1

CHAPTER 1 INTRODUCTION

1.1.Background of the Problem English is one of the foreign languages that has important role in communication, especially in international communication. Therefore, Indonesian government has chosen English as a compulsory foreign language that must be learned by Indonesian students from elementary until university. Noss (1999:39) stated that, among the existing foreign languages in Indonesia, English is the most important. The Minister of National Education Regulations (PerMenDikNas) Number 22 of 2006 on the Content Standard (SI) of students learning, explains that language has a central role in the development of intellectual, social, and emotional of students and supports the success of learning in all fields of study. Based on that regulation, language learning is expected to help students know themselves, their culture, and other cultures. In addition, learning the language is also expected to be able to help students express their ideas and feelings, to participate in community and to find and use the analytical and the imaginative of themselves. According to the objectives of teaching English for Junior High school students that they are expected to be able to master English in four skills (listening, speaking, reading, and writing). The mastery of language components is intended to support the ability to communicate both in oral and in written forms

Reading is considered as receptive skills, where the learners do not need to produce the language here, but they have to read think, and do the interaction. In other word the learners have to concentrate in written materials, and this situation consequently will influence the learners achievement if they have their own preferences and techniques when they are learning. In the process of teaching reading as students tend to only understand text in word by word and did not understand the whole content of the reading in the text. This is because low vocabulary, and lack of the ability in understanding the text. Based on the researchers experience when I followed PPL program, the researcher found that most of the students faced the difficulties in comprehending or understanding reading material because of their lack of vocabulary. They opened their dictionary as soon as they found difficult words. The difficulties of understanding of the reading text is also caused by the teaching have tended to use the conventional approach. In the implementation, the teachers tended to describe the smallest things from a text, such as explaining the meaning of a word, pronunciation and answer questions in the text without the ability to develop an understanding of the text. In conducting the evaluation, most of the teachers do not evaluate to measure students' reading comprehension, they give a short-answer task only. In reading I found that, the learners might employ different strategies to overcome their difficulties. Some of learners read aloud, underline some words,

circle phrases or words, etc. however, it seemed that the learners practice their strategies without teacher guidance. Every student gets equal chance to learn English in a class, but their achievement, particularly in reading considerably differ from each other. This might be due to some factors; one of them is learning strategy. In other words, using an appropriate learning strategy might result in the success of study particularly in reading. A research done by Apriyanti (2001) investigated the role of learning strategies in the students ability in reading comprehension reveals that learning strategy has positive correlation toward the student reading achievement. She concluded that learning strategy facilitate the learners to be more successful in reading language learning, particularly in reading. Learning strategies influence the success of learning. As oxford (1990:1 ) states language learning strategies are especially important for language learning because they are tools for active, self-directed movement, which is essential for developing communicative competence. Communicative competence is one of aspect that language learner want to achieve. Appropriate language learning strategies will give great contribution to students ability and self-confidence. The use of in appropriate strategies in learning will lead to the less successful language learner. Good language learners use more and better learning strategies than poor language learner do. Having good strategy system is the best way to be successful language learner in learning reading.

Based on the background above, the writer is interested in conducting a research about The correlation between students learning srtegies and their reading comprehention at second year of SMKN I Kotabumi.

1.2.Identification of the Problem In accordance with the background of the problem above, the writer identifies the research problem are as follow: 1. What is the most frequent strategies employed by the learners in learning reading? 2. Is there any correlation between learning strategies and students reading comprehension? 3. What strategies those are able to help students reading comprehension? 4. How far the correlation students learning srtegies and their reading comprehention at second year of SMKN I Kotabumi.

1.3. Limitation of the problem The problem limitation in this research was the correlation between learning strategies and students reading comprehension at second year of SMKN I Kotabumi academic year 2011/2012.

1.4. Formulation of the problem Based on problem limitation of the problem above the writer would like to formulate the problem as follow: is there correlation between learning strategies and students reading comprehension at second year of SMKN I Kotabumi academic year 2011/2012.

1.5. The objective of the research the use of the research 1.5.1. The objective of the research In writing this script, the writer want to know whether there is correlation between learning strategies and students reading comprehension at second year of SMKN I Kotabumi academic year 2011/2012.

1.5.2. The use of the research The result of this research is expected to be useful. First, as a reference for the next researcher. Second, as information for teacher of English about the learning strategies and students reading comprehension.

1.6. Scope of the research 1.6.1. Subject of the research The subject of research is the second years students of the second semester of SMKN 1 Kotabumi North Lampung, academic year 2011/2012. The object of

the research is the correlation between learning strategies and students reading comprehension at second year of SMKN I Kotabumi academic year 2011/2012.

1.6.2. Time and Place of the Research This research is done in 3 months. The location of this research is SMKN 1 Kotabumi North Lampung academic year 2010-2011.

CHAPTER II FRAME OF THEORY

2.1. Concept of Reading Comprehension Jeremy Harmer (2007:99) claims that reading is useful for language acquisition. Provided that students more or less understand what they read, the more they read, and the better they get it. Reading also has positive effect on students vocabulary knowledge on their spelling and their writing. Reading also provide good models for English writing. According to Jones Willis (1992:143) reading is receptive skill. Students need to learn to read efficiently. Reading is one important skill in learning a language. It is also a means of recreation and enjoyment. At the same time it enlarges knowledge and improves the technological achievement. In order to developing skill it necessary to read many kids of reading materials. Student not only develop their reading skill through formal education and assignment in various school text book, but they also should read fiction, free reading books, newspaper and magazines. Although people read many kinds of reading materials and have interest in reading, actually they do similar things. They try to catch the meaning or idea of the text. Its means that they do not only interact with the written symbol, but they also use the knowledge to catch the meaning. The goal of reading is to understand or comprehend the material of the test because reading comprehension is the a

bridge to understanding scientific books they read. The ability of the students in reading is very important because by having to read, they will be able to improving their knowledge. Klingner (2007:151) claims that comprehension is a persons ability to understand what being read or discussed. In other words comprehension is the essence of reading, active and intentional thinking in which the meaning is constructed through interaction between the test and the reader. In addition, comprehension also defines as the complex cognitive process involving the intentional interaction between reader and text to convey meaning. Klingner (2007:2) concluded that reading comprehension is the process of constructing meaning by coordinating a number of complex process that include word reading, word and world knowledge, and fluency. According to Grellet (1986:3) said that reading comprehension (understanding a written text) means extracting the required information it as efficiently as possible. Brown (2004:188) explains some principle strategies for reading comprehension such as: 1. Identify your purpose in reading a text. 2. Apply spelling rules and conventions for bottom-up decoding. 3. Use lexical analysis (prefixes, roots, suffixes, etc.) to determine meaning. 4. Guess at the meaning (of words, idiom, etc) when you arent certain. 5. Skim the text for the gist and for main ideas.

6. Scan the text for specific information (names, dates, key words). 7. Use silent reading techniques for rapid processing. 8. Uses marginal notes, outlines, charts, or semantic maps for understanding and retaining information. 9. Distinguish between literal and implied meanings. 10. Capitalize on discourse markers to process relationships. Based on some theories above are concluded that reading comprehension is students ability to understand what they read and can arrange the meaning as a information to explain and describe the main idea of the text with use some principles.

2.2.Learning Strategy Learning Strategy is the way or technique employed by learner in the process of gaining knowledge. Oxford (1989:239) points out those learning strategies are operation used by the learners to aid acquisition, shortage, or retrial of information, according to one familiar condition. Rubin (1987:73) states that, learning strategies are strategies with contributed to the development of the language system which the learner constructs and effect learning directly. While Nunan (1991:168) defines learning strategies as the mental process which learner employ to learn and use the target language.

10

Wenden (1987:6) states that learning strategies refer to language learning behaviour learners actually engage in to learn and regulate the learning of second or foreign language. These language learning behaviors have been called strategies. He also point out that a learner who uses learning strategy becomes more effective learner. In addition, Hosenfeld and Wenden (1987:71) discribe some step in difining a learning strategy, they are: 1. Learners can chose how to use resources. 2. Learner prioritize the aspect of language that they want to learn. 3. By choosing and prioritizing, learner set their own learning goals. 4. Learners may plan what their learning strategies should be and change them if they are not sucessful. From the previous description it can be obviously stated that by using proper strategies, learners seem to know what they are supposed to do in the process of learning. They have made step of sysmatic frameworks to anticipate any problem they will probably face. By this way learning is likely to be more effective and sysmatic. Oxford 1990:126127) state that there are six broad strategy system used by language learners, namely: 1. Metacognitive This is strategy of which learners menage their own learning process by paying ateention , self evalaution, and self moniotoring. 2. Afective Ths is strtategy of which learners do redution anxiety and selfencouragement, they control their emotional attitude.

11

3. Social This is strategy of which learners sometimes learn in group. 4. Memory This is strategy of which learner use memory, such as grouping, imagery, structured review, to get information into memory and to recall at when needed. 5. Cognitive This is strategi employ new language by practicing it naturally, analizing contrastive and summarizing it. 6. Compensatory This is strtegy of which learner overcome kowladge limitation by guessing meaning intelligentky and using synonim or other production tricks when the precise expression is unknown. Those six oxfords learning strategies cover learning strategies of any skills of language in general. Based on some theories above are concluded that learning strategies is the way employed learner in the process of language learning through chose to use resources, prioritize the aspect of language, set their own learning goals in acocordance with metacognitive, affective, social,memory, cognitive, and compensantory.

12

2.3. The Correlation between Students Learning Strategies and Reading Comprehension. Every student gets equal chance to learn English in a class, but their achievement, particularly in reading considerably differ from each other. This might be due to some factors; one of them is learning strategy. Successful learners in reading are those learners who might be able to apply learning strategies to get more successful language learning especially in comprehending reading text. In other words, using an appropriate learning strategy might result in the success of study particularly in reading. It is assume that the learning strategies give correlation toward reading comprehension. If the learner enjoy with their strategies in language learning, they will be easier to comprehension text and can understand scientific books written in English to get information.

2.4. Frame of Thinking As already explained in the explanation above the writer conclude that learning strategies are important factors that can influence students success in second language and strategies have positive influence on students achievement.

2.5. Hypothesis Based on the previous explanations, the hypotheses that can be formulated in this research are as follows: 1. Hypothesis (Ho): there is no correlation between students learning strategies and their reading comprehension.

13

Alternative hypothesis 2. Hypothesis (Ha): there is correlation students learning strategies and their reading comprehension.

14

CHAPTER III RESEARCH METHODE

This chapter will be explain about research method, population, sample, and sampling technique, research instrument, data collecting technique, and data analysis.

3.1. Research Method This research is descriptive quantitative research. This writer will describe the correlation between students learning strategies in reading and they reading comprehension. In this research there are two variables. The independent variable is the major variable to investigate. It is variable which is selected, manipulated and measured by the research. The dependent variable, on the other hand, is the variable that we observe and measure to determine the effect of the independent variable (Puspita, 2009:22). In this study, the independent variable was the use of learning strategies in reading (X) while the second variable is called dependent variable was the students reading comprehension and signed by (Y). X Y

15

3.2. Population, Sample, and Sampling technique 3.2.1. Population The population is the total number of subject /individual who have certain characteristic, clear and complete that will be researched. (Sugiyono, 2010:117). This research was conducted at the second year students of SMKN 1 Kotabumi. The population or the total number of students was 303. Table 1 THE POPULATION OF THE RESEARCH Gen Classes Men Women XI Administrasi Perkantoran 1 XI Administrasi Perkantoran 2 XI Akuntansi 1 XI Akuntansi 2 XI Penjualan XI Perbankan XI Teknik Komputer dan Jaringan 1 XI Teknik Komputer dan Jaringan 2 Total 7 7 7 5 5 7 12 12 62 32 33 33 30 30 32 25 26 241

No. 1 2 3 4 5 6 7 8

Number 35 40 39 35 40 39 38 37 =303

Based on the table above, the population in this study was all of the second year students of SMK N Kotabumi which consist of 303 students. 3.2.2. Sample and Sampling Technique According to Sugiyono (2010:118) the sampling technique is the technique that the researcher uses to get the representative sample. Based on Arikuntos explanation (2006: 134) when the subject is less than 100, it is better to take all the subjects. So, that research is called the research population. However, if the number of the subject is large, it can be taken 10-15% or 20-25%

16

or more. Therefore, the researcher is going to take 20% from population. The calculate as follow: Sample: Population X 20% = 303 X 20% = 60.6 subjects 60 subjects

In edition the researcher uses sample random sampling technique, 4 classes is taken 8 students, and 4 class is taken 7 students by random. Table 2 THE POPULATION OF THE RESEARCH Number of Classes Number Sample XI Administrasi Perkantoran 1 XI Administrasi Perkantoran 2 XI Akuntansi 1 XI Akuntansi 2 XI Perbankan XI Penjualan XI Teknik Komputer dan Jaringan 1 XI Teknik Komputer dan Jaringan 2 Total 37 38 37 36 40 39 39 37 =303 7 8 7 7 8 8 8 7 =60

No. 1 2 3 4 5 6 7 8

3.3. Research Instrument 3.3.1. Reading Comprehension 3.3.1.1. Conceptual Definition Reading comprehension is students ability to understand what they read and can arrange the meaning as a information to explain and describe the main idea of the text with use some principles.

17

3.3.1.2. Operational Definition

To get the data in reading comprehension is by using a test. The test made by researcher. The way of test is by using multiple choice test. In this test writer gives the student a text and then the student answer the questions which has correlation with the text. The question is multiple choice test and the student must choose one of the choices. Every question consist of five choice that is a, b , c, and d. the score 1 to right answer and the wrong answer the score is 0. The number item of test was 40 items.

3.3.2. Learning Strategies 3.3.2.1. Conceptual Definition learning strategies is the way employed learner in the process of language learning through chose to use resources, prioritize the aspect of language, set their own learning goals in acocordance with metacognitive, affective, social,memory, cognitive, and compensantory.

3.2.2. . Operational Definition

The learning strategies test is taken from questionnaire. The questionnaire which classified into six learning strategies: metacognitive, cognitive, social, affective, memory, and compensatory. The questionnaire consist of 24 item.

18

Which has determined which items designed to measure the six strategies . each item has a numerical value, for example: 1. I never do it 2. I almost never do it 3. I often do it 4. I always do it As we can see the table bellow: The data gather from questionnaire was use to analyze the most frequency strategies employed by learner.

3.4. Try Out of Research Instrument

3.4.1. Reading Comprehension Test

The purpose of this analyzed to know the validity of the test. It must be revised or not. Because of that the instrument test must have validity and reliability. The method used to measure the validity of multiplechoice test used correlation point Biserial formula with Excel 2007 Program:

Explanation:

19

Koefisien correlation point biserial The mean scores of subjects who answered the item you are looking for true correlation with the test Mean total scores (average scores of all followers of the test) the total of standard deviation p = The proportion of subjects who answered the correct item

q = 1- p Testing criteria, if r
calc

> r table then it is a valid measurement tool and

instead compute r calc < r tabel then the measurement tool is not valid. Sugiyono (2010:134) stat that item that have a positive correlation with the criterion (total score), and high correlation indicates that the item has high validity as well, usually considered the minimum requirement to qualify the validity if rcalc 0,3. Furthermore, to find out the level of validity items, according to Arikunto (2003:75) the value of table interpretation rcalc interpreted as follow : Table 3 Interpretation score rhitung 0,0000.199 0,2000,399 0,4000,599 0,6000,799 Interpretation Very low Low Enough High

20

0,8000,999

Very high

Analysis of reliability test device using Spearman Brown formula, which scores are grouped into odd parts and is even, then calculated the correlation value the odd and event parts (rxy) with the following formula:
rXY N XY ( X )( Y )

{N X 2 ( X ) 2 } {N Y 2 ( Y ) 2 }

(Arikunto, 2006:274)

explanation: rxy N X Y : The coeffisien correlation between variable X and Y : Many test-takers : he value of trial reseach : The daily average

Therefore, the correlation value over odd and even parts (rxy) new show about the relationship between two parts of the trial, then to get index reliability testing have to use Spermarn Brown formula (Arikunto, 2006:180). The formula as follow:

Explanation: r11 r : Reability test : Index correlation

3.4.2. Learning Strategies Test

21

The data gather from questionnaire was use to analyze the most frequency strategies employed by learner. To analyze validity of instrument in this research, the researcher uses analysis of the by using Pearson Product Moment formula with Excel 2007 program. Sugiyono (2007:275) states that to conclude the correlation between score of each item in the instrument with the total score by using the Product Moment correlation technique formula from pearson as below:
r rXYXY

2 2 {N X 2 } ) 2 } {N 2X ((X ) 2X {N {N 2 Y ) 2 } Y ) } Y ( Y (

N XY ( Y ) Y ) N XY ( X )( X )(

explanation: rxy N X Y : The coeffisien correlation between variable X and Y : Many test-takers : he value of trial reseach : The daily average To make sure that the data gathers from questionnaire is reliable, the researcher will use reliability analysis based on Alpha formula. To be able to calculate the coefficient of reliability test, used alpha formula:

( explanation: instrument reability

)(

number of items or number of questions number of items about the variance total variance

22

3.4.3. Normality Test To perform hypothesis testing, statistical formulas used ha its true ifthe

data comes from a normally distributed population. Therefore first tested for normality using the test Lilliefor's according toSudjana, (2002:466) normality test Lilliefor's formula with the steps as a follows: Step 1.

(Sujana, 2002:466)

Explanation: Z_i = Raw numbers = S Step II Determined the standard normal distribution opportunities Each raw numbers with the formula F( ) = P (Z Step III determine of the proportion S( ) = Step IV ). = = The values obtained The mean Standard deviation

23

Determine of the absolute value F( ) S( )

Step V. Determining the largest absolute value, hereinafter referred to L_0 then Compare it with L_tabel L_0. Normal criteria if L_0 <L_tabelthen the normal distribution.

3.4.4. Homogenity Test Before the processed data to know whether the samples taken completely homogeneous. To test the homogeneity of the two groups of similarities test used homogeneous. Terms of homogeneous trials are both normally distributed data, according to the formula Sudjana homogeneity Barllett test (2002:135) are:

= (ni - 1) si2 / ni 1)

B = (log S2) ( ni 1 )

X2 = (1n 10) {B - (ni 1) log Si2 }

3.5. Data Analisys The technique of analysis data used by the researcher is Pearson Product Moment correlation of SPSS for window version 10.0 . as describe below:

rXY

{N X 2 ( X ) 2 } {N Y 2 ( Y ) 2 }

N XY ( X )( Y )

(Arikunto, 2006:274)

24

explanation: rxy N X Y : The coeffisien correlation between variable X and Y : Many test-takers : he value of trial reseach : The daily average; After analysis the data to know the correlation between learning strategies in reading and reading comprehention is using simple linier regresion formula, as follows: Y = a + bx (sudjana, 2005:132) Explenation: Y X b a : predict value or kriterium : predictor variable value : preditor coefficient : constan number The formula above is very important due to finding out wheter or not the (Ho) Hypothesis or (Ha) Hypothesis is accepted in this reaserch. The result computation indicates whether there is any correlation between two varieble or not.

25