IDENTIFYING LEARNING STRATEGIES BETWEEN SUCCESSFUL AND UNSUCCESSFUL LEARNERS IN READING COMPREHENSION

ANGGREINI KHANDARI, 1113042004 (2015) IDENTIFYING LEARNING STRATEGIES BETWEEN SUCCESSFUL AND UNSUCCESSFUL LEARNERS IN READING COMPREHENSION. FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN, UNIVERSITAS LAMPUNG.

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ABSTRACT.pdf

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IN COVER.pdf

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ADMITTION.pdf

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APPROVAL.pdf

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SURAT PERNYATAAN.pdf

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CURRICULUM VITAE.pdf

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DEDICATION.pdf

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MOTTO.pdf

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ACKNOWLEDGEMENT.pdf

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TABLE OF CONTENTS.pdf

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LIST OF TABLES.pdf

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LIST OF APPENDICES.pdf

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CHAPTER I.pdf

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CHAPTER II.pdf

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CHAPTER III.pdf

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CHAPTER V.pdf

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REFERENCES.pdf

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Abstrak

Theoretically, reading skill is considered as one of the difficult language skills to master. This is reasonable because reading skill has some elements such as determining main idea, finding specific information, reference, inference and vocabulary. Therefore, there are still many problems faced by learners in comprehending a text. The difficulties in identifying the main ideas, making an inference and finding specific information also become a huge trouble in their reading. In fact, learning strategies of reading give a good effect to the results of learners’ achievement in learning reading because learning strategies have some effective elements to help students in reading comprehension such as cognitive, metacognitive, and social strategies. The research aimed to find out the differences of the learning strategies between successful and unsuccessful learners in English reading. This research was a quantitative study and was conducted to 68 learners in the first grade of SMA Al-Kautsar. In collecting data, the researcher gave a questionnaire (LLSQ) and reading tests. The data were analyzed by using Independent t-test. The results showed that (1) most of the successful students used cognitive strategy (3.46), metacognitive (3.19) and social (3.20), (2) there was no significant difference between successful and unsuccessful learners in using cognitive and social strategies meanwhile the metacognitive strategies had a significant difference. (3) the cognitive strategies had a high correlation with the inference aspect, the metacognitive had a high correlation with determining main idea aspect, and social strategies had high correlation with finding specific information aspect of reading comprehension. There was an implication for language learning strategies in reading skills because they include such activities as summarizing for each section from an expository passage, opening dictionary and note taking that could help students to overcome the problems in reading comprehension. Thus, the students need to be informed about learning strategies and how to use them appropriately in reading because choosing learning strategies was a student’s way in improving their skill in reading.

Tipe Karya Ilmiah: Skripsi
Subyek: L Education > LB Theory and practice of education
P Language and Literature > PE English
Program Studi: FKIP > Prodi Bahasa Inggris
Depositing User: 2439765 . Digilib
Date Deposited: 07 Dec 2015 02:40
Last Modified: 07 Dec 2015 02:40
URI: http://digilib.unila.ac.id/id/eprint/15221

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