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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
r o k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y t s e n o h I
e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p
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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
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My deepes tgrat tiude goe sto my only one sponso rC.Tutyandari ,S.Pd. , d
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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
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d P . S o k o w r a
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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
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F , Mama Caesiila Ratr i Widyastu it , Bil Yohane s Agung o
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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
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w I ,mysefl .Wtihou tencouraging ,moitvaitngmysefl ,andsefl ,
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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 MemorySrtategie 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 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
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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 canbe an 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
3
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
5
, 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 :
7
.
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
9
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
.
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 1
3
( )PlacingNewWordsi ntoaContext t
, d r o f x O o t g n i d r o c c
A hi ssrtategyi nvolve splacing newword so rexpression
t a h
t h as beenheard i nto a meaningfu lcontext ,such a sa spoken o rwir ttensentence ,
. ti g n ir e b m e m e r f o y a w a s a
t n e d u t s a : . g .
E isr eading anEngilsharitcle .She ifnd sa ils to fdfi ifcul twords .
h s n e h
T ecreate saf unnys toryt ha tcontain sallt hoseverb .s
b )ApplyingI mage sandSound
w e n n o i s s e r p x e w e n g n ir e b m e m e r r o f l u f e s u e r a s d n u o s d n a s e g a m i g n i y l p p A
o t n i d e d i v i d s i d n u o s d n a s e g a m i g n i y l p p A . d a e r r o d r a e h n e e b e v a h t a h t n o i s s e r p x e
c if i c e p s r u o
f srtategies .They areusingi magery ,semanitc mapping ,usingkeywords ,
s i , g n i p p a m c it n a m e s , s e i g e t a rt s e s e h t m o r f e n O . y r o m e m n i d n u o s g n it n e s e r p e r d n a
f o e n
o thehelpfuls rtategiesfo rcomprehension.
1
( )UsingI magery s e t a t s d r o f x
O tha tusing i magery i sa good way to remembe rwha tha sbeen
e g a u g n a l w e n e h t n i d a e
r . Usingi magerycanhelpt her eadert ocreateamentali mage
.t x e t e h t f
o E.g. :A students has j us tread a story about t he whtie seagulls ,and she
s e r u t c i p y ll a t n e
m whtieseagull slfyingi nt hes ky.
, e e rt r o e s u o h e k il s t c e j b o f o ( s e g a m i l a t n e m e k a m o t p l e h n a c o s l a s g n i w a r D
. e t e r c n o c e r o m ) ll a t r o e d i w e k il s e v it c e j d a e v it p ir c s e d r
o Absrtac tword s ilkeevi lo r
y n a M . ti r e b m e m e r o t r e d r o n i r e p a p f o e c e i p a n o s l o b m y s o t n i d e n r u t e b n a c h t u rt
ti s o p e r
p ion ssuch a sabove ,over ,under ,among ,between ,below ,or i nto, t he reade r
r g a i d w a r d n a
2
( )Seman itcMapping s e s o p o r p d r o f x
O tha tsemanitc mapping involve sarranging concept sand
o t r e p a p n o p i h s n o it a l e
r bu lidasemanitcmap. Ther eade rwli ldraw tii ntoadiagram .
y e k e h
T concepts( statei nwords )arehighilghtedandare ilnkedwtih r elatedconcep t
. s e n il r o s w o r r a h g u o r h t
s e t a r o b a ll o c y g e t a rt s s i h
T hw ti othe rmemorysrtategysucha sgrouping ,using
m
i agery ,and associaitng o relaboraitng .Semanitc mapping also provide sa good
e t o
n -taking format .In an exercise based on semanitc mapping ,there i sno ‘ irgh t
f o s e h c a o r p p a t n e r e f fi d e v a h l li w s t n e d u t s t n e r e f fi d e s u a c e b ’ g n i p p a m c it n a m e s
.s a e d i g n ir e t s u l c
3
( )UsingKeywords
s y a s d r o f x
O that i n usingkeyword a sa srtategy,l earner so tfenuse i mages i n
. e g a u g n a l w e n e h t n i d a e r y e h t t a h w r e b m e m e r n a c y e h t o s y r o m e m r i e h
t Thel earne r
v a h y e h t t a h t d r o w r a il i m a f e h t d n a d r o w w e n e h t f o e g a m i l a u s i v a s e t a r e n e
g e
. d e n r a e
l E.g .astudentr eadst henewEngilshwordf o rwairtes ,scamera . eS h relates ti
o
t kamera ,andt hens hei magine sawairtes swtihacameras lungaroundhe rneck .
4
( )Represen itngSoundsi nMemory
s y a s d r o f x
O thatt hi ssrtategyhelpsl earne rlearners r emembe rwhatt heyhea r
s d n u o s f o n o it a t n e s e r p e r l a u s i v n a h t r e h t a r y r o ti d u a g n i k a m y
b . Thiss rtategyi nvolve s
d r o w w e n e h t g n i k n
il wtihf ami ila rword sors oundf romanyl anguage. E.g. :as tudent
d r o w h s il g n E w e n e h t s d n if d n a e l c it r a n a g n i d a e r s
i famiilar .I tsound s ilke a word
, s w o n k e h
9 1
2
( )RecognizingandUsingFormula sandPatterns s
e s o p o r p d r o f x
O thatr ecognizingandusingf ormula sandpattern i nt het arge t
. g n i d a e r n i n o i s n e h e r p m o c s ’ r e n r a e l e h t e c n a h n e y lt a e r g e g a u g n a
l Formulas are
n o i s s e r p x e d e z y l a n
a whliepatternshaveatl eas tamissingpa trt ha tcanbe iflledwtih
d r o w e v it a n r e tl a n
a .
: s a l u m r o f n o m m o c f o s e l p m a x e e m o s e r a e r e
H Hello ,Good bye ,How are
? ti t ’ n s i , e c i n s ’ r e h t a e w e h T , ? u o
y .I naddiitont oallt hef ormula sbefore ,manyusefu l
e v e n i t s i x e s n r e tt a
p ryl anguage. Examples i nclude t hef ollowing : Idon’ tknow how
… o t e k il d l u o w I , … o t
3
( )Prac itcingNaturall y
s e if ir a l c d r o f x
O tha tthi ssrtategy center son using the language fo ractua l
n o it a c i n u m m o
c . Thiss rtategyi susedbyhelpingt hes tudent spracitcet herir eadingby
. k s a t g n i d a e r g n it s e r e t n i d n a e v it c a m e h t g n i v i
g The examples are such as doing
r o s s a l c n i w a s g
ij developing andproviding al ending ilbraryo fmate irals i nt henew
t a h t o s e g a u g n a
l learner scanborrowbook sandmagazinesf o rhomer eading.
b )ReceivingandSendingMessages
g n i s u d n a y l k c i u q a e d i e h t g n it t e g : s e i g e t a rt s o w t f o s t s i s n o c t e s s i h T
. 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
1
( )Getitngt heI deaQuickly s
y a s d r o f x
O thatt hi ssrtategyhelps t hel earner ot ifndwhatt heyneedo rwan t
. y lt c a x e d n a t s r e d n u o
t I tallows t hel earner t oi gnoret he r es to rusei ta sbackground
e r e h T . y l n o n o it a m r o f n
a )GuessingI ntelilgen lty
g n i d a e r r o f l a it n e s s e s i g n i s s e u
G . I thelpedt hel earnersl e tgooft hebeileft ha t
e r o f e b d r o w e l g n i s y r e v e d n a t s r e d n u d n a e z i n g o c e r o t e v a h y e h
t theycancomprehend
h t t o l a d n a t s r e d n u y ll a u t c a n a c s r e n r a e L . g n i n a e m l l a r e v o e h
t rough systemaitc
y lt n e g il l e t n i g n i s s e u G . s li a t e d l l a g n i d n e h e r p m o c y li r a s s e c e n t u o h ti w , g n i s s e u g
t s i s n o
c s o ftwo speci ifc srtategies .They are using ilnguisitc clue sand using othe r
.s e u l c
1
( )UsingLinguisitcClues
d e n i a g s r e n r a e l e h t y l s u o i v e r
P knowledge o fthe targe tlanguage .I tcan
d r o w d n a , s e x if e r p , s e x if f u S . d a e r s i t a h w f o g n i n a e m e h t o t s e u l c c it s i u g n il e d i v o r p
.s g n i n a e m g n i s s e u g r o f s e u l c c it s i u g n il l u f e s u e r a r e d r o
. g .
E :as tuden trecognize sanEngilshwordmanageable.I thass uf ifx–able .He
t a h t g n i n a e m e h t t e g n a
c –able on manageable mean sable to be .Anothe rstuden t
i n u x if e r p s a h t I . e l c y c i n u d r o w h s il g n E n a s e z i n g o c e
r - .She can ifgure out t ha tuni-
. e n o s n a e m e l c y c n
o Las tone i sthe example o fword order .e.g Ispeak Engilsh .
o o
L kingatt hats entencet hes tudent scananalyzewhichonei snouno rverb .
2
( )UsingOtherClues
s y a s d r o f x
O tha tsome clue sarer elated t ol anguagebu tgobeyond ti ,such a s
s p i h s n o it a l e r l a i c o s y l p m i h c i h w s s e r d d a f o s m r o
f and t ex tsrtucture .Othe rclue salso
y t e ir a v a m o r f e m o
5 2
g n i n a e m e h t s s e u g r e n r a e l p l e h s e m a n k c i n r o s e lt it s a h c u s s s e r d d a f o s m r o F
s m r e t e h t , e c n a t s n i r o F . d a e r y e h t t a h w f
o my pet ,dea rhusband ,show o rimply a
r e s o l
c elaitonship between two characters .I ti salso possible to obtain many clue s
y a w r o , n o it i s n a rt , e lt it , n o i s u l c n o c , y r a m m u s , n o it c u d o rt n i s ’t x e t e h t g n i c it o n y b m o r f
. s t x e t g n i d i v i d f
o To t he l earner ,all t hese are aid sfo runderstanding t he res tof t he
. e g a s s a p
.
B Theore itca lFramework
f o n o it c e ll o c e h t s i y g e t a rt s g n i d a e
R reading t echnique swhich are impo tran t
t h g u a t e b o
t tot hes tudents .Readings rtategiesf aclitiateandi mprovestudents ’ablitiy
n
i comprehendi ng reading text seffecitvely and efifcienlty .In thi sresearch ,the
o w r e h c r a e s e
r uld ilke t o provide a study o fthe use o freading s rtategies in reading
.s e it i v it c a n o i s n e h e r p m o
c Theuseofr eadings rtategiesi simpo trants incet hes tudent s
o t d e t s e g g u s e r
a beeffecitveandef ifcientr eader swho havet oaccompilshobjecitve s
.s e i c n e t e p m o c d r a d n a t s g n i d a e r f o
. y r o e h t n i a m e n o d e s u r e h c r a e s e r e h t , m e l b o r p h c r a e s e r e h t s s e r d d a o
T The
y g e t a rt s e h t k o o t y l n o r e h c r a e s e r e h T . g n il a e d r o f s e i g e t a rt s t c e ri d t u o b a s a w y r o e h t
. g n i d a e r o t d e t a l e r t a h
t The researche ruse Language Learning Strategie sbook by
d r o f x O . L a c c e b e
R (1990) .By using Oxford theory ,Direc tStrategie sfo rDeailng
h ti
w Language, which h as been discussed previously in chapte rI ,I the researche r
g n i d a e r t a h w r e v o c s i d o t e k il d l u o
w s rtategies ea r frequenlty appiledbyt he student s
. a tr a k a y g o Y 2 e c u D a ll e t S A M S n
. e s u y lt n e u q e r f r e v e i h c
a Thi sresearch had a purpose t o obtain t he reading srtategie s
tha tare used by t he students and t he reading frequency t endency between t he high
s t n a p i c it r a p e h t e li h w r e v e i h c a w o l e h t d n a r e v e i h c
a comprehendedEngilsht exts .
d e t u b ir t s i d r e h c r a e s e r e h t , s e s o p r u p e s e h t e v e i h c a o
T a quesitonnarie which
d e n i a t n o
c 2 7 close ended quesitons and 2 open ended quesiton srelated to reading
. e ri a n n o it s e u q e h t n o t r a p n o it s e u q f o s d n i k o w t e d a m r e h c r a e s e r e h T . y r o e h t y g e t a rt s
n e p o e r e w y e h
T -ended par tand close ended pa tr .From the open-ended par to fthe
a t a d e h t d e t n e s e r p r e h c r a e s e r e h t , e ri a n n o it s e u
q int hef orm oft able so fclassi ifcaiton .
n e p o e h t m o r f d n
A -endedpar tof t hequesitonnarie,t he r esearche rpresentedt hedata
. y a s s e f o m r o f e h t n i
.
B ResearchSet itng
l J a tr a k a y g o Y 2 e c u D a ll e t S A M S n i d e t c u d n o c s a w h c r a e s e r e h
T .Dr .Sutomo
a tr a k a y g o Y 6
1 , F irdayon May11thand18th2012 .The quesitonnarie sw a dist irbuted
s l l a o
t tudent so fthe tenth grade in the academic yea r2011/2012 .The researche r
t s e u q e h t o d o t s t n e d u t s e h t d e k s
a ionnarieatthebeginningoft hei rEngilshclass .Thi s
p p a k o o t y ti v it c
a roximately10minutesi neachclass .
.
C ResearchPar itcipants
e h
T paritcipant so fthis research were the student so ftenth grade o fSMA
a tr a k a y g o Y 2 e c u D a ll e t
r e h t a g n i t n e m u rt s n i t s ri f e h T . s t x e t h s il g n E g n i d n e h e r p m o c n i s m y n o n y s g n i s
u ingt he
e r a a t a
d 2 7 close – ended quesiton sand2 open endedquesiton .Ther esponse st 7o 2
d n a , e e r g a , e e r g a s i d , e e r g a s i d y l g n o rt s m o r f d e u l a v e r e w s n o it s e u q d e d n e e s o l c
srtongly agree .Theresponses t o 2 open –ended quesiton swere valued i nto repo tred
s s
e aydata.
.
E DataAnalysi sTechnique
.
1 Dataf romquesitonnarie
e z i s a h p m e r e h c r a e s e r e h
T d on an objecitve namely an analysi son studen’t s
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 f o y g e t a rt s g n i d a e
r . Frist , the
f o l l a d e t c e ll o c r e h c r a e s e
r et h quesitonnaries tha thadbeendist irbutedt ot hestudents .
e h t e t o r w r e h c r a e s e r , t x e N . s t n e d u t s e h t f o r e w s n a e h t d e t a l u m r o f r e h c r a e s e R
s a w a l u m r o f e h T . r e i s a e a t a d e h t e z y l a n a o t r e d r o n i e l b a t e h t n o t l u s e r e ri a n n o it s e u q
s w o ll o f s a
Σ𝑥
Σ𝑛X100%
: s e t o N
x
∑ :Thenumbe rofs tudent sbasedondegreeagreement
n
∑ :Thenumbe ro falls tudent s
r e h c r a e s e r e h t e ri a n n o it s e u q d e d n e n e p o e h t m o r
F randomly took the
t n a p i c it r a
p s answers .Then researcher t ook the reason sstated by t he paritcipants sa
f t n e m e t a t s g n it r o p p u s e h
1 3
, y c n e u q e r f h g i h e h t y fi s s a l c o t e g n a r a d e t a l u m r o f r e h c r a e s e r e h t , t a h t r e tf A
. s e i g e t a rt s g n i d a e r e h t f o e g a s u e h t f o y c n e u q e r f w o l e h t d n a y c n e u q e r f m u i d e m
t s e w o l e h t d n a t s e h g i h e h t n e e w t e b e c n e r e f fi d e h t s i e g n a
R value sin a frequency
. n o it u b ir t s i
d Thef ormulaasf ollows:
= R l − 𝑛n3𝑠
: s e t o N
R :Range
n
l :l arges tnumber
m
s :s malles tnumber
r e v e i h c a h g i h e h t e d i c e d o t r e d r o n i n a i d e m a t h g u o s r e h c r a e s e r e h t ,t s a l e h T
.r e v e i h c a w o l e h t d n
a Median i s t he “middle number” i(n a so tred ils to fnumbers) .
g n i d a e r f o h c r a e s e r r o n i m e h t p l e h o t t h g u o s s a w n a i d e m e h
T srtategie sfrequenlty
. r e v e i h c a w o l d n a r e v e i h c a h g i h y b d e s u
: s w o ll o f s a a l u m r o f e h T
)
1 Countthet ota lnumbergiven )( . n
)
2 Arrang ethenumbersi nascendingorder .
r e b m u n f o e g a r e v a e k a t o t d a h r e h c r a e s e r e h t , n e v e s i s t n e m e l e l a t o t e h t s A ) 3
( t
a 𝑛2) and�𝑛2� +1
)
3 3
o t e m a c r e h c r a e s e r e h
T each clas sbased on the schedule and dist irbuted the
.s t n e d u t s e h t o t e ri a n n o it s e u q
.
4 Analyzedthedata
r e h c r a e s e r e h t ,t a h t r e tf A . e ri a n n o it s e u q e h t m o r f a t a d e h t d e t c e ll o c r e h c r a e s e r e h T
. d e t c e ll o c n e e b d a h t a h t a t a d e h t d e z y l a n a
.
5 Wrtiet her esutl
e ri a n n o it s e u q e h t d e t a l u m r o f r e h c r a e s e r e h
T resul.t
.
6 Conclusion
e h t e t o r w r e h c r a e s e r e h t , y ll a n i
F conclusion t o summa irze all that t he researche r
. e n o d d a h
4 3
V I R E T P A H C
T L U S E R H C R A E S E
R SANDDISCUSSION
tl u s e r h c r a e s e r e h t s t n e s e r p r e t p a h c s i h
T sand discussion .This seciton deal s
o i s s u c s i d e h t h ti
w n o fthe percentage resul to feach reading srtategy ,the mos t
d n a , s e i g e t a rt s g n i d a e r t n e u q e r
f readingsrtategiesf requencyo fhighachieve randl ow
r e v e i h c
a .
r e w s n a n o it c e s s i h
T s the quesiton on t he problem formulaiton abou treading
e r a t a h t s e i g e t a rt
s frequenlty app iled . The researche r could ifgure ou t ce train
y lt n e u q e r f e r a t a h t s e i g e t a rt
s appiled a tfe r dist irbuitng a quesitonnarie to the
s t n a p i c it r a
p inSMAStellaDuce2Yogyaka tra .
.
A ReadingStrategies
1 1 y a M n o e ri a n n o it s e u q e h t d e t u b ir t s i d r e h c r a e s e r e h
T th and 18th ,2012 .A
g n it s i s n o c e ri a n n o it s e u
q of t wenty seven close ended quesiton sand t wo open ended
s a w s n o it s e u
q dist irbuted .Theparitcipant swereonehundredandt hi trys tudentsf rom
, C , B , A s s a l c X e d a r
g andD.
e h t f o t l u s e r e h t , n o i s s e s s i h t n
I quesitonnarie i sanalyzed based on Direc t
e g a u g n a L h ti w g n il a e D r o f s e i g e t a r t
S byOxford( 1990) .Oxfordstatestha tsrtategie s
, s e i g e t a rt s e v it i n g o c , s e i g e t a rt s y r o m e m e r a y e h T . s tr a p r o j a m e e r h t o t n i d e d i v i d e r a
5 3
.
1 MemoryStrategy r
o m e
M y srtategy i sdivided into four majo rpa trs .They are creaitng menta l
d e s a B . 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 , s d n u o s d n a s e g a m i g n i y l p p a , s e g a m i
a n n o it s e u q e h t n
o rie t ha tha sbeencollected t he ifgure sfollowingbelow arethe data
. tl u s e r
e r u g i
F 1 Paritcipant’ sresponset ogroupings trategy e
u l a v e h
T andpercentage t ha twereshown i nAppendix 3 wa sobtained f rom
e s n o p s e r ’ s t n e d u t s e h
t toeachstatemen.tTomake i tcleare , r ther esearche rprovided
e m o
s ifgures which showed the detalie d percentage o feach statement . Figure 1
d e w o h
s the percentage abou tparitcipan’ts response t o“a tfer r eading Engilsh t exts , I
. y r a rt n o c e h t n o o s l a d n a , s d r o w n o m m o c o t n i s d r o w c if i c e p s l a r e v e s g n i y fi s s a l c e k il
w e n , o i d a r , V T : . g .
E spape rinto informaiton media” .Meanwh lie ,51.53% o fthe
t n a p i c it r a
p s eu s grouping a sthei rs rtategy whlie reading Engilsh texts .The rest ,
. 8
4 45% o fthe paritcipants neve ruse i twhlie reading Engilsh tex.t Grouping i sa
w n o m m o c o t n i s d r o w c if i c e p s y fi s s a l c o t e k il s r e d a e r e h t h c i h w y g e t a rt
s o srd o rvice
a s r e v .
% 9 6 . 7
% 6 7 . 0
4 48.46%
% 7 0 . 3 %
0 % 0 5
% 0 0 1
e e r g a s i D y l g n o r t S
e r u g i
F 2 Paritcipant’sresponset oassocia itngorelaboraitngs trategy
d e t n e s e r p 2 e r u g i
F the percentage abou tparitcipant’ s response to “whlie
t a h t s d r o w l a r e v e s h ti w d a e r I s d r o w w e n l a r e v e s g n it a l e r e k il I , s t x e t h s il g n E g n i d a e r
d r a o b : . g . E . e r o f e b d e n r a e l e v a h
I - used fo rdisplaying ,billboard- big board fo r
F . ” g n i y a l p s i
d igure 2 showed tha t75.3 % 8 of t he paritcipant s ilke using associaitng
.s t x e t h s il g n E g n i d a e r e li h w s d r o w w e n g n it a r o b a l e d n
a On t he othe rside, the rest ,
4
2 0.6 %of t heparitcipant sneve rusethi ssrtategywhlier eadingEngilsh .Associaitng
s i g n it a r o b a l e d n
a a srtategy which t he reader s ilke associaitng t he new word i n t he
. e r o f e b d e n r a e l e v a h y e h t d r o w e h t h ti w t x e t
e r u g i
F 3 Paritcipant’sresponset oplacingnewwordsi ntoacontexts trategy d
e w o h s 3 e r u g i
F thepercentageabou tparitcipant’sr esponset o “a tferr eading
o t n i ti e ti r w e r d n a s d r o w t l u c if fi d f o t s il a g n i k a m e k il I , s t x e t h s il g n
E anewsentence
g a e v a h o t r e d r o n
i ood understanding” .Figure 3 showed tha t79.99% o fthe
t a g n i k o o L . 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 e k il s t n a p i c it r a
p t he high percentage, i t
t a h t s n a e
m mos to fthe paritcipant s ilke using thi ssrtategy .Meanwhlie ,the rest ,
% 7 0 .
3 21.53%
% 3 2 . 9 5
% 5 1 . 6 1 %
0 % 0 5
% 0 0 1
e e r g a s i D y l g n o r t S
1 2Disagree 3Agree 4StronglyAgree
% 8 3 .
5 14.61%
% 6 7 . 0 5
% 3 2 . 9 2
% 0
% 0 5
% 0 0 1
e e r g a s i D y l g n o r S
7 3
. 9
1 99% did not ilke using thi ssrtategy whlie reading Engilsh texts .Placing new
t a rt s a s i t x e t n o c o t n i s d r o
w egywhicht he paritcipant silke collectingnew word sand
m e h t y l p p
a ni thei rown dfiferen tsentences o rsimple paragraph so t hey can get t he
. s d r o w w e n e h t f o g n i n a e
m Thi ssrtategy i sgood to apply since i t h s elp the
s t n a p i c it r a
p to pracitce t hei rEngilsh more. Paritcipan tno.14 and no.34 said tha tby
d a h d n a m u m i n i m e h t t a y r o t s e h t f o f l a h d n a t s r e d n u d l u o c y e h t , y g e t a rt s s i h t g n i s u
.t x e t e h t f o g n i d n a t s r e d n u r e tt e
b Through t hi ssrtategy, t he paritcipant sknow when
e h
t wordi ssutiablet ouseo rnot.
e r u g i
F 4 Paritcipant’sresponset ou isngi magerys trategy d
e w o h s 4 e r u g i
F thepercentageabou tparitcipant’sr esponset o“whlier eading
t x e t e h t g n i n i g a m i e k il I , s t x e t h s il g n
E s t hatI r ead” .Figure4showed tha t93.83%o f
t n a p i c it r a p e h
t s ilkeusingi magerywhlier eadingEngilsh t ext .Thi spercentagei st he
g i
h hes tone f rom other spercentage,i tmeanst hat t heparitcipants ilket obei nvolved
t e g o t r e d r o n i t x e t n
i a deepe runderstanding.Tryingt oi magine t hedetali sof t exti s
e i s a e e h
t s tsrtategy since all t he paritcipants can do ti .Only few paritcipants do no t
r i e h t s a y r e g a m i g n i s u e k
il srtategy .Thedatas howedt ha t6.14%didn’ tilkeusingthi s
i h w y g e t a rt
s ler eadingEngilsht ext .s
% 6 7 .
0 5.38%
% 6 7 . 0
5 43.07%
% 0
% 0 5
% 0 0 1
e e r g a s i D y l g n o r t S
