SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2007

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Students’ Reading Strategies in Understanding a Reading Text at SMA Negeri 3 Malang: A Case Study

Agustina D Fahruddiningsih


The main objective of English teaching in secondary and tertiary education is to
enable the students to read English texts, especially scientific ones. Among the four
language skills taught in secondary schools, reading has always received the greatest
emphasis. However, some studies indicate that the English reading mastery of senior
high school students is still unsatisfactory. With that condition, it is necessary to conduct
research on the teaching and learning of reading in the secondary school. In addition, in
the theory of constructivism, it is stated that the teacher’s function is only to facilitate the
students’ self-learning. One of the ways is by employing reading strategies. Thus,
reading strategies are influential  to enable the students to develop their reading ability.
Therefore, it is important to investigate the reading strategies employed by the SMA
students to give a clear picture of the process of learning to read. 
This study aimed at describing the general and local reading strategies employed
by the three kinds of senior high school students, namely the high achiever, average
achiever, and low achiever. The study is descriptive qualitative in nature. More
specifically, this study was conducted to describe the reading strategies that are typically
used by the high, average, and low achievers of  second grade students at SMA Negeri
3 Malang.
The subjects of this study were 3 students of 2 IPA 1 of SMA Negeri 3
Malang. The second year of senior high school students were selected because
analytical expository text, the instrument used, started to be taught at the second year of
senior high school students. They were selected on the basis of RFU test to represent
the high, average, and low achievers. The subjects were then required to think-aloud,
i.e. to report what they were thinking while reading a given text. In the study, the
instruments used were an English reading text and thinking aloud method.
In the data analysis, the subjects’ thinking-aloud protocol were classified using
Block’s reading strategy category. Then, the frequency of occurrence of each strategy
was calculated.
The study found that the high, average and low achiever did not seem to differ
greatly in terms of the reading strategies used. They seemed to focus more on local
reading strategies involving the linguistic aspect of a text than the general reading
strategies. The high, average, and low achievers used 5 local reading strategies, i.e.
paraphrasing, rereading, questioning meaning of a clause or sentences, questioning   vi 
meaning of a word, and solving vocabulary problem. Besides, they also used 4 general
reading strategies, i.e. anticipating content, interpreting the text, integrating information,
and using general knowledge and associations 
This study suggests that the English teachers should begin developing awareness
of both general and local reading strategies and teach the effective reading strategies
which are incorporated in the daily teaching activities. Finally, It is also suggested that
further research with more subjects and/or different data collection method and sampling
procedures be conducted to obtain a more comprehensive data about the use of reading

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