SENIOR HIGH SCHOOL STUDENTS STRATEGIES IN READING

GENRE BASED TEXTS

THESIS

Submitted in Partial Fulfillment

of the Requirement for Degree of

Sarjana Pendidikan

Redy Putra Romadhoni

112016080

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

2020

i

SENIOR HIGH SCHOOL STUDENTS STRATEGIES IN READING

GENRE BASED TEXTS

THESIS

Submitted in Partial Fulfillment

of the Requirement for Degree of

Sarjana Pendidikan

Redy Putra Romadhoni

112016080

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

2020OVER

ii

PROVAL PAGE

iii

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in

any course or accepted for the fulfillment of any degree or diploma in any

university. To the best of my knowledge and my belief, this contains no

material previously published or written by any other person except where due

reference is made in the text.

Copyright@ 2020. Redy Putra R. and Maria Christina Eko Setyorini, M.Hum

All rights reserved. No part of this thesis may be reproduced by any means

without the permission of at least one of the copyright owners or the English

Language Education Program, Faculty of Language and Arts, Universitas

Kristen Satya Wacana, Salatiga.

Redy Putra Romadhoni

iv

PERNYATAAN TIDAK PLAGIAT

v

PERNYATAAN PERSETUJUAN AKSES

vi

PUBLICATION AGREEMENT DECLARATION

vii

TABLE OF CONTENT

COVER .................................................................................................................................. i

APPROVAL PAGE ............................................................................................................. ii

COPYRIGHT STATEMENT.............................................................................................. iii

PERNYATAAN TIDAK PLAGIAT ................................................................................... iv

PERNYATAAN PERSETUJUAN AKSES .......................................................................... v

PUBLICATION AGREEMENT DECLARATION ............................................................. vi

TABLE OF CONTENT ..................................................................................................... vii

Abstract ............................................................................................................................... 1

INTRODUCTION ............................................................................................................... 1

LITERATURE REVIEW ..................................................................................................... 4

Genre-Based Texts ......................................................................................................... 4

Narrative texts.............................................................................................................. 5

Descriptive texts ........................................................................................................... 5

Recount texts ................................................................................................................ 6

Procedural texts ........................................................................................................... 6

Report texts .................................................................................................................. 6

Reading Strategies.......................................................................................................... 7

Cognitive Strategies ..................................................................................................... 8

Making Prediction ........................................................................................................ 9

Translating................................................................................................................... 9

Summarizing ................................................................................................................ 9

Linking to Prior Knowledge or Experience ................................................................. 10

Applying Grammar Rules ........................................................................................... 10

Guessing Meaning ...................................................................................................... 10

Metacognitive Strategies ............................................................................................ 11

Planning .................................................................................................................... 11

Monitoring ................................................................................................................. 12

Evaluating .................................................................................................................. 12

THE STUDY ..................................................................................................................... 12

Context of the Study..................................................................................................... 13

viii

Participants .................................................................................................................. 13

Data Collection Instrument ......................................................................................... 14

Data Collection Procedures ......................................................................................... 14

Data Analysis Procedures ............................................................................................ 15

FINDINGS AND DISCUSSION........................................................................................ 15

Reading Strategies........................................................................................................ 15

Cognitive Strategies ..................................................................................................... 18

Metacognitive Strategies .............................................................................................. 22

CONCLUSION ................................................................................................................. 24

ACKNOWLEDGEMENTS ............................................................................................... 26

REFERENCES .................................................................................................................. 28

Appendix ........................................................................................................................... 32

1

SENIOR HIGH SCHOOL STUDENTS STRATEGIES IN READING GENRE

BASED TEXTS

Redy Putra Romadhoni

(112016080)

Abstract

One of the important skills that should be mastered by the language

students is reading. However, there are many students who have difficulties in

reading. Therefore, they need reading strategies to help them mastering and

comprehending their reading. This study aims to find out the reading strategies

that senior high school students use in genre-based texts. This study used the

descriptive method. A questionnaire was distributed to 76 students who took

Bahasa dan Budaya (BBD) class in SMA Kristen 1 Salatiga. The results of the

study showed that respondents used two kinds of reading strategies. They are

cognitive strategies and metacognitive strategies. Both strategies were used

almost at the same average. Cognitive strategies of making prediction and

applying grammar rules are the strategies that got the highest average. The

cognitive strategies that rarely used by the students is summarizing strategy.

While, metacognitive strategies of monitoring got the highest average and

planning that got the lowest average. The findings are expected to be useful for

the teachers who teach reading and students who are taking language major

class.

Keywords: reading strategies, cognitive strategies, metacognitive strategies,

genre-based texts.

INTRODUCTION

Reading is an important skill that should be mastered by language

students. According to Patel and Jain (2008), reading is an important tool for

academic success. Not only for academics, he also says reading is the most

important activity in any language class as well. However, some language

students find that reading is challenging. When reading a text, students usually

find new words and they have to find the meaning before they can continue

2

their reading. Some students feel under pressure when they read a text that they

have to understand. In this case, students can use reading strategies to

comprehend English texts. There are two kinds of reading strategies that

students can use, cognitive strategies and metacognitive strategies (Chamot and

O’Malley, 1996). According to Brevik and Gunnulfsen (2012), when the

strategies are being used knowingly, structurally and systematically, reading

strategies will help students to improve their reading comprehension. In other

words, students can increase and improve their reading skills through the use of

cognitive reading strategies and metacognitive reading strategies. Not only

that, those reading strategies can also help the students to comprehend the texts

that students read better. In this study, I would like to find out which reading

strategies used by senior high school students.

As a student who taking a language major, I learned about reading in

senior high school. One type of reading that I have learned is reading genre-

based texts, such as narrative, descriptive, recount, procedure, and report text.

Cummings (2003) sees text types as components of the genre. He distinguishes

narrative, description, exposition, dialogue, and monologue as genre categories

and novel, travel brochure, article, conversation and oration as text types.

Those English texts require students to read and understand the whole text.

Reading a lot will help students to understand the meaning of the text and the

structure of the text. In genre-based texts, not only new words that students

should understand. Students should analyze the structure of the text as well.

Sometimes there were many new words that I faced while reading the genre-

based texts. To solve my problems, I had to re-read the text if the text was too

3

difficult to understand. The obstacle that I faced may be similar to what the

students nowadays face. The problems that I faced in reading genre-based texts

make me curious to find strategies that nowadays students use to solve the

problems.

There are several researches that have been conducted on a similar topic.

Teevno (2017) investigated about reading strategies that were used to increase

students’ reading comprehension. The results of this study showed that most

students used different reading strategies and techniques in reading English

texts. The respondents of Teevno’s study translated the text that they would

read into their first language. The respondents usually summarized to make

their reading easily. They also used other reading strategies, such as re-reading,

predicting, and guessing the meaning of the vocabulary. In conclusion, the

result of the research that was conducted by Teevno shows that students use

strategies to increase their reading comprehension. The result of Teevno’s

research is similar to Fuziah, Asmani, and Munir’s (2017) study which shows

that reading strategies are used by students to comprehend the textbook. In

their research, no reading strategies are reported of high usage. The students

were usually used summarizing and guessing meaning strategy.

Although there have been some studies on the use of reading strategies,

there are not many studies done to senior high school students. My study here

focuses on the use of reading strategies by senior high school students. Thus,

this study attempts to answer the research question, “What kind of strategies do

senior high school students use in reading genre-based texts.” This research

4

was conducted to find out the reading strategies that senior high school

students use to overcome their difficulties in reading genre-based texts.

The study is hopefully beneficial for teachers who teach reading.

Therefore, the teacher can help students to use reading strategies appropriately.

I also hope that this study will be able to help students who taking language

major to use reading strategies and understand which strategy appropriate with

their reading activities.

LITERATURE REVIEW

Genre-Based Texts

In general, according to Anderson (1998), there are two kinds of texts.

The first is the literary text. This type of text is divided into three main text

types: narrative, poetic, and dramatic. The second is a factual text that includes

explanation, discussion, exposition, information report, recount, factual

description, procedure, and recount text. We can see that narrative of literary

text, report, recount, description, procedure, and recount of factual text are the

genre-based texts. Hyland (2004) states that narrative texts, descriptive texts,

and exposition texts are text genres. We can say that Anderson and Hyland has

similar opinion about genre-based texts. In Indonesia, language major students

in senior high school learn genre-based texts. Students may learn at least five

types of English texts in genre-based texts. Those texts are narrative texts,

descriptive texts, recount texts, procedural texts, and report texts.

5

Narrative texts

Narrative texts are imaginative stories to entertain people. Furthermore,

narrative texts tell problematic events and problem solution. In narrative texts

also contain a moral value in the end of the text. Djatmika and Wulandari

(2013) state that a narrative text is a text that can amuse the readers or the

listeners and this text has a moral value inside the story. Besides, Anderson and

Anderson (2003) claims that narrative text is a text that tells a story and

entertains the readers. In other words, the narrative text has a story and moral

value inside the text and it entertains the readers or the listeners. The examples

of narrative texts are stories of Golden Eggs, Fox and Cat, The Ant and the

Dove, and Timun Mas.

Descriptive texts

Descriptive texts are texts that describe how a person or an object is like,

whether its form, its properties, its amount and others. The purpose of

descriptive texts is to describe and reveal a particular person, place, or thing.

According to Pardiyono (2007), descriptive texts give a description of the

living or non-living things to the readers. Barbara (2004) says that descriptive

texts transform our feelings and point of view about things. It means that

descriptive texts show the readers a point of view, feelings, and description of

living or non-living things that can increase the readers' knowledge. The

examples of descriptive texts are texts with the title of My Small House, My

Family, and Borobudur Temple.

6

Recount texts

Recount texts are texts that tell the readers about one story, action or

activity. Retelling events or experiences in the past also includes in recount

texts. The goal of recount texts is to entertain or inform readers. Hartono

(2005) says that the function of recount text is to retell events and the purpose

is to inform and entertain the readers. Knapp and Watkins (2005) state that a

recount text is a text that tells the readers about the writer’s personal

experience in the past. In other words, recount texts are texts that tells the

readers about information, story, events, or activities in the past. The examples

of recount texts are texts with the title of Celine Dion’s Biography, Meeting a

Star, and Holiday in Yogyakarta.

Procedural texts

Procedural texts are texts that tell a process in order. Knapp and Watkins

(2005) explain that procedural text such as recipes and directions are concerned

with telling people how to do something and its stages in order. We can say

that recount texts are texts that guide the readers to do something in order. The

examples are how to make pizza or how to use a rice cooker.

Report texts

Report texts are texts that include information about something. The

result of the report texts is an observation report or an analysis. Report texts are

type of written text that is written by people or a group of people to inform the

result of an investigation. The general information is given in report texts.

According to Barker (2000), report text is a text that describes something in a

7

general way. Mustafa and Sundayana (2006) claims that a report text is a text

that describes something related to history, science, geography, natural

resources, man-made, and environmental phenomenon. We can say that a

report text is a text that describes a phenomenon in a general way. The

examples of report texts are texts with the title of Mangrove Trees, A Place in

Jakarta, and Tsunami.

Reading Strategies

Reading strategies are strategies that students use to comprehend reading

texts. Strategies help students to understand the content of the text easily.

According to the Literacy Information and Communication System online

(2010), “Comprehension is the reason for reading. If readers can read the

words but do not understand what they are reading, they are not really reading.

Good readers are both purposeful (they have a reason to read) and active (they

think to make sense of what they read).” Singhal (2001) says that reading

strategies refer to one kind of monitoring system that involves readers’ self-

reflection, awareness of interaction with text and relationship of reading

strategies and text comprehension. According to Suwantharathip (2015),

reading strategies are a collaborative approach in the reading process and

include the use of cognitive and metacognitive strategies. Similar to

Suwantharathip (2015), Phakiti (2003) says that the categories of reading

strategies are cognitive strategy and metacognitive strategy. Mehrdad, Ahghar,

and Ahghar (2012) argue that regular use of reading strategies can make

learners more confident and their reading comprehension in the second

8

language can considerably improve. Khezrlou (2012) states that there is a

significant relationship between reading strategies and the performance of the

students. The use of strategies and their impact was found to be different for

different age groups and their level of education. According to Thompson

(1988), reading strategies should be applied with an aim to understand the

meaning of the given text. Thus, reading strategies help the students to

understand and comprehend the texts that students read. Cognitive strategies

and metacognitive strategies are reading strategies that students use in their

reading activities. Through those two kinds of strategies, students may feel

comfortable and confident while reading texts.

Cognitive Strategies

Cognitive strategies are one type of learning strategy that learners use to

learn more successfully. Kasimi (2012) claims that cognitive strategies are

direct language learning strategies that can help students process meaning in

the target language consciously. Phakiti (2003) states that cognitive strategies

are directly related to the target language and world knowledge of the learners,

which allow them to construct meaning from text and to perform a given task.

We can say that cognitive strategies can help the students to process and

construct the meaning of the texts directly related to the target language.

Phakiti (2003) claims that cognitive strategies in reading include making

predictions, translating, summarizing, linking with prior knowledge or

experience, applying grammar rules, and guessing meaning from text.

9

Making Prediction

Making prediction strategy is guessing the text before reading the text.

This strategy is done by looking at the title of the text or pictures on the text to

guess what the students are about to read. Bailey (2015) says that predicting

allows students to use information from the text, such as titles, headings,

pictures and diagrams to anticipate what will happen in the story.

Translating

Translating strategy is translating English text that the students will read

into their first language. Changing English text into their first language makes

the students feel comfortable during reading and through translating, students

will be able to understand the meaning of the text easily. Catford (1965), as

cited in Jiraphatralikhit (2005) views translation as the replacement of textual

material in one language (SL) by the equivalent text material in another

language (TL).

Summarizing

Summarizing strategy is recapping or writing the main ideas of the text in

students’ own words. According to Pressley (2000), summarizing is important

as a tool for improving comprehension. During the reading, students will stop

reading and write or highlight the important parts of the text. This activity

would make students understand the text better.

10

Linking to Prior Knowledge or Experience

In this strategy, students will comprehend the text that they will read by

seeing how it fits with what they have already known. Echevarria, Vogt, and

Short (2013) claim that developing students’ prior knowledge or using

students’ experience for learning or reading new information will help them to

gain a better understanding of the text because in reading they are able to use

what they have already known.

Applying Grammar Rules

Grammar is an important thing for students in reading. Without applying

grammar rules during reading, students will find it difficult to understand the

complex sentences in the text that they are reading. Knowing grammar can

help students to comprehend what the text means correctly because according

to Subasini and Kokilavani (2013), grammar in the text is a sound, structure,

and meaning system of the language.

Guessing Meaning

Guessing meaning strategy is understanding the meaning of a sentence or

new words that the students find during their reading. Thornbury (2002:148)

argues that guessing from context is probably one of the most useful skills that

the learners can acquire and apply both inside and outside the classroom. In

addition, Nation and Coady (1988: 104) suggest five steps of guessing meaning

from context. The first is finding the part of speech of the unknown word.

Second, look at the immediate context of the unknown word and simplify this

context if necessary. Third, look at the wider context of the unknown word.

11

This means looking at the relationship between the clause containing the

unknown word and the surrounding clauses and sentences. Fourth, guess the

meaning of the unknown word. The last is checking if your guess is correct or

not.

Metacognitive Strategies

Metacognitive strategies are the methods used to help students

understand the way they learn. In other words, it means processes designed for

students to ‘think’ about their ‘thinking’. In addition, metacognitive strategies

are helping students to memorize what they read. Zhang and Seepho (2013)

state that metacognitive reading strategies are the strategies that are used by

students in order to increase their awareness and control over their reading

comprehension and to evaluate it. The general conception of metacognitive

strategy is monitoring, planning and evaluating learning or reading processes.

Phakiti (2003a, 2003b) says that there are three metacognitive strategies in

reading; they are planning, monitoring, and evaluating. The students can

comprehend the text and understand what they have learned through planning,

monitoring and evaluating their reading activity.

Planning

Planning strategies are readers' actions of previewing or overviewing

tasks and making decisions about how the task should be done and the steps

that need to be taken to accomplish the task. Students should make a decision

when they should read and how they read a text. In addition, Phakiti (2003)

says that planning as a preview and overview organizing tasks consists of

12

advanced preparation, problem identification, purpose selective management or

attention, self-management, and priority setting.

Monitoring

Monitoring strategies refer to the deliberate actions that readers use to

monitor their own task performance in order to ensure that the tasks are

properly done. The aim of monitoring strategies is to check, verify, and correct

students' while and after reading. Students will check their understanding and

performance in reading, verify their comprehension, and correct their reading

strategies. Pahikiti (2003) states that monitoring strategies are about checking,

verifying, and correcting reading performance during and after reading.

Evaluating

Evaluating strategies are the evaluation of students’ reading performance.

Through evaluating strategies, students will know whether they understand the

texts or not, during and after reading. Phakiti (2003) says that evaluation

strategies involve double-checking and reading performance evaluation.

Double-checking here means students re-check their comprehension in reading.

THE STUDY

This study used a descriptive method. I used this method to describe

reading strategies that senior high school students use in doing their reading

activities. Through the descriptive method, I tried to find out the kinds of

reading strategies that were frequently used by senior high school students.

13

Ethridge (2004) claims that descriptive studies may be characterized as simply

the attempt to determine, describe or identify something that happens.

According to Shuttleworth (2008), descriptive research is a method that

involves observing and describing the behavior of a subject without influencing

it in any way.

Context of the Study

This study was conducted at SMA Kristen 01Salatiga, Central Java

because English language learning is one of the courses that provide in that

school. I conducted X, XI, XII Bahasa dan Budaya classes. Since English

language course is one of the major course in that class, the materials that

students should learn is genre-based texts. Students have to read a lot in this

course, especially the genre-based texts. Therefore, this study tried to find out

which reading strategies that were mostly used by senior high school students

in reading and comprehending the English texts.

Participants

The participants of this study were seventy-six (76) students from ten up

to twelve grade, age 16 – 19 years old. The classes were Bahasa dan Budaya

class. There were twenty-eight (28) students from grade X, twenty (20)

students from grade XI, and twenty-eight (28) students from grade XII. The

consideration of choosing these participants was that they learnt English,

especially reading genre-based texts in the three different grades of senior high

school. I chose the three-grades of senior high school because each grade was

taught different genres of reading texts.

14

Data Collection Instrument

A set of questionnaire statements was used in this study. For the

questionnaire statements, I made it by myself by creating some statements that

were related to my study. The statements that I made were taken from the

literature review part. Close-ended statements were used to collect the data. To

measure the students whether they use reading strategies, I put yes or no

columns in the questionnaire. The aim of the questionnaire was to find out the

kinds of strategies that senior high school students use in reading genre-based

texts. The questionnaire was written in Bahasa Indonesia and distributed to the

seventy-six participants. Using Bahasa Indonesia made the participants feel

comfortable and easy to understand each statement when they were answering

the questionnaire. There are twenty (20) statements in the questionnaire. One

(1) statement ask about students’ general statement about reading strategies.

Twelve (12) statements ask about the cognitive reading strategies which were

used by the participants and seven (7) statements ask about their use of

metacognitive reading strategies. Statement number one ask about whether the

participants use reading strategies or not, statement number two until thirteen

ask about their use of cognitive strategies and statement number fourteen until

twenty as about their use of metacognitive strategies.

Data Collection Procedures

Before distributing the questionnaire to the participants, I distributed the

questionnaire to three students to pilot my questionnaire. The three students

from SMA Lab Salatiga students. I chose those three students from XI grades

senior high school that I would examine. The aim of piloting was to find out

15

whether all statements in the questionnaire were easy to understand for

students of senior high school or not. After it has been piloted and revised, I

distributed the questionnaire to the participants before the class started. I

informed them that their names and responses to the questions would be kept

confidential and would not affect their grades. Then, I asked them to fill in the

questionnaire.

Data Analysis Procedures

To analyze the data, students' responses to each questionnaire item were

calculated to get the score from each item. The data were then interpreted and

explained in the findings and discussion part. To analyze the data from the

questionnaire, I used Microsoft Excel, and I presented the results using the

chart to show which reading strategies are the most frequently used to the least

frequently used by the participants.

FINDINGS AND DISCUSSION

Reading Strategies

Figure 1.

73

0

20

40

60

80

100

Reading strategies

16

The study found the result that the participants use reading strategies in

their reading activities. There are 73 out of 76 students who use reading

strategies (figure 1). It means that the students used reading strategies in their

reading activities. Perhaps the students used this strategies to help them in their

reading.

Figure 2. cognitive and metacognitive strategies

The result of the study show that the participants of the study used both

cognitive and metacognitive strategies in doing their reading activities. The

Cognitive strategies got the highest average than metacognitive strategies. It

means that most of the students used cognitive strategies as their strategies in

reading genre-based texts.

Similar to my study, another study was conducted by Raharjanti (2014).

She classified reading strategies into three strategies. They are cognitive

strategy, metacognitive strategy, and compensating strategy. We can see that

there were three strategies that classified in her study. In her study, the result

73 72

0

20

40

60

80

100

Cognitive Strategies Metacognitive Strategies

17

shows that cognitive strategy and metacognitive strategy had a similar average

as well.

Another study that is similar to mine was conducted by Osuji (2017). She

tried to find out which reading strategies that were mostly used by Igbo

students. The result shows that the metacognitive strategy was the reading

strategy that were mostly used by the students. Therefore, the result of her

study was different from mine.

The result of my study shows that in general 73 students from 76 students

used cognitive strategies and 72 students of 76 students used metacognitive

strategies (figure 2). The students mostly used cognitive strategies in reading

genre-based texts than metacognitive strategies.

The study which was conducted by Raharjanti (2014) has a similar result

to mine. Her result shows that cognitive strategy was mostly used by the

students as well. There were 30 out of 47 students who used cognitive strategy.

Then, the metacognitive strategy was used by 26 out of 47 students. Perhaps

students mostly used cognitive strategy because this strategy is easy to apply in

their reading. Students can use the dictionary to understand the unknown

words, predict the meaning spontaneously, and write important things.

Another study was conducted by Osuji (2017), her study has a different

result. In her study, the metacognitive strategy was the mostly used strategy by

the students. The metacognitive strategy was mostly used by the students in

Igbo to comprehend the text.

18

Cognitive Strategies

Cognitive strategies are the strategies that were frequently used by the

students in reading genre-based texts. I classified cognitive strategies into six

specific strategies. They are making prediction strategy, translating strategy,

summarizing strategy, linking with prior knowledge or experience strategy,

applying grammar rules strategy, and guessing meaning strategy. From those

six strategies, the students most frequently used to make prediction strategy

and applying grammar rules strategy. In contrast, the students were

infrequently used summarizing strategy.

Figure 2. Cognitive Strategies

There were 73 out of 76 students who used cognitive strategies. There are

two strategies that had the same result. They are making prediction and

applying grammar rules. Making prediction strategy got 76 points. While,

applying grammar rules strategy got 76 points as well. On the other hand, the

76 7264

74 76 74

0

20

40

60

80

100

MakingPrediction

Translating Summarizing Linking withPrior

Knowledge orExperience

ApplyingGrammar Rules

GuessingMeaning

19

summarizing strategy became the strategy that students rarely used. This

strategy got 64 points out of 76. I will discuss the types of strategies about

cognitive strategies one by one in the following paragraph.

The first strategy that most frequently used by the students is making

prediction strategy. The average of this strategy shows 76 students out of 76

students who used this strategy. This strategy had the highest average in

cognitive strategies. It means that all 76 students used this strategy to make

their comprehension in reading easier. They used this strategy to predict the

content of the upcoming section or page when they are reading. During their

reading, the students probably found important or interesting parts that they can

predict. When they find the important or interesting parts, they may predict the

content of the next page or chapter in the text.

My findings above look similar to Raharjanti (2014) study, she clarified

about guessing from context. The average, according to her study shows 34 out

of 47 students used this strategy. At this point, the students will predict the

content of the next part after they find interesting parts while reading a text.

Not only that, but this strategy was also frequently used by the students and it

is the same with my study.

The second strategy that most frequently used by the students was

applying grammar rules. Grammar is one of the important things in reading.

During their reading, the students may find complex sentences. Perhaps the

students instantly understand what the text means if they realize what grammar

rules are. The interesting fact is this strategy also got 76 students out of 76

students that used this strategy. As a result, this strategy also became the

20

highest strategy that the students used. Perhaps the 76 students used this

strategy could help them to comprehend the text means correctly. Not only

that, the reason why the students used this strategy probably students can

understand the whole sentences that they read through using grammar rules

with grammar structures that they have learned before.

On the other hand, there was strategy that the students rarely used. The

strategy was summarizing strategy. This strategy got the lowest average than

the other strategies. The average shows that there were 64 students out of 76

students who used this strategy. Those 64 students probably feel lazy to write

the important part or re-write what they have read with their own words. On

the other hand, some students used summarizing strategy during their reading.

Re-write what they have read with their own words might make them

comprehend the text better. While reading, they could be underlining or

highlight the important parts of the text as well.

While, there were strategies which had the results are not so significant.

They are translating, linking to prior knowledge or experience, and guessing

meaning strategy. Translating strategy used by 72 students. They probably feel

comfortable and understand the text means correctly during their reading. Not

only that, perhaps the students would comprehend the text easily. During their

reading, the students may find words or sentences that they do not know. They

probably stop reading and translate it into their first language before continuing

their reading. The average shows that 72 students out of 76 students who used

this strategy to solve their problems. Similar to Osuji (2017), her study shows

that translating strategy had the lowest point. The translating strategy got 2.16

21

points out of 3.00 points in her average. Students as her participant said that

they translate the reading text into their target language to enhance their

understanding.

The next strategy is linking to prior knowledge or experience. The

average shows that 74 students out of 76 students used this strategy in reading

genre-based text. The students here maybe will read the text that they might

know the content related to their knowledge. The 74 students probably know

that their knowledge related to their reading can help them to comprehend their

understanding in reading. Before reading, they could look at the books whether

it fits them or not. The BBD students here probably read about books of

language or culture, they probably would not read another book that they think

it is not fitted to them. On Osuji (2017) study, the average of her study is 2.64

points out of 3.00 points. Students may be helped by using their prior

knowledge. In conclusion, perhaps students will be easy to understand the text.

74 students out of 76 students used guessing meaning strategy. They

probably can guess the meaning of words or sentences without using any

dictionary. The students probably guess the meaning of the text without

translating it into their first language. In their reading, they may find words or

sentences that they do not know the meaning. To solve these problems, they

could guess though linking the part that they read with the previous part or the

next part of the text.

22

Metacognitive Strategies

The result of my study also shows that the participants used

metacognitive strategies as well. The score shows that the students used

metacognitive strategies infrequently than cognitive strategies. According to

my questionnaire that I already spread to the students, I specified the

metacognitive strategies into three strategies. They are planning strategy,

monitoring strategy, and evaluating strategy. Those three strategies had similar

score.

Figure 3. Metacognitive Strategies

The result of the questionnaire that I already distributed to the students,

metacognitive strategies got 72 students out of 76 students. This strategy has

three kinds of strategies. They are planning, monitoring, and evaluating

strategy. The strategy that got the highest point and most frequently used by the

students is monitoring strategy. Different from the monitoring strategy, the

planning strategy was infrequently used by the students.

7073 72

0

20

40

60

80

100

Planning Monitoring Evaluating

23

There were 73 students out of 76 students who used monitoring strategy.

It means that students frequently used this strategy. Perhaps they use this

strategy to manage their reading by monitoring their reading activity. They

may be monitoring their reading activity such as; check, verify, and correct

while or after reading. Using monitoring, the students could know their

performance, comprehending, and correcting the strategies that they used in

reading.

In contrast, there were 70 students out of 76 students who used planning

strategy. The 70 students use this strategy probably they can plan when they

will read or when they could finish their reading. Through planning, the

students could prepare how the text should be done and the way that they need

to be taken to accomplish their text. In addition, perhaps they can make a

decision when they should read and how they read. Not only that, the students

may give a deadline for their reading activity. So, they will finish reading the

book by the date that they set. Since this strategy became rarely used by the

students, they may think that they do not have to make a plan when they start

and finish their reading. It caused by they can start and finish their reading

whenever they want.

In evaluating strategy, 72 students out of 76 students used this

strategy because they can do checking their reading performance. Using

evaluating, students will know whether they understand the texts or not, during

and after reading. Perhaps the students can also re-check their comprehending

in reading with answering the question if any or write the text with students’

words.

24

CONCLUSION

This study aimed to identify reading strategies used by students in SMA

Kristen 1 Salatiga in reading genre-based texts. In general, the results of this

study show that the students mostly used cognitive strategies than

metacognitive strategies. In this study, cognitive strategies of making

prediction and applying grammar rules got as the highest score as the strategies

that the students mostly used in reading genre-based texts. On the other hand,

the strategy under the cognitive strategies which got the lowest score was

summarizing strategy. Then, monitoring strategy that is included in

metacognitive strategies got the highest score as the strategy that students

mostly used. In contrast, planning strategy under metacognitive strategy was

the strategy that has the lowest score. Students may combine strategies to

understand the text better.

Hopefully, this study can be useful for senior high school students and

senior high school teachers who read this study. I suggest the students to know

and understand different kinds of reading strategies. Through understanding the

different kinds of strategies, the students will know how to deal with different

kinds of problems that the students face in their reading activities. In addition,

this study can be useful for teachers as well. The teachers can teach the

students about different kinds of strategies that the students use to face the

different problem in reading. Not only for students and teachers, this study can

be used for common activities such as; reading novels, newspapers, or other

books. In addition, I hope that this study can give an insight for all students and

others when working in reading.

25

The research has some limitations. The first is that there are only 20

statements in the questionnaire and close-ended forms. This number is clearly

not enough to cover all reading strategies used by the students and limiting

their answer. The second is that there were only 76 students from Bahasa dan

Budaya class that filled in the questionnaire. The research will be better if

researcher use interview, observation, and report to maximal the study. Then,

more students and more classes involved will make the result of the

questionnaire more reliable.

26

ACKNOWLEDGEMENTS

My deepest greatest gratitude goes to Allah SWT. for always blessings to

me. I also would like to say thank you to my family; my mother and sister.

Especially for my mother who always support me from the beginning of my

study until now. Thank you for your endless supports and prayers for me. I

would like to say thank you to all of my college friends, especially Adit, Haki,

Yosa, Amar, Angga, and Shony, thank you for your encouragement, laughter,

advice, time, room, and supports since the beginning of my study. Also, thank

you for my Angkatan 2016 who helps me to grow in this faculty.

I would also like to greatly thank for those who had contributed to my

college study and research report writing:

1. Bu Eko, as my supervisor. Thank you for your guidance, advice, patience

and motivation for me in writing my thesis. Without all of your supports,

I am sure I cannot finish this thesis.

2. Bu Nina, as my examiner. Thank you for your time and patience to read

and correct my thesis.

3. The participants of this study whom fill the questionnaires, thank you for

your time and contribution to my thesis.

4. Bu Frances, as my academic advisor. Thank you for all of your advice,

support, and motivation for me during my college life.

27

I would also like to say thank you for all the lecturers who had shared

their knowledge for me during my learning process in this faculty. Last but not

least, I would like to give my appreciation to those who helped, encouraged,

and prayed for me in completing my study in FLA, UKSW.

28

REFERENCES

Anderson, M., & Anderson, K. (1998). Text Types in English 3. South Yarra:

Macmillan Education Australia PTY, Ltd.

Anderson, M. & Anderson, K. (2003). Text Types in English 2. South Yarra:

Macmillan Education Australia PTY, Ltd.

Bailey, E. (2015). Making Predictions and Reading Comprehension. Retrieved

July 25, 2019, fromThoughtco.com:

http://specialed.about.com/od/readingliteracy/a/ReadingComprehension

-Skills-Making-Predictions.htm

Barbara, F. (2004). The Students’ Writer. New York: The McGraw Hill

Companies.

Barker, R. (2000). Literacy Connections. New York: The British Library.

Brevik, L. M., & Gunnulfsen, A. E. (2012). Les midre – forstå mer! Strategier

for lesing av fagtekster 8-13 trinn. Oslo: Gyldendal Academic.

Chamot, A., & O'Malley, J. (1996). The Cognitive Academic Language Learning Approach: A Model for Linguistically Diverse Classroom. Elementary School Journal, 96(3), 295-273.

Coady, J., & Nation, I. S. (1988). Vocabulary and reading. In Vocabulary and

Language Teaching. R. Carter and M. McCarthy. (Eds.), Harlow:

Pearson Education.

Cummings, M. (2003). Iterative and lexical densities within genres. In D. W.

Coleman, W. J. Sullivan, & A. Lommel (Eds.), LACUS forum XXIX:

Linguistics and the real world (pp. 193–204). Houston: LACUS.

Djatmika, & Wulandari. (2013). Ensiklopedia Bahasa Inggris. Developing Skill. Writing Descriptive Text. Bandung: Pakar Raya.

29

Echevarria, J., Vogt, M. E., & Short, D. (2013). Making Content

Comprehensible For Elementary English Language Learners: The

SIOP Model. Boston: Pearson.

Ethridge, D. E. (2004). Research Methodology in Applied Economics.

Hoboken: John Wiley & Sons.

Hartono, R. (2005). Genre-Based Writing. Semarang: Universitas Negeri

Semarang.

Hyland, K. (2004). Genre and Second Language Writing. Michigan: The

University of Michigan Press. Retrieved June 21, 2019 from

https://books.google.co.id/books/about/Genre_and_Second_Language_

Writing.html?id=Mp8DPVtBSvYC&redir_esc=y.

Jiraphatralikhit, J., Klinpoon, S., & Kaewjan, S. (2005).An Analysis of

Strategies In Translation of The Movie Subtitle: Behind The Painting.

Retrieved July 31, 2019

fromhttp://aut.researchgateway.ac.nz./handle/10292/870.html.

Khezrlou, S. (2012). The relationship between cognitive and metacognitive

strategies, age, and level of education. Reading Matrix: An

International Online Journal, 12(1) 50–61.

Knapp, P. & Watkins, M. (2005). Genre, Text, Grammar: Technologies for

Teaching and Assessing Writing. Sydney, Australia: University of New

South Wales Press, Ltd.

Literacy Information and Communication System- LINCS (2010).

http://lincs.ed.gov

Mehrdad, A. G., Ahghar, M. R., & Ahghar, M. (2012). The effect of teaching

cognitive and metacognitive strategies on EFL students’ reading

comprehension across proficiency levels. Procedia-Social and

Behavioral Sciences, 46, 3757–3763.

Moyer, S. (1982). Repeated reading. Journal of Learning Disabilities (14),

619–623.

30

Osuji, C. J., (2017). Cognitive and Metacognitive Strategy Use in First and

Second Language Reading Comprehension. Essex: Department of

Language and Linguistics, University of Essex.

Patel, M. E., & Jain, P. M. (2008). English Language Teaching (Methods,

Tools & Techniques). Jaipur: Sunrise Publishers & Distributors.

Retreieved June 20, 2019 from

https://www.academia.edu/34287801/M.F._Patel_Praveen_M._Jain-

English_language_teaching_methods_tools_and_techniques.pdf?auto=

download.

Phakiti, A. (2003). A closer look at gender and strategy use in L2 reading.

Language Learning, 53(4), 649-702.

Phakiti, A. (2003). A closer look at the relationship of cognitive and

metacognitive strategy use to EFL reading achievement test

performance. Language Testing, 20(1), 26-56.

Pardiyono (2007). PastiBisa! Teaching Genre-Based Writing. Yogyakarta:

Andi Yogyakarta.

Raharjanti, F. (2014). Reading Strategies Used by Literary Theory and Application Students. Salatiga: Universitas Kristen Satya Wacana.

Shuttleworth, M. (2008). Descriptive Research Design. Retrieved July 31,

2019 from https://explorable.com/descriptive-research-design.

Simons, L., & Lathlean, J. (2010). Mixed Methods. In Gerrish, K. & Lacey, A.

(Eds.). The Research Process in Nursing 6th ed.London: Wiley-

Blackwell.

Singhal, M. (2001). Reading proficiency, reading strategies, metacognitive

awareness and L2 readers. Reading Matrix: An International Online

Journal,1(1), 1–9. Retrieved June 12, 2019 from

http://www.readingmatrix.com/articles/singhal/.

Suwantharathip, O. (2015). Implementing reading strategies based on

collaborative learning approach in an English class. Reading Matrix: An

International Online Journal, 15(1), 91–101.

31

Thompson, I. (2010). Reading research and its curricular implications. The

Slavic and East European Journal, 32(4), 617–642.

Thornbury, S. (2002). How to Teach Vocabulary. Harlow: Pearson Longman.

Retrieved June 12, 2019 from

https://www.scribd.com/document/191324579/How-to-Teach-

Vocabulary.

Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic

reading achievement: Insights from a Chinese context. Electronic

Journal of Foreign Language Teaching, 10(1), 54-69.

32

Appendix

QUESTIONNAIRE

SENIOR HIGH SCHOOL STUDENTS STRATEGIES IN READING

GENRE BASED TEXTS

JenisKelamin : …………………………..

Kelas : …………………………..

Saya mahasiswa UKSW jurusan Pendidikan Bahasa Inggris. Saya sedang

melakukan penelitian dan mohon bantuan teman-teman untuk mengisi

kuisioner ini.

Pernyataan dalam kuisioner ini menunjukan strategi apa yang teman-teman

gunakan dalam membaca teks bahasa Inggris. Berikanlah tanda centang pada

kolom yang sesuai dengan diri teman-teman.

NO PERNYATAAN YA TIDAK

1. Saya menggunakan strategi membaca untuk

mempermudah saya memahami teks bahasa

Inggris

Cognitive strategies

Making Prediction Strategy

2. Melalui judul dan gambar yang ada dalam teks,

saya mencoba menebak apa isi dari teks tersebut.

Translating Strategy

3. Saya mengubah seluruh teks bahasa Inggris

menjadi bahasa Indonesia agar merasa nyaman

33

saat membaca dan mudah memahami isi teks

tersebut.

4. Saya berhenti membaca lalu mengartikan dan

menulis kata bahasa Inggris yang saya temui

sebelum melanjutkan membaca.

Summarizing Strategy

5. Saya menandai bagian penting dari teks yang saya

temui.

6. Saya menulis ulang apa yang sudah saya baca

dengan kalimat atau kata-kata saya sendiri agar

memudahkan saya dalam memahami teks tersebut.

Linking with Prior Knowledge or Experience Strategy

7. Saya memahami teks baru menggunakan

pengetahuan saya.

Applying Grammar Rules Strategy

8. Dengan tata bahasa dalam teks seperti struktur

bahasa dan makna bahasa, saya memahami teks

yang saya baca.

Guessing Meaning Strategy

9. Saya mencoba memahami makna dari kata atau

kalimat yang saya temui.

10. Saya menyederhanakan kalimat dalam teks untuk

mempermudah pemahaman saya.

11. Saya mencari hubungan antara kalimat

sebelumnya dan kalimat yang sedang saya baca

untuk mengetahui makna kalimat tersebut.

12. Saya menebak arti kata yang tidak diketahui.

13. Saya memeriksa apakah tebakan saya benar atau

tidak.

Metacognitive Strategy

Planning Strategies

34

14. Saya harus membuat keputusan kapan saya harus

membaca dan bagaimana saya membaca teks.

Monitoring Strategies

15. Saya memeriksa pemahaman dan kinerja saya

dalam membaca teks.

16. Saya mengecek pemahaman saya dalam membaca

teks.

17. Saya memperbaiki strategi saya dalam membaca.

Evaluating Strategies

18. Saya mengevaluasi kinerja saya dalam membaca

teks.

19. Saya mengetahui apakah saya memahami teks

yang saya baca atau tidak selama dan setelah

membaca.

20. Saya memeriksa kembali apakah saya memahami

teks yang sudah saya baca.

This questionnaire is developing from the principles Bailey (2015),

Jiraphatralikhit (2005), Pressley (2000), Echevarria, Vogt, and Short (2013),

Subasini and Kokilavani (2013), Scott Thornbury (2002:148), Nation and

Coady (1988: 104), Phakiti (2003)