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r et h frequent srtategie sbetweent hehigh achiever sandt he . s r e v e i h c a w o
l Themostf avorties rtategybyt hehighachieve rwa susingi mageryand t s o m e h
t favortie srtategie sbyt hel ow achiever wa susingdicitona ire sand gramma r , e m it e m a s e h t t A . s k o o
b ther esearche r ifguredoutt hattherewa sar eadingsrtategie s . y c n e d n e
t The high achiever suse srtuctured reviewing more otfen than the low .s r e v e i h c
a Thestudent sshouldbemore awareof thesrtategie ssince i thelps t hemi n s t x e t g n i d a e r g n i d n e h e r p m o
c . fI al lsrtategy can fully opitmized ,successfu lreading d e h c a e r e b l li
w .
s d r o W y e
ii i v K A R T S B A . 2 1 0 2 . ir s A a k i n o M , ir a t s e
L An Analysi son Studen’t sReading Strategy o fTenth . a t r a k a y g o Y 2 e c u D a ll e t S A M S n i e d a r
G Yogyaka tra :Program Stud iPendidikan a m r a h D a t a n a S s a ti s r e v i n U , s ir g g n I a s a h a B . r a d a s a r a c e s a y n a c a b m e p a n a m i d l a t n e m s e s o r p h a l a d a a c a b m e m i g e t a rt S . ) 0 9 9 1 : n e h o c ( n a a c a b s k e t i m a h a m e m k u t n u i g e t a rt s h il i m e
m Beberapasrtateg ibisa
k a d it u a t
a b isa memfaslitias ipemahaman sebuah teks karena seitap tek sbacaan g e t a rt s n a k u lr e m e m u t n e tr e
t ite trentu pula .Maka dar i tiu ,sisw iharu slebih peka i w s i s a p a r e b e B . i a k a p i d n a k a g n a y a c a b m e m i g e t a rt s p a d a h r e
t kela sXd iSMAStella
a d a n a d n a a c a b s k e t i s i i m a h a m e m m a l a d n a ti l u s e k i m a l a g n e m a tr a k a y g o Y 2 e c u D . k a d it g n a
y Perbedaan hasi lnlia idapa tdiilha tsecara j ela smelalu ihasi luijan t engah k u t n u n a u j u tr e b i n i n a it il e n e p , u ti i r a d a k a M . a m a tr e p r e t s e m e s a d a p a k e r e m r e t s e m e s n a k u j n u n e
n srtateg iapa saja yang se irng digunakan oleh sisw iSMA Stella duce 2 . a tr a k a y g o Y u t n u n a k d u s k a m i d i n i n a it il e n e
P k menjawab sebuah peneltian masalah yang ? i w s i s h e l o n a k a n u g i d g n ir e s g n il a p g n a y a j a s a p a a c a b m e m i g e t a rt s ) 1 ( u ti a y a m a t u n a k a n u g i d g n ir e s g n a y a p a a c a b m e m i g e t a rt s ) 2 ( n a t u j n a l h a l a s a m n a it il e n e p n a D n a d i g g n it i s a t s e r p i a li n i a y n u p m e m g n a y i w s i s h e l
o nlia iprestas irendah? Pese tra a ll e t S A M S X s a l e k i w s i s h a l a d a i n i n a it il e n e p i r a
d Duce 2 Yogyaka trat ahun ajaran . 2 1 0 2 / 1 1 0 2 n a it il e n e p h a u b e s n a k a n a s k a l e m i ti l e n e p , i n i n a h a l a s a m r e p b a w a j n e m k u t n U n i h a u b e s n a k a n u g g n e m i ti l e n e p , n a it il e n e p a m a l e S . i e v r u
s srtumen tyang disebu t
n a d r e n o i s i u k n a k r a b e y n e m i ti l e n e P . r e n o i s i u
k mengumpulkanya kembal i untuk i
dolahmenjadihaslidatapeneilitan. h a l e t e
S melaksanakan peneil itan ,penelti imenemukan beberapa penemuan . n a k a n u g i d g n ir e s g n il a p g n a y a c a b m e m i g e t a rt s a w h a b n a k u m e n e m i ti l e n e p , a m a tr e P h a l a d a a tr a k a y g o Y 2 e c u D a ll e t S A M S X s a l e k i w s i s h e l
o using imagery .Kedua ,
t s i s n e w k e r f n a k u m e n e m a g u j i ti l e n e
p rateg i membaca antara sisw iyang miilk i . h a d n e r i s a t s e r p i k il i m e m g n a y i w s i s n a d i g g n it i s a t s e r
p Stateg imembaca yg pailng
h a l a d a i g g n it i s a t s e r p n a g n e d i w s i s h e l o i a k u s i
d usingi magerydan srtategimembaca e l o i a k u s i d g n il a p g n a
y h sisw idengan prestas irendah adalah using dicitonarie sand s k o o b r a m m a r
g .Padasaa tyangbersamaan ,peneilitj ugamenemukankecenderungan g n u r e d n e c i g g n it h i b e l i s a t s e r p n a g n e d i w s i S . i a k a p i d g n a y a c a b m e m i g e t a rt s n a k a n u g g n e
m structured reviewing strategy lebih se irng da irpada sisw i dengan i w s i S . h a d n e r i s a t s e r
p -sisw iharusl ebihpekat erhadaps rtategi-srtateg imembacayang i m a h a m e m m a l a d a k e r e m u t n a b m e m t a g n a s n a k a a c a b m e m i g e t a rt s a n e r a k a d a i w s i s a k a m , k i a b n a g n e d n a k l a m it p o i d a s i b i g e t a rt s a u m e s a k i J . n a a c a b s k e t h a u b e s m a s i
b emunya ipemahamant ek sbacaanyangbaik .
s d r o W y e
x i
S T N E M E G D E L W O N K C A
s i h t f o n o it e l p m o c e h t r e tf
A thesis , Iwould ilke to thank Jesu sChrist and
y r a M r e h t o
M fo rThei rwonderfu lblessing ,fo rThei rendles slove and itmeles s .
e m o t n e v i g e v a h y e h T h t g n e rt s e h t r o f d n a e c n a d i u
g Ido beileve tha tthi sthesi s d n a p l e h e l b a k r a m e r r i e h T t u o h ti w n o it e l p m o c s ti o t e m o c r e v e n e v a h d l u o w
. s g n i s s e l b
My deepes tgrat tiude goe sto my only one sponso rC.Tutyandari ,S.Pd. , d
P .
M . fo rhe rguidance and assistance du irng t he process ,he rwliilngness t o spend r e h s a l l e w s a e c i v d a r e h d n a , s i s e h t y m g n it c e r r o c d n a g n i d a e r e m it r e h
s i h t f o t n e m h s il p m o c c a e h t li t n u h c r a e s e r e h t f o g n i n n i g e b e h t m o r f t n e m e g a r u o c n e
.s i s e h t
o t s s e n l u f k n a h t e r e c n i s y m s s e r p x e o t e k il o s l a d l u o w
I Sr . Fideil s
t s a i r i d u
B u it ,CB. ,S.Pd. ,p irnciple o fSMAStella Duce 2 and Bonfiasiu sGunarso .
d P . S o k o w r a
S ,Engilsh t eache ro fSMA Stella Duce 2 ,who had permitted me t o f
o l l a k n a h t o s l a I . h c r a e s e r s i h t t c u d n o
c the t enth grade student so fStella Duce 2 h
g i H r o i n e S a t r a k a y g o
Y Schoola smyr esearchparitcipants .
l a i c e p s y
M regard sand grattiude arepresented t o mybeloved fam liy ,Bapak n
a w a r i H e d a M . X
F , Mama Caesiila Ratr i Widyastu it , Bil Yohane s Agung o
y t e s a r
x e
m e v a g s y a w l
a neve rending suppo tr ,encouragemen tand praye .r Ithank fo rthe .
e fi l s i h t n i t s e b e h t o d o t e m s e g a r u o c n e t a h t e fi l n i ti ri p s
e d u ti t a r g l a i c e p s y
M i s also sen t to Sr . Benedicte and al l friend s in y
r o ti m r o d a r a k it n a y
S . t I hankthem fo raccompanying andsupporitng mef or t hese e v i g s y a w l a e m o t r e y a r p d n a e r a c , h g u a l d n a s e k o j , e v o l s ’ y li m a f r e h t O . s r a e y r u o f
. m a e r d y m h c a e r o t h t g n e rt s e m
y ll u f h t u rt
I wantt ot hankmybestf irendsLevynGraciaHanardi ,IrinePuj i i
w e d a s il e
T ,Kresen ita Yosta Dhinda Aprliila rf eo b gi n my bes tf irend swho have r u o t a h t e p o h I d n a e fi l y m f o t r a p n e e b e v a h y e h T . tr o p p u s d n a e r a c r i e h t e m n e v i g
o s l A . d n e r e v e n l li w p i h s d n e ir
f Iwould neve rforge tto thank everyone who had t
a h t s i s e h t s i h t f o n o it e l p m o c e h t t r o p p u
s Icanno tmen iton .MayGodbless t hem !l
l a
y ll a n i
F to the las tbu tno tleast ,the impo tran telement to appreciate in thi s s
i t a h t ,s e s s e c o r p e l o h
w I ,mysefl .Wtihou tencouraging ,moitvaitngmysefl ,andsefl ,
g n i m e e t s
e Iwli lneve r ifnisht hist hesis.
i x
S T N E T N O C F O E L B A T
E G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii .. E
G A P N O I T A C I D E
D ... vi Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... v A
T A Y N R E
P ANPERSETUJUANPUBLIKASI………..………..v i
T C A R T S B
A ... iiv K
A R T S B
A ... iiv i N
K C
A OWLEDGEMENTS……….………. .. .… xi.
… … … … … … … S T N E T N O C F O E L B A
T ………....…….xi
I
L STOFTABLE….………... vx i
… … … … … … … … … … … … … … … … S E R U G I F F O T S I
L ………..x i vi
… … … … … … S E C I D N E P P A F O T S I
L ………..… . x….x
P A H
C TER :II NTRODUCTION 1
.
A ResearchBackground……….1 .
B ResearchProblem………..……….3 .
C ProblemLimtiation……….4 .
D ResearchObjecitve...………...4 .
E ResearchBenefti………...………... 4 .
1 TheTeacheri nSenio rHighSchoo l…...………...………4 .
ii x .
3 Othe rResearcher s………..………...5 .
4 TheReader s………..………...…. 5 .
F De ifniitono fTerms………..………...5 .
1 ReadingSrtategies………..………...………. ..… 6. .
2 ReadingComprehension………..…...……… ..6 .
3 HighAchieve r………..6 .
4 LowAchieve r………..6 .
5 TheXGradeStudent s………...…………... 7… .
6 SMAStellaDuce2Yogyaka tra……….……….… .7
:I I R E T P A H
C REVIEWOFRELATEDLITERATURE 8
.
A Theoreitca lDesc irpiton………..8 .
1 TheNatureo fReading………...… .8 …. .
2 ThePurposeo fReading………...….9 .
a Readingt oSearchf o rSimpleI nformaitonandReadingt oSkim 9 ... .
b Readingt oLearnf romt heText……….…………. ..… 10 .
c Readingt oI ntegrateI nformaiton ,Wrtie ,andC iritqueTexts ..… .10 .
d Readingf o rGenera lcomprehension……….… .…………..10 .
3 TheMode lo fReading……….….………..11 .
a Bottom-upModel……….…………....11 .
b T -op DownModel……….1 1 .
c InteracitveReadingModel………...1 2 .
4 ReadingComprehension……….1 2 .
5 ReadingSrtategy……….1 3 .
a Driec tSrtategies………1 3 )
1 MemorySrtategies………..1 3 )
a CreaitngMenta lLinkage………..……13 )
1
( Grouping……… …… ………….14 )
2
ii i x )
3
( PlacingNewWordsi ntoaContext………1 5 )
b ApplyingI mage sandSound……….……...15 )
1
( UsingI magery ……...……….15 )
2
( SemanitcMapping……… 6..1 )
3
( UsingKeywords………. 16 )
4
( RepresenitngSoundsi nMemory………1 6 )
c ReviewingWell………1 7 )
1
( SrtucturedWell………...… 71 )
2
( EmployingAciton ... ………1 7 )
3
( UsingPhysica lResponseo rSensaiton………...1 7 )
4
( UsingMechanica lTechniques……….... 71 )
2 CogniitveSrtategies………..………..18 )
a Pracitcing………..………18 )
1
( Repeaitng………18 )
2
( RecognizingandUsingFormula sandPatterns……..1 9 )
3
( PracitcingNaturally ……..………..1 9 )
b ReceivingandSendingMessages……….. …… ...19 )
1
( Getitngt heI deaQuickly……….………19 )
2
( Using Resource sfo rReceiving and Sending Messages .. . … … … … … … … … … … … … … … … … … … … …
… 2 0
)
c AnalyzingandReasoning……….2 0 )
1
( ReasoningDeducitvely……….…..…2 1 )
2
( AnalyzingExpressions………...21 )
3
( AnalyzingConrtasitvely……….2 1 )
4
( Translaitng…………..…………..………..22 )
5
( Transfer irng……….…...………22 )
d CreaitngSrtucture……….2 3 )
1
( TakingNotes……….………..2 3 )
2
v i x )
3
( Highilghitng………..………..23 )
3 CompensaitonSrtategies .………...23 )
a GuessingI ntelilgenlty………..……….24 )
1
( UsingLinguisitcClues………...………24 )
2
( UsingOthe rClues ..… ………2 4 .
B Theoreitca lFramework……….………...25
Y G O L O D O H T E M : I II R E T P A H
C 2 7
.
A ResearchMethod……… 8..2 .
B ResearchSet itng………...2 8 .
C Researchparitcipants………2 8 .
D Insrtumen tandDataGathe irngTechnique………...2 9 .
1 Quesitonnarie………..………29 .
E DataAnalysist echnique………...3 0 .
1 Dataf romQuesitonnarie………3 0 .
F ResearchProcedure………..………32
C S I D D N A T L U S E R H C R A E S E R : V I R E T P A H
C USSION 43
.
A ReadingSrtategies………..………..34 .
1 MemoryS rtategie s…………..………35 .
2 CogniitveSrtategie s………..………..41 .
3 CompensaitonSrtategie s………51 .
B TheFrequen tReadingSrtategy………..………..52 .
1 HighFrequencyo fReadingSrtategie s………...5 3 .
2 MediumFrequencyo fReadingSrtategie s……….5 5 .
3 LowFrequencyo fReadingSrtategie s………5 6 .
C ReadingSrtategie sFrequencyofHighandLowAchiever...………57 .
1 MemorySrtategie s………..5 8 .
v x .
3 CompensaitonSrtategie s………6 8
N O I S U L C N O C : V R E T P A H
C S ANDRECOMMENDATIONS 17
.
A Conclusion s…………...………..71 .
B Recommendaitons ………...……….…….7 3
S E C N E R E F E
R ………..… .75 S
E C I D N E P P
v x i
S E L B A T F O T S I L
s t n e d u t S r o f e ri a n n o it s e u Q f o x ir t a M e h T . 1 e l b a
T ………..……..83
e ri a n n o it s e u Q d e d n E e s o l C f o e r o c S l a n i F ’ s t n e d u t S . 2 e l b a
T ..… ……….90
e r o c S t s e T m r e T d i M s ’t n e d u t S . 3 e l b a
T ………..……115
y g e t a rt S g n i d a e R e h T . 4 e l b a
T Frequencyoft heHighAchiever sandt heLow
s r e v e i h c
ii v x
S E R U G I F F O T S I L
1 . 4 e r u g i
F P Rtogroupings rtategy……….35
2 . 4 e r u g i
F P Rtoassociaitngo relaboraitngs rtategy...………. … 6.. 3
3 . 4 e r u g i
F P Rtoplacingnewwordsi ntoacontexts rtategy………..36
4 . 4 e r u g i
F P Rtousingi magerysrtategy………37
5 . 4 e r u g i
F P Rtos emanitcmappings rtategy……….38
6 . 4 e r u g i
F P Rtousingkeywordss rtategy………..38
7 . 4 e r u g i
F P Rtor epresenitngs oundsi nmemorys rtategy……… .39
8 . 4 e r u g i
F P Rtos rtucturedr eviewings rtategy………..40
9 . 4 e r u g i
F P Rtousingphysicalr esponseors ensaitons rtategy……… .40
0 1 . 4 e r u g i
F P Rtousingmechanicalt echniquess rtategy………...41
1 1 . 4 e r u g i
F P Rtor epeaitngs rtategy………..41
2 1 . 4 e r u g i
F P Rtor ecognizingandusingf ormulaandpatterns rtategy …… ………. 42
3 1 . 4 e r u g i
F P Rtopracitcingnaturallys rtategy………43
4 1 . 4 e r u g i
F P Rtogetitngt hei deaquicklys rtategy( 1)………..43
5 1 . 4 e r u g i
F P Rtogetitngt heideaquicklys rtategy( 2)………..44
6 1 . 4 e r u g i
F P Rtousingr esourcesf orr eceivingands endingmessages rtategy( 1)
………..44
7 1 . 4 e r u g i
F P Rtousingr esourcesf orr eceivingands endingmessages rtategy( 2)
………..45
8 1 . 4 e r u g i
ii i v x 9
1 . 4 e r u g i
F P Rtoanalyzingexpressions rtategy……… .……...46
0 2 . 4 e r u g i
F P Rtoanalyzingconrtasitvelys rtategy………47
1 2 . 4 e r u g i
F P Rto rtanslaitngs rtategy………...….…………48
2 2 . 4 e r u g i
F P Rto rtansfer irngs rtategy……….…………..48
3 2 . 4 e r u g i
F P Rtot akingnotess rtategy……….…….49
4 2 . 4 e r u g i
F P Rtos umma irzings rtategy………50
5 2 . 4 e r u g i
F P Rtohighilghitngs rtategy……….……….50
6 2 . 4 e r u g i
F P Rtousing ilnguisitccluess rtategy………...51
7 2 . 4 e r u g i
F P Rtousingothe rcluess rtategies………52
% h g i H 8 2 . 4 e r u g i
F ………..………...53
% m u i d e M 9 2 . 4 e r u g i
F ………..…….55
% w o L 0 3 . 4 e r u g i
F ………..……...56
y g e t a rt S g n i p u o r G 1 3 . 4 e r u g i
F ………..… .58
y g e t a rt S g n it a r o b a l E / g n it a i c o s s A 2 3 . 4 e r u g i
F ………..…….58
y g e t a rt S t x e t n o C o t n i s d r o W w e N g n i c a l P 3 3 . 4 e r u g i
F ……….… 58
y g e t a rt S y r e g a m I g n i s U 4 3 . 4 e r u g i
F ………..……….59
y g e t a rt S g n i p p a M c it n a m e S 5 3 . 4 e r u g i
F ………..…..59
y g e t a rt S s d r o w y e K 6 3 . 4 e r u g i
F ………..… 60
y g e t a rt S y r o m e M n i d n u o S g n it n e s e r p e R 7 3 . 4 e r u g i
F ……….…..60
y g e t a rt S g n i w e i v e R d e r u t c u rt S 8 3 . 4 e r u g i
x i x
y g e t a rt S n o it a s n e S r o e s n o p s e R l a c i s y h P 9 3 . 4 e r u g i
F ………..……..61
y g e t a rt S s e u q i n h c e T l a c i n a h c e M g n i s U 0 4 . 4 e r u g i
F ………..………....61
y g e t a rt S g n it a e p e R 1 4 . 4 e r u g i
F ……….…….62
y g e t a rt S n r e tt a P d n a a l u m r o F g n i s U d n a g n i z i n g o c e R 2 4 . 4 e r u g i
F ………..… .62
u g i
F re4.43PracitcingNaturall y……..………..… .62
) 1 ( y l k c i u Q a e d I e h t g n it t e G 4 4 . 4 e r u g i
F ………..……..63
e h t g n it t e G 5 4 . 4 e r u g i
F IdeaQuickly( 2)………..……..63
) 1 ( e g a s s e M g n i d n e S d n a g n i v i e c e R r o f s e c r u o s e R g n i s U 6 4 . 4 e r u g i
F ……….……64
) 2 ( e g a s s e M g n i d n e S d n a g n i v i e c e R r o f s e c r u o s e R g n i s U 7 4 . 4 e r u g i
F ………….… 64
y g e t a rt S y l e v it c u d e D g n i n o s a e R 8 4 . 4 e r u g i
F ………..……...65
y g e t a rt S n o i s s e r p x E g n i z y l a n A 9 4 . 4 e r u g i
F ………..… .65
y g e t a rt S y l e v it s a rt n o C g n i z y l a n A 0 5 . 4 e r u g i
F ……….……..65
y g e t a rt S g n it a l s n a r T 1 5 . 4 e r u g i
F ……….…...66
y g e t a rt S g n ir r e f s n a r T 2 5 . 4 e r u g i
F ………..…….66
y g e t a rt S s e t o N g n i k a T 3 5 . 4 e r u g i
F ………... 66
y g e t a rt S g n i z ir a m m u S 4 5 . 4 e r u g i
F ………..……...67
y g e t a rt S g n it h g il h g i H 5 5 . 4 e r u g i
F ………..… 67
s e u l C c it s i u g n i L g n i s U 6 5 . 4 e r u g i
F ……….... 68
i s U 7 5 . 4 e r u g i
x x
S E C I D N E P P A F O T S I L L
n o i s s i m r e
P etter………77
r e n o i s i u
K ……….78
S r o f e ri a n n o it s e u Q f o x ir t a M e h
T tudents………..83 l
a n i F ’ s t n e d u t
S Scoreo fCloseEndedQuesitonnarie……….90 Q
d e d n E n e p O m o r f a t a D w a
R uesitonnarie………...95 S
t s e T m r e T d i M s ’t n e d u t
S c ore………115
d n a s r e v e i h c A h g i H e h t f o y c n e u q e r F y g e t a rt S g n i d a e R e h
1
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T hapte rpresent sthe inrtoduciton o fthi sstudy .There are six pa tr s
e r a y e h T . d e r e v o
c theresearchbackground ,problemf ormulaiton ,problem ilm tiaiton ,
.s m r e t f o n o it i n if e d d n a , s ti f e n e b h c r a e s e r , e v it c e j b o h c r a e s e r
.
A ResearchBackground
s y a d a w o
N ,mos tpeople read newspapers ,books ,magazine sin thei rdaliy
s e v
il .Instead o ffo rpleasure ,reading can also give us anothe rbenefti .Through
e w g n i d a e
r c an en irch our background knowledge .In b iref ,reading i sa good l fie
. e l y t
s Birgh t&McGregor(1970 )states tha tonlybyr eadingt hepupi lcanacquriet he
l o o h c s s e v a e l e h n e h w s e s o p r u p l a c it c a r p r o f d e e n l li w e h s ll i k s d n a d e e p
s (p.52 .)
ti f e n e b s ti f o e s u a c e
B , all schools have a concern for theri students ’reading ablitiy.
g n i d a e
R anEngilsht ext canbean i nteresitngacitvtiyo revena burdensome acitvtiy
s t n e d u t s e m o s r o
f . I tdepend sonhowt hes tudent sast her eader sdea lwtiht heEngilsh
t x e
t .Consciou so runconsciously ,student susesomesrtategiesi nordert o understand
s t x e t e h t n i t n e t n o c e h t t u o b
a through reading. Cohen (1990 )states t hat reading
n i e s u o t e s o o h c y l s u o i c s n o c s r e d a e r t a h t s e s s e c o r p l a t n e m e s o h t e r a s e i g e t a rt s
g n i d a e r g n i h s il p m o c c
a tasks p( 3. ). 8 Some srtategie smay o r may no t faclitiate
l u f s s e c c u
s e i g e t a rt s g n i d a e
r . Therefore,student sshould eb more awareof whichsrtategies t ha t
e r a y e h
t goingtouse.
h s il g n E g n i n r a e
L a sa second language i sdone by al lsenio rhigh school
s t n e d u t
s inI ndonesia .Oneoft hemi sdoneinSMAStellaDuce2Yogyaka tra.Oxford
s e t o n ) 0 9 9 1
( t that he dfiference between l earning a second l anguage and l earning a
t a h w d n a d e n r a e l s i e g a u g n a l e h t e r e h w f o s m r e t n i n e e s y ll a u s u s i e g a u g n a l n g i e r o f
a i c o
s landcommunicaitvef uncitonst hel anguageservet here(p.6). Learningas econd
s n a e m e g a u g n a
l tha tthi slanguage is totally needed to be learned whlie learning a
e l e b o t l a n o it p o s i e g a u g n a l s i h t t a h t s n a e m e g a u g n a l n g i e r o
f arned.LearningEngilsh
a s
a second l anguage and l earning a foreign l anguage covered fou rskills .They are
. g n i d a e r d n a , g n i n e t s il , g n it ir w , g n i k a e p
s Howeve ,r in thi sresearch ,the researche r
s e s u c o f y l n
o onlearningEngilsha sas econdl anguage.
e i g e t a rt s t a h t k n i h t t h g i m e l p o e p y n a
M sandskill saret hesamet hingbutt hey
e h s i u g n it s i d e b n a c s e i g e t a rt S . t o n e r
a df romskills .Cohen( 1990 )saystha tskilli san
s n a e m c if i c e p s e h t s i y g e t a rt s a e li h w , s r o i v a h e b f o s s a l c l a r e n e g r o r o i v a h e b l l a r e v o
r o i v a h e b t a h t g n i z il a e r r o
f (p.83 .) rF o example ,skimming would be a skill ,whlie
s i h t g n i z il a e r r o f y g e t a rt s e b d l u o w h p a r g a r a p w e n h c a e f o e c n e t n e s t s ri f e h t g n i d a e r
e v l o v n i y g e t a rt s g n i d a e R . c it c a t r o e u q i n h c e t a s i y g e t a rt s a , s d r o w r e h t o n I . ll i k
s s
h T . n o it a c il p p a t i n i l li k s e n o n a h t e r o
m ere are three kind so fsrtategie sused by
d n a , y g e t a rt s e v it i n g o c , y g e t a rt s y r o m e m e r a y e h T . s r e n r a e l t n e d n e p e d n i
e z i s a h p m e o t e k il d l u o w r e h c r a e s e r e h t , h c r a e s e r s i h t n
I a problem no
y g e t a rt s g n i d a e r ’ s t n e d u t
s wh lie they are reading Engilsh aritcle and working on
g n i d a e
r sas ignment in SMA Stella Duce 2 Yogyakatra. A tfe rhaving na informa l
t , e r e h t s t n e d u t s l a r e v e s h ti w w e i v r e t n
i her esearcherf oundani nteresitngphenomenon
g n i k a t g n ir u d s e it i v it c a g n i d a e r ri e h t n
o PPLi nSMAStellaDuce2 Yogyakatra mfro
t s u g u
A - Octobe r 2011. Some of et h student s there expeirenced dfi ifculites in
t x e t g n i d a e r g n i d n e h e r p m o
c s and some did tno .The score gap between t he student s
ri e h t h g u o r h t y lr a e l c n e e s e b n a c e r e h
t midtermt est inf ris tsemester.
t a h t d n u o f r e h c r a e s e r e h
T somestudent sdidt het estwel landsomedid on t by
e r e h t r e h c a e t h s il g n E e h t y b n e v i g s i h c i h w t l u s e r e r o c s r i e h t t a g n i k o o
l . Inf act ,when
s e t m r e t d i m e h t d e z y l a n a r e h c r a e s e r e h
t tquesitons ,the quesiton son the text w ere
tl u c if fi d e ti u
q . Cohen (1990 ) says tha tskliflu lreading can accelerate language
g n i d a e r m o r f u o y e g a r u o c s i d d n a u o y e t a rt s u r f y l p m i s l li w g n i d a e r r o o p d n a g n i n r a e l
. ) 4 7 . p ( r e h t e g o tl
a The researche rfeel scu irou swtih t he studen’t ssrtategies who did
t s e t e h
t w elland no tvery well .Therefore,t he researche rwould ilke t o analyze t hei r
g n i d a e
r srtategiesi ncomprehendingr eadingt exts.
.
B ResearchProblem
s i h t , d n u o r g k c a b h c r a e s e r e h t g n ir e d i s n o
C research i sgoing to answe ra
n o it s e u
q ast heguideilneoft heproces so fconducitngandw iritngt her esearchpaper .
e h
? s t n e d u t s e h t y b d e il p p a y lt n e u q e r
f The mino rproblemof t her esearch i s f ormulated
d a e r t a h w : s
a ings rtategydohighachieve randl owachieverf requenltyuse?
.
C ProblemLimtia iton
,s e c r u o s e r e l b a li a v a d n a e m it f o t n u o m a e h t g n ir e d i s n o
C the focu so fthi s
e r a y d u t
s to obtain student s reading srtategie s tha t are frequenlty appiled in
n e h e r p m o
c ding reading text and wha treading srtategy do high achieve rand low
r e v e i h c
a frequenlty use .The paritcipant so fthi sstudy would be the senio rhigh
s t n e d u t s l o o h c
s tenth grade ni academic yea r2011/2012 at SMA Stella Duce 2
. a tr a k a y g o Y
.
D ResearchObjec itve
l e
R ated to the research problem ,there are two objecitves presented in thi s
e h T . h c r a e s e
r objecitve sare to ifnd ou tthe reading srtategie stha tare frequenlty
d e il p p
a and whatr eadingsrtategydo highachieve rand l owachieverfrequenltyused
a tr a k a y g o Y 2 e c u D a ll e t S A M S n i e d a r g h t n e t ’ s t n e d u t s e h t y
b .
.
E ResearchBeneftis
tI i shopedt hatt hisresearchwli lgivet hecont irbuitont o:
.
1 TheTeacheri nSeniorHighSchool
t u o d n if o t s m i a h c r a e s e r s i h
T et h readingsrtategiest ha tarefrequenltychosen
s e h t y
, y ll u f e p o
H by reading thi sresearch pape ,r the senio rhigh schoo lEngilsh teacher
d l u o
c obtainm oreinformaitononstudents’r eadingsrtategies. Moreover, t he teache r
c na share w tih the student sabou tindependen treading srtategies tt ha they can apply
t x e t g n i d a e r t l u c if fi d d a e r y e h t n e h
w s .Therefore, a tfe rreading thi sresearch the
ll i w r e h c a e
t beablet omakes omeimprovement sons tuden’tsr eadings kills.
.
2 TheXGradeStudent so fSMAStellaDuce2Yogyakarta
t n e d u t s h c a
E h as d fiferen treading srtategies when t hey comprehend reading
. t x e
t Hopefully, thisr esearch cancont irbutesome newi dea sofr eadingsrtategies rfo
s t n e d u t
s .Thi sresearch aim sto encourage the student sto be more aler tto severa l
. s e i g e t a rt s
.
3 OtherResearchers
h c r a e s e r s i h t s e p o h r e h c r a e s e r e h
T could help future researcher sand fu trhe r
n o s n o i s s u c s i
d the topic o fthe usage o freading s rtategy on senio rhigh schoo l
.s t n e d u t s
.
4 TheReaders
e h
T researche rhopest hatt hisr esearchcanmaket her eaders eb moreaware fo
l a r e v e
s readings rtategie swhent hey rtyt ocomprehendr eadingt exts.
.
F De ifni itono fTerms
o t y r a s s e c e n s i
tI clarfiysome t erm sused i n t he research t ha tare considered
.
1 ReadingStrategies
e s u o t e s o o h c y l s u o i c s n o c s r e d a e r t a h t s e s s e c o r p l a t n e m e r a s e i g e t a rt s g n i d a e R .) 3 8 : 0 9 9 1 , n e h o C ( k s a t g n i d a e r g n i h s il p m o c c a n
i Oxford (1990 )also acknowledge
s l o o t e r a y e h t e s u a c e b g n i n r a e l e g a u g n a l r o f t n a tr o p m i y ll a i c e p s e e r a s e i g e t a rt s t a h t g n i p o l e v e d r o f l a it n e s s e s i h c i h w , t n e m e v l o v n i d e t c e ri d f l e s , e v it c a r o f .) 1 . p ( e c n e t e p m o c e v it a c i n u m m o
c In othe rwordsint hisr esearch,readingsrtategyi s
atoo lthati susebyt her eadersinordert ohelpt her eaderst ohaves uccessfulr eading.
e b o t g n i o g e r a t a h t s e i g e t a rt s n i a m e e r h t e r a e r e h
T explained fu trhe rmore in thi s
d n a , y g e t a rt s e v it i n g o c , y g e t a rt s y r o m e m e r a y e h T . h c r a e s e
r compensaitons rtategy.
.
2 ReadingComprehension
1 1 : 2 0 0 2 ( r e ll o t S d n a e b a r G s
A -12 )state ,“The Overal lgoa l i snot to
d n a s a e d i n i a m e h t f o p s a r g d o o g a e v a h o t t u b s li a t e d c if i c e p s l l a r e b m e m e r d n u o r g k c a b o t s li a t e d t n a tr o p m i d n a s a e d i n i a m e s o h t e t a l e r o t d n a , s li a t e d t n a tr o p m i
knowledgea sapprop irate”.I nt hisr esearch,r eadingcomprehensionwouldbede ifned
i v i d n i n a f o y ti li b a e h t s
a dua lto understand every detali o fa reading tex tand the
t x e t e h t f o e s o p r u
p .
.
3 HighAchiever
h g i h r o r e tt e b e v a h o h w s t n e d u t s e h t o t s r e f e r h c r a e s e r s i h t n i r e v e i h c a h g i H .t l u s e r t s e t m r e t d i m h s il g n E r i e h t n i e r o c s .
4 LowAchiever
e r o c s r e w o l e v e i h c a o h w s t n e d u t s e h t o t s r e f e r h c r a e s e r s i h t n i r e v e i h c a w o L n a h t tl u s e r t s e t m r e t d i m h s il g n E r i e h t n
.
5 TheXGradeStudents
r a e y t s ri f e h t o t r e f e r h c r a e s e r s i h t n i s t n e d u t s e d a r g X e h
T -student so fSMA
5 1 d n u o r a e r a o h w a tr a k a y g o Y 2 e c u D a ll e t
S -16year sold.
.
6 SMAStellaDuce2Yogyakarta
h c r a e s e r s i h t n i a tr a k a y g o Y 2 e c u D a ll e t S A M
S refer sto one o fthe senio r
l o o h c s h g i
h s in Yogyaka tra which ha sfou rX grade (XA ,XB ,XC ,and XD) senio r
t a d e t a c o l s i a tr a k a y g o Y 2 e c u D a ll e t S A M S . s t n e d u t s l o o h c s h g i
h Jl .Dr .Sutomo16
a tr a k a y g o
8
I
I
R
E
T
P
A
H
C
E
R
U
T
A
R
E
T
I
L
D
E
T
A
L
E
R
F
O
W
E
I
V
E
R
g n i d a e r f o y d u t s e h t e il r e d n u h c i h w s e ir o e h t d e li a t e d e h t s t n e s e r p r e t p a h c s i h T , s n o it c e s o w t o t n i d e d i v i d s i r e t p a h c s i h T . a tr a k a y g o Y 2 e c u D a ll e t S A M S t a y g e t a rt s r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e ht amework.
.
A Theore itca lDescrip iton
n o it c e s s i h T . h c r a e s e r s i h t t r o p p u s o t s e ir o e h t e m o s s t n e s e r p n o it c e s s i h
T i s
, g n i d a e r f o e s o p r u p e h t , g n i d a e r f o e r u t a n e h t e r a y e h T . s n o it c e s b u s e v if o t n i d e d i v i d s g n i d a e r d n a , n o i s n e h e r p m o c g n i d a e r , g n i d a e r f o l e d o m e h
t rtategies .
.
1 TheNatureo fReading
. g n i n r a e l e g a u g n a l n i s ll i k s c i s a b r u o f f o e n o s i g n i d a e
R Accordingt o Barntiz r e d a e r f o d n i m e h t h c i h w n i s s e c o r p s n o it a c i n u m m o c x e l p m o c a s i g n i d a e r ) 5 8 9 1 ( n ir u D . t x e t n o c r o g n it t e s r a l u c it r a p n i t x e t a h ti w s t c a r e t n
i g the reading process , d n a l a u t p e c n o c r i e h t n o d e s a b t x e t a f o n o it a t e r p r e t n i n a t c u rt s n o c o t y rt s r e d a e r t x e t e h t n i e r a t a h t s e u c e h t h ti w e g d e l w o n k c it s i u g n
il (p.3).
s i g n i d a e r t a h t e s o p o r p ) 2 0 0 2 ( r e ll o t S d n a e b o r
G theablitiyt o draw meaning e h t m o r
f p irnted page and interpre tthi sinformaiton approp irately (p.9) .They also n o it i n if e d e h t t a h t e t a t
s tisefl i sno tenough to understand t he rtue nature o freading e s u a c e b , s e it il i b
n i a
g interest in reading .Second ,the de ifni iton doe sno temphasize the crtie ira tha t w o h n i a l p x e t o n s e o d n o it i n if e d e h t , d ri h T . s e it il i b a g n i d a e r t n e u lf f o e r u t a n e h t e n if e d
h t o n s e o d n o it i n if e d e h t , h tr u o F . s s e c o r p e v it i n g o c a s a t u o d e ir r a c s i g n i d a e
r ighligh t
t e g o t y ti li b a e h t w o
h meaningf romat ex tandi nterprett hismeaning. 3
0 0 2 ( n a n u
N )has anothe rview on reading .He propose stha tbackground l a u t x e t e h t f o n o it a t e r p r e t n i ’ s r e d a e r e h t e c n e u lf n i l li w s r e d a e r e h t f o e g d e l w o n k
g n i n a e
m (p.68).I nothe rwords ,backgroundknowledget ake sani mpo trantr olei nt he e
r l u f s s e c c u s e h t e c n e u lf n i ll i w d n a g n i d a e r f o s s e c o r
p adingcomprehension .Henoted g n i d a e r m o r f e t a r a p e s e b t o n n a c s r e d a e r g n i d a e r f o e s o p r u p e h t e v e i h c a o t t a h t
s e i g e t a rt
s .
.
2 ThePurposeo fReadin g
ir w ) 2 0 0 2 ( r e ll o t S d n a e b a r
G te t hat t here are severa lpurpose so freading a s s
o p o r
p ed( p.13) .Theyareasf o llows:
.
a Readingt oSearchf orSimpleI nforma itonandReadingt oSk im
A . d o h t e m g n i d a e r n o m m o c a s i n o it a m r o f n i e l p m i s r o f h c r a e s o t g n i d a e R
s y o l p m e y ll a u s u r e d a e
r scanning and skimming ablitiy i n order to get thi spurpose . d
a e r o t y ti li b a e h t s i y ti li b a g n i n n a c s e h
T the t extf o rspeci ifcinformation orspeci ifc e
h t n O . d r o
w othe rhand ,skimmingdeal sw tihguessingwherei mpo trant i nformaiton .t
.
b Readingt oLearnf romt heTe xt
tI o tfen appearsin academicand professiona lcontextwhen apersonneeds t o r
o s a e d i t n a tr o p m i n r a e
l informaitonf romt ex.t tIr equrie sabiilitest or emembe rmain s
e m a r f l a c ir o t e h r d li u b , s li a t e d f o r e b m u n , s a e d
i and ilnk the tex tto the reader’ s .
e g d e l w o n
k Reading to learn i susually car ired ou ta ta reading rate slowe rthan d
n a g n i d a e r e r o t e u d ( n o i s n e h e r p m o c g n i d a e r l a r e n e
g re lfecitont ohelpr emembert he )
r e d a e r e h t r o f n o it a m r o f n i
.
c Readingt oI ntegrateI nforma iton ,Wrtie ,andCri itqueTe xts
t a h t o s d a e r g n i e b n o it a m r o f n i e h t f o n o it a u l a v e l a c it ir c s e ri u q e r e s o p r u p s i h T
e t a r g e t n i o t n o it a m r o f n i t a h w e d i c e d n a c r e d a e r e h
t and how to integrate i tfo rthe B
. l a o g ’ s r e d a e
r oth reading to wrtie and reading to c iritque text smay be the task , t c e l e s , e s o p m o c o t s e it il i b a s e ri u q e r h t o B . n o it a m r o f n i e t a r g e t n i o t g n i d a e r f o s t n a ir a v
.t x e t a m o r f n o it a m r o f n i e u q it ir c d n a
.
d Readingf orGenera lComprehension
c it a m o t u a d n a d i p a r y r e v s e ri u q e r n o i s n e h e r p m o c l a r e n e g r o f g n i d a e R
f o n o it a t n e s e r p e r g n i n a e m l a r e n e g e h t g n i m r o f n i s ll i k s g n o rt s , s d r o w f o g n i s s e c o r p
e m it d e ti m il y r e v r e d n u s e s s e c o r p y n a m f o n o it a n i d r o o c t n e i c if f e d n a , s a e d i n i a m
.s t n i a rt s n o
c Theseabiilite sareo tfenusedby lfuentr eader sbecausei tusuallyhappens .
.
3 TheMode lo fReading
s e s o p o r p ) 3 0 0 2 ( n a n u
N tha tthe mode lo freading can be divided into three s e ir o g e t a
c :bo ttom-upmode,lt op-downmodel ,andinteracitvemodel( p.7 . 0)
.
a Bo ttom-upModel
e h T . s e s s e c o r p g n i d a e r l e v e l r e w o l f o s t s i s n o c y ll a u s u l e d o m p u m o tt o b e h T n e h T . r e tt e l c i s a b l a t n e m a d n u f d n a n o it i n g o c e r f o d n u o s e h t h ti w t r a t s l li w r e d a e r e h t e z i n g o c e r o t t r a t s l li w r e d a e r e h t y l s u o u n it n o
c morpheme and followed by the f o n o it a c if it n e d i e h t o t p u d li u b l li w s n o it i n g o c e r e s e h T . s d r o w f o n o it i n g o c e r , e r u t c u rt s l a c it a m m a r
g sentence ,andl ongertex.tI nb iref,i tcanbeconcludedt hatt he m o tt o b f o s r e d a e
r -up mode lprocess l etter ,sl ette rcluster ,words ,phrases ,sentences , n o i s n e h e r p m o c e v e i h c a o t r e d r o n i g n i n a e m y ll a n if d n a , t x e t r e g n o
l .The typica l
g n i d a e r e v i s n e t n i l l a c e w t a h w s i l e d o m p u m o tt o b e h t n o d e s a b s u c o f m o o r s s a l c it i v it c a k o o b t x e t y b d e w o ll o f e g a s s a p g n i d a e r t r o h s a s e v l o v n i h c i h
w e sto bulid up
.l li k s n o i s n e h e r p m o c .
b T -op downModel
l e d o m n w o d p o t e h
T i swhen the reade ruse sthei rbackground knowledge , e h t t a h t n o it c i d e r p e h t t c e j e r r o m ri f n o c o t t x e t e h t s e h c r a e s d n a , n o it c i d e r p s e k a m . e d a m s a h r e d a e
r The reade rcan understand a tex to rpassage even though severa l . d o o t s r e d n u t o n e r a s d r o
w I ti sa ltierature-based approach. Book sare used which e d i w a o t d e s o p x e e r a s r e d a e r , s k o o b g n i d a e r h g u o r h T . e g a u g n a l c it n e h t u a n i a t n o c . y r a l u b a c o v f o e g n a
.
c Interac itveReadingModel
m o tt o b f o s t n e m e l e e h t s e n i b m o c l e d o m e v it c a r e t n
I -up mode l and the s
t n e m e l
e o ftop-down model .The thrid mode lo rthe interacitve mode li sthe mos t t
f o n o it p ir c s e d e v i s n e h e r p m o
c he reading process .He noted tha tthe bes tsecond h
w e s o h t e r a s r e d a e r e g a u g n a
l o can “ef ifciency integrate” both bottom-up and top -.s
e s s e c o r p n w o d
.
4 ReadingComprehension
A sGrabeand Stoller( 2002 )state t ha tthe overal lgoali snot t or emembe ral l c
if i c e p
s detali sbutt o haveagood grasp oft he maini dea sand i mpo tran tdetalis ,and s a e g d e l w o n k d n u o r g k c a b o t s li a t e d t n a tr o p m i d n a s a e d i n i a m e s o h t e t a l e r o t
t a ir p o r p p
a e (p.11- )1 .2 Reading comprehension is the ablitiy o fan individua lto i
a t e d y r e v e d n a t s r e d n
u l o far eadingt ex tandt hepurposeoft het ext . y
a s ) 0 8 9 1 ( n o s n i b o R d n a h ti m
S t hat reading comprehension i s the n o it c a r e t n i n a h g u o r h t s a e d i d n a n o it a m r o f n i g n i z il it u d n a , g n it a u l a v e , g n i d n a t s r e d n u
r o h t u a e h t d n a r e d a e r e h t n e e w t e
b (p.33) .Reading comprehension doe sno tonly e
ri u q e
r students ’vocabulary mastery ,bu ti talso requries students ’acitve thinking it
c a n i y ll a i c e p s e , s s e c o r
p vaitngt hei rbackgroundknowledge.
s r e d a e r h c i h w n i s s e c o r p a s i g n i d a e r t a h t e t a t s ) 2 0 0 2 ( n r o b s O d n a r e t s u r b m r A y l e v it c
a search fo rand consrtuc tmeaning o rcomprehend by relaitng what t hey are e
g d e l w o n k d n u o r g k c a b r i e h t o t g n i d a e
r (p.83) .Therefore ,problem swtih background e
g d e l w o n
.
5 ReadingStrategy
0 9 9 1 ( n e h o
C )states srtategie sin reading a smenta lprocesse stha treade r k
s a t g n i d a e r g n i h s il p m o c c a n i e s u o t s e s o o h c y l s u o i c s n o
c (p.83). Oxford (1990 ) s
e s o p o r
p tt ha therearet wo kindso fsrtategies .Theyare driec tsrtategie sand i ndriec t s
e i g e t a rt
s (p.35).
.
a Direc tStrategie .s
e h t s e v l o v n i y lt c e ri d t a h t y g e t a rt s g n i n r a e l e g a u g n a l a s i y g e t a rt s t c e ri d A
e h T . y g e t a rt s t c e ri d a n i s e i g e t a rt s e e r h t e r a e r e h T . e g a u g n a l t e g r a
t yare:
1 )MemoryStrategies:
y r o m e m f o n o it c n u f e h t e r a n o it a m r o f n i w e n f o l a v e ir t e r d n a e g a r o t S
s e i g e t a rt
s . I t help s the learne r to store new knowledge in memory . The new e
g d e l w o n
k comesf romwhatt heyhea rorr eadi nt henewl anguage .tI i mprovest hei r m o r f n o it a m r o f n i e v e ir t e r o t s r e n r a e l e l b a n e o s l a s e i g e t a rt s e s e h T . d e s a b e g d e l w o n k
h t n e h w y r o m e
m eyneedt ouse ti f o rcomprehension. Memorysrtategie saredivided ,
s e g a k n il l a t n e m g n it a e r c e r a y e h T . s t e s r u o f o t n
i applying image sand sound , .
n o it c a g n i y o l p m e d n a , ll e w g n i w e i v e r
a )Crea itngMenta lLinkage :
e r a y e h T . s e g a k n il l a t n e m g n i k a m r o f l u f e s u e r a s e i g e t a rt s f o s d n i k e e r h T
e r a e s e h T . t x e t n o c o t n i s d r o w w e n g n i c a l p d n a , g n it a r o b a l e r o g n it a i c o s s a , g n i p u o r g
y r o m e m c i s a b t s o m e h
1
( )Grouping:
g , d r o f x O o t g n i d r o c c
A rouping involve sclass fiying o rreclassfiying. The . s p u o r g l u f g n i n a e m o t n i d a e r r o d r a e h y e h t t a h w g n i y fi s s a l c e r r o y fi s s a l c l li w r e d a e r
. s t n e m e l e d e t a l e r n u f o r e b m u n e h t e c u d e r o t r e d r o n i y g e t a rt s g n i p u o r g s i h t o d y e h T
n e h W . o s l a p u o r g e h t g n il e b a l s e v l o v n i t i , s e m it e m o
S the reade ruse grouping a
rt
s tegy,t heyi nvolveothers rtategiest oo,sucha spayingattenitonort akingnote .s t
n e d u t s a : . g .
E alway swrtie sdown every new word tha the hear sin hi s , e h s , e h , u o y , e l p m a x e r o f : y ll a c it a m m a r g m e h t s e z ir o g e t a c e H . k o o b e t o
n they ,
. y l e t e l p m o c , y l d e k r a m , y l d e t a e h , y l k c i u q ; tf o s , d n i k , y s a e , d r a h ; e n o e m o
s A tfe r
n i s d r o w e s o h t l l a g n it ir
w hi sbook ,then he label sthese catego ires :pronouns , .s
b r e v d a d n a , s e v it c e j d
a
2
( )Associa itng /Elabora itng
s y a s d r o f x
O memory srtategy involve s associaitng o r elaboraitng new e h T . y r o m e m e h t n i n e e b e v a h t a h t s t p e c n o c r a il i m a f h ti w n o it a m r o f n i e g a u
