A Correlation Study Between the Use of Reading Strategy and Students’ Reading Comprehension at the Third Semester Students of English Education Department at IAIN Salatiga in the Academic Year of 2016/2017

Khafsoh, Putri (2018) A Correlation Study Between the Use of Reading Strategy and Students’ Reading Comprehension at the Third Semester Students of English Education Department at IAIN Salatiga in the Academic Year of 2016/2017. Other thesis, IAIN SALATIGA.

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Abstract

KhafsohPutri. 2018. A Correlation Study Between the Use of Reading Strategy and Students’ Reading Comprehension at the Third Semester Students of English Education Department at IAIN Salatiga in the Academic Year of 2016/2017.A Graduating Paper.English Education Department.Teacher Training and Education Faculty.State Institute for Islamic Studies Salatiga. Counselor: Dr. RifqiAuliaErlangga, M.Hum. The objectives of the study are to find out kind of reading strategy is frequently used by the students, to find out the score of reading comprehension, and to find out the correlation between kind of reading strategy is frequently used and reading comprehensionat the third semester students of English Education Department at IAIN Salatiga in the Academic year of 2016/2017. The methodology of research was quantitative research especially correlative study. The techniques of collecting data was questionnaire to find out kind of reading strategy is frequently used by the students and reading comprehension test to find out the score of reading comprehension. The writer finds that kind of reading strategy is frequently used by the studentswas cognitive strategy with the mean 4.10. Then, students have a good score in reading comprehension with the mean score 74.4. At last, it was also revealed that there is a fair correlation between kind of reading strategy is frequently used and reading comprehension. The correlation result is 0.507. These correlation results show that there is positive correlation between them because r-count more than r-table for N= 42 is 0.304.

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