DISERTASI dan TESIS Program Pascasarjana UM, 2018

Ukuran Huruf:  Kecil  Sedang  Besar

Improving Non-English Department Students' Ability in Comprehending Texts by Introducing Reading Strategies

Zusana Eko Pudyastuti




Pudyastuti, ZusanaEko. 2017. Improving Non-English Department Students’ Ability in Comprehending Texts by Introducing Reading Strategies. Thesis, English Language Teaching, Graduate Program, Universitas Negeri Malang. Advisors: (I) Drs. Fachrurrazy, M.A., Ph.D., (II) Dr. Suharmanto, M.Pd.


Key words: reading comprehension, non-English department students, reading strategies


For most higher education students, in particular non-English department students, reading in L2 is not interesting because they have to deal with many factors, such as lack of English knowledge, lack of vocabulary and incapability in using reading strategies. Reading strategies are crucial for the students to be successful and strategic readers. Unfortunately, the non-English department students are not taught about reading strategies which hinders their reading comprehension. This study is aimed to improve the reading comprehension of the non-English department students through introducing the reading strategies.

Classroom action research is implemented for improving the students’ reading comprehension. 15 students, 13 males and 2 females, of Informatics Department of SekolahTinggiInformatika&Komputer Indonesia (STIKI) Malang took part in this study. The data was gathered from the reading comprehension test, observation and interview.

The result of reading comprehension shows that the students’ reading comprehension was improved successfully. The mean of reading comprehension test score was 66 which was higher than the score they got before the implementation of teaching reading strategies. The mean of the initial score was 61. The observation showed that the students showed active participation during the teaching of reading strategies that helped them to understand the reading strategies easier. The students who participated actively were improved gradually from 33% of them to 60% of them. It was proven that pre-reading, whilst-reading and post-reading strategy was successful in helping the students understanding the reading strategies. In the pre-reading phase, the students’ background knowledge of the topic was activated. Students read the texts and answered the reading comprehension questions in the whilst-reading phase. Students combined their previous knowledge and the new one in the post-reading phase through group work discussion. According to students’ perceptions, it was acknowledged that their reading comprehension improved since they understood and they were able to apply the reading strategies.

In conclusion, teaching reading strategies can successfully improve reading comprehension of non-English department students. It was proven that the students have become strategic readers by being competent in using the reading strategies efficiently and effectively. Teaching reading strategies using the pre-reading, whilst-reading and post-reading strategy is recommended to be applied by English teachers. It is also suggested to conduct another research on different reading strategies, students’ reading motivation and reading habit.