The Effectiveness of Strategy-Based Reading Instruction (SBRI) on Improving Students’ Reading Proficiency and Their Perception Toward The Reading Instruction
Abstract
The objective of the study is to investigate the effectiveness of Strategy-based Reading Instruction
(SBRI) on improving Students’ Reading Proficiency. It also has a purpose to examine the students’
Perception toward the implementation of the Reading Instruction. The model of strategy-based
instruction that can help students to read more effectively and become independent learners was
suggested by Chamot (2008) namely Cognitive Academic Language Learning Approach (CALLA).
There
are
five
phases
of
the
instructional
sequence,
namely
Preparation,
Presentation,
Practice,
Self-evaluation
and
Expansion.
The
study
involved
one
class
which
consists
of
28
students.
The
instruction was carried-out for 12 meetings with one meeting each week. There were two
instruments for collecting the data namely: reading comprehension test and a questionnaire of students’
perception
toward
the
instruction.
The
finding
of
the
study
shows
that
the
students’
reading
proficiency
increases.
The
mean
score
of
the
experimental
group
is
66.46
as
it
is
the
good
level,
while
the mean score of the control group is 61.4 as it is in the sufficient level. The inferential
statistics shows that the t-test is 2.27 higher than the t-table 2.00 with the significant level 0.027
(< 0.05). The students found that Strategy-based Reading Instruction was helpful and practical for
solving reading comprehension difficulty.