PEMBAHASAN READING STRATEGIES.docx

2015

According to Alderson and Urquhart (1984) the close reading of passages including syntactic, semantic, and lexical analyses is a language lesson, not reading. Different models of reading were introduced to characterize reading, including data-driven or bottom-up model, concept-driven, or top-down model, and the interactive model which involves the instruction of reading skills and comprehension strategies. (Maria, 1990; Weaver, 1994) Reading strategies are goal–directed, deliberate mental processes which control and modify the reader‟s efforts to construct the meaning of a text (Afflerbach, Pearson, & Paris, 2008).

2019

Reading is bringing meaning to and getting meaning from printed or written material. Trought the reading activity, the students can increase their language and it can also make them wise and respectful. Student’s reading ability must be developed. (A paper by students of IAIN padangsidempuan - Tadris Bahasa Inggris)

2016

2015

Tujuan penelitian ini adalah untuk mengetahui apakah ada perbedaan yang signifikan antara siswa yang berhasil dan tidak berhasil dalam menggunakan strategi belajar yang berbeda dalam kemampuan membaca bahasa Inggris. Penelitian ini menggunakan pendekatan kuantitatif dan dilaksanakan di kelas XI dengan total siswa 64 orang. Untuk mengumpulkan data, peneliti memberikan sebuah kuesioner (LLSQ) dan test membaca. Data dianalisis dengan One way Anova. Hasil penelitian menunjukkan bahwa (1) tidak ada perbedaan yang signifikan antara siswa yang berhasil dan tidak berhasil dalam menggunakan strategi belajar yang berbeda, (2) sebagian besar siswa menggunakan strategi metakognitif (48.43%), sosial (29.69%), dan kognitif (21.88%). Oleh karena itu, siswa perlu diinformasikan tentang strategi-strategi belajar dan penggunaan yang tepat dalam membaca karena pemilihan strategi belajar adalah salah satu cara siswa dalam meningkatkan kemampuan membaca siswa.The research was aimed to find out whether o...

The Effect of Applying Predict Organize Rehearse Practice Evaluate Strategy on Students Reading Comprehension, 2013

This study was conducted as an attempt to find out the effect of applying Predict, Organize, Rehearse, Practice, Evaluate (PORPE) strategy on students' reading comprehension. This study used experimental design. The population of this study was students of Grade XI, Senior High School (Sekolah Menengah Atas: SMA) Negeri 1 Lumbanjulu which consisted of 120 students. There were sixty students from the population taken as the sample in this study. The sample was divided into two randomized groups: experimental and control groups. The experimental group was taught by using PORPE strategy, while the control group was taught by using conventional method.To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula (KR-21). The result of the reliability was 0.81. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significance 0.05 with the degree of freedom (df) 58 , t-observed value 2.8 > t-table value 2.00. The findings indicated that using PORPE strategy significantly affected the students' reading comprehension. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted.

Studies have shown how influential learning strategies are in the process of language learning. In the light of this, I seek to examine some broad areas in the field. Firstly, the controversies surrounding the definition of what language learning strategy would be examined.