THE IMPACT OF READING STRATEGIES ON READING PERFORMANCEOF HIGH SCHOOL STUDENTS

Abstract

 This study aimed to determine the impact of reading strategies on the reading learning performance of high school students, based on a three-stage reading model: before, during, and after reading (Grabe & Stoller, 2002). The data was collected from 153 students through a questionnaire and a reading comprehension test, then analyzed using quantitative statistical methods. The results showed that students tended to use reading strategies frequently, especially at the stage while reading. Some strategies such as enabling background knowledge, skimming, and detailed reading have a positive impact on reading learning effectiveness. On that basis, the study proposes to strengthen the guidance of students to use reading strategies in a directional and appropriate way for each reading stage, rather than just introducing a variety of techniques in a discrete way.