T s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P t e h t n i a t b O o

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(6)

v

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

. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r

, a tr a k a y g o

Y 4thDecembe r2012 r

e ti r W e h T

ir a t s e L i r s A a k i n o M

8 1 0 4 1 2 1 8 0

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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

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(11)

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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

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(12)

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 .

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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

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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

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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 .

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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

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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

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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

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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

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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

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c s i h

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 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

(23)
(24)

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

(25)

? 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

(26)

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 :

(27)
(28)

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

(29)
(30)

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

(31)
(32)
(33)

.

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

(34)
(35)
(36)

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

(37)

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

(38)
(39)
(40)

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

(41)
(42)
(43)
(44)
(45)

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

(46)

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

(47)
(48)
(49)

. 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

(50)
(51)

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

(52)

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

)

(53)
(54)

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

(55)

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

(56)

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

(57)

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

(58)

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

Figur

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Referensi

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