The Effectiveness of Strategy-Based Reading Instruction (SBRI) on Improving Students’ Reading Proficiency and Their Perception Toward The Reading Instruction
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.