THE CORRELATION BETWEEN READING STRATEGIES AND

READING COMPREHENSION ACHIEVEMENT OF THE SIXTH

SEMESTER IN ENGLISH EDUCATION STUDY PROGRAM OF
BENGKULU UNIVERSITY

THESIS

By:
NUR OLIVIA SIREGAR
A1B015025

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGES AND ARTS
FACULTY OF TEACHERS TRAINING AND EDUCATION
UNIVERSITY OF BENGKULU
2019
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 MOTTO

“It’s hard for you to get what you want if you don’t step forward”

DEDICATION

 My special thanks to Allah SWT and His Propet Muhammad SAW.

 My dearest parents Mak (Suryati) and Ayah (Rinto Siregar) who always
love, support, and pray for my success. You are irreplaceable ,Thank you
for everything and I love you so much.
 My beloved brother (Jefri Juanda Siregar) thank for your support and
endless love, I do love you for always and forever.
This thesis is dedicated to:

 My Supervisor Drs. Rudi Afriazi M.Ed. and my Co-Supervisor Drs.

Arasuli, Dip.TESL., M.Si.” who had helped and taught me in
accomplishing this thesis.
 My examiners Dr. Dedi Sofyan, M.Hum and Mei Hardiah, S.S.M.A. for
the meaningful guidanceduring the making of the thesis.
 All of lecturers in English study program.
 My lovely sister Dwi Syahvira and Vidya Pradana and Josine Febriarti
thanks for always give your time to shared happinest and giving your love
to me.
 My buddies “JEKMO” (Ulfa, Geza, Febrian, Adam, Raja, Gumay,Alvio,
Abas,Ardi ) thank you very much for your helps, prays, motivation and
crazy things that we shared together.
 My beloved friends : indah, amini, asyifa, riska, kevin, billa, firda, ocak,
dep, ayu, dara, yik, ojan, ronal. Thank you for all the craziest things in our
friendship.
 All of my friends at EDSA especially EDSA 15A.
 My lovely Almamater.

ABSTRACT

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 Siregar. Nur olivia (2019). The Correlation between reading Strategies
and reading comprehension Achievement of The sixth Semester
Students of English Education Study Program in Universitas
Bengkulu Undergraduate Thesis. Bengkulu: Universitas Bengkulu.
Supervisor: Drs. Rudi Afriazi M.Ed. Co-Supervisor: Drs. Arasuli,
Dip.TESL.,M.Si

This research is aimed at identifying student’s reading strategies

used and students’s reading comprehension achievement. Then, the
research would like to find out whether or not there is any significant
correlation between reading strategies and reading comprehension
achievement at the sixth-semester students of English Education
Study Program at Universitas Bengkulu. The research was designed
as a quantitative correlation method. The subject of the research
were 78 students of English Education Study Program at Universitas
Bengkulu Academic Year 2018/2019. The alternative hypothesis:
there is any correlation between reading strategies and reading
comprehension achievement. The instrument used for collecting the
data were reading learning strategies questionnaire and reading test.
The collected data were analyzed by Pearson Product Moment
Formula using Statistical Package for Social Sciences (SPSS)
software version 23. The result of this research revealed that there is
a correlation between reading strategies and reading comprehension
achievement because the correlation coefficient is 0.033 which is
very weak correlation category. It seems that most of the students
were not familiar to the strategies in reading comprehension
therefore more understanding of strategies is needed until a reading
comprehension problem is solved.

Keywords: Correlation, Reading Strategies, Reading comprehension

Achievement

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 ABSTRAK
Siregar. Nur olivia (2019). The Correlation between reading
Strategies and reading comprehension Achievement of The
sixth Semester Students of English Education Study Program
in Universitas Bengkulu Undergraduate Thesis. Bengkulu:
Universitas Bengkulu. Supervisor: Drs. Rudi Afriazi M.Ed.
Co-Supervisor: Drs. Arasuli, Dip.TESL.,M.Si.

Penelitian ini bertujuan untuk mengetahui strategi membaca yang

digunakan dan pencapaian pemahaman membaca. Penelitian ini
bertujuan untuk menemukan apakah ada hubungan yang
signifikan antara strategi membaca dan pencapaian pemahaman
membaca mahasiswa semester enam Program Studi Pendidikan
Bahasa Inggris di Universitas Bengkulu. Metode dalam penelitian
ini adalah Korelasi Kuantitatif. Populasi pada penelitian ini
adalah 78 siswa Program Studi Bahasa Inggris di Universitas
Bengkulu Tahun Akademik 2018/2019. Alternatif Hipotesa: ada
korelasi antara strategi membaca dan hasil test. Data yang
terkumpul di analisa menggunakan rumus Pearson Product
Moment dengan aplikasi SPSS versi 23. Berdasarkan hasil
penelitian menunjukkan bahwa ditemukan adanya korelasi antara
strategi belajar membaca siswa dan pencapaian membaca karena
nilai koefisiennya 0.033 dalam kategori sangat lemah. Terlihat
dari sebagian besar siswa tidak terbiasa dengan strategi
pemahaman membaca oleh karena itu diperlukan lebih banyak
pemahaman tentang strategi membaca sampai masalah
pemahaman membaca terselesaikan.

Kata Kunci: Korelasi, Strategi Membaca, Pencapaian Pemahaman

Membaca

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 ACKNOWLEDGEMENTS

Thanks Allah, The Most Merciful and Beneficent. Shalawat and Salam for our
Prophet Muhammad SAW and his family. This thesis entitled “THE
CORRELATION BETWEEN READING STRATEGIES AND READING
COMPREHENSION ACHIEVEMENT OF THE SIXTH SEMESTER OF
ENGLISH EDUCATION STUDY PROGRAM ” was written to fulfill one of
requirement the“Sarjana” Degree (S1) at English Education Study Program of
Teacher Training and Education Faculty, University of Bengkulu. The researcher
would like to express her deepest gratitude to everybody who helped her in
conducting the research until finish. Firstly, she would like to express
acknowledgement to Supervisor Drs. Rudi Afriazi, M.Ed. and Co. Supervisor
Drs. Arasuli, Dip.TESL., M.Si and to the examiners,. Dr. Dedi Sofyan, M.Hum
and Mei Hardiah S.S.M.A, for their assistance, advice, motivation and
encouragement in writing the thesis. Secondly, the researcher would also be
grateful to all lecturers who taught during the study at English Education Study
Program. Thirdly,the researcher would like to say thanks to all of the staff in
English study program, fourthly she would like to say thank to all of the sixth
semester of English Education Study Program academic year 2016, in EDSA 6A
and EDSA 6B for their cooperation. Fifthly the researcher would like to express
her deepest respect, love and care to her beloved parents, brothers, and friends for
their love, pray, help, support, and motivation. Finally, the researcher realizes that
this thesis is still far from the perfectness. Therefore, any constructive and
criticism are welcomed for the readers to make it better.

Bengkulu, Mei 2019

The writer

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 TABLE OF CONTENTS

COVER..................................................................................................................................i
APPROVAL.........................................................................................................................ii
APPROVAL EXAMINER................................................................................................iii
MOTTO AND DEDICATION...........................................................................................iv
ABSTRACT..........................................................................................................................v
ABSTRAK............................................................................................................................vi
ACKNOWLEDGMENT....................................................................................................vii
TABLE OF CONTENTS.................................................................................................viii
LIST OF TABLES................................................................................................................x
LIST OF APPENDICES.....................................................................................................xi

CHAPTER I
INTRODUCTION................................................................................................................1
1.1 Background.....................................................................................................................1
1.2 Research Problem............................................................................................................8
1.3 Research Objective..........................................................................................................8
1.4 Hypotheses of the research..............................................................................................8
1.5 Significance of the Study................................................................................................9
1.6 Limitation of Research....................................................................................................9
1.7 Definition of Key Terms................................................................................................10

CHAPTER II
LITERATURE REVIEW.................................................................................................11
2.1 The Concept of Reading Comprehension Achievement...............................................11
2.1.1 Definition of Reading Comprehension............................................................11
2.1.2 Definition of Reading Comprehension Achievement......................................12
2.1.3 Difficulties in reading comprehension............................................................13
2.2 The Classification of Reading Strategies......................................................................14
2.2.1 Global Reading Strategies (GLOB)................................................................14
2.2.2 Problem-Solving reading Strategies (PROB)..................................................15
2.2.3 Support Reading Strategies (SUP)..................................................................16
2.3 The Relationship between Reading Strategies and Reading Comprehension................17
2.4 Previous Studies..........................................................................................................18

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CHAPTER III
RESEARCH METHOD....................................................................................................21
3.1 Research Design............................................................................................................21
3.2 Research Variables.......................................................................................................22
3.3 Subject of The Study.....................................................................................................22
3.4 Research Instruments....................................................................................................23
3.5 Data Collecting Procedure.............................................................................................23
3.5.1 Reading Strategies Questionnaire....................................................................24
3.5.2 Reading Comprehension Test.........................................................................24
3.6 Data Analysis.................................................................................................................24
3.6.1 Analysis of Reading Strategies Questionnaires...............................................25
3.6.2 Analysis of Reading Comprehension Test.....................................................27
3.7 Correlation Analysis.......................................................................................................28

CHAPTER IV
RESULT AND DISCUSSION..........................................................................................29
4.1 Results............................................................................................................................29
4.1.1 The Result of Reading Strategies Used...........................................................29
4.1.2 The Result of TOEFL Reading Comprehension Test.....................................32
4.2 The Correlation between Overall Reading Strategies Used and Reading
Comprehension Achievement.......................................................................................33
4.3 Discussion......................................................................................................................35
4.3.1 Reading Strategies Result................................................................................36
4.3.2 Reading comprehension achievement result...................................................36
4.3.3 The correlation between reading strategies result and reading
comprehension achievement...........................................................................38

CHAPTER V
CONCLUSION AND SUGGESTION.............................................................................41
5.1 Conclusion.....................................................................................................................41
5.2 Suggestion.....................................................................................................................41

REFERENCES..................................................................................................................44
APPENDICES....................................................................................................................47

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 LIST OF TABLE

Table 3.1 The Distribution of Subject of Sixth Semester Students of

English Education Study Program at University of
Bengkulu.........................................................................................23
Table 3.2 Subcategories of SORS and Specific item....................................25

Table 3.3 The Frequency of Reading Strategies Use ...................................26

Table 3.4 Range of students’ achievement ...................................................27

Table 4.1 Data Statistics of Overall Reading Strategies Use and

Subcategories..................................................................................30

Table 4.2 The Most Frequently Used of Reading Strategies ......................31

Table 4.3 The Least Frequently Used of Reading Strategies ......................32

Table 4.4 Data Statistics of TOEFL Reading Comprehension ...................32

Table 4.5 Distribution of Reading Comprehension Achievement ..............33

Table 4.6 Correlation Between Reading Strategies Use And Reading

Comprehension Achievement ........................................................34
Table 4.7 Five Categories of Correlation Strength ......................................35

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 LIST OF APPENDICES

Appendix A : Survey of Reading Strategies (Sors) Questionnaire.............48

Appendix B : Reading Comprehension Test ...............................................51

Appendix C : Keys Term Of Reading Comprehension Test .....................61

Appendix D : The Result of Reading Test ...................................................62

Appendix E : The Result of Reading Strategies Questionnaire ................64

Appendix F : Data Statistics of Overall Reading Strategies Use and

Subcategories ...........................................................................66

Appendix G : The Most and The Least Reading Strategies Used .............70

Appendix H : The Level of Student’s Reading Strategies ..........................71

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 CHAPTER I

INTRODUCTION

1.1 Background

Language is concerned with the dimension of comprehension and

expression (Sallabas, 2008). Dimension of comprehension involves reading and

listening, while dimension of expression involves speaking and writting, in

learning English, students are required to be able to understand some of the

language skills. The language skills are listening, speaking, reading and writting.

Lotherington (2004, p. 65) argues that the four basic language abilities are

commonly regarded as speaking, listening, reading and reading.

Among those four skills, De Debat (2006, p. 1) states that reading is the

most crucial skill for students of English as foreign language (EFL) or second

language (ESL). Reading helps children to develop their vital language skills, to

open up new world and to enrich their live, to enchase, to improve their hand-eye

coordination, and to provide them with fun activity.It is arguable to say that

reading plays important part in developing students‘ knowledge. According to

Komiyama (2009, p. 32), reading is a very important skill for English language

learners in today‘s world, it supports the development of overall proficiency and

provides access to crucial information at work and in school. Through reading,

students can gain and add knowledge about many subjects and reading also gives

students pleasure.

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 Reading is the dimension of comprehension. It is very important for

support student’s learning. By reading student’s get information and expand their

knowledge about what they are learning and what they need to know. Reading is

not only about assigning the words or sounds of written words, but also

understanding the message or comprehending the written words. According to

Programme for International Student Assessment (PISA) result ( OECD,2014),

reading literacy focuses on the ability of students to use written information in

real-life situations. Reading also one of the communicative skill in thinking

process.

Patel and Jain ( 2008) argue that reading is extending someone

knowledges, not only for seeeking the source of pleasure and information, but also

for getting the meanings. Reading is about understanding written text. Therefore,

reading cannot be separated from comprehension. Reading comprehension itself is

the process of making sense of words, sentences, and connected text in order to

understanding information presented in a written form. Moreover, reading

comprehension is the goal of reading. It becomes a basic skill in the learning

process, both in learning generally as well as learning at school. Reading is very

important because it can develop the thinking process and helps the reader to

discover new things and new information. Consequently, reading helps in

enhancing the knowledge .

There are some factors contributing to good reading comprehension. One

of them is reading strategies. Reading strategies are very important to help reader

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comprehend the text in the act of reading (Kuru-Gonen, 2015, p. 2924) and the

implementation of special reading strategies enable more efficient use of time .

Moreover, it is effective way to solve reading problems encountered by students

while reading academic material. Research studies on second/foreign language

reading have consistently confirmed the importance of reading strategies on

developing language learners‘ reading comprehension skills (Zare and Nooreen,

2011).

The role of strategy use in reading comprehension has been a topic of

discussionsin second/foreign reading literature. Reading strategies are very

essential to assist learners to overcome reading difficulties such as inferring the

underlying messages in the texts, dealing with unknown terms and unfamiliar

cultural load ( Kuru-Gonen, 2015). It implies that being a strategic reader help

reader comprehend the text and handle the reading problems. Effective strategies

will produce an effective result. Cogmen and Saracaloglu (2009, p.249) reported

that simple methods such as underlining, taking notes, or highlighting the text can

help readers understand and remember the content. Their findings indicated that in

reading text, good readers often use effective reading strategies to enhance their

comprehension. learning to read is an absolutely necessary skill for understanding

SL/FL texts.Readers may use useful strategies to help them read SL/FL texts as

they construct meaning. Using such strategies will help learners not only to

understand general information in the reading text at very fast rates, but also to

remember new lexical items from the text.

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 Most readers may face comprehension problems while reading a text, but

proficient readers would face the problems by consciously applying effective

reading strategies to solve the comprehension challenges. Students should

understand the meaning of the text, critically evaluate the message, remember the

content, and apply a new-found knowledge flexibly. Using reading strategies

appropriately may be of great help to non-native readers because it can serve as an

effective way of overcoming language deficiency and obtaining better reading

achievement on language proficiency test As an EFL educator, it is essential to

explore how students learn to read in English and understand more the problems

they have encountered in reading strategy use, so that teachers can help them

acquire better strategies.

Indonesian students may get difficulties in comprehending English reading

text because English is not their first language. For example, the students find

some difficulties when the teacher asks them about some information that do not

purely mention in the text, but still in the context. Indonesian students had lack of

vocabulary and it made them find difficulties in understanding the text. Another

difficulty that is faced by the students is in finding the main idea of the text.The

students should master those aspects so they can comprehend the text and answer

the questions which are served well .

Sasmita (2012) conducted a research to find out the students’ problems in

comprehending English reading texts. The findings showed that the factors that

may make the students have difficulties in understanding English reading texts

xvi
were related to vocabulary, grammar knowledge, and reading interest. Another

research which is related to the students difficulties in reading is from Atikah

(2009) which focused to find out the students’ difficulties in linguistic problem in

reading comprehension and the finding showed that the students find difficulties

in vocabulary, grammar and spelling.The difficulties in comprehending English

reading text should be known and solved by the students and the teacher because

comprehending reading text is the important skill and as an achievement indicator

in reading that should be achieved by the students.If the students find difficulties

in comprehending the text, it will affect their study. “difficulty with reading can

have an increasingly negative effect on the students’ school work and tertiary

education, as reading requirements become greater and more

extensive.”Therefore, the researcher believes that it is important to do research

based on this topic with the assumption that every student may have different

difficulties in comprehending English reading text. By knowing the students

difficulties, it will help the teacher to find the appropriate strategies to help

students improve their ability in reading.

In English education study program of Bengkulu University,reading is a

compulsory and tiered subject taught in third semesters. It is taught in three

classes first General Reading, second Academic Reading and Third Extensive

Reading.These courses should be taken to get a higher-level of reading course so

that their reading ability can be developed. The students of sixth semester have

studied all three classes as the primary subject they cannot take the next level of

xvii
reading class if they do not pass the previous class with the minimum score.

Based on informal interview and observation, the researcher found that first, the

students are difficult to understand the text when they find meaning in the same

words. It is the problem about words that have more than one meaning . second,

the students have lack of reading interest it can be seen on students’ abillity in

making their assignment which are still lacking of reference due to the lacking of

their reading, they only read the reading text if they have an assignment. Some

students are expected to understand the text, but many students still find

difficulties in reaching the goal. They sometimes can not find the ideas of whole

the text. Third in comprehending every students does not acquire the reading

skills at the same rate , there are some students which are different in determining

the main idea for the sentence and meaning of the text.

Concerning to the problem above, the researcher will focus on the sixth

semester students of English Education Study Program, University of Bengkulu

because the sixth semester students have already taken all of reading course,

besides the researcher ever gets the difficulties in reading subject in the same

semester.

Based on the problem above, it may give bad impact to students if it is not

fullfill. As students of English Education Study Program, the reading skill

supposed to be mastered in order to have the good capability in comprehension

especially if they have the reading strategies which can increase the reading skill.

They need to have good reading strategy because they are English learners who

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are trained to become the English educators or English teacher. By having good

reading strategies, it will be good for their language learning and acquisition. It

can also very useful for them to open more oppotunities to get scholarships and

students’ exchange program, because reading is one of skills includes in TOEFL

and one of the criteria to get scholarships or students’ exchange programs is the

high score of TOEFL.

Some studies have investigated reading strategies and reading

comprehension achievement. Molla (2015) investigated the relationship between

reading strategy use and reading comprehension among Ethiopian EFL Learners.

The categories of reading strategies are: Memory reading strategy, Cognitive

reading strategy, Compensation reading strategy, Meta cognitive reading strategy,

Social reading strategy, Affective reading strategy.The result was the use of

reading strategies had neither positively nor negatively correlation with reading

comprehension achievement.

Similarly,Madhumathi and Ghosh (2012) studied about Awareness of

reading strategy use of Indian ESL students and the relationship with reading

comprehension achievement, they found Overall, the reading strategy use (global

reading strategies, problem-solving reading strategies, support reading strategies)

moderately correlated with the reading comprehension achievement of the Indian

students.

Tobing (2013) studied about the relationship between reading strategies

and self-efficacy with the reading comprehension of high school students in

xix
Indonesia.The categories of reading strategies (global reading strategies, problem-

solving reading strategies and support reading strategies) were not significantly

related to reading comprehension.The use of sufficient EFL reading strategies is

considered to be one of the important factors contributing to successful language

learning (Ikeda and Takeuchi, 2006).

Based on the background above the writer is intended to do research about

the correlation between reading strategies and reading comprehension

achievement of the sixth semester in English education study program of

Bengkulu University.

1.2 Research Problem

Based on the background that has been mentioned, the researcher would

like to propose the following research question:

“Is there any significant correlation between reading strategies and reading

comprehension achievement of the sixth semester in English education study

program of Bengkulu University ?”

1.3 Research Objective

The specific objective of the research to find out The significant

correlation between reading strategies and reading comprehension achievement of

the sixth semester in English education study program of Bengkulu University.

1.4 Hypothesis of the Research

A Hypothesis in the research is a basic assumption of how the result of the

research will be. It is a prediction of a phenomenon. Moreover, in formulating

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hypothesis, the researcher has to ensure that the hypothesis is real or based on

fact. There are two kinds of hypotheses:

a. Alternative Hypothesis (HA): There is a significant correlation between

students‘ reading strategies and their reading comprehension

achievement of the sixth semester in English education study program

of Bengkulu University.

b. Null Hypothesis (HO): There is no significant correlation between

students‘ reading strategies and their reading comprehension

achievement of the sixth semester in English education study program

of Bengkulu University.

1.5 Research Significance

a. As an input for English Study Program students to know the

correlation between students reading strategies and reading

comprehension

b. As an input for English teachers to build up their reading strategies

and reading comprehension toward English language learning.

c. As an input for further researcher. The result of this research can be

used to be previous study or source to do the next research.

1.6 Limitation Of The Problem

This research will be focused on The correlation between student’ reading

strategies and reading comprehension. The limitation of the problem is as

follow.

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 1. This research will focuses on student’ reading strategies and reading

comprehension

2. The study will be conducted toward students in sixth semester in English

study program at University of Bengkulu Academic year 2018/2019”

1.7 Definition of key terms

This section, the researcher would like to give the operational definitions

of topic as follows:

1. Reading Strategies

Reading Strategies indicate how readers conceive of a task,how they

make sense of what they read, and what they do when they do not understand

(Amirian, 2013, p. 20)

2. Reading Comprehension

Reading Comprehension is the process of deriving meaning from

connected text. Therefore, comprehension is not a passive process, but an

active one. The reader actively engages with the text to construct meaning,”

(Pang et al,2003)

3. Correlation

Correlation is relationship or connection between two or more variables

which is represented by a correlation coefficient. The coefficient will show

the positive or negative correlation between those two variables.

xxii
 CHAPTER II

LITERATURE REVIEW

2.1 The Concept of Reading Comprehension Achievement

2.1.1 Definition of Reading Comprehension

Reading is the combination of word recognition, intellect, and emotion

interelated with prior knowledge to understand the message communicated “

Sarwo (2013). So,the reader make an interaction with the text to construct the

meaning of the text.there are some types of reading namely, first skimming ,

which means reading rapidly for the main points, second scanning, it is a reading

rapidly through a text to find specific information required, and the third intensive

reading, it is reading shorter texts for detailed information with an emphasis on

precise understanding (Abbott, 1981). By understanding types of reading

,hopefully the student can easy to read a text.

Reading comprehension is the process of deriving meaning from

connected text. Therefore, comprehension is not the passive process, but an active

one. The reader actively engages with the text to construct meaning” (Pang et al,

2003). It means comprehension is the process of making sense of the texts. They

xxiii
also make use of their prior knowledge to help them understanding the written

texts.

Wolley (2011, p. 15) state that reading comprehension is the process of

making meaning from text. It means that after the reader read the text, they must

understand with the meaning of what they have read.The goal, therefore, is to gain

an overall understanding of what is described in the text rather than to obtain

meaning from isolated words or sentence. In addition, Ghelani, Sidhu, Jain and

Tannock (2004) say that reading comprehension is a very complex task that

requires different cognitive processes and reading abilities over the life span.

Moreover, Snow (2002, p. 11) states that reading comprehension as the

process of simultaneously extracting meaning through interaction and

involvement with written language. He also add, the use of the words extracting

and constructing to emphasize both the importance and the insufficiency of the

text as a determinant of reading comprehension.

In brief, by the definition of many linguist, the researcher will be

concluded that reading comprehension is the reader do an interaction with the

written text that have done read and the reader can understand with find the

meaning or the main idea of text, getting meaning from word to word or line to

line to understand what reader read so they can retell to other people.

2.1.2 Definition of Reading Comprehension Achievement

Achievement In the process of reading, comprehension is one of the

reasons why read a text. According to Pardo (2004, p. 272) comprehension is a

xxiv
process in which readers construct meaning by interacting with text through the

combination of prior knowledge and previous experience, information in the text,

and the stance the reader takes in relationship to the text.

Achievement is something that somebody has done successfully, specially

using their own afford and skill. An achievement is one important factor in

considering whether or not teaching and learning activity succeeds.

There are some factors that influence reading achievement. Snow, Burns,

and Griffins (1998) mention there are four aspects that influence it,they are (1)

intellectual and sensory capacities, (2) positive expectations about and

experiences with literacy from an early age, (3) support for reading-related

activities and attitudes so that he or she is prepared to benefit from early literacy

experiences and subsequent formal interaction in school, and (4) instructional

environments conductive to learn.

It can be concluded that achievement is the result of students‘

understanding of texts that can be affected by some factors, such as their reading

strategies. Good achievement in comprehending the passage will be indicated by

getting high scores or good results.

2.1.3 Difficulties in reading comprehension

There are many factor that caused the student difficulties in reading

comprehension. According to Duke (2003) the difficulty of comprehension has

many causes such as, difficulty with written language ( written language register

and specific genres lack or poor use of strategies), difficulty related to prior

xxv
knowledge ( lack of relevant prior knowledge, failure to apply relevant prior

knowledge, application of irrelavant prior knowledge,lack of reading

engagement ) and other factors is eye movement problems.

Hand (2004) explains that the difficulties of the reader are vocabulary ,

structure of sentences , and background knowledge of the student. Furtermore ,

berens as Special Needs Consultan/Reading Specialist (2005) show the possible

reasons for comprehension difficulties are, poor decoding, slow reading, working

memory deficits, poor language skills, receptive language processing difficulties,

language barrier, low or limited vocabulary, not making a “ gestalt” or picture

( movie in the mind ), may be a student who is very literal/does not know how to

inference and draw conclusions, may not be able to pick out big ideas.

2.2. The Classification of Reading Strategies

The type of reading strategies that will be used in this study is included in

Survey of Reading Strategies (SORS) proposed by Mohktary and Sheorey (2002).

They classify reading strategies included in SORS into three types: global reading

strategies (GLOB), problem-solving strategies (PROB), support reading strategies

(SUP). SORS is adopted in the present study because it is intended to probe

readers‘ perceived use of reading strategies and the frequency of the use of

reading strategies while reading English in academic context.

2.2.1 Global Reading Strategies (GLOB)

Global strategies involved planning how to read and managing

comprehension. Glob are those intentional, carefully planned technique by which

xxvi
learners monitor and manage their reading, such as having purpose in mind,

previewing the text as to its length and organization, or using typographical aids

and tables and figures. GLOB contains 13 items and represents a set of reading

strategies oriented toward a global analysis of text. These strategies can be

thought of a generalized, intentional reading strategies aimed at setting the stage

for the reading act.

1. I have a purpose in mind when I read.

2. I think about what I know to help me understand what I read.
3. I take an overall view of the text to see what it is about before reading it.
4. I think about whether the content of the text fits my reading purpose.
5. I review the text first by noting its characteristics like length and
organization.
6. When reading, I decide what to read closely and what to ignore
7. I use tables, figures, and pictures in text to increase my understanding.
8. I use context clues to help me better understand what I am reading.
9. I use typographical features like bold face and italics to identify key
information.
10. I critically analyze and evaluate the information presented in the text.
11. I check my understanding when I come across new information.
12. I try to guess what the content of the text is about when I read.
13. I check to see if my guesses about the text are right or wrong.
2.2.2 Problem-Solving reading Strategies (PROB)

Problem-solving strategies involved using strategies when reading difficult

parts of a text. PROB are the actions and procedures readers use while working

directly with the text. This are localized, focused techniques used when problems

develop in understanding textual information, such as adjusting reading speed

xxvii
according to what is being read contain 8 items that appear to be oriented around

strategies for solving problems when the test becomes difficult to read. These

strategies provide readers with action plans that allow them to navigate through

the text skillfully.

1. I read slowly and carefully to make sure I understand what I am reading.

2. I try to get back on track when I lose concentration.
3. I adjust my reading speed according to what I am reading.
4. When text becomes difficult, I pay closer attention to what I am reading.
5. I stop from time to time and think about what I am reading.
6. I try to picture or visualize information to help remember what I read.
7. When text becomes difficult, I re-read it to increase my understanding.
8. When I read, I guess the meaning of unknown words or phrases.
2.2.3 Support Reading Strategies (SUP)

Support strategies involved using devices and techniques to understand a

text.SUP contains 9 items and primary involves use of outside reference materials

(such as the use of dictionary), taking notes, underline or circling information and

other practical strategies. These strategies provide the support mechanism aimed

at sustaining responses to reading.

1. I take notes while reading to help me understand what I read.

2. I take an overall view of the text to see what it is about before reading it.
3. I underline or circle information in the text to help me remember it
4. I use reference materials (e.g. a dictionary) to help me understand what I
read.
5. I paraphrase (restate ideas in my own words) to better understand what I
read.
6. I go back and forth in the text to find relationships among ideas in it.

xxviii
 7. I ask myself questions I like to have answered in the text.
8. When reading, I translate from English into my native language.
9. When reading, I think about information in both English and my mother
tongue.
In this study, frequency of reading strategy use refers to the extent to which

different reading strategies are employed by the students. Shorey and Mohktari

(2002) analyzed the frequency of strategies used by the subjects was based on the

scale delineated by Oxford (1990) which is shown in table 3.3

2.3 The Relationship between Reading Strategies and Reading

Comprehension

Othman and Zare (2013, p. 187) state that nowadays some language

learners do not read for the purpose of understanding the writer‘s message in the

text, they developed wrong concept of reading, they just consider that the purpose

of reading is only to learn new vocabulary. They also argued that ―what a reader

needs to focus on is not only every word in the text, but also the semantics of the

text. Reading strategy is considered as one of the features of cognitive psychology

which are important to the success of comprehension. They also argued that the

use of strategy in deferent ways is in more and less prescient readers. Anderson

(2004, p. 13) also defines that reading strategy is readers‘ ability in using some

variety of reading strategies in order to get the purpose of reading. Good readers

tend to use strategies in reading, thus, they know what to do when they got

difficulties in reading.

xxix
 The importance of strategy used is also emphasized by Rokhsari, (2012, p.

5). He states that teacher must help students to acquire the strategies in reading

processes because it can improve the overall comprehension of the text. Chen

(2008, p. 26) also states that high achievers tend to employ a wider variety of

strategies than the low achievers. It means teacher should investigate the essential

of reading strategies for academic purposes between low achievers and high

achievers by observing students‘ different in applying reading strategies.

2.4 Previous Studies

Tobing (2013), studied about the relationship between reading Strategies

and self-efficacy with the reading comprehension of High School Students in

Indonesia.The purpose of this study was to investigate the relationship of reading

strategies andself-efficacy with the reading comprehension of high school

students in Indonesia.The categories of reading strategies were: global reading

strategies, problem-solving reading strategies and support reading strategies. high

school students from a state high school participated in this study. The result

showed that the categories of reading strategies were not significantly related to

reading comprehension. The use of reading strategies had a non-significant

relationship with reading comprehension.

Tika Sari (2017), studied about the correlation between reading strategies

and reading comprehension of the eleventh grade students of SMA

Muhammadiyah 6 Palembang. The categories of reading strategies are : global

reading strategies , problem – solving reading strategies and support reading

xxx
strategies.the purpose of this study was to find out reading strategies significantly

influence reading comprehension. The result showed that students reading

strategies use had significant influence to the students’ reading comprehension

(33,9%). The total contribution students reading strategies and their reading

comprehension achivement showed significant correlated and influenced.

Molla (2015) investigated the relationship between reading strategy use

and reading comprehension among Ethiopian EFL Learners. The categories of

reading strategies are: Memory reading strategy, Cognitive reading strategy,

Compensation reading strategy, Meta cognitive reading strategy, Social reading

strategy, Affective reading strategy. The purpose of this study was to investigate

Dilla University English majoring students reading strategies use and their reading

comprehension ability. Forty EFL learners participated in the study. In this

section, the data gathered through questionnaire, and reading comprehension test.

A reading strategy inventory and a reading comprehension test were used to

collect the required data. Strategy Inventory for Language Learning (SILL) was

used to know the strategies used by the students and two reading comprehension

passages that are part of TOEFL were used for the study. Furthermore, the use of

reading strategies had neither positively nor negatively correlation with reading

comprehension achievement.

Zare and Mobarakeh (2011) studied about the relationship between self-

efficacy and use of reading strategies: the case of Irani an senior high school

students. The categories of reading strategies in this study were metacognitive

xxxi
strategies, cognitive strategies and social/affective strategies.The purpose of this

study was to know the relationship and the level of Iranian senior High school

students‘ reading self-efficacy beliefs and their use of reading strategies. students

from Ferdousi High school in Shoushtar participated in this study. Two

questionnaires have been used in this study as instruments. Reading self-efficacy

questionnaire and reading strategies questionnaire was used for collecting data.

The result of this study was the student strategies used were at a medium level and

it was revealed that reading self-efficacy was significantly positively correlated

with overall reading strategy use.

This chapter presents the literature review which deals with the previous

related research findings and pertinent ideas. Many researchers have reported their

research about reading strategies and reading comprehension, Some of the

findings of related research are presented in the following section.

The differents of the previous findings with the research of the researcher

were , different Subject and the researcher findings focus on Reading skill in

strategies and comprehensibility, different design and large sample.

By considering the previous related findings above, the researcher would

be interested in The correlation between reading strategies and reading

comprehension Achievement of The Sixth Semester in English Education

Study Program of Bengkulu University.

xxxii
 CHAPTER III

RESEARCH METHOD

3.1.Research Design

The research will be a quantitative correlation design. It will be used when

two or more variables need to be related to find out whether or not they influence

each other. Creswell (2005, p. 325) states, “ a correlation is a statistical test to

determine the tendency or pattern for two (or more) variables or two sets of data

to vary consistently”. In this study, the researcher firstly measure the students‘

reading strategies by using survey of reading strategies questionnaire. Second,

reading comprehension test will used to find out the students‘ reading

comprehension achievement. Then the correlation between variables were

analyzed through Statistical package for Social Science (SPSS) 23.00 based on the

results of the questionnaire and reading comprehension test. the researcher tried to

find out The correlation between student’ reading strategies and reading

comprehension.

xxxiii
 In statistical science, the correlation between two variables is known as

bivariate correlation, while the correlation between more than two variables is

known as multivariate correlation. Since the correlation study searches for

whether or not there is a correlation between two variables or more, the

correlation between two variables can be a positive correlation and negative

correlation. A study has a positive correlation when two variables (or more) move

in tandem. It means if the X variable decreases, the Y variable also decreases and

vice versa. However, a study has a negative correlation when one variable

decreases, while the others increase and viceversa.

In this research, bivariate correlation will be used. There are two variables

that are researched. Those are independent and dependent variables. In this

research, the independent variable or the variable that explains and affects another

variable is “reading strategies” or usually known as X variable. For the dependent

variable or the variable that being affected by the independent one is “reading

comprehension achievement” or usually known as Y variable.

3.2.Research Variables

There will be two variables of this research. They were Independent and

dependent variable: First, the independent variable was reading strategies, Second,

the dependent variable was the students’ comprehension achievement.

3.3. Subject of The Study

In order to gather the data needed, subject has very important role. The

data is collected through the subject.The subject of this study is the sixth semester

xxxiv
students of English Education Study Program Bengkulu University in the

academic year of 2018 / 2019, which the total number are 78 students consist of

two classes. They are 6 A and 6 B class. In English education study program of

Bengkulu University,reading is a compulsory and considered to be very important

also tiered subject taught in third semesters. It is taught in three classes first

General Reading , second Academic Reading and Third Extensive Reading.These

courses should be taken to get a higher-level of reading course so that their

reading ability can be developed. The students of sixth semester have studied all

three classes as the primary subject. The number of overall subject is 78 students,

38 students from class A and 40 students from class B. as described in the

following table 3.1.

Table 3.1
The Distribution of Subject of Sixth Semester Students of English
Education Study Program at University of Bengkulu
No Class Number of Students
1 A 38
2 B 40
Total 78

3.4 Research Instruments

In this research, the researcher used two instruments to be employed in

this study, they are questionnaire and reading comprehension test.

3.5 Data Collecting Procedure

The procedure of this research was conducted as follow:

xxxv
 1. The researcher prepared the questionnaire
2. The researcher prepared the reading comprehension TOEFL test.
3. The researcher analyzed the questionnaire result.
4. The researcher distributed the questionnaire items.
5. The researcher analyzed TOEFL test result.
6. The researcher distributed the reading comprehension TOEFL test.
7. The researcher Analyzed the data from the instrument
The data from the questionnaire and reading comprehension TOEFL test were

calculated and analyzed by using Pearson Product Moment in order to find out the

correlation between variables.

3.5.1 Reading Strategies Questionnaire

To obtain the information about students‘ reading strategies, survey of

reading strategies questionnaire for adolescent and adult by Mohktari and sheorey

(2002) was distributed before the reading test. There will be 30 items in the

questionnaire consisting of 3 items for each group of reading strategies.(1) Global

reading strategies, (2) Problem-Solving reading strategies and (3) Support reading

strategies.Each item of the questionnaire has 5-point likert scale to which the

students respond in about 15 minutes.

3.5.2 Reading Comprehension Test

This technique will be used to find out the students‘ reading

comprehension achievement. The researcher used reading test. The purpose of this

test is to pinpoint strength and weaknesses students‘ reading comprehension. The

test will be taken from the TOEFL.

3.6 Data Analysis

xxxvi
 There were two kinds of data will be analyzed, namely the data from

questionnaire and from test. There are two statistical analysis of this study; (1)

reading strategies, (2) reading comprehension achievement.

3.6.1 Analysis of Reading Strategies Questionnaires

Questionnaire will be distributed to the students to find what types of

strategies that they might employ in learning English. The researcher adopted the

questionnaire from Survey of Reading Strategies Questionnaire (SORS) that

provided with 30 items in each category consists of 3 groups of strategies:

(13)items belong to global reading strategies, (8)items belong to problem solving

reading strategies, (9)items belong to support reading strategies. Here are the

specific items of Survey of Reading Stsrategies (SORS).

Table 3.2
Subcategories of SORS and Specific item
Strategy category Number of item Description
Global reading strategies 1.3.4.6.8.12.15.17. Global reading strategies
20.21.23.24.27 involving planning how
to read and managing
comprehension
Problem 7.9.11.14.16.19.25.28. Problem–solving
solving reading strategies
strategies involved using strategies
when reading difficult
part of the text.
Support reading 2.5.10.13.18.22.26.29.30. Support reading
strategies strategies involved using
devices and technique to
understand a text.

xxxvii
 The responses I never or almost never use this strategy got the lowest

score (1) and those of I always use this strategy got the highest score (5). The

scoring procedure was to add up the number circled by students for each item as

students‘ total score. Then, frequencies were calculated and averaged to determine

to the types of strategies employed by students. The higher average or mean the

higher frequency of using reading strategies.

The mean scores will be interpreted using the interpretation key provided

by Mokhtari and Sheorey (2002). The standard for interpretation mean scores is

shown in Table 3.3

Table 3.3
The Frequency of Reading Strategies Use
Mean score Frequency scale Evaluation

4.5 - 5.0 Always or almost

High always used
3.5-4.4 usually used
2.5-3.4 Medium Sometimes used
1.5-2.4 Generally not used
Low Never or almost never
1.0-1.4 used

The data gained from questionnaire and reading comprehension test are

then being analyzed using simple correlation. The hypothesis which saying that

there is a significant correlation between reading strategies and reading

comprehension and there is no significant correlation between reading strategies

xxxviii
and reading comprehension are tested using simple correlation or Pearson Product

Moment.

3.6.2 Analysis of Reading Comprehension Test

In reading comprehension test, students‘ achievement will be scored by

calculating each correct answer. The correct answer will be scored 1 and the

incorrect one is 0. There are 50 items; it means there are 50 points for the highest

score. The result of students‘ reading comprehension will be taken from the

numbers of the right answer divided to the total number of the test times 100.

reading test score=number of the ¿ answers ¿ × 100

thetotal number of test

Based on students‘ score, qualification is used to see whether the students

have very poor, poor, average, good, and very good. Number of the right answer

The Total number of the test.

Table 3.4
Range of students’ achievement
Score Qualification

80-100 Very good

66-79 Good
56-65 Average
45-55 Poor
0-45 Very poor

3.7 Correlation Analysis

xxxix
 Firstly, the data from the questionnaire will be analyzed to determine the

students‘ reading strategies use by observing the item in the column. Each item is

scored from 1 to 5 scale; higher scores mean stronger of the item. A total score

can be derived by summing up the scores of all the items. Secondly, the students‘

reading test will be analyzed by using TOEFL scoring test. Above all, to analyze

the data obtained from the questionnaire, and student‘s reading comprehension

achievement in order to see the correlation between one variable and other

variable, the Statistical Package for Social and Science (SPSS) computer program

will be employed.To find out the correlation between students‘ reading strategies

as a whole and their reading achievement, Pearson –Product Moment Correlation

Coefficient used, if there was any significant correlation between reading

strategies use and comprehension achievement.

xl
 CHAPTER IV
RESULT AND DISCUSSION
4.1 Results

This section presents the result of the research. The result section was

divided into three parts. The first section concern with the result of reading

strategies used. The second section concern with the result of reading

comprehension achievement of the students. The last section concern with the

correlation between reading strategies and reading comprehension achievement.

4.1.1 The Result of Reading Strategies Used

This research was conducted on April 24th , 2019. 30 of items

questionnaire of Reading Strategies (SORS) was used to examine students‘

reading strategies use when they read in English. SORS consisted of three

subcategories that were global reading strategies, problem solving strategies, and

support reading strategies. SORS was rated by a five-point Likert scale, ranging

from one point (I never or almost never do this) to five points (I always or almost

always do this). Its range of possible scores is 30 to 150. The higher scores refer

to the more frequent use of reading strategies when reading EFL materials.

xli
 The data statistic analysis of SORS for the participant is shown in table
4.1. The maximum score was 128, and the lowest score was 62. The range of
SORS score in this study was 62 to 128. The mean of the reading strategies use‘
scores for the participants was 103,52 and the standard deviation was 12,804. The
frequency of score can be seen on appendix F . As for the subcategories, the mean
of global reading strategies score was 64,77 and the standard deviation was
23,403; the mean of problem solving strategies score was 29,28 and the standard
deviation was 3,748; and the mean score of support reading strategies score was
28,46 and the standard deviation was 5,269.

Table 4.1

Data Statistics of Overall Reading Strategies Use and Subcategories

Global Problem Support

Reading reading solving reading
strategies strategies strategies strategies
N Valid 78 78 78 78
Missing 0 0 0 0
Mean 103,32 64,77 29,28 28,46
Std. Deviation 12,804 23,403 3,748 5,269
Minimum 62 30 14 16
Maximum 128 103 36 39
Sum 8059 5052 2284 2220

The result of data statistical analysis of SORS for single item among three

subcategories indicated that the most and the least frequently used reading

strategies, see on appendix G. To find out the most frequently and the least

frequently used reading strategies was based on the scale delineated by Oxford

(1990). It stated that when the mean score for every item was 3.5 or higher, it was

high frequently reading strategies use, 2.5 –3.4, it was medium frequently reading

xlii
strategies used, and 2.4 or lower, it was low frequently reading strategies used.

Moreover, it was noticeable that there were five most frequently reading strategies

used since their mean scores were 3.5 or higher than. The names were PROB 25,

PROB 14, PROB 7, GLOB 24, and GLOB 3. Among the top five strategies. It

indicated that the participants tended to use Problem solving strategies (PROB)

for subcategories . The most frequently used reading strategies are displayed in

Table 4.2.

Table 4.2
The Most Frequently Used of Reading Strategies
No. Name Strategy Mean Sdt.deviation
1. PROB 25 When text becomes difficult, I 4 0,92
re-read it to increase my
understanding.
2. PROB 14 When text becomes difficult, I 3,95 0,78
pay closer attention to what I am
reading.
3. PROB 7 I read slowly and carefully to 3,94 1,04
make sure I understand what I
am reading
4. GLOB 24 I try to guess what the content of 3,88 0,78
the text is about when I read.
5. GLOB 3 I think about what I know to 3,86 0,9
help me understand what I read.

Table 4.3 reveals that the least frequently used reading strategies. There

were five the least used reading strategies namely ; PROB 16, SUP 18, GLOB 8,

SUP 2, and GLOB 21. This indicated that they were sometimes used support

reading strategies and global reading strategies for subcategories.

xliii
 Table 4.3
The Least Frequently Used of Reading Strategies
No. Name Strategy Mean Sdt.deviation
1. PROB 16 I stop from time to time and
3,14 0,81
think about what I am reading.
2. SUPP 18 I paraphrase ( restate ideas in my
own words) to better understand 3,05 1,02
what i read.
3. GLOB 8 I review the text first by noting
its characteristics like length and 3 1,1
organization.
4. SUPP 2 I take notes while reading to help
2,94 1,1
me understand what I read.
5. GLOB 21 I critically analyze and evaluate
the information presented in the 2,87 0,97
text.

4.1.2 The Result of TOEFL Reading Comprehension Test

Since there are 30 questionnaires which the researcher analyzed, the

researcher also analyzed 50 students‘ reading comprehension test.The result of

data statistics of reading comprehension test can be seen below.

Table 4.4
Data Statistics of TOEFL Reading Comprehension

Reading Comprehension Achievement

N Valid 78
Missing 0
Mean 54,31
Std. Deviation 11,631
Lowest 28
Highest 80
Sum 4236

xliv
 Based on the data statistics, the lowest score of reading comprehension test

was 28, and the highest score was 80. Meanwhile, the mean score of reading

comprehension test was 54,31. This mean score indicated that the reading

comprehension of The Sixth Semester in English Education Study Program of

Bengkulu University was in the average category. The result score were divided

into scoring classification. The findings showed that there are 60 students got very

poor with percentage 77%, 11 students got poor with percentage 14%, 5 students

got average score with percentage 6% and 2 students got good score with

percentage 3% classification. It concluded that the results of students reading

comprehension test failed. The distribution of reading comprehension is presented

in the following table :

Table 4.5
Distribution of Reading Comprehension Achievement
Interval Students Category Percentage
86-100 - Very Good 0%
71-85 2 Good 3%
56-70 5 Average 6%
46-55 11 Poor 14%
0-45 60 Very poor 77%

4.2 The Correlation between Overall Reading Strategies Used and Reading
Comprehension Achievement
As outlined in Chapter 1, the research question is,” Is there any significant

correlation between reading strategies and reading comprehension achievement of

the sixth semester in English education study program of Bengkulu University ?”.

The answered of the question is as follows. The results from the Pearson‘s product

moment correlation coefficient between the SORS scores and the Reading

xlv
comprehension achievement scores are shown in Table 10. The result of

correlation analysis revealed that the correlation coefficient or the r(0,033) was

lower than r-table (0,22). Then, the level of probability (p) significance (sig.2-

tailed was .776. It means that p (.776) was higher than .05. Thus, there was no

significant correlation between the students‘ reading strategies use and their

reading achievement.

Table 4.6.
Correlation Between Reading Strategies Use And Reading Comprehension
Achievement
Correlations
Reading
Comprehension Reading Strategies
Test
Reading Comprehension Pearson
1 ,033
Achievement Correlation
Sig. (2-tailed) ,776
N 78 78
Reading Strategies Pearson
,033 1
Correlation
Sig. (2-tailed) ,776
N 78 78

On the table above from the 78 respondents the mean of the reading

strategies use‘ scores for the participants was 103,52 and the mean score of

reading comprehension test was 54,31. The correlation between two variables, the

score of rcount (0.033) < rtable (0.22) . This result shows that there is no significant

correlation between the score of the test and the reading strategies. However, it

can be seen from the table of the correlation strength level, the table show a

xlvi
correlation between the test scores and the reading strategies even though the

relationship between two variables is very weak. It means that the Null Hypoteses

(H0) was accepted and The Alternative Hypoteses (Ha) was rejected. Thus, the

test score and reading strategies show a very weak correlation, so there is no

significant correlation between two variables.

Table 4.7
Five Categories of Correlation Strength
Coefficient Correlation category

0,800-1,00 High
0,600-0,800 Moderate
0,400-0,600 Rather weak
0,200-0,400 Weak
0,000-0,200 Very weak (no correlation)
(Arikunto,2010

4.3 Discussion

In this section, the researcher discusses more about the result. The

researcher discusses about the findings in reading strategies used by sixth-

semester students, the result of reading comprehension achievement, and the

correlation between reading strategies and reading comprehension achievement

and compare the result with some previous studies related to this research.

In order to answer the research question, the researcher calculated by

using SPSS Version 23.00. Based on the finding, it can be said that the reading

strategies did not influence the students‘s reading comprehension achievement.

xlvii
However, the correlation between reading strategies and reading achievement is

categorized as no significant correlation.

4.3.1 Reading Strategies Result

The result of statistics analysis of SORS showed that the mean score of

overall reading strategy use was 103,32 and the standard deviation was 12,804.

This means that the participants‘ use of reading strategies when they read English

the reading materials was medium. In addition, the mean for single items in

GLOB was the highest (M = 64.77) and the mean for singles items in PROB was

the lowest (M= 29.28) among the three subcategories, which indicates that the

participants tended to use Global reading strategies (GLOB) most frequently

while they used Problem Solving strategies (PROB) least frequently. When the

result compare to those of other studies using the SORS as an instrument

measuring participants‘ use of reading strategies, the result of this study was

similar to that of Tobing (2013).

4.3.2 Reading comprehension achievement result

There are 30 questionnaires which the researcher analyzed, the researcher

also analyzed 50 students‘ reading comprehension test. The result of data statistics

of reading comprehension test the lowest score of reading comprehension test was

28, and the highest score was 80. Meanwhile, the mean score of reading

comprehension test was 54,31. The result score were divided into scoring

classification. The findings showed that there are 60 students got very poor with

percentage 77%, 11 students got poor with percentage 14%, 5 students got

xlviii
average score with percentage 6% and 2 students got good score with percentage

3% classification. It concluded that the results of students reading comprehension

test failed.

According to the results of this study, some students indicated that they

did not really use these strategies for their reading comprehension even though

they know the strategies that are available. Consequently, it is very crucial for

students to understand the importance of using language learning strategies in the

process of language learning. Once students are aware of the advantages of using

strategies in their language learning process, they will be willing to and

appropriately employ these strategies to facilitate their English learning.

Hall (2010) argued that there are two factors that influence the students‘

reading comprehension, reader factor and text factor. Reader factors include the

background knowledge that readers bring to the reading process as well as the

strategies they use while reading and their motivation and engagement during

reading. Text factors include the author‘s ideas, the words the author uses to

expressthose ideas, and how the ideas are organized and presented. Both reader

factors and text factors affect comprehension. In short, the total contribution of

students‘ reading strategies and their reading comprehension achievement showed

non-significant correlated. However the unexplained factors also had contribution

on students‘ reading achievement. The findings of the study may have some

pedagogical implications for foreign language teachers, course designers, parents,

next researchers, and students.

xlix
4.3.3 The correlation between reading strategies result and reading

comprehension achievement

Based on the result of pearson product moment correlations, it was found

that was a positive and no significant correlation between reading strategies use

and reading comprehension achievement of the sixth semester in English

education study program of Bengkulu University (r-.0.033, p >.05 .). This means

that reading strategies had no significant correlation to students‘ performance in

reading comprehension achievement. According to Slameto (2003) there are two

factors that influence students‘ achievement. They are internal factors and

external factors. Internal factors are intellegency factor, attention factors, and

interest factors, motivation factor, maturity factor, etc. Meanwhile, external

factors are family factors, school factors, and evironment factors.

As the data analysis was unfolded, results showed that the students who

used effective reading strategies performed better in reading achievement.

Teachers also need to exert efforts to help students understand how their reading

strategies can influence their reading comprehension achievement. This process

should be exercised by teachers not only at the university level, but it is also

recommended that they start doing so at early stages of education.

The result of the research showed that the correlation between the

varriables is very weak category, therefore it is needed to have ways to strength

the correlation among them and also to minimize the effect of factors to reading

achivement. The researcher assumes that the teacher should introduce and train

l
the students about reading learning strategy to the students and guide the students

to choose an appropriate strategies in learning reading comprehension

successfully. English teachers should cultivate and raise their awareness of

language learning strategies.

There are some factors which made the result did not significant. The

factors are the TOEFL instrumen too high for the students test so the students

could not answers the test very well, in other side based on Tika sary’s result

found there is significant because her TOEFL instrument created according

students ability. So this factors which made our result are different.

The result of this study was different to Tika sari (2017) the purpose of the

study was to find out reading strategies significantly influence reading

comprehension. The result showed that students reading strategies use had

significant influence to the students’ reading comprehension (33,9%). The total

contribution students reading strategies and their reading comprehension

achivement showed significant correlated and influenced. Furthermore, the factors

.that make this research difference from Tika Sari have are she used Senior high

school student with total 50 people and the test Tika Sari used equal with the level

of her subject, the reason for this because Tika Sari already done the survey on the

student beforehand and collaborate with the teacher from the school. Tika Sari

take the score based on standar score of the school.

The result of this study was similar to Tobing (2013). The similarity could

be because she also analyzed the participans’ used of the three reading strategiy

li
categories. The catagories of reading strategies were :global reading strategies

,problem solving strategies and support reading strategies. The result showed that

the categories of reading strategies were not significantly related to reading

comprehension. The used of reading strategies had a non-significant relationship

with reading comprehension.

It means that the usage of strategies by the students did not increase their

reading comprehension significantly. This may be caused by the low

understanding of students regarding the strategies in reading. This led to the usage

of strategies ineffectively. It seems that most of the students were not familiar to

the strategies in reading. This statement is supported by (Trabasso and Bouchard,

2002, p. 186) “More understanding of strategies is needed; becomes a strategic

call to coordinate individual strategies. This coordinating involves altering,

adjusting, modifying, testing, and shifting tactics as is fitting, until a reading

comprehension problem is solved.”

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions

lii
 After the research was conducted the sixth semester in English Education

Study Program of Bengkulu University, the major findings are summarized as

follows. According to the result of the reading strategies (SORS), the participants

most frequently used Problem solving strategies (PROB) and the least frequently

used reading strategies are support reading strategies and global reading strategies.

Then, result of reading test indicated that their reading achievement was in very

poor category since 77% of participans got score <60. Based on the result of

Pearson product moment correlations, it was found that the correlation of the

students‘ reading strategies and their reading achievement was not significant . It

seems that most of the students were not familiar to the strategies in reading. This

statement is supported by (Trabasso and Bouchard, 2002, p. 186) “More

understanding of strategies is needed; becomes a strategic call to coordinate

individual strategies. This coordinating involves altering, adjusting, modifying,

testing, and shifting tactics as is fitting, until a reading comprehension problem is

solved.”

5.2 Suggestions

Based on the previous conclusions about the findings of this study, some

suggestions are addressed to the teacher, students, and future researcher.

1. For the teacher

liii
 The first, This research is expected to giving about how importance of the

reading strategies used, so that the teacher should introduce and train the students

about reading strategies to the students and guide the students to choose an

appropriate strategies in learning reading successfully. An English teacher should

understand more about strategies use in order to assist students to achieve better

results in language learning.

The second, English teachers should cultivate and raise their awareness of

language learning strategies. According to the results of this study, some students

indicated that they do not really use these strategies for their reading

comprehension even though they know the strategies are available. Consequently,

it is very crucial for students to understand the importance of using language

learning strategies in the process of language learning. Once students are aware of

the advantages of using strategies in their language learning process, they will be

willing to and appropriately employ these strategies to facilitate their English

learning.

2. For Students

There are several recommendations for students in relation to this study. Students

are suggested to read a lot and using all reading strategies, in order to improve

their reading comprehension achievement. It is advised to them to practice their

reading strategies more often in order to know which reading strategies they may

lack and should be improved.

3. For Future Researcher

liv
This study gives much information about the relationship between reading

strategy used and reading comprehension achievement of foreign language

learners, Therefore, this study is expected to be useful as a reference for future

studies with similar problems or variables. The findings of this study were

difficult to generalize because of a small number of samples. Therefore, it is

recommended for future researchers to examine larger samples. It is suggested

that future studies focus on the following: First, observation can be used to

develop a deeper understanding of the use of reading strategies by college

students. Interviews can also be employed after survey or observation. If these

approaches are used, then not only can the way EFL reading strategies are used by

learners be observed, but also the reading strategies that are most effective at

improving the reader‘s English reading ability may be practically explored.

Second, it would be worth while to compare the use of EFL reading strategies by

proficiency level to help students better regulate the use of strategies while

reading.

lv
 REFERENCES

Abbott, Gery.et.al.(1981). The teaching of English as an international language.

Britain : Biddles Ltd.

Amberg, J. S., & Vause, D. J. (2009). American English history, structure, and
usage. New York: Cambridge University Press.

Amirian, S. M. (2013). Teaching reading strategies to ESP Readers. International

journal of research studies in educational technology, vol 2(2), p.19-
doi:10.5861/ijrset.2013.318

Anderson, N.J. (2004). Metacognitive reading strategy awareness of ESL and EFL
learners. The CATESOL journal, pp.11-27.

Arikunto, S. (2010). Prosedur penelitian (satu pendekatan praktek). Jakarta: PT

Rineka Cipta.

Atikah, I. (2009).Analysis on the students’ linguistic problems in

readingcomprehension:a case study at second grade students of
MTs.Baiturrahmah Sukabumi.Jakarta: State Islamic University.

Chan, D. W. & Lau, K. (2003). Reading strategy use and motivation among
Chinese good and poor readers in Hong Kong. Journal of Research in
Reading, vol.26(2), pp. 177-190

Cogmen, S., & Saracaloglu, A. S. (2009). Students‘ usage of reading strategies in

the facultyof education. Procedia Social and Behavioral Sciences, 1, pp.
248-251.

De Debat, E. V. (2006). Applying current approaches to the teaching of reading.

English Teaching forum, pp. 8-15.

Duke , Nell K . 2003 . Presentation at the ciera summer institude america :

Michigan State University.

Dymock, S. (2007).Comprehension strategy instruction : teaching narrative text

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167

Harmer, J. (2001) . How to teach English: an introduction to the practice of

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Klingner, V. and Boardman. (2007). Teaching reading comprehension to students

with learning difficulties. New York: The Guilford Press.

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Komiyama, R. (2009). CAR: A means for motivating students to read. English
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Lotherington, H. (2004). What four skills? redefining language literacy standards

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Madhumathi, P. & Ghosh, A., (2012). Awareness of reading strategy use of

Indian ESL students and the relationship with reading comprehension
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Mokhtari, K., & Reichard, C. (2002). Assessing students‘ metacognitive

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Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of

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Wolley,G.(2011).Reading comprehension. assisting children with learning

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Zare, M., & Mobarakeh, S., D., (2011) The relationship between self-efficacy and
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1877

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A

lix
 APPENDIX A

SURVEY OF READING STRATEGIES (SORS)

The purpose of this survey is to collect information about the various

techniques you use when you read academic materials in English (e.g. reading

textbooks for homework or examinations, reading journal articles, etc). All the

items below refer to your reading of collage-related academic materials (such as

textbooks, not newspapers or magazines). Each statement is followed by five

numbers: 1, 2, 3, 4, and 5, and each number means the following:

‘1‘ means that ‘I never or almost never do this‘.

‘2‘ means that ̳’I do this only occasionally’.
‘3‘ means that ‘I sometimes do this‘.(about 50% of the time.)
‘4‘ means that I usually do this.
‘5‘ means that I always or almost always do this‘.
After reading each statement, circle the number (1, 2, 3, 4, or 5) which applies to

you. Note that there are no right or wrong responses to any of the items on this

survey.

No. Statement Never

Always
1. I have a purpose in mind when I read. 1 2 3 4 5
2. I take notes while reading to help me understand 1 2 3 4 5
what I read.
3. I think about what I know to help me understand 1 2 3 4 5
what I read.
4. I take an overall view of the text to see what it is 1 2 3 4 5
about before reading it.
5. When text becomes difficult, I read aloud to help me 1 2 3 4 5
understand what I read.
When text becomes difficult, I read aloud to help me 1 2 3 4 5

lx
 understand what I read.
6. I think about whether the content of the text fits my 1 2 3 4 5
reading purpose.
7. I read slowly and carefully to make sure I 1 2 3 4 5
understand what I am reading.
8. I review the text first by noting its characteristics 1 2 3 4 5
like length and organization.
9. I try to get back on track when I lose concentration. 1 2 3 4 5
10. I underline or circle information in the text to help 1 2 3 4 5
me remember it.
11. I adjust my reading speed according to what I am 1 2 3 4 5
reading.
12. When reading, I decide what to read closely and 1 2 3 4 5
what to ignore.
13. I use reference materials (e.g. a dictionary) to help 1 2 3 4 5
me understand what I read.
14. When text becomes difficult, I pay closer attention 1 2 3 4 5
to what I am reading.
15. I use tables, figures, and pictures in text to increase 1 2 3 4 5
my understanding.
16. I stop from time to time and think about what I am 1 2 3 4 5
reading.
17. I use context clues to help me better understand 1 2 3 4 5
what I am reading.
18. I paraphrase (restate ideas in my own words) to 1 2 3 4 5
better understand what I read.
19. I try to picture or visualize information to help 1 2 3 4 5
remember what I read.
20. I use typographical features like bold face and italics 1 2 3 4 5
to identify key information.
21. I critically analyze and evaluate the information 1 2 3 4 5
presented in the text. 1 2 3 4 5
22. I go back and forth in the text to find relationships 1 2 3 4 5
among ideas in it.
23. I check my understanding when I come across new 1 2 3 4 5
information.
24. I try to guess what the content of the text is about 1 2 3 4 5
when I read.
25. When text becomes difficult, I re-read it to increase 1 2 3 4 5
my understanding.

lxi
26. I ask myself questions I like to have answered in the 1 2 3 4 5
text.
27. I check to see if my guesses about the text are right 1 2 3 4 5
or wrong.
28. When I read, I guess the meaning of unknown words 1 2 3 4 5
or phrases.
29. When reading, I translate from English into my 1 2 3 4 5
native language.
30. When reading, I think about information in both 1 2 3 4 5
English and my mother tongue.
Adopted from Mokhtari and Sheorey (2002)

APPENDIX B
READING COMPREHENSION SECTION

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 This section is designed to measure your ability to read and understand
short passages similar in topic and style to those that students are likely to
encounter in North American universities and colleges.
Directions: In this section you will read several passages. Each one is followed
by a number of questions about it. You are to choose the one best answer, (A),
(B), (C), or (D), to each question. Then, on your answer sheet, find the number of
the question and fill in the space that corresponds to the letter of the answer you
have chosen.
Answer all questions about the information in a passage on the basis of what
is stated or implied in that passage.
Now begin work on the questions.
Questions 1-10
The hippopotamus is the third largest land animal , smaller only than the
elephant and the rhinoceros. Its name comes from two Greek words which
mean "river horse." The long name of this animal is often shortened to the
easier to handle term "hippo."
The hippo has a natural affinity for the water. It does not float on top of
the water; instead, it can easily walk along the bottom of a body of water. The
hippo commonly remains underwater for three to five minutes and has been
known to stay under for up to half an hour before coming up for air.
In spite of its name, the hippo has relatively little in common with the
horse and instead has a number of interesting similarities in common with the
whale. When a hippo comes up after a stay at the bottom of a lake or river, it
releases air through a blowhole, just like a whale. In addition, the hippo
resembles the whale in that they both have thick layers of blubber for
protection and they are almost completely hairless.
1. The topic of this passage 2. It can be inferred from the
is ? passage that the rhinoceros
a. the largest land is ?
animals a. Smaller than the
b. the derivatins of hippo
animal names b. Equal in size to the
c. the caracteristics of elephant
the hippo c. A hybrid of the
d. the relation between hippo and the
the hippo and the elephant
whale

lxiii
 d. One of the two land animals
largest types of
3. The possessive “its” in line 2 refers to?
a. Hippopotamus c. Rhinoceros
b. Elephant d. Horse
4. It can be inferred from the passage that the hippopotamus is commonly called a
hippo because the word “hippo” is.........
a. Simpler to pronounce d. Easier for the animal to
b. Scientifically more accurate recognize
c. The original name
5. The word “float” in line 4 is have been known to
closest in meaning to........ stayunderwater ?
a. Sink a. Three minutes
b. Drift b. Five minutes
c. Eat c. Thirty minutes
d. Flap d. Ninety minutes
6. According to the passage, what is
the maximum time that hippos
7. The expression “ has relatively a. They both live on the
little in common” in line 7 could bottoms of rivers
best be replaced by.......... b. They both have blowholes
a. Has few interactions c. They are both named after
b. Is not normally found horses
c. Has minimal experience d. They both breathe
d. Shares few similarities underwater
8. The passage states that one way in
which a hippo is similar to a whale
is that...........

9. The word “ blubber” in line 10 10. The passage states that the
is closest in meaning to....... hippo does not............
a. Fat a. Like water
b. Metal b. Resemble the whale
c. Water c. Have a protective
d. Skin coating
d. Have much hair

Question 11-19
John James Audubon, nineteenth-century artist and
naturalist, is known as one of the foremost authorities on North American
birds. Bom in Les Cayes, Haiti, in 1785,Audubon was raised in France
and studied art under French artist Jacques-Louis David. After settling on

lxiv
 his father's Line Pennsylvania estate at the age of eighteen, he first began
to study and paint birds.
In his young adulthood, Audubon undertook numerous
enterprises, generally without a tremendous amount of success; at various
times during his life he was involved in a mercantile business, a lumber
and grist mill, a taxidermy business, and a school. His general mode of
operating a business was to leave it either unattended or in the hands of a
partner and take off on excursions through the wilds to paint the natural
life that he saw. His business career came to end in 1819when he was
jailed for debt and forced to file for bankruptcy.
It was at that time that Audubon began seriously to pursue
the dream of publishing a collection of his paintings of birds. For the next
six years he painted birds in their natural habitats while his wife worked as
a teacher to support the family. His Birds of America, which included
engravings of 435 of his colorful and lifelike water colors, was published
in parts during the period from 1826to 1838 in England. After the success
of the English editions, American editions of his work were published in
1839, and his fame and fortune were ensured.
11. This passage is mainly about.......
a. North american birds
b. Audubond’s route to success as a painter of birds
c. The works that audubon published
d. Audubon’s preference for travel in natural habitats
12. The word “foremost” in line 1 is closest in meaning to........
a. Prior c. First
b. Leading d. Largest
13. In the second paragraph, the author mainly discusses........
a. How audubon c. Where audubon
developed his went on his
painting style excursions
b. Audubon’s d. Audubon’s
involvement in a unsuccessful
mercantile business business practices
14. The word “mode” in line 7 could best be replaced by........
a. Method c. Averag
b. Vogue e
d. Trend
15. Audubon decided not to continue to pursue business
when.......
a. He was injured in b. He decided to study
an accident at a grist art in France
mill

lxv
 c. He was put in d. He made enough
prison because he money fromhis
owed money paintings
16. The word “pursue” in line 11 is closest in meaning to..........
a. Imagin c. Follow
e d. Deny
b. Share
17. According to passage, Audubon’s paintings........
a. Were realistic c. Were done in oils
portrayals d. Depicted birds in
b. Used only black , cages
white and gray
18. The word “support” in line 13 could bestbe replaced
by...........
a. Tolerat c. Side
e with
b. Provide d. Fight
for for
19. It can be inferred from the passage that after 1839
audubon........
a. Unsuccessfully tried b. Continued to be
to develop new supported by his
businesses wife
c. Traveled to Europe
d. Became wealthy
Questions 20-29
Schizophrenia is often confused with multiple personality
disorder yet is quite distinct from it. Schizophrenia is one of the more
common mental disorders, considerably more common than multiple
personality disorder. The term "schizophrenia" is composed of roots which
mean "a splitting Line of the mind," but it does not refer to a division into
separate and distinct personalities, as occurs in multiple personality
disorder. Instead, schizophrenic behavior is generally characterized by
illogical thought patterns and withdrawal from reality. Schizophrenics
often live in a fantasy world where they hear voices that others cannot
hear, often voices of famous people. Schizophrenics tend to withdraw
from families and friends and communicate mainly with the "voices" that
they hear in their minds.
It is common for the symptoms of schizophrenia to
develop during the late teen years or early twenties, but the causes of
schizophrenia are not well understood. It is believed that heredity may
playa part in the onset of schizophrenia. In addition, abnormal brain
chemistry also seems to havea role; certain brain chemicals, called

lxvi
 neurotransmitters, have been found to be at abnormal levelsin some
schizophrenics.
20. The paragraph preceding the passage most probably discusses...........
a. The causes of c. The most common
Schizophrenia mental disorder
b. Multiple personality d. Possible cures for
disorder Schizophrenia
21. Which of the following is true about Schizophrenia and multiple
personality disorder ?
a. They are relatively similar.
b. One is a psychological disorder,while the other is not.
c. Many people mistake one for the other.
d. Multiple personality disorder occurs more often than
Schizophrenia

22. “disorder” in line 3 is closest in meaning to which of the following ?

a. Disruption c. Misalignment
b. Untidiness d. Disease
23. It can be inferred from the passage that a “schism” is............
a. A devision into factions
b. Amental disease
c. A personality trait
d. A part of the brain
24. What is not true about Schizophrenia according to the
passage ?
a. It is characterized by separate and distinct
personalities
b. If often causes with drawal from reality
c. Its symtoms include illogical thought patterns.
d. Its victims tend to hear voices in their minds.
25. According to the passage, how do Schizophrenics generally
relate to their families ?
a. They are quite friendly with their families.
b. They become romote from their families
c. They have an enhanced ability to understand their
families
d. They communicate openly with their families

26. It can be inferred from the passage that it would be least

common for Schizophrenia to develop at the age of..........
a. Fifteen c. Twenty-five
b. Twenty d. Thirty
27. The word ”onset” in lline 11 is closest in meaning to..........

lxvii
 a. Start c. Effect
b. Medica d. Age
tion
28. The word “ abnormal” in line 11 is closest in meaning to............
a. Unstable c. Uncharted
b. Unregulate d. Unusua
d l
29. Where in the passage does the author explain the derivation of the term”
Schizophrenia” ?
a. Lines 3-5 c. Lines 9-10
b. Lines 5-6 d. Lines 11-13

Questions 30-39
People are often surprised to learn just how long some
varieties of trees can live. If asked to estimate the age of the oldest living
trees on,Earth, they often come up with guesses in the neighborhood of
two or perhaps three hundred years. The real answer is considerably larger
than Line that, more than five thousand years.
The tree that wins the prize for its considerable maturity is
the bristlecone pine of California. This venerable pine predates wonders of
the ancient world such as the pyramids of Egypt, the Hanging Gardens of
Babylon, and the Colossus of Rhodes. It is not nearly as tall as the giant
redwood that is also found in California, and, in fact, it is actually not very
tall compared with many other trees, often little more than five meters in
height. This relatively short height may be one of the factors that aid the
bristlecone pine in living to a ripe old age-high winds and inclement
weather cannot easily reach the shorter trees and cause damage. An
additional factor that contributes to the long life of the bristlecone pine is
that this type of tree has a high percentage of resin, which prevents rot
from developing in the tree trunk and branches.
30. The best title for this passage would be ........
a. The size of the c. The Wonders of the
Bristlecone Pine Ancient World
b. Three-Hundred- d. An Amazingly
Year-Old Forests Enduring Tree
31. The word “ estimate” in line 2 is closest in meaning to.........
a. Measur c. Avalua
e te
b. Approximat d. View
e

lxviii
32. The expression “in the neighborhood of” inline 2-3 could
best be replaced by.........
a. of approximately c. with the friendliness
b. on the same block of
as d. located close to
33. it can be inferred from the passage that most people..........
a. are quite accurate in their estimates of the ages of
trees
b. have two to three hundred trees in their
neighborhoods
c. do not really have any idea how old the oldest trees on
Earth are
d. can name some three-hundred-year=old trees
34. according to the passage, approximately how old are the
oldest trees on Earth ?
a. two hundred years c. five hundred years
old old
b. three hundred years d. five thousand years
old old
35. the word “ venerable” in line 6 is closest in meaning to
which of the following ?
a. ancient c. towering
b. incredible d. unrecognizable
36. the author mentions the Egyptian pyramids as an example
of something that is..........
a. far away c. extremely tall
b. believed to be d. known to be old
strong
37. which of the following is true about the bristlecone pine ?
a. it is as tall as the great pyramids
b. it is never more than fivemeters in height
c. it is short in comparison to many other trees
d. it can be two to three hundred feet tall
38. the word “ inclement “ in line 10 could best be replaced
by ........
a. sunny c. unusual
b. bad d. strong
39. the passage states that resin............
a. assist the treetrunks to develop
b. is found only in the bristlecone pine
c. flows from the branches to the tree trunk
d. helps stop rot from starting
Question 40-50

lxix
 The organization that today is known as the Bank of America did start
out in America, but under quite a different name. Italian American A.P.
Giannini established this bank on October 17, 1904, in a renovated saloon in
San Francisco's Italian community of North Beach under the name Line Bank
of Italy, with immigrants and first-time bank customers comprising the
majority of his first customers. During its development, Giannini's bank
survived major crises in the form of a natural disaster and a major economic
upheaval that not all other banks were able to overcome.
One major test for Giannini's bank occurred on April 18, 1906, when a
massive earthquake struck San Francisco, followed by a raging fire that
destroyed much of the city. Giannini obtained two wagons and teams of
horses, filled the wagons with the bank's reserves, mostly in the form of gold,
covered the reserves with crates of oranges, and escaped from the chaos of the
city with his clients' funds protected. In the aftermath of the disaster, Giannini's
bank was the first to resume operations. Unable to install the bank in a proper
office setting, Giannini opened up shop on the Washington Street Wharf on a
makeshift desk created from boards and barrels.
In the period following the 1906 fire, the Bank of Italy continued to
prosper and expand. By (15) 1918 there were twenty-four branches of the Bank
of Italy, and by 1928 Giannini had acquired numerous other banks, including a
Bank of America located in New York City. In 1930 he consolidated all the
branches of the Bank of Italy, the Bank of America in New York City, and
another Bank of America that he had formed in California into the Bank of
America National Trust and Savings Association.
A second major crisis for the bank occurred during the Great Depression
of the 1930s. Although Giannini had already retired prior to the darkest days of
the Depression, he became incensed when his successor began selling off
banks during the bad economic times. Giannini resumed leadership of the bank
at the age of sixty-two. Under Giannini's leadership, the bank weathered the
storm of the Depression and subsequently moved into a phase of overseas
development.
40. According to the passage, Giannini................
a. Opened the bank of America in 1904
b. Worked in a bank in Italy
c. Set up the bank of America prior to setting up the bank of Italy
d. Later changed the nama of the bank of Italy
41. Where did Giannini open his first bank ?
a. In New York City c. On Washington
b. In what used to be a Street Wharf
bar d. On a makeshift desk
42. According to the passage, which of the following is NOT true about the
Sun Francisco earthquake ?
a. It happened in 1906

lxx
 b. It occurred in the d. It was a tremendous
aftermath of a fire earthquake
c. It caused problems for
Giannini’s bank
43. The word “ raging” in line 8 could best be replaced by .............
a. Angered c. Intense
b. Localized d. Feeble

44. It can be inferred from the passage that Giannini used crates of oranges after
the earthquake.............
a. To hide the gold
b. To fill up the wagons
c. To provide nourishment for his customers
d. To protect the gold from the fire
45. The word “ chaos “ inline 10 is closest in meaning to ...........
a. Legal system c. Overdevelopment
b. Extreme heat d. Total confusion
46. The word ” consolidated “ in line 17 is closest in meaning to ...........
a. Hardened c. Moved
b. Merged d. Sold

47. The passage states that after his retirement, Giannini ..............
a. Began selling off bank
b. Caused economic misfortune to occur
c. Supported the bank’s new management
d. Returned to work

48. The expression “ weathered the storm of” in line 23 could

best be replaced by............
a. Found a cure for c. Survived the ordeal
b. Rained on the of
parade of d. Blew its stack at
49. Where in the passage does the author describe Giannini’s first banking
clients ?
a. Lines 2-5 c. Lines 12-13
b. Lines 7-8 d. Lines 14-16
50. The paragraph following the passage most likely discusses............
a. Bank failures during the Great Depression
b. A third najor crisis of the bank of America
c. The International development of the Bank of
America
d. How Giannini spend his retiremen

lxxi
 APPENDIX C
THE ANSWER KEY OF TOEFL READING COMPREHENSION TEST

ANSWER KEY
1. E 11. B 21. E 31. B 41. B
2. D 12. B 22. D 32. A 42. B
3. A 13. D 23. A 33. E 43. E
4. A 14. A 24. A 34. D 44. A
5. B 15. E 25. B 35. A 45. D
6. E 16. E 26. D 36. D 46. B
7. D 17. A 27. A 37. E 47. D
8. B 18. B 28. D 38. B 48. E
9. A 19. D 29. A 39. D 49. A
10. D 20. B 30. D 40. D 50. E

APPENDIX D
THE RESULT OF READING TEST
No.Std Score Category 7. 56 Average
1. 80 Very Good 8. 54 Poor
2. 74 Good 9. 52 Poor
3. 66 Good 10. 48 Poor
4. 60 Average 11. 48 Poor
5. 60 Average 12. 48 Poor
6. 56 Average 13. 48 Poor

72
14. 48 Poor 56. 56 Average
15. 46 Poor 57. 54 Poor
16. 46 Poor 58. 54 Poor
17. 46 Poor 59. 54 Poor
18. 46 Poor 60. 54 Poor
19. 44 Very Poor 61. 54 Poor
20. 42 Very Poor 62. 54 Poor
21. 42 Very Poor 63. 54 Poor
22. 42 Very Poor 64. 52 Poor
23. 40 Very Poor 65. 52 Poor
24. 38 Very Poor 66. 50 Poor
25. 36 Very Poor 67. 50 Poor
26. 34 Very Poor 68. 48 Poor
27. 32 Very Poor 69. 48 Poor
28. 46 Poor 70. 48 Poor
29. 54 Poor 71. 46 Poor
30. 54 Poor 72. 42 Very Poor
31. 58 Average 73. 70 Good
32. 64 Average 74. 76 Good
33. 36 Very Poor 75. 60 Average
34. 30 Very Poor 76. 56 Average
35. 28 Very Poor 77. 58 Average
36. 36 Very Poor 78. 54 Poor
37. 66 Good
38. 76 Good
39. 74 Good
40. 74 Good
41. 70 Good
42. 70 Good
43. 70 Good
44. 68 Good
45. 66 Good
46. 66 Good
47. 66 Good
48. 64 Average
49. 64 Average
50. 62 Average
51. 62 Average
52. 60 Average
53. 60 Average
54. 58 Average
55. 58 Average

73
 Appendix E

No. Item SU
M
No.
1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3
Std
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0

2. 4 4 3 2 5 4 5 3 5 5 5 2 5 5 2 3 5 5 4 4 3 5 3 4 4 5 4 5 5 4 122
3. 5 1 5 3 5 5 5 2 4 5 4 3 3 4 5 2 5 5 4 5 4 4 5 4 5 4 4 4 3 3 120
4. 3 2 4 2 2 3 4 2 4 3 3 3 2 4 2 3 3 3 4 2 1 2 3 3 3 3 2 3 3 4 85
5. 4 3 4 4 3 3 3 3 3 4 4 3 2 4 5 3 4 4 3 4 3 3 3 3 4 4 3 4 3 3 103
6.
3 2 3 3 5 3 5 2 5 4 3 3 3 4 1 2 2 3 3 2 3 3 3 3 5 3 3 4 2 3 93
7. 3 2 4 3 4 5 4 2 4 4 3 4 3 4 4 3 3 4 4 3 4 4 3 3 4 4 4 3 4 4 107
8. 3 4 5 4 5 5 5 2 5 5 4 4 5 4 3 3 5 4 5 5 4 4 5 5 5 3 4 4 4 5 128
9. 3 3 4 3 5 3 5 2 3 4 1 3 5 3 2 2 2 3 4 3 2 3 3 3 4 3 3 4 3 5 96
10. 4 4 4 3 5 4 5 4 3 5 3 4 5 4 3 4 4 5 4 5 4 5 4 5 5 4 4 5 4 5 127
11. 3 2 4 3 3 2 3 2 3 3 2 2 3 4 3 1 2 3 2 3 2 3 2 4 3 2 3 4 3 3 82
12. 3 2 3 5 3 3 4 3 4 4 3 3 5 4 3 4 4 3 2 5 4 4 5 4 3 4 4 4 5 4 111
13. 3 4 3 3 4 4 5 3 4 5 3 5 5 5 3 4 5 4 3 3 2 2 3 5 5 3 5 5 5 5 118
14. 3 3 4 4 4 3 3 3 4 4 3 4 3 3 4 3 4 3 4 3 2 3 3 4 4 4 2 4 3 4 102
15. 5 1 3 3 5 3 1 1 4 4 5 4 4 5 1 4 3 3 3 3 5 2 2 4 5 4 4 5 2 1 99
16. 4 5 4 4 4 4 5 4 3 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 120
17. 3 4 4 4 2 5 5 4 5 5 4 5 5 3 3 3 4 4 4 4 3 2 3 5 4 5 4 4 4 4 118
18. 5 3 2 4 1 5 5 1 2 5 2 4 5 5 4 3 4 4 5 5 3 4 3 4 5 4 3 4 1 2 107
19. 3 3 4 3 2 3 3 1 4 1 4 5 5 3 1 4 4 5 1 3 3 4 4 4 4 5 4 4 5 5 104
20. 4 3 4 4 3 3 3 3 3 4 3 3 4 4 3 3 3 3 3 3 2 2 3 4 4 3 3 3 4 3 97
21. 4 2 3 3 1 3 3 4 4 5 4 2 4 5 4 3 4 3 4 4 3 3 4 4 4 3 4 4 3 3 104
22. 4 3 4 3 5 5 5 4 4 5 3 3 4 4 4 3 3 4 4 3 4 4 3 3 4 4 4 3 4 3 113
23. 4 3 4 3 1 4 5 3 4 4 3 3 4 5 2 3 3 3 4 3 3 4 5 5 4 3 3 3 3 5 106
24. 3 3 3 2 3 2 5 2 5 5 2 3 4 3 2 3 2 3 3 4 3 2 4 4 5 4 4 4 2 3 97
25. 3 2 3 4 1 3 2 3 4 3 3 2 3 3 3 2 2 3 3 3 2 3 3 5 5 3 3 3 2 3 87
26. 4 2 4 3 4 4 2 5 5 4 5 5 2 5 4 4 4 4 2 3 3 4 3 5 5 4 3 3 3 4 112
27. 4 1 3 2 1 4 4 3 3 4 4 3 3 4 3 1 3 3 4 3 3 3 3 4 2 3 4 3 4 3 92
28. 5 3 4 4 5 4 5 2 4 4 4 4 4 5 5 4 5 3 5 2 2 3 3 3 5 5 4 3 3 5 117
29. 4 2 5 2 3 3 5 4 3 2 2 4 2 4 2 4 4 4 2 2 1 2 3 3 3 3 3 4 3 5 93
30. 4 3 4 3 3 2 4 3 4 5 2 3 4 5 3 5 3 5 3 4 2 3 2 3 3 3 3 2 3 3 99
31. 4 2 5 3 2 3 5 5 4 4 5 2 3 3 2 3 4 4 5 5 4 3 4 4 3 4 3 4 4 4 110
32. 3 2 4 3 3 2 4 3 3 5 3 3 5 4 5 3 5 3 3 3 3 2 4 5 4 3 3 3 3 3 102
33. 5 5 4 3 3 3 3 3 2 3 2 4 4 4 5 3 4 3 3 3 3 2 4 4 3 3 2 3 3 3 99
34. 4 3 4 4 3 3 4 4 3 4 2 3 4 3 2 3 2 2 3 2 2 3 3 4 4 3 3 4 3 3 94
35. 3 2 3 2 3 4 2 2 3 4 3 4 5 5 3 3 3 2 2 2 3 2 3 4 3 4 4 3 5 3 94
36. 4 4 3 3 3 3 5 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 92
37. 3 4 4 3 4 3 4 4 4 4 3 4 4 3 4 2 4 4 4 3 4 4 4 4 4 4 4 4 3 4 111
38. 3 3 5 3 4 4 4 4 4 4 4 3 2 3 4 4 3 4 2 2 3 3 3 3 4 5 5 4 3 3 105
39. 4 3 5 4 3 4 4 5 5 3 4 3 4 5 3 3 2 2 1 3 3 3 3 3 2 3 4 3 3 3 100
40. 5 2 3 2 1 3 4 2 3 2 4 3 5 4 1 4 2 2 2 4 1 3 3 3 5 3 2 3 2 3 86
41. 5 2 3 2 1 3 5 4 3 4 5 3 5 3 1 4 2 2 2 1 1 3 3 4 5 2 4 5 4 4 95
42. 3 2 5 2 4 4 4 2 4 3 4 3 2 4 5 3 3 2 4 2 2 3 3 4 3 2 3 3 2 3 93
43. 3 4 4 4 4 3 3 2 3 4 3 2 2 3 2 2 3 2 3 3 2 4 3 4 4 2 3 4 4 4 93
44. 3 2 3 3 4 3 4 2 3 3 4 3 5 3 2 3 3 2 3 3 3 3 3 4 4 3 3 4 4 3 95
45. 3 4 3 3 4 3 4 3 4 5 3 3 5 4 3 4 3 3 4 4 3 4 4 4 5 4 3 4 4 4 111
46. 5 5 5 5 1 5 3 1 5 5 5 4 5 4 2 2 3 1 4 1 1 1 2 5 5 5 5 5 1 2 103
47. 1 1 3 4 1 2 5 3 5 3 1 1 2 5 5 5 4 1 5 3 2 5 5 5 5 2 3 2 5 5 99
48. 3 3 3 3 4 3 2 3 3 3 3 2 3 2 4 3 3 2 3 2 3 3 3 3 4 3 3 3 2 3 87

i
49. 3 3 4 3 4 3 3 3 4 4 3 4 4 4 4 4 4 1 2 1 1 2 4 3 4 3 1 4 1 3 91
50. 4 2 4 5 5 3 5 5 5 5 5 4 4 4 4 3 4 4 4 3 2 2 3 4 4 3 4 4 3 3 114
51. 4 4 5 4 5 3 4 4 5 5 4 4 5 4 3 4 3 3 4 4 4 4 4 4 4 3 4 5 5 5 123
52. 4 1 5 3 3 5 3 5 5 2 5 4 5 5 1 3 5 1 4 2 4 3 4 5 5 1 1 5 1 3 103
53. 4 3 3 2 3 3 4 3 4 5 2 3 5 5 4 4 4 4 4 3 2 3 4 4 5 4 4 4 5 5 112
54. 2 2 4 4 2 4 3 4 3 2 4 4 4 4 1 4 3 4 4 3 2 4 4 5 4 4 4 5 3 4 104
55. 3 1 2 3 4 4 4 2 4 5 3 2 2 4 1 3 2 2 1 1 2 2 3 4 5 2 3 3 2 3 82
56. 4 3 4 2 3 3 4 2 3 3 3 4 2 4 3 2 2 3 2 3 3 3 3 4 3 2 2 4 3 3 89
57. 4 3 4 2 3 4 4 2 3 3 4 3 3 3 3 4 3 3 3 3 3 2 3 3 4 2 3 3 3 3 93
58. 5 3 5 3 5 4 4 3 4 5 4 4 5 5 3 3 4 3 5 4 5 4 3 4 5 5 5 4 2 3 121
59. 3 3 4 3 5 3 3 3 4 4 4 4 5 4 3 3 4 4 4 4 3 3 3 4 4 3 4 3 4 3 108
60. 3 3 3 3 5 3 5 3 3 2 3 3 3 4 3 3 3 2 3 3 3 4 4 3 5 3 3 3 3 3 97
61. 4 3 4 4 2 4 4 2 4 4 4 4 4 4 2 4 4 1 2 3 3 3 4 4 4 2 4 4 4 4 103
62. 1 2 1 3 1 3 1 2 1 1 2 3 1 1 3 4 1 3 2 4 4 2 3 1 1 3 3 2 1 2 62
63. 3 1 3 3 4 4 4 3 4 3 3 3 3 4 4 2 2 1 4 2 3 1 3 3 4 3 3 4 1 2 87
64. 4 3 4 3 4 3 4 3 4 5 5 5 3 4 4 3 4 3 4 5 4 4 4 4 3 5 4 3 4 4 116
65. 3 5 2 2 3 4 5 5 5 5 3 1 4 3 3 2 3 5 4 2 2 4 4 5 5 4 5 2 3 4 107
66. 3 3 4 3 4 3 5 3 4 3 4 4 3 4 4 3 4 3 3 3 3 4 4 4 4 3 3 3 3 4 105
67. 3 3 4 4 3 3 5 4 4 5 4 4 5 4 4 4 4 3 3 3 3 4 4 4 5 5 3 3 2 2 111
68. 4 3 4 2 4 4 4 2 3 3 4 3 3 3 3 2 3 3 3 3 3 2 3 3 4 2 3 3 3 3 92
69. 3 4 5 5 4 4 2 1 5 4 5 2 5 5 4 2 4 3 4 5 2 2 3 5 4 2 2 5 5 4 110
70. 3 2 2 2 3 3 2 1 1 2 4 4 2 4 2 3 3 2 1 1 1 3 3 3 3 2 2 4 4 3 75
71. 4 4 4 3 4 3 4 3 4 4 3 3 4 4 4 3 4 3 4 4 4 5 5 5 5 5 4 4 5 5 120
72. 2 4 5 4 2 3 5 3 4 4 5 4 5 4 4 3 4 3 4 5 3 5 4 4 3 4 4 5 3 5 117
73. 3 4 5 4 2 3 5 3 4 5 4 4 5 5 5 4 3 3 4 4 3 4 5 4 5 4 4 4 3 4 119
74. 4 2 5 5 3 5 4 3 3 3 4 4 3 4 4 4 3 2 4 1 3 3 3 3 4 3 3 4 4 3 103
75. 5 5 5 5 5 4 5 5 5 3 4 4 3 4 4 3 3 2 4 5 4 5 4 3 4 2 3 3 5 5 121
76. 5 5 5 1 2 2 3 3 3 3 5 5 5 4 5 4 5 4 4 5 5 4 5 5 5 4 5 3 3 5 122
77. 5 5 5 3 5 2 5 5 4 5 3 3 3 4 5 3 3 4 5 5 4 4 3 4 3 3 2 5 5 3 118
78. 4 3 5 4 3 4 4 5 5 3 4 3 4 5 3 3 2 2 1 3 3 3 3 3 2 3 4 3 3 3 100
79. 5 5 5 4 4 3 3 4 4 4 3 3 5 4 4 2 3 3 4 2 3 2 4 5 2 3 4 2 4 3 106

ii
 APPENDIX F
Data Statistics of Overall Reading Strategies Use and Subcategories

Reading
Strategy GLOB PROB SUPP
N Valid 78 78 78 78
Missing 0 0 0 0
Mean 103,32 64,77 29,28 28,46
Std. Deviation 12,804 23,403 3,748 5,269
Minimum 62 30 14 16
Maximum 128 103 36 39
Sum 8059 5052 2284 2220

Reading Strategies
Valid Cumulative
Frequency Percent Percent Percent
Valid 62 1 1,3 1,3 1,3
75 1 1,3 1,3 2,6
82 2 2,6 2,6 5,1
85 1 1,3 1,3 6,4
86 1 1,3 1,3 7,7
87 3 3,8 3,8 11,5
89 1 1,3 1,3 12,8
91 1 1,3 1,3 14,1
92 3 3,8 3,8 17,9
93 5 6,4 6,4 24,4
94 2 2,6 2,6 26,9
95 2 2,6 2,6 29,5
96 1 1,3 1,3 30,8
97 3 3,8 3,8 34,6
99 4 5,1 5,1 39,7
100 2 2,6 2,6 42,3
102 2 2,6 2,6 44,9
103 5 6,4 6,4 51,3
104 3 3,8 3,8 55,1
105 2 2,6 2,6 57,7
106 2 2,6 2,6 60,3
107 3 3,8 3,8 64,1
108 1 1,3 1,3 65,4
110 2 2,6 2,6 67,9
111 4 5,1 5,1 73,1
112 2 2,6 2,6 75,6
113 1 1,3 1,3 76,9

iii
 114 1 1,3 1,3 78,2
116 1 1,3 1,3 79,5
117 2 2,6 2,6 82,1
118 3 3,8 3,8 85,9
119 1 1,3 1,3 87,2
120 3 3,8 3,8 91,0
121 2 2,6 2,6 93,6
122 2 2,6 2,6 96,2
123 1 1,3 1,3 97,4
127 1 1,3 1,3 98,7
128 1 1,3 1,3 100,0
Total 78 100,0 100,0

GLOB
Valid Cumulative
Frequency Percent Percent Percent
Valid 30 1 1,3 1,3 1,3
32 2 2,6 2,6 3,8
34 1 1,3 1,3 5,1
36 1 1,3 1,3 6,4
38 4 5,1 5,1 11,5
39 2 2,6 2,6 14,1
40 3 3,8 3,8 17,9
41 3 3,8 3,8 21,8
42 1 1,3 1,3 23,1
43 1 1,3 1,3 24,4
44 2 2,6 2,6 26,9
45 4 5,1 5,1 32,1
46 3 3,8 3,8 35,9
47 1 1,3 1,3 37,2
48 1 1,3 1,3 38,5
49 4 5,1 5,1 43,6
50 3 3,8 3,8 47,4
51 1 1,3 1,3 48,7
52 1 1,3 1,3 50,0
54 1 1,3 1,3 51,3
56 1 1,3 1,3 52,6
77 1 1,3 1,3 53,8
79 3 3,8 3,8 57,7
80 3 3,8 3,8 61,5
83 1 1,3 1,3 62,8

iv
 84 3 3,8 3,8 66,7
87 4 5,1 5,1 71,8
88 4 5,1 5,1 76,9
89 3 3,8 3,8 80,8
90 3 3,8 3,8 84,6
92 2 2,6 2,6 87,2
93 4 5,1 5,1 92,3
94 1 1,3 1,3 93,6
96 1 1,3 1,3 94,9
98 2 2,6 2,6 97,4
99 1 1,3 1,3 98,7
103 1 1,3 1,3 100,0
Total 78 100,0 100,0

PROB

Valid Cumulative
Frequency Percent Percent Percent
Valid 14 1 1,3 1,3 1,3
22 2 2,6 2,6 3,8
23 2 2,6 2,6 6,4
24 2 2,6 2,6 9,0
25 4 5,1 5,1 14,1
26 5 6,4 6,4 20,5
27 6 7,7 7,7 28,2
28 9 11,5 11,5 39,7
29 8 10,3 10,3 50,0
30 5 6,4 6,4 56,4
31 10 12,8 12,8 69,2
32 11 14,1 14,1 83,3
33 4 5,1 5,1 88,5
34 4 5,1 5,1 93,6
35 4 5,1 5,1 98,7
36 1 1,3 1,3 100,0
Total 78 100,0 100,0

SUPP
Valid Cumulative
Frequency Percent Percent Percent
Valid 16 1 1,3 1,3 1,3
19 1 1,3 1,3 2,6

v
20 2 2,6 2,6 5,1
21 1 1,3 1,3 6,4
22 2 2,6 2,6 9,0
23 7 9,0 9,0 17,9
24 2 2,6 2,6 20,5
25 9 11,5 11,5 32,1
26 10 12,8 12,8 44,9
27 6 7,7 7,7 52,6
28 1 1,3 1,3 53,8
29 5 6,4 6,4 60,3
30 6 7,7 7,7 67,9
31 3 3,8 3,8 71,8
32 2 2,6 2,6 74,4
33 3 3,8 3,8 78,2
34 3 3,8 3,8 82,1
35 5 6,4 6,4 88,5
36 1 1,3 1,3 89,7
37 4 5,1 5,1 94,9
38 2 2,6 2,6 97,4
39 2 2,6 2,6 100,0
Total 78 100,0 100,0

vi
 APPENDIX G

The most and the least reading strategies used

NO MEAN SDV
1 2,87 0,97
2 2,94 1,1
3 3 1,1
4 3,05 1,02
5 3,14 0,81
6 3,18 1,16
7 3,18 1,12
8 3,18 0,96
9 3,21 0,88
10 3,26 1,11
11 3,31 1,27
12 3,33 1,05
13 3,35 0,94
14 3,36 0,88
15 3,36 0,92
16 3,4 0,87
17 3,44 0,81
18 3,46 0,75
19 3,49 0,97
20 3,54 0,93
21 3,62 0,88
22 3,67 0,81
23 3,77 0,89
24 3,78 1,11
25 3,83 1,03
26 3,86 0,9
27 3,88 0,78
28 3,94 1,04
29 3,95 0,78
30 4 0,92

vii
 APPENDIX H
THE LEVEL OF STUDENT’S READING STRATEGIES
Students Reading strategies Level
1. GLOB 43 (3.3) Medium
PROB 36 (4.5) High
SUP 43 (4.7) High
4. GLOB 55 (4.2) High
PROB 32 (4.0) High
SUP 33 (3.6) High
7. GLOB 33 (2.5) Medium
PROB 28 (3.5) High
SUP 24 (2.6) Medium
10. GLOB 46 (3.5) High
PROB 28 (3.5) High
SUP 29 (3.2) Medium
13. GLOB 34 (2.6) Medium
PROB 31 (3.8) High
SUP 28 (3.1) Medium
16. GLOB 45 (3.4) Medium
PROB 29 (3.6) High
SUP 33 (3.6) High
19. GLOB 54 (4.1) High
PROB 35 (4.3) High
SUP 39 (4.3) High
22. GLOB 36 (2.7) Medium
PROB 26 (3.2) Medium
SUP 34 (3.7) High
25. GLOB 52 (4.0) High
PROB 33 (4.1) High
SUP 42 (4.6) High
28. GLOB 35 (2.6) Medium
PROB 22 (2.7) Medium
SUP 25 (2.7) Medium
31. GLOB 49 (3.7) High
PROB 28 (3.5) High
SUP 34 (3.7) High
34. GLOB 47 (3.6) High
PROB 34 (4.2) High
SUP 37 (4.1) High
37. GLOB 43 (3.3) Medium
PROB 28 (3.5) High
SUP 31 (3.4) Medium
40. GLOB 41 (3.1) Medium
PROB 32 (4.0) High
SUP 26 (2.8) Medium
43. GLOB 52 (4.0) High
PROB 31 (3.8) High
SUP 37 (4.1) High
46. GLOB 51 (3.9) High
PROB 32 (4.0) High
SUP 35 (3.8) High
49. GLOB 47 (3.6) High
PROB 31 (3.8) High
SUP 29 (3.2) Medium
52. GLOB 42 (3.2) Medium
PROB 27 (3.3) Medium
SUP 35 (3.8) High
55. GLOB 42 (3.2) Medium
PROB 26 (3.2) Medium
SUP 29 (3.2) Medium

viii
58. GLOB 46 (3.5) High
PROB 31 (3.8) High
SUP 27 (3.0) Medium
61. GLOB 47 (3.6) High
PROB 30 (3.7) High
SUP 36 (4.0) High
64. GLOB 45 (3.4) Medium
PROB 31 (3.8) High
SUP 30 (3.3) Medium
67. GLOB 38 (2.9) Medium
PROB 30 (3.7) High
SUP 29 (3.2) Medium
70. GLOB 39 (3.0) Medium
PROB 25 (3.1) Medium
SUP 23 (2.5) Medium
73. GLOB 50 (3.8) High
PROB 31 (3.8) High
SUP 31 (3.4) Medium
76. GLOB 42 (3.2) Medium
PROB 25 (3.1) Medium
SUP 25 (2.7) Medium
79. GLOB 47 (3.6) High
PROB 35 (4.3) High
SUP 35 (3.8) High
82. GLOB 40 (3.0) Medium
PROB 27 (3.3) Medium
SUP 26 (2.8) Medium
85. GLOB 39 (3.0) Medium
PROB 28 (3.5) High
SUP 32 (3.5) High
88. GLOB 48 (3.6) High
PROB 32 (4.0) High
SUP 30 (3.3) Medium
91. GLOB 46 (3.5) High
PROB 27 (3.3) Medium
SUP 29 (3.2) Medium
94. GLOB 47 (3.6) High
PROB 23 (2.8) Medium
SUP 29 (3.2) Medium
97. GLOB 40 (3.0) Medium
PROB 26 (3.2) Medium
SUP 28 (3.1) Medium
100. GLOB 40 (3.0) Medium
PROB 24 (3.0) Medium
SUP 30 (3.3) Medium
103. GLOB 40 (3.0) Medium
PROB 26 (3.2) Medium
SUP 26 (2.8) Medium
106. GLOB 48 (3.6) High
PROB 28 (3.5) High
SUP 35 (3.8) High
109. GLOB 45 (3.4) Medium
PROB 29 (3.6) High
SUP 31 (3.4) Medium
112. GLOB 34 (2.6) Medium
PROB 29 (3.6) High
SUP 23 (2.5) Medium
115. GLOB 36 (2.7) Medium
PROB 32 (4.0) High
SUP 27 (3.0) Medium
118. GLOB 41 (3.1) Medium

ix
 PROB 29 (3.6) High
SUP 23 (2.5) Medium
121. GLOB 38 (2.9) Medium
PROB 25 (3.1) Medium
SUP 30 (3.3) Medium
124. GLOB 38 (2.9) Medium
PROB 28 (3.5) High
SUP 29 (3.2) Medium
127. GLOB 42 (3.2) Medium
PROB 32 (4.0) High
SUP 37 (4.1) High
130. GLOB 44 (3.3) Medium
PROB 33 (4.1) High
SUP 26 (2.8) Medium
133. GLOB 41 (3.1) Medium
PROB 33 (4.1) High
SUP 25 (2.7) Medium
136. GLOB 38 (2.9) Medium
PROB 23 (2.8) Medium
SUP 26 (2.8) Medium
139. GLOB 38 (2.9) Medium
PROB 28 (3.5) High
SUP 25 (2.7) Medium
142. GLOB 49 (3.7) High
PROB 34 (4.2) High
SUP 31 (3.4) Medium
145. GLOB 50 (3.8) High
PROB 34 (4.2) High
SUP 39 (4.3) High
148. GLOB 48 (3.6) High
PROB 35 (4.3) High
SUP 20 (2.2) Low
151. GLOB 43 (3.3) Medium
PROB 32 (4.0) High
SUP 37 (4.1) High
154. GLOB 44 (3.3) Medium
PROB 31 (3.8) High
SUP 29 (3.2) Medium
157. GLOB 32 (2.4) Low
PROB 27 (3.3) Medium
SUP 23 (2.5) Medium
160. GLOB 39 (3.0) Medium
PROB 25 (3.1) Medium
SUP 25 (2.7) Medium
163. GLOB 40 (3.0) Medium
PROB 28 (3.5) High
SUP 25 (2.7) Medium
166. GLOB 52 (4.0) High
PROB 34 (4.2) High
SUP 35 (3.8) High
169. GLOB 45 (3.4) Medium
PROB 29 (3.6) High
SUP 34 (3.7) High
172. GLOB 40 (3.0) Medium
PROB 29 (3.6) High
SUP 28 (3.1) Medium
175. GLOB 46 (3.5) High
PROB 30 (3.7) High
SUP 27 (3.0) Medium
178. GLOB 32 (2.4) Low
PROB 14 (1.7) Low

x
 SUP 16 (1.7) Low
181. GLOB 39 (3.0) Medium
PROB 29 (3.6) High
SUP 19 (2.1) Low
184. GLOB 51 (3.9) High
PROB 30 (3.7) High
SUP 35 (3.8) High
187. GLOB 41 (3.1) Medium
PROB 29 (3.6) High
SUP 37 (4.1) High
190. GLOB 45 (3.4) Medium
PROB 30 (3.7) High
SUP 30 (3.3) Medium
193. GLOB 47 (3.6) High
PROB 32 (4.0) High
SUP 32 (3.5) High
196. GLOB 40 (3.0) Medium
PROB 26 (3.2) Medium
SUP 26 (2.8) Medium
199. GLOB 45 (3.4) Medium
PROB 32 (4.0) High
SUP 33 (3.6) High
202. GLOB 30 (2.3) Low
PROB 22 (2.7) Medium
SUP 23 (2.5) Medium
205. GLOB 50 (3.8) High
PROB 31 (3.8) High
SUP 39 (4.3) High
208. GLOB 49 (3.7) High
PROB 33 (4.1) High
SUP 35 (3.8) High
211. GLOB 50 (3.8) High
PROB 35 (4.3) High
SUP 34 (3.7) High
214. GLOB 46 (3.5) High
PROB 31 (3.8) High
SUP 26 (2.8) Medium
217. GLOB 54 (4.1) High
PROB 32 (4.0) High
SUP 35 (3.8) High
220. GLOB 56 (4.3) High
PROB 31 (3.8) High
SUP 35 (3.8) High
223. GLOB 49 (3.7) High
PROB 32 (4.0) High
SUP 37 (4.1) High
226. GLOB 46 (3.5) High
PROB 27 (3.3) Medium
SUP 27 (3.0) Medium
229. GLOB 49 (3.7) High
PROB 24 (3.0) Medium
SUP 33 (3.6) High
78. GLOB 49 (3,8) High
PROB 24 (3,0) Medium
SUP 33 (3,7) High

xi