READING STRATEGIES USED BY
LITERARY THEORY AND APPLICATION STUDENTS
Fatiah Laily Raharjanti (112006036)
Abstract
Reading is an important skill for English Department of Satya Wacana Christian University students. Many subjects in this department require students to read, but many students dislike reading because often they do not understand the text. The problem, actually, is not the students’ inability in reading but their lack of interest. The aim of this study was to examine students’ reading strategies used when they read academic texts, especially Literary Theory and Application (LTA) reading texts. This study used quantitative as well as qualitative method. I used a questionnaire that was distributed to 47 students who already taken LTA class. The results showed that student used three kinds of reading strategies: cognitive, metacognitive, and compensating reading strategies. There were students who used one single reading strategy like metacognitive or compensating reading strategies only, but there were also students who combined two reading strategies; cognitive and metacognitive reading strategies, metacognitive and compensating reading strategies, or metacognitive and compensating reading strategies, or combine those three reading strategies, cognitive, metacognitive, and compensating reading strategies, altogether. In addition to that, compensating reading strategies became the most frequent reading strategy used by LTA students. There were seven compensating reading strategies revealed in this study and high-lighting appeared as the most frequent reading strategy being used
