An Analysis Of Students' Reading Comprehension Strategies At Mtsn 1 Kota Pariaman

Afriyan, Agil Putri (2026) An Analysis Of Students' Reading Comprehension Strategies At Mtsn 1 Kota Pariaman. Skripsi thesis, Universitas Islam Negeri Imam Bonjol Padang.

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Abstract

This study aims to identify the reading comprehension strategies used by students at MTsN 1 Kota Pariaman based on the framework proposed by Brown and Lee (2015), determine the most frequently used reading comprehension strategies, and explore the reasons students give for choosing specific reading strategies. This study employed a mixed-methods approach with a sequential explanatory design, beginning with the collection and analysis of quantitative data, followed by the collection and analysis of qualitative data to provide a more in-depth explanation of the quantitative results. The quantitative study sample consisted of 160 students. Quantitative data were collected via a reading comprehension strategy questionnaire based on the ten strategies identified by Brown and Lee (2015), while qualitative data were obtained through interviews with nine students. The results showed that students used all ten reading comprehension strategies, and all strategies fell into the “high usage” category. The most frequently used strategy was “Identify the Purpose in Reading,” with a mean of 3.96, ranking first. The “Distinguish Between Literal and Implied Meanings” strategy ranked second with a mean of 3.863. The interview results showed that students chose reading strategies based on several main reasons, namely determining the purpose of reading, improving time efficiency, understanding the text’s content, using existing vocabulary knowledge, drawing on prior knowledge, rereading the text, and drawing conclusions or understanding implied meanings. The qualitative results also reinforce the quantitative findings that the use of the “Identify the Purpose in Reading” strategy is associated with students’ habit of reading the questions first to determine what information to look for in the text. The implications of this study suggest that English teachers need to provide reading instruction that encourages students to select and use strategies appropriately according to their reading purposes and needs. Furthermore, the results of this study can serve as input for schools and teachers in developing reading comprehension instruction that is more strategic, focused, and tailored to students’ characteristics.

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