Abstract
The dual-role of the students of English Education Department Teacher Training and Education Faculty Muria Kudus University as both English language learners and language users gets them to be autonomous, effective, efficient, and strategic readers. The objective of this research is to investigate the relationship between quality of the reading strategy and academic achievement of the students. The subjects of this research were 104 students of EED UMK comprising of all semesters taken randomly. The instrument used was closed-ended questionnaire. The result of this research reveals that there is no relationship between quality of the reading strategy and academic achievement, meaning that the quality of reading strategy does not influence the academic achievement of the students. Implikasions and recommendations for the institution and for further research were proposed.
Highlights
Students of the English Language Education at the Faculty of Teacher Training and Education of Muria Kudus University as learners and users of English are forced to become independent, effective, efficient and strategic readers
The purpose of this study is to examine the correlation between the quality of reading strategies and students' academic achievement
The results showed that there was no correlation between the quality of reading strategies and academic achievement, in the sense that the quality of reading strategies had no effect on student academic achievement
Summary
Pada bagian identitas dalam angket, responden diminta untuk menuliskan nama, semester, jenis kelamin, dan IPK. IPK seluruh responden diurutkan dari yang tertinggi sampai yang terendah dan selanjutnya dikelompokkan menjadi 2 sehingga diperoleh 2 kelompok responden/mahasiswa berdasarkan prestasi akademik mereka, yaitu kelompok atas dan kelompok bawah, yang masing-masing berjumlah 52. Setelah dilakukan penghitungan terhadap pilihan jawaban untuk setiap pertanyaan dari seluruh responden, dilakukan penghitungan untuk menentukan kualitas strategi membaca mahasiswa dari setiap tahap membaca dengan berpedoman pada Tabel 2
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