Learning Strategies in Reading: The Case of Indonesian Language Education Student Teachers

Abstract

This study aimed at analyzing the English reading strategies used by Indonesian language education student teachers at an Indonesian public university, particularly the types and frequencies of English reading strategies that the student teachers used. The participants of this study were student teachers from one language study program. The study involved 570 student teachers, 438 females and 132 males. This study used a quantitative design with a survey approach. This study utilized a questionnaire consisting of 23 items. Reading strategies (cognitive and metacognitive) were evaluated under three headings: pre-reading, while-reading, and post-reading. The results of this study indicated that the most strategies used by students in pre-reading, while-reading, and post-reading were cognitive strategies. Hence, the students in this study categorized as the cognitive reading strategy users. The gender-based analysis of the reading strategies category revealed that female students were cognitive users, while male students were metacognitive strategies users. The implications of the findings are also discussed.

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