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CHAPTER I
INTRODUCTION
A. Background
These days, most people have to read greats reading of material just to keep
from getting buried in paper-at home, at the office, at school. Through reading, we
can inform ourselves about something we are interested in, or challenge our
which we live. In making contact with the text the readers choose to read, purpose
and motivation are the first items to be made up. Without purpose and motivation,
what the readers do may not be led well. Motivation is commonly thought of as an
inner drive, impulse, emotion, or desire that moves on to particular action. Therefore,
a student who does not get strategyand motivation in reading will be stuck to develop
their skill, while the strategy is a necessary part of skill development and motivation
schools. But acquiring and mastering this skill seems complex to many learners and
they often find it difficult to exploit this skill in their learning experience. On the
other hand, the findings of many ESL/EFL research projects have shown the positive
learners. But the point is that many individual differences such as age, sex, attitudes,
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motivation, setting, level of proficiency, etc, can influence the use of learning
strategies.
Reading is more than seeing words clearly, more than listening to pronouncing
words correctly. It is one of the basic communicative skills, but it is a very complex
process. It can be said that reading is a process in which reader find information given
by the writer in the written form. In this case reading can be said as an interactive
process. Because while reading someone guess, predict, check, and ask questions
Gowa on Monday January 5th, 2010, the students’ reading comprehension in reading
English texts at this school is generally still low. It can be seen from their final
examination which showed low scores with 50.00 average scores for English subject.
That’s why; their skills in English should be improved, especially for their reading
such as, they can’t understand the text well, they misread the text by totally changing
its meaning, and they also misread the text by taking words and phrases out of
context or under reading. The students lack of background knowledge about the text
given. Therefore, the students become frustrated and disoriented when they have to
respond questions of the reading test. The students also lack of strategies to be used in
their reading activity, the only one strategy they apply in their reading is translation
method using dictionary to translate unknown words. Besides, the teacher faces many
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Consequently, the results of the students are still unsatisfactory. It can be seen from
their class activities, their study evaluations in their school or in their national
examinations.
So that, some creative and innovative efforts are primarily needed by the
students in understanding the content of the text in their reading to become successful
readers. A cognitive reading strategy is one of the methods in good reading process
that the researcher will try to observe. A cognitive strategy serves to support the
learners develop their internal procedures that enable them to perform texts that are
cognitive strategies are important. Instead, students search the text and combine
information as they generate questions; then they comprehend what they have read.
Clark and Silberstein in Simanjuntak (1998:15) design reading as “an active cognitive
meaning. Rosenshine states that the act of creating questions does not lead directly to
comprehension. Instead, students search the text and combine information as they
generate questions; then they comprehend what they have read. The use of cognitive
strategies can increase the efficiency with which the learner approaches a learning
task. These academic tasks can include, remembering and applying information from
text, constructing sentences and paragraphs, editing written work, paraphrasing, and
A teacher who teaches cognitive strategies well will connect learner and task,
especially for comprehending the reading passage. This strategy will be chosen
because it is the best strategy for both, the learner’s characteristics and the task and/or
attention turns to the knowledge of the students, so the learner’s characteristics will
be known and considered such as intellectual ability and interest in the subject and
readers make use of both the text and their background knowledge. Readers use pre-
reading information to make some predictions of a text and in this strategy while
phrases, and then sentences in order to get the meaning then post reading, readers
check to see how this information employed by this strategy such as paraphrasing,
inferencing, summarizing and synthesizing to get the gist of a text, etc. Therefore,
interaction of background knowledge, making prediction and the others strategy with
the text are essential for efficient reading. William and Burden (1997;148) state that
cognitive strategies are seen as mental processes directly concerned with the
use of information.
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Based on the discussion above, the researcher carries out a research under the
comprehension”.
as follows:
“Does the application of cognitive reading strategies develop the students’ reading
The purpose of the research is to find out whether the applications of cognitive
reading strategies develop the students’ reading comprehension which contains of:
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is expected to provide not only theoretical significance, but also practical one for the
teachers of English, especially those who have great interest in teaching reading
comprehension.
language learning in that adequate practice of reading and input to facilitate language
mastery. Besides, the practical significance of this study hopefully can provide the
the students who have low comprehension level to develop their reading
comprehension and to be useful information for the teacher to enrich their teaching
The study of this research is limited to the teaching and learning reading
hortatory exposition, and spoof English written text. By activity, the researcher
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achieve three levels of comprehension, they are literal, interpretative and critical
research, the researcher restricts in eight strategies. The strategies are making
author’s craft. The researcher chooses those strategies above because it relevant with
the students materials at their school that generally just use short reading passage.
Besides that, those strategies can be as representation from the whole strategies of
CHAPTER II
In Indonesian context, there were still little studies deals with the use of
the use of language learning strategies for improving the students’ reading
The study conducted by Threes were intended to find out whether or not
DARTs strategy can improve students’ reading comprehension, and also to find out
DARTs strategy.
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Threes collected data using two kinds of instruments; the reading test for the
analyzed by SPSS version 17.0 and used by 60 students which belonged to two
The findings of the research show that: (1) the application of directed activities
comprehension and also (2) the students’ interest in reading comprehension toward
DARTs is high.
Based on the study above, it has some similarity to this research in which
problem questions, population, and also objective of the research are to find the
and Cognitive reading strategies). But in this research, the researcher specify his
research problem into what level of comprehension the students can achieve after
STAD technique can improve reading comprehension and also the students’ attitude
toward teaching reading through STAD technique. The method of the research was
research was carried out at SMA Negeri 2 Bau-Bau, the sample consisted of 72
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students which were taken through cluster random sampling. The instrument of
collecting the data was reading test. Kasman collected the data through pretest and
posttest from both groups (experiment and control group) and the students’
The result of the data analysis shows that the second year students’ reading
The most basic different of this research to the study above conducted by
Kasman is these research uses reading test as an instrument but the test use for
measuring the students’ achievement applying for taxonomy bloom’s theory where
Kasman only used customary test. Bloom offers a "stair steps" description of the
researcherwill easily identify the levels of students’ understanding when they answer
The problem of this study were the use of TPS (think-pair-share) strategy able
Muhammadiyah Pangkep and also the students’ interest in learning reading through
TPS strategy.
the 2007/2008 academic year. Kamaruddin used purposive sampling technique and
one group pretest and post-test design. His research were collected by using objective
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test and questionnaire and analyzed with mean score and t-test formula. The
questionnaire was used to determine the students’ interest toward the reading material
The result of the study showed that the students’ achievement improve
their reading comprehension, and in matter of students’ interest, it reveals that the
Kamaruddin used pre-experimental method. Besides that, this research adapt school
planning the teaching and learning process as an important elements to gain better
significant improvement for the students by adapting the school level curriculum used
Study Number
Class Level Research Method
of subject
1. “Improving reading
comprehension through
60 students Senior High School Quasi experimental method. Reading
the directed activities tests and questionnaire.
related to texts (DARTs)
strategy” by Threes
(2010),
technique” by Kasman
(2010),
The previous table summarizes the studies conducted by, Threes, Kasman, and
Regarding to the researches above, it can be concluded that the use of strategies
convinces gaining better achievement in which this research suits to the school-level
a. Learning strategies
Language learning strategy has been defined by many researchers. Wenden and
Rubin (1987:19) define learning strategies as "... any sets of operations, steps, plans,
routines used by the learner to facilitate the obtaining, storage, retrieval, and use of
information." Richards and Platt (1992:209) state that learning strategies are
help them understand, learn, or remember new information." Faerch Claus and
Casper (1983:67) stress that a learning strategy is "an attempt to develop linguistic
techniques".
solving environment in which language learners are likely to face new input and
difficulty, language learning strategies will be their way to figure out those problems.
Language Learning Strategies have been classified by many scholars (Wenden and
Rubin 1987; O'Malley et al. 1985; Oxford 1990; Stern 1992; Ellis 1994, etc.).
Strategies.Wenden and Rubin, who pioneered much of the work in the field of
and those contributing indirectly to learning. According to Rubin, there are three
1. Learning Strategies
2. Communication Strategies
3. Social Strategies
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(1990:9) divides language learning strategies into two main classes, direct and
are concerned with the learner's emotional requirements such as confidence, while
social strategies lead to increased interaction with the target language. Cognitive
strategies are the mental strategies learners use to make sense of their learning,
memory strategies are those used for storage of information, and compensation
following:
(1)Direct strategies
(a) Memory
3. Reviewing well
4. Employing action
(b) Cognitive
1. Practicing
1. Guessing intelligently
2. Encouraging yourself
1. Asking questions
subcategories:
evaluation.
2. Cognitive Strategies are more limited to specific learning tasks and they
3. Socio affective Strategies, it can be stated that they are related with social-
mediating activity and transacting with others. Cooperation and question for
Stern (1992:262-266), there are five main language learning strategies. These are as
follows:
1. Management and Planning Strategies. These strategies are related with the
learner's intention to direct his own learning. A learner can take charge of the
exhibited:
a. Clarification / Verification
c. Deductive Reasoning
d. Practice
e. Memorization
f.Monitoring
1992:265).
speakers and cooperate with them. Learners must become acquainted with
towards the foreign language and its speakers as well as towards the learning
Williams and Burden (1997, p.148) state that cognitive strategies are seen as
learn, that is for obtaining, storage, retrieval or use of information. In this approach,
the world and the contents of the text that contributes to understanding and processing
the text. This strategy corresponds to what O'Malley and Chamot call elaboration.
b) Prediction: This strategy refers to predicting the content of the text based on
c) Repetition to get the meaning of a word: This strategy occurs when the
reader repeats a word or a phrase in order to remember or retrieve the meaning from
synonyms and antonyms for a word or restating the contents of a sentence in his own
words.
to the act of rereading a phrase, a clause or a sentence in order to infer or guess the
information.
easily the pronunciation or processing its meaning. This strategy is often followed by
the reader’s attempt to get the meaning of an unknown lexical item by comparing it to
n) Imagery: This strategy refers to using visual images and visualizing the
strategies are "contextualized battle plans" which vary intra individually so that each
person may use different learning strategies in different times and situations and for
different purposes. Thus, the strategies used by the subjects should be interpreted as
those employed in an academic setting for the purpose of main idea construction of a
reading text.
in reading that the readers may use in various combinations repeatedly. Cognitive
(2010) based on O’malley and chamot (1990) theory about Cognitive learning
strategy.
text, text to self, and text to world. Strategic readers connect what they know with
- Does this information confirm or conflict with other things I’ve read?
- What do I know about the author or genre (i.e. poetry, short story, drama,
- Did the text make me think of real events in the news or in history books?
- This reminds me of . . .
- This is like . . .
- This is similar to . . .
happen and make predictions based on what they know and what they have read.
- What background knowledge do I have that will help me with this text?
- I predict that . . .
and after reading to better understand the author and the meaning of the text.
- What am I wondering?
- Is this important?
- How does this information connect with what I have already read?
- I wonder . . .
- Who?
- What?
- When?
- Where?
- Why?
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- How?
read.
- What do the characters, setting, and events of the story look like in my
mind
e) Monitoring and clarifying. Strategic readers stop to think about their reading
- Do I need to reread?
- I was confused by . . .
g) Determining what is important. Strategic readers think about the text’s big
- How did my thinking about the meaning of the text change as I read?
- How can I relate the big idea to events or experiences in my own life?
h) Analyzing author’s craft. Strategic readers notice the way the author uses
- How does the author’s style relate to the message he or she is trying to
convey?
- What did the author of the text do that I’d like to try in my own writing?
b. Reading comprehension
written symbol, which serves as stimulator for the recall of meaning built through
past experience.
Burn (1989: 148) state that reading comprehension is at once unitary process and a
set of discrete processes so, they explore comprehension from two angels: The
written units that the reader must understand and the different levels of
Smith and Robinson (1980: 205) state that reading comprehension means
the understanding, evaluating and utilize of information and ideas gained
through an interaction between the reader and the author. Reading
comprehension is such a kind of dialogue between an author and a reader in
which the written language becomes the medium that cause the dialogue
happen when the two persons communicate through the medium of printed
papers.
involves taking meaning to a text in order to obtain meaning from that text.
comprehension is an active process where the readers try to gain the information
2. Level of comprehension
There are various levels of comprehension that would obviously include higher
level of thinking. Burn (1984: 150)divides the comprehension into four levels of
skills. They are literal reading, interpretive reading, critical reading, and creative
a) Literal reading. Literal reading refers to the ideas and fact that directly stated
on the printed pages. Literal reading is the skill of getting the primary direct literal
are recognizing stated main ideas, details, cause and effect and sequences. This level
must first understand what the author said before he can draw an inference or make
an evaluation.
lines or making inferences. It is the process of deriving ideas that are implied rather
than directly stated. This level demands higher level of thinking ability because the
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question in the category of interpretation are concerned with answer that are not
directly stated in the text but are suggested or implied. Smith (1980: 218) states that
in interpretation the readers read between the lines, make connections among
individuals stated ideas, make inferences, draw conclusions, read between the lines to
the ideas discovered in the material with known standards and drawing conclusion
previous experience to elements in the new material such as content style, expression,
In this level of reading skill, the reader must be an active reader, questioning,
searching for facts, and suspending judgment until her or she has considered all of the
material.
presented by the author, creative reading requires the readers to think as they read just
as critical reading does, and it also requires the reader to use their imaginations. In
creative reading, the reader tries to propose new or alternate solutions to those by the
writer.
1. Independent reading level. This is the highest level at which the students can
read easily and fluently without assistance, with few words recognition
teacher. In this level, word recognition errors are not preventable, and
3. The frustratingly reading level. The level which the students reading skill
language expert, Smith (1980: 138-166) points out that there are five comprehension
skills that the students need to learn to become good readers. Those are:
pattern. Oral reading is probably the only way to teach students to read with
3. Most of the students learn to answer questions about the facts or details
only a general impression from the material they read and for some material
and for certain reading process, but also factual information and many
4. Most of the students learn to recall with a minimum of prompting the facts
which the students are asks to recount the selection in as much detail as they
5. Most of the students learn to paraphrase the central thought or main ideas in
the passage is the ability to put the passage aside and express the essence of
expression.
3. Post reading, in this step, the teacher presents some communicative activities
Mohammad,1999)
2. Tentative, because predictions made in one moment may change in the next
moment.
4. Trans active, because the reader’s background interacts with the author’s
intention.
5. Thoughtful, because a reader must always analyze the clues the author
provides.
6. Imagistic, because (in narrative text particularly) a reader uses the author’s
some of the general competences, which have to be mastered by the students, are the
ability to comprehend, critical analysis and how to use the information from many
sources, text or non-text. The students are expected to comprehend and interpret the
the simple essay in the form of narrative, spoof, and hortatory exposition in
written text accurately, fluently an accepted in the daily living context and to
access the science in the form of narrative, spoof, and hortatory exposition
texts.
3. Indicators.
hortatory exposition.
5. Learning activities.
group.
facts, procedural patterns, and concepts that serve in the development of intellectual
cognition from low-level thought processes like simple recall to higher-order thinking
skills like synthesis and evaluation. Bloom offers a "stair step" description of the
levels of human understanding. There are six major categories, which are listed in
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order below, starting from the simplest behavior to the most complex. The categories
can be thought of as degrees of difficulties. That is, the first one must be mastered
about cognitive strategies, the researcher assumes that the relation between bloom’s
taxonomy and cognitive strategies are needed, where cognitive strategies are the
started from low level thought processes to higher order thinking skills including the
level of comprehension.
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SAMPLE SAMPLE
LEVEL DEFINITION
VERBS BEHAVIORS
Student recalls or Write
recognizes information, List
The students are able to define the 6
ideas, and principles Label
KNOWLEDGE levels of Bloom's taxonomy of the
in the approximate Name
cognitive domain.
form in which they State
were learned. Define
Student translates, Explain
The student can explain
comprehends, or Summarize
the purpose of Bloom's
COMPREHENSION interprets information Paraphrase
taxonomy of the
based on prior Describe
cognitive domain.
learning. Illustrate
Student selects, trans- Use
The student can
fers, and uses data Compute
write an instructional
and principles to Solve
APPLICATION objective for each
complete a problem Demonstrate
level of Bloom's
or task with a mini- Apply
taxonomy.
mum of direction. Construct
Student distinguishes,
Analyze
classifies, and relates The student can
Categorize
the assumptions, compare and contrast
ANALYSIS Compare
hypotheses, evidence, the cognitive and
Contrast
or structure of a affective domains.
Separate
statement or question.
Student originates,
Create The student can design a classification
integrates, and combines
Design scheme for writing
ideas into a
SYNTHESIS Hypothesize educational objectives that combines
product, plan or proposal
Invent the cognitive, affective,
that is new
Develop and psychomotor domains.
to him or her.
The student can
Student appraises, Judge
judge the effective-
assesses, or critiques Recommend
EVALUATION ness of writing
on a basis of specific Critique
objectives using
standards and criteria. Justify
Bloom's taxonomy.
(Bloom, 1956)
question verbs of cognitive domain above, it will be easily for the researcher to
identify on what level are the students’ comprehension achievement after getting
cognitive, and social and affective strategies are taught to develop reading
Researchers use the word “Comprehension” to label what takes place when the
reader connects the new information with prior knowledge. Information alone, no
matter how well written, does not create comprehension. Comprehension depends on
When faced with a new text, readers do not begin by “reading” in the sense of
starting at the first word and moving sequentially toward the last word, they first
predict what the passage will mean. It is the one of cognitive strategy that the readers
may use in reading. The readers not only predict what an article will contain or what a
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statement will mean but they also predict what prior knowledge will be relevant and
Furthermore O’malley and Chamot (1990: 216) state that, students who have
had prior experience in using learning strategies in their first language may learn to
apply them with second language tasks through extension of the principle guiding
their use and not require extensive cued repetitions with the new task.
- Have relatively low self-esteem. - Have self confidence that they are effective
learners; see themselves as agents able to
actualize their potential.
- See success and failure as the result- See success as the result hard work and
of luck or teacher bias. efficient thinking.
(Knuth and Jones, 1991)
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but because we want to. In the table above, the writer presents the comparison
Doff (1988, 170) states that we usually have a purpose in reading: there is
something we want to find out, some information we want to check or clarify, some
opinions we want to match against our own, etc. we also have purposes in reading
when we read stories for pleasure: we want to find out how the story develops, or
what happens next; even we do not usually begin reading with an empty mind but we
have some idea of what we are going to read about. We will usually have certain
questions in our mind (the things we want to know), and we may also be able to make
F. Resume
O'Malley et al. (1985:582-584) state that cognitive Strategies are more limited
to specific learning tasks and they involve more direct manipulation of the learning
elaboration, transfer, inferencing are among the most important cognitive strategies.
thinking process that depends not only on comprehension skill but also the students’
vocabulary seeing the relationship among words and concepts, organizing, ideas,
45
11-12).
- Literal reading refers to the ideas and fact that directly stated on the
printed pages.
inferences. It is the process of deriving ideas that are implied rather than
directly stated.
author, creative reading requires the readers to think as they read just as
critical reading does, and it also requires the reader to use their
imaginations.
G. Conceptual framework
Since this research applies quasi experimental method which use two groups,
using two strategies namely cognitive reading strategy for experimental group and
conventional teaching for control group. The researcher teaches three kinds of texts
that based on the syllabus; they are narrative, spoof, and hortatory written text. In this
46
by using cognitive reading strategies is measured through reading test. The students’
Teaching reading
comprehension
Students’ Students’
achievement achievement
H. Hypothesis
CHAPTER III
RESEARCH METHOD
A. Research design
much less effort to study due to the assignment to groups was not random. In other
words, the researcher does not control assignments to groups through the mechanism
and a control group. The experimental group received treatment by using cognitive
reading strategies, while the control group got conventional teaching method where
students were asked to read certain text and then answer the questions directly. The
control group was needed for comparison purposes to see whether the application of
comprehension as Gay stated that the control group is needed for comparison purpose
to prove if the new treatment is more effective than other (Gay et al, 2006:254).
Both of two groups were given pretest and posttest. Pretest was administered
administered to measure treatment effects. The aim of this test was to find out the
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comprehension.
EG O1 X1 O2
CG O1 X2 O2
(Gay et al,2006:255)
Symbols:
EG : Experimental Group
CG : Control Group
O1 : Pretest
O2 : Posttest
reading strategy.
strategies.
variables. The independent variable of this research was cognitive reading strategies
the students develop internal procedures that enable them to perform tasks
that are complex (Rosenshine, 1997). The use of cognitive strategies can
increase the efficiency with which the learner approaches a learning task.
These academic tasks can include, but are not limited to, remembering and
to be learned.
thinking process that depends not only on comprehension skill but also the
and evaluating” (Kustaryo, 1988: 11-12). Burn (1984:150) divides the level of
comprehension as follows:
- Literal reading refers to the ideas and fact that directly stated on the
printed pages.
50
inferences. It is the process of deriving ideas that are implied rather than
directly stated.
a. Population
The population of this research was the eleventh grade students of SMU Negeri
1 Bontonompo Selatan, Gowa in 2009/2010 academic year. There were three classes
of natural science department which consist of 32 students for each class. So, the total
b. Sample
The samples were selected based on cluster random sampling technique where
the researcher took two classes randomly. The number of sample was 96 students.
They were divided into two homogeneous groups (Natural Science classes) of 48
students. One of them was randomly selected as an experimental class and the other
one as a control group at the eleventh grade students of SMU Negeri 1 Bontonompo
Selatan, Gowa.
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E. Research instrument
In collecting data, the researcher used one kind of instrument, namely a reading
test. It used both as the pre-test and the post-test. The purpose was to get data about
the students’ achievement in reading English texts. The model of reading test was
subjective test. It consists of three texts, namely narrative, hortatory exposition, and
spoof text. The total number of questions in the three texts above was 15 questions.
a. Pretest
The pretest was given to the sample to find out the students’ prior reading
achievement.
b. Posttest
The posttest was given to the sample after giving treatment. It aimed at
knowing whether the students have different achievement in reading with using
1. Treatment
52
synthesizing, determining what is important, and analyzing author’s craft). The steps
a. Experimental group
Pre-reading activity
skill.
2. Explaining about three kinds of written text that will be taught (narrative,
4. Explaining more about narrative text and introduce the reading topic.
a) While-reading activity
1. Teacher explained the first strategy (Making Connections), in this phase the
teacher told the students how to connect what they know with what they are
reading.
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2. The second strategy (making predictions) the teacher taught them to think
about what’s going to happen and make predictions based on what they
3. Teacher got students to practice reading the story by using the strategies
above.
4. Teacher gave students exercises related to the reading passage given by the
teacher.
5. Teacher asked some students randomly to read their answer and discusses
b) Post-reading activity
3. Before closing the class, teacher explained briefly about the next material.
Teacher explained the way of using asking questions and visualizing strategy
a) Pre-reading activity
skill.
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3. Teacher distributed hand out papers which consist of the reading topic to the
students
b) While-reading activity
2. The fourth strategy (visualizing) the teacher told the students to picture what
5. Teacher asked students to answer the questions about the text individually.
6. Teacher asked some students randomly to read their answer and discusses
c) Post-reading activity
1. Teacher asked students about their difficulties in using the strategies above
3. Teacher closed the class as well after giving a few explanations about the
next material.
Teacher explained the way of using the fifth strategy (monitoring and
clarifying strategy) and the sixth strategy (Summarizing and synthesizing strategy) in
a) Pre-reading activity
skill.
2. Teacher introduced the topic of the reading passage that will be given to the
students.
b) While-reading activity
think about their reading and know what to do when they don’t understand.
students identify the most important ideas and restate them in their own
words.
3. Teacher gave several times to the students to answer the questions together
4. Teacher asked some students to read their answer and discusses the right
c) Post-reading activity
1. Teacher asked students about their difficulties in using those strategies and
3. Teacher closed the class after giving an overview material for the next
meeting.
Teacher explained the seventh strategy (determining what important) and the
a) Pre-reading activity
skill.
2. Teacher reviewed the previous lesson especially about how to use the
b) While-reading activity
students were asked to think about the text’s big idea or message and why
it’s important.
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2. The eight strategies (analyzing author’s craft) the students were asked to
notice the way the author uses language to get his or her ideas across.
3. Teacher asked groups to read the text and then discuss about the topic by
4. Teacher gave several times to the students to answer the questions together.
5. Teacher asked some students to read their answer and discuss the right
c) Post-reading activity
1. Teacher asked students about their difficulties in using the seventh strategies
b. Control group
The control group was taught with uninformed/conventional strategy for six
meetings. This group learned the same materials as experimental group. The same
1) Pre-reading activity
skill.
58
2) While-reading activity
3) Post-reading activity
1. Teacher gave the chance for students to ask about unclear information during
the lesson.
statistic data analysis that was used in this research consist of the sum number, mean,
standard deviation number, frequencies table and histogram of the data. To analyze
data the researcher used SPSS 15.0 program for windows. The collected data was
analyzed through scoring the result of the students’ test result. The students’
achievement classification was gained by dividing their total correct answer by the
total score. The result, then, was multiplied with ten, the maximum achievement
classification.
(Depdiknas: 2006)
No Score Classification
1 80-100 Excellent
2 66-79 Good
4 46-55 Fair
5 0-45 Poor
(Depdiknas, 2006)