ABSTRACT
THE ROLE OF METACOGNITIVE LEARNING STRATEGIES IN STUDENTS’ READING COMPREHENSION AT FIRST GRADE OF
SMA NEGERI 7 BANDAR LAMPUNG By
RIZKI BUNGA LISTARI
Language learning strategies play an important role in achieving success of learning, and metacognitive learning strategies has been proved to be effective for language learner to achieve better result. The objectives of this research are to investigate whether there is any significant correlation between metacognitive learning strategies and students’ reading comprehension and to find out how frequent students applied each metacognitive learning strategies in their learning reading. This research was conducted at the first grade of SMAN 7 Bandar Lampung. The sample of this research was class X.6, consisting of 32 students. This research employed co relational ex-post facto design. In getting the data, the researcher used questionnaire of metacognitive learning strategies and reading test. The questionnaire was used in order to get information about the learners’ metacognitive learning strategies in reading while reading test was used to get reading score to be correlated to the learners’ metacognitive learning strategies in reading.
From the result above it can be seen that there is significant correlation between metacognitive learning strategies and students’ reading comprehension. So, the teachers need to introduce to the learners about metacognitive learning strategies in order the learners successful in reading.
THE ROLE OF METACOGNITIVE LEARNING STRATEGIES
IN STUDENTS' READING COMPREHENSION AT FIRST
GRADE OF SMA NEGERI 7 BANDAR LAMPUNG
By.
Rizki Bunga Listari
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
In
The Language and Arts Department of The Faculty of Teacher Training and Education
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
CURRICULUM VITAE
The researcher was born on April 10th, 1991 in Bandar Lampung. She is the youngest child of A. Rivai and Karma Dewi.
She graduated from Al-Azhar Kidergarten school in 1997. Then she continued to Elementary School SDN 1 Bandar Lampung and graduated in 2003. Having graduated from the school she countinued to Junior High School SMPN 10 Bandar Lampung, and graduated in 2006. In 2009 she graduated from SMAN 7 Bandar Lampung.
LIST OF APPENDICES
Page
1. Reading Test ... 53
2. Questionnaire ... 60
3. Upper and Lower of Try Out Tabulation ... 64
4. Reliability of Reading Try Out Test ... 66
5. Reliability of Try Out Test ... 67
6. Difficulty Level and Discrimination Power ... 68
7. Questionnaire of Students’ Metacognitive Learning Stratgies ... 69
8. Questionnaire of Each Metacognitive Learning Stratgies ... 70
9. Reliability of Questionnaire ... 71
10.Item Total Statistic of Questionnaire ... 72
11.Validity of Questionnaire ... 73
12.Distribution Frequency of Students’ Metacognitive Learning Strategies .. 74
13.Distribution Frequency of Students’ Reading Test ... 75
14.Corelation between Four Metacognitive Learning Strategies and Reading Comprehension ... 76
15.Correlation between Metacognitive Learning Strategis and Stuents’ Reading Comprehension ... 77
REFERENCES
Ahmad, Abu and Prasety, Tri, Joko. 2005. Strategi Belajar Mengajar, Bandung. Pustaka Setia.
Anggraini, Hevvi. 2007. The effect of metacogniive learning strategies in reading toward students’ reading comprehension at SMAN 1 Kota Gajah. Unpublished Report. Bandar Lampung: University of Lampung.
Arthur, W. Heilman, Timothy R. Blair, and William H. Rupley. 1981. Principles and Practices of Teaching Reading: 5th edition. Charles E. Merril
Publishing company.Ohio: Columbus
Arikunto, S. 191. Dasar-dasar evaluasi pendidikan. Jakarta: Bumi Aksara. Dallman, R. 1982. Teaching of Reading. New York: CBS College Publishing. Depdiknas. 2006. Materi Sosialisasi dan Penelitian Kurikulum tingkat satuan
Pendidikan (KTSP). Jakarta: Diknas
Djuharie 2008, O.S. 2007. Genre. Bandung: Y rama Widya.
Finocchiaro, M. And Bonowo, M. 1973. The Foreign Language Teacher a Guide for Teachers, New York: Regent Publishing, Inc.
Hatch and farhady, 1982. Research design and statistic For Aplied Linguistics. Masssacussetes: New-Burry House Publisher. Inc.
Hargis, Jace. The self-regulated learner advantage: learning science on the internet. Retrivied November 2000. From the world wide web: http//www.jhargis.com/
Heaton, J. B 1991. Writing English Language Test. New York: Longman Hedge, T. 2003. Teaching and Learning in the language classroom.
London: Oxford University Press.
Mc. Worther, Kk. 1989. College Reading and Study Skills. Ilion’s: Scott Foresman Company.
Oxford, Rebeca L, 1990. Language Learning Strategies: What Every eacher Should know, New York: Newburry House Publisher
Oxford, Rebecca L, 1994. Language learning strategies. ERIC Clearing house on languageAnd linguistics. Washington DC.
Richards & R. W. Schmidt (eds), Language and Communication , 2-14. New York:Longman.
Setiyadi, Ag. B. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing. Yogyakarta: Graha Ilmu
Simanjuntak, E. G. 1998. Developing reading skils for English second language students. Jakarta: Departemen Pendidikan dan Kebudayaan
Shohamy, E. 1985. A practical handbook in language testing for the second languageteachers. Tel Aviv: Tel Aviv University.
Smith, F. 1982. Understanding reading. New York: Holt Rinehart and Winston. Suparman, U. 2005. Understanding and developing reading comprehension.
Bandar Lampung: Unila press.
Suparman, U. 2011. Developing reading comprehension skills and strategies. Ciputat, Tanggerang: Mata Baca.
Universitas Lampung. 2000. Pedoman penulisan karya ilmiah. Bandar Lampung: Unila Press.
Vaidya, Sheila R. Metacognitive learning stategis for students with learning disabilities. Retrivied February 2007. From he world wide web: http//www.britannica.com.
Wenden, Anita and Joan Rubin, 1990. Learning Strategies in Language Learning. London Prentice Hall,int.
DEDICATION
With love and appreciation I dedicate this research paper to:
Allah SWT and the prophet Muhammad SAW for their bless and affection to accompany the researcher life from the beginning till the end.
My beloved Mom and Dad (thanks for everything. I love you so much)
My beloved Brother and Sister (thanks for the support)
Fadillah Ramadhan, S.E. (thanks for always beside me)
Motto :
“ Impossible is a word to be found only in the
dictionary of fools
“
TABLE OF CONTENTS
2.6. Concept of Metacognititve Learning Strategies ... 18
3.4.2. Reading Test ... 28
4.2.1 Questionnaire of Metacognitive Learning Strategies In Reading ... 40
4.3. The Frequency of Students’ Metacognitive Learning Strategies Uses ... 42
I. INTRODUCTION
This chapter discusses the background of the research that was used in this study such as the reasons for conducting the research, formulation of the problems, objective of the research, uses of the research, scope of the research, and definition of terms.
1.1Background of the Problems
Teaching English is very important in Indonesia because it is the first foreign language that taught from junior high school to university as an obligatory subject. Nowadays, English has also been taught at the fourth year of some elementary schools. Among the four language skills (listening, speaking, writing, and reading), reading is one of the language skills that is becoming the primary skill in the teaching learning process. It is written in the Competence-Based Curriculum (2004) that English teachings are carried out in order to make the learners able to use English both in their productive and receptive communicative activities, namely reading, speaking, listening, and writing. Yet the stress is mainly on reading skill.
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items well. In other words, using and appropriate learning strategy might result in the success of study particularly in reading.
Learning strategies are the factor that can influence the success of learning. As
Oxford (1990:1) states, “language learning strategies are aspecially important for
language learning because they are tools for active, self-directed movement, which is essential or developing, communicate competence”. Communicative competence is one of aspects that language learning strategies give great contribution to students’ ability improvement and self-confidence. The use of inappropriate strategies in learning leads to the less succesful language learner. Rubin (1978:23) states that good language learner use more and better learning strategies than poor language learners do. Having good strategy system is the best way to be successful language learner in learning reading.
Based on Anggraini’s (2007) research conducted in SMAN 1 Kota Gajah Lampung Tengah, it was found out that most students faced the difficulties in comprehending or understanding reading material because of their lack of vocabulary. They preferred opening dictonary when they found difficult words to promote their comprehension.
The student’s inability in reading is also stated by Simanjuntak (1989:9). She says
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Obviously, learning strategy becomes an important aspect for the students in order to be independent language learners. Students should know how to learn well by using specific appropriate learning strategies and to make a good reading habit, so that they who have good strategies, can find easy in their learning and get success, particularly in reading.
Rubin in Wenden and Rubin (1987:15) stated that some students are more successful than others in learning a second or foreign language. It was that some of this success can be attributed to particular sets of cognitive behavior which learners engage in. It is assumed that the students who use good strategies are able to answer the reading test items well. In other words, using appropriate learning strategy may result in the success of reading.
Effective learning strategies that might be used is metacognitive learning strategies. According to Brown and Palinear as quoted in Wenden and Rubin (1990) metacognitive learning strategies involve thinking about the learning process, planning for learning, monitoring of learning while it is taking place, and self-evaluation of learning after the learning activity. In addition, Oxford (1990) says that metacognitive learning strategies used by the learners to control their own cognition, that is to coordinate the learning process by using functions such as centering, arranging, planning and evaluating.
Furthermore, students with metacognitive learning strategies try to understand themselves who are aware and responsible of their own reading development. As
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understanding of students as learners of their individual attitudes and motivation toward the different aspects of the target language.
Based on the description above, the researcher assumes that metacognitive learning strategies lead the students to have self managements in their reading comprehension. Referring to the importance of these strategies and their influence
on students’ success, it is necessary to investigate if there is significant correlation
between metacognitive learning strategies and students’ reading comprehension in SMAN 7 Bandar Lampung. It is also necessary to find out how frequent students have applied each of metacognitive learning strategies in their learning reading. Therefore, the researcher conducted the research dealing the correlation between metacognitive learning strategies and students’ reading comprehension.
1.2Formulation of the Problems
Based on the identification of the probem above, the researcher formulates the problem as follow:
1. Is there any significant correlation between metacognitive learning strategies
and students’ reading comprehension?
2. How frequent do the students apply each of metacognitive learning strategies in their learning reading?
1.3Objective of the Research
The objectives of this research are:
1. To investigate whether there is significant correlation between metcognitive
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2. To find out how frequent do the students have applied each of metacognitive learning strategies in their learning reading.
1.4Uses of the Research
1. Theoretical Uses
The study presented here attempts to evaluate and to extend findings from previous research to the context of English foreign language learners in Indonesia.
2. Practically Uses
To give information to English teachers about metacognitive learning
strategies, and their importance or contribution to students’ reading
comprehension.
1.5Scope of the Research
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1.6Definition of Terms
In this research, there are several definition of terms that should be considered well as follow:
1. Learning strategies is tricks to learners how to help them remember things better or to do tasks more efficiently.
2. Metacognitive strategies is executive processes that direct cognitive processes and lead to efficient use of cognitive strategies.
3. Reading is an interactive process between reader and a text which leads to automatist. It means that readers should find the passage to get the information.
4. Reading comprehension refers to an activity of understanding printed text through making sense a written text by relating written language to what we already know and to what we want to know.
II. LITERATURE REVIEW
This chapter discusses the literature review that was used in this study such as concept of reading, concept of reading comprehension, concept of narrative text, learning strategies, concept of learning strategies, concept of metacognitive learning strategies, the correlation between metacognitive learning strategies and
students’ reading comprehension, theoritical assumptions and hypothesis.
2.1 Concept of Reading
There are various definitions of reading. Smith (1978:2) states that reading is a matter of making sense of written language rather than decoding print sound. It means that reading is not simply making sounds of the text, but it is about comprehending the idea of text it self.
Smith (1978:102) states that there is no point in looking for a simple definition of
„reading’. Reading is not different from all the other common words in our
language, it has multiplicity of meaning. And since the meaning of the word on any particular occasion depend largely on the context in which it occurs, we
should not expect that single definition would be found….”. It means that reading
is not as simple as we thought.
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a text, he/she may find new things that he/she has not known yet. And he/she may also find information that can help him/her in learning something. In this case, his/her knowledge is certainly be better than before.
In addition to the concept of reading, Widdowson as quoted in Grabe (1979) stated that reading is highlighted as the process of combining textual information a reader brings to a text. In this view the reading process is not simply a matter of extracting information from the text. Rather, it is one in which the reading activates a range of knowledge in the reader’s mind that he or she uses, and that, in turn may be refined and extended by the new information supplied by the text. Reading is thus viewed as a kind of interaction between the reader and text. In reading, basically there is a process of interaction between the author with his language media and the reader with his language knowledge of the world.
Moreover, Rubin (1993:1994) states that reading comprehension is a complex intellectual process involving a number of abilities. The two major abilities involve word meanings and verbal reasoning. Without word meaning and verbal reasoning, there would be no reading. Concerning the description above the researcher infers that reading comprehension is the process by which the person understands the meaning of the written language.
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From the theories that have been mentioned above, it can be concluded that reading is an active process of getting meaning or information from printed or written language transferred by the researcher whereas reading comprehension is the level passage or text understanding while reading. Comprehension occurs when readers are able to understand, remember, retell, and discuss with others
about what they have read. One aspect that becomes essential in students’ reading
is the reading technique. It has direct “link” in comprehension and strategy or
technique. The researcher assumed that reading comprehension is students’ competence in comprehending the specific information, word and surface
meaning in texts is described by students’ score with appropriate learning
strategies.
2.2 Concept of Reading Comprehension
There are two kinds of reading activity, namely reading aloud and silent reading. What the readers are doing in silent reading, they use their eyes and their ability to understand the meaning of the written sign, thus comprehending the text is given more emphasize in silent reading.
Someone has a purpose when she or he is reading. Usually the purpose of reading a passage is to find ideas from the reading passage. As Suparman (2005:1) states that there are two major reasons for reading (1) reading for pleasure; (2) reading for information (in order to find out something or in order to do something with the information readers get).
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Rubin (1993:194) states that reading comprehension is a complex intellectual process involving a number of abilities.
According to these views, it is clear that reading and comprehension are regarded as one activity which cannot be separated, and each program is depending on the progress of activity of mind. In other words, reading comprehension is an activity to grasp the meaning of written materials with fully understanding.
Finocchiaro and Bonomo (1973:132) suggest that reading comprehension is the ability which depends on the accuracy and speed of grapheme perception, that is, perception of written symbol, control of language relationship and structure, knowledge of vocabulary items and lexical combination, awareness of redundancy, the ability to use contextual clues and recognition of cultural allusion.
Heilman, Blair, and Rupley (1981:242) said that reading comprehension is a process of making sense of written ideas through meaningful interpretation and interaction with language. Comprehension is the result of reading. Moreover, they categorize reading comprehension into three levels of comprehension:
1. Literal comprehension
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2. Interpretative comprehension
Interpretative comprehension means understanding of ideas and information
not explicitly stated in the passage. For example: to understand the author’s
tone, purpose and attitude, interfactual information, main ideas, comparisons, cause-effect relationship and also summarize the story content.
3. Critical comprehension
Critical comprehension is analyzing, evaluating and personally reacting to information presented in a passage. For example: personally reacting to information in a passage, indicating meaning to the reader, analyzing the quality of written symbol or information in the terms o standard.
From the explanation above, it is quite clear that comprehension is important in reading. Comprehension is the result of reading. By comprehending the meaning, we use our previous knowledge to response the written text. In comprehension, we process deeply information so that we can make a meaningful interpretation of it. In this research, the researcher focuses on the interpretative comprehension.
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is a combination of recognition intellect and emotion interrelate with prior knowledge to understand the message communicated.
2.3 Concept of Narrative Text
A narrative is a story that is created in constructive format (as a work of writing, speech, poetry, prose, pictures, song, motion pictures, video games, theatre or dance) that describes a sequence of fictional or non-fictional events. Narative text is a sequence of events, which is based on life experience and is person-oriented using dialogue and familiar language.
The purpose of narrative text is to amuse or entertain the readers with actual or imaginary experiences in difference ways. Narrative is always deals with some problems which lead to the climax and then turn into solution to the problem. (Djuharie, 2008)
The examples of genres that fit the narrative text structure:
a) Folktale is very old traditional story from a particular place that is originally passed on to people in a spoken form, e.g., Malin Kundang and Tangkuban Perahu Mountain
b) Fairy tale is an old story about magic things happened intended for amusing and giving lessons, meanings, and moral values, e.g., Snow White
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d) Myth is a story from ancient times, especially one that is told to explain about natural events or to describe the early histor of place or people, e.g., Tower of Babel.
The organization of narrative text: 1. Orientation
(Refers to the characters, problem, place and timr, such as: who is the character in the text, what is the problem in the text and where does it happen in the text) 2. Complication
(Denots a crisis arises. It comprises initiating event, subsequent event and climax aspects when the characters face the problems)
3. Resolution
(Show that the crisis is resolved. In this part, the character does the act of solving or setting the problem for better or worse one)
4. Re-orientation
(indicate the optional point. This mean that a story not always uses this, and usually, it states the conclsions of the event based on the researcher point of view)
Language Features of narrative text:
a. Focus on the specific participants; snow white b. The use of noun phrases
c. (A little girl)
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e. The use of adverbial phrases of time and place (Once upon a time, one day)
f. The use of simple past tense (she heard her uncle)
g. The use of action verbs (run away)
h. The use of saying verbs (Asared)
i. The use of thinking verbs, feeling verbs, verbs of senses
(She decided it would best, she is very tired and hungry, and she went inside and fell asleep)
Example of narrative text:
Snow White
Orientation Once upon a time there lived a little, named Snow White. She lived with her aunt and uncle because her parents are died.
Complication One day she heard her aunt and uncle talking about leaving Snow White in the castle because they wanted to go to
America and thy didn’t have enough money to take Snow
White with them.
Snow white didn’t want her uncle and aunt to do this. So
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In the wood she felt very tired and hungry. Then she saw this cottage. She knocked but no one answeed so she went inside and felt asleep.
Resolution Meanwhile seven dwarfs are coming home from work. They went inside. There, they found Snow White woke up. She saw
the dwarfs. The dwarfs said; “What is your name?”. Snow
white said: “My name is Snow White”. One of the dwarfs
said: “If you wish. You may live here with us”.
Re-orientation Snow White told the whole story about her.
ThenSnow White and the seven dwarfs lived happily ever after.
2.4 Learning Strategies
Learning strategies seem to be "tricks" of the learners how to help them remember things better or to do tasks more efficiently. Several researchers have studied what learning strategies are and why they are effective in the process. Oxford (1990) takes us to a definition which breaks the term learning strategies down to its roots--the word strategy. She informs us that this word comes from the Greek word 'strategia' which means generalship or the art of war. Strategy means the management of the troops, ships, or aircraft in a war situation. She points out a similar word tactics which are tools to achieve the success strategies.
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objective."Oxford continues to expand on this definition by stating that "learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable to new situations." Weinstein and Mayer in Witrock (1986) have coined one definition of learning strategies as "behaviors and thoughts that a learner engages in during learning and that are intended to influence the learner's encoding process."
They go on stating various learning strategies that could be used with learners. Nisbet and Shucksmith (1986) define learning strategies simply as "the processes that underlie performance on thinking tasks."They go on explaining that "strategies are more than simple sequences or agglomerations of skills; they go beyond the 'strings' or routines advocated in some study manuals. They are almost always purposeful and goal-oriented, but they are perhaps not always carried out at a conscious or deliberate level. They can be lengthy or so rapid in execution that it is impossible to recapture, recall, or even be aware that one has used a strategy." They move toward a metacognitive approach to strategy use and learning.
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or rules that facilitate the acquisition, manipulation, integration, storage, and retrieval of information across situations and settings."
They go on saying that "cognitive strategies are a fundamental part of the process of acquiring knowledge as well as the tool skills of reading, writing, spekaing, listening, note taking, questioning, vocabulary acquisiton, time management, reasoning, problem solving, and memorization. From reading through the definitions coined by researchers in the area of learning strategies, it can be stated that learning strategies, in essence, are actions taken by the learner to assist in learning more effectively.
2.5The Concept of Learning Strategies
Oxford (1990) defines language learning strategies as action taken by second and foreign language learners to control and improve their own learning. Learning strategies are keys to greater autonomy and more meaningful learning. Furthermore Oxford (1990b) says that foreign or second language learning strategies are specific actions, behaviors, steps, or techniques students use to improve their progress in apprehending, internalizing, and using the second language. It implies that language learning strategies facilitate learners to manage their learning in order to get better result, for example students watch an English film to learn about pronunciation or students create such an enjoyable situation so that they can learn better.
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learning of second or foreign language. These language learning behaviors are called strategies. She also points out that learner who uses learning strategies becomes more effective learner. Therefore the use of appropriate language learning strategies often result in improved proficiency or achievement overall or specific skills area (Thompson and Rubin in Oxford 1990).
Having the knowledge about learning strategies, students can facilitate their learning, respond to their learning needs, and acquire the language better. In other word language learning strategies lead the learner to become self-directed or independent. Furthermore Oxford (1990:8) states, that learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, and more effective, and more transferable to new situation.
Based on the description above, it is assumed that language learning strategies help students become more independent. It is important to be independent learners since they are not always have the teacher around to guide them. Learning strategies are also important in students learning process to make learning easier, faster, more enjoyable, more self-directed, and more effective in order to gain greater confidence, involvement, and proficiency.
2.6Concept of Metacognitive Learning Strategies
According to Oxford (1990) there are two major kinds of learning strategies:
“Direct and indirect strategies. These two strategies are subdivided into total six
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means beyond, beside or with the cognitive. Therefore, metacognitive strategies are actions which go beyond purely cognitive devices , and which provide a way for learners to coordinate their own learning process.”
Direct strategies require some kind of direct mental activity. These include the way to remember effectively, activate cognitive process, and compensate for missing knowledge. Oxford described the strategies as “a performer” in stage play, working with the language itself in a variety of specific task and situation. While indirect strategies are means by which learners indirectly manage or control their own learning process. These strategies involve learners effort to organize and evaluate their own learning, to manage their emotion, and to learn from others.
Indirect strategies can be linked to “the director” of the play which serve a host of
functions.
We can see that metacognitive learning strategies are a part of indirect learning strategies which enable students to create and to be responsible for their own language learning. In addition metacognitive learning strategies refer to knowledge above cognition or executive control of self-management through such processes as planning, monitoring, and evaluating (Wenden and Rubin 1990). They are used to oversee regulate or self-directed language learning.
Metacognitive, as Nisbet and Shucksmith (1986:23) say, is applicable to a variety of learning tasks. Among the process that included as metacognitive strategies for receivted or productive language tasks are:
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2. Planning the organization or either written or spoken discourse;
3. Monitoring or reviewing attention to a task, monitoring comprehension or information that shoud be remembered or monitoring production while it is occuring, and
4. Evaluating or checking comprehension after completion of a receptive language activity, or evaluating language production.
Based on Oxford, Wenden and Rubin, it is assumed that metacognitive strategies give possibilities for students to manage their own learning process through planning, monitoring, and evaluating. The complete strategies classified under metacognitive learning strategies can be seen in the following figure:
Metacognitive Learning Strategies
Figure : Flowchart of Metacognitive Learning Strategies (Oxford:1990)
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Figure
As it can be seen in figure having the knowledge about metacognitive learning strategies student have their own authority to conduct their learning process. Vaidya (2000) states that metacognitive refer to an individual’s self-knowledge about their cognition and the ability to influence one’s own cognition. The goal of this strategy teaches students how to become purposeful, effective, and independent learners. Students with metacognitive learning strategies can make plan for their studies. Students without metacognitive approaches are essentially learners without directions and abilities to review their accomplishment, progress, and future learning directions (Wenden and Rubin 1987:25)
In addition, O’Malley and Chamot (1990) define metacognitive learning strategies
as higher order executive skills that may entail planning for, monitoring, or evaluating the success of a learning activity. Here are some strategies classified
under metacognitive according to O’Malley and Chamot:
- Advance organisers: Planning the learning activity in advance.
“You review before you go into class”
- Directed attention: deciding to concentrate on general aspects of a learning task.
- Selective attention: deciding to pay attention to specific parts of the language input or the situation that wil help the learners.
“I sit in the front of the class so I can see the teacher”
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- Self-monitoring: checking one’s performance as one speaks.
“Sometimes I realize I’ve said t wrong”
- Delayed production: delibrately postponing speaking that one may learn by listening.
“I talk when I have to, but I keep it short and hope I’ll be understood”
- Self evaluation: checking how well one’s is doing against one’s own standards.
- Self-reinforcement: giving oneself rewards for success
All of the strategies explained above are very important for learners to gain their attention and energy on focusing to certain language ask, activities skills, or materials in their language learning process. Students who apply these strategies have chances to organize and plan their learning in order to get the best. Therefore, it is really necessary for learners to have knowledge about metacognitive learning strategies and of course to also apply this strategies in their language learning, so they can optimize and achieve their learning goals.
2.7The Correlation Between Metacognitive Learning Strategies and Students’ Reading Comprehension
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part of your learning process and help you to gain a deeper understanding of anything you study.
Oxford (1990) believes that metacognitive learning strategies affect students’ achivement in learning specially in reading. As she states, metacognitive (beyond the cognitive) help learners to regulate their own cognition and to focus, planning, and evaluate their progress as they move toward communicative competence. Communicative competence is one of the goals that students want to achieve in their language learning.
Furthermore, Oxford states other metacognitive learning strategies such as paying attention, overviewing with already unknown material, organizing, setting goals and objectives, cosidering the purpose, and planning for language task, help learners to arrange and plan their reading comprehension in efficient and effective way.
Cosidering with Oxford statement we can say that there is a correlation between metacognitive learning strateges and students’ achivement in reading comprehension. Students have greater abilities in learning, they plan their learning, monitoring their progress, and review their accomplishments and future learning directions.
2.8Theoritical Assumption
Referring to what had been discussed, it is assumed that learning strategies are
important factors that can influence student’s success in mastering reading
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practicing and applying metacognitive strategies, students become good readers, capable of handling any text across a curriculum.
Because metacognitive strategies appear obvious, some teachers might believe that students in intermediate grades begin the school year cognizant of these strategies and experienced in using them. The truth is, most students are unaware of the metacognitive process. Yet only through “thinking about thinking” and using metacognitive strategies do students truly learn. When the students used metacognitive learning strategies more frequent it means that the students comprehend the reading text better. And also when the students use each of metacognitive learning strategies such as; centering, arranging, planning and evaluating in their learning more frequent, it means that the students comprehend the reading text better.
Thus, the researcher investigated the signifficant correlation between
metacognitive learning strategies and students’ reading comprehension in SMAN
7 Bandar Lampung.
2.9 Hypothesis
Based on the frame of theory and the main theoretical assumption mentioned above, the researcher would like to formulate the hypothesis is “There is a
significant correlation between metacognitive learning strategies and students’
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III. RESEARCH METHODS
This chapter discusses about the research methods that was used in this study, such as research design, population and sample, data collecting technique, research instruments, criteria of the test, validity of the instruments, reliability of the instruments, scoring system, research procedures, data analysis, and hypothesis testing.
3.1Research Design
This research was quantitative research because it was focused on the product (result of the test) not the process of teaching learning and the objective was to
find out the correlation between metacognitive learning strategies and students’
reading comprehension. In this research, the researcher used co-relation study, which was one of the kinds of ex-post facto design. Correlation study here means the researcher used one group and took the data in one time without giving treatment. The data collected by seeing the correlation between cause and effect thay might happen (after the fact). (Setiyadi, 2006:133). The design of this research could be decribed as follows:
T1 : metacognitive learning strategies
T2 : Reading Comprehension (Setiyadi, 2006:133)
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Whereby, in collecting data, the researcher gave a reading test (T2) to see the
students’ reading achievement. Before that, the researcher distributed a
questionnaire (T1) in order to know the metacognitive learning strategies employed by the language learners in comprehending reading text. Then, the data from questionnaire (T1) was correlated with the data from reading test (T2).
3.2Population and Sample
3.2.1 Population
The population of this research was the first grade of SMA Negeri 7 Bandar Lampung in academic year 2012/2013. There were nine classes of the first grade in that school. The number of the students of each class about 30-40 students.
3.2.2 Sample
Based on the population above, the researcher determined the sample by using simple random sampling where every individual in population had probability to be chosen as sample. The researcher chose one class by using lottery, since the first year students in SMAN 7 Bandar Lampung was not stratified class, there was no priority class. It was applied based on that consideration that every class in the population had the same chance to be chosen and in order to avoid the subjectivity in the research.
3.3 Data Collecting Technique
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1. Questionnaire: It was a list of statements and questions to be answered by students to measure students’ used of metacognitive learning strategies. The questionnaire used was open-ended questionnaire where the answer was limited (Setiyadi 2006:54)
2. Reading test: Reading test was one of objective test to measure students’ reading comprehension, one true answer. Reading comprehension test consisted of 40 items, with four options each (A, B, C,and D).
3.4Research Instrument
3.4.1 The Questionnaire
As it mentioned previously the metacognitive learning strategies knowledge was measured through questionnaire adapted from strategy inventory for language learning (SILL) for ESL/EFL learners costructed by Rebecca L, Oxford (1989). Since the researcher was about metacognitive learning strategies, the researcher took the metacognitive part only, and it was translated into Indonesian. SILL was used to assess students awareness and regulation of learning strategies. The questionnaire which was given to the students was modified from Anggraini (2007). The questionnaire consisted of 25 items, students were asked to rate the strategies in their learning. The two separate five point scales were described as follows:
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3.4.2 Reading Test
It was a set of question and problems in form of objective test to measure
students’ reading comprehension. Reading test was given in order to know
students’ reading achievement in comprehending narrative text. The test was
content of narrative text that students have learned during their study. Before i gave them try out of reading test to prepare as good as possible research’s equipment.
3.5 Criteria of Good Test
In this research, to prove whether the test had good quality, it might be tried out first. The test could be qualified as „good’ test if it had sufficient validity and reliability, level of difficulty and discrimination power.
3.6 Validity of the Instrument
3.6.1 The Validity of the Questionnaire
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Table 1. Table of Specification of Metacognitive Learning Strategies in the Questionnaire
No Aspect of Questionnaire Number items 1 Centering the learning 1,4,7,8,11 2 Arranging the learning 5,9,14,15,20,23,24,25 3 Planning the learning 2,6,10,12,13,22 4 Evaluating the learning 3,16,17,18,19,21
From the table above, it could be seen that all the aspects of metacognitive learning strategies of reading in the questionnaire might relate to the theories of metacognitive learning strategies (centering, arranging, planning, and evaluating). The number of items of arranging more than of the others because the strategies that were included were more then the others. The strategies were: finding out how language learning works, arranging to read, setting goals and objectives. Then, centering, planning and evaluating strategies in reading include overviewing and linking with already material, paying attention, delaying speech production to focus on listening, planning for language task, seeking practice opportunities, noticing and learning from errors in reading, and evaluating the progress of reading.
3.6.2 The Validity of the Reading Test
“A test can be said valid if the test measures the object to be measured and
suitable with the criteria” (Hatch & Farhady, 1982:250). They also stated that
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The validity of the reading test referred to the content and construct validity in which the question represent five sorts of reading skill that we knew that quite the same as the reading skill, i.e. determining main idea, inferences, references, finding detail information, and vocabularies. They were parallel to the skill
required by the language curriculum. The test was tried out to the students whose level was equal to subject of the research. The text was taken from students’ handbook.
Besides that to ensure the validity of the test and to avoid the subjectivity of the researcher, inter-rater was evaluated. The researcher used inter-rater to prove that the content was suitable with the question number.
Table of Specification of Reading Test
No Reading Specification Item Number Percentage 1 Determining main ideas 1,3,12,17,22,30,35,28,38 22.5%
2 Inferences 4,7,14,24,31,34,36,32 20%
3 References 2,6,11,15,20,27,32,37 20%
4 Finding detail information 8,10,18,21,23,25,29 17.5%
5 Vocabularies 5,9,13,16,19,26,33,39 20%
Total 32 100 %
3.7 The Reliability of the Instruments
3.7.1 The Reliability of the Questionnaire
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researcher used reliability analysis based on Cronbach Alpha Coefficient of SPSS for window. Cronbach Alpha Coefficient was the most common used to measure the consistency among indicators in the questionnaire which was counted based on the correlation between each items. The Alpha ranges from 0 to 1. The higher alpha, the more reliable the items of the questionnaire (Setiyadi,2006).
3.7.2 The Reliability of Reading Test
Reliability was simple consistency of a test. In other words, how far it could measure the subject at separated time, but it showed the same result relatively (Setiyadi.2006:113). Reliability could be defined as the extent to which a test produce consistent results when administered under similar condition (Hatch and Farhady,1982). Reliability of the test was estimated by using split-half technique. To measure the coefficient of the reliability between odd and even group, this research used the person product moment formula as follows:
� = � −( ) ( )
� 2 −( )2 � 2 −( )2
Where :
r xy : coeficient of reliability between X variable and Y variable (Product Moment Correlation formula)
n : numbers of the students x : total score of odd number y : total score of even number x2 : square of X
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Then the researcher used “Spearmen Bown’s Prophecy formula” (Hatch and Farhady,1982; 246) to know the coefficient correlation of whole items.
The formula as follows:
� = 2�
1 +�
Where:
rk : the realiability of the test
r1 : the reliability of half test (Hatch and Farhady.1982:246)
The criterian of reliability are: 0.80 – 1.00 : very high 0.60 – 0.79 : high 0.32 – 0.59 : average 0.20 – 0.39 : low 0.0 – 0.19 : very low
1. Level of Difficulty
Level of difficulty was used to classify the test items into difficult items and easy ones. The items should not to be easy for the students. To see the difficulty of the test items, this research used this following formula:
�� = �
Where:
LD : level of difficulty
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The criteria are:
<0.30 : difficult 0.30-0.70 : average <0.70 : easy (Shohamy, 1985; 79)
2. Discrimination Power
The discrimination power (DP) referred to the extent to which the item differentiates between high and low level students on the test. A good item according to this criterion was one which good students do well on and bad students fail.
To know the discrimination power of the test, the researcher used the following formula:
��= � − � 1
2�
Where:
DP : discrimination power
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The criteria are:
0.00-0.20 = Poor 0.21-0.32 = Satisfied 0.41-0.70 = Good 0.71-1.00 = Excellent
(Negative)= bad items (should be omitted) (Heaton,1975: 182)
3.8Scoring System
In scoring the students result of the test, this research used Arikunto’s formula. The ideal scores of test were calculated by using the following formula:
=
�100
Where:
S : the score of the test
R : the total of the right answer
N : the total items (Arikunto, 1997:212)
3.9Research Procedures
In doing the research, the researcher used procedure as follows: 1. Determining the sample of try out of the reading test
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not stratified class, there was no priority class. Try out of reading test was given, before i gave students reading test. Try out reading test was used to analyze validity, reliability, and difficulty level of reading test.
2. Determining reading test
Reading test was used to get data of learners’ reading ability
3. Determining the questionnaire of metacognitive learning strategies
Questionnaire reading strategy was used to analyze metacognitive learning strategies employed by the learners and to measure students’ used of metacognitive learning strategies.
4. Collecting data
After administrating the tests, the data collected. 5. Analyzing the data
The data was analyzed by using SPSS to investigate whether there was any correlation or not and determining metacognitive learning strategies was used or not.
6. Drawing findings and conclusion from the data.
3.10 Data Analysis
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of SPSS for window version in 15.0 to find out whether there is significant correlation of the two data groups.
3.11 Hypothesis Testing
To conclude a possible correlation between metacognitive learning strategies and
students’ reading comprehension, the researcher used the criterion of the
hypothesis acceptance. To determine whether the first hypothesis was accepted or rejected, the following criteria for acceptance:
H0= r value < r table H1 = r value >r table
Notes:
H0 : There is no significant correlation between metacognitive learning
strategies and students’ reading comprehension. We can accept this
hypothesis if r value was lower than r table.
H1 : There is a significant correlation between metacognitive learning
strategies and students’ reading comprehension. We can accept this
V. CONCLUSION AND SUGGESTION
This chapter discusses the conclusion of the research and the suggestion from the researcher to further research. In addition, the researcher also provides English teachers some suggestions related to the correlation between metacognitive
learning strategies and students’ reading comprehension.
5.1 Conclusion
Based on the data analysis, the researcher would like to conclude that:
1. By analyzing the mean scores of four strategies under metacognitive learning strategies in reading, it can be said that the students applied the arranging and evaluating strategies frequently and they applied the centering and planning strategies less frequently. Based on the data analysis arranging strategy was the most frequent used (M = 4.88; SD = 5.45), evaluating strategy was the second most frequently used (M = 3.48; SD = 4.14), centering strategy was the third most frequently used (M = 3.45; SD = 4.22), and planning strategy was the least frequently used (M = 3.05; SD = 4.43),
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3. Having analyzed metacognitive learning strategies and students’ reading comprehension test, the result showed that those two variables correlated significantly. It means that metacognitive learning strategies in reading employed by the learners influece their reading achievement in comprehending reading text.
4. Based on the result, students applied arranging strategies more frequently because they have well prepared and well organized in the learning process. Take for example students can read their material before they come to the class so that they have something in their mind before the coming lesson is given.
5. Metacognitive learning strategies play an important role in students’ reading comprehension. Because the learners who are metacognitively aware know what to do when they don’t know what to do; that is, they have strategies for finding out or figuring out what they need to do.
5.2 Suggestion
The resesarcher would like to suggest some points
1. The teacher are recommended to introduce metacognitive learning strategies to their students by incorporating the strategies into their teaching techniques since the students need to coordinate, organize, evaluate their learning. These process help students to gain better achievement.
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it may be more valuable if the instruments used are not only a questionnaire. Researcher can use interviews, observations, etc. Those techniques might strengthen the evidence that metacognitive learning strategies can influence
students’ achievement. Moreover, the achievement test should measure all the
skills, so we can get clear insight of the research.
3. Teachers are recommended to give more attention and time to increase their interest to read the books, to give a continous guidance and attention to the students when they are learning or reading English text. so the students realize that reading is very essential to improve their knowldge.
4. Teachers are recommended to introduce arranging strategy in order to make the students have preparation well before they get the material. Teachers should ask students to read the material first before they start to study. And evaluating strategy in order to make students realize how well they are doing against their own standards. The student can ask questions to themselves such
as “How well did I do?”, or they can write a diary or journal to reflect their
learning process
5. Centering and planning strategies are also very important to eliminate
distraction students’ find in learning process, for example they have to
redouble their concentration when something bother them during the learning process. And teachers are suggested to use attractive teaching aid to get students attention on the lesson.
6. Other researcher are suggested to find out how far the strategies influence the
