THE CORRELATION BETWEEN READING STRATEGIES AND READING COMPREHENSION ACHIEVEMENT OF THE NINTH GRADE STUDENTS OF PUBLIC JUNIOR HIGH SCHOOLS WITH “A” ACCREDITATION IN PALEMBANG
Daftar Isi:
- The objective of this study was to find out whether or not there was a significant correlation between reading strategies and reading comprehension achievement of the ninth grade students of public junior high schools with “A” accreditation in Palembang. The sample of this study was 378 ninth grade students selected randomly from eighteen A-accredited junior high school representing eight districts in Palembang. The data were collected by using a reading strategies questionnaire and a reading comprehension test. Then, they were analyzed statistically by applying Pearson Product Moment Correlation analysis. First, the result showed that the overall use of reading strategies of the students was in medium category (M = 3.3). For reading strategy categories, Problem-Solving Strategies became the most preferred strategies (M = 3.5), followed by Global Reading Strategies (M = 3.3) and Support Strategies (M = 3.2). Second, the correlation analysis showed that there was a significant correlation between reading strategies and reading comprehension (r = 0.426, p-value = <0.000). In conclusion, the use of reading strategies of the students was in medium category with problem-solving strategies as the most frequent strategies used. In addition, the significant correlation between reading strategies and reading comprehension achievement suggests that the more the students apply strategies in reading, the better their comprehension. The objective of this study was to find out whether or not there was a significant correlation between reading strategies and reading comprehension achievement of the ninth grade students of public junior high schools with “A” accreditation in Palembang. The sample of this study was 378 ninth grade students selected randomly from eighteen A-accredited junior high school representing eight districts in Palembang. The data were collected by using a reading strategies questionnaire and a reading comprehension test. Then, they were analyzed statistically by applying Pearson Product Moment Correlation analysis. First, the result showed that the overall use of reading strategies of the students was in medium category (M = 3.3). For reading strategy categories, Problem-Solving Strategies became the most preferred strategies (M = 3.5), followed by Global Reading Strategies (M = 3.3) and Support Strategies (M = 3.2). Second, the correlation analysis showed that there was a significant correlation between reading strategies and reading comprehension (r = 0.426, p-value = <0.000). In conclusion, the use of reading strategies of the students was in medium category with problem-solving strategies as the most frequent strategies used. In addition, the significant correlation between reading strategies and reading comprehension achievement suggests that the more the students apply strategies in reading, the better their comprehension.