Language Learning Strategy Employed for Improving Reading Skills Among Form 5 Suburban Secondary School Students

Abstract

Reading is a productive skill, and it is one of the essential skills in the English Language subject. Therefore, language learning strategies are fundamental to assist learners towards the learning goals. However, students in suburban secondary schools could face difficulties choosing which reading strategy suits them. Thus, this study is employed among Form 5 students from a suburban secondary school to investigate the learning strategy used to improve their reading skills. This quantitative research collects data from a questionnaire done with 30 Form 5 students. The questionnaire consists of 20 questions adapted from Language Strategy Survey focusing on reading strategy. Descriptive analysis of data consists of frequency and percentage of each item. The results showed that the most preferred reading strategy chosen by the students is using a dictionary to look for meanings and the least preferred reading strategy is summarising while reading. As for the literal comprehension, students preferred reviewing to find gist while finding supporting examples is the least favoured strategy for them. The findings are able to assist teachers to develop a reading environment for their students to become efficient readers with goals and strategies suitable and preferable for them.