THE CORRELATION BETWEEN STUDENT’S READING STRATEGY AND READING COMPREHENSION OF SECONDARY SCHOOL
Abstract
Reading strategies are procedures to assist students’ reading comprehension which play an active role in reading literacy. This quantitative study aims to find out the reading strategies mostly used by students and to find out the correlation between students' reading strategies and their reading comprehension. The research design used was correlational study. The total sample in this study was 74 ninth graders in one of junior high schools in Surabaya. The participants were chosen using the convenience sampling method due to the availability of the students. The data were collected by using Survey of Reading Strategies (SORS) questionnaire and reading comprehension test. The data were analyzed by using descriptive statistics to find out the strategy mostly used by students, and Pearson Product Moment to find out the correlation between variables. The results showed that the students often used Problem-Solving Strategy (M= 4), Global Reading Strategy (M= 3.04), and Support Reading Strategy (3.04). Furthermore, it was found that there was no correlation between the two variables (p-value= 0.790, >0.05). According to the result, good reading strategy does not affect the reading comprehension correlation.
Keywords
Full Text:
PDFReferences
Al-Awidi, H. M., & Ismail, S. A. (2014). Teachers’ perceptions of the use of computer assisted language learning to develop children’s reading skills in English as a second language in the United Arab Emirates. Early Childhood Education Journal, 42(1), 29–37. https://doi.org/10.1007/s10643-012-0552-7
Bharuthram, S. (2012). Making a case for the teaching of reading across the curriculum in higher education. South African Journal of Education, 32(2), 205–214. https://doi.org/10.15700/saje.v32n2a557
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th Ed). New York: Routledge.
Devito, B. F. (2014). Why reading so important for children. Family Resource. http://www.familyresource.com/parenting/child-development/why-reading-is-so-important-for-children.
Erliana, S. (2015). Correlation between reading strategies and reading motivation to reading comprehension of the third semester students at the English Education Study Program of STAIN Palangkaraya. Linguistics Literature English Teaching, 5(2), 153-185. https://doi.org/10.18592/let.v5i2.1722
Freahat, N. M. (2014). A comparison of reading levels of high school and freshmen university students in Jordan. Theory and Practice in Language Studies, 4(10), 2042-2050. https://doi.org/10.4304/tpls.4.10.2042-2050
Gretta et al. (2017). Financial inclusion and growth. The Business & Management Review, 8(4), 434–441.
Hartina, S. S., Vianty, M., & Inderawati, R. (2018). Correlation between students’ metacognitive strategy used in writing process and essay. The Journal of English Literacy Education, 5(2), 158–167.
Jayanti, F. G. (2016). Reading difficulties: Comparison on students’ and teachers’ perception. Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 296–301. http://ejournal.unp.ac.id/index.php/selt/article/view/6939
Jitendra, A., & Gajria, M. (2011). Reading comprehension instruction for students with learning disabilities. Focus on Exceptional Children, 43(8), 1-16. https://doi.org/10.17161/foes.v43i8.6690
Kung, F. W. (2019). Teaching second language reading comprehension: The effects of classroom materials and reading strategy use. Innovation in Language Learning and Teaching, 13(1), 93–104. https://doi.org/10.1080/17501229.2017.1364252
Kurniawati, L. (2020). Correlation between students’ reading strategies and their reading comprehension achievement at the elevent grade of MAN 1 Kediri. [Undergraduate Thesis, Faculty of Tarbiyah, State Islamic Institute (IAIN) of Kediri].
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of developmental education, 25(3), 2-11.
Muijselaar, M. M. L., Swart, N. M., Steenbeek-Planting, E. G., Droop, M., Verhoeven, L., & de Jong, P. F. (2017). Developmental relations between reading comprehension and reading strategies. Scientific Studies of Reading, 21(3), 194–209. https://doi.org/10.1080/10888438.2017.1278763
Mutiara, L. I. (2014). Vocabulary Coverage of a Junior High School Textbook. [Undergraduate Thesis, Universitas Sanata Dharma]. Repository.usd.ac.id.
Nasri, M., & Biria, R. (2016). Integrating multiple and focused strategies for improving reading comprehension and l2 lexical development of Iranian intermediate EFL learners. International Journal of Applied Linguistics and English Literature, 6(1), 311. https://doi.org/10.7575/aiac.ijalel.v.6n.1p.311
Novianti, R. (2017). The correlation between teacher’s teaching reading strategy and students English reading: A correlational study at smp negeri 1 minasatene Kabupaten Pangkep. [Undergraduate Thesis, Muhammadiyah University Makassar].
O’Malley, J. M., Barnwell, D., & Chamot, A. U. (1991). Learning strategies in second language acquisition. In Language (67). https://doi.org/10.2307/
Oberholzer, B. (2005). The Relationship Between Reading Difficulties and Academic Performance [Master’s Thesis, University of Zululand].
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York, NY: Newbury House.
Sari, T. (2016). The correlation between reading attitude and writing achievement of the eleventh-grade students of SMA Muhammadiyah 6 Palembang. Edukasi: Jurnal Pendidikan dan Pengajaran, 3(1), 45–52.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431–449. https://doi.org/10.1016/S0346-251X(01)00039-2.
Siregar, N.O., Afriazi. R., Arasuli. A. (2019). The correlation between reading strategies and reading comprehension achievement of the sixth semester in the English education study program of Bengkulu University. Journal of Applied Linguistics, 3(2).
Sun, Y., Wang, J., Dong, Y., Zheng, H., Yang, J., Zhao, Y., & Dong, W. (2021). The relationship between reading strategy and reading comprehension: A meta-analysis. Frontiers in Psychology, 12, 1–11. https://doi.org/10.3389/fpsyg.2021.635289
Suyitno, I. (2017). Cognitive strategies use in reading comprehension and its contributions to students’ achievement. IAFOR Journal of Education, 5(3), 107–121.
Talebi, S. H. (2015). Linguistic proficiency and strategies on reading performance in English. International Journal of Instruction, 8(1), 47–60. https://doi.org/10.12973/iji.2015.814a
Thresia, F. (2019). The correlation among reading strategies, reading comprehension achievement, and gender differences of the second-year students of SMP Negeri 17 Palembang. Premise: Journal of English Education, 1(1), 24–35.
Tuhumury, G. N. (2020). Teachers’ strategies in teaching reading at junior high schools in Sirimau Sub-district: Problems and solutions. MATAI Onternational Journal of Language Education, 1(1), 50–59.
Wang, X., Jia, L., & Jin, Y. (2020). Reading amount and reading strategy as mediators of the effects of intrinsic and extrinsic reading motivation on reading achievement. Frontiers in Psychology, 11, 1–16. https://doi.org/10.3389/fpsyg.2020.586346.
Weinstein, C. E., & Mayer, R. E. (1983, November). The teaching of learning strategies. In Innovation abstracts (Vol. 5, No. 32, p. n32).
Wigfield, A., Gladstone, J. R., & Turci, L. (2016). Beyond cognition: Reading motivation and reading comprehension. Child development perspectives, 10(3), 190-195.
Yapp, D., de Graaff, R., & van den Bergh, H. (2021). Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research. https://doi.org/10.1177/1362168820985236
Zare, P., & Othman, M. (2013). The relationship between reading comprehension and reading strategy use among Malaysian ESL learners. International Journal of Humanities and Social Science, 3(3). 187-193.
DOI: https://doi.org/10.36706/jele.v9i1.17476
Refbacks
- There are currently no refbacks.
License URL: https://creativecommons.org/licenses/by-sa/4.0/
PUBLISHER:
ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA
JLN SRIJAYA NEGARA BUKIT BESAR PALEMBANG 30137, SUMATERA SELATAN, INDONESIA
EMAIL: jele@fkip.unsri.ac.id
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.