Author: Imam Suyitno, Universitas Negeri Malang, Indonesia
Email: imam.suyitno.fs@um.ac.id
Published: December 4, 2017
https://doi.org/10.22492/ije.5.3.05
Citation: Suyitno, I. (2017). Cognitive Strategies Use in Reading Comprehension and its Contributions to Students' Achievement. IAFOR Journal of Language Learning, 5(3). https://doi.org/10.22492/ije.5.3.05
Abstract
The study outlined in this article describes the use of cognitive strategies designed to aid the comprehension of Indonesian texts. It also examines the contributions of such strategies to students' comprehension scores. The participants were 97 students who had completed and passed the reading course. In collecting the research data, the researcher used a reading comprehension test instrument in the form of a cloze test, as well as a Likert scale questionnaire. The cloze test was used to measure the students’ ability to understand the texts, while the questionnaire was used to obtain information about cognitive strategies used by students in comprehension of the texts. Data collection of the comprehension test results and understanding strategy data are performed sequentially over the same day. Research data are described and analyzed by product moment correlation technique. The research found that students' scores in cloze tests ranged from A to D. This score indicates that students have varying abilities in reading comprehension. The research findings also showed that students used various cognitive strategies in understanding text reading. The results of the correlation analysis showed that the use of cognitive strategy has a positive or negative contribution to the results of reading comprehension depending on the accuracy of the selection strategy in accordance with the text he read.
Keywords
cognitive strategy, text comprehension, contribution, reading score