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All Journal English Education and Applied Linguistics Journal (EEAL Journal)
Daniar Sofeny
Department of English Education, Faculty of Teacher Training and Education, Universitas Islam Darul 'Ulum, Lamongan, East Java, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Correlation between Learning Strategy and Reading Strategy Used by Student at Vocational High School NU Simo Karanggeneng Litwyn Mega; Syifa’ Khuriyatuz Zahro; Daniar Sofeny
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/139mz625

Abstract

Reading constitutes a fundamental receptive skill crucial for vocational secondary language acquisition and technical comprehension. Gap in literature or discrepancies between theories and practices: While previous research has detailed individual literacy traits, a notable empirical gap persists regarding how structured behavioral sub-dimensions directly align within the specialized vocational domain rather than focusing merely on final academic scores. Purpose of study: This study aims to analyze the direct correlation between general language learning strategies and academic reading strategies among tenth-grade students at SMK NU Simo Karanggeneng during the 2025/2026 academic year. Method: Employing a quantitative correlational framework, data were gathered from 30 female tenth-grade students specializing in Banking and Accounting services at SMK NU Simo Karanggeneng using the Strategy Inventory for Language Learning (SILL) and the Survey of Reading Strategies (SORS). Main findings: Descriptive analysis indicated that cognitive strategies were the most prominent learning modalities utilized by participants (M = 44.20), whereas global reading strategies dominated text processing behavior (M = 48.06). Pearson Product-Moment correlation analysis revealed a robust, positive, and statistically significant relationship between general learning strategies and academic reading strategies (, ), with the independent variable explaining 56.5% of total reading strategy variance. Conclusion: Broad cognitive frameworks fundamentally operationalize micro-level reading mechanisms. Pedagogical implications recommend a curricular shift toward explicit, strategy-focused instruction tailored for specialized vocational literacy.
Co-Authors Litwyn Mega Syifa’ Khuriyatuz Zahro