hermansyah31

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nama: hermansyah
npm: 0720718131
prodi: Pendidikan B.Inggris
tahun 2012

THE CORRELATION BETWEEN STUDENTS’ LEARNING STRATEGIES AND THEIR READING COMPREHENSION

AT THE SECOND YEAR OF SMKN 1 KOTABUMI

ACADEMIC YEAR

2011/2012

A RESEARCH PAPER

By

HERMANSYAH
NPM 0720718131

ENGLISH EDUCATION STUDY PROGRAM OF LANGUAGES AND ARTS

SEKOLAH TINGGI ILMU KEGURUAN DAN ILMU PENDIDIKAN (STKIP) MUHAMMADIYAH KOTABUMI – LAMPUNG

THE CORELATIION BETWEEN STUDENTS’ LEARNING STRATEGIES AND THEIR READING COMPREHENSION AT THE

SECOND YEAR OF SMKN 1 KOTABUMI

ACADEMIC YEARS

2011/2012

A RESEARCH PAPER

Presented to STKIP Muhammadiyah Kotabumi-Lampung in partial fulfillment of the requirements for undergraduate degree in English Education Study Program.

Hermansyah

NPM 0720718131

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

MUHAMMADIYAH KOTABUMI-LAMPUNG

KOTABUMI

FEBRUARI 2012

This is to certify that the research paper of

Hermansyah has been approved by the research paper

Advisors for further approval by the board of examiners.

Board of Advisors

Kotabumi, 13, Februari, 2012

Advisor I,

Drs. Irawan Suprapto, M.Pd.

NKTAM. 620796

Kotabumi, 13, Februari, 2012

Advisor II,

Drs. Junaidi

NKTAM. 874369

Kotabumi, 13, Februari, 2012

Head of English Education Study Program,

Sigit Suharjono, S.Pd.

NKTAM.1034962

Motto:

Be your self. No one can ever tell you are doing it wrong

(James Leo Herlihy)

“Optimist is the key of success”

(The writer)

This is my best dedication to

my beloved father and mother, my big family, and for all of people who I love

(Thank you for every support that you always give to me)

DECLARATION

I, here with, declare that:

Students’ Name : Hermansyah

Students’ Number : 0720718131

Study Program : English Education

Research Tittle :The correlation between students learning strategies and their reading comprehension at the second year of SMKN 1 kotabumi academic year 2011-2012

The research paper is honestly my own writing and I have never done any plagiarism or taken other people’s thinking or writing which contradict with the code of ethics in scientifical writing.

By having stated this declaration, I am ready to take the consequences if someday it is found that there is plagiarism or obstruction on the code of ethics on this scientifical writing or there is a claim that can be proven by other people on the authenticity of this research paper.

Kotabumi, Februari 2012

The Writer,

Hermansyah

NPM.0720718131

ABSTRACT

Hermansyah. 2012. The Correlation Between Students’ Learning Strategies and Their Reading Comprehension At the Second Year Students Of SMKN 1 Kotabumi Academic Year 2011/2012.A Research Paper, English Education Study Program, Department of Language and Art Education, STKIP Muhammadiyah Kotabumi-Lampung. Supervisor. Drs. Irawan Suprapto, M.Pd. Co-Supervisor. Drs. Junaidi.

Reading comprehension is one of component of English lesson which is very important to be learned, but many students are not be success in comprehending a reading text. One of the factors is learning strategies. Based on the problem, this study discuss how far the correlation between students learning strategies and their reading comprehension at the second year of SMKN 1 Kotabumi academic year 2011/2012. Te population of this study is 303 students. The writer cluster random sampling technique to determine the sample. the total of this research is 60 students. The technique of collecting the data by using test. In getting the data, the writer used questionnaire and reading test. The questionnaire was used in order to get information about the learning strategies while the reading test was used to get reading score to be correlated to the learners’ learning strategies. A try out test was also done to fine pot the validity and reliability. After the data of the students’ Learning strategies and their reading comprehension were collected, the data were statistically computed to find out the correlation between two variables. From the tests, it was found out that the coefficient correlation is 0.8147. the significant level used in this study is 5% (0.05). the critical number of the subject is 60 is 0.254. It mean since the obtained value (0.8147) is higher than the table value or critical value (0.254). the analyzing by using simple regression linier, it is gotten Y = 43.5931 + 0.36544 X. it means that intercept or constant is 43.5931, then it means that if there is increasing the learning strategies so it will increase reading comprehension as 0.36544 point or the increasing of learning strategies as 1%, it will increase the reading comprehension as 0.365%.

ACKNOWLEDGEMENT

Alhamdulillahirobbil’alamin, firstly, the writer would like to thank Allah SWT, the one who has given his blessing and mercy that the writer is able to finish her research paper with the tittle of The correlation between students learning strategies and their reading comprehension at the second year of SMKN 1 Kotabumi Academic Year 2011/2012. It needs a very long time which took a hard work of the writer to finish this research paper. Therefore, in this occasion, firstly the writer would like to thank all people who have given their support, encouragement, and assistance all the time the writer was making this research paper. The first gratitude would be expressed to both Mr. Drs. Irawan Suprato, M. Pd. as the first advisor and Mr. Drs. Junaidi. As the second advisor of the writer. Thank you very much for having given guidance and assistance for the writer all the time the writer making this research paper. The second, thanks to Drs. Aliman Sakni the head master of SMKN 2 Kotabumi and the representative curriculum of SMKN 2 kotabumi who has given permission to do pra research and give the support and to Drs. Syamsi the head master of SMKN 1 Kotabumi, who has given permission to do research there.

The next gratitude would also be expressed to Elis Susanti, S.Pd; Ratih handayani, S.Pd. and Agun Sutrianto, S.Pd. Who always help the writer in analyzing the data during the research it is great pleasure to say thank because always for anything and for all support, inspiration, and encouragement you have given for the writer. And then gratitude would also be expressed to Nasty Lauri, S.Pd, Asri Yunadi S.Pd, Hartono, S.Pd, Aria Marantika, S.Pd Euis Damita Triyanti, Hengki munandar, Saoja,S.Kom, Rendi Firnada,S.S Dedi, abang Ade, Abang Juli, the close friends of the writer, thank you for all support, inspiration, and encouragement you have given for the writer. Next, the writer would also express her great thanks to Meifima Anestasya, thank you for inspiring the writer to always be a stronger person and to your love. For Novi Suswati, S.Pd, Riski Yusm Astuti, S.Pd, Santi Laxmiwati, S.Pd, Eka, Lisa, Abang Hendro, Mr. Berlian and all the writer’ friends and crew in Basuma Radio Kotabumi (102,5 fm), and for my sister Hellina, for your help the writer, all lecturers in English department, and also for all students of English department 2007 in STKIP Muhammadiyah Kotabumi, for all friends in Muhammadiyah Students Association (IMM) thank you very much for all your support and best wishes for the writer.

The last, the writer realizes that this research paper still needs much improvement in order to be better. Therefore, your good suggestions and criticisms are always needed for the improvement of the writer in the future. Furthermore, hopefully this research paper could give much advantage for the English teaching and learning.

Kotabumi, Februari 15^th 2012

The Writer

TABLE OF CONTENTS

Page

TITTLE PAGE........................................................................................ i

ADVISORS’ APPROVAL SHEET...................................................... ii

EXAMINERS’ ADMISSION SHEET.................................................. iii

MOTTO................................................................................................... iv

DEDICATION....................................................................................... v

DECLARATION................................................................................... vi

ABSTRACT............................................................................................ vii

ACKNOWLEDGEMENT..................................................................... viii

TABLE OF CONTENTS....................................................................... x

LIST OF TABLES.................................................................................. xiv

LIST OF APPENDICES........................................................................ xv

CHAPTER I. INTRODUCTION........................................................... 1

1.1 Background of the Problem.............................................................. 1

1.2 Identification of the Problem........................................................... 4

1.3 Limitation of the Problem................................................................. 4

1.4 Formulation of the Problem.............................................................. 5

1.5 Objectives of the Research................................................................ 5

1.6 scope of the research......................................................................... 5

1.7 time and place of the research........................................................... 6

CHAPTER II. THEORY REVIEW, FRAME OF THINKING, AND HYPOTHESIS 7

2.1 concept of reading Comprehension................................................... 7

2.2 Concept of Learning Strategy........................................................... 9

2.3 The correlation between students’ learning strategies and their reading comprehension 12

2.4 Frame of thinking............................................................................. 12

2.5 Hypothesis......................................................................................... 13

CHAPTER III. RESEARCH METHODOLOGY................................ 14

3.1 Research Method.............................................................................. 14

3.2 Population, Sample, and Sampling Technique.................................. 15

3.2.1 Population................................................................................ 15

3.2.2 Sample and Sampling Technique............................................. 15

3.3 Research Instrument.......................................................................... 16

3.3.1 Reading Comprehension ........................................................ 16

3.3.1.1 conceptual definition............................................................ 16

3.3.1.2 operational definition........................................................... 17

3.3.2 Learning Strategies.................................................................. 17

3.3.1.1 conceptual definition............................................................ 17

3.3.1.2 operational definition........................................................... 17

3.4 Try out of research instrument.......................................................... 18

3.4.1 Reading Comprehension test.................................................. 18

3.4.2 Learning Strategies test........................................................ 20

3.4.3. Normality Test........................................................................ 22

3.4.4 Homogenity Test..................................................................... 23

3.5 Data Analysis.................................................................................... 23

CHAPTER IV. RESEARCH RESULT AND DISCUSSION............. 25

4.1 Research Result................................................................................. 25

4.1.1 The Result of the Try Out........................................................ 25

4.1.2 The Result of the research instrument..................................... 29

a. Normality test..................................................................... 29

b. Homogeneity test............................................................... 31

4.1.3 Hypothesis .............................................................................. 32

4.2 Discussion......................................................................................... 36

CHAPTER V. CONCLUSION AND SUGGESTION......................... 38

5.1 Conclusion......................................................................................... 38

5.2 Suggestion......................................................................................... 39

REFERENCES....................................................................................... 40

CURRICULUM VITAE........................................................................ 42

APPENDICES........................................................................................ 43

LIST OF TABLES

Table Page

1 The population of the research....................................................... 15

2 The sample of the research............................................................. 16

3 Interpretation score........................................................................ 19

4 Summary of try out validity reading comprehension test.............. 26

5 Summary of try out validity learning strategies test...................... 29

6 Normality test of learning strategies and reading comprehension. … 30

7 Homogeneity test of learning Strategies and reading comprehension.. 31

8 Hypothesis .................................................................................... 32

9 Interpretation r value..................................................................... 33

10 auxiliary X and Y.......................................................................... 34

11 Analysis Variant for test of regression linier................................. 36

ABSTRACT

CHAPTER 1

INTRODUCTION

1.1.Background of the Problem

English is one of the foreign languages that has important role in communication, especially in international communication. Therefore, Indonesian government has chosen English as a compulsory foreign language that must be learned by Indonesian students from elementary until university. Noss (1999:39) stated that, “among the existing foreign languages in Indonesia, English is the most important”.

The Minister of National Education Regulations (PerMenDikNas) Number 22 of 2006 on the Content Standard (SI) of students learning, explains that language has a central role in the development of intellectual, social, and emotional of students and supports the success of learning in all fields of study. Based on that regulation, language learning is expected to help students know themselves, their culture, and other cultures. In addition, learning the language is also expected to be able to help students express their ideas and feelings, to participate in community and to find and use the analytical and the imaginative of themselves.

According to the objectives of teaching English for Junior High school students that they are expected to be able to master English in four skills (listening, speaking, reading, and writing). The mastery of language components is intended to support the ability to communicate both in oral and in written forms

Reading is considered as receptive skills, where the learners do not need to produce the language here, but they have to read think, and do the interaction. In other word the learners have to concentrate in written materials, and this situation consequently will influence the learner’s achievement if they have their own preferences and techniques when they are learning.

In the process of teaching reading as students tend to only understand text in word by word and did not understand the whole content of the reading in the text. This is because low vocabulary, and lack of the ability in understanding the text.

Based on the researcher’s experience when I followed PPL program, the researcher found that most of the students faced the difficulties in comprehending or understanding reading material because of their lack of vocabulary. They opened their dictionary as soon as they found difficult words.

The difficulties of understanding of the reading text is also caused by the teaching have tended to use the conventional approach. In the implementation, the teachers tended to describe the smallest things from a text, such as explaining the meaning of a word, pronunciation and answer questions in the text without the ability to develop an understanding of the text. In conducting the evaluation, most of the teachers do not evaluate to measure students' reading comprehension, they give a short-answer task only.

In reading I found that, the learners might employ different strategies to overcome their difficulties. Some of learners read aloud, underline some words, circle phrases or words, etc. however, it seemed that the learners practice their strategies without teacher guidance.

Every student gets equal chance to learn English in a class, but their achievement, particularly in reading considerably differ from each other. This might be due to some factors; one of them is learning strategy. In other words, using an appropriate learning strategy might result in the success of study particularly in reading.

A research done by Apriyanti (2001) investigated the role of learning strategies in the students’ ability in reading comprehension reveals that learning strategy has positive correlation toward the student reading achievement. She concluded that learning strategy facilitate the learners to be more successful in reading language learning, particularly in reading.

Learning strategies influence the success of learning. As oxford (1990:1 ) states language learning strategies “are especially important for language learning because they are tools for active, self-directed movement, which is essential for developing communicative competence”. Communicative competence is one of aspect that language learner want to achieve. Appropriate language learning strategies will give great contribution to students’ ability and self-confidence. The use of in appropriate strategies in learning will lead to the less successful language learner. Good language learners use more and better learning strategies than poor language learner do. Having good strategy system is the best way to be successful language learner in learning reading.

Based on the background above, the writer is interested in conducting a research about The correlation between students’ learning srtegies and their reading comprehention at second year of SMKN I Kotabumi.

1.2.Identification of the Problem

In accordance with the background of the problem above, the writer identifies the research problem are as follow:

What is the most frequent strategies employed by the learners in learning reading?
Is there any correlation between learning strategies and students’ reading comprehension?
What strategies those are able to help students’ reading comprehension?
How far the correlation students’ learning srtegies and their reading comprehention at second year of SMKN I Kotabumi.

1.3. Limitation of the problem

The problem limitation in this research was the correlation between learning strategies and students’ reading comprehension at second year of SMKN I Kotabumi academic year 2011/2012.

1.4. Formulation of the problem

Based on problem limitation of the problem above the writer would like to formulate the problem as follow:” is there correlation between learning strategies and students’ reading comprehension at second year of SMKN I Kotabumi academic year 2011/2012.

1.5. The objective of the research the use of the research

1.5.1. The objective of the research

In writing this script, the writer want to know whether there is correlation between learning strategies and students’ reading comprehension at second year of SMKN I Kotabumi academic year 2011/2012.

1.5.2. The use of the research

The result of this research is expected to be useful. First, as a reference for the next researcher. Second, as information for teacher of English about the learning strategies and students’ reading comprehension.

1.6. Scope of the research

1.6.1. Subject of the research

The subject of research is the second years students of the second semester of SMKN 1 Kotabumi North Lampung, academic year 2011/2012. The object of the research is the correlation between learning strategies and students’ reading comprehension at second year of SMKN I Kotabumi academic year 2011/2012.

1.6.2. Time and Place of the Research

This research is done in 3 months. The location of this research is SMKN 1 Kotabumi North Lampung academic year 2010-2011.

CHAPTER II

FRAME OF THEORY

2.1. Concept of Reading Comprehension

Jeremy Harmer (2007:99) claims that reading is useful for language acquisition. Provided that students more or less understand what they read, the more they read, and the better they get it. Reading also has positive effect on students’ vocabulary knowledge on their spelling and their writing. Reading also provide good models for English writing.

According to Jones Willis (1992:143) reading is receptive skill. Students need to learn to read efficiently. Reading is one important skill in learning a language. It is also a means of recreation and enjoyment. At the same time it enlarges knowledge and improves the technological achievement. In order to developing skill it necessary to read many kids of reading materials. Student not only develop their reading skill through formal education and assignment in various school text book, but they also should read fiction, free reading books, newspaper and magazines.

Although people read many kinds of reading materials and have interest in reading, actually they do similar things. They try to catch the meaning or idea of the text. Its means that they do not only interact with the written symbol, but they also use the knowledge to catch the meaning. The goal of reading is to understand or comprehend the material of the test because reading comprehension is the a bridge to understanding scientific books they read. The ability of the students in reading is very important because by having to read, they will be able to improving their knowledge.

Klingner (2007:151) claims that comprehension is a person’s ability to understand what being read or discussed. In other words comprehension is the essence of reading, active and intentional thinking in which the meaning is constructed through interaction between the test and the reader. In addition, comprehension also defines as the complex cognitive process involving the intentional interaction between reader and text to convey meaning.

Klingner (2007:2) concluded that reading comprehension is the process of constructing meaning by coordinating a number of complex process that include word reading, word and world knowledge, and fluency. According to Grellet (1986:3) said that reading comprehension (understanding a written text) means extracting the required information it as efficiently as possible.

Brown (2004:188) explains some principle strategies for reading comprehension such as:

1. Identify your purpose in reading a text.

2. Apply spelling rules and conventions for bottom-up decoding.

3. Use lexical analysis (prefixes, roots, suffixes, etc.) to determine meaning.

4. Guess at the meaning (of words, idiom, etc) when you aren’t certain.

5. Skim the text for the gist and for main ideas.

6. Scan the text for specific information (names, dates, key words).

7. Use silent reading techniques for rapid processing.

8. Uses marginal notes, outlines, charts, or semantic maps for understanding and retaining information.

9. Distinguish between literal and implied meanings.

10. Capitalize on discourse markers to process relationships.

Based on some theories above are concluded that reading comprehension is student’s ability to understand what they read and can arrange the meaning as a information to explain and describe the main idea of the text with use some principles.

2.2.Learning Strategy

Learning Strategy is the way or technique employed by learner in the process of gaining knowledge. Oxford (1989:239) points out those learning strategies are operation used by the learners to aid acquisition, shortage, or retrial of information, according to one familiar condition.

Rubin (1987:73) states that,” learning strategies are strategies with contributed to the development of the language system which the learner constructs and effect learning directly”. While Nunan (1991:168) defines learning strategies as “the mental process which learner employ to learn and use the target language”.

Wenden (1987:6) states that learning strategies refer to language learning behaviour learners actually engage in to learn and regulate the learning of second or foreign language. These language – learning behaviors have been called strategies. He also point out that a learner who uses learning strategy becomes more effective learner.

In addition, Hosenfeld and Wenden (1987:71) discribe some step in difining a learning strategy, they are:

1. Learners can chose how to use resources.

2. Learner prioritize the aspect of language that they want to learn.

3. By choosing and prioritizing, learner set their own learning goals.

4. Learners may plan what their learning strategies should be and change them if they are not sucessful.

From the previous description it can be obviously stated that by using proper strategies, learners seem to know what they are supposed to do in the process of learning. They have made step of sysmatic frameworks to anticipate any problem they will probably face. By this way learning is likely to be more effective and sysmatic.

Oxford 1990:126—127) state that there are six broad strategy system used by language learners, namely:

1. Metacognitive

This is strategy of which learners menage their own learning process by paying ateention , self evalaution, and self moniotoring.

2. Afective

Ths is strtategy of which learners do redution anxiety and self-encouragement, they control their emotional attitude.

3. Social

This is strategy of which learners sometimes learn in group.

4. Memory

This is strategy of which learner use memory, such as grouping, imagery, structured review, to get information into memory and to recall at when needed.

5. Cognitive

This is strategi employ new language by practicing it naturally, analizing contrastive and summarizing it.

6. Compensatory

This is strtegy of which learner overcome kowladge limitation by guessing meaning intelligentky and using synonim or other production tricks when the precise expression is unknown.

Those six oxford’s learning strategies cover learning strategies of any skills of language in general.

Based on some theories above are concluded that learning strategies is the way employed learner in the process of language learning through chose to use resources, prioritize the aspect of language, set their own learning goals in acocordance with metacognitive, affective, social,memory, cognitive, and compensantory.

2.3. The Correlation between Students’ Learning Strategies and Reading Comprehension.

Every student gets equal chance to learn English in a class, but their achievement, particularly in reading considerably differ from each other. This might be due to some factors; one of them is learning strategy. Successful learners in reading are those learners who might be able to apply learning strategies to get more successful language learning especially in comprehending reading text. In other words, using an appropriate learning strategy might result in the success of study particularly in reading. It is assume that the learning strategies give correlation toward reading comprehension. If the learner enjoy with their strategies in language learning, they will be easier to comprehension text and can understand scientific books written in English to get information.

2.4. Frame of Thinking

As already explained in the explanation above the writer conclude that learning strategies are important factors that can influence students’ success in second language and strategies have positive influence on students achievement.

2.5. Hypothesis

Based on the previous explanations, the hypotheses that can be formulated in this research are as follows:

1. Hypothesis (Ho): there is no correlation between students’ learning strategies and their reading comprehension.

Alternative hypothesis

2. Hypothesis (Ha): there is correlation students’ learning strategies and their reading comprehension.

CHAPTER III

RESEARCH METHODE

This chapter will be explain about research method, population, sample, and sampling technique, research instrument, data collecting technique, and data analysis.

3.1. Research Method

This research is descriptive quantitative research. This writer will describe the correlation between students’ learning strategies in reading and they reading comprehension. In this research there are two variables. The independent variable is the major variable to investigate. It is variable which is selected, manipulated and measured by the research. The dependent variable, on the other hand, is the variable that we observe and measure to determine the effect of the independent variable (Puspita, 2009:22). In this study, the independent variable was the use of learning strategies in reading (X) while the second variable is called dependent variable was the students’ reading comprehension and signed by (Y).

3.2. Population, Sample, and Sampling technique

3.2.1. Population

The population is the total number of subject /individual who have certain characteristic, clear and complete that will be researched. (Sugiyono, 2010:117). This research was conducted at the second year students of SMKN 1 Kotabumi. The population or the total number of students was 303.

Table 1

THE POPULATION OF THE RESEARCH

No.	Classes	Gen		Number
No.	Classes	Men	Women	Number
1	XI Administrasi Perkantoran 1	7	32	35
2	XI Administrasi Perkantoran 2	7	33	40
3	XI Akuntansi 1	7	33	39
4	XI Akuntansi 2	5	30	35
5	XI Penjualan	5	30	40
6	XI Perbankan	7	32	39
7	XI Teknik Komputer dan Jaringan 1	12	25	38
8	XI Teknik Komputer dan Jaringan 2	12	26	37
	Total	62	241	∑=303

Based on the table above, the population in this study was all of the second year students of SMK N Kotabumi which consist of 303 students.

3.2.2. Sample and Sampling Technique

According to Sugiyono (2010:118) the sampling technique is the technique that the researcher uses to get the representative sample. Based on Arikunto’s explanation (2006: 134) when the subject is less than 100, it is better to take all the subjects. So, that research is called the research population. However, if the number of the subject is large, it can be taken 10-15% or 20-25% or more. Therefore, the researcher is going to take 20% from population. The calculate as follow:

Sample: Population X 20% = 303 X 20%

= 60.6 subjects 60 subjects

In edition the researcher uses sample random sampling technique, 4 classes is taken 8 students, and 4 class is taken 7 students by random.

Table 2

THE SAMPLE OF THE RESEARCH

No.	Classes	Number	Number of Sample
1	XI Administrasi Perkantoran 1	37	7
2	XI Administrasi Perkantoran 2	38	8
3	XI Akuntansi 1	37	7
4	XI Akuntansi 2	36	7
5	XI Perbankan	40	8
6	XI Penjualan	39	8
7	XI Teknik Komputer dan Jaringan 1	39	8
8	XI Teknik Komputer dan Jaringan 2	37	7
	Total	∑=303	∑=60

3.3. Research Instrument

3.3.1. Reading Comprehension

3.3.1.1. Conceptual Definition

Reading comprehension is student’s ability to understand what they read and can arrange the meaning as a information to explain and describe the main idea of the text with use some principles.

3.3.1.2. Operational Definition

To get the data in reading comprehension is by using a test. The test made by researcher. The way of test is by using multiple choice test. In this test writer gives the student a text and then the student answer the questions which has correlation with the text. The question is multiple choice test and the student must choose one of the choices. Every question consist of five choice that is a, b , c, and d. the score 1 to right answer and the wrong answer the score is 0. The number item of test was 40 items.

3.3.2. Learning Strategies

3.3.2.1. Conceptual Definition

learning strategies is the way employed learner in the process of language learning through chose to use resources, prioritize the aspect of language, set their own learning goals in acocordance with metacognitive, affective, social,memory,

cognitive, and compensantory.

3.2.2. . Operational Definition

The learning strategies test is taken from questionnaire. The questionnaire which classified into six learning strategies: metacognitive, cognitive, social, affective, memory, and compensatory. The questionnaire consist of 24 item. Which has determined which items designed to measure the six strategies . each item has a numerical value, for example:

I never do it
I almost never do it
I often do it
I always do it

As we can see the table bellow:

The data gather from questionnaire was use to analyze the most frequency strategies employed by learner.

3.4. Try Out of Research Instrument

3.4.1. Reading Comprehension Test

The purpose of this analyzed to know the validity of the test. It must be revised or not. Because of that the instrument test must have validity and reliability.

The method used to measure the validity of multiple—choice test used correlation point Biserial formula with Excel 2007 Program:

Explanation:

Koefisien correlation point biserial

The mean scores of subjects who answered the item you are looking for true correlation with the test

Mean total scores (average scores of all followers of the test)

the total of standard deviation

p = The proportion of subjects who answered the correct item

q = 1- p

Testing criteria, if r _calc > r table then it is a valid measurement tool and instead compute r _calc< r _tabel then the measurement tool is not valid.

Sugiyono (2010:134) stat that item that have a positive correlation with the criterion (total score), and high correlation indicates that the item has high validity as well, usually considered the minimum requirement to qualify the validity if r_calc ≥0,3. Furthermore, to find out the level of validity items, according to Arikunto (2003:75) the value of table interpretation r_calc interpreted as follow :

Table 3

Interpretation score

r_hitung	Interpretation
0,000—0.199	Very low
0,200—0,399	Low
0,400—0,599	Enough
0,600—0,799	High
0,800—0,999	Very high

Analysis of reliability test device using Spearman Brown formula, which scores are grouped into odd parts and is even, then calculated the correlation value the odd and event parts (r_xy) with the following formula:

(Arikunto, 2006:274)

explanation:

r_xy : The coeffisien correlation between variable X and Y

N : Many test-takers

X : he value of trial reseach

Y : The daily average

Therefore, the correlation value over odd and even parts (rxy) new show about the relationship between two parts of the trial, then to get index reliability testing have to use Spermarn Brown formula (Arikunto, 2006:180). The formula as follow:

Explanation:

r₁₁ : Reability test

r _{½ ½} : Index correlation

3.4.2. Learning Strategies Test

The data gather from questionnaire was use to analyze the most frequency strategies employed by learner. To analyze validity of instrument in this research, the researcher uses analysis of the by using Pearson Product Moment formula with Excel 2007 program. Sugiyono (2007:275) states that to conclude the correlation between score of each item in the instrument with the total score by using the Product Moment correlation technique formula from pearson as below:

explanation:

r_xy : The coeffisien correlation between variable X and Y

N : Many test-takers

X : he value of trial reseach

Y : The daily average

To make sure that the data gathers from questionnaire is reliable, the researcher will use reliability analysis based on Alpha formula. To be able to calculate the coefficient of reliability test, used alpha formula:

explanation:

instrument reability

number of items or number of questions

number of items about the variance

total variance

3.4.3. Normality Test

To perform hypothesis testing, statistical formulas used ha its true ifthe data comes from a normally distributed population. Therefore first tested for normality using the test Lilliefor's according toSudjana, (2002:466) normality test Lilliefor's formula with the steps as a follows:

Step 1.

(Sujana, 2002:466)

Explanation:

Z_i = Raw numbers

= The values obtained

= The mean

S = Standard deviation

Step II

Determined the standard normal distribution opportunities Each raw numbers

with the formula F(

) = P (Z ≤

Step III

determine of the proportion

) =

Step IV

Determine of the absolute value F(

) – S(

)

Step V.

Determining the largest absolute value, hereinafter referred to L_0 then

Compare it with L_tabel L_0. Normal criteria if L_0 <L_tabelthen the normal distribution.

3.4.4. Homogenity Test

Before the processed data to know whether the samples taken completely homogeneous. To test the homogeneity of the two groups of similarities test used homogeneous. Terms of homogeneous trials are both normally distributed data, according to the formula Sudjana homogeneity Barllett test (2002:135) are:

=(∑(n_i- 1) s_i² / ∑ n_i– 1))

B = (log S²) ∑ ( n_i – 1 )

X² = (1n 10) {B - ∑ (n_i – 1) log S_i² }

3.5. Data Analisys

The technique of analysis data used by the researcher is Pearson Product Moment correlation of SPSS for window version 10.0 . as describe below:

(Arikunto, 2006:274)

explanation:

r_xy : The coeffisien correlation between variable X and Y

N : Many test-takers

X : he value of trial reseach

Y : The daily average;

After analysis the data to know the correlation between learning strategies in reading and reading comprehention is using simple linier regresion formula, as follows:

Y = a + bx (sudjana, 2005:132)

Explenation:

Y : predict value or kriterium

X : predictor variable value

b : preditor coefficient

a : constan number

The formula above is very important due to finding out wheter or not the (Ho) Hypothesis or (Ha) Hypothesis is accepted in this reaserch. The result computation indicates whether there is any correlation between two varieble or not.

CHAPTER IV

RESEARCH RESULT AND DISCUSSION

4.1. Result of the research

After having some suggestion in seminar, the researcher conducted the research in order to get data in connection with the research purpose in the scrip that is to find out the correlation between students’ learning strategies and their reading comprehension at the second years of SMKN 1 Kotabumi. The research was conducted by giving two questionnaires to the students. They were learning strategies by questionnaire and reading comprehension by multiple-choice test.

4.1.1 The Result of Instrument Try Out

Try out is conducted on Monday, January, 16^th 2012, at the XI AP 1 of SMKN 2 kotabumi North Lampung which is followed by 30 students. The try out consists of two kind of test, learning strategies test and reading comprehension test. The result of instrument try out is analyzed as follow.

1. Reading Comprehension Test

After conducted the test, it is analyzed of instrument try out by using computer excel program. From the calculation, it is gotten the correlation in each items test with the total score, the correlation score is interpreted with value from 40 items reading test, the researcher gets 20 items test is credible. This is explaining in detail as follow:

Table 4

SUMMARY OF TRY OUT VALIDITY TEST

Observation	Frequency	Percentage (%)
Valid Items	20	50%
Invalid Items	20	50%

The items test, which is use as instruments test, is the item test that has validity. The number, which is use as instrument test is 20, items test, such as number 3, 4, 6, 7, 8, 9, 11, 12, 14, 15, 20, 22, 25, 26, 30, 31, 32, 33, 34, and 35. The calculation can be seen at appendix 1.

ReliabilityTry Out of Instrument

Reading Comprehension

Frequency of Subject : 30

Frequency of test : 40

Significance level : 0.05

Value r_tabel : 0,361

Value r_calculation: 0,864358

So Value r_calculation> Value r_tabelis reliable or consistent

No	Total of odd score (X)	Total of even score (Y)	X²	Y²	XY
1	4	4	16	16	16
2	7	7	49	49	49
3	4	5	16	25	20
4	4	5	16	25	20
5	6	7	36	49	42
6	7	6	49	36	42
7	3	5	9	25	15
8	4	5	16	25	20
9	7	5	49	25	35
10	6	6	36	36	36
11	5	5	25	25	25
12	4	6	16	36	24
13	4	3	16	9	12
14	1	0	1	0	0
15	5	5	25	25	25
16	3	5	9	25	15
17	3	2	9	4	6
18	2	1	4	1	2
19	5	6	25	36	30
20	4	6	16	36	24
21	7	6	49	36	42
22	5	2	25	4	10
23	5	8	25	64	40
24	6	7	36	49	42
25	5	4	25	16	20
26	3	4	9	16	12
27	3	4	9	16	12
28	1	1	1	1	1
29	8	7	64	49	56
30	10	8	100	64	80
Total	141	145	781	823	773

Using Spearman Brown formula to calculate reliable, as follows:

is the result of uneven and even score correlation, so for seeing reliable index it must use Spearman Brown formula, such as:

From the computation above, it is gotten r_calcalated = 0.864358whereas r_tabel with N = 30 and significance level (α) or r_(0.05)(30) = 0.36. So, because of r_calcalated > r_tabel or 0.864358 > 0.36, the test is reliable or consistent.

From the calculation of reliability test by using spearman brown formula, the calculation is gotten r11= 0.864358. It shows that the try out items test has very high reliable. The calculation of reliability test can be seen in appendix 2.

2. Learning Strategy Test

After conducted the test, it is analyzed of instrument try out by using computer excel program. From the calculation in each items test with the total score, the correlation score is interpreted with r value from 24 items learning strategies test, and it is gotten 16 items test which is credible. It is explained in detail as follow:

Table 5

SUMMARY OF TRY OUT VALIDITY TEST

Observation	Frequency	Percentage (%)
Valid Items	16	64%
Invalid Items	9	36%

The items test, which is use as instruments test, is the item test that has validity. The number, which is use as instrument test is 16, items test, such as number 2, 3, 4, 5, 6, 7, 9, 12, 13, 15, 16, 18, 19, 22, 23, and 24. The calculation can be seen at appendix 3.

From the calculation of reliability test by using spearman brown formula, the calculation is gotten r11= 0.799. It shows that the try out items test has very high reliable. The calculation of reliability test can be seen in appendix 3.

4.1.2. The Result Of Research Instrument

A. Normality Test

In this research, research test are used to analyze the data from the sample are normal or not. In this research, the researcher used liliefors formula that have criteria, if L table > L calculated, so Ho is accepted. It means that the sample of research taken from population have normal distribution.

Table 6

Normality test of Students’ Learning Strategies (X) and Their Reading Comprehension (Y)

Variable	Subject	Confident Level	L table	L calculated	Interpretation
X	60	0.05 ( 5 % )	0.114	0.082	Normal
Y	60	0.05 ( 5 % )	0.114	0.112	Normal

From the table above shown that, the result of calculating of student’s learning strategies by using table, it was got Lcalculated 0,082 with N = 60 subjects and significant level 5 % (0,05). It was achieved that L table = 0,114. it mean that Lcalculated 0,082 < L table 0,114. (see in a appendix 4) So Ho is accepted, and then from the result calculation of Reading Comprehension. It was gotten Lo = 0,112 with 60 subjects, significance level 5 % (0,05). From calculation that L table = 0,114 > Lcalculated = 0.112. (see in appendix 5) So Ho is accepted. Based on calculation above, the research concludes that sample taken from the population had normal distribution.

B. Homogeneity Test

Calculation of homogeneity test was done using Barlet formula, with criteria if F _calculated < F _table, it means data from homogeny population.

Table 7

Homogenity test of Students’ Learning Strategies (X) and Their Reading Comprehension (Y)

Variable	Confident Level	F _table	F _calculated	Interpretation
X	0.05 (5%)	14,1	7.503158	Homogeny
Y	0.05 (5%)	14,1	9.442133	Homogeny

From the table above shown that, the result of calculating of student’s learning strategies by using table, it was got Lcalculated 7,503158 and significant level 5 % (0,05). It was achieved that L table = 14,1. It mean that Lcalculated 0,082 < L table 0,114. (see in a appendix 6) So Ho is homogeny.

And then from the result calculation of Reading Comprehension. It was gotten C_alculated = 9,442133 significance level 5 % (0,05). From calculation that L table = 14,1 > L_calculated= 9,442133. (see in appendix 7). Based on calculation above, the research concludes that sample taken from the population had homogeny distribution.

4.1.3. Hypothesis Test

After conducting that the data is in normal distribution and homogenous it was continued by hypothesis testing using Pearson’s Product Moment Formula. There are two variables; students’ learning strategies and their Reading comprehension. (See in appendix 8)

Table 8

Table of Hypothesis Test

X	Y	X²	Y²	XY
2297	3455	89609	212175	136100

Based on the result calculation, It was found the correlation both of two variable (x) and (y) was 0.8147, n = 60 and significant level 0.05.

The significance level has used in this study is 5 % (0. 05). The critical value, which was found out in the table r product moment with 95 % confidence and the number of subjects 60 is 0.254. It means since the obtained value (0.8147) is higher than the table value or the critical value (0.254). The score that r _calculated(0.8147) > r _table(0.254). So Ho was rejected and Ha was accepted.

Arikunto (2006:276) differentiates the character of correlation coefficient as follow:

Table 9

Interpretation r value

r value	Interpretation
0,800—1,00 0,600—0,800 0,400—0.600 0,200—0,400 0,000—2,00	High Fair Rather low Low Very low

The correlation score calculated with determined test (r_xy). The score was 0.8147or when multiplied by 100% to be 0.8147. It means that students’ learning strategies which is determined by their reading comprehension was about 81.47%.

Determined = (r_xy) x 100%

= 81.47 x 100%

= 81.47%

81.47%

After calculating the correlation by using Pearson product moment formula, the researcher to know the significant of correlation, the researcher used Regression linier

Y = a + b x

in this chase, it is used excel Program to calculate the result of simple linier regression formula from the computer calculation is gotten as follow:

Y = 43.59305698 + 0.365440392 X

Calculate JK_E=

= 8785,21

Table 10

Auxiliary X and Y

No	X	Group	N	Y	XY	X2	Y2
1	23	1	1	70	1610	529	4900
2	29	2	1	60	1740	841	3600
3	31	3	2	65	2015	961	4225
4	31	3	2	65	2015	961	4225
5	32	4	4	65	2080	1024	4225
6	32			40	1280	1024	1600
7	32			40	1280	1024	1600
8	33	5	6	50	1650	1089	2500
9	33			45	1485	1089	2025
10	33			60	1980	1089	3600
11	33			50	1650	1089	2500
12	33			40	1320	1089	1600
13	33			45	1485	1089	2025
14	34	6	2	50	1700	1156	2500
15	34	6	2	55	1870	1156	3025
16	35	7	6	50	1750	1225	2500
17	35			45	1575	1225	2025
18	35			65	2275	1225	4225
19	35			50	1750	1225	2500
20	35			80	2800	1225	6400
21	35			45	1575	1225	2025
22	36	8	4	80	2880	1296	6400
23	36			70	2520	1296	4900
24	36			45	1620	1296	2025
25	36			40	1440	1296	1600
26	37	9	2	50	1850	1369	2500
27	37	9	2	70	2590	1369	4900
28	38	10	2	70	2660	1444	4900
29	38	10	2	80	3040	1444	6400
30	39	11	2	60	2340	1521	3600
31	39	11	2	60	2340	1521	3600
32	40	12	8	70	2800	1600	4900
33	40			75	3000	1600	5625
34	40			45	1800	1600	2025
35	40			65	2600	1600	4225
36	40			70	2800	1600	4900
37	40			80	3200	1600	6400
38	40			40	1600	1600	1600
39	40			30	1200	1600	900
40	41	13	5	60	2460	1681	3600
41	41			70	2870	1681	4900
42	41			50	2050	1681	2500
43	41			80	3280	1681	6400
44	41			25	1025	1681	625
45	42	14	4	65	2730	1764	4225
46	42			30	1260	1764	900
47	42			30	1260	1764	900
48	42			40	1680	1764	1600
49	43	15	4	55	2365	1849	3025
50	43			65	2795	1849	4225
51	43			75	3225	1849	5625
52	43			65	2795	1849	4225
53	44	16	1	45	1980	1936	2025
54	45	17	2	40	1800	2025	1600
55	45	17	2	75	3375	2025	5625
56	46	18	2	80	3680	2116	6400
57	46	18	2	80	3680	2116	6400
58	47	19	1	65	3055	2209	4225
59	48	20	1	55	2640	2304	3025
60	53	21	1	70	3710	2809	4900
∑	2297			3455	132880	89609	212175

Tabel 11

Analysis variant for test of regresi linier

Sumber	Dk	Jk	Kt	F _Caculate	F _Tabel 19.39
Total	60	212175	212175	0.996231	1.84
reg (a)	1	198950.4	198950
reg (b/a)	1	223.3145	223.315
Res	58	13001.27	224.1598
				0.985068	2.37
tuna cocok	19	4216.064	221.8981
Error	39	8785.205	225.2617

If F _calculate

F _tabel, = Linier Ho (signifikan)

Jika F _hitung

F _tabel, = not Linier Ha (Not signifikan)

F _calculate

F _table

0.98 < 1.84 = Linier

0.98 < 2.37 = Linier

4.2 Discussion

The purpose of the data analysis in this research is to measure the significant correlation between students’ learning strategies and their reading comprehension at the second year of SMKN 1 Kotabumi North Lampung academic year 2011/2012. From the research result, it can be concluded that the correlation between students’ learning strategies (x) and reading comprehension (y) is 0.8147 or when multiplied by 100% from 0.8147. It means that students’ learning strategies which is determined by Reading comprehension was about 81.47%. It explained that if the students use good learning strategies, they will get higher reading comprehension. It can be seen that there is correlation between students’ learning strategies and their reading comprehension. It is shown by the value of r 0.8147 between students’ learning strategies (x) and their reading comprehension (y).

The result of regression linier F _calculate= 0.98 and F table (19.39)= 1.84 and 2.37 this means that F_calculate is smaller than F_table. Based on these calculations, the researcher found that there was significant correlation between students’ Learning strategies and their reading comprehension. Student’s learning strategies influences reading comprehension about 81.47%. so there is 18.53% is influenced by other factors, such as: grammar mastery, vocabulary mastery, etc.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two parts; they are conclusion and suggestion from researcher. In conclusion, it explain some conclusion from this research whether there is correlation

5.1 Conclusion

Based on the result of the data analysis and hypothesis by using product moment formula, it is concluded that there is correlation between students’ learning strategies and their reading comprehension at the second year of SMKN 1 Kotabumi North Lampung Academic Year 2011/2012. Based on the result of data calculation by using product moment formula, it was found that the correlation between variable (x) and (y) with n =60 by using level 5% it is gained the score r_calcu (0.8147) and r_table (0.254). Because score of r_calcul > r_table, therefore, H₀ was rejected and H_a was received. It means that there is correlation between students’ learning strategies and their reading comprehension. The correlation score was calculated with determined test (r_xy)², the score gotten was 0.8147 or when multiplied by 100% to be 81.47. It means that students’ learning strategies score which is determined by Reading comprehension was about 81.47%. The result of analyzing the hypothesis by using simple linier regression formula is Y = 43.5931 + 0.36544 X. it explain that intercept or constant is 43.5931 means that if there is no learning Strategies, the reading comprehension is43.5931.

From the result above, there is positive sigh (+) it means that the correlation between students learning strategies and their reading comprehension is positive. In other word, there is increasing x variable (learning strategies) so it will Y (reading comprehension). From the output, it is got the regression coefficient is 0.36544, mean that if there is increasing learning strategies so it will increasing reading comprehension as0.36544 point or the increasing of learning strategies as 1% it will increase the reading comprehension as 0.36544%.

5.2 Suggestion

Beads on the result of this study which has been explained in previous chapter, they are some suggestion which relate on this study. It is stated as follow:

Since the result of the data analysis in this research shows that learning strategies had significant correlation toward students’ reading comprehension, the teachers are recommended to introduce learnig strategies to their students in order to help students to gain better achievement.
To get a good mastery in reading comprehension, the students must have good learning strategies in learning English.
The teachers give more attention and time to increase their interest to read book, to give a continuous guidance and attention to the students when they are learning or reading a text. So the student realize that reading is very essential to improve their knowledge.

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