Year: 2006
Type: dissertation
Study design: Observational Study
Abstract: In reading activities, there are the activities where the students as the readers \nbring their meaning and get the new meaning from printed or written materials then \nstore them in their memory. Since reading is complex cognitive activities, it requires \na set of processes and strategies, accordingly, it demands on students' abilities of \nreading. To have reading abilities, the students must have good reading \ncomprehension since through reading comprehension, the students can understand, \nevaluate and utilize the information or ideas from the text. In the case of L2 students, \nthis process takes a longer time because to achieve this level, the students should \ndevelop their reading skills and reading strategies. Therefore, this study focused on \nreading strategies used by students, especially second grade high school students and \ntried to find out the numbers of reading strategies used by good students and poor \nstudents and finally this study was intended to find out whether good students can be \ncategorized as fluent readers and reading strategies they used. \nIn conducting this study, the researcher took 76 students who were considered \nas the subjects of this study. There were four instruments that were used in this study, \nthey were reading test, reading strategies questionnaire, reading -aloud test, and \ninterview. The validity and the reliability of the four types of instrument above had \nbeen measured and they had shown reliable results. As the subjects of this study, the \nstudents were given the reading test. After the reading test, the subjects were given \nreading strategies questionnaire in order to find out subjects' reading strategies. The \nnext instrument, reading -aloud test was given to the subjects who had been classified \ninto good students and poor students. The purpose of this test was to find out whether \ngood students can be categorized as fluent readers. They were twenty (20) students \nwho sat for this test. After conducting reading-aloud test, the subjects, who were \ncategorized as fluent readers, were interviewed in order to find their deeper strategies \nwhich facilitated them to be fluent readers. \nFrom the data given, it was found out that the students used five (5) types of \nreading strategies: Cognitive strategies, metacognitive strategies, compensation \nstrategies, memory strategies, and social affective strategies. The differences of the \nuses of these strategies were on the frequency of each strategy they used in reading \nactivities. Cognitive strategies were used most frequently, while memory strategies \nwere least frequently used by the students. Another finding proved that there were \nthree (3) good students who can be categorized as fluent readers based on the result \nof reading-aloud test. The result of interview showed that these fluent readers used \nword processing strategies to facilitate them to read and understand the text fluently. \nFrom the results of this study, the researcher would like to recommend other \nresearchers to have further research into reading strategies used by learners in \ndifferent levels of schools such as elementary or junior high schools to confirm the \nresearch findings. The researcher would also be pleased if future researchers \ninvestigate further about fluent readers and their reading strategies so that this can \ngive meaningful contributions to the learners and teachers of English.
Author: Ferra Dian Andanty
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2560636751