The Students’ Perception And Achievement Of English Reading Comprehension Using Cognitive Language Learning Strategy

Abstract

This study aimedto analyze: (1) the application of “CLLS†in learning English reading comprehension among the students of year 8 ofthe MTs. Ma’arif Malangbong, (2) their perception toward the application of “CLLSâ€, (3) their achievement on reading comprehension using “CLLSâ€, (4) their problems in using “CLLSâ€, and (5) the solutions to improve their knowledge and skill of using “CLLSâ€. The analysis reveals that: (1) the application of “CLLS†in learning English reading comprehension among the students of year 8 of the MTs. Ma’arif Malangbong has run well, (2) the perception of students of year 8 of the MTs. Ma’arif Malangbong toward the application of “CLLS†was generally positive, only some students who show negative perception, (3) students’ achievement  on reading comprehension using “CLLS†has generally increased moderately from 69,78 in 2013 to  72,20 in 2014 and to 74,60 that is in 2015, but this research also found that there were three students who had high achievement with negative perception on the application of the “CLLSâ€, (4) students’ problems in using “CLLS†involve: unstable emotion, lack of interaction, poor students' understanding, bad perception, the surroundings, lack of vocabulary mastery, lack of grammar knowledge, and lack of media used by teachers, and (5) the solutions to improve students’ knowledge and skill of using “CLLS†are: encouraging students to talk to teachers, and friends, (b) suggest students to have more often working in group outside of the schoolhours, (c) give enough explanation of the importance of English lessons, (d) explain that English is not a hard and difficult, (e) motivate students to continuously make serious effort in practicing English by creating better surroundings,(f) guide them to diligently read, (g) provide basic patterns that will be used, and (h) explain something through the media they have.