Investigation of Students’ Reading Strategies in Language Learning of
SMA Negeri 3 Salatiga
THESIS
Submitted in Partial Fulfillment Of the Requirement for Degree of
Sarjana Pendidikan
Dinar Kurnia Kusumastuti 112007133
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
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Investigation of Students’ Reading Strategies in Language Learning of
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Investigation of Students’ Reading Strategies in Language Learning of
SMA Negeri 3 Salatiga
Dinar Kurnia Kusumastuti
Abstract
Reading strategies is an important thing to do in order to succeed in reading English texts. By doing these strategies, students are likely to fully comprehend the meaning derived from the English texts they read. Zhang (1993) stated that reading strategies were divided into three categories. They were cognitive, metacognitive and compensation. The research question of this is what strategies are adopted by high school students in reading English texts. Thus, this paper investigated what reading strategies adopted by the participants. The participants of this study were one hundred and ten (110) students of SMA Negeri 3 Salatiga who were at the X, XI and XII grades. The method used for this study was descriptive method to gain broader perspectives on high school students about what strategy adopted and to identify the overall average strategy use. To obtain the result of the study, close-ended questionnaire based on the interactive model of reading process and the information offered by Weinstein and Mayer (1986), Pintrich (1999), and Oxford (1990) was used. The result showed that the most frequently used strategy by the students of SMA Negeri 3 Salatiga was metacognitive. In contrast, compensation reading strategy was the least frequently used strategy. It was because because students likely had the nature to do spontaneous metacognitive reading strategies to help them understand the English texts.
Keywords: L2 reading, reading strategies, language learning, young learners.
Introduction
vocabulary, leading them to enduring learning and improvement in L2 learning skills (Carrell, 1989).
The L2 learners have several problems in acquiring English texts through reading. One problem is it takes times for the learners to find out the meaning of each word. This problem was also been proven by Shang (2010) on her research that the L2 learners approached reading passively. She also added that learners tended to rely on the bilingual dictionary and spending long hours translating each vocabulary they have not know.
In relation to Shang’s (2010) research about the problems faced by L2 learners in dealing with English reading texts, it reminds me of the time when I was in senior high school. I found it was so difficult to have a good understanding in reading English texts. My teacher merely asked us to read the textbooks without considering whether we understood the meaning behind the passage or not. My teacher did not even teach us the strategies to succeed in comprehending English texts for L2 learners like me, which I thought the texts given were really difficult to understand at that time. We were not asked to find the meaning we could imply from the context, we were only asked to read and to translate the difficult words. As a result, my achievement was low. The questions of my study emerged now was “How to succeed in reading English texts?” The aim of my study was to investigate what reading strategies were adopted by students of SMA Negeri 3 Salatiga in reading English texts.
Palincsar and Brown, 1984; Paris, Cross, and Lipson, 1984; Pearson and Fielding, 1991, Carrell, 1998).
The study was conducted to describe students’ most frequent used reading strategy.The result of this study can be beneficial to both L2 learners and teachers. The L2 learners can apply what is the best reading strategy suit to their characteristics in reading L2 texts. By having knowledge of what is the appropriate reading strategy for them, the L2 learners are expected to be able to apply that strategy. Finally, the students are believed to be successful readers and also have a better comprehension in reading L2 texts.
The advantage that teachers can gain through this study is that the teachers will be more aware of the reading strategies existence. Later on, teachers are expected to not only ask their students to read and find the meaning of L2 texts but more to teach the students on how to comprehend the texts using reading strategies. By introducing reading strategies to the students, they will likely acquire greater performances in reading. Besides, the teachers are also expected to be more creative in providing several models of reading activities using reading strategies to help the students acquiring the L2 texts better.
Literature Review
Reading L2 is not an easy thing to do for L2 learner because reading English texts is nota monolingual event. So, it involves other languages.L2 readers tend to translate L2 text into their mother tongue word by word. The influence of the L1 on the learner’s performance in a given target language is called “substratum transfer” (Odlin,1989, p.169). Odlin (1989, p.27) defines transfer as “the influence resulting from similarities and differences between the target language and any other languages (emphasis added) that has been previously (and perhaps imperfectly) acquired.
Moreover, reading in L2 is also complex, dynamic and multidimensional (Alderson, 2000) as one the factors is it involves interactions among the reader’s interlanguage competence. The reader may get lost for their attempt to understanding the information implicitly carried in L2 texts if they do not optimize their reading ability. Therefore, reading strategies need to be available when reading in second language (1984). The purposes of reading strategies are to have general knowledge, get a specific detail, find the main idea or theme, learn, remember, delight, summarize, and do research (Hyland, 1990).
The role of strategy use in reading comprehension has been a topic of discussion in some studies related to L2.It has generally been found that successful L2 readers know how to use appropriate strategies to enhance text comprehension (Alderson, 2000).In the literature of reading strategies, three major categories are mentioned: cognitive, metacognitive and compensation.
knowledge, while bottom-up strategies center on word level meaning, sentence structure, and textual details.
According to Paris, Wasik & Turner (1991) a strategy means a plan selected deliberately by the reader to accomplish a particular goal or to complete a given task. Therefore, reading strategy can be concluded as a way or plan which is used by reader to accomplish the meaning of a reading text. Readers develop the use of strategies and skills by reading and writing and being given the support they need to grow in these processes (Wells, 1990).
The purpose of using reading strategies is to ease the readers in constructing the meaning of a text. Readers who are not strategic often encounter difficulties in their reading (Paris, Wasik, & Turner, 1991). Therefore, the appliance of reading strategies is quite essential to help the readers knowing the true meaning behind a certain text. There are several kinds of reading strategies which may fulfill the need of the readers in helping them comprehending the text, they are top-bottom, bottom-up, metacognitive and cognitive and development of vocabulary knowledge.
Reading strategies have three main characteristics. The first one is deliberate, conscious plans, involving techniques and skills. The next is aiming to enhance reading comprehension and overcome comprehension failures and the last characteristic is behavioral and mental. They are of interest for what they reveal about the way readers manage their interaction with the written text and how these strategies are related to text comprehension (Carrell, 1989).
O’Malley, Chamot, Stewner-Manzanares, Kupper, & Russo, 1985; Oxford, 1990; Zhang, 1993).
Metacognitive strategies are defined as self-regulating thoughts that monitor cognition while cognitive strategies process the language for the task. Metacognitive strategies are used to regulate or monitor cognitive strategies. They check or evaluate the effectiveness of the reading done. There are three aspects of metacognition including declarative knowledge, such as knowing what the strategy is, procedural knowledge, such as knowing how the strategy works and conditional knowledge, knowing why the strategy is used (Paris, Cross, & Lipson, 1984). Devine (1993) and Flavell (1981) described metacognitive strategies in reading as strategies that act to monitor or regulate the cognitive strategies. Baker and Brown (1984) added that metacognitive strategies include checking the outcome of any attempt to solve a problem, planning one’s next move, monitoring the effectiveness of any attempted action, testing, revising, and evaluating one’s strategies for learning. Devine (1993) commented that skimming a text for key information involves the usage of cognitive strategy, whereas assessing the effectiveness of skimming for gathering textual information would be a metacognitive strategy. Hence, using only cognitive reading strategy to read is insufficient for effective reading and there is a possibility that the reader may make the wrong interpretation of the reading.
sentence syntax, text details, and so forth. Barnett (1988) and Carrell (1989) add that while the students are processing the information provided by each sentence, they check to see how the information fits, using top-down strategies like background knowledge, prediction, getting the gist of a text, and skimming.
Another strategy resulting in a successful reading comprehension is the development of vocabulary knowledge (Caverly, 1997; Yang, 2004) which is called compensation. Compensation strategies include skills such as inferencing, guessing while reading, or using reference materials such as dictionaries. According to Zhang (1993), many EFL readers often encounter the problem of unfamiliar vocabulary and unknown concepts that later become the barrier for them to understand a text. That is why compensation is needed to help the readers to overcome the barriers. Compensation alone emphasizes more on syntactic clues related to grammatical structures and semantic clues involved intra- and inter sentence meaning relationship (Sinatra and Dowd, 1992). Winstead (2004) & Zhang(1992, 1993) also added that this strategy cannot only help readers overcome a limited vocabulary, but also help them guess about the theme of an article.
The Study
Method
This study primarily used descriptive method to gain broader perspectives on high school students about what strategy adopted and to identify the overall average strategy use. Descriptive research is a type of research that is primarily concerned with describing the nature or conditions and degree in detail of the present situation (Landman 1988:59). The emphasis is on describing rather than on judging or interpreting. The study took place at SMA Negeri 3 Salatiga, I chose SMA Negeri 3 Salatiga because the school gave me access for doing the research
The study surveyed one hundred and ten (110) students of SMA Negeri 3 Salatiga. The participants were grade X, XI, XII, so there were three classes in total. The classes participated were chosen randomly. There were thirthy eight (38) students from grade X, thirthy eight(38) students from grade XI IPS (social) and thirthy five (35) students from grade XII IPA (science). The participants ranged between 15 until 17 years old. All the participants studied English compulsorily and reading course was included. The study chose these classes as these classes had more students compared to the other classes. Classes with more students were chosen to maximize the data collection process because the more participants meant the better data result.
Instruments of data collection
Closed-ended questionnaire was used for data collecting.Spillers (2012) explained that closed ended questions are direct questions that ask for specific pieces of information from a student. Closed-ended questions have their greatest value to obtain facts and specific pieces of information. The questionnaire used for this study was adapted from Shang’s (2010) research which was based on the interactive model of reading process and the information offered by Weinstein and Mayer (1986), Pintrich (1999), and Oxford (1990). The questionnaire was to find what strategies were adopted by high school students in reading English texts. The students were to choose one of five contributing frequency scales of each statement about their strategies in reading. The questionnaire (see Appendix) had tweenty one (21) items grouped into three categories of reading strategies, cognitive (items 1 to 8), metacognitive (items 9 to 17) and compensation strategy (items 18 to 21).
Data collection
distributed at the end of the English lesson. After being given a questionnaire each student was asked to fill it out. After the students finished filling the questionnaire, they handed the questionnaire back. The next step was to process and analyze the data. The questionnaires used in this study was based on Shang’s (2010) research which was emphasized on the interactive model of reading process and the information offered by Weinstein and Mayer (1986), Pintrich (1999), and Oxford (1990).This study used quantitative method to analyze the data since the data collection process used a questionnaire. According to Aliaga & Gunderson (2002), quantitative method refers to process of collecting numerical data that are analyzed using mathematical-based methods. Therefore, Microsoft Excel was used to analyze numeric data. The output was quantitative shown in the form of graphics and table.
Discussion
This section reports and discusses the result of students’ reading strategies in SMA Negeri 3 Salatiga.
Figure 1: Overall result of reading strategies
Cognitive
Based on the figure above about the overall result of reading strategies adopted by students, the most frequently used strategy was metacognitive with average of 3.47. Second place was cognitive with average of 3.46 and the least frequently used strategy was compensation with average of 3.31. Asshown in Figure 1, cognitive and metacognitive reading strategies were used almost equally by the participants. Compensation strategies as the least frequently used strategy by the students. Further description of reading strategies used by the students is discussed in the following section. The discussion starts from the most to the least frequently used strategies by the students.
A. Metacognitive strategy
Devine (1993) and Flavell (1981) described metacognitive strategies in reading as strategies that act to monitor or regulate the cognitive strategies. Baker and Brown (1984) added that metacognitive strategies include checking the outcome of any attempt to solve a problem, planning one’s next move, monitoring the effectiveness of any attempted action, testing, revising, and evaluating one’s strategies for learning. Metacognitive strategy was the most frequently used reading strategy by the participants with an average of 3.47. This strategy was distributed into nine (9) statements in the questionnaire. The statements were Q9 to Q17as presented below:
Q9: Sebelum membaca saya melihat gambar atau ilustrasi yang terdapat dalam suatu bacaan
(Before reading, I look at the pictures of the passage.)
Q10 :Saya membaca pertanyaan-pertanyaan dahulu sebelum membaca bacaan tersebut. (I read the questions before I read the passage.)
Q12 :Ketika membaca, saya bertanya dalam hati tentang keadaaan yang sebenarnya terjadi tentang sebuah isi bacaan.
(When reading the text, I am able to question the significance or truthfulness of what the author says.)
Q13 :Saya mencoba berbagai cara untuk memahami suatu bacaan. (I try to find as many ways as I can to comprehend the reading material.)
Q14 :Ketika saya bingung dengan apa yang saya baca, saya kembali membaca teks dan mencoba memahaminya.
(When I become confused about something I’m reading, I go back and try to figure it out.) Q15 :Saya menggunakan waktu sebanyak-banyaknya untuk membaca koran atau majalah
berbahasa Inggris.
(I look for opportunities to read as much as possible, such as magazines or newspaper articles, in order to improve my reading ability in English.)
Q16 :Saya meminta soal dari guru untuk meningkatkan kemampuan saya dalam membaca teks berbahasa Inggris.
(I ask the instructor or my friend questions in order to improve my reading ability in English.) Q17 :Saya mengulang materi ketika ada tes.
(I review the material while studying for an examination.)
The following figure is the result of average use of each metacognitive strategy statements chosen by students.
As shown from Table 2,Q14:“When I become confused about something in what I’m reading, I go back and try to figure it out” had the highest average number of all (4.24). To really grasp a text which was not written in their mother tongue, students were indeed required to read the passage more than once. Studies suggested that when the texts they read were getting more difficult, it was better for the readers to reading speed and even re-read for better comprehension (Grabe, 1991; Sun, 2003). The statement proved that read again the texts was indeed helpful for L2 readers. In contrast, Q16: “I ask the instructor or my friend about questions in order to improve my reading ability in English” turned out to be the least frequently used strategy chosen by students with average 2.36.
The interesting facts that can also be seen here from the result of metacognitive strategy were when there were several questions related to one another which in fact had almost the same number of average as well. This happened to Q9: Sebelum membaca saya melihat gambar atau ilustrasi yang terdapat dalam suatu bacaan (Before reading I look at the pictures of the passage.) (4.10)and Q10: Saya membaca pertanyaan-pertanyaan dahulu sebelum membaca bacaan tersebut (I read the questions before I read the passage.)(3.85). Those two statements had almost the same averages because actually the points of these two
Q9 Q10
Q11
Q12
Q13 Q14
Q15
Q16
statements were actually the same, which was doing something before reading the English texts. The same case was with Q11: Secara rutin saya membaca per minggu dan mengerjakan tugas-tugas bacaan tersebut (I make sure that I keep up with the weekly readings and assignments for this course.) (2.87) and Q15: Saya menggunakan waktu sebanyak-banyaknya untuk membaca koran atau majalah berbahasa Inggris (I look for opportunities to read as much as possible such as magazines or newspaper articles in order to improve my reading ability in English.)(2,53). They both had the lowest scores because these two statements also referred to the same points, finding as much time as the students had to enrich their reading performances. The last is Q14: Ketika saya bingung dengan apa yang saya baca, saya kembali membaca teks dan mencoba memahaminya(When I become confused about something I’m reading, I go back and try to figure it out.)(4.24) and Q17: Saya mengulang materi ketika ada tes (I review the material while studying for an examination.)(3.98).The students reread the texts if they needed to have better comprehension of the texts they read.
B. Cognitive strategy
Flavell (1979)states that cognitive strategies include perceiving, understanding, recollecting and other skills. Cognitive strategies bring about academic success, thus helping learners increase their self confidence (Chamot & O’Malley, 1996). Cognitive strategy was the second most frequently used strategy by the students with an average of 3.46. Seen from the averages of both strategies, it seemed that the students relied on such strategies to comprehend English texts. There were eight (8) statements asked to the students: Q1 to Q8. Here are the statements:
Q1: Saya mencoba untuk mengingat kata kunci untuk memahami ide utama sebuah bacaan.
Q2 :Saya membaca kembali hal-hal detail dari sebuah bacaan untuk menjawab pertanyaan dari suatu bacaan.
(I go back to read the details of the passage for the answers of some questions.)
Q3 :Ketika membaca teks berbahasa Inggris, saya selalu mencoba untuk menjelaskan materi bacaan kepada teman saya.
(When studying for this course, I often try to explain the material to my classmate.)
Q4 :Ketika saya mempelajari suatu bacaan, saya mencoba meringkas ide-ide pokok dari bacaan.
(When I study for this course, I write brief summaries of the main ideas from the readings and my class notes.)
Q5 :Saya membaca kembali hal-hal detail dari sebuah bacaan untuk menjawab pertanyaan
dari suatu bacaan.
(I go back to read the details of the passage for the answers of some questions.)
Q6 :Saya membuat skema mengenai bacaan yang dibahas untuk membantu mengorganisir/ mengatur gagasan saya.
(When I study the readings for this course, I outline the material to help me organize my thoughts.)
Q7 :Ketika saya membaca sebuah teks, saya selalu menghubungkan materi tersebut dengan
pengetahuan /sesuatu hal yang telah saya ketahui.
(When I read the text, I try to relate the material to what I have already known)
Q8 :Saya membaca sepintas pada bagian tertentu dalam sebuah bacaan untuk mengetahui kata kunci atau ide pokok.
Figure 3 shows that there were two most frequently used cognitive strategies;Q2 and Q5. The both statements had the same scores. They belong to rehearsal and elaboration strategies (Shang, 2010, p. 41). This finding echoes Wichadee’s statement, “reading strategy (such as rereading or asking questions) would assist the reader to reconnect with the meaning of the text” (2010). From the data, it could be concluded that to fully understand an English text, students were felt that they had to read more frequently.
Beside Q2 and Q5, Q8: “I skim/scan the appropriate part of the text for the key word or idea” also had a high average result; 3.48. According to Johnson & Johnson (1998) skimming is defined as a rapid, superficial reading of a text to determine its gist while scanning involves quickly searching a text for a specific piece of information .Sani, et al. (2011) stated that students likely used this strategy when reading for general understanding and to better remember facts or information and to know key ideas found in sentences that contain important details. With this strategy, students may read quickly or slowly depend on the difficulty of the text (p.36).
C. Compensation strategy
Q1 Q2
Q3 Q4
Q5
Q6
Q7
Caverly (1997) and Yang (2004) describe compensation strategy as a strategy resulting in a successful reading comprehension is the development of vocabulary knowledge. This strategy was the least frequently used strategy by the students. The average score was 3.31. Four statements in the questionnaire were grouped in this strategy. The statements were Q18 until Q21:
Q18 :Saya tidak memperhatikan suatu kata jika saya tidak tahu artinya. (I skip the words if I don’t know the meaning.)
Q19 :Untuk menebak kata-kata bahasa baru, saya menebak artinya memakai awalan dan akhiran kata tersebut.
(To understand unfamiliar English words, I make guessesfrom suffixes and prefixes).
Q20 :Saya menebak atau menerka apa yang akan terjadi dalam suatu bacaan tersebut. (I predict what is going to happen next while reading.)
Q21 :Saya menggunakan latar belakang pengetahuan saya untuk menebak makna keseluruhan bacaan tersebut
(I use my background knowledge to guess the overall meaning of the text.)
Figure 4: The average result of compensation reading strategy
The average differences from one to other statements of compensation strategy were slightly different. The frequently used strategy was Q20: “I predict what is going to happen
Q18
Q19
Q20
next while reading”with average 3.61. To predict in here did not mean as determining the upcoming words. Instead, they used prediction to anticipate later text development and the author’s stance. It was a good thing for the students since by predicting indicates that they naturally were good readers. This idea was strengthened by Pressley (2002) who proclaimed that good readers knew that comprehension was most likely to occur from reading activity and one of them was by knowing how to predict what might becoming up in the text. The argument was also matched with Barnett’s (1989) “L2 readers could understand more of what they read if they could activate their predictions about the text content”. The least adopted compensation strategy is Q18: “I skip the words if I don’t know the meaning”
Conclusion
To conclude, reading is the kind of process in which one needs to not only understand its direct meaning, but also comprehend its implied ideas Karbalaei (2010). The study is urged to answer the question about what reading strategies which are apdotedby high school students in reading English texts. The aim of this study is to help the readers, especially high school students in understanding L2 text by using the best reading strategy which suit them. However, this study still has several limitations related to the data collection process which are on its questionnaire and the participants as well. Later, in the future study more numbers of questionnaire and participant needs to be considered in order to make the data more variable.
strategies for learning new words. The metacognitive strategy that is mostly used by participants in this study was when the students found out the confusing parts while they were reading English texts, they would have a tendency to repeat reading the texts. In this way, the students would have the better comprehension and finally they could understand the meaning of the texts they read. On her research, Wichadee (2011) also mentioned that this strategy is really good for the students. She concluded that effective readers often monitored their understanding, and when they lost the meaning of what they were reading, they usually selected and used a reading strategy, such as rereading or asking questions that would help them reconnect with the meaning of the text (Wichadee, 2011).The second conclusion that can be drawn from this study is that the students actually applied reading strategies spontaneously. What is meant by “spontaneously” is that the students might not know the reading strategies, or how to use them.
Seeing the conclusion of this study, it would be better if from the very beginning of teaching reading, the teachers later will also introduce reading strategies to the students. Even though in some cases the students have already applied the reading strategies to their reading without being told, it is better that the introducing session will still be done. If the students know what reading strategies are, the use of them and how beneficial they are to help the students to understand the English texts, they will be more triggered to always apply the strategies whenever they read. Besides, it will also be a good habit for the students with the help of the reading strategies, they are expected to have a good achievement in their reading courses.
numbers of questionnaires which were not enough to cover all of the strategies used by students. The next limitation was on the participants, the study needed extra classes and participants to make the obtained data more reliable. That’s why it is important to consider more participants in the future studies to get the better data result
ACKNOWLEDGEMENT
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Appendix
Reading strategy questionnaire
Pernyataan-pernyataan berikut adalah mengenai strategi apa yang Anda pakai pada saatmembaca teks berbahasa Inggris. Pilihlah secara tepat frekuensi dari reading strategy yang Anda gunakan dengan melingkari nomor-nomor yang telah tersedia.
1. Tidak pernah atau hampir tidak pernah melakukan hal tersebut 2. Biasanya tidak melakukan hal tersebut
3. Kemungkinan pernah melakukan hal tersebut 4. Biasanya melakukan hal tersebut
5. Selalu melakukan hal tersebut
No. Pernyataan Skala Frekuensi
1
Saya mencoba untuk mengingat kata kunci untuk memahami ide utama sebuah bacaan
1 2 3 4 5
2
Saya membaca kembali hal-hal detail dari sebuah bacaan untuk menjawab pertanyaan dari suatu bacaan
1 2 3 4 5
3
Ketika membaca teks berbahasa Inggris, saya selalu mencoba untuk menjelaskan materi bacaan kepada teman saya
1 2 3 4 5
4
Ketika saya mempelajari suatu bacaan, saya mencoba meringkas ide-ide pokok dari bacaan
1 2 3 4 5
5
Saya membaca kembali hal-hal detail dari sebuah bacaan untuk menjawab pertanyaan dari suatu bacaan
1 2 3 4 5
6
Saya membuat skema mengenai bacaan yang dibahas untuk membantu mengorganisir/ mengatur gagasan saya
1 2 3 4 5
7
Ketika saya membaca sebuah teks, saya selalu
menghubungkan materi tersebut dengan pengetahuan /sesuatu hal yang telah saya ketahui
1 2 3 4 5 8
Saya membaca sepintas pada bagian tertentu dalam sebuah bacaan untuk mengetahui kata kunci atau ide pokok
1 2 3 4 5
9
Sebelum membaca saya melihat gambar atau ilustrasi yang terdapat dalam suatu bacaan
1 2 3 4 5 10 Saya membaca pertanyaan-pertanyaan dahulu sebelum
11
Secara rutin saya membaca per minggu dan mengerjakan tugas-tugas bacaan tersebut
1 2 3 4 5
12
Ketika membaca, saya bertanya dalam hati tentang keadaaan yang sebenarnya terjadi tentang sebuah isi bacaan
1 2 3 4 5 13 Saya mencoba berbagai cara untuk memahami suatu bacaan
1 2 3 4 5
14
Ketika saya bingung dengan apa yang saya baca, saya kembali membaca teks dan mencoba memahaminya
Saya meminta soal dari guru untuk meningkatkan
kemampuan saya dalam membaca teks berbahasa Inggris
1 2 3 4 5 17 Saya mengulang materi ketika ada tes
1 2 3 4 5 18 Saya tidak memperhatikan suatu kata jika saya tidak tahu
artinya 1 2 3 4 5
19
Untuk menebak kata-kata bahasa baru, saya menebak artinya memakai awalan dan akhiran kata tersebut
1 2 3 4 5 20
Saya menebak atau menerka apa yang akan terjadi dalam suatu bacaan tersebut
1 2 3 4 5
21
Saya menggunakan latar belakang pengetahuan saya untuk menebak makna keseluruhan bacaan tersebut
