AN INVESTIGATION OF STUDENTS' STRATEGIES IN COMPREHENDING ENGLISH READING MATERIALS :A case study at one Senior High School in Ternate.
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TABLE OF CONTENTS
APPROVAL SHEET ….……… i
AKNOWLEDGMENTS …….……… ii
DECLARATION …….……… iii
ABSTRACT ………..….……… iv
TABLE OF CONTENTS …..……… v
CHAPTER I: INTRODUCTION ……… 1
1.1Background …….……… 1
1.2Research Questions ………….……… 3
1.3The Purpose of the Study….……… 4
1.4The Scope of the Study ……… 4
1.5The Significance of the Study ………. 5
1.6Clarification Terms ………….……… 5
CHAPTER II: THEORETICAL FOUNDATION ……… 7
2.1The Nature of Reading ……… 7
2.2The Purpose of Reading …..……… 10
2.3The Process of Reading …...……… 12
2.4Reading Strategies ………..……… 16
2.5Students’ Reading Strategies ..……… 21
2.5.1 Memory Strategy …..……… 21
2.5.2 Cognitive Strategy ….……… 24
2.5.3 Compensation Strategy ………. 28
2.5.4 Metacognitive Strategy ………. 29
2.5.5 Affective Strategy ….……… 32
2.5.6 Social Strategy …….……….……… 34
2.6Reading Comprehension Skills ..……… 34
2.7Chapter Summary ………..……… 40
CHAPTER III: RESEARCH METHODOLOGY ..……… 42
3.1Research Design ………….……… 42
3.1.1 Research Site ………..……… 42
3.1.2 Research Participants ……… 42
3.1.3 Data Collection ..……….……… 43
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3.1.3.2Interview ……….……… 45
3.1.4 Data Analysis ……….……… 47
3.1.5 Chapter Summary …..……… 49
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS ……… 50
4.1The Data from Questionnaire ……….… 50
4.1.1 Memory Strategy …….……… 51
4.1.2 Cognitive Strategy …..……… 55
4.1.3 Compensation Strategy ..……… 66
4.1.4 Metacognitive Strategy ..……… 68
4.1.5 Affective Strategy ..……… 73
4.1.6 Social Strategy ……… 75
4.1.7 The Similarities and Differences Reading Strategies ……… 79
4.2The Data from Interview ……… 82
4.2.1 Memory Strategy ……… 82
4.2.2 Cognitive Strategy ………..……… 85
4.2.3 Compensation Strategy……… 88
4.2.4 Metacognitive Strategy …...……… 89
4.2.5 Affective Strategy ………..……… 91
4.2.6 Social Strategy ……… 92
4.3Chapter Summary ……….……….……… 93
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ..………… 95
5.1Conclusions ………..……… 95
5.2Recommendations ……….……… 96
References ……….……… 99
APPENDIXES …….……….……… 104
QUESTIONNAIRE .…...……… 104
INTERVIEW PROTOCOL ...……… 111
QUESTIONNAIRE DATA ANALYSIS ..……… 114
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1 CHAPTER I INTRODUCTION
This study was intended to investigate the students’ reading strategies in comprehending reading materials at one Senior High School in Ternate. This chapter describes the background of the study, the research problems/questions and the purpose of the study. Italso includes the clarifications terms, the scope of the study and the significance of the study.
1.1 Background
One of the main objectives of teaching English in Senior High School is to enable the students to read and comprehend reading materials. This objective is also supported by the Regulation of National Education Ministry No. 23/2006 about Graduate Competence Standard (SKL) which emphasizes that students should understand the meaning of interpersonal and transactional written discourse, formal and non-formal, in the form of recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review texts in daily life context.
In this case, students need some kinds of reading strategies to develop their reading ability. Reading strategies are deliberate, goal directed attempts to control and modify the readers’ efforts to decode text, understand words, and construct meanings of text (International Reading Association, 2007, in Ad-Heisat, 2009:311), reveal how the readers interact with the text, thus the task attend to textual information and make sense of what they read and the actions
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they take when comprehension fails (Noor et al., 2009:139). Reading strategy is also defined as the way of accessing the meanings of texts which are employed flexibly and selectively in the course of reading (Richard & Schmidt, 2002:444). Wallace (1993) states that the successful readers tend to select from a range of strategies. For example, they skipped inessential words, guessed from context, read in broad phrases, and continued reading the text where they were unsuccessful in decoding a word or phrase (Wallace, 1993:8).
The use of reading strategy is useful to enable the students to comprehend reading materials because reading is a purposeful process of identifying, interpreting and evaluating ideas in terms of the mental content or total awareness of the reader (Wallace, 1993:4, McGinnis & Smith 1982). In a further explanation, Wallace explains that reading is a complex process that is dependent upon the individual’s language development, cognitive ability, and attitude toward reading while reading ability is the results from the application of these factors as the individual attempts to identify, interpret, and evaluate ideas from written materials (Wallace, 1993:14).
Based on those explanations above, the three aspects that must be put into consideration in reading process are: (1) identifying the meaning of text, (2) interpreting and (3) evaluating ideas from a text. Anderson (2003) explains that reading is an essential skill for English learners and in a reading process, actually a dialog takes place between readers and writers. The writer wants to share certain information and the reader tries to understand the message from text (Grabe, 1988, in Debate, 2006; Finochiora and Bonomo, 1973, in Tarigan, 1979: 8)
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The study of Progress in International Reading Literacy (PIRLS) shows that Indonesian students’ ability in reading is still in the lower level. From 45 countries that have been observed, Indonesia is on the level of 40 (http://edukasi.kompas.com). It indicates that in Indonesia, students’ strategies in comprehending reading materials are still a problem and it could be affected by the students’ reading ability. The other facts of students’ reading ability in English language learning can be seen from the result of national examination 2010. The result of national examination 2010 shows that: (1) 30. 94% students from MA did not pass the national examination because they did not pass English subject (www.viruscerdas.com), and (2) there are 1,496 students from 1,525 students (Junior High School) in Makassar did not pass English subject in the national examination 2010 (www.makassarterkini.com).
From those problems, this study investigated reading strategies employed by the three categories of senior high school students, namely: high achiever students, middle achiever students, and low achiever students at one Senior High School in Ternate.
1.2Research Questions
(1) What strategies are employed by high achiever, middle achiever, and low achiever students in comprehending reading materials?
(2) What are the similarities and differences of reading strategies employed by high achiever students, middle achiever students and low achiever students in comprehending reading materials?
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(3) Why do high achiever students, middle achiever students and low achiever students employ those strategies in comprehending reading materials?
1.3The Purpose of the Study
(1) To investigate the reading strategies which were employed by high achiever students, middle achiever students and low achiever students in comprehending reading materials.
(2) To investigate the similarities and differences of reading strategies which were employed by high achiever students, middle achiever students and low achiever students in comprehending reading materials.
(3) To investigate the students’ reasons in employing those reading strategies to comprehend reading materials.
1.4The Scope of the Study
This study was conducted to investigate reading strategies which were employed by high achiever students, middle achiever students and low achiever students in comprehending reading materials, the similarities and differences of reading strategies which were employed by high achiever students, middle achiever students and low achiever students and the students’ reasons in employing those strategies to comprehend reading materials. The study was focused on direct strategy and indirect strategy. Direct strategy includes (1) memory strategy, (2) cognitive strategy and (3) compensation strategy while indirect strategy includes (1) metacognitive strategy, (2) affective strategy and (3) social strategy (Oxford, 1990:16-21; Grabe & Stoller, 2002; Blachowicz & Ogle, 2008; Nunan, 2003; O’Malley & Chamot, 1990; Mikulecky & Jeffries, 1996:132; Silberstein, 1994:11).
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5 1.5The Significance of the Study
Hopefully, the result of this study will give significant information to English teachers, students, and the further study. The information about the differences reading strategies which were used by high achiever students, middle achiever students, and low achiever students in comprehending reading materials will help English teachers to apply the appropriate treatment/method in teaching English. For middle and low achiever students, the results of this study enable them to improve their reading abilities by using reading strategies most frequently employed by high achiever students. The result of this study also helps the further researcher to study more deeply about students’ reading strategies.
1.6Clarification Terms
a) Reading strategy is the way to comprehend reading materials which are related to the goal of reading, how to construct meanings of text and how to understand the vocabulary from the text.
b) Reading materials/English texts in this study are the materials which are used in teaching and learning process among others: procedure, descriptive, recount, narrative, analytical and hortatory exposition, and review text.
c) Students’ achievement is categorized based on the result of their final grade. High achiever students are the students who get the final grade (80-100), middle achiever students are the students who get the final grade (70-80), and low achiever are the students who have the final grade under (≤70).
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d) The similarities of reading strategies are the strategies which were used by all levels of students, namely: high achiever students, middle achiever students and low achiever students.
e) The differences of reading strategies are the strategies which were not employed by the all level of students namely high achiever students, middle achiever students and low achiever students.
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42 CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the method of the study which is related to the research design. This study was intended to investigate reading strategies which were employed by the students in comprehending reading materials, the similarities and differences of reading strategies and the students’ reasons in employing those reading strategies as stated in chapter I. The discussions in this chapter are focused on research site, participants, data collection and data analysis.
3.1Research Design
3.1.1 Research Site
The study was conducted at one Senior High School in Ternate. The school was chosen as the setting of the study because it was easy to get the access and communicate with the English teacher involved in this study. Second, the school is one of the best in Ternate.
3.1.2 Research participants.
The participants of this research were 30 second grade students. The researcher took them as the participants of the study because they have experience in doing reading activities. In selecting the participants, the study used purposeful sampling to gain the important information from research participants (Alwasilah, 2009:146).
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The participants were categorized into lower achiever, middle achiever, and high achiever students. The students’ achiever categorization levels were based on their last final grade. The students who got the score ≤ 70 were categorized as lower achiever students, 70-80 were middle achiever students, and 80 ≥ were high achiever students. The aim of students’ achiever categorization is to know the various strategies which were employed by the students in comprehending reading materials.
3.1.3 Data Collection
In collecting the data, the researcher used questionnaires and interviews.
3.1.3.1 Questionnaire
A questionnaire is not just a list of questions or a form to be filled out. It is scientific instrument of measurement and for collection of particular kinds of data (Oppenheim, 1982:2). The questionnaire in the study was adapted from SILL (1990) Version 7.00 which includes Memory, Cognitive, Compensation, Metacognitive, Affective, and Social reading strategies. The Questionnaire was used to investigate the students’ strategies in comprehending reading materials. It contains 30 multiple questions. The questions numbers 1,2,3 covered Memory strategy, questions numbers 4-15 were used to investigate Cognitive strategy while the questions numbers 16-24 were used to investigate Metacognitive strategy. The questions numbers 25,26,27 were used to cover Affective strategy, and the questions numbers 28,29,30 were used to investigate Social strategies. The classification of the questions from the questionnaires can be seen from the table below.
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No Strategy Group Strategy Questions
1 Memory (1)Associating/ Elaborating; (2) Placing new words
into context; (3) Using imagery 1,2,3
2 Cognitive
(1)Repeating ;(2) Recognizing and using formula and pattern; (3) Practice naturalistically; (4) Skimming; (5) Scanning; (6) Using recourses for receiving messages; (7) Analyzing expression; (8) Reasoning deductively; (9) Translating; (10) Taking notes; (11) Summarizing; (12) Highlighting
4,5,6,7,8,9,10, 11,12,13,14,15
3 Compensation (1)Using linguistic clues; (2) Using other clues; 16,17
4 Metacognitive
(1)Organizing; (2) Setting goals and objective;(3) Identifying the purpose of a language task; (4) Planning for a language task; (5) Seeking opportunities; (6) Self monitoring; (7) Self-evaluating;
18,19,20,21,21, 22,23,24
5 Affective (1)Using progressive relaxation; (2) Taking risk
wisely; (3) Writing a language learning diary 25,26,27,
6 Social
(1)Asking for clarification of verification; (2) Cooperate with peers; (3) Developing cultural understanding
28,29,30
The steps of data collection from the questionnaire are as follows: (1) the researcher visited the principals of the school to ask permission to conduct the research. (2) after getting the permission from the principal, the researcher made coordination with the English teacher and students about the time to conduct the research, (3) the researcher explained the items of questions from the questionnaire to students before the questionnaire were distributed, (4) the questionnaires were distributed to the students, then, students answered questions from questionnaire and (5) The students’ answers from the questionnaires were analyzed to find out the strategies most frequently used in comprehending reading materials and the similarities and the differences of reading strategies which were employed by the students in comprehending reading materials. The questionnaire can be seen in appendix (1)
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3.1.3.2Interview
The aim of the interview in this study is to gain the data about students’ reasons in employing reading strategies to comprehend reading materials. It is also used to get useful information that can not be covered by the questionnaires, and permit participants to describe detailed personal information, has better control over type of information “filtered” through the views of interviewer (Creswell, 2008:226). An interview is an important way for a researcher to check the accuracy (Frankel & Wallen, 2007). Esterberg (2002) defines interviews as a meeting of two persons to exchange information and idea through questions and responses, resulting in communication and joint construction of meaning about a particular topic (Esterberg, 2002, in Sugiono, 2008:72). This study used individual interview to gain factual information, or opinions, and attitudes or narrative about the students’ reasons in employing reading strategies (Flick et al., 1991, in Kvale, 1996:101) and it was based on semi-structured interview.
This study also used open-ended questions to investigate students’ reasons in employing those reading strategies. Open-ended question permits the persons being interviewed to respond in their own terms (Patton, 1987:122).
The interviewers in this study were 15 second year students which were categorized into low, middle, and high achiever students. The researcher used tape recorder to record the data from interviews because a tape recorder is a part of the indispensable equipment of evaluators using qualitative method (Patton, 1987:137). The researcher also used note-taking during the interview process. It is also in line with Patton (1987) who states that when a tape recorder is being used
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during the interview, notes will consist of primarily of key phrases, list of major points made by the respondents, and the key terms or words shown quotation marks that capture the interviewee’s own language (Patton, 1987:138). The questions in the interview also consist of 30 questions.
The questions numbers 1,2,3 from the interview covered the students’ reasons in using memory strategy, questions numbers 4-15 were used to investigate the students’ reasons in employing cognitive strategy while the questions numbers 16-24 were used to find the students’ reasons in using metacognitive strategy. The questions numbers 25,26,27 in this questionnaire were used to cover students’ reasons in employing affective strategy, and the last questions numbers 28,29,30 were used to find the students reasons in using social strategy. All questions and strategies can be seen from the table below while the interview protocol can be seen in appendix (2).
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3.1.4 Data analysis
The data from questionnaire were analyzed by using Likert scale. Fraenkel and Wallen (2007:127) named this scale as attitude scale. In addition, the basic assumption that underlines all attitude scale is that it is possible to discover attitudes by asking individual to respond to a series of statement. This scale also can be used to measure a subject’s attitude toward a particular concept. Beside attitude as stated by Fraenkel and Wallen (2007), the use of Likert scale is also supported by Sugiyono (2008:134) who states that Likert scale is used to measure attitude, opinion, and perception.
In this scale, the students were asked to answer each items of the questionnaire based on five possible options provided: always, frequently/usually, sometime, rarely and never. Each answer has its own score starting from 5 point to 1 point. One point means that participants never used that kind of reading strategy in comprehending reading text. Two points mean the participants rarely used such strategy. Three points mean the participants sometime used, four points mean the strategy is frequently/usually used and five points is for always used. The scale of questionnaire and profile result can be seen from the table below.
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The data from students’ mean in their reading strategies were converted into frequency scale. In this study, the scale was categorized into three scales as follows: High, Medium, and Low. The students would be categorized into High scale in employing reading strategies if they got the average of mean in 4.5 to 5.0. The students who got the average of mean in 3.5 to 4.5 were categorized into Medium while the students who got the average of mean in 1.5 to 2.4 and 1.0 to 1.4 were categorized into Low scale. The data about frequency, scale point and categorization (SILL profile result) can be seen from table below.
SILL Profile of Result
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This study used five main approaches to analyze the data from interview (Kvale, 1996:187), namely: categorization of meaning, condensation, structuring, interpreting of meaning through narratives, interpretation of meaning and ad hoc methods for generating meaning. The analysis was based on the research question number 3 as stated in chapter I which is related to the student’s reasons to employ reading strategies in comprehending reading materials. The data analysis process from interview in this study include: (a) the interview data from recording were transcribed, (b) in transcribing the interview data, the name of respondents were coded to protect them confidently, (c) in order to avoid the misinterpretation between the participants’ responses and the researcher when conducting interview, the researcher used member checks to validate the interview data as
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suggested by Alwasilah (2009:178), (d) the interview data were interpreted to answer research questions and compared to the theory underpinning the study and (e) the data from interview were used to gain indepth information concerning to the research questions.
3.1.5 Chapter Summary
This chapter has discussed the research design. In collecting the data, the study used a qualitative method such as questionnaire and interview. The data from questionnaire were analyzed by using Likert scale while the data from interview were analyzed by using categorization of meaning, condensation, structuring, interpreting and ad hoc as supposed by Kvale (1996).
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95 CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclussions of the research findings based on the questions proposed in chapter one and some recommendations. The discussions are divided into two parts. The first part concerns with conclussions and the second part deals with recomendations of the study.
5.1 Conclusions
This study investigated reading strategies which were employed by high achiever students, middle achiever students and low achiever students in comprehending reading materials, the similarities and differences strategies and students’ reasons in employing those reading strategies. The strategy consists of direct and indirect strategies. A direct strategy delas with memory, cognitive and compensation strategies while an indirect strategy covers metacognitive, affective and social strategies (Oxford, 1990).
The result of this study shows that all levels of students (high, middle, and low achiever students) employed most of the reading strategies which were suggested by Oxford (1990). High achiever students most frequently used cognitive strategies followed by metacognitive, memory, compensation, affective, and social strategies. Middle achiever students most frequently used cognitive strategies followed by metacognitive, affective, and social strategy and memory strategies while low achiever students most frequently used cognitive strategies followed by social, metacognitive, and affective strategies.
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The result of the study also indicated that the different level of students sometimes used the same types of strategies in different context. As an illustration, all the students used 11 similarities of reading strategies in different context. The use of placing new words into context, using imagery, and developing cultural understanding strategies indicated that students need to create or construct a context when reading English text. The students also need a process of social interaction in trying to find the meaning of a text. It can be seen from those strategies which were employed by all the levels of students such as: asking for clarification or verification and cooperate with peers strategies. The use of repeating, skimming, scanning, using recourses for receiving messages, planning for a language task, and self monitoring strategies also indicated that students actually have hard efforts in increasing their reading proficiency (self-improvement).
The most distinctive of using reading strategy is to understand a text. However, the low achiever students only used it to do their exercises which were given by their English teacher. The strategies which were rarely or never used by the all levels of students were writing a language learning diary and developing cultural understanding. It means that most of the students did not have English writing skills and also did not like to learn the foreign culture.
5.2Recommendations
Based on the findings of the study, the researcher gives some recommendations that hopefully increase the students’ ability in comprehending
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reading materials. The recommendations are aimed for further research, English teacher and government.
One of the data collection techniques was used of this study is questionnaire. Moreover, the researcher did not use interviews to validate the data from the questionnaires. In the case, the further research is suggested to use interview in order to validate the data from questionnaire. In addition, the options from the questionnaire (always, usually, often, rarely, never) should be stated more operational to make the students are easy to understand. This study was focused on the investigation of reading strategies and students’ arguments in employing those strategies. In this case, the next studies are recommended to consider on how to apply those strategies in improving the low achiever students’ abilities in reading comprhension.
For English teacher, the use of reading strategy is useful for students in increasing their reading comprehensions. In this case, the teachers are recommended to encourage the low achiever students to employ those reading strategies which were most frequently used by high achiever students. Besides that, the English teachers are also recommended to use authentic materials when teaching such as: magazine and newspaper in English because those materials will encourage the students to learn many English words in different context.
For the government, this study recommends to conduct teaching training for English teacher in terms of how to improve students’ reading proficiency. The second recommendation is to provide facilities such as: book, magazine, and
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newspaper in English for all senior high schools. By preparing those facilities, students are motivated to read as much as possible.
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newspaper in English for all senior high schools. By preparing those facilities,
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