Learning Strategies Used By The Eighth Grade Students Of Special Program At MTs Negeri 2 Sukoharjo In Developing Reading Comprehension

Rosyidah, Kholifatu and -, Mauly Halwat Hikmat, Ph. D (2019) Learning Strategies Used By The Eighth Grade Students Of Special Program At MTs Negeri 2 Sukoharjo In Developing Reading Comprehension. Thesis thesis, Universitas Muhammadiyah Surakarta.

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Abstract

This research is aimed at describing (1) type of learning strategies, (2) learning strategies applied by higher and lower achievers, (3) the percentage of learning strategies applied, and (4) similarities and differences of learning strategies used by the eighth grade students of special program at MTs Negeri 2 Sukoharjo in developing reading comprehension. The type of research is qualitative research. The object is learning strategies. The subject of this study is the eighth grade students of special program at MTs Negeri 2 Sukoharjo. Data collection was conducted by applying document, questionnaire, observation, and interview. The results showed that: (1) types of learning strategies applied, namely meta-cognitive strategies, cognitive strategies, and socio-affective strategies. (2) The higher achiever students used meta-cognitive strategies (95%) from 8 meta-cognitive strategies and cognitive strategies (90,76%) from 13 cognitive strategies. While the lower achiever students used meta-cognitive strategies (25%) from 8 meta-cognitive strategies, cognitive strategies (12,82%) from 13 cognitive strategies, and socio affective strategies (100%) from 2 socio-affective strategies. (3) In applying learning strategies, overall, all of students used meta-cognitive strategies (63,75%) from 8 meta-cognitive strategies, cognitive strategies (60,51%) from 13 cognitive strategies, and socio affective strategies (51,67%) from 2 socio-affective strategies. Most dominant learning strategy used by all students was meta-cognitive strategy. (4) There were some similarities found in meta-cognitive strategies, the cognitive strategies, while in socio-affective strategies, there was no similarities. The differences were the higher achiever used delayed production and self-evaluation. Besides, there were no students of lower achiever used them. In cognitive strategies, the higher achievers applied repetition, resourcing, translation, grouping, note taking, deduction, recombination, imagery, keyword, contextualization, elaboration, transfer, and inferencing while the lower achievers used translation, grouping, and note taking. The lower achievers applied socio-affective strategies, while there were no students of higher achiever did that.

Item Type:	Karya ilmiah (Thesis)
Uncontrolled Keywords:	Learning Strategies, Special Program, Reading Comprehension
Subjects:	L Education > L Education (General)
Divisions:	Fakultas Pasca Sarjana > Magister Pengkajian Bahasa
Depositing User:	KHOLIFATU ROSYIDAH
Date Deposited:	20 May 2019 08:27
Last Modified:	20 May 2019 08:27
URI:	http://eprints.ums.ac.id/id/eprint/73701

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