THE CORRELATION BETWEEN STUDENTS’ COGNITIVE STRATEGIES AND THEIR READING COMPREHENSION
AT TENTH GRADE OF SMK N 4 PADANG
JURNAL
Submitted in Partial Fulfillment of Requirements for Getting Starta One (S1) Degree in English Language Teaching
NURBADRIYAH NPM: 11040098
ENGLISH EDUCATION DEPARTMENT
COLLEGE OF TEACHER TRAINING AND EDUCATION STKIP PGRI WEST SUMATERA
2015
THE CORRELATION BETWEEN STUDENTS’ COGNITIVE STRATEGIES AND THEIR READING COMPREHENSION
AT TENTH GRADE OF SMK N 4 PADANG
Nurbadriyah
English Departement, STKIP PGRI SUMBAR, [email protected] Dr Martin Kustati, M.Pd1 and Rika Afriyanti, M.Pd2
Abstrak
Penelitian ini bertujuan untuk melihat apakah ada atau tidak korelasi positif antara strategi kognitif dan pemahaman membaca. Populasi dari penelitian ini adalah siswa kelas X SMK Negeri 4 Padang tahun ajaran 2014/2015. Total siswa dari semua adalah 315 siswa. Dalam menentukan sampel, peneliti menggunakan cluster sampling teknik dengan mengambil dua kelas yang normal dan homogen.Dalam penelitian ini total sampelnya adalah 59 siswa.Dalam mengumpulkan data, peneliti menggunakan angket and dokumen. Angket untuk melihat strategi kognitif yang digunakan siswa dalam membaca dan dokumen untuk mengukur pemahaman membaca siswa. Dalam menganalisa data, peneliti menggunakan rumus product moment. Setelah menganalisis data, peneliti menemukan nilai dari t-hitung strategi kognitif adalah 0.32 dengan level signifikan 0.05. Hasil dari t-tabel adalah 0.256 dengan level signifikan 0.05 dan degree of freedom (df=n-2). Ini berarti t-hitung lebih tinggi dari pada t-tabel (0.32 >0.256). Ini berarti t- hitung lebih tinggi dari pada t-tabel maka hipotesis pada penelitian ini diterima. Berdasarkan penelitian ini dapat disimpulkan bahwa kognitif strategi dalam membaca mempengaruhi pemahaman membaca siswa.
Key words: Cognitive strategies, and Reading Comprehension.
INTRODUCTION
Reading is the important skill that should be mastered well by the students learning reading. According to Nunan (2003:68), reading is fluent process of readers combining information from the text and their own background knowledge to build meaning. It means that they get information from the text after they understand the text with their background knowledge. They are who have good background knowledge can be a good in reading comprehension
.
Furthermore, reading comprehension is the ability to read text, process it and understand the meaning. An individual's ability to comprehend text is influenced by students’
traits and skills, one of which is the ability to make inferences. In making inferences, students use all of the ability in comprehension some words. If word recognition is difficult, they use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. The students who
have good comprehension in reading will understand the text well, because they can build meaning from what the had read.
Moreover, there are some factors that influence reading comprehension. Allyn &
Bacon (2010) state there are six factors which come from reader. They are background knowledge, vocabulary, fluency, strategies, comprehension skill and motivation.
Background knowledge is the process of students activate their world and literary knowledge to link what they know to what they are reading. Then, vocabulary is a process when the students recognize the meaning of familiar words and apply word learning strategies to understand what they are reading. Next, fluency is a process when the students have adequate cognitive resources available to understand what they are reading when they read fluently.
Strategies is a process that students actively direct their reading, monitor their understanding, and troubleshoot problems when they occur. Next, comprehension skills is a process that the students automatically
2 note details that support main ideas, sequence
ideas, and use other skills. Last, motivation is the power to make students want to do reading activity.All of them the factors are support one and others to comprehend the text.
Based on the explanation above, the strategy is one of factors that influence reading comprehension. Oxford,Rebecca (1990:14) classifies the language learning strategies into two classification. Direct and Indirect Strategies. They are support each others.
Both of them can be used in four language skills. Direct Strategy is the language learning strategy that involve the target language directly. While, Indirect Learning Strategy are for general management of learning can be done. Direct leaning strategy consist of memory, cognitive and compentation strategies. Indirect learning strategies consist of metacognitive strategies, Affective strategies and Social strategies.
Based on informal interview are done by the researcher to students and teachers at SMK N 4 Padang, the researcher get some information. In the classes, The students have strategies in reading. They try to comprehend about the text with their own strategy. Thus ,the reading strategies bring them to understand about the text. They use some strategies in reading activity to get the best result. The students who have good strategies in reading also good in reading comprehension. On the other side, the students who do not have good strategies in reading also have low in reading comprehension.
In this research, the problem is limited to the focus on the correlation between students’
cognitive strategies and their reading comprehension in SMKN 4 Padang at tenth grade of academic year 2014/2015. The researcher has some purposes to do this research. The main purposes of this research is to to reveal the correlation between students’ cognitive strategies and their reading comprehension at eleventh grade students of SMKN 4 Padang in academic year 2014/2015.
LITERATURE REVIEW
There are some theories that are explained by experts about definition of reading. The researcher uses Linse (2005), Lorage (2009), and Grabe & Stoller (2013). In conclusion, reading is not a passive process, not just interaction between the reader and the text.
Reading is an active process of understanding the text and the active of people in order to get much information from interpretation of printed or written verbal symbol to understand the message communicated.
Furthermore, the researcher use some theories about reading comprehension. The researcher uses Krudenier (2002), Susan &
Daffy (2009), and Pandian et all (2014). It can be concluded that reading comprehension as an interactive process, understanding process with the reader’s background knowledge and experiences, purpose for reading, information available in the text, and the activity or context in which the reading occurs. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text or message.
Last, cognitive strategies are the strategies or technic that use by students in teaching learning process. According to Oxford (1990:43), cognitive strategies are essential in learning a new language. Such strategies are varied lots, ranging from repeating to analyzing expressions to summarizing. It means that cognitive strategies is one of the important strategies in reading. The students can get a good comprehension with cognitive strategies.
The researcher use some theories about cognitive strategies. They are Oxford (1990),, Shekan (2003), and Clarck (2009). Based on the some definitions above, it can be concluded cognitive strategies are the specific methods that people use to solve problem in reading comprehension. Cognitive strategies is important in reading. It can help students be easy to understand about the text. The students will get their goal in reading when they use cognitive strategies.
In this research, the researcher analize cognitive strategies that presented by oxford (1990). The cognitive strategies consist of repeating, recognizing, Practicing naturatically, scanning, skimming, using resources, reasoning deductively, analyzing expression, analyzing contrastively, translating, transferring, taking notes, summarizing, and highlighting.
RESEARCH METHOD
The design of this research is correlation study between students’ cognitive strategies and their reading comprehension. This research involved two variables, students’
cognitive strategies and reading comprehension. Then, Gay and Airasian (2012:204) states that correlation research involved collecting data to determine whether, and to what degree, a relationship exists between two or more quantifiable variables. In this research, there are two variables. They were variable X as students’
cognitive strategies and variable Y as reading comprehension.
The data were the students’ cognitive stategies questionnaire and reading final score that given by teacher who thought at tenth grade students of SMK N 4 Padang.
There were thirteen classes at tenth grade students of SMA Negeri 4 Padang with total of students 315 students. In this research, the researcher took the data by using cluster sampling. According to Gay and Airisian (2012:135) state that Cluster sampling may be the only feasible method of selecting a sample when the researcher is unable to obtain a list of all members of the population.
Then, researcher got two classes that have normality and homegenity as the sample. The total sample in this research was 59 students.
In collecting the data for this research, the researcher did several steps, first the researcher gave the questionnaire to the smple. Then, the researcher analized it. Next, the researcher collected the reading final score from the teacher who taught the sample at tenth grade students of SMK N 4 Padang.
After collecting the data, the researcher analyzed it. There were two kinds of the instruments that were analyzed; students’
cognitive strategies questionnaire and teacher made reading test. First, the data was analyzed by scoring the students’ cognitive strategies questionnaire. The result of questionnaire was found by sum up the total respon’s score from the questionnaire. The students’ score of questionnaire is calculated by using formula (Riduwan, 2005):
X 100%
Where:
P : Percentage of students score F : Sum of students score N : score maximum
Interpretation from the constancy criterium it can be interpreted by using rating scale
0 20% 40% 60% 80% 100%
Very weak weak moderate strong very strong After knowing the maximum score, then
find the mean score by first making helper table. After making the table data showed that: ∑x and Then the next step is to find the mean of the variable X, as cognitive strategies, while to find the mean for the variable X use calculate such as
= ΣXi N Where:
X = Mean
∑xi = All Score variable X N = sum of sample
After the score of questionnaire and score have been known, the researcher analyzed them by product moment correlation to know the correlation between cognitive strategies
and reading comprehension
(Sugiyono,2013:248). To find the value of the correlation between variables X and Y variables and also find out whether the relationship of the variables including both close links, simply, is weak, then the author using the formula ' r ' product moment as follows:
Where:
r = Correlation coefficient ∑X = The values for the X variable
4 = The values for the Y variable
value of XY variable In this research, there were two hypothesis
as follow:
H1 : There was a correlation between students’ cognitive strategies and their reading comprehension at tenth grade students of SMK N 4 Padang at academic year 2014/2016.
H0 : There was no correlation between students’ cognitive strategies and their reading comprehension at tenth grade students of SMK N 4 Padang at academic year 2014/2015.
The result of correlation between X and Y variables compared with the value (r-table).
The table value is 5% or 1%. If rxy> r-table is significant. There is a correlation between students’ cognitive strategies and their reading comprehension. If rxy < r-table is not significant. It means that there is no correlation between students’ cognitive strategies and their reading comprehension.
Finally, in order determining the strength of the correlation, the researcher used general coefficient correlation that suggested by Arikunto (2002:245) the explanation is as follow:
Table 3.1 The Strength Of The Coefficient Correlation
Coefficient Correlation
Criterion 0.00 – 0.20 Very low correlation 0.21 – 0.40 Low correlation 0.41 – 0.60 Moderate correlation 0.61 – 0.80 High correlation 0.81 – 1.00 Very high correlation The coefficient correlation between 0 and
±1,00 (it means that ±1,00 very high coefficient and 0 very low coefficient). If the correlation coefficient is near +1,00, it can be said that the students’ cognitive strategies and reading comprehension have correlation.
FINDING AND DISCUSSION
To find the correlation between students’
cognitive stretegies and reading comprehension, there were two kind of the
instruments that were used by the researcher.
They were questionnaire and teacher reading made test.
The researcher find out the score of questionnaire (X) and the score of reading comprehension (Y) of the sample class. The total score of questionnaire (∑x) is 4.432 and the total score of reading comprehension score (∑y) is 4.181. Next, the researcher find the total score of cross product XY (∑xy) is 28.555. Thus,the researcher found the total X2 (∑ ) is 25.573. Last,the total of Y2 (∑ . After getting the result of each variable the researcher used Pearson- Product Moment (r) formula find out the correlation between students’ cognitive strategies and their reading comprehension and r- calculated was (0,32).
The Calculation of Coefficient Correlation Pearson Product Moment of Students’
Cognitive Strategies (X) and Their Reading Comprehension(Y)
After the researcher calculate the data by using r-calculate, it found r-calculate is higher than r-table. In the degree of freedom (df) n-2 where the level of significant (ɑ) 0,05 is 0,256, so hypothesis is accepted.
Based on the data analysis above, the researcher found that t-calculated is (0,32) and t-table in the degrees of freedom (df) n- 2 where the level of significance (ɑ) 0,05. It clearly showed that t-calculate is higher than t-table. Then, the strength of its correlation is resided in low correlation. After the researcher calculate the data by using Pearson-Product Moment (r) formula, r- calculate higher than r t-table, so H1 is accepted. Therefore, the relationship between students’ cognitive strategies and
reading comprehensionn is positive correlation. As overall, it can be concluded that students’ cognitive strategies give the little improvement to reading comprehension.
CONCLUSION AND SUGGESTION Reading is a very complex activity, not only technical skills, but also reading comprehension and interpretation skill need to be mastered by students. Therefore, the students are required to have a reading comprehension. Meanwhile, reading comprehension is influence that many things which is one of them is cognitive strategies. It cannot be denied that cognitive strategies is influential aspect in reading. Because it can drive the students to understand more.
To prove the statement, the researcher do a research to find out whether there is correlation between students’ cognitive strategies and reading comprehension at tenth grade at SMK N 4 Padang. This research is correlation research. In this research, the researcher use two kinds of the instrument, they are questionnaire and teacher reading made test. Questionnaire is used in order to get the deeper information about the students’
cognitive strategies. There are 14 items of students’ cognitive strategies questionnaire and teacher reading made test to know reading comprehension students.
Based on finding as already discussed in the previous chapter, the researcher point out the conclusions. First, there is a positive correlation between students’ cognitive strategies and reading comprehension of tenth grade students at SMK N 4 Padang. It is proved by the valued of t-calculate which is higher than t-table. Second, the researcher found the coefficient correlation or t calculate 0.32 and t-table 0.256. It can be viewed from the statement of the questionnaires. In conclusion, there is positive correlation between cognitive strategies and reading comprehension of tenth grade students at SMK N 4 Padang. The correlation is categorized as low correlation
Therefore, the researcher the researcher propose several suggestion. First, the English teacher would get information about the
correlation between students’ cognitive strategies and reading comprehension.
Therefore, English teacher are expected in support the students to improve their strategies in reading in order to have a good reading comprehension. They have to increase another strategies in reading by using some books and texts that interesting for them. Next, the school needs to support students’ strategies beside cognitive strategies by doing some activities that could make students always use some appropriate strategies. Then, in this research, the researcher only used questionnaire and teacher reading made test as instrument, these could be some limitations of finding.
The researcher suggested in the next researcher who has interested to this research to conduct other related research in the large scope.
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