Learning Process, Reading Strategies, and Comprehension in Culture-based Texts

Abstract

This study seeks to determine the learning process and reading strategies employed by grade 8 students in identifying their comprehension level by reading culture-based literary texts. The researchers made use of descriptive survey to describe the learning process and reading strategies of the respondents while correlational design was used to determine the relationship of learning process and reading strategies with reading comprehension of the respondents.  The findings of the study revealed that grade 8 students are sometimes engaged in the learning process and sometimes employed different reading strategies while reading culture-based literary texts. Based on the comprehension test results, most of the respondents could hardly comprehend culture-based literary texts. Though there is no correlation that exists between learning processes and reading comprehension, students’ reading strategies have a significant relationship to their reading comprehension. Language teachers should provide appropriate literary texts and acquaint students on the use of different reading strategies to improve their critical thinking skills.