more in this
research. They are memory strategy, cognitive strategy, and compensation strategy.
2. Reading Comprehension
As Grabe and Stoller (2002: 11-12) state, “The Overall goal is not to
remember all specific details but to have a good grasp of the main ideas and
important details, and to relate those main ideas and important details to background
knowledge as appropriate”. In this research, reading comprehension would be defined
as the ability of an individual to understand every detail of a reading text and the
purpose of the text.
3. High Achiever
High achiever in this research refers to the students who have better or high
score in their English midterm test result.
4. Low Achiever
Low achiever in this research refers to the students who achieve lower score
in their English midterm test result than those other students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
5. The X Grade Students
The X grade students in this research refer to the first year-students of SMA
Stella Duce 2 Yogyakarta who are around 15-16 years old.
6. SMA Stella Duce 2 Yogyakarta
SMA Stella Duce 2 Yogyakarta in this research refers to one of the senior
high schools in Yogyakarta which has four X grade (XA, XB, XC, and XD) senior
high school students. SMA Stella Duce 2 Yogyakarta is located at Jl. Dr. Sutomo 16
Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the detailed theories which underlie the study of reading
strategy at SMA Stella Duce 2 Yogyakarta. This chapter is divided into two sections,
theoretical description and theoretical framework.
A. Theoretical Description
This section presents some theories to support this research. This section is
divided into five subsections. They are the nature of reading, the purpose of reading,
the model of reading, reading comprehension, and reading strategies.
1. The Nature of Reading
Reading is one of four basic skills in language learning. According to Barnitz
(1985) reading is a complex communications process in which the mind of reader
interacts with a text in particular setting or context. During the reading process,
readers try to construct an interpretation of a text based on their conceptual and
linguistic knowledge with the cues that are in the text (p.3).
Grobe and Stoller (2002) propose that reading is the ability to draw meaning
from the printed page and interpret this information appropriately (p.9). They also
state that the definition itself is not enough to understand the true nature of reading
abilities, because first, the definition does not deliver that there are several ways to
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
gain interest in reading. Second, the definition does not emphasize the criteria that
define the nature of fluent reading abilities. Third, the definition does not explain how
reading is carried out as a cognitive process. Fourth, the definition does not highlight
how the ability to get meaning from a text and interpret this meaning.
Nunan (2003) has another view on reading. He proposes that background
knowledge of the readers will influence the readers’ interpretation of the textual
meaning (p.68). In other words, background knowledge takes an important role in the
process of reading and will influence the successful reading comprehension. He noted
that to achieve the purpose of reading readers cannot be separate from reading
strategies.
2. The Purpose of Reading
Grabe and Stoller (2002) write that there are several purposes of reading as
proposed (p.13). They are as follows:
a. Reading to Search for Simple Information and Reading to Skim
Reading to search for simple information is a common reading method. A
reader usually employs scanning and skimming ability in order to get this purpose.
The scanning ability is the ability to read the text for specific information or specific
word. On the other hand, skimming deals with guessing where important information
might be in the text.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
b. Reading to Learn from the Text
It often appears in academic and professional context when a person needs to
learn important ideas or information from text. It requires abilities to remember main
ideas, number of details, build rhetorical frames and link the text to the reader’s
knowledge. Reading to learn is usually carried out at a reading rate slower than
general reading comprehension (due to rereading and reflection to help remember the
information for the reader)
c. Reading to Integrate Information, Write, and Critique Texts
This purpose requires critical evaluation of the information being read so that
the reader can decide what information to integrate and how to integrate it for the
readers’ goal. Both reading to write and reading to critique texts may be the task
variants of reading to integrate information. Both requires abilities to compose, select,
and critique information from a text.
d. Reading for General Comprehension
Reading for general comprehension requires very rapid and automatic
processing of words, strong skills in forming the general meaning representation of
main ideas, and efficient coordination of many processes under very limited time
constraints. These abilities are often used by fluent readers because it usually happens
automatically.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
3. The Model of Reading
Nunan (2003) proposes that the model of reading can be divided into three
categories: bottom-up model, top-down model, and interactive model (p.70).
a. Bottom-up Model
The bottom up model usually consists of lower level reading processes. The
reader will start with the sound of recognition and fundamental basic letter. Then
continuously the reader will start to recognize the morpheme and followed by the
recognition of words. These recognitions will build up to the identification of
grammatical structure, sentence, and longer text. In brief, it can be concluded that the
readers of bottom-up model process letters, letter cluster, words, phrases, sentences,
longer text, and finally meaning in order to achieve comprehension. The typical
classroom focus based on the bottom up model is what we call intensive reading
which involves a short reading passage followed by textbook activities to build up
comprehension skill.
b. Top-down Model
The top down model is when the reader uses their background knowledge,
makes prediction, and searches the text to confirm or reject the prediction that the
reader has made. The reader can understand a text or passage even though several
words are not understood. It is a literature-based approach. Books are used which
contain authentic language. Through reading books, readers are exposed to a wide
range of vocabulary. The focus is on the reader themselves choosing what she or he
wants to read.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
c. Interactive Reading Model
Interactive model combines the elements of bottom-up model and the
elements of top-down model. The third model or the interactive model is the most
comprehensive description of the reading process. He noted that the best second
language readers are those who can “efficiency integrate” both bottom-up and topdown processes.
4. Reading Comprehension
As Grabe and Stoller (2002) state that the overall goal is not to remember all
specific details but to have a good grasp of the main ideas and important details, and
to relate those main ideas and important details to background knowledge as
appropriate (p.11-12). Reading comprehension is the ability of an individual to
understand every detail of a reading text and the purpose of the text.
Smith and Robinson (1980) say that reading comprehension is the
understanding, evaluating, and utilizing information and ideas through an interaction
between the reader and the author (p.33). Reading comprehension does not only
require students’ vocabulary mastery, but it also requires students’ active thinking
process, especially in activating their background knowledge.
Armbruster and Osborn (2002) state that reading is a process in which readers
actively search for and construct meaning or comprehend by relating what they are
reading to their background knowledge (p.83). Therefore, problems with background
knowledge cause comprehension difficulties.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
5. Reading Strategy
Cohen (1990) states strategies in reading as mental processes that reader
consciously chooses to use in accomplishing reading task (p.83). Oxford (1990)
proposes that there are two kinds of strategies. They are direct strategies and indirect
strategies (p.35).
a. Direct Strategies.
A direct strategy is a language learning strategy that directly involves the
target language. There are three strategies in a direct strategy. They are:
1) Memory Strategies:
Storage and retrieval of new information are the function of memory
strategies. It helps the learner to store new knowledge in memory. The new
knowledge comes from what they hear or read in the new language. It improves their
knowledge based. These strategies also enable learners to retrieve information from
memory when they need to use it for comprehension. Memory strategies are divided
into four sets. They are creating mental linkages, applying images and sound,
reviewing well, and employing action.
a) Creating Mental Linkage:
Three kinds of strategies are useful for making mental linkages. They are
grouping, associating or elaborating, and placing new words into context. These are
the most basic memory strategies:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
(1) Grouping:
According to Oxford, grouping involves classifying or reclassifying. The
reader will classify or reclassifying what they heard or read into meaningful groups.
They do this grouping strategy in order to reduce the number of unrelated elements.
Sometimes, it involves labeling the group also. When the reader use grouping
strategy, they involve other strategies too, such as paying attention or taking notes.
E.g.: a student always writes down every new word that he hears in his
notebook. He categorizes them grammatically: for example, you, he, she, they,
someone; hard, easy, kind, soft; quickly, heatedly, markedly, completely. After
writing all those words in his book, then he labels these categories: pronouns,
adjectives, and adverbs.
(2) Associating/ Elaborating
Oxford says memory strategy involves associating or elaborating new
language information with familiar concepts that have been i
ABSTRACT
Lestari, Monika Asri. 2012. An Analysis on Student’s Reading Strategies of Tenth
Grade in SMA Stella Duce 2 Yogyakarta. Yogyakarta: English Language Education
Study Program, Sanata Dharma University.
Reading strategies are those mental processes that readers consciously choose
to use in accomplishing reading task (Cohen: 1990). Since some strategies may or
may not facilitate successful comprehension of text because different reading texts
may need different reading strategies. Therefore, students should be more aware of
which strategies that they are going to use. Some of students in SMA Stella Duce 2
Yogyakarta experienced difficulties in comprehending reading text and some did not.
The score gap between the students there can be seen clearly through their midterm
test on first semester. Therefore, this research aimed to provide frequent reading
strategies that are used by the students in SMA Stella Duce 2 Yogyakarta.
This research was intended to answer on a major research problem namely (1)
what reading strategies are frequently applied by the students? And on minor research
problem namely (2) what reading strategy do high achiever and low achiever
frequently use? The participants of this study would be the senior high school
students grade X in academic year 2011/2012 at SMA Stella Duce 2 Yogyakarta.
To address this research problem, the researcher conducted a survey research.
During the research, the researcher employed an instrument namely questionnaire.
The researcher distributed questionnaires and collected the questionnaires result to
provide data.
After conducting the research, the researcher discovered some findings. First,
the researcher figured out that the most frequent strategy that is used by the students
grade X in SMA Stella Duce 2 Yogyakarta was using imagery. Second, the
researcher also figured out the frequent strategies between the high achievers and the
low achievers. The most favorite strategy by the high achiever was using imagery and
the most favorite strategies by the low achiever was using dictionaries and grammar
books. At the same time, the researcher figured out that there was a reading strategies
tendency. The high achievers use structured reviewing more often than the low
achievers. The students should be more aware of the strategies since it helps them in
comprehending reading texts. If all strategy can fully optimized, successful reading
will be reached.
Key Words: reading strategies, reading comprehension, tenth grade students.
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Lestari, Monika Asri. 2012. An Analysis on Student’s Reading Strategy of Tenth
Grade in SMA Stella Duce 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Strategi membaca adalah proses mental dimana pembacanya secara sadar
memilih strategi untuk memahami teks bacaan (cohen: 1990). Beberapa strategi bisa
atau tidak bisa memfasilitasi pemahaman sebuah teks karena setiap teks bacaan
tertentu memerlukan strategi tertentu pula. Maka dari itu, siswi harus lebih peka
terhadap strategi membaca yang akan dipakai. Beberapa siswi kelas X di SMA Stella
Duce 2 Yogyakarta mengalami kesulitan dalam memahami isi teks bacaan dan ada
yang tidak. Perbedaan hasil nilai dapat dilihat secara jelas melalui hasil ujian tengah
semester mereka pada semester pertama. Maka dari itu, penelitian ini bertujuan untuk
nenunjukan strategi apa saja yang sering digunakan oleh siswi SMA Stella duce 2
Yogyakarta.
Penelitian ini dimaksudkan untuk menjawab sebuah penelitan masalah yang
utama yaitu (1) strategi membaca apa saja yang paling sering digunakan oleh siswi?
Dan penelitian masalah lanjutan (2) strategi membaca apa yang sering di gunakan
oleh siswi yang mempunyai nilai prestasi tinggi dan nilai prestasi rendah? Peserta
dari penelitian ini adalah siswi kelas X SMA Stella Duce 2 Yogyakarta tahun ajaran
2011/2012.
Untuk menjawab permasalahan ini, peneliti melaksanakan sebuah penelitian
survei. Selama penelitian, peneliti menggunakan sebuah instrument yang disebut
kuisioner. Peneliti menyebarkan kuisioner dan mengumpulkanya kembali untuk
diolah menjadi hasil data penelitian.
Setelah melaksanakan penelitian, peneliti menemukan beberapa penemuan.
Pertama, peneliti menemukan bahwa strategi membaca yang paling sering digunakan
oleh siswi kelas X SMA Stella Duce 2 Yogyakarta adalah using imagery. Kedua,
peneliti juga menemukan frekwensi strategi membaca antara siswi yang miliki
prestasi tinggi dan siswi yang memiliki prestasi rendah. Stategi membaca yg paling
disukai oleh siswi dengan prestasi tinggi adalah using imagery dan strategi membaca
yang paling disukai oleh siswi dengan prestasi rendah adalah using dictionaries and
grammar books. Pada saat yang bersamaan, peneliti juga menemukan kecenderungan
strategi membaca yang dipakai. Siswi dengan prestasi lebih tinggi cenderung
menggunakan structured reviewing strategy lebih sering daripada siswi dengan
prestasi rendah. Siswi-siswi harus lebih peka terhadap strategi-strategi membaca yang
ada karena strategi membaca akan sangat membantu mereka dalam memahami
sebuah teks bacaan. Jika semua strategi bisa dioptimalkan dengan baik, maka siswi
bisa memunyai pemahaman teks bacaan yang baik.
Key Words: reading strategies, reading comprehension, tenth grade students.
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
AN ANALYSIS ON STUDENTS’ READING STRATEGIES
OF TENTH GRADE IN SMA STELLA DUCE 2 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Monika Asri Lestari
Student Number: 081214018
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
AN ANALYSIS ON STUDENTS’ READING STRATEGIES
OF TENTH GRADE IN SMA STELLA DUCE 2 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Monika Asri Lestari
Student Number: 081214018
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“EVERY TIME YOU THINK ABOUT GIVING UP,
THINK ABOUT WHY YOU HAVE KEPT GOING
FOR THIS LONG”
–GANDRASTA-
I dedicated this thesis to:
My family,
…. and everyone whom I love the most.
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honesty declare that this thesis, which I have written, does not contain the work or
parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 4th December 2012
The Writer
Monika Asri Lestari
081214018
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Monika Asri Lestari
Nomor Mahasiswa
: 081214018
Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
AN ANALYSIS ON STUDENTS’ READING STRATEGIES
OF TENTH GRADE IN SMA STELLA DUCE 2 YOGYAKARTA
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada
Perpustakaan
Universitas
Sanata
Dharma
hak
untuk
menyimpan,
mengalihkan dalam media bentuk lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain
untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau memberikan
royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya,
Dibuat di Yogyakarta
Pada tanggal : 4 Desember 2012
Yang menyatakan
(Monika Asri Lestari)
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Lestari, Monika Asri. 2012. An Analysis on Student’s Reading Strategies of Tenth
Grade in SMA Stella Duce 2 Yogyakarta. Yogyakarta: English Language Education
Study Program, Sanata Dharma University.
Reading strategies are those mental processes that readers consciously choose
to use in accomplishing reading task (Cohen: 1990). Since some strategies may or
may not facilitate successful comprehension of text because different reading texts
may need different reading strategies. Therefore, students should be more aware of
which strategies that they are going to use. Some of students in SMA Stella Duce 2
Yogyakarta experienced difficulties in comprehending reading text and some did not.
The score gap between the students there can be seen clearly through their midterm
test on first semester. Therefore, this research aimed to provide frequent reading
strategies that are used by the students in SMA Stella Duce 2 Yogyakarta.
This research was intended to answer on a major research problem namely (1)
what reading strategies are frequently applied by the students? And on minor research
problem namely (2) what reading strategy do high achiever and low achiever
frequently use? The participants of this study would be the senior high school
students grade X in academic year 2011/2012 at SMA Stella Duce 2 Yogyakarta.
To address this research problem, the researcher conducted a survey research.
During the research, the researcher employed an instrument namely questionnaire.
The researcher distributed questionnaires and collected the questionnaires result to
provide data.
After conducting the research, the researcher discovered some findings. First,
the researcher figured out that the most frequent strategy that is used by the students
grade X in SMA Stella Duce 2 Yogyakarta was using imagery. Second, the
researcher also figured out the frequent strategies between the high achievers and the
low achievers. The most favorite strategy by the high achiever was using imagery and
the most favorite strategies by the low achiever was using dictionaries and grammar
books. At the same time, the researcher figured out that there was a reading strategies
tendency. The high achievers use structured reviewing more often than the low
achievers. The students should be more aware of the strategies since it helps them in
comprehending reading texts. If all strategy can fully optimized, successful reading
will be reached.
Key Words: reading strategies, reading comprehension, tenth grade students.
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Lestari, Monika Asri. 2012. An Analysis on Student’s Reading Strategy of Tenth
Grade in SMA Stella Duce 2 Yogyakarta. Yogyakarta: Program Studi Pendidikan
Bahasa Inggris, Universitas Sanata Dharma.
Strategi membaca adalah proses mental dimana pembacanya secara sadar
memilih strategi untuk memahami teks bacaan (cohen: 1990). Beberapa strategi bisa
atau tidak bisa memfasilitasi pemahaman sebuah teks karena setiap teks bacaan
tertentu memerlukan strategi tertentu pula. Maka dari itu, siswi harus lebih peka
terhadap strategi membaca yang akan dipakai. Beberapa siswi kelas X di SMA Stella
Duce 2 Yogyakarta mengalami kesulitan dalam memahami isi teks bacaan dan ada
yang tidak. Perbedaan hasil nilai dapat dilihat secara jelas melalui hasil ujian tengah
semester mereka pada semester pertama. Maka dari itu, penelitian ini bertujuan untuk
nenunjukan strategi apa saja yang sering digunakan oleh siswi SMA Stella duce 2
Yogyakarta.
Penelitian ini dimaksudkan untuk menjawab sebuah penelitan masalah yang
utama yaitu (1) strategi membaca apa saja yang paling sering digunakan oleh siswi?
Dan penelitian masalah lanjutan (2) strategi membaca apa yang sering di gunakan
oleh siswi yang mempunyai nilai prestasi tinggi dan nilai prestasi rendah? Peserta
dari penelitian ini adalah siswi kelas X SMA Stella Duce 2 Yogyakarta tahun ajaran
2011/2012.
Untuk menjawab permasalahan ini, peneliti melaksanakan sebuah penelitian
survei. Selama penelitian, peneliti menggunakan sebuah instrument yang disebut
kuisioner. Peneliti menyebarkan kuisioner dan mengumpulkanya kembali untuk
diolah menjadi hasil data penelitian.
Setelah melaksanakan penelitian, peneliti menemukan beberapa penemuan.
Pertama, peneliti menemukan bahwa strategi membaca yang paling sering digunakan
oleh siswi kelas X SMA Stella Duce 2 Yogyakarta adalah using imagery. Kedua,
peneliti juga menemukan frekwensi strategi membaca antara siswi yang miliki
prestasi tinggi dan siswi yang memiliki prestasi rendah. Stategi membaca yg paling
disukai oleh siswi dengan prestasi tinggi adalah using imagery dan strategi membaca
yang paling disukai oleh siswi dengan prestasi rendah adalah using dictionaries and
grammar books. Pada saat yang bersamaan, peneliti juga menemukan kecenderungan
strategi membaca yang dipakai. Siswi dengan prestasi lebih tinggi cenderung
menggunakan structured reviewing strategy lebih sering daripada siswi dengan
prestasi rendah. Siswi-siswi harus lebih peka terhadap strategi-strategi membaca yang
ada karena strategi membaca akan sangat membantu mereka dalam memahami
sebuah teks bacaan. Jika semua strategi bisa dioptimalkan dengan baik, maka siswi
bisa memunyai pemahaman teks bacaan yang baik.
Key Words: reading strategies, reading comprehension, tenth grade students.
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ACKNOWLEDGEMENTS
After the completion of this thesis, I would like to thank Jesus Christ and
Mother Mary for Their wonderful blessing, for Their endless love and timeless
guidance and for the strength They have given to me. I do believe that this thesis
would have never come to its completion without Their remarkable help and
blessings.
My deepest gratitude goes to my only one sponsor C.Tutyandari, S.Pd.,
M.Pd. for her guidance and assistance during the process, her willingness to spend
her time reading and correcting my thesis, and her advice as well as her
encouragement from the beginning of the research until the accomplishment of this
thesis.
I would also like to express my sincere thankfulness to Sr. Fidelis
Budiriastuti, CB., S.Pd., principle of SMA Stella Duce 2 and Bonifasius Gunarso
Sarwoko S. Pd., English teacher of SMA Stella Duce 2, who had permitted me to
conduct this research. I also thank all of the tenth grade students of Stella Duce 2
Yogyakarta Senior High School as my research participants.
My special regards and gratitude are presented to my beloved family, Bapak
FX. Made Hirawan, Mama Caesilia Ratri Widyastuti, Bli Yohanes Agung
Prasetyo, Mbak Martina Novi Irawati, Mbak Paula Heni Candraningtyas, who
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always gave me never ending support, encouragement and prayer. I thank for the
spirit in life that encourages me to do the best in this life.
My special gratitude is also sent to Sr. Benedicte and all friends in
Syantikara dormitory. I thank them for accompanying and supporting me for these
four years. Other family’s love, jokes and laugh, care and prayer to me always give
me strength to reach my dream.
I truthfully want to thank my best friends Levyn Gracia Hanardi, Irine Puji
Telisadewi, Kresentia Yosta Dhinda Aprillia for being my best friends who have
given me their care and support. They have been part of my life and I hope that our
friendship will never end. Also I would never forget to thank everyone who had
support the completion of this thesis that I cannot mention. May God bless them
all!
Finally to the last but not least, the important element to appreciate in this
whole processes, that is I, myself. Without encouraging, motivating myself, and selfesteeming, I will never finish this thesis.
Monika Asri Lestari
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TABLE OF CONTENTS
TITLE PAGE ............................................................................................................... i
APPROVAL PAGES ................................................................................................... ii
DEDICATION PAGE.................................................................................................. iv
STATEMENT OF WORK’S ORIGINALITY ............................................................. v
PERNYATAAN PERSETUJUAN PUBLIKASI …………………..………………..vi
ABSTRACT ................................................................................................................ vii
ABSTRAK ................................................................................................................... viii
ACKNOWLEDGEMENTS……………………………….……………………...…..ix
TABLE OF CONTENTS……………………………………………………....…….xi
LIST OF TABLE….………………………………………………………………...xvi
LIST OF FIGURES ………………………………………………………………..xvii
LIST OF APPENDICES ……………………………………………………..……..xx
CHAPTER I: INTRODUCTION
1
A. Research Background …………………………………………………….1
B. Research Problem ………………………………………..……………….3
C. Problem Limitation ……………………………………………………….4
D. Research Objective...……………………………………………………...4
E. Research Benefit………………………………………………...………...4
1. The Teacher in Senior High School …...………………...……………4
2. The X Grade Students of SMA Stella Duce 2 Yogyakarta …………..5
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3. Other Researchers …………………………………..………………...5
4. The Readers ………………………………………..……………...….5
F. Definition of Terms…………………………………..…………………...5
1. Reading Strategies……………………………..………...……….…...6
2. Reading Comprehension…………………………..…...……………..6
3. High Achiever ………………………………………………………..6
4. Low Achiever ………………………………………………………..6
5. The X Grade Students ………………………………...…………...…7
6. SMA Stella Duce 2 Yogyakarta ………………………….……….….7
CHAPTER II: REVIEW OF RELATED LITERATURE
8
A. Theoretical Description …………………………………………………..8
1. The Nature of Reading ………………………………………...……..8
2. The Purpose of Reading …………………………………………...….9
a. Reading to Search for Simple Information and Reading to Skim...9
b. Reading to Learn from the Text ………………….………….…..10
c. Reading to Integrate Information, Write, and Critique Texts ..….10
d. Reading for General comprehension …………….…….………..10
3. The Model of Reading ………………………………….….………..11
a. Bottom-up Model ………………………………….…………....11
b. Top-Down Model ……………………………………………….11
c. Interactive Reading Model ……………………………………...12
4. Reading Comprehension …………………………………………….12
5. Reading Strategy …………………………………………………….13
a. Direct Strategies …………………………………………………13
1) Memory Strategies …………………………………………..13
a) Creating Mental Linkage …………………………..……13
(1) Grouping …………………………………………….14
(2) Associating/ Elaborating …...…………………..……14
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(3) Placing New Words into a Context …………………15
b) Applying Images and Sound …………………….……...15
(1) Using Imagery ……...……………………………….15
(2) Semantic Mapping …………………………………..16
(3) Using Keywords …………………………………….16
(4) Representing Sounds in Memory ……………………16
c) Reviewing Well …………………………………………17
(1) Structured Well …………………………………...…17
(2) Employing Action ...…………………………………17
(3) Using Physical Response or Sensation ……………...17
(4) Using Mechanical Techniques ……………………....17
2) Cognitive Strategies ………………………..………………..18
a) Practicing ………………………………..………………18
(1) Repeating ……………………………………………18
(2) Recognizing and Using Formulas and Patterns ……..19
(3) Practicing Naturally ……..…………………………..19
b) Receiving and Sending Messages ………………..……...19
(1) Getting the Idea Quickly …………………….………19
(2) Using Resources for Receiving and Sending Messages
………………………………………………………...20
c) Analyzing and Reasoning ……………………………….20
(1) Reasoning Deductively ……………………….…..…21
(2) Analyzing Expressions ……………………………...21
(3) Analyzing Contrastively …………………………….21
(4) Translating …………..…………..…………………..22
(5) Transferring ……………….…...……………………22
d) Creating Structure ……………………………………….23
(1) Taking Notes ………………………….……………..23
(2) Summarizing ……………………....….……………..23
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(3) Highlighting …………………………..……………..23
3) Compensation Strategies .…………………………………...23
a) Guessing Intelligently ………………..………………….24
(1) Using Linguistic Clues ……………………...………24
(2) Using Other Clues …..………………………………24
B. Theoretical Framework ………………………………….……………...25
CHAPTER III: METHODOLOGY
27
A. Research Method ………………………………………………………..28
B. Research Setting ………………………………………………………...28
C. Research participants ……………………………………………………28
D. Instrument and Data Gathering Technique ……………………………...29
1. Questionnaire ……………………………………..…………………29
E. Data Analysis technique ………………………………………………...30
1. Data from Questionnaire ……………………………………………30
F. Research Procedure …………………..…………………………………32
CHAPTER IV: RESEARCH RESULT AND DISCUSSION
34
A. Reading Strategies ………..……………………………………………..34
1. Memory Strategies …………..………………………………………35
2. Cognitive Strategies ………………..………………………………..41
3. Compensation Strategies ……………………………………………51
B. The Frequent Reading Strategy ………………………………..………..52
1. High Frequency of Reading Strategies ……………………………...53
2. Medium Frequency of Reading Strategies ………………………….55
3. Low Frequency of Reading Strategies ………………………………56
C. Reading Strategies Frequency of High and Low Achiever...……………57
1. Memory Strategies …………………………………………………..58
2. Cognitive Strategies …………………………………………..……..62
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3. Compensation Strategies ……………………………………………68
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS
71
A. Conclusions ………….....………………………………………………..71
B. Recommendations ………………...……………………………….…….73
REFERENCES …………………………………………………………………..….75
APPENDICES …………………………………………………………..…………..77
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LIST OF TABLES
Table 1. The Matrix of Questionnaire for Students …………………………..……..83
Table 2. Students’ Final Score of Close Ended Questionnaire …..………………….90
Table 3. Student’s Mid Term Test Score ……………………………………..……115
Table 4. The Reading Strategy Frequency of the High Achievers and the Low
Achievers ….................................................................................................120
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LIST OF FIGURES
Figure 4.1 PR to grouping strategy ………………………………………………….35
Figure 4.2 PR to associating or elaborating strategy ...…………………………...…36
Figure 4.3 PR to placing new words into a context strategy ………………………..36
Figure 4.4 PR to using imagery strategy ……………………………………………37
Figure 4. 5 PR to semantic mapping strategy ……………………………………….38
Figure 4.6 PR to using keywords strategy …………………………………………..38
Figure 4.7 PR to representing sounds in memory strategy ………………………….39
Figure 4.8 PR to structured reviewing strategy ……………………………………..40
Figure 4.9 PR to using physical response or sensation strategy …………………….40
Figure 4.10 PR to using mechanical techniques strategy …………………………...41
Figure 4.11 PR to repeating strategy ………………………………………………..41
Figure 4.12 PR to recognizing and using formula and pattern strategy …………….42
Figure 4.13 PR to practicing naturally strategy ………………………………43
Figure 4.14 PR to getting the idea quickly strategy (1) ……………………………..43
Figure 4.15 PR to getting the idea quickly strategy (2) ……………………………..44
Figure 4.16 PR to using resources for receiving and sending message strategy (1)
…………………………………………………………………………..44
Figure 4.17 PR to using resources for receiving and sending message strategy (2)
…………………………………………………………………………..45
Figure 4.18 PR to reasoning deductively strategy …………………………………..46
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Figure 4.19 PR to analyzing expression strategy ……………………………….…...46
Figure 4.20 PR to analyzing contrastively strategy …………………………………47
Figure 4.21 PR to translating strategy ………………………………...….…………48
Figure 4.22 PR to transferring strategy ………………………………….…………..48
Figure 4.23 PR to taking notes strategy ……………………………………….…….49
Figure 4.24 PR to summarizing strategy ……………………………………………50
Figure 4.25 PR to highlighting strategy ……………………………….…………….50
Figure 4.26 PR to using linguistic clues strategy …………………………………...51
Figure 4.27 PR to using other clues strategies ………………………………………52
Figure 4.28 High % …………………………………………………..……………...53
Figure 4.29 Medium % ………………………………………………………..…….55
Figure 4.30 Low % …………………………………………………………..……...56
Figure 4.31 Grouping Strategy …………………………………………………..….58
Figure 4.32 Associating/ Elaborating Strategy ………………………………..…….58
Figure 4.33 Placing New Words into Context Strategy ………………………….…58
Figure 4.34 Using Imagery Strategy ………………………………………..……….59
Figure 4.35 Semantic Mapping Strategy ………………………………………..…..59
Figure 4.36 Keywords Strategy …………………………………………………..…60
Figure 4.37 Representing Sound in Memory Strategy ………………………….…..60
Figure 4.38 Structured Reviewing Strategy …………………………………….…..60
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Figure 4.39 Physical Response or Sensation Strategy ………………………..……..61
Figure 4.40 Using Mechanical Techniques Strategy ……………………..………....61
Figure 4.41 Repeating Strategy ……………………………………………….…….62
Figure 4.42 Recognizing and Using Formula and Pattern Strategy ……………..….62
Figure 4.43 Practicing Naturally ……..…………………………………………..….62
Figure 4.44 Getting the Idea Quickly (1) ……………………………………..……..63
Figure 4.45 Getting the Idea Quickly (2) ……………………………………..……..63
Figure 4.46 Using Resources for Receiving and Sending Message (1) ……….……64
Figure 4.47 Using Resources for Receiving and Sending Message (2) ………….…64
Figure 4.48 Reasoning Deductively Strategy ………………………………..……...65
Figure 4.49 Analyzing Expression Strategy ……………………………………..….65
Figure 4.50 Analyzing Contrastively Strategy ……………………………….……..65
Figure 4.51 Translating Strategy ……………………………………………….…...66
Figure 4.52 Transferring Strategy ……………………………………………..…….66
Figure 4.53 Taking Notes Strategy ……………………………………………….....66
Figure 4.54 Summarizing Strategy …………………………………………..……...67
Figure 4.55 Highlighting Strategy ………………………………………………..…67
Figure 4.56 Using Linguistic Clues ………………………………………………....68
Figure 4.57 Using Other Clues Strategy ……………………………………..……...68
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LIST OF APPENDICES
Permission Letter ……………………………………………………………………77
Kuisioner …………………………………………………………………………….78
The Matrix of Questionnaire for Students …………………………………………..83
Students’ Final Score of Close Ended Questionnaire ……………………………….90
Raw Data from Open Ended Questionnaire ………………………………………...95
Student’s Mid Term Test Score ……………………………………………………115
The Reading Strategy Frequency of the High Achievers and the Low Achievers ….120
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CHAPTER I
INTRODUCTION
This chapter presents the introduction of this study. There are six parts
covered. They are the research background, problem formulation, problem limitation,
research objective, research benefits, and definition of terms.
A. Research Background
Nowadays, most people read newspapers, books, magazines in their daily
lives. Instead of for pleasure, reading can also give us another benefit. Through
reading we can enrich our background knowledge. In brief, reading is a good life
style. Bright & McGregor (1970) states that only by reading the pupil can acquire the
speed and skills he will need for practical purposes when he leaves school (p.52).
Because of its benefit, all schools have a concern for their students’ reading ability.
Reading an English text can be an interesting activity or even a burdensome activity
for some students. It depends on how the students as the readers deal with the English
text. Conscious or unconsciously, students use some strategies in order to understand
about the content in the texts through reading. Cohen (1990) states that reading
strategies are those mental processes that readers consciously choose to use in
accomplishing reading tasks (p.83). Some strategies may or may not facilitate
successful comprehension of text because different reading texts may need different
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2
reading strategies. Therefore, students should be more aware of which strategies that
they are going to use.
Learning English as a second language is done by all senior high school
students in Indonesia. One of them is done in SMA Stella Duce 2 Yogyakarta. Oxford
(1990) notes that the difference between learning a second language and learning a
foreign language is usually seen in terms of where the language is learned and what
social and communicative functions the language serve there (p.6). Learning a second
language means that this language is totally needed to be learned while learning a
foreign language means that this language is optional to be learned. Learning English
as a second language and learning a foreign language covered four skills. They are
speaking, writing, listening, and reading. However, in this research, the researcher
only focuses on learning English as a second language.
Many people might think that strategies and skills are the same thing but they
are not. Strategies can be distinguished from skills. Cohen (1990) says that skill is an
overall behavior or general class of behaviors, while a strategy is the specific means
for realizing that behavior (p.83). For example, skimming would be a skill, while
reading the first sentence of each new paragraph would be strategy for realizing this
skill. In other words, a strategy is a technique or tactic. Reading strategy involves
more than one skill in it application. There are three kinds of strategies used by
independent learners. They are memory strategy, cognitive strategy, and
compensation strategy.
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3
In this research, the researcher would like to emphasize a problem on
students’ reading strategy while they are reading English article and working on
reading assignment in SMA Stella Duce 2 Yogyakarta. After having an informal
interview with several students there, the researcher found an interesting phenomenon
on their reading activities during taking PPL in SMA Stella Duce 2 Yogyakarta from
August- October 2011. Some of the students there experienced difficulties in
comprehending reading texts and some did not. The score gap between the students
there can be seen clearly through their midterm test in first semester.
The researcher found that some students did the test well and some did not by
looking at their score result which is given by the English teacher there. In fact, when
the researcher analyzed the midterm test questions, the questions on the text were
quite difficult. Cohen (1990) says that skillful reading can accelerate language
learning and poor reading will simply frustrate you and discourage you from reading
altogether (p.74). The researcher feels curious with the student’s strategies who did
the test well and not very well. Therefore, the researcher would like to analyze their
reading strategies in comprehending reading texts.
B. Research Problem
Considering the research background, this research is going to answer a
question as the guideline of the process of conducting and writing the research paper.
The major problem of the research is formulated as: What reading strategies are
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4
frequently applied by the students? The minor problem of the research is formulated
as: what reading strategy do high achiever and low achiever frequently use?
C. Problem Limitation
Considering the amount of time and available resources, the focus of this
study are to obtain students reading strategies that are frequently applied in
comprehending reading text and what reading strategy do high achiever and low
achiever frequently use. The participants of this study would be the senior high
school students tenth grade in academic year 2011/2012 at SMA Stella Duce 2
Yogyakarta.
D. Research Objective
Related to the research problem, there are two objectives presented in this
research. The objectives are to find out the reading strategies that are frequently
applied and what reading strategy do high achiever and low achiever frequently used
by the students’ tenth grade in SMA Stella Duce 2 Yogyakarta.
E. Research Benefits
It is hoped that this research will give the contribution to:
1. The Teacher in Senior High School
This research aims to find out the reading strategies that are frequently chosen
by the students in order to overcome their difficulties in doing the reading tasks.
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5
Hopefully, by reading this research paper, the senior high school English teacher
could obtain more information on students’ reading strategies. Moreover, the teacher
can share with the students about independent reading strategies that they can apply
when they read difficult reading texts. Therefore, after reading this research the
teacher will be able to make some improvements on student’s reading skills.
2. The X Grade Students of SMA Stella Duce 2 Yogyakarta
Each student has different reading strategies when they comprehend reading
text. Hopefully, this research can contribute some new ideas of reading strategies for
students. This research aims to encourage the students to be more alert to several
strategies.
3. Other Researchers
The researcher hopes this research could help future researchers and further
discussions on the topic of the usage of reading strategy on senior high school
students.
4. The Readers
The researcher hopes that this research can make the readers be more aware of
several reading strategies when they try to comprehend reading texts.
F. Definition of Terms
It is necessary to clarify some terms used in the research that are considered
important. Those terms are:
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6
1. Reading Strategies
Reading strategies are mental processes that readers consciously choose to use
in accomplishing reading task (Cohen, 1990:83). Oxford (1990) also acknowledge
that strategies are especially important for language learning because they are tools
for active, self directed involvement, which is essential for developing
communicative competence (p. 1). In other words in this research, reading strategy is
a tool that is use by the readers in order to help the readers to have successful reading.
There are three main strategies that are going to be explained further more in this
research. They are memory strategy, cognitive strategy, and compensation strategy.
2. Reading Comprehension
As Grabe and Stoller (2002: 11-12) state, “The Overall goal is not to
remember all specific details but to have a good grasp of the main ideas and
important details, and to relate those main ideas and important details to background
knowledge as appropriate”. In this research, reading comprehension would be defined
as the ability of an individual to understand every detail of a reading text and the
purpose of the text.
3. High Achiever
High achiever in this research refers to the students who have better or high
score in their English midterm test result.
4. Low Achiever
Low achiever in this research refers to the students who achieve lower score
in their English midterm test result than those other students.
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7
5. The X Grade Students
The X grade students in this research refer to the first year-students of SMA
Stella Duce 2 Yogyakarta who are around 15-16 years old.
6. SMA Stella Duce 2 Yogyakarta
SMA Stella Duce 2 Yogyakarta in this research refers to one of the senior
high schools in Yogyakarta which has four X grade (XA, XB, XC, and XD) senior
high school students. SMA Stella Duce 2 Yogyakarta is located at Jl. Dr. Sutomo 16
Yogyakarta.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the detailed theories which underlie the study of reading
strategy at SMA Stella Duce 2 Yogyakarta. This chapter is divided into two sections,
theoretical description and theoretical framework.
A. Theoretical Description
This section presents some theories to support this research. This section is
divided into five subsections. They are the nature of reading, the purpose of reading,
the model of reading, reading comprehension, and reading strategies.
1. The Nature of Reading
Reading is one of four basic skills in language learning. According to Barnitz
(1985) reading is a complex communications process in which the mind of reader
interacts with a text in particular setting or context. During the reading process,
readers try to construct an interpretation of a text based on their conceptual and
linguistic knowledge with the cues that are in the text (p.3).
Grobe and Stoller (2002) propose that reading is the ability to draw meaning
from the printed page and interpret this information appropriately (p.9). They also
state that the definition itself is not enough to understand the true nature of reading
abilities, because first, the definition does not deliver that there are several ways to
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9
gain interest in reading. Second, the definition does not emphasize the criteria that
define the nature of fluent reading abilities. Third, the definition does not explain how
reading is carried out as a cognitive process. Fourth, the definition does not highlight
how the ability to get meaning from a text and interpret this meaning.
Nunan (2003) has another view on reading. He proposes that background
knowledge of the readers will influence the readers’ interpretation of the textual
meaning (p.68). In other words, background knowledge takes an important role in the
process of reading and will influence the successful reading comprehension. He noted
that to achieve the purpose of reading readers cannot be separate from reading
strategies.
2. The Purpose of Reading
Grabe and Stoller (2002) write that there are several purposes of reading as
proposed (p.13). They are as follows:
a. Reading to Search for Simple Information and Reading to Skim
Reading to search for simple information is a common reading method. A
reader usually employs scanning and skimming ability in order to get this purpose.
The scanning ability is the ability to read the text for specific information or specific
word. On the other hand, skimming deals with guessing where important information
might be in the text.
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10
b. Reading to Learn from the Text
It often appears in academic and professional context when a person needs to
learn important ideas or information from text. It requires abilities to remember main
ideas, number of details, build rhetorical frames and link the text to the reader’s
knowledge. Reading to learn is usually carried out at a reading rate slower than
general reading comprehension (due to rereading and reflection to help remember the
information for the reader)
c. Reading to Integrate Information, Write, and Critique Texts
This purpose requires critical evaluation of the information being read so that
the reader can decide what information to integrate and how to integrate it for the
readers’ goal. Both reading to write and reading to critique texts may be the task
variants of reading to integrate information. Both requires abilities to compose, select,
and critique information from a text.
d. Reading for General Comprehension
Reading for general comprehension requires very rapid and automatic
processing of words, strong skills in forming the general meaning representation of
main ideas, and efficient coordination of many processes under very limited time
constraints. These abilities are often used by fluent readers because it usually happens
automatically.
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11
3. The Model of Reading
Nunan (2003) proposes that the model of reading can be divided into three
categories: bottom-up model, top-down model, and interactive model (p.70).
a. Bottom-up Model
The bottom up model usually consists of lower level reading processes. The
reader will start with the sound of recognition and fundamental basic letter. Then
continuously the reader will start to recognize the morpheme and followed by the
recognition of words. These recognitions will build up to the identification of
grammatical structure, sentence, and longer text. In brief, it can be concluded that the
readers of bottom-up model process letters, letter cluster, words, phrases, sentences,
longer text, and finally meaning in order to achieve comprehension. The typical
classroom focus based on the bottom up model is what we call intensive reading
which involves a short reading passage followed by textbook activities to build up
comprehension skill.
b. Top-down Model
The top down model is when the reader uses their background knowledge,
makes prediction, and searches the text to confirm or reject the prediction that the
reader has made. The reader can understand a text or passage even though several
words are not understood. It is a literature-based approach. Books are used which
contain authentic language. Through reading books, readers are exposed to a wide
range of vocabulary. The focus is on the reader themselves choosing what she or he
wants to read.
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c. Interactive Reading Model
Interactive model combines the elements of bottom-up model and the
elements of top-down model. The third model or the interactive model is the most
comprehensive description of the reading process. He noted that the best second
language readers are those who can “efficiency integrate” both bottom-up and topdown processes.
4. Reading Comprehension
As Grabe and Stoller (2002) state that the overall goal is not to remember all
specific details but to have a good grasp of the main ideas and important details, and
to relate those main ideas and important details to background knowledge as
appropriate (p.11-12). Reading comprehension is the ability of an individual to
understand every detail of a reading text and the purpose of the text.
Smith and Robinson (1980) say that reading comprehension is the
understanding, evaluating, and utilizing information and ideas through an interaction
between the reader and the author (p.33). Reading comprehension does not only
require students’ vocabulary mastery, but it also requires students’ active thinking
process, especially in activating their background knowledge.
Armbruster and Osborn (2002) state that reading is a process in which readers
actively search for and construct meaning or comprehend by relating what they are
reading to their background knowledge (p.83). Therefore, problems with background
knowledge cause comprehension difficulties.
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5. Reading Strategy
Cohen (1990) states strategies in reading as mental processes that reader
consciously chooses to use in accomplishing reading task (p.83). Oxford (1990)
proposes that there are two kinds of strategies. They are direct strategies and indirect
strategies (p.35).
a. Direct Strategies.
A direct strategy is a language learning strategy that directly involves the
target language. There are three strategies in a direct strategy. They are:
1) Memory Strategies:
Storage and retrieval of new information are the function of memory
strategies. It helps the learner to store new knowledge in memory. The new
knowledge comes from what they hear or read in the new language. It improves their
knowledge based. These strategies also enable learners to retrieve information from
memory when they need to use it for comprehension. Memory strategies are divided
into four sets. They are creating mental linkages, applying images and sound,
reviewing well, and employing action.
a) Creating Mental Linkage:
Three kinds of strategies are useful for making mental linkages. They are
grouping, associating or elaborating, and placing new words into context. These are
the most basic memory strategies:
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(1) Grouping:
According to Oxford, grouping involves classifying or reclassifying. The
reader will classify or reclassifying what they heard or read into meaningful groups.
They do this grouping strategy in order to reduce the number of unrelated elements.
Sometimes, it involves labeling the group also. When the reader use grouping
strategy, they involve other strategies too, such as paying attention or taking notes.
E.g.: a student always writes down every new word that he hears in his
notebook. He categorizes them grammatically: for example, you, he, she, they,
someone; hard, easy, kind, soft; quickly, heatedly, markedly, completely. After
writing all those words in his book, then he labels these categories: pronouns,
adjectives, and adverbs.
(2) Associating/ Elaborating
Oxford says memory strategy involves associating or elaborating new
language information with familiar concepts that have been i