The Correlation between Students' Cognitive Reading Strategies and Their Reading Comprehension Achievement

Cika Damayanti; Renny Kurnia Sari; Hariana Amalia

doi:10.52760/jadila.v5i3.807

Authors

Cika Damayanti Universitas Islam Negeri Raden Fatah Palembang
Renny Kurnia Sari Universitas Islam Negeri Raden Fatah Palembang
Hariana Amalia Universitas Islam Negeri Raden Fatah Palembang

DOI:

https://doi.org/10.52760/jadila.v5i3.807

Keywords:

cognitive reading strategies, reading comprehension, cognitive

Abstract

This study investigated the correlation between cognitive reading strategies and reading comprehension achievement and explored the influence of cognitive reading strategies on reading comprehension achievement of undergraduate English major students of Universitas Islam Negeri Raden Fatah Palembang. A total of 103 fifth semester students as a sample completed the reading section of TOEFL test, and the survey of reading strategies (SORS). Descriptive statistics, Pearson product-moment correlation and regression analysis were employed to analyze the data. The result of correlation analysis revealed that the correlation coefficient or the r (.618 > r-table .193). Then, the level of probability (p) significance (sig.2-tailed) was p (.000 < .05). Thus, there was a significant correlation between the students' cognitive reading strategies and their reading comprehension achievement. In addition, it was found that students' cognitive reading strategies significantly influenced on their reading comprehension achievement with the contribution of 38.1%.

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