ABSTRACT

STATEMENT

A CORRELATIONAL STUDY BETWEEN LEARNERS READING STRATEGIES AND THEIR READING ABILITY AT THE SECOND YEAR OF SMUN 9 BANDAR LAMPUNG

BY NAMROTUL WAQIDAH An idea to conduct this research came from a daily light observation of learners activity in learning reading. It seemed to the researcher that many learners had difficulty in comprehending their reading task. Some basic problems of them were lack of vocabulary and were unaware of reading strategies. In fact, the use of strategies played very important role in learning. In relation to the case, this research was focused on the issues of learners reading strategies use and the correlation between learners reading strategies and their ability in comprehending their reading task. In conducting the research, the researcher distributed questionnaire of strategies and reading test to gather the data. Therefore, the research was conducted based on quantitative method by using ex post facto design. The research focused on a reading strategy that is proposed by Simpson and Nist ( 1990 ), namely The Annotation Strategy. There were seven basic strategies in The Annotation Strategy, they were; writing brief summary in the text margin, writing key information graphs and charts, predicting potential question, dailing attention to a confusion with a question mark ( ? ), and underlining key words.

Having analyzed the data of the research, the researcher found out two main findings. First, the learners of SMUN 9 employed the seven strategies in The Annotation Strategy. The most frequent strategies that were employed by the learners in comprehending their reading task were the strategy of listing ideas ( causes, effects, characteristic, etc ) and the strategy of predicting potential test questions. Second, there was correlation between learners reading strategies and their reading ability. Pearson Product Moment Correlation of SPSS for window was undertaken to determine whether there was significant correlation between learners reading strategies and their reading ability. The result of computation revealed high values of correlation. It was described as follows. First, writing brief summary in the text margin strategy had significant correlation with learners reading ability with r-value at 0.588. Second, listing ideas ( causes, effects, characteristic, etc ) strategy had significant correlation with learners reading ability with r-value at 0.633. Third, identifying examples in the margin strategy had significant correlation with learners reading ability with r-value at 0.577. Fourth, writing key information on graphs and charts strategy had significant correlation with learners reading ability with r-value 0.725. Fifth, predicting potential test questions strategy had significant correlation with learners reading ability with r-value 0.617. Sixth, calling attention to a confusion with a question mark ( ? ) strategy had significant correlation with learners reading ability with r-value 0.587. Seventh, underlining key words strategy had significant correlation with learners reading ability with r-value at 0.706. And the last, the whole strategies had significant correlation with learners scores with r-value at 0.688. The significant value for all of correlation was 0.00 ( p < 0.01 ). EXPLANATION : : Subject : Predicate ( verb, passive ) : Predicate ( to be ) : Object : Adverb