This is presentation for thesis defense.

1. PROPOSAL SEMINAR

2. CHAPTER I. INTRODUCTION
A. RESEARCH BACKGROUND
Reading can be considered one of the basic ways of acquiring information in our society and for
academic purpose in particular. It plays a vital role because it is one of the most frequently used language
skills in everyday life. It is assumed that the person who is not able to read well will face serious trouble,
especially in what is regarded to be educational and, subsequently, job opportunities .
Generally, in EFL/ESL classroom reading receives special focus. According to Jarrah and Ismail (2018),
the emphasis on how EFL/ESL classroom pays attention more on reading is because many foreign
language students often have reading as one of their most important goals
However, EFL students, meet with a lot of hindrances. Interaction between reader and text require
synchronization between the message that the text offers and previous knowledge the reader has. Another
hindrance is an intellectual capacity to find out what the unfamiliar words mean in context
In this light, this study attempts to find out whether or not undergraduates use certain strategies during
their reading process and whether or not there is a difference in such strategies used by the high and low
English as a Foreign Language (ESL) achievers under tittle “READING COMPREHENSION
STRATEGIES AMONG EFL LEARNERS AT MUHAMMADIYAH UNIVERSITY OF METRO”

3. CHAPTER I. INTRODUCTION
B. RESEARCH FOCUS
The researcher will conduct research with the scope of problem regarding reading
comprehension strategies utilized by the third semester students studying English
Education at Muhammadiyah University of Metro of academic year 2022/2023
C. RESEARCH QUESTIONS
1. Which is the most and the least reading strategies used by the third semester
students studying English Education at Muhammadiyah University of Metro of
academic year 2022/2023 they read English reading text?
2. Were there any differences between higher-proficiency students and lower-proficiency
students in terms of reading strategy use in their academic study?

4. CHAPTER I. INTRODUCTION
D. RESEARCH OBJECTIVE
1. To discover the most and the least reading strategies used by the third semester
students studying English Education at Muhammadiyah University of Metro of
academic year 2022/2023 they read English reading text.
2. To investigate differences between higher-proficiency students and lower-proficiency
students in terms of reading strategy use in their academic study.

5. CHAPTER II. THEORETICAL FRAMEWORK
A. PREVIOUS RESEARCH OVERVIEW
The first, Hatami and Asl (2017) conducted a study entitled “THE READING STRATEGIES
USED BY EFL STUDENTS: A CASE OF IRANIAN ADVANCED ENGLISH LANGUAGE
LEARNERS”.
The second, Munsakorn (2012) conducted a study entitled “AWARENESS OF READING
STRATEGIES AMONG EFL LEARNERS AT BANGKOK UNIVERSITY”.
Last previous research is conducted by Indriyani and Pertiwi (2021) entitled EXPLORING
THE EFL STUDENTS’ READING STRATEGIES USED ON READING ACADEMIC
ARTICLES. .

6. CHAPTER II. THEORETICAL FRAMEWORK
B. THEORETICAL REVIEW
1.DEFINITION OF READING STRATEGY
Block as cited in () also added that at reading strategies indicate „how readers
conceive a task, what textual cues they attend to, how they make sense of what
they read, and what they do when they do not understand‟
2 .CLASSIFICATIONS OF READING STRATEGY
In this study, the researcher will conduct the study based on the theory from Mokhtari and
Reichard (2000) with a questionnaire called MARSI (Metacognitive Awareness of Reading
Strategies Inventory) to measure learners’ strategy use while reading academic materials

7. 2. CLASSIFICATION OF READING STRATEGIES
Global strategies involved planning how to read and managing comprehension. Glob are those
intentional, carefully planned technique by which learners monitor and manage their reading, such as
having purpose in mind, previewing the text as to its length and organization, or using typographical aids
and tables and figures
1 . Global Reading Strategies (GLOB)

8. 2. CLASSIFICATION OF READING STRATEGIES
Problem-solving strategies involved usings trategies when reading difficult parts of a text.
PROB are the actions and procedures readers use while working directly with the text.
This are localized, focused techniques used when problems develop in understanding
textual information
2) Problem-Solving Reading Strategies (PROB)

9. 2. CLASSIFICATION OF READING STRATEGIES
Support strategies involved using devices and techniques to understand a text. SUP
contains 9 items and primary involves use of outside reference materials (such as the use
of dictionary), taking notes, underline or circling information and other practical strategies
3) Support Reading Strategies (SUP)
)

10. CHAPTER III. RESEARCH METHODOLOGY
A. RESEARCH DESIGN
The researcher will adopt a descriptive qualitative analysis method as the design of the
study.
B. SUBJECT AND OBJECT RESEARCH
The subject of this research will be 31 students of third semester studying English
Education at Muhammadiyah University of Metro.
The object on this research will be reading strategies employed by the participants of
this study.

11. CHAPTER III. RESEARCH METHODOLOGY
C. RESEARCH INSTRUMENT
Based on (Sugiyono, 2015) in qualitative research, the researcher is the key
instrument.
As the secondary instrument, the researcher will use:
1. Questionnaire:
In this study, the researcher will adopt a 5-Likert questionnaire called Metaognitive
Awareness of Reading Strategies Inventory (MARSI) which was designed by Mokhtari and
Reichard in 2000 and translated to Indonesian language by Sari (2017). The questionnaire
consists of 30 items with three sub divisions such as Global Reading Strategies (GLOB)
with 13 items, Problem-Solving Reading Strategies (PROB) with 8 items, and Support
Reading Strategies (SUP) with 9 strategies.
2. Documentation
In this research, the documentation will be grade transcript of reading subject from their
second semester

12. CHAPTER III. RESEARCH METHODOLOGY
D. DATA COLLECTING TECHNIQUE
1. Questionnaire
the researcher will distribute the questionnaire to the subject of this study. The
researcher will also give them oral instructions on how to complete the
questionnaire. The participants will have 30 minutes to finish the questionnaire.
2. Documentation
In order to get the grade transcript of the subject, the researcher will not conduct
any reading test. Therefore, the researcher will ask permission to the lecturer
handling the reading class for the grade transcript as for research purpose.

13. CHAPTER III. RESEARCH METHODOLOGY
E. DATA ANALYSIS TECHNIQUE
1. Data Management
2. Data Reduction
3. Data Display
4. Conclusion