Author (Penulis)

AMILIA AYU PUSPITA
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

11.1.01.08.0014

Abstract

ABSTRACT Amilia Ayu Puspita: Learning Strategies in Reading Applied by a Student at Seventh Grade of MTsN Purwoasri Academic Year 2014/2015, Skripsi, English Department Faculty of Teacher Training and Education University of Nusantara PGRI Kediri, August, 2015. Keywords: learning strategies, reading. Reading is process to get message or information from the writer through printed media by the reader. Through reading, the writer’s message will be understood by the reader and their knowledge will automatically be enriched which can influence their language skills. Reading for some students is one of difficult aspect of English subject especially to understand about a text they read because they have lack vocabularies, limited knowledge of grammar and difficult to catch the message or information from the text. To solve this problem, they need to apply strategies that appropriate with learning reading. There are two skills in reading that can help students to understand the text they read easily; they are micro skill and macro skill. This research aim is answering the following questions; (1) What are the learning strategies in reading applied by a student at seventh grade of MTsN Purwoasri academic year 2014/2015, (2) How are learning strategies in reading applied by a student at seventh grade of MTsN Purwoasri academic year 2014/2015. The research design used is qualitative research. It describes the learning strategies in reading applied by a student at seventh grade of MTsN Purwoasri. The subject of this research is one female student at seventh grade of MTsN Purwoasri. The techniques of collecting data in this research were observation and interview. In analyzing the data, the researcher used data reduction, data display and conclusion drawing or verification. There are two kinds of learning strategies that applied by a student; direct strategies and indirect strategies. Direct strategies included memory strategies – reflect very simple principles such as arranging things in order, making association and reviewing, cognitive strategies – that most important strategies are practicing and compensation strategies – make up for an adequate repertoire of grammar and vocabularies. For indirect strategies, she used metacognitive strategies– provide a way for learners to coordinate their own learning process, affective strategies– helps to regulate emotions, motivations and attitudes, social strategies – help the learners to increase their ability to empathize by developing culture understanding and becoming aware of other’s thoughts and feelings. From the result, the researcher concluded that a student has different strategies from other students when she learned reading. The strategies that most used by a student in MTsN Purwoasri were cognitive strategies and social strategies. The strategies used in cognitive were practicing by repeating and creating input and output by taking note. In social strategies, she used asking questions and cooperating with others.

Keyword

a

Reference

PUBLISHED

2016-03-15

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

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