An investigation into the reality of teaching reading to the second -Year students at national economics university

e numbers of effective and ineffective learners usually use these strategies at varying degree of frequency (39.13 % versus 28.00 %). Fourth, group D (metacognitive strategies) is reported to be applied usefully by both groups in their reading comprehension (M = 3.72 v. M = 3.40). It is clear that effective learners tended to use it more than ineffective ones (52.17 % versus 32 %) This means that learners are aware of the use of these strategies and they often use metacognitive strategies to organize their study and prefer to be self-directed in learning. Finally, group F (social strategies) is the most often strategy group used. The finding was given to social strategies with the choice of 73.91 % of successful learners usually use them versus that of 32.00 % of unsuccessful learners. In short, the result shown in table 4.1 revealed that reading strategies used by the subjects is moderate overall (M = 3.39) and no strategy group is reported as “never used”. What reading strategies do the effective and ineffective learners use while they are doing reading tasks? As mentioned in the previous chapter the reading strategies that two groups of MPA learners used in the interviews and in their reading tasks were identified in terms of classification system of Oxford (1990) for reading skill. These learning strategies were coded in accordance with her scheme. Table 4.2.1 to 4.2.3 report specific reading strategies used by both groups of learners while they do reading tasks, while table 4.2 below presents the descriptive statistics for each category of strategies at each stage of the reading process. The results in Table 4.2 show that at three stages of the reading process, both groups of informants have used all six categories of RSs: memory, cognitive, compensation, metacognitve, affective and social strategies at different frequencies. Table 4.2. The Groups of Rreading Strategies Used by Two Learner Groups at Three Stages of Rreading. Stage LS Groups Pre-reading While-reading Post-reading Mean Std.D P Mean Std.D P Mean Std.D P G1 G2 G1 G2 G1 G2 G1 G2 G1 G2 G1 G2 A 1.833 1.723 .163 .205 .048 1.946 1.786 .341 .290 .065 2.013 1.845 .308 .260 .054 B 2.021 1.846 .247 .259 .041 2.121 1.977 1.89 .257 .035 2.192 2.014 .178 .191 .039 C 1.813 1.636 .329 .274 .055 2.054 1.873 .296 .298 .044 2.171 2.009 .311 .237 .055 D 2.171 2.032 .207 .234 .040 2.082 2.187 .174 .173 .045 2.175 2.068 .178 .162 .039 E 1.904 1.736 .325 .259 .061 1.942 1.782 .312 .265 .069 1.975 1.832 .240 .253 .055 F 2.000 1.850 .219 .261 .040 2.058 1.923 .248 .185 .043 2.075 1.937 .175 .167 .049 TOS 1.950 1.850 .169 .147 .039 2.021 1.976 .147 .148 .030 2.025 1.941 .148 .122 .043 The category of strategies most frequently used at while-reading stage was metacognitve strategies (M = 2.082 v. M = 2.187). It was followed immediately by cognitive strategies (M = 2.121 v M = 1.977), and social strategies (M = 2.058 v M = 1.923), next came the use groups of strategies such as affective strategies (M = 1.942 v M= 1.782), memory strategies (M = 1.946 v M = 1.786) and compensation strategies (M = 1.942 v M = 1.782). All these strategies categories averaged in the “sometime used” range. Moreover, at pre- reading and post- reading stages the rank of these strategies groups did not change, although their degree of use increased slightly. Concretely, differences in using individual strategy types were also found in Table 4.2.1 below between effective and ineffective learners at the pre- reading stage. Table 4.2.1 below shows reading strategies used by both groups of learners at the pre-reading stage. There are six strategies categorized in memory strategies which can be applied in reading comprehension. As can be seen from table 4.2.1 using key words, structure reviewing and placing new words into a context strategies usually received remarkable difference in the choice between effective and ineffective readers (73.9 %, 69.5 % and 65.2 % comparing with 56.5 %, 52.1 % and 52.1 % respectively). As can be seen from the table, effective learners tended to use grouping strategy much more than ineffective ones (56.5 % versus 44.0 %). 43.4 % of effective learners usually chose semantic mapping strategy, meanwhile only 36.0 % ineffective learners did that. There is also one difference in the choice of associating/ elaborating strategies between effective and ineffective learners. Effective learners were more likely to associate and elaborate the new words more than ineffective ones (43. 4 % versus 48.0 %). Table 4.2.1 also reveals the most differences in the choice of cognitive strategies between successful and unsuccessful learners. Of cognitive strategies at pre- reading stage, translating and transferring usually received the most difference use from ineffective learners and effective learners (76.0 % versus 52.1 % and 72.0 % versus 47.8 %, respectively). Another great difference can be seen in the use of highlighting strategy between effective and ineffective readers. Effective readers tended to highlight important words much more often than ineffective readers. Taking notes and summarizing were used the most often by effective learners (78.26%). As can be seen from table, among cognitive strategies effective learners gave their strongest preference in identifying the purpose of a language task strategy. About 82.6% used this strategy and it should be done before reading task. Both effective and ineffective learners were reported to use planning and organizing for a language task strategy with nearly the same degree of frequency (73.9 % versus 72.0 %). Moreover, effective and ineffective learner groups choose social strategies to ask the questions, cooperate with proficient users and develop cultural understanding (47.8 % versus 40.0 %, 21,7 % versus 20.0%, and 43,4% versus 12.0 %). Compensation strategies had the least choice by both effective and ineffective groups. The numbers of effective readers tended to use linguistic clues to identify the new words or expression in their reading much more than ineffective ones (34.7% versus 24.0 %). Table 4.2.1: The reading strategies used by two groups of learners at the pre-reading stage No Categories and Strategies Groups Total N Never Sometime Usually N % N % N % Memory Strategies 1 Grouping E 23 3 13.04 7 30.43 13 56.52 I 25 3 12.00 11 44.00 11 44.00 2 Associating elaborating E 23 4 17.39 9 39.13 10 43.48 I 25 5 20.00 8 32.00 12 48.00 3 Placing new words into a context E 23 2 8.70 6 26.09 15 65.22 I 25 4 16.00 8 32.00 13 52.00 4 Using key words E 23 3 13.04 3 13.04 17 73.91 I 25 6 24.00 5 20.00 14 56.00 5 Structure reviewing E 23 2 8.70 5 21.74 16 69.57 I 25 2 8.00 10 40.00 13 52.00 6 Semantic mapping E 23 6 26.09 7 30.43 10 43.48 I 25 5 20.00 11 44.00 9 36.00 Cognitive strategies 7 Repeating E 23 4 17.39 7 30.43 12 52.17 I 25 3 12.00 10 40.00 12 48.00 8 Recognizing and using formulas and patterns E 23 5 21.74 6 26.09 12 52.17 I 25 3 12.00 12 48.00 10 40.00 9 Practicing naturalistically E 23 5 21.74 3 13.04 15 65.22 I 25 3 12.00 10 40.00 12 48.00 10 Coping with unfamiliar word E 23 1 4.35 6 26.09 16 69.57 I 25 5 20.00 6 24.00 14 56.00 11 Using resources for receiving and sending message E 23 2 8.70 4 17.39 17 73.91 I 25 6 24.00 7 28.00 12 48.00 12 Reasoning deductively E 23 1 4.35 6 26.09 16 69.57 I 25 8 32.00 7 28.00 10 40.00 13 Analyzing expression/ contrastively E 23 8 34.78 3 13.04 12 52.17 I 25 11 44.00 8 32.00 6 24.00 14 Translating E 23 4 17.39 7 30.43 12 52.17 I 25 1 4.00 5 20.00 19 76.00 15 Transferring E 23 3 13.04 9 39.13 11 47.83 I 25 0 0.00 7 28.00 18 72.00 16 Taking notes/summarizing E 23 2 8.70 3 13.04 18 78.26 I 25 4 16.00 7 28.00 14 56.00 17 Highlighting E 23 1 4.35 2 8.70 20 86.96 I 25 0 0.00 9 36.00 16 64.00 Compensation Strategies 18 Using linguistic clues and other clues E 23 6 26.09 9 39.13 8 34.78 I 25 12 48.00 7 28.00 6 24.00 Metacognitive Strategies 19 Overviewing and linking with already know material E 23 1 4.35 9 39.13 13 56.52 I 25 6 24.00 8 32.00 11 44.00 20 Finding out about language learning E 23 5 21.74 9 39.13 9 39.13 I 25 9 36.00 7 28.00 9 36.00 21 Setting goal and object E 23 2 8.70 3 13.04 18 78.26 I 25 1 4.00 8 32.00 16 64.00 22 Identifying the purpose of a language task E 23 2 8.70 2 8.70 19 82.61 I 25 1 4.00 7 28.00 17 68.00 23 Planning and organizing for a language task E 23 0 0.00 6 26.09 17 73.91 I 25 3 12.00 4 16.00 18 72.00 24 Self-monitoring and evaluating E 23 4 17.39 5 21.74 14 60.87 I 25 4 16.00 7 28.00 14 56.00 Affective Strategies 25 Lowering anxiety E 23 13 56.52 7 30.43 3 13.04 I 25 12 48.00 9 36.00 4 16.00 26 Self-encouraging E 23 7 30.43 9 39.13 7 30.43 I 25 10 40.00 8 32.00 7 28.00 27 Discussing feelings with someone else E 23 3 13.04 12 52.17 8 34.78 I 25 4 16.00 11 44.00 10 40.00 Social Strategies 28 Asking for clarification or verification E 23 3 13.04 9 39.13 11 47.83 I 25 9 36.00 6 24.00 10 40.00 29 Cooperating with English proficient users E 23 15 65.22 3 13.04 5 21.74 I 25 18 72.00 2 8.00 5 20.00 30 Developing cultural understanding E 23 8 34.78 5 21.74 10 43.48 I 25 17 68.00 5 20.00 3 12.00 31 Becoming aware of other's thoughts and feeling E 23 12 52.17 4 17.39 7 30.43 I 25 16 64.00 7 28.00 2 8.00 Table 4.2.2 below indicates the reading strategies used by the two groups of effective and ineffective learners at the while- reading stage. The three strategy groups received a great difference in the learners’ choice of cognitive, metacognitive and social strategies. There are 11 sub-cognitive strategies such as repeating, recognizing and using formulas and patterns, practicing naturalistically, getting the idea quickly, using resources for receiving and sending messages, reasoning deductively, analyzing expression and analyzing contrastively, translating, transferring, taking notes, summarizing and highlighting which can be applied in reading comprehension. Results shown in table 4.2.2 reveal that some strategies used by effective learners at a higher frequency than ineffective learners. Those are using resources for receiving and sending message, recognizing and using formulas and patterns, coping with unfamiliar words, reasoning deductively, highlighting. Successful readers selected using resources for receiving and sending message as their most preferred reading strategy with 91.3 % of the readers usually selecting it, meanwhile only 56.0 % of unsuccessful readers were aware of using this strategy. From the interviews all students seem quite familiar with such reading strategies as surveying, skimming and scanning and they thought these techniques were necessary for the task given. Recognizing and using formulas and patterns strategy was the second choice of effective readers with 86.9 % who were usually aware of its usefulness. On the contrary, only 40.0 % of ineffective readers used this strategy. Two other strategies which show a remarkable difference in the choice between the two strategy groups are reasoning deductively, taking notes and summarizing. Effective students tended to use these strategies much more than ineffective ones (78.2 % versus 56.0%, and 86.9 % versus 68.0 %). Table 4.2.2. The reading Strategies used by two groups of learners at the while-reading stag. No Categories and Strategies Groups Total N Never Sometime Usually N % N % N % Memory Strategies 1 Grouping E 23 11 47.83 5 21.74 7 30.43 I 25 4 16.00 12 48.00 9 36.00 2 Associating elaborating E 23 5 21.74 12 52.17 6 26.09 I 25 6 24.00 12 48.00 7 28.00 3 Placing new words into a context E 23 6 26.09 12 52.17 5 21.74 I 25 4 16.00 13 52.00 8 32.00 4 Using key words E 23 3 13.04 11 47.83 9 39.13 I 25 5 20.00 8 32.00 12 48.00 5 Structure reviewing E 23 8 34.78 10 43.48 5 21.74 I 25 8 32.00 8 32.00 9 36.00 6 Semantic mapping E 23 8 34.78 11 47.83 4 17.39 I 25 8 32.00 9 36.00 8 32.00 Cognitive strategies 7 Repeating E 23 9 39.13 6 26.09 8 34.78 I 25 10 40.00 9 36.00 6 24.00 8 Recognizing and using formulas and patterns E 23 1 4.35 2 8.70 20 86.96 I 25 3 12.00 12 48.00 10 40.00 9 Practicing naturalistically E 23 6 26.09 9 39.13 8 34.78 I 25 13 52.00 7 28.00 5 20.00 10 Coping with unfamiliar word E 23 4 17.39 7 30.43 12 52.17 I 25 5 20.00 12 48.00 8 32.00 11 Using resources for receiving and sending messages E 23 2 8.600 4 17.30 17 73.9 I 25 4 16.00 7 28.00 14 56.00 12 Reasoning deductively E 23 3 13.04 2 8.70 18 78.26 I 25 6 24.00 5 20.00 14 56.00 13 Analyzing expression/ contrastively E 23 6 26.09 9 39.13 8 34.78 I 25 9 36.00 10 40.00 6 24.00 14 Translating E 23 5 21.74 12 52.17 6 26.09 I 25 1 4.00 6 24.00 18 72.00 15 Transferring E 23 11 47.83 7 30.43 5 21.74 I 25 3 12.00 7 28.00 15 60.00 16 Taking notes/summarizing E 23 0 0.00 3 13.04 20 86.96 I 25 4 16.00 4 16.00 17 68.00 17 Highlighting E 23 0 0.00 2 8.70 21 91.30 I 25 2 8.00 5 20.00 18 72.00 Compensation Strategies 18 Using linguistic clues and other clues E 23 4 17.39 8 34.78 11 47.83 I 25 1 4.00 12 48.00 12 48.00 Metacognitive Strategies 19 Overviewing and linking with already know material E 23 8 34.78 6 26.09 9 39.13 I 25 5 20.00 9 36.00 11 44.00 20 Finding out about language learning E 23 2 8.70 5 21.74 16 69.57 I 25 7 28.00 12 48.00 6 24.00 21 Setting goal and object E 23 1 4.35 4 17.39 18 78.26 I 25 7 28.00 7 28.00 11 44.00 22 Identifying the purpose of a language task E 23 1 4.35 2 8.70 20 86.96 I 25 1 4.00 6 24.00 18 72.00 23 Planning and organizing for a language task E 23 4 17.39 7 30.43 12 52.17 I 25 8 32.00 9 36.00 8 32.00 24 Self-monitoring and evaluating E 23 0 0.00 7 30.43 16 69.57 I 25 6 24.00 7 28.00 12 48.00 Affective Strategies 25 Lowering anxiety E 23 3 13.04 7 30.43 13 56.52 I 25 5 20.00 10 40.00 10 40.00 26 Self-encouraging E 23 3 13.04 8 34.78 12 52.17 I 25 3 12.00 11 44.00 11 44.00 27 Discussing feelings with someone else E 23 2 8.70 12 52.17 9 39.13 I 25 9 36.00 7 28.00 9 36.00 Social Strategies 28 Asking for clarification or verification E 23 1 4.35 4 17.39 18 78.26 I 25 6 24.00 7 28.00 12 48.00 29 Cooperating with English proficient users E 23 1 4.35 6 26.09 16 69.57 I 25 5 20.00 10 40.00 10 40.00 30 Developing cultural understanding E 23 2 8.70 2 8.70 19 82.61 I 25 10 40.00 2 8.00 13 52.00 31 Becoming aware of other's thoughts and feeling E 23 8 34.78 8 34.78 7 30.43 I 25 3 12.00 17 68.00 5 20.00 Highlighting seems to be the students’ favorite strategy. They reported that whenever they read, they underlined or marked important points in the text. But there were differences in the use of the strategy. (72.0 % of ineffective learners versus 91.3 % of effective ones). Conversely, ineffective learners used cognitive strategies such as translating 72.0 % and transferring 60.0 % versus 26.0 % and 21.7 % of effective ones. Most of the students of successful learners used metacognitve strategies, for example overviewing and linking with already know material, setting goals and objectives and identifying the purpose of a language task than effective ones did (69.5 %, 78.2 % and 86.9 % comparing with 36.0 %, 44.0 % and 72.0 %, respectively). On the contrary, more incompetent readers used the metacognitive strategy to find out language (44.0 % versus 39.1 %) than competent ones. Another very important strategy is coping with unfamiliar words. In informal talks, students reported that they encountered vocabulary problems more often than structure problem in reading. When facing a vocabulary problem, most students could use context clues or a dictionary to guess word meaning. Obviously, some students, particularly the unsuccessful ones, said that they used dictionaries too often. Half of the successful group and one third of the unsuccessful group used context clues to guess the meaning of unfamiliar word and they did it quite effectively. Results shown in table 4.2.2 also reveal that effective learners showed their most interest in using social strategies for clarification or verification, cooperating with English proficient users and developing cultural understanding but the use of these strategies were quite different. Developing cultural understanding ranks first (82.6 %), asking for classification ranks second with 78.2 % and cooperating with English proficient users ranks third (69.5 %). Nearly half of the students of the two groups were reported to use compensation strategies, (52.1 % and 48.0 %). It means that students tended to use linguistic clues or other clues to guess the meaning of the new words. In short, from the table 4.2.2 we see that at the while-reading stage both learners groups’ uses of reading strategies were considerable different in their reading comprehension. Table 4.2.3. The reading Strategies used by two groups of learners at the post-reading stage. No Categories and Strategies Groups Total N Never Sometime Usually N % N % N % Memory Strategies 1 Grouping E 23 12 52.17 9 39.13 2 8.70 I 25 9 36.00 13 52.00 3 12.00 2 Associating elaborating E 23 10 43.48 12 52.17 1 4.35 I 25 13 52.00 10 40.00 2 8.00 3 Placing new words into a context E 23 7 30.43 14 60.87 2 8.70 I 25 17 68.00 5 20.00 3 12.00 4 Using key words E 23 7 30.43 9 39.13 7 30.43 I 25 7 28.00 14 56.00 4 16.00 5 Structure reviewing E 23 11 47.83 8 34.78 4 17.39 I 25 12 48.00 8 32.00 5 20.00 6 Semantic mapping E 23 11 47.83 11 47.83 1 4.35 I 25 10 40.00 9 36.00 6 24.00 Cognitive strategies 7 Repeating E 23 4 17.39 16 69.57 3 13.04 I 25 5 20.00 10 40.00 10 40.00 8 Recognizing and using formulas and patterns E 23 7 30.43 7 30.43 9 39.13 I 25 9 36.00 10 40.00 6 24.00 9 Practicing naturalistically E 23 2 8.70 11 47.83 10 43.48 I 25 4 16.00 15 60.00 6 24.00 E+I 48 6 12.50 26 54.17 16 33.33 10 Coping with unfamiliar word E 23 6 26.09 11 47.83 6 26.09 I 25 8 32.00 13 52.00 4 16.00 11 Using resources for receiving and sending message E 23 6 26.09 7 30.43 10 43.48 I 25 5 20.00 11 44.00 9 36.00 12 Reasoning deductively E 23 2 8.70 6 26.09 15 65.22 I 25 2 8.00 9 36.00 14 56.00 13 Analyzing expression/ contrastively E 23 2 8.70 3 13.04 18 78.26 I 25 5 20.00 7 28.00 13 52.00 14 Translating E 23 5 21.74 6 26.09 12 52.17 I 25 2 8.00 17 68.00 6 24.00 15 Transferring E 23 1 4.35 13 56.52 9 39.13 I 25 10 40.00 8 32.00 7 28.00 16 Taking notes/summarizing E 23 1 4.35 3 13.04 19 82.61 I 25 9 36.00 2 8.00 14 56.00 17 Highlighting E 23 2 8.70 6 26.09 15 65.22 I 25 3 12.00 10 40.00 12 48.00 Compensation Strategies 18 Using linguistic clues and other clues E 23 1 4.35 18 78.26 4 17.39 I 25 9 36.00 9 36.00 7 28.00 Metacognitive Strategies 19 Overviewing and linking with already known material E 23 10 43.48 7 30.43 6 26.09 I 25 7 28.00 10 40.00 8 32.00 20 Finding out about language learning E 23 6 26.09 9 39.13 8 34.78 I 25 7 28.00 13 52.00 5 20.00 21 Setting goal and object E 23 2 8.70 10 43.48 11 47.83 I 25 3 12.00 12 48.00 10 40.00 22 Identifying the purpose of a language task E 23 5 21.74 8 34.78 10 43.48 I 25 8 32.00 9 36.00 8 32.00 23 Planning and organizing for a language task E 23 1 4.35 3 13.04 19 82.61 I 25 1 4.00 10 40.00 14 56.00 24 Self-monitoring and evaluating E 23 3 13.04 2 8.70 18 78.26 I 25 1 4.00 11 44.00 13 52.00 Affective Strategies 25 Lowering anxiety E 23 10 43.48 9 39.13 4 17.39 I 25 6 24.00 12 48.00 7 28.00 26 Self-encouraging E 23 11 47.83 7 30.43 5 21.74 I 25 9 36.00 13 52.00 3 12.00 27 Discussing feelings with someone else E 23 10 43.48 7 30.43 6 26.09 I 25 11 44.00 12 48.00 2 8.00 Social Strategies 28 Asking for clarification or verification E 23 1 4.35 3 13.04 19 82.61 I 25 2 8.00 7 28.00 16 64.00 29 Cooperating with English proficient users E 23 4 17.39 7 30.43 12 52.17 I 25 5 20.00 10 40.00 10 40.00 30 Developing cultural understanding E 23 2 8.70 1 4.35 20 86.96 I 25 2 8.00 6 24.00 17 68.00 31 Becoming aware of other's thoughts and feeling E 23 4 17.39 1 4.35 18 78.26 I 25 1 4.00 12 48.00 12 48.00 Table 4.2.3 shows statistical significance in the reading strategies use between effective and ineffective learners at post- reading stage. Among cognitive strategies used by effective students at post- reading stage, summarizing strategy ranked the first with 82.6 % of the readers usually used it and reasoning deductively strategy ranked the second with the choice of 73.9 % of the readers. Al most every student used reasoning deductively strategy to comprehend the reading text but the number of students of the two groups using it was different (73.9 % versus 60.0%). Moreover, these effective learners employed metacognitive strategies keep to their initial selected purposes for the tasks and self- evaluating what they did; meanwhile ineffective learners also used those metacognitive strategies, but to a lower extend than did effective learners (43.4 %, 78.2 % % comparing with 40.0 %, 52.0 %). Table 4.2.3 also reveal that successful learners choose the social strategies such as asking for clarification, developing cultural understanding as their most useful strategies at post-reading stage, meanwhile only 64.0 % and 68.0 % of unsuccessful learners comparing with 82.6 % and 86.9 % of successful readers choose them. In addition, a considerable difference also existed between the two learners groups in using some individual strategies of affective, memory and compensation strategies. The effective learners were relatively superior to their ineffective ones in their high strategies use of self- encouraging and discussing feeling with someone else. (See the table 4.2.4). To sum up, two findings have been found out from the present study. Firstly, this study found that the effective and ineffective learners used reading strategies differently at all three stages of reading comprehension in which the frequency of use of strategies at while-reading stage and post-reading stage were higher than at the pre-reading stage. Secondly, the use of reading strategy groups of cognitive, metacognitive and social indicated considerable difference between these learner groups. Effective learners used these strategies categories at a higher frequency than did ineffective ones. Differences in using individual strategies of memory, compensation and effective strategies were also found between two learners groups at three stages of reading process. 4.3. What factors influence learners’ learning strategy choice? Based on the observation and analysis of the different data types, Oxford (1990), as well as other scholars (Wenden and Rubin, 1987) contended that the use of different strategies in language learning is influenced by a variety of factors relating to learners’ ability and desire to learn and the way they choose to go abut learning. Those given by them were items, for example, age, gender, general learning style, personality traits, attitude, nationality, language teaching methods and motivation. At this point, in the present study I will only discuss only two factors that have been demonstrated to most affect language MPA learners’ reading strategies choice: proficiency and motivation. As metioned above in the chapter II, proficiency is the main factor that the researcher would like to focus on because in the present study the subjects are divided into two learner groups: effe