senior high school students strategies in reading …
TRANSCRIPT
SENIOR HIGH SCHOOL STUDENTS STRATEGIES IN READING
GENRE BASED TEXTS
THESIS
Submitted in Partial Fulfillment
of the Requirement for Degree of
Sarjana Pendidikan
Redy Putra Romadhoni
112016080
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
2020
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SENIOR HIGH SCHOOL STUDENTS STRATEGIES IN READING
GENRE BASED TEXTS
THESIS
Submitted in Partial Fulfillment
of the Requirement for Degree of
Sarjana Pendidikan
Redy Putra Romadhoni
112016080
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
2020OVER
ii
PROVAL PAGE
iii
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no
material previously published or written by any other person except where due
reference is made in the text.
Copyright@ 2020. Redy Putra R. and Maria Christina Eko Setyorini, M.Hum
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Language Education Program, Faculty of Language and Arts, Universitas
Kristen Satya Wacana, Salatiga.
Redy Putra Romadhoni
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PERNYATAAN TIDAK PLAGIAT
v
PERNYATAAN PERSETUJUAN AKSES
vi
PUBLICATION AGREEMENT DECLARATION
vii
TABLE OF CONTENT
COVER .................................................................................................................................. i
APPROVAL PAGE ............................................................................................................. ii
COPYRIGHT STATEMENT.............................................................................................. iii
PERNYATAAN TIDAK PLAGIAT ................................................................................... iv
PERNYATAAN PERSETUJUAN AKSES .......................................................................... v
PUBLICATION AGREEMENT DECLARATION ............................................................. vi
TABLE OF CONTENT ..................................................................................................... vii
Abstract ............................................................................................................................... 1
INTRODUCTION ............................................................................................................... 1
LITERATURE REVIEW ..................................................................................................... 4
Genre-Based Texts ......................................................................................................... 4
Narrative texts.............................................................................................................. 5
Descriptive texts ........................................................................................................... 5
Recount texts ................................................................................................................ 6
Procedural texts ........................................................................................................... 6
Report texts .................................................................................................................. 6
Reading Strategies.......................................................................................................... 7
Cognitive Strategies ..................................................................................................... 8
Making Prediction ........................................................................................................ 9
Translating................................................................................................................... 9
Summarizing ................................................................................................................ 9
Linking to Prior Knowledge or Experience ................................................................. 10
Applying Grammar Rules ........................................................................................... 10
Guessing Meaning ...................................................................................................... 10
Metacognitive Strategies ............................................................................................ 11
Planning .................................................................................................................... 11
Monitoring ................................................................................................................. 12
Evaluating .................................................................................................................. 12
THE STUDY ..................................................................................................................... 12
Context of the Study..................................................................................................... 13
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Participants .................................................................................................................. 13
Data Collection Instrument ......................................................................................... 14
Data Collection Procedures ......................................................................................... 14
Data Analysis Procedures ............................................................................................ 15
FINDINGS AND DISCUSSION........................................................................................ 15
Reading Strategies........................................................................................................ 15
Cognitive Strategies ..................................................................................................... 18
Metacognitive Strategies .............................................................................................. 22
CONCLUSION ................................................................................................................. 24
ACKNOWLEDGEMENTS ............................................................................................... 26
REFERENCES .................................................................................................................. 28
Appendix ........................................................................................................................... 32
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SENIOR HIGH SCHOOL STUDENTS STRATEGIES IN READING GENRE
BASED TEXTS
Redy Putra Romadhoni
(112016080)
Abstract
One of the important skills that should be mastered by the language
students is reading. However, there are many students who have difficulties in
reading. Therefore, they need reading strategies to help them mastering and
comprehending their reading. This study aims to find out the reading strategies
that senior high school students use in genre-based texts. This study used the
descriptive method. A questionnaire was distributed to 76 students who took
Bahasa dan Budaya (BBD) class in SMA Kristen 1 Salatiga. The results of the
study showed that respondents used two kinds of reading strategies. They are
cognitive strategies and metacognitive strategies. Both strategies were used
almost at the same average. Cognitive strategies of making prediction and
applying grammar rules are the strategies that got the highest average. The
cognitive strategies that rarely used by the students is summarizing strategy.
While, metacognitive strategies of monitoring got the highest average and
planning that got the lowest average. The findings are expected to be useful for
the teachers who teach reading and students who are taking language major
class.
Keywords: reading strategies, cognitive strategies, metacognitive strategies,
genre-based texts.
INTRODUCTION
Reading is an important skill that should be mastered by language
students. According to Patel and Jain (2008), reading is an important tool for
academic success. Not only for academics, he also says reading is the most
important activity in any language class as well. However, some language
students find that reading is challenging. When reading a text, students usually
find new words and they have to find the meaning before they can continue
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their reading. Some students feel under pressure when they read a text that they
have to understand. In this case, students can use reading strategies to
comprehend English texts. There are two kinds of reading strategies that
students can use, cognitive strategies and metacognitive strategies (Chamot and
O’Malley, 1996). According to Brevik and Gunnulfsen (2012), when the
strategies are being used knowingly, structurally and systematically, reading
strategies will help students to improve their reading comprehension. In other
words, students can increase and improve their reading skills through the use of
cognitive reading strategies and metacognitive reading strategies. Not only
that, those reading strategies can also help the students to comprehend the texts
that students read better. In this study, I would like to find out which reading
strategies used by senior high school students.
As a student who taking a language major, I learned about reading in
senior high school. One type of reading that I have learned is reading genre-
based texts, such as narrative, descriptive, recount, procedure, and report text.
Cummings (2003) sees text types as components of the genre. He distinguishes
narrative, description, exposition, dialogue, and monologue as genre categories
and novel, travel brochure, article, conversation and oration as text types.
Those English texts require students to read and understand the whole text.
Reading a lot will help students to understand the meaning of the text and the
structure of the text. In genre-based texts, not only new words that students
should understand. Students should analyze the structure of the text as well.
Sometimes there were many new words that I faced while reading the genre-
based texts. To solve my problems, I had to re-read the text if the text was too
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difficult to understand. The obstacle that I faced may be similar to what the
students nowadays face. The problems that I faced in reading genre-based texts
make me curious to find strategies that nowadays students use to solve the
problems.
There are several researches that have been conducted on a similar topic.
Teevno (2017) investigated about reading strategies that were used to increase
students’ reading comprehension. The results of this study showed that most
students used different reading strategies and techniques in reading English
texts. The respondents of Teevno’s study translated the text that they would
read into their first language. The respondents usually summarized to make
their reading easily. They also used other reading strategies, such as re-reading,
predicting, and guessing the meaning of the vocabulary. In conclusion, the
result of the research that was conducted by Teevno shows that students use
strategies to increase their reading comprehension. The result of Teevno’s
research is similar to Fuziah, Asmani, and Munir’s (2017) study which shows
that reading strategies are used by students to comprehend the textbook. In
their research, no reading strategies are reported of high usage. The students
were usually used summarizing and guessing meaning strategy.
Although there have been some studies on the use of reading strategies,
there are not many studies done to senior high school students. My study here
focuses on the use of reading strategies by senior high school students. Thus,
this study attempts to answer the research question, “What kind of strategies do
senior high school students use in reading genre-based texts.” This research
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was conducted to find out the reading strategies that senior high school
students use to overcome their difficulties in reading genre-based texts.
The study is hopefully beneficial for teachers who teach reading.
Therefore, the teacher can help students to use reading strategies appropriately.
I also hope that this study will be able to help students who taking language
major to use reading strategies and understand which strategy appropriate with
their reading activities.
LITERATURE REVIEW
Genre-Based Texts
In general, according to Anderson (1998), there are two kinds of texts.
The first is the literary text. This type of text is divided into three main text
types: narrative, poetic, and dramatic. The second is a factual text that includes
explanation, discussion, exposition, information report, recount, factual
description, procedure, and recount text. We can see that narrative of literary
text, report, recount, description, procedure, and recount of factual text are the
genre-based texts. Hyland (2004) states that narrative texts, descriptive texts,
and exposition texts are text genres. We can say that Anderson and Hyland has
similar opinion about genre-based texts. In Indonesia, language major students
in senior high school learn genre-based texts. Students may learn at least five
types of English texts in genre-based texts. Those texts are narrative texts,
descriptive texts, recount texts, procedural texts, and report texts.
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Narrative texts
Narrative texts are imaginative stories to entertain people. Furthermore,
narrative texts tell problematic events and problem solution. In narrative texts
also contain a moral value in the end of the text. Djatmika and Wulandari
(2013) state that a narrative text is a text that can amuse the readers or the
listeners and this text has a moral value inside the story. Besides, Anderson and
Anderson (2003) claims that narrative text is a text that tells a story and
entertains the readers. In other words, the narrative text has a story and moral
value inside the text and it entertains the readers or the listeners. The examples
of narrative texts are stories of Golden Eggs, Fox and Cat, The Ant and the
Dove, and Timun Mas.
Descriptive texts
Descriptive texts are texts that describe how a person or an object is like,
whether its form, its properties, its amount and others. The purpose of
descriptive texts is to describe and reveal a particular person, place, or thing.
According to Pardiyono (2007), descriptive texts give a description of the
living or non-living things to the readers. Barbara (2004) says that descriptive
texts transform our feelings and point of view about things. It means that
descriptive texts show the readers a point of view, feelings, and description of
living or non-living things that can increase the readers' knowledge. The
examples of descriptive texts are texts with the title of My Small House, My
Family, and Borobudur Temple.
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Recount texts
Recount texts are texts that tell the readers about one story, action or
activity. Retelling events or experiences in the past also includes in recount
texts. The goal of recount texts is to entertain or inform readers. Hartono
(2005) says that the function of recount text is to retell events and the purpose
is to inform and entertain the readers. Knapp and Watkins (2005) state that a
recount text is a text that tells the readers about the writer’s personal
experience in the past. In other words, recount texts are texts that tells the
readers about information, story, events, or activities in the past. The examples
of recount texts are texts with the title of Celine Dion’s Biography, Meeting a
Star, and Holiday in Yogyakarta.
Procedural texts
Procedural texts are texts that tell a process in order. Knapp and Watkins
(2005) explain that procedural text such as recipes and directions are concerned
with telling people how to do something and its stages in order. We can say
that recount texts are texts that guide the readers to do something in order. The
examples are how to make pizza or how to use a rice cooker.
Report texts
Report texts are texts that include information about something. The
result of the report texts is an observation report or an analysis. Report texts are
type of written text that is written by people or a group of people to inform the
result of an investigation. The general information is given in report texts.
According to Barker (2000), report text is a text that describes something in a
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general way. Mustafa and Sundayana (2006) claims that a report text is a text
that describes something related to history, science, geography, natural
resources, man-made, and environmental phenomenon. We can say that a
report text is a text that describes a phenomenon in a general way. The
examples of report texts are texts with the title of Mangrove Trees, A Place in
Jakarta, and Tsunami.
Reading Strategies
Reading strategies are strategies that students use to comprehend reading
texts. Strategies help students to understand the content of the text easily.
According to the Literacy Information and Communication System online
(2010), “Comprehension is the reason for reading. If readers can read the
words but do not understand what they are reading, they are not really reading.
Good readers are both purposeful (they have a reason to read) and active (they
think to make sense of what they read).” Singhal (2001) says that reading
strategies refer to one kind of monitoring system that involves readers’ self-
reflection, awareness of interaction with text and relationship of reading
strategies and text comprehension. According to Suwantharathip (2015),
reading strategies are a collaborative approach in the reading process and
include the use of cognitive and metacognitive strategies. Similar to
Suwantharathip (2015), Phakiti (2003) says that the categories of reading
strategies are cognitive strategy and metacognitive strategy. Mehrdad, Ahghar,
and Ahghar (2012) argue that regular use of reading strategies can make
learners more confident and their reading comprehension in the second
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language can considerably improve. Khezrlou (2012) states that there is a
significant relationship between reading strategies and the performance of the
students. The use of strategies and their impact was found to be different for
different age groups and their level of education. According to Thompson
(1988), reading strategies should be applied with an aim to understand the
meaning of the given text. Thus, reading strategies help the students to
understand and comprehend the texts that students read. Cognitive strategies
and metacognitive strategies are reading strategies that students use in their
reading activities. Through those two kinds of strategies, students may feel
comfortable and confident while reading texts.
Cognitive Strategies
Cognitive strategies are one type of learning strategy that learners use to
learn more successfully. Kasimi (2012) claims that cognitive strategies are
direct language learning strategies that can help students process meaning in
the target language consciously. Phakiti (2003) states that cognitive strategies
are directly related to the target language and world knowledge of the learners,
which allow them to construct meaning from text and to perform a given task.
We can say that cognitive strategies can help the students to process and
construct the meaning of the texts directly related to the target language.
Phakiti (2003) claims that cognitive strategies in reading include making
predictions, translating, summarizing, linking with prior knowledge or
experience, applying grammar rules, and guessing meaning from text.
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Making Prediction
Making prediction strategy is guessing the text before reading the text.
This strategy is done by looking at the title of the text or pictures on the text to
guess what the students are about to read. Bailey (2015) says that predicting
allows students to use information from the text, such as titles, headings,
pictures and diagrams to anticipate what will happen in the story.
Translating
Translating strategy is translating English text that the students will read
into their first language. Changing English text into their first language makes
the students feel comfortable during reading and through translating, students
will be able to understand the meaning of the text easily. Catford (1965), as
cited in Jiraphatralikhit (2005) views translation as the replacement of textual
material in one language (SL) by the equivalent text material in another
language (TL).
Summarizing
Summarizing strategy is recapping or writing the main ideas of the text in
students’ own words. According to Pressley (2000), summarizing is important
as a tool for improving comprehension. During the reading, students will stop
reading and write or highlight the important parts of the text. This activity
would make students understand the text better.
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Linking to Prior Knowledge or Experience
In this strategy, students will comprehend the text that they will read by
seeing how it fits with what they have already known. Echevarria, Vogt, and
Short (2013) claim that developing students’ prior knowledge or using
students’ experience for learning or reading new information will help them to
gain a better understanding of the text because in reading they are able to use
what they have already known.
Applying Grammar Rules
Grammar is an important thing for students in reading. Without applying
grammar rules during reading, students will find it difficult to understand the
complex sentences in the text that they are reading. Knowing grammar can
help students to comprehend what the text means correctly because according
to Subasini and Kokilavani (2013), grammar in the text is a sound, structure,
and meaning system of the language.
Guessing Meaning
Guessing meaning strategy is understanding the meaning of a sentence or
new words that the students find during their reading. Thornbury (2002:148)
argues that guessing from context is probably one of the most useful skills that
the learners can acquire and apply both inside and outside the classroom. In
addition, Nation and Coady (1988: 104) suggest five steps of guessing meaning
from context. The first is finding the part of speech of the unknown word.
Second, look at the immediate context of the unknown word and simplify this
context if necessary. Third, look at the wider context of the unknown word.
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This means looking at the relationship between the clause containing the
unknown word and the surrounding clauses and sentences. Fourth, guess the
meaning of the unknown word. The last is checking if your guess is correct or
not.
Metacognitive Strategies
Metacognitive strategies are the methods used to help students
understand the way they learn. In other words, it means processes designed for
students to ‘think’ about their ‘thinking’. In addition, metacognitive strategies
are helping students to memorize what they read. Zhang and Seepho (2013)
state that metacognitive reading strategies are the strategies that are used by
students in order to increase their awareness and control over their reading
comprehension and to evaluate it. The general conception of metacognitive
strategy is monitoring, planning and evaluating learning or reading processes.
Phakiti (2003a, 2003b) says that there are three metacognitive strategies in
reading; they are planning, monitoring, and evaluating. The students can
comprehend the text and understand what they have learned through planning,
monitoring and evaluating their reading activity.
Planning
Planning strategies are readers' actions of previewing or overviewing
tasks and making decisions about how the task should be done and the steps
that need to be taken to accomplish the task. Students should make a decision
when they should read and how they read a text. In addition, Phakiti (2003)
says that planning as a preview and overview organizing tasks consists of
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advanced preparation, problem identification, purpose selective management or
attention, self-management, and priority setting.
Monitoring
Monitoring strategies refer to the deliberate actions that readers use to
monitor their own task performance in order to ensure that the tasks are
properly done. The aim of monitoring strategies is to check, verify, and correct
students' while and after reading. Students will check their understanding and
performance in reading, verify their comprehension, and correct their reading
strategies. Pahikiti (2003) states that monitoring strategies are about checking,
verifying, and correcting reading performance during and after reading.
Evaluating
Evaluating strategies are the evaluation of students’ reading performance.
Through evaluating strategies, students will know whether they understand the
texts or not, during and after reading. Phakiti (2003) says that evaluation
strategies involve double-checking and reading performance evaluation.
Double-checking here means students re-check their comprehension in reading.
THE STUDY
This study used a descriptive method. I used this method to describe
reading strategies that senior high school students use in doing their reading
activities. Through the descriptive method, I tried to find out the kinds of
reading strategies that were frequently used by senior high school students.
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Ethridge (2004) claims that descriptive studies may be characterized as simply
the attempt to determine, describe or identify something that happens.
According to Shuttleworth (2008), descriptive research is a method that
involves observing and describing the behavior of a subject without influencing
it in any way.
Context of the Study
This study was conducted at SMA Kristen 01Salatiga, Central Java
because English language learning is one of the courses that provide in that
school. I conducted X, XI, XII Bahasa dan Budaya classes. Since English
language course is one of the major course in that class, the materials that
students should learn is genre-based texts. Students have to read a lot in this
course, especially the genre-based texts. Therefore, this study tried to find out
which reading strategies that were mostly used by senior high school students
in reading and comprehending the English texts.
Participants
The participants of this study were seventy-six (76) students from ten up
to twelve grade, age 16 – 19 years old. The classes were Bahasa dan Budaya
class. There were twenty-eight (28) students from grade X, twenty (20)
students from grade XI, and twenty-eight (28) students from grade XII. The
consideration of choosing these participants was that they learnt English,
especially reading genre-based texts in the three different grades of senior high
school. I chose the three-grades of senior high school because each grade was
taught different genres of reading texts.
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Data Collection Instrument
A set of questionnaire statements was used in this study. For the
questionnaire statements, I made it by myself by creating some statements that
were related to my study. The statements that I made were taken from the
literature review part. Close-ended statements were used to collect the data. To
measure the students whether they use reading strategies, I put yes or no
columns in the questionnaire. The aim of the questionnaire was to find out the
kinds of strategies that senior high school students use in reading genre-based
texts. The questionnaire was written in Bahasa Indonesia and distributed to the
seventy-six participants. Using Bahasa Indonesia made the participants feel
comfortable and easy to understand each statement when they were answering
the questionnaire. There are twenty (20) statements in the questionnaire. One
(1) statement ask about students’ general statement about reading strategies.
Twelve (12) statements ask about the cognitive reading strategies which were
used by the participants and seven (7) statements ask about their use of
metacognitive reading strategies. Statement number one ask about whether the
participants use reading strategies or not, statement number two until thirteen
ask about their use of cognitive strategies and statement number fourteen until
twenty as about their use of metacognitive strategies.
Data Collection Procedures
Before distributing the questionnaire to the participants, I distributed the
questionnaire to three students to pilot my questionnaire. The three students
from SMA Lab Salatiga students. I chose those three students from XI grades
senior high school that I would examine. The aim of piloting was to find out
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whether all statements in the questionnaire were easy to understand for
students of senior high school or not. After it has been piloted and revised, I
distributed the questionnaire to the participants before the class started. I
informed them that their names and responses to the questions would be kept
confidential and would not affect their grades. Then, I asked them to fill in the
questionnaire.
Data Analysis Procedures
To analyze the data, students' responses to each questionnaire item were
calculated to get the score from each item. The data were then interpreted and
explained in the findings and discussion part. To analyze the data from the
questionnaire, I used Microsoft Excel, and I presented the results using the
chart to show which reading strategies are the most frequently used to the least
frequently used by the participants.
FINDINGS AND DISCUSSION
Reading Strategies
Figure 1.
73
0
20
40
60
80
100
Reading strategies
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The study found the result that the participants use reading strategies in
their reading activities. There are 73 out of 76 students who use reading
strategies (figure 1). It means that the students used reading strategies in their
reading activities. Perhaps the students used this strategies to help them in their
reading.
Figure 2. cognitive and metacognitive strategies
The result of the study show that the participants of the study used both
cognitive and metacognitive strategies in doing their reading activities. The
Cognitive strategies got the highest average than metacognitive strategies. It
means that most of the students used cognitive strategies as their strategies in
reading genre-based texts.
Similar to my study, another study was conducted by Raharjanti (2014).
She classified reading strategies into three strategies. They are cognitive
strategy, metacognitive strategy, and compensating strategy. We can see that
there were three strategies that classified in her study. In her study, the result
73 72
0
20
40
60
80
100
Cognitive Strategies Metacognitive Strategies
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shows that cognitive strategy and metacognitive strategy had a similar average
as well.
Another study that is similar to mine was conducted by Osuji (2017). She
tried to find out which reading strategies that were mostly used by Igbo
students. The result shows that the metacognitive strategy was the reading
strategy that were mostly used by the students. Therefore, the result of her
study was different from mine.
The result of my study shows that in general 73 students from 76 students
used cognitive strategies and 72 students of 76 students used metacognitive
strategies (figure 2). The students mostly used cognitive strategies in reading
genre-based texts than metacognitive strategies.
The study which was conducted by Raharjanti (2014) has a similar result
to mine. Her result shows that cognitive strategy was mostly used by the
students as well. There were 30 out of 47 students who used cognitive strategy.
Then, the metacognitive strategy was used by 26 out of 47 students. Perhaps
students mostly used cognitive strategy because this strategy is easy to apply in
their reading. Students can use the dictionary to understand the unknown
words, predict the meaning spontaneously, and write important things.
Another study was conducted by Osuji (2017), her study has a different
result. In her study, the metacognitive strategy was the mostly used strategy by
the students. The metacognitive strategy was mostly used by the students in
Igbo to comprehend the text.
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Cognitive Strategies
Cognitive strategies are the strategies that were frequently used by the
students in reading genre-based texts. I classified cognitive strategies into six
specific strategies. They are making prediction strategy, translating strategy,
summarizing strategy, linking with prior knowledge or experience strategy,
applying grammar rules strategy, and guessing meaning strategy. From those
six strategies, the students most frequently used to make prediction strategy
and applying grammar rules strategy. In contrast, the students were
infrequently used summarizing strategy.
Figure 2. Cognitive Strategies
There were 73 out of 76 students who used cognitive strategies. There are
two strategies that had the same result. They are making prediction and
applying grammar rules. Making prediction strategy got 76 points. While,
applying grammar rules strategy got 76 points as well. On the other hand, the
76 7264
74 76 74
0
20
40
60
80
100
MakingPrediction
Translating Summarizing Linking withPrior
Knowledge orExperience
ApplyingGrammar Rules
GuessingMeaning
19
summarizing strategy became the strategy that students rarely used. This
strategy got 64 points out of 76. I will discuss the types of strategies about
cognitive strategies one by one in the following paragraph.
The first strategy that most frequently used by the students is making
prediction strategy. The average of this strategy shows 76 students out of 76
students who used this strategy. This strategy had the highest average in
cognitive strategies. It means that all 76 students used this strategy to make
their comprehension in reading easier. They used this strategy to predict the
content of the upcoming section or page when they are reading. During their
reading, the students probably found important or interesting parts that they can
predict. When they find the important or interesting parts, they may predict the
content of the next page or chapter in the text.
My findings above look similar to Raharjanti (2014) study, she clarified
about guessing from context. The average, according to her study shows 34 out
of 47 students used this strategy. At this point, the students will predict the
content of the next part after they find interesting parts while reading a text.
Not only that, but this strategy was also frequently used by the students and it
is the same with my study.
The second strategy that most frequently used by the students was
applying grammar rules. Grammar is one of the important things in reading.
During their reading, the students may find complex sentences. Perhaps the
students instantly understand what the text means if they realize what grammar
rules are. The interesting fact is this strategy also got 76 students out of 76
students that used this strategy. As a result, this strategy also became the
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highest strategy that the students used. Perhaps the 76 students used this
strategy could help them to comprehend the text means correctly. Not only
that, the reason why the students used this strategy probably students can
understand the whole sentences that they read through using grammar rules
with grammar structures that they have learned before.
On the other hand, there was strategy that the students rarely used. The
strategy was summarizing strategy. This strategy got the lowest average than
the other strategies. The average shows that there were 64 students out of 76
students who used this strategy. Those 64 students probably feel lazy to write
the important part or re-write what they have read with their own words. On
the other hand, some students used summarizing strategy during their reading.
Re-write what they have read with their own words might make them
comprehend the text better. While reading, they could be underlining or
highlight the important parts of the text as well.
While, there were strategies which had the results are not so significant.
They are translating, linking to prior knowledge or experience, and guessing
meaning strategy. Translating strategy used by 72 students. They probably feel
comfortable and understand the text means correctly during their reading. Not
only that, perhaps the students would comprehend the text easily. During their
reading, the students may find words or sentences that they do not know. They
probably stop reading and translate it into their first language before continuing
their reading. The average shows that 72 students out of 76 students who used
this strategy to solve their problems. Similar to Osuji (2017), her study shows
that translating strategy had the lowest point. The translating strategy got 2.16
21
points out of 3.00 points in her average. Students as her participant said that
they translate the reading text into their target language to enhance their
understanding.
The next strategy is linking to prior knowledge or experience. The
average shows that 74 students out of 76 students used this strategy in reading
genre-based text. The students here maybe will read the text that they might
know the content related to their knowledge. The 74 students probably know
that their knowledge related to their reading can help them to comprehend their
understanding in reading. Before reading, they could look at the books whether
it fits them or not. The BBD students here probably read about books of
language or culture, they probably would not read another book that they think
it is not fitted to them. On Osuji (2017) study, the average of her study is 2.64
points out of 3.00 points. Students may be helped by using their prior
knowledge. In conclusion, perhaps students will be easy to understand the text.
74 students out of 76 students used guessing meaning strategy. They
probably can guess the meaning of words or sentences without using any
dictionary. The students probably guess the meaning of the text without
translating it into their first language. In their reading, they may find words or
sentences that they do not know the meaning. To solve these problems, they
could guess though linking the part that they read with the previous part or the
next part of the text.
22
Metacognitive Strategies
The result of my study also shows that the participants used
metacognitive strategies as well. The score shows that the students used
metacognitive strategies infrequently than cognitive strategies. According to
my questionnaire that I already spread to the students, I specified the
metacognitive strategies into three strategies. They are planning strategy,
monitoring strategy, and evaluating strategy. Those three strategies had similar
score.
Figure 3. Metacognitive Strategies
The result of the questionnaire that I already distributed to the students,
metacognitive strategies got 72 students out of 76 students. This strategy has
three kinds of strategies. They are planning, monitoring, and evaluating
strategy. The strategy that got the highest point and most frequently used by the
students is monitoring strategy. Different from the monitoring strategy, the
planning strategy was infrequently used by the students.
7073 72
0
20
40
60
80
100
Planning Monitoring Evaluating
23
There were 73 students out of 76 students who used monitoring strategy.
It means that students frequently used this strategy. Perhaps they use this
strategy to manage their reading by monitoring their reading activity. They
may be monitoring their reading activity such as; check, verify, and correct
while or after reading. Using monitoring, the students could know their
performance, comprehending, and correcting the strategies that they used in
reading.
In contrast, there were 70 students out of 76 students who used planning
strategy. The 70 students use this strategy probably they can plan when they
will read or when they could finish their reading. Through planning, the
students could prepare how the text should be done and the way that they need
to be taken to accomplish their text. In addition, perhaps they can make a
decision when they should read and how they read. Not only that, the students
may give a deadline for their reading activity. So, they will finish reading the
book by the date that they set. Since this strategy became rarely used by the
students, they may think that they do not have to make a plan when they start
and finish their reading. It caused by they can start and finish their reading
whenever they want.
In evaluating strategy, 72 students out of 76 students used this
strategy because they can do checking their reading performance. Using
evaluating, students will know whether they understand the texts or not, during
and after reading. Perhaps the students can also re-check their comprehending
in reading with answering the question if any or write the text with students’
words.
24
CONCLUSION
This study aimed to identify reading strategies used by students in SMA
Kristen 1 Salatiga in reading genre-based texts. In general, the results of this
study show that the students mostly used cognitive strategies than
metacognitive strategies. In this study, cognitive strategies of making
prediction and applying grammar rules got as the highest score as the strategies
that the students mostly used in reading genre-based texts. On the other hand,
the strategy under the cognitive strategies which got the lowest score was
summarizing strategy. Then, monitoring strategy that is included in
metacognitive strategies got the highest score as the strategy that students
mostly used. In contrast, planning strategy under metacognitive strategy was
the strategy that has the lowest score. Students may combine strategies to
understand the text better.
Hopefully, this study can be useful for senior high school students and
senior high school teachers who read this study. I suggest the students to know
and understand different kinds of reading strategies. Through understanding the
different kinds of strategies, the students will know how to deal with different
kinds of problems that the students face in their reading activities. In addition,
this study can be useful for teachers as well. The teachers can teach the
students about different kinds of strategies that the students use to face the
different problem in reading. Not only for students and teachers, this study can
be used for common activities such as; reading novels, newspapers, or other
books. In addition, I hope that this study can give an insight for all students and
others when working in reading.
25
The research has some limitations. The first is that there are only 20
statements in the questionnaire and close-ended forms. This number is clearly
not enough to cover all reading strategies used by the students and limiting
their answer. The second is that there were only 76 students from Bahasa dan
Budaya class that filled in the questionnaire. The research will be better if
researcher use interview, observation, and report to maximal the study. Then,
more students and more classes involved will make the result of the
questionnaire more reliable.
26
ACKNOWLEDGEMENTS
My deepest greatest gratitude goes to Allah SWT. for always blessings to
me. I also would like to say thank you to my family; my mother and sister.
Especially for my mother who always support me from the beginning of my
study until now. Thank you for your endless supports and prayers for me. I
would like to say thank you to all of my college friends, especially Adit, Haki,
Yosa, Amar, Angga, and Shony, thank you for your encouragement, laughter,
advice, time, room, and supports since the beginning of my study. Also, thank
you for my Angkatan 2016 who helps me to grow in this faculty.
I would also like to greatly thank for those who had contributed to my
college study and research report writing:
1. Bu Eko, as my supervisor. Thank you for your guidance, advice, patience
and motivation for me in writing my thesis. Without all of your supports,
I am sure I cannot finish this thesis.
2. Bu Nina, as my examiner. Thank you for your time and patience to read
and correct my thesis.
3. The participants of this study whom fill the questionnaires, thank you for
your time and contribution to my thesis.
4. Bu Frances, as my academic advisor. Thank you for all of your advice,
support, and motivation for me during my college life.
27
I would also like to say thank you for all the lecturers who had shared
their knowledge for me during my learning process in this faculty. Last but not
least, I would like to give my appreciation to those who helped, encouraged,
and prayed for me in completing my study in FLA, UKSW.
28
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Appendix
QUESTIONNAIRE
SENIOR HIGH SCHOOL STUDENTS STRATEGIES IN READING
GENRE BASED TEXTS
JenisKelamin : …………………………..
Kelas : …………………………..
Saya mahasiswa UKSW jurusan Pendidikan Bahasa Inggris. Saya sedang
melakukan penelitian dan mohon bantuan teman-teman untuk mengisi
kuisioner ini.
Pernyataan dalam kuisioner ini menunjukan strategi apa yang teman-teman
gunakan dalam membaca teks bahasa Inggris. Berikanlah tanda centang pada
kolom yang sesuai dengan diri teman-teman.
NO PERNYATAAN YA TIDAK
1. Saya menggunakan strategi membaca untuk
mempermudah saya memahami teks bahasa
Inggris
Cognitive strategies
Making Prediction Strategy
2. Melalui judul dan gambar yang ada dalam teks,
saya mencoba menebak apa isi dari teks tersebut.
Translating Strategy
3. Saya mengubah seluruh teks bahasa Inggris
menjadi bahasa Indonesia agar merasa nyaman
33
saat membaca dan mudah memahami isi teks
tersebut.
4. Saya berhenti membaca lalu mengartikan dan
menulis kata bahasa Inggris yang saya temui
sebelum melanjutkan membaca.
Summarizing Strategy
5. Saya menandai bagian penting dari teks yang saya
temui.
6. Saya menulis ulang apa yang sudah saya baca
dengan kalimat atau kata-kata saya sendiri agar
memudahkan saya dalam memahami teks tersebut.
Linking with Prior Knowledge or Experience Strategy
7. Saya memahami teks baru menggunakan
pengetahuan saya.
Applying Grammar Rules Strategy
8. Dengan tata bahasa dalam teks seperti struktur
bahasa dan makna bahasa, saya memahami teks
yang saya baca.
Guessing Meaning Strategy
9. Saya mencoba memahami makna dari kata atau
kalimat yang saya temui.
10. Saya menyederhanakan kalimat dalam teks untuk
mempermudah pemahaman saya.
11. Saya mencari hubungan antara kalimat
sebelumnya dan kalimat yang sedang saya baca
untuk mengetahui makna kalimat tersebut.
12. Saya menebak arti kata yang tidak diketahui.
13. Saya memeriksa apakah tebakan saya benar atau
tidak.
Metacognitive Strategy
Planning Strategies
34
14. Saya harus membuat keputusan kapan saya harus
membaca dan bagaimana saya membaca teks.
Monitoring Strategies
15. Saya memeriksa pemahaman dan kinerja saya
dalam membaca teks.
16. Saya mengecek pemahaman saya dalam membaca
teks.
17. Saya memperbaiki strategi saya dalam membaca.
Evaluating Strategies
18. Saya mengevaluasi kinerja saya dalam membaca
teks.
19. Saya mengetahui apakah saya memahami teks
yang saya baca atau tidak selama dan setelah
membaca.
20. Saya memeriksa kembali apakah saya memahami
teks yang sudah saya baca.
This questionnaire is developing from the principles Bailey (2015),
Jiraphatralikhit (2005), Pressley (2000), Echevarria, Vogt, and Short (2013),
Subasini and Kokilavani (2013), Scott Thornbury (2002:148), Nation and
Coady (1988: 104), Phakiti (2003)