The aims of this research are to analyze learning strategies used by high, middle
and low achiever students in reading to develop reading skill. The subjects of this
case study are students who have high, mid and low achiever in reading subject.
There are two sources of data namely event and informants. Methods of collecting
data are observation and interview. Methods of analyzing data are data reduction,
data display and conclusion drawing/verification. And the object is focused on the
learning strategies used by students to develop reading skill.
There are three results, they are: 1) The learning strategies used by high achiever
student to develop vocabulary skill are 7 meta-cognitive and 10 cognitive
strategies. Then, the learning strategies used by mid achiever student to increase
vocabulary skill are 4 meta-cognitive, 7 cognitive, and 2 socio-affective strategies.
And the learning strategies used by low achiever student to enrich vocabulary skill
are 4 meta-cognitive, 4 cognitive, and 1 socio-affective strategy. 2) The learning
strategies used by high achiever student to develop pronunciation skill are 6 metacognitive
and 7 cognitive strategies. Then, the learning strategies used by mid
achiever student to advance pronunciation skill are 4 meta-cognitive, 4 cognitive
and, 2 socio-affective strategies. And the learning strategies used by low achiever
student to arise pronunciation skill are 3 meta-cognitive, 4 cognitive, and 1 socioaffective
strategy. 3) The learning strategies used by high achiever student to develop understanding implicit information are 6 meta-cognitive and 6 cognitive strategies. Then, the learning strategies used by mid achiever student to develop
understanding implicit information are 3 meta-cognitive, 3 cognitive, and 2 socioaffective strategies. And the learning strategies used by low achiever student to
develop understanding implicit information are 3 meta-cognitive, 2 cognitive, and 1 socio-affective strategy
