Cognitive reading strategies used by students in TOEFL preparation class at MBI Amanatul Ummah Pacet-Mojokerto

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Ulwiyah, Fifi Nur (2017) Cognitive reading strategies used by students in TOEFL preparation class at MBI Amanatul Ummah Pacet-Mojokerto. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

Reading strategies play a significant role in the comprehension of the text. By having readingstrategies, it can be one way to achieve learning goal and having high score in learning task. The election of reading strategies is important because it influences in students’ score and students’ level in reading skills.The use of Cognitive reading strategies emphasize on the importance of the reading background knowledge in the reading process, so the students use of both text information and the background knowledge. This study aimed to investigate the cognitive reading strategies used and determines the most frequently cognitive reading strategies usedby different proficiency level based on Reading TOEFL Score among 49 students in TOEFL Preparation Class at MBI AmanatulUmmahPacet, Mojokerto. The descriptive-quantitative method was used to analyze and report the result. The data is analyzed using Microsoft Excel 2013. The descriptive statistics used in this study are the frequency of students' answer, Mean frequency, and Standard Deviation. The findings of this study are reporting that samples of the research are having scored from 31 to 54 on reading section in their latest TOEFL ITP Test results. The students’ scored from 31 to 47 were rated as “low” proficiency level (25 students), while those gaining from 48 to 58 were rated as “intermediate” proficiency level (24 Students). Then, the total frequency of students’ answer in the use of 24 individual cognitive reading strategies and classified based on O'Malley &Chamot’s theory. After analyzing the data, the result of first research question is there were 10 kind of cognitive reading strategies that were used Low-proficiency level andIntermediate-proficiency level. Those are Resourcing Strategies (M=3.43), Repetition strategies (M=3.7), Grouping strategies (M=3.12), Deduction strategies (M=3.66), Imagery strategies (M=3.76), Getting the idea quickly strategies (M=3.44), Elaboration strategies (M=3.32), Inferencing strategies (M=3.35), Note-taking strategies (M=2.98), and summarizing strategies (M=3.06). Next, after analyzing the data, the result of second question is that the most frequently categorization of cognitive reading strategies used by low-proficiency level as same as intermediate-proficiency level, Imagery Strategy