STRATEGIES USED BY HIGH-ACHIEVERS IN READING
CLASS OF 3
rdSEMESTER OF ENGLISH LANGUAGE
EDUCATION DEPARTMENT AT UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
by :
ANIK HIDAYATI
201210100311140
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
ACKNOWLEDGEMENTS
First of all, all praises dedicated to ALLAH SWT the almighty for the blessing that bestowed to the writer during compiling until completing her research under the title “Strategies Used By High-Achievers In Reading of 3rd Semester of English Language Education Department at University of Muhammadiyah Malang”.
The main objective of this research is to fulfill a part of requirements to achieve Sarjana Degree (S1) of English Language Education Department. Then, the writer would like to express great gratitude for all participants who support this thesis,
1. My incredible advisors, Mr. Dr. Masduki, M.Pd as my first advisor and Mrs. Rina Wahyu Setyaningrum, M.Ed as my second advisor for the guidance, precious advise and the time to lead the writer until the writer could fix this thesis. The important thing is without their big contribution, the writer could not be able to finish the thesis.
2. My Beloved Parents, Mr. Suharno, S.Ag and Mrs. Murtini for every single prayer, encouragement, motivation, advise and spirit that never die also for hug and arms when the writer needs a support.
3. My Awesome Brother and his wife, Brigadir Hanif Nur Rozaq S.Psi & Briptu Fitriyani Masithoh for the motivation and support as always.
Asri Nur Shofiyah, for every asisstance, support, critics and advise all the time, also be ready in accompanying the writer in up and down time. 5. All of English Language Education Department Lecturers, staff and
Part-timers mate for the given knowledge, suggestion and motivation in order to complete this thesis.
6. All of my charming friends at English Language Education Department C class for the support.
At the last, the writer realizes that this thesis is less perfect either in content or language itself. Hence,the writer hopes that the reader or other participants would like to give the critics or suggestion in order to make this thesis better then before. Then, the writer also hopes that this research would be useful for the readers.
Malang, August 9th 2016
TABLE OF CONTENTS
COVER ... i
APPROVAL 1 ... ii
APROVAL 2 ... iii
LETTER OF AUTHENTICITY ... iv
MOTTO AND DEDICATION ... v
ACKNOWLEDGEMENTS ... vi
ABSTRACT ... vii
TABLE OF CONTENTS ... viii
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTER I INTRODUCTION ... 1
1.1Research Background.. ... 1
1.2Research Problems ... 4
1.3Problem Limitation ... 4
1.4Research Objectives ... 5
1.5Research Benefits... 6
1.6Definition of Key Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE ... 7
2.1Reading ... 7
2.2Models of reading ... 9
2.2.1 Bottom-Up Model ... 9
2.2.2 Top-Down Model ... 9
2.2.3 Interactive Model ... 9
2.3Learning Strategy ... 10
2.4Reading Strategies ... 10
2.4.1 Predicting ... 11
2.4.3 Scanning ... 12
2.4.4 Inferring ... 12
2.4.5 Self-Monitoring ... 12
2.4.6 Summarizing... 13
2.5The Implementation of Reading Strategies... 13
2.5.1 Predicting ... 14
CHAPTER III RESEARCH METHOD ... 21
3.1 Research Design ... 21
3.2 Research Subject ... 22
3.3 Research Instruments ... 23
3.3.1 In-Depth Interview ... 23
3.4 Data Gathering Technique ... 24
3.5 Data Analysis Technique ... 24
CHAPTER IV FINDINGS AND DISCUSSION ... 27
4.1 Research Findings ... 27
4.1.2 The Implementation of Strategies in Reading Used By
High-Achievers of 3rd Semester of English Department ... 37
4.1.2.1 Skimming ... 37
4.1.2.2 Scanning ... 39
4.1.2.3 Other Strategies ... 42
4.1.2.3.1 Guessing The Meaning From The Context ... 42
4.1.2.3.2 Summarizing ... 42
4.1.2.3.3 Predicting ... 43
4.2 Discussion ... 48
CHAPTER V CONCLUSION AND SUGGESTIONS ... 51
5.2Conclusion ... 51
5.2 Sugesstion ... 52
a. For English Departent Students ... 52
b. For English Department Lecturers ... 52
c. For Further Researcher ... 52
LIST OF APPENDICES
COMPANION LETTER ... 1
INTERVIEW GUIDANCE ... 2
Appendix 1 (Subject 1) ... 3
Appendix 2 (Subject 2) ... 7
Appendix 3 (Subject 3) ... 12
Appendix 4 (Subject 4) ... 16
Appendix 5 (Subject 5) ... 22
Appendix 6 (Subject 6) ... 26
Appendix 7 (Subject 7) ... 31
Appendix 8 (Subject 8) ... 36
Appendix 9 (Subject 9) ... 42
Appendix 10 (Subject 10) ... 45
LIST OF TABLES
REFERENCES
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http://www.irssh.com/yahoo_site_admin/assets/docs/22_IRSSH-600-V5N2.243105332.pdf. Accessed on 23th March 2016, 10:12 am.
Akrani, Gaurav. 2010. How to Summarize A Passage? Summarization Skills Techniques. [Online] Available at
http://kalyan-
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Ary, Donald. 2010. Introduction to Research. Eight Edition. Canada: Tomson Wadsworth.
Boyce, Carolyn & Neale, Palena. 2006. Conducting In-Depth Interviews: A Guide For Designing and Conducting In-Depth Interviews For Evaluation Input.
Pathfinder.
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching Fourth Edition. San Francisco: Longman, Inc
Burrow, J., Dooley, M., Wright, T., DeClou, L. 2012. A Report on the Postsecondary Decisions of High-Achieving Students in Ontario. Toronto: Higher Education Quality Council of Ontario.
Dreye, Carisma & Nel, Charl. 2003. Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. [Online]. Available at
https://www.researchgate.net/publication/222409446_Teaching_reading_stra
tegies_and_reading_comprehension_within_a_technology-enhanced_learning_environment. Accessed on 19th May 2016 at 15:00 p.m.
https://www.learner.org/workshops/teachreading35/pdf/Dev_Reading_C
omprehension.pdf. Accessed on 28th May 2016 at 1:30 p.m
Fritschmann, Schumaker & Deshler. 2007. Inference Strategy Session Overview. [Online] Available at
http://www.scred.k12.mn.us/UserFiles/Servers/Server_3022443/File/Inst
ructional%20Services/Language%20Arts%20Resources/-Inference%20Strat%20handouts.pdf. Accessed on 28th March 2016 8:40
p.m.
Fry, Edward B, Ph.D. 2000. Skimming and Scanning. USA. Jamestown Publishers. Hong, Ng Chew. 2013. Teaching of Skimming at Teritiary Level : Theoritical and
Pedagogical Issues. An International Journal. No.1.
Ismail, Okt. 2013. The Effect of Cognitive and Compensation Strategy Instruction on Reading Comprehension Skill. [Online] Available at
www.scred.k12.mn.us/UserFiles/Servers/.../-Inference%20Strat%20handouts.pdf. Accessed on 25th Dec 2015 at 13:45
p.m.
Jabeen, Samia & Khan, Mahmood Ahmad. 2013. A Study on Need Achievement of High and Low Achievers. Journal of Education and Practice. Vol.4, No.4.
Key, James P. 1997. Research Design in Occupational Education. Oklahoma. Oklahoma State Univertisy. [Online] Available at www.okstate.edu. Accessed on 15th May at 10:15 a.m
Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective. Austin: Professional Associates Publishing.
Krissner, Emily. 2006. Summarizing, Paraphrasing and Retelling. Portsmouth. Heinmann.
Lee Kuo, Chien. 2010. An Overview of Language Learning Strategies. ARECLS, Vol.7, 132-152. [Online]. Available at
http://research.ncl.ac.uk/ARECLS/volume7/lee_vol7.pdf. Accessed on
27th May 2016 at 8:40 p.m.
McKown, B.S.,Brigitte A. & Barnett, B.S., Cynthia L. 2007. Improving Reading Comprehension Through Higher-Order Thinking Skills. A Research Project [Online] Available at http://files.eric.ed.gov/fulltext/ED496222.pdf.
Accessed on 1st June 2016 at 12:13 p.m
McNamara, Danielle. 2009. The Important of Teaching Reading Strategies. [Online]. Available at
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-%20McNamara.pdf. Accessed on 22nd February 2016 at 12:10 p.m.
Nguyen, Quyen. 2013. A case study into reading strategies using think aloud protocols. Thesis[Online]. Available at
https://www.researchgate.net/publication/258221726_A_case_study_into_
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20up%20strategies.pdf. Accessed on 12th March 2016 at 11:20 p.m
Pesa, Nicole & Somers, Sarah. 2007. Improving Reading Comprehension Through Application and Transfer of Reading Strategies. Chicago. Saint Xavier University.
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New York: The Guilford Press.
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CHAPTER I
INTRODUCTION
In this chapter, the researcher displays some the essential sub-topics which are research background, research problem, problem limitation, research objectives, research benefits, definition of terms.
1.1 Research Background
Language Learning is one of pivotal knowledge that must be mastered by learners, especially English Language. The current phenomenon mentions that English learning either in school and university level has significant role in Indonesia. It emerges an estimation that every learner must comprehend all of skill in English language well. These skills are reading, listening, writing and speaking. Because, teacher has an obligatory to provide the learners to be able compete globally nor internationally. According to Lauder in Afdaleni (2013), delivering English Language to the learners has some beneficial which are to help the development of the state and nation, to build relations with other nations, and to run foreign policy. In other words, language learning particularly English Language is important subject that must be mastered by learners.
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in written and spoken form, they must comprehend reading skill well. According to M.Sanclon, L.Anderson & M.Sweeny (2010), reading is a complex process that requires to learner in analyzing and interpreting the text based on variety of sources information. In other words, reading is an activity in which is not only involves the interaction between the reader and language but also how the way the reader analyze and interpret the information.
Being able to read in university level especially at 3rd semester is different from other levels. Normally, the category of being able to read is linked to what the learners are able to read the text fluency. However, in university level, reading ability is more complex which is addressed on how the way the learners make sense about what they read and how the way they comprehend the text. Reading ability in university level needs a complex process such as; analysis and interpretation process. On other hand, the learners knowledge will be sharper and worldwide through reading in order to comprehend English language. Hence, researcher realizes that learning of reading in university level is crucial thing to be discussed.
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the meaning. In addition, based on the researcher experience in following reading class at 3rd semester, reading activity is seemed passive and boring activity. Because, learners only took action if the teacher asked to the learner and also most of learner did not try to be active in class participation. Therefore, the use of strategy in reading activity is essential thing in order to overcome the problems also to make reading activity is easier.
Learning strategy particularly reading strategy is necessary to be implemented by learners in order to assist them when they face some problems. And also the use of reading strategy also can make learner improve their reading ability. For instance,
based on Ismail’s research (2013) it is clear that cognitive and compensatory strategy
can be highly effective for reading comprehension. Then, Afdaleni’s research (2013)
states that the use of metacognitive strategy of both successful and unsuccessful learners was the highest level but of the different average score, whereas the use of memory strategy was of the lowest level and different average score. Due to both of previous studies, the researcher indicates that all of reading strategies are good. In other words, there is no best reading strategy. As master of a fact, every reading strategy must have advantages and disadvantages. Hence, the learners are allowed to employ any kinds of reading strategies as long as that strategy is fit to the learner’s need.
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problems. Burrow. J & Dooley et.al (2012) state that high achiever is addressed for those who got strong GPA or good mark. That statement means that learners who is considered as high achievers in class can be seen from GPA result. Then, researcher will examine what reading strategy that is used by high achiever at 3rd Semester. Therefore, researcher expects that the result of this research can be reference for other common learners to employ reading strategies as same as high achiever. Thereby, for further condition other common learners are able to settle the reading problems by using reading strategy which is employed by high achievers.
1.2 Research Problems
1. What are strategies used by high-achievers in reading class of 3rd semester of English language Education Department at University of Muhammadiyah Malang?
2. How is the implementation of strategies used by high-achievers in reading class of 3rd semester of English Language Education Department at University of Muhammadiyah Malang?
1.3 Problem Limitation
In this research, researcher makes the scope and limitation obviously. The scope of this research will be explained as follows :
1. Strategies that is used by high-achievers in reading of 3rdsemester of English
Department at University of Muhammadiyah Malang.
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In other words, in the scope of research, researcher just focuses on research problem. Then, due to the limitation of this research, researcher will bound in some limitation which are limitation of research participants or subjects, research venue, research time consuming, and limitation of theory. Firstly, in limitation of research participants, researcher uses 10 participants from 10 reading classes which are A, B, C, D, E, F, G, H, I, J class in this research. The chosen of participants in this research are based on the reason that the result of this research does not to be generalized for all high achievers in 3rd semester. It means that, researcher uses high achievers of 3rd semester in different classes. According to Yin (2011), “participants are the people
who are subjects of qualitative study (alternatively referred to in the literature as
“members”). Hence, the use of participants in this research are also same with the
subject of the study. Then, to obtain the data of this research, researcher finds the data based on data in English department office. Second, in limitation of researcher venue, researcher chooses University of Muhammadiyah Malang particularly in reading class at 3rd semester. Third, in limitation of research time consuming, researcher makes a standard that maximal time in executing research is 1 month. Lastly, in limitation of theory, researcher uses theory of reading strategy belongs to McKown, B.S & Barnett, B.S (2007), Nguyen (2013), Duke & Pearson (2002).
1.4 Research Objectives
1. To describe strategies used by high-achievers in reading of 3rd semester of English Department at University of Muhammadiyah Malang.
2. To find out the implementation of high-achievers in reading of 3rd semester of
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1.5 Research Benefits
Due to this research, researcher has a lot of expectation for anybody who use this research.
1. Firstly, the researcher expects this research could give a profit for the learners in getting knowledge about what appropriate reading strategies in English Language learning and also they can apply the research finding to improve their achievements in reading comprehension especially.
2. Second, the researcher hopes that this researchcould give a solution for the teachers or lecturer in order to settle the learner’s problem in reading activity. Therefore, the teachers or lecturers could share this research finding for their learner.
3. Third, this research could be as new references for the next researchers. Moreover after this research have done, the next researcher could put the research finding in the experimental research.
1.6Definition of Key Terms
1. Reading is a complex process that requires the analysis, coordination, and interpretation of a variety of sources of information (M.Sanclon, L.Anderson & M.Sweeny (2010)).
2. Strategies are specific methods of approaching a problem or task, modes of operation for achieving particular end, planned designs for controlling and manipulating certain information (Brown (2000)).
