CHAPTER III METHOD OF RESEARCH
F. Technique of Data Analysis
For the technique of data analysis, the researcher applied a quantitative analysis. According to Nunan (2002), quantitative research describes a research problem through a description of trends or a need for an explanation of the relationship among variables by collecting numeric data from a large number of people using instruments with preset questions and responses.
Futhermore, to find out whether there was a significant correlation between students’ metacognitive awareness toward their reading comprehension in recount test. The data was analyzed by using statistical formula. The researcher used the score of questionnaire of variable X and the score of test of variable Y.
To analyze the data of the students’ metacognitive awereness, the researcher used the following formula (Sudijodo, 2011) :
P
33
Where:
P = Number of percentage F = Frequency
N= Number of sample
Table III.6
The Scale of Metacognitive awareness
No. Score Category
1 90-100 Very high
2 75-89 High
3 60-74 Average
4 45-59 Low
5 30-44 Very low
For the data of reading comprehension, the score was score by using formula below:
Table III.7
The scale of the Students’ Reading Comprehension in Recount Text
(Arikunto, 2006, p245)
Furthermore, The researcher used the data which was analyzed by statistical method. This score was analyzed statistically. There was significant correlation or there was no significant correlation between two or more variables that could be analyzed by using product moment correlation SPSS version 20, because likert scale was an interval data, sugiyono (2014). The formula is:
No. Score Category
1 80-100 Very good
2 66-79 Good
3 56-65 Enough
4 40-55 Less
5 30-39 Fail
Df = N-nr Where: N = Number of cases
Nr = Number of variable
Comparing ro (r observasi) with the rt (r table) by determinate:
If ro ≥ rt, is accepted, Ho is rejected.
If ro < rt, is accepted, Ho is rejected.
In the following table is the category of correlation coefficient, Hartono (2008).
Table III.8
Table of Interpretation Correlation Coefficient Product Moment R Product Moment Interpretation
0.00-0.200 Very low
0.200-0.400 Low
0.400-0.700 Medium
0.700-0.900 Strong
0.900-1.000 Very strong
59 CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research was conducted to find out whether there was a significant correlation between students’ metacognitive awareness toward their reading comprehension in recount text at the tenth grade of SMAN 2 Bangko or not.
Based on what has been discussed, presented and analyzed in the previous chapters, the researcher could conclude that:
1. The percentage score of students’ metacognitive awareness at the tenth grade students of SMAN 2 Bangko was 68.09%. It is categorized as “Average”
level.
2. The mean score of students’ reading comprehension in recount text at the tenth grade students of SMAN 2 Bangko is 57.66%. it is categorized as
“Enough” level
3. There was a correlation between students’ between students’ metacognitive awareness toward their reading comprehension in recount at the tenth grade students of SMAN 2 Bangko, with the sig-t was 0.024 that is smaller than 0.05 (sig-t < 0.05). and the person correlation was 0.399>0.349 (5%) which means categorized as “Low” level.
B. Suggestion
1. For the Teacher
The researcher suggested that the teacher should pay attention to every student. Because, to create metacognitive awareness in learning process is very important to help them to increase their ability in comprehending reading text especially for reading recount text. Besides, the teacher should also consider the strategy and the way to teach recount text which is suitable in the classroom especially in reading comprehension purpose.
2. For the Students
For language learners, the researcher suggests to enrich vocabulary in order to be able to comprehend what the texts tell about, whereas, learners should be self-confidence in doing reading text especially in recount text.
3. Other Researchers
It is important to know the students’ metacognitive awareness in the learning process. The researcher recommends to carry out metacognitive awareness as investigation for the next research to complete and to be better than this research.
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