Reading Strategies Used by 12 Graders in an EFL Context: A Correlational Study
Abstract
This correlation study investigates three major strategies of cognitive, metacognitive, and socio-affective as the strategies that are generally applied in reading comprehension and reading achievement at secondary level in Indonesia. The participants were 127 of 12 graders. The reading strategy questionnaire adopted from Strategy Inventory for Language learning (SILL, ESL/EFL version 7.0) and reading comprehension test were the used instruments. Using one-way analysis of variance, the results reveal that there was significant correlation of metacognitive strategies and reading comprehension achievement but not with cognitive and socio-affective strategies. In addition, metacognitive was the most frequent strategies employed to reading comprehension.
Keywords: reading strategies, comprehension, secondary level
Full Text:
PDFReferences
Barnett, M. A. 1989. More than meets the eye. Englewood Cliffs, NJ: Prentice Hall Regents.
Brevick, L.M., 2014. Making implicit practice explicit: How do upper secondary teachers describe their teaching reading comprehension strategies instruction? International Journal of Educational Research, 67, 52-66.
Chamot, A.U., O’Malley, J.M., Kupper, L., & Impink-Hernandez, M.V. 1987. A study of learning strategies I foreign language instruction: First Year Report. Rosslyn, VA: Inter American Research Association.
Chamot, A. U. 2004. Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14-26.
Cohen, A.D.1990. Language learning: Insight for learners, teachers, and researchers. New York: Newbury House.
Cromley, J.G. 2005. Metacognition, Cognitive Strategy Instruction and Reading in Adult Literacy. Retrieved June 8, 2012 from http://www.ncsall.net/fileadmin/resources/ann_supp.pdf.
Duffy, G.G. 2009. Explaining reading: A resource for teaching concepts, skills, and strategies. 2nd Edition. The Guilford Press. London.
Erni, E. (2021). The use of reading strategies in academic reading by Indonesian learners. International Journal of Educational Best Practices (IJEBP), 5(1), 39-59
Garner, R. 1978. Metacognitive and reading comprehension. Norwood, NJ: Ablex.
Ghonsooly, B. & Eghtesadee. 2006. Role of cognitive style of field-dependence/independence in metacognitive and cognitive reading strategies by a group of skilled and novice Iranian students of English literature. The Asian EFL Journal. Retrieved November 11, 2012, from http://www.asian-elf-journal.com
Hernandez, J.M.R., & Bulnes, G.R. 2009. Reading comprehension strategies: A case study in bilingual high school. Retrieved November 11, 2012 from https://www.google.com/search?q=www.Revistamatices.unal.+edu.co&ie=utf-8&oe=utf-8
Hismanoglu, M. 2000. Language learning strategies on foreign language learning and teaching. The Internet TESL Journal. Retrieved July 11, 2013 from http://iteslj.org/Articles/Hismanoglu-Strategies.html
Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge: Cambridge University Press.
Lee, C.K. 2010. An overview of language learning strategies. ARECLS, 7, 132-152 retrieved June 5, 2013 from http://research.ncl. ac.uk/ARECLS/Volume7/lee-Vol7. Pdf
Lehtonen, T, 2000. Awareness of strategies is not enough. How learners can give each other confidence to use them. Language Awareness, 9(2), 64-77.
Lien, H.Y. 2011. EFL learners reading strategies use in relation to reading anxiety. Language Education in Asia, 2(2), 199-212.
National Education Department. 2006. Standar kompetensi mata pelajaran Bahasa Inggris, Jakarta: Pusat Kurikulum Departemen pendidikan Nasional.Retrieved June 16, 2012 from https://www.academia.edu/34964654/K_U_R_I_K_U_L_U_M_2_0_0_4_STANDAR_KOMPETENSI
O’Maley, J. M., & Chamot, A. 1990. Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
O’Maley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R.P. 1985. Learning strategies used by the beginning and intermediate ESL students’ language learning, 35(1), 21-46.
Oxford, R. L. 1990. Language learning strategies: What every teacher should know. Toronto, Canada: Heinle & Heinle Publishers.
Oxford, R.L. 1999. Relationship between learning strategy use and language proficiency in the context of learner autonomy and self-regulation. In L. Bobb (Ed.), Learner Autonomy as a Central Concept of Foreign Language Learning, Special Issues of Revisa Canaria d Estudios Ingleses, 38, 109-126. Retrieved June 5, 2013 from http://hyxy.nankai.edu.cn/jingpinke/buchongyuedu/learningstrategy
Oxford, R. L. 2003. Language learning style strategies: An overview. Retrieved June 5, 2013 from https://www.google.com/search?q=www.Revistamatices.unal.+edu.co&ie=utf-8&oe=utf-8#q=Language+Learning+Style+Strategies:+An+Overview
Ozek, Y., & Civelek, M. 2006. A study on the use of cognitive reading strategies by ELT students. The Asian EFL Journal. Professional Teachers Articles. Retrieved August 5, 2013, from www.asian-efl-journal.com/PTA_August_06_ozec&civelek.pdf
Pintrich, P.R. 1990. The Role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470
Purpura, J. 1997. An analysis of the relationships between test takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 42(2), 289-325.
Samida, D. K. 2012. Language learning strategies. Retrieved June 5, 2012 from http://www.academia.edu/8265044/LANGUAGE_LEARNING_STRATEGIES
Shang, H. F. 2010. Reading strategy use, self-efficacy and EFL reading comprehension. The Asian EFL Journal, Retrieved November 11, 2012 from http://asian-efl-journal.com/760/quarterly-journal/2010/06/reading-strategy-use-self-efficacy-and-efl-reading-comprehension/
Shang, H. F. 2011. Exploring the relationship between EFL proficiency level and reading strategy use. Retrieved November 11, 2012, from https://www.researchgate.net/publication/268003414_Exploring_the_Relationship_between_EFL_Proficiency_Level_and_Reading_Strategy_Use
Smith, R., Snow, P., Serry, T., Hammond, L., 2021. The role of background knowledge in reading comprehension: a critical review. Reading Psychology. 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348.
Soodla, P., Jõgi, AL. & Kikas, E. (2017). Relationships between teachers’ metacognitive knowledge and students’ metacognitive knowledge and reading achievement. Eur J Psychol Educ 32, 201–218. https://doi.org/10.1007/s10212-016-0293-x
Sun, Y., Wang, J., Dong, Y., Zheng, H., Yamg, J., Zhao, Y., Dong, W., 2021. The relationship between reading strategy and reading comprehension: a meta-analysis. Frontiers in Psychology. 12, 1–11. https://doi.org/10.3389/fpsyg.2021.635289
Teng, F. (2019). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54(1), 29-39.
Thuy, N.T.B. (2018). Reading strategies used by Vietnamese EFL and ESL university students. VNU Journal of Foreign Studies, 34(2), 111-124.
Wang, Y. (2016). Reading Strategy Use and Comprehension Performance of More Successful and Less Successful Readers: A Think-Aloud Study. Kuram Ve Uygulamada Egitim Bilimleri, 16(5), 1789-1813.
Williams, M. & Burden, R.L. 1997. Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
Wong, M. S. 2005. Language learning strategies and language self-efficacy. Regional Language Centre Journal, 36(3), 245-269
Wu, Y. L. 2008. Language learning strategies used by students at different proficiency level. The Asian EFL Journal, Retrieved November 11, 2012 from http://asian-efl-journal.com/1004/quarterly-journal/2008/12/language-learning-strategies-used-by-students-at-different-proficiency-levels/
Yapp, D., De Graaff, R., van den Bergh, H., 2021. Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension. Language Teaching Research, 27(6), 1–24. https://doi.org/10.1177/2F1362168820985236.
Zhang, L.J. & Wu, A. 2009. Chinese senior high school EFL students’ metacognitive Awareness and reading-strategy use. Retrieved November 11, 2012, from http://nflrc.hawaii.edu/FFL/April2009/articles/zhang.pdf
DOI: https://doi.org/10.37058/tlemc.v7i2.9403
Refbacks
- There are currently no refbacks.
INDEXED BY:
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
TLEMC (Teaching and Learning English in Multicultural Contexts)
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Siliwangi
Jl. Siliwangi No. 24 Kota Tasikmalaya - 46115
email: tlemc@unsil.ac.id