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.
