Increasing Students’ Reading Comprehension through Cognitive Strategies of Senior High School of Sidenreng Rappang Regency


  • elihami elihami STKIP Muhammadiyah of Enrekang



cognitive strategies, the students’ reading comprehension, achievement


This research was a quasi-experimental research at the objective of finding the increasing students’ reading comprehension achievement through cognitive strategies (rehearsal, organization, and elaboration). It also aimed to find the extent to which these cognitive strategies influence the students’ reading comprehension achievement. The subject of the research was the Senior High School of Sidenreng Rappang Regency consisting of 50 respondents of two classes from 11 schools in Sidenreng Rappang. Each class consisted of 25 respondents; one class was the control and another class the tentative one. The data were collected through the reading comprehension test in pretest and posttest, and the observation checklist during the teaching and learning process. The test consisted of 45 items of the test from three kinds of text (news item, descriptive, and narrative). The observation checklist consisted of four statements for rehearsal strategies, three statements for organization strategies, and one statement for elaboration strategy. The research findings show that the students’ reading comprehension is increased for both groups from pretest to posttest. The experimental group is higher than the control one (60,6 > 50,1) and the t-test is greater than the P-Value (0,05 > 0,007), which means that there is a significant difference after giving treatment to the experimental group. The application of cognitive strategies also positively influences the increasing students’ reading comprehension achievement. Thus, it is concluded that the use of cognitive strategies is useful to increase students’ reading comprehension in teaching and learning words.


Plum Analytics

Author Biography

elihami elihami, STKIP Muhammadiyah of Enrekang

English Department


Depdiknas. (2006). Standar Isi. Jakarta: Badan Standar Nasional Pendidikan.

Flint. (2009). The Teaching Process. Oxford: Oxford University Press.

Fromkin, V., Rodman, R., & Hyams, N. (2007). An Introduction to Language. Boston, USA: Thomson Wadsworth.

Houtveen, A. A. M., & van de Grift, W. J. C. M. (2007). Effects of metacognitive strategy instruction and instruction time on reading comprehension. School Effectiveness and School Improvement, 18(2), 173-190.

Jabu, B. (2008). English Language Testing. Makassar: UNM Publisher.

Karakas, M. (2006). The effect of Pre-Reading Activities on ELT Trainee Teachers’ Comprehension of Short Stories. Retrieved on December 7th, 2010 from

Lau, K. L. (2006). Implementing strategy instruction Chinese language classes; A school-based Chinese reading strategy instruction program. Educational Research, 48(2), 195-209. doi:

Li, J., & Qin, X. (2006). Language Learning Styles and Learning Strategies of Tertiary-Level English Learners in China. Regional Language Centre Journal, 37(1), 67-90.

Melillo. (2009). Expository Teaching. United States of America: Cambridge University Press.

Pressley, M., & Allington, R. L. (2006). Reading Instruction That Works: the Case for Balanced Teaching. New York: Guilford Press.

Sahrul. (2014). Applying Cognitive Reading Strategy to Develop Students Reading Comprehension. Makassar: UNM

Shang, H. F. (2007, May). Reading strategy training for the development of EFL reading comprehension. Proceedings of the 24th International Conference on English Teaching and Learning in the Republic of China (ROC-TEFL). National Chengchi University, Taipei, Taiwan. pp 424-442.

Wernke, S., Wagener, U., Anschuetz, A., & Moschner, B. (2011). Assessing Cognitive and Metacognitive Learning Strategies in School Children: Construct Validity and Arising Questions. International Journal of Research and Review, 6(2), 19-38.



Abstract 1004  .
PDF downloaded 659  .