xvi ABSTRACT
Marita Safitri. 2016. The Relationship among Metacognitive Learning Strategy, Vocabulary Mastery, and Reading Comprehension. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
Students’ metacognitive learning strategy is believed to provide positive impacts on their reading comprehension. It has an executive function by means of planning, monitoring, and evaluating the whole learning process and offers contributions on the students’ reading comprehension since this strategy involves students’ awareness in reading comprehension process in successful ways. Their reading comprehension is also believed to have long association with their mastery of vocabulary. Their vocabulary mastery is necessary to help them to comprehend texts.
This research aims to discover the correlation among metacognitive learning strategy, vocabulary mastery, and reading comprehension. Furthermore, it also studies students’ perception of the correlation of metacognitive learning strategy, vocabulary mastery, and reading comprehension. Consequently, the research was designed based on the theory of a mixed-method approach. The population was the eleventh grade students of SMA Negeri 1 Depok DIY, which consisted of 194 students while the sample was 32 students in one class by applying a cluster sampling technique. The main data of the research were collected by using tests and a questionnaire. The tests were vocabulary mastery and reading comprehension in the form of multiple choices based on the current curriculum of Senior High School. Furthermore, the questionnaire was used to assess the metacognitive learning strategy. The data were computerized and processed by using the statistic software called SPSS 16.0. Then, the results obtained from a questionnaire of the students’ perceptions were described to support the quantitative data.
The research findings confirm that there is a positive and significant relationship among metacognitive learning strategy, vocabulary mastery, and reading comprehension. Moreover, the relationship can be predicted (sig = 0.000 < 0.05). The findings are supported by the results of qualitative analysis through description and interpretation of the students’ perceptions of the correlation of metacognitive learning strategy, vocabulary mastery, and reading comprehension.
These research findings have some practical implications in the field of English learning that should take account of the nature of the relationship among metacognitive learning strategy, vocabulary mastery and reading comprehension. It is recommended for the students to be aware of the use of metacognitive learning strategy and master vocabulary in order to improve their reading comprehension. Moreover, the teacher can implicitly teach metacognitive learning strategy such as planning, monitoring, and evaluating learning process especially for the students’ reading comprehension.
xvii ABSTRAK
Marita Safitri. 2016. The Relationship among Metacognitive Learning Strategy, Vocabulary Mastery, and Reading Comprehension. Yogyakarta: Program Pasca Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.
Strategi belajar metacognitif pembelajar dipercaya memberikan pengaruh positif pada pemahaman membaca mereka. Strategi belajar metacognitif memiliki sebuah fungsi yang melibatkan merencanakan, memantau dan mengevaluasi keseluruhan proses pembelajaranserta memberikan kontribusi pada pemahaman membaca mereka dikarenakan strategi ini melibatkan kesadaran mereka dalam proses pemahaman membaca dengan cara-cara yang tepat. Pemahaman membaca pembelajar juga dipercaya memiliki hubungan dengan penguasaan kosa kata mereka. Penguasaan kosa kata Bahasa Inggris mereka berkontribusi dalam membantu mereka memahami teks-teks bacaan.
Penelitian ini bertujuan untuk menemukan hubungan antara strategi belajar metacognitif, penguasaan kosa kata dan pemahaman membaca pembelajar. Selain itu, penelitian ini juga mengkaji pendapat mereka terhadap hubungan strategi belajar metacognitif, penguasaan kosa kata dan pemahaman membaca mereka. Oleh karena itu, penelitian ini disusun berdasarkan pendekatan mixed-method. Populasi nya adalah pembelajar kelas sebelas SMA Negeri 1 Depok DIY yang terdiri dari 194 pembelajar sementara sampelpenelitian adalah 32 pembelajar dalam satu kelasdengan menggunakan teknik cluster sampling. Data utama penelitian ini dikumpulkan melalui tes dan kuesioner. Tes tersebut adalah tes penguasan kosa kata dan pemahaman membaca dalam bentuk pilihan ganda yang berdasarkan pada kurikulum SMA saat ini. Selain itu, kuesioner digunakan untuk menilai strategi belajar metakognitif. Data tersebut kemudian dikompeterisasi dan diproses dengan menggunakan software statistik SPSS 16.0. Kemudian, hasil yang diperoleh dari kuesioner dari pendapat pembelajar digambarkan untuk mendukung data kuantitatif.
Hasil penelitian ini menunjukan bahwa ada hubungan antara strategi belajar metakognitif, penguasaan kosa kata dan pemahaman membaca pembelajar dan hubungan tersebut dapat diprediksi (sig= 0.00 < 0.05). Hasil penelitian tersebut juga didukung dengan analisa kualitatif yang berupa deskripsi dan intrepretasi pengalaman dan pendapat siswa tentang hubungan strategi belajar metacognitif, penguasaan kosa kata dan pemahaman membaca mereka.
Hasil penelitian ini diharapkan dapat memberikan pandangan bahwa hubungan anatara strategi belajar metacognitif, penguasaan kosa kata dan pemahaman membaca pembelajar menjadi sangat penting untuk diperhatikan. Disarankan pada pembelajar untuk sadar akan kegunaan strategi belajar metakognitif dan penguasaan kosa kata mereka untuk meningkatkan pemahaman membaca. Selain itu, guru dapat mengajarkan strategi belajar metakognitif secara implisit seperti merencanakan, memantau dan mengevaluasi proses belajar khususnya untuk pemahaman membaca pembelajar.
THE RELATIONSHIP AMONG METACOGNITIVE LEARNING STRATEGY, VOCABULARY MASTERY, AND READING
COMPREHENSION
A Thesis Presented to
The Graduate Program in English Language Studies in Partial Fulfillment of the Requirements
for the Degree of Magister Humaniora (M.Hum.)
in
English Language Studies
by
Marita Safitri 146332048
Sanata Dharma University Yogyakarta
i
THE RELATIONSHIP AMONG METACOGNITIVE LEARNING STRATEGY, VOCABULARY MASTERY, AND READING
COMPREHENSION
A Thesis Presented to
The Graduate Program in English Language Studies in Partial Fulfillment of the Requirements
for the Degree of
Magister Humaniora (M.Hum.) in
English Language Studies
by
Marita Safitri 146332048
Sanata Dharma University Yogyakarta
v
DEDICATION PAGE
“I dedicate this thesis to
vii
ACKNOWLEDGEMENTS
First of all, I would like to thank to Allah SWT, the almighty God, who has given me health and ability, so that I could finish this thesis. Without Allah, nothing would happen.
Firstly, I would like to extend my deepest gratitude to my supervisor, Dr. B.B. Dwijatmoko, M.A., whose patience, encouragement, and guidance have made it all possible for me to finish this thesis. I would also like to express my gratitude to F.X. Mukarto, Ph.D., as my first thesis reviewer and Dr. Fr. B. Alip, M.Pd, M.A., as my second thesis reviewer who had made my thesis better and more comprehehensible. Moreover, I would like to express my gratitude to all lecturers of the Graduate Program in English Language Studies of Sanata Dharma University; Dr. J. Bismoko, Prof. Dr. Soepomo Poedjosoedarmo, Widya Kiswara, M.Hum., and Dr. E. Sunarto, M.Hum., for giving many valuable things during my study.
Secondly, the same gratitude goes to the big family of SMAN 1 Depok, Sleman especially to the headmaster Drs. Maskur, the English teacher Biadi, S.Pd. and the eleventh grade students especially XI IPS 1 and XI IPS 2 who have helped me so much during the research.
Thirdly, my sincere gratitude goes to my beloved parents, the late father, Sukirman Hamidi and mother, Suniati. Then, my sincere gratitude also goes to my beloved family, who always give support, care, prayer, and endless love for me during my study.
Then, my special thanks go to my beloved friends in English Language Studies: Mbak Wulan, Cacha, Bundo Wulan, Mbak Vivi, Mbak Kristin, Mbak Gatri, Mbak Rini, Mbak Tya and my closed friends: Muda, Yuti and Dwi whose encouragement and care have made me stronger during the process of finishing my study. Last but not least, my special thanks to my special friend, Deni who has encouraged me during my study. Hopefully, this thesis will be useful for readers and the idea presented is expected to give contribution to the improvement of life quality.
viii
TABLE OF CONTENTS
COVER PAGE ...i
APPROVAL PAGE ...ii
DEFENSE APPROVAL PAGE ...iii
STATEMENT OF ORIGINALITY ...iv
DEDICATION PAGE ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ...vi
ACKNOWLEDGEMENTS...vii
TABLE OF CONTENTS...viii
LIST OF TABLES ...xi
LIST OF FIGURES ...xii
LIST OF ABBREVIATIONS ...xiii
LIST OF APPENDICES ...xiv
LIST OF CODES ... xv
ABSTRACT ...xvi
ABSTRAK...xvii
CHAPTER 1 INTRODUCTION 1.1 Research Background ...1
1.2 Problem Delimitations ...7
1.3 Research Questions ...7
1.4 Research Objectives...7
1.5 Research Benefits...8
CHAPTER 2 LITERATURE REVIEW 2.1 THEORETICAL REVIEW ...9
2.1.1 Language Learning Strategies ...9
2.1.2 Metacognitive Learning Strategy ...10
ix
2.1.3.1 Definitions of a word ...16
2.1.4 Vocabulary Knowledge ...17
2.1.4.1 Receptive and productive vocabulary knowledge ...19
2.1.4.2 Breadth and depth of vocabulary knowledge ...20
2.1.5 The Function of Vocabulary in Reading Comprehension ...22
2.1.6 Reading Comprehension ...23
2.1.6.1 Definitions of reading comprehension...23
2.1.6.2 Types of reading comprehension...25
2.1.6.3 The process of reading comprehension ...26
2.1.7 Related Studies ...29
4.1.2.1 Qualitative Data (qualitative survey method) ...65
4.2 DISCUSSIONS...78
x
Reading Comprehension...80
4.2.3The Correlation between Metacognitive Learning Strategy and Vocabulary Mastery ...83
4.2.4The Correlation between Vocabulary Mastery and Reading Comprehension...84
CHAPTER 5 CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 5.1 CONCLUSIONS...87
5.2 IMPLICATIONS ...89
5.3 SUGGESTIONS ...90
BIBLIOGRAPHY ... 92
xi
LIST OF TABLES
TABLE 3.1: Blueprint of Meta-cognitive Learning Strategy ... 39
TABLE 3.2: The specification of Reading Comprehension ... 40
TABLE 3.3: Blueprint of Interview ... 42
TABLE 4.1: Descriptive Statistics of Meta-cognitive Learning Strategy ... 53
TABLE 4.2: Descriptive Statistics of Vocabulary Mastery... 55
TABLE 4.3: Descriptive Statistics of Reading Comprehension ... 56
TABLE 4.4: Normality Test ... 58
TABLE 4.5: Multiple Correlations ... 60
TABLE 4.6: ANOVA: Multiple Regressions ... 61
TABLE 4.7: Coefficient: Multiple Regressions ... 62
xii
LIST OF FIGURES
FIGURE 2.1: Metacognitive Model of Strategy Learning... 13
FIGURE 2.2: Components of Word Knowledge ... 18
FIGURE 2.3: The Process of Reading Comprehension... 27
FIGURE 2.3: The Process of Reading Comprehension... 28
FIGURE 3.1: Procedure of Data Collection ... 44
FIGURE 4.1: The Frequency of the Meta-cognitive Learning Strategy... 54
FIGURE 4.2: The Frequency of the Vocabulary Mastery ... 55
FIGURE 4.3: The Frequency of the Reading Comprehension ... 57
FIGURE 4.4: Normal P-P Plot of Regression Standardized Residual... 58
xiii
LIST OF ABBREVIATIONS
AA : Answer Amora(Participant’s initial) AD : Answer Diana(Participant’s initial) ADP : Advanced Preparation
AE : Answer Erna(Participant’s initial) INT : Interesting
MLS : Metacognitive Learning Strategy
NOTA : Note Taking
P : Productive
QA : Question Amora
QD : Question Diana
QE : Question Erna
R : Receptive
RC : Reading Comprehension SEEV : Self-evaluation
Sig : Significant
SUM : Summarizing
UNC : Understanding Checking
UND : Understanding
xiv
LIST OF APPENDICES
APPENDIX 1: Metacognitive Learning Strategy Questionnaire... 96 APPENDIX 2: Test of Vocabulary Mastery... 97 APPENDIX 3: Test of Reading Comprehension ... 101 APPENDIX 4:Students’ Scores of Metacognitive Learning Strategy, Vocabulary
xv
LIST OF CODES
Example : AE08
AE : answer Erna
xvi ABSTRACT
Marita Safitri. 2016. The Relationship among Metacognitive Learning Strategy, Vocabulary Mastery, and Reading Comprehension. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.
Students’ metacognitive learning strategy is believed to provide positive impacts on their reading comprehension. It has an executive function by means of planning, monitoring, and evaluating the whole learning process and offers contributions on the students’ reading comprehension since this strategy involves students’ awareness in reading comprehension process in successful ways. Their reading comprehension is also believed to have long association with their mastery of vocabulary. Their vocabulary mastery is necessary to help them to comprehend texts.
This research aims to discover the correlation among metacognitive learning strategy, vocabulary mastery, and reading comprehension. Furthermore, it also studies students’ perception of the correlation of metacognitive learning strategy, vocabulary mastery, and reading comprehension. Consequently, the research was designed based on the theory of a mixed-method approach. The population was the eleventh grade students of SMA Negeri 1 Depok DIY, which consisted of 194 students while the sample was 32 students in one class by applying a cluster sampling technique. The main data of the research were collected by using tests and a questionnaire. The tests were vocabulary mastery and reading comprehension in the form of multiple choices based on the current curriculum of Senior High School. Furthermore, the questionnaire was used to assess the metacognitive learning strategy. The data were computerized and processed by using the statistic software called SPSS 16.0. Then, the results obtained from a questionnaire of the students’ perceptions were described to support the quantitative data.
The research findings confirm that there is a positive and significant relationship among metacognitive learning strategy, vocabulary mastery, and reading comprehension. Moreover, the relationship can be predicted (sig = 0.000 < 0.05). The findings are supported by the results of qualitative analysis through description and interpretation of the students’ perceptions of the correlation of metacognitive learning strategy, vocabulary mastery, and reading comprehension.
These research findings have some practical implications in the field of English learning that should take account of the nature of the relationship among metacognitive learning strategy, vocabulary mastery and reading comprehension. It is recommended for the students to be aware of the use of metacognitive learning strategy and master vocabulary in order to improve their reading comprehension. Moreover, the teacher can implicitly teach metacognitive learning strategy such as planning, monitoring, and evaluating learning process especially for the students’ reading comprehension.
xvii ABSTRAK
Marita Safitri. 2016. The Relationship among Metacognitive Learning Strategy, Vocabulary Mastery, and Reading Comprehension. Yogyakarta: Program Pasca Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma.
Strategi belajar metacognitif pembelajar dipercaya memberikan pengaruh positif pada pemahaman membaca mereka. Strategi belajar metacognitif memiliki sebuah fungsi yang melibatkan merencanakan, memantau dan mengevaluasi keseluruhan proses pembelajaranserta memberikan kontribusi pada pemahaman membaca mereka dikarenakan strategi ini melibatkan kesadaran mereka dalam proses pemahaman membaca dengan cara-cara yang tepat. Pemahaman membaca pembelajar juga dipercaya memiliki hubungan dengan penguasaan kosa kata mereka. Penguasaan kosa kata Bahasa Inggris mereka berkontribusi dalam membantu mereka memahami teks-teks bacaan.
Penelitian ini bertujuan untuk menemukan hubungan antara strategi belajar metacognitif, penguasaan kosa kata dan pemahaman membaca pembelajar. Selain itu, penelitian ini juga mengkaji pendapat mereka terhadap hubungan strategi belajar metacognitif, penguasaan kosa kata dan pemahaman membaca mereka. Oleh karena itu, penelitian ini disusun berdasarkan pendekatan mixed-method. Populasi nya adalah pembelajar kelas sebelas SMA Negeri 1 Depok DIY yang terdiri dari 194 pembelajar sementara sampelpenelitian adalah 32 pembelajar dalam satu kelasdengan menggunakan teknik cluster sampling. Data utama penelitian ini dikumpulkan melalui tes dan kuesioner. Tes tersebut adalah tes penguasan kosa kata dan pemahaman membaca dalam bentuk pilihan ganda yang berdasarkan pada kurikulum SMA saat ini. Selain itu, kuesioner digunakan untuk menilai strategi belajar metakognitif. Data tersebut kemudian dikompeterisasi dan diproses dengan menggunakan software statistik SPSS 16.0. Kemudian, hasil yang diperoleh dari kuesioner dari pendapat pembelajar digambarkan untuk mendukung data kuantitatif.
Hasil penelitian ini menunjukan bahwa ada hubungan antara strategi belajar metakognitif, penguasaan kosa kata dan pemahaman membaca pembelajar dan hubungan tersebut dapat diprediksi (sig= 0.00 < 0.05). Hasil penelitian tersebut juga didukung dengan analisa kualitatif yang berupa deskripsi dan intrepretasi pengalaman dan pendapat siswa tentang hubungan strategi belajar metacognitif, penguasaan kosa kata dan pemahaman membaca mereka.
Hasil penelitian ini diharapkan dapat memberikan pandangan bahwa hubungan anatara strategi belajar metacognitif, penguasaan kosa kata dan pemahaman membaca pembelajar menjadi sangat penting untuk diperhatikan. Disarankan pada pembelajar untuk sadar akan kegunaan strategi belajar metakognitif dan penguasaan kosa kata mereka untuk meningkatkan pemahaman membaca. Selain itu, guru dapat mengajarkan strategi belajar metakognitif secara implisit seperti merencanakan, memantau dan mengevaluasi proses belajar khususnya untuk pemahaman membaca pembelajar.
1 CHAPTER 1 INTRODUCTION
This chapter is to describe the general background of the study. Then, it is followed by research questions, problem delimitations, research objectives, and research benefits.
1.1 Research Background
The successful level for each student in learning English as a foreign language varies. In the field of English learning as a foreign language, not all students have the highest level of achievements since several students have lower even the lowest level of achievements in spite of the same context such as teachers, subject, and situation. This fact is mainly caused by differences they brought themselves, which is frequently mentioned as individual learner differences (Safarina, 2011).
As an important part of individual learner differences, learning strategy helps students in achieving success in learning. Learning strategy can be defined as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford, 1989). The core factors that help to determine how well students learn a second and foreign language are language learning styles and strategies (Oxford, 2003). Learning strategies are considered as the steps students acquire in order to improve their own learning. Strategies are tools for the students’ active and self-directed involvement as essential parts for developing their communicative competence. Therefore, this kind of strategy is important in their language learning. The suitable language learning strategies absolutely results on the students’ improvement of proficiency and greater self-confidence (Oxford, 1990).
Since the students will become more autonomous when they are more aware of the use of language learning strategies, the other essential part that plays role in their second language learning is the students’ language learning strategies.
A strategy is necessary for them to solve their problems in learning. Metacognitive learning strategy refers to activities beyond and beside the cognitive process. It is one of learning strategies used by students to encourage their practice in learning process. This learning strategy gives them ways to organize their own learning process (Siagiyanto, 2015). According to Zhao (2009), metacognitive learning strategy involves an effort to control students’own learning through planning, monitoring, and evaluating. Metacognitive strategies are essentially important because they have an executive function by means of planning, monitoring, and evaluating the whole learning process.
Metacognitive learning strategy positively provides contributions on students’ learning achievement especially on their reading comprehension since
achievement of English students in academic reading at Guizhou University in China.
In the context of Indonesia, a previous study concerning on a relationship between metacognitive learning strategy and reading achievement has been completely done. The result shows that there is no correlation between metacognitive learning strategies and reading achievement. Therefore, in order to find out whether or not the relationship between metacognitive learning strategy and reading achievement does not truly exist in Indonesia, this research is conducted by involving the students in Indonesia. Moreover, the previous study is indicated that language learning strategy has not been enough yet as a contribution on reading comprehension. For that reason, the other important part of language needed as a modal to comprehend a text is vocabulary.
In addition, metacognitive learning strategy and vocabulary mastery has a positive relation. It is supported by Read (2000) who states “Learners have a
beginning-level or the intermediate-beginning-level students. These studies show that the language learning strategy and vocabulary are related each other.
In order to improve students’ English achievement in language learning process especially their reading comprehension, the role of vocabulary is necessary to achieve success. Vocabulary, an important part in communication, is needed in four English skills namely listening, speaking, reading, and writing. Before students are able to understand the meaning of a text, they need to understand vocabulary. They will stop understanding the meaning of such an English text because of the limitation of mastery of vocabulary. On the contrary, more reading can enlarge a student’s vocabulary mastery. It means that by reading more books and English texts, they will add more vocabulary to his or her mastery of vocabulary (Fitriana, Nurkamto, and Pudjobroto, 2011).
By supporting the strategies used by students through vocabulary mastery, their reading comprehension also improve well. As the other essential part, which plays roles on language learning strategy and reading comprehension, mastery of vocabulary is a big contribution. Vocabulary gives many contributions both on metacognitive learning strategy and on reading comprehension. As Furqon (2013) says, students’ vocabulary mastery and their reading comprehension are strongly correlated. It is obtained that in helping them to comprehend texts, vocabulary mastery is contributive.
text. Therefore, the students’ reading comprehension isimportant to be considered and noticed.
Through reading, a writer is able to share his or her knowledge, ideas, and feelings to readers. As a result, both the writer and readers have their own language patterns and experiences. It shows that by reading, a reader does not only obtain messages from a text, but also utilize the reading purposes and strategies to do with. Moreover, reading comprehension is an understanding that is obtained by a reader in which he or she has already been read. Comprehension means a thinking process depending on the skill of comprehension and on the reader’s experience and background knowledge. The comprehension can be achieved when the reader has successfully extracted the useful knowledge from a text and constructed it into his or her own new understanding (Furqon, 2013).
Reading is considered as the main way in getting and increasing knowledge. By reading, meaning can be required in order to extract information and to construct new understanding from a written text.Comprehension is the process of thinking that depends both on the comprehension skills and on the readers’ experience and background knowledge (Furqon, 2013).
There can be no doubt that metacognitive learning strategy, vocabulary mastery and reading comprehension are positively related each other. Several explanations and the previous studies, which have clearly been, mentioned show that students’ metacognitive learning strategy and mastery of vocabulary have
1.2 Problem Delimitations
In this research, the researcher focuses on the relationship among metacognitive learning strategy, vocabulary mastery, and reading comprehension of the eleventh grade students in SMAN 1 Depok Yogyakarta. They are in the second semester. Beside, this researchtries to propose the students’ perceptions of the correlation among metacognitive learning strategy, vocabulary mastery, and reading comprehension.
1.3 Research Questions
The research has two research questions. Those are stated as the following: 1. Is there a positive correlation among metacognitive learning strategy,
vocabulary mastery and reading comprehension?
2. What is the students’ perceptionof the correlation of metacognitive learning strategy, vocabulary mastery, and reading comprehension?
1.4 Research Objectives
Second, on the basis of the answer of the problem one and to answer the problem two, the second research question aims at finding out the students’ perception of the correlation of metacognitive learning strategies, vocabulary mastery, and reading comprehension. This objective explains to what extent metacognitive learning strategies and vocabulary mastery contribute in the students’ reading comprehension. In addition, it clarifies and interprets the relationship among the variables.
1.5 Research Benefits
The research is expected to have some benefits. Theoretically, the research might become an additional reference on the literature of English Studies in Indonesian context. It is mainly for those who concern on the relation of metacognitive learning strategy, vocabulary mastery, and reading comprehension. Hopefully, the results of the research or the theories of the relations among metacognitive learning strategy, vocabulary mastery, and reading comprehension can improve one’s understanding on the theories such as how one variable may affect the other variables.
9 CHAPTER 2 LITERATURE REVIEW
In order to answer the research questions logically and theoretically, the clarification of the concepts and concept relation are discussed in this chapter. This chapter consists of two major sections, namely theoretical review and theoretical framework.
2.1 THEORETICAL REVIEW
In this part, several related theories as the theoretical background of this research are presented. The theories are related to the three variables that are involved in this research. Those are the theories of language learning strategy, metacognitive learning strategy, the nature of vocabulary, vocabulary knowledge, vocabulary mastery, the function of vocabulary in reading comprehension, and reading comprehension. Those are clearly seen in the following explanations.
2.1.1 Language Learning Strategies
with the target language and involve identifying, remembering, storing or reviewing words, sounds and other aspects of the target language. Some cognitive strategies are mainly used to learn the language and to use it. Metacognitive strategies assist language learning ultimately by helping learners in administering and monitoring their learning process. Social strategies are things that the learners accomplish to direct their feelings and to control their interactions with others.
Therefore, language learning strategy can be defined as the students’ selection of several techniques to solve problems in learning. It refers to specific actions, behaviors, steps, or techniques that they use in to develop their own skills both in a second and in foreign language. As a result, they become the successful language students.
It is supported by Ellis (2008), who says that learning strategies are classified into cognitive strategy, metacognitive strategy, and socio-affective strategy. Cognitive strategy involves analysis, transformation, and synthesis of learning materials. Metacognitive strategy involves an effort to control students own learning through planning, monitoring, and evaluating. While, socio-affective strategy concerns on ways that students interact with other users of the second language.
2.1.2 Metacognitive Learning Strategy
come from high thinking such as planning, monitoring, questioning, and self-directing. The function is to manage the variety of components, which are needed for thinking and remembering.
The selected learning strategies are used to become additions in the model of metacognitive learning strategy according to the usefulness and applicability for learning tasks. Students are able to utilize these strategies not only for their listening, speaking, reading and writing but also for their vocabulary maintenance and content information. Good students mostly use these strategies in which teachers have already incorporated the strategies into second language instruction (Chamot, Barnhardt, Pamela and Robin, 1999). As Oxford (1990) says, “Metacognitive strategies are actions which go beyond purely cognitive devices and which provide a way forlearners to coordinate their own learning process.”
According to Cotterall and Reinders (2004), metacognitive strategy involves planning the organisation of written or spoken language and monitoring while performing a task. The awareness and monitoring of student’s comprehension processes are critically important aspects of reading. Such awareness and monitoring processes are often referred to in the literature as metacognition. The processes are able to be thought as the student’s knowledge
in reading and self-control mechanisms. Those can be trained when the student is monitoring and regulating text comprehension (Mokhtari and Richard, 2002).
strategies are the strategies in whichstudents know about learning and control the learning through planning including advance organizers, directed attention, functional planning, selective attention and self-management. Then, they are asked to monitor such as checking, verifying, or correcting their comprehension or performance in the course of language task. In the end, they evaluate the learning activity including checking the outcomes of their own language learning against a standard after it has been completed (O’Malley and Chamot, 1990).
Figure 2.1 Metacognitive Model of Strategy Learning (Chamot, et, al, 1999:13)
According to figure 2.1, metacognitive model of strategy learning is started by planning process. Students mostly plan their learning by setting their goals of what they want to get. The second process is monitoring in which the students read and check whether they are making sense in the learning process. Moreover, when they do not understand an important part in the process, they ask as the process of problem solving. In the end of process, they evaluate their learning in evaluating process. Each of the process is clearly explained in the following.
meet the objectives. Good students think about what they have already known about the task and the related topic. After that, according to on the information, they predict what they need to do.
Second, after the students prepare an approach, they monitor to measure their effectiveness while working on the task. This activity is defined as monitoring process. A thermostat is used to represent the monitoring process since it symbolizes two components of monitoring. First, the students monitor how they are doing as they work. Second, they monitor by making adjustments. They should think about where their focus of concentration needs to be at any given time and consciously focus their attention on a specific aspect of the task while they are monitoring. They monitor their comprehension and production through thinking whether they are comprehending when reading and listening or whether they are making sense when writing and speaking.
Fourth, in the evaluating process, the students reflect on how well it goes after they complete all tasks. In order to find out whether they carry out their plans and check how well strategies have helped them, the students do the evaluating process. Assessing whether they meet their goals of the tasks, why they do not meet the goals if they do not and what they can do next time is mostly done by strategic students. In this process, they evaluate the correctness of their predictions and guesses. They think about how they can learn to make everything better next time if the predictions and guesses are unacceptable. The evaluating process is essential for the students in learning from it in spite of positive or negative. The function doing this process is that the students are able to make improvements on the next tasks.
It means that metacognitive learning strategy is the strategies that students use which involve planning their own learning, monitoring while learning, and evaluating the learning activity. This strategy offers the ways that the students direct their own learning process and control the process until evaluate it. It helps them to manage their learning successfully.
2.1.3 The Nature of Vocabulary
In this part, supporting theories are provided in several divisions. This section is aimed to support the theories of vocabulary. The elements are definitions of a word, vocabulary knowledge, vocabulary mastery, and the function of vocabulary in reading comprehension. Those are clearly seen in the following explanations.
which are used by students. It can be a list or collection of words and phrases. It is usually alphabetically arranged and explained, a list or term collection, code available for use, a sum of word that is employed by a language group, individual and in a field knowledge. According to Nation & Newton (1997), vocabulary is considered as the knowledge of words and word meanings. Furthermore, Lehr, Jean, and Hiebert (2001) define vocabulary as“knowledge of words and word meanings in both oral and print language andin productive and receptive forms. “Based on the explanations above, it can be inferred that vocabulary deals greatly with words.
2.1.3.1 Definitions of a word
Words can be defined as the basic building blocks of language. Those refer to the units of meaning from which larger structures such as sentences, paragraphs and whole texts (Read, 2000). According to Daller, Milton, and Treffers-Daller (2007:2), “According to context and need, researchers can consider types, tokens, running words, lemmas, and word families as words.”
The other distinction is between function word and content words. Function words include kind of words such as articles, prepositions, pronouns, conjunctions, auxiliaries, and others. These words are seen as belonging more to the grammar of the language than to its vocabulary. Different from content words, whichinclude nouns, ‘full’ verbs, adjectives, and adverbs, they have little if any meaning in isolation and serve more to provide links within sentences, modify the meaning of content words and so on. The content words come in various forms. For example, the word “wait” may become as waits, waited, and waiting. The words would normally regard as the same word in different forms. The forms are as the results of inflectional endings adding to a base form without changing the meaning or the word class of the base. The base and inflected forms of a word are known as lemma. It is supported by Daller et al. (2007:3), they state“A collection of words such as work, works, working worked, comprising a root form and the most frequent regular inflections, is known as a lemma.” The base forms have a variety of derived forms that often change the word class and add a new element of meaning. For example, the word bright: brightly, brightness, andbrighter. All of these words closely correlated in form and meaning. Such a set of word forms, sharing a common meaning, is known as a word family. According to Daller et al. (2007:4), they say“closely related words would be called a word family.”
2.1.4 Vocabulary Knowledge
words it collocates with, and being able to recall its meaning when it is met (Nation, 1990:31). According to Thonburry, 2002:130, knowing a word means knowing the word’s form (spoken and written), the word’s meaning, any
connotations the word might have. In addition, it means knowing whether the word is specific to a certain register or style, the word’s grammatical
characteristics for example part of speech, the word’s common collocation, the
word’s derivation and the word’s relative frequency.
The assumption of word knowledge can be seen from Nation (1990:31). He added receptive and productive knowledge and several considerations and reorganized them. The assumption is seen in the following Figure.
Figure 2.2 Components of Word Knowledge (Nation, 1990:31)
The figure above shows further distinctions of receptive and productive word knowledge. The distinctions explain the words students obtain both from reading and from listening to communication. Furthermore, those distinctions enlighten the words they can identify in mind when they want to speak and write
in a foreign language. The word knowledge is necessary for their process of learning the foreign language.
2.1.4.1 Receptive and productive vocabulary knowledge
The other ideas on the vocabulary knowledge are proposed. First, it involves receptive and productive knowledge. Second, it consists of active and passive vocabulary knowledge. These aspects are crucial to support vocabulary knowledge.
Receptive and productive knowledge are the factors, which can affect students’ mastery of vocabulary. Students need to consider these factors in order to recognize vocabulary. Accordiong to Nation (1990), the receptive knowledge refers to listening and reading, while productive refers to all four English skills such as listening, speaking, reading, and writing.
The receptive knowledge is obtained by recognizing a word when students hear and see. This is mostly mentioned as their listening and reading activities. This knowledge involves being able to differentiate the words with its similar forms and being able to judge the right sounds. The receptive knowledge has an expectation of the grammatical pattern, which takes place. The productive knowledge involves activities of listening, speaking, reading, and writing. It consists of how to pronounce a word, how to write and spell it, how to use it correctly based on grammatical patterns. In the low-frequency word, the productive knowledge does not require to use a word too often rather than use it in appropriate situations (Nation, 1990).
properly by students in spoken and written activities as productive vocabulary. In order to use the productive vocabulary, they need to know how to pronounce it well, use grammar of the target language, must be familiar with collocation and understand the connotation meaning of words. Therefore, the productive vocabulary is considered difficult to put into practice. Passive vocabulary is the language items that the students need to know and understand in reading and listening contexts as receptive vocabulary (Aebersold, 1997).
It is added by Lehr et al. (2001) who describe two kinds of vocabulary. First, the words come in two forms. They are oral and print vocabulary. Oral vocabulary involves the words known and used in listening and speaking, while print vocabulary involves the words known and used in reading and writing. Second, the word knowledge comes in two forms, namely receptive and productive vocabulary. Receptive vocabulary involves the words known when hearing and seeing them. Productive vocabulary involves the words used in the spoken and written forms.
2.1.4.2 Breadth and depth of vocabulary knowledge
Vocabulary knowledge is divided into two dimensions. The dimensions of vocabulary knowledge are depth of knowledge and breadth or size of knowledge. Breadth of vocabulary knowledge is defined by Nation (2001) in Nassaji (2006), as the quantity or number of words students recognize at a particular level of language proficiency. It is defined by Daller et al. (2007:7) as “the number of words a learner knows regardless of how well he or she or he knows them.” According to Read (2000:31), “vocabulary size refers to the number of words that
Depth of vocabulary knowledge is the quality of lexical knowledge. It refers to how well learners know a word (Meara, 1996, Read, 1993, 2000 in Nassaji, 2006). Daller et al. (2007:8) add that depth of vocabulary knowledge refers to “how much the learner knows about the words he or she knows.” It is supported by Endrawan (2007), he states that depth of vocabulary knowledge is a learner’s level of knowledge obtained from a variety of aspects of a given word. It refers to how well he or she knows the word.
Therefore, it is concluded that breadth of vocabulary knowledge is the quantity or number of words that students recognize at a particular level of language proficiency. Meanwhile, depth of vocabulary knowledge is the quality of lexical knowledge. It can be proven from how well they know a word. In this research, vocabulary refers to depth of vocabulary knowledge instead of breadth of vocabulary knowledge. The reason is that this research focuses on the measurements of the students’ comprehensive vocabulary knowledge involving knowledge of language and their ability to put and use it in context.
2.1.5 Vocabulary Mastery
According to Bachman and Chapelle in Read (2000), vocabulary mastery or vocabulary ability includes both knowledge of language and the ability to put language to use in context. Thus, its three components are the context of vocabulary use, the vocabulary knowledge and fundamental processes, and metacognitive strategies for vocabulary use.
Therefore, it means that vocabulary is students’ knownwords, which can be group of words and phrases such as nouns, verbs, adjectives, adverbs others. Moreover, vocabulary mastery is the comprehensive vocabulary knowledge that students recognize and use. It involves not only knowledge of language but also the ability to put and use it in context.
Since students learn language, automatically they learn vocabulary because vocabulary is a part of language. It shows that students’ language and vocabulary always support each other. Therefore, vocabulary is considered as an essential part in learning language.
2.1.5 The Function of Vocabulary in Reading Comprehension
The students’ mastery of vocabulary is closely related to their reading
comprehension. It is proven by the findings in Furqon’s research in 2013. The findings show that there is a strong correlation between students’ vocabulary mastery and their reading comprehension. This study concludes that vocabulary mastery is contributive in helping the students to comprehend the text. The same result is from Karina, 2014 which shows that there is a significance correlation between the students’ vocabulary mastery and their reading ability. It means that vocabulary mastery and reading comprehension is closely related since vocabulary gives positivecontributions on students’ reading comprehension.
2.1.6 Reading Comprehension
This part provides supporting theories in three divisions. This section is aimed at supporting reading comprehension theory. The three elements are definitions of reading comprehension, types of reading comprehension, and the process of reading comprehension, which can be clearly seen in the following explanations.
2.1.6.1 Definitions of reading comprehension
of the reading situation (Klingner, Sharon and Alison, 2007). As Armbruster and Osborn (2002) state, reading is defined as a process that the readers find and build meaning. Then, they comprehend the meaning by connecting what they have read to their own background knowledge.
Reading consists of two related processes. They are word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words sentences and connected text (Fitriana et al., 2011). It is supported by Furqon (2013), he states that comprehension can be achieved when a reader succeds to extract the useful knowledge from a text and constructs the knowledge into his new own understanding.
Practically, reading is defined as equal with reading comprehension. It can be described as a complex behavior consisting conscious and unconscious use of varieties of strategies. The strategies are problem-solving strategies in order to construct the meaning model that the writer is pretended to have intended (Mikulecky, 1990). Reading comprehension is considered as the first point that needs to be related to the process of reading. Knowledge is the vital component for obtaining comprehension. It is closely related to what students have not recognized or their new information and what they previously have recognized (Simanjuntak, 1988).
using their prior knowledge, preceding experience, information in the text, and attitude about the text (Baha and Daud, 2013).
Consequently, reading comprehension means an interactive process between what students have not recognized and what they previously have recognized in contracting meaning of a text. They use their prior knowledge, experience, and the information in the text in the process of comprehension. The comprehension is successfully achieved when they succed in extracting useful knowledge from the text and construct the knowledge into their new own understanding.
2.1.6.2 Types of reading comprehension
Day and Park (2005) explain several types of reading comprehension. The types are literal comprehension, inferential comprehension, reorganization, predictive comprehension, evaluative comprehension, and appreciative or personal comprehension.
The first type is literal comprehension. It is defined as an effort to have an understanding meaning of a texts traightforwardly. It usually occurs on vocabularies and facts, which are not explained in the text.
The second type is inferential comprehension. It is an effort to make a conclusion on the information that is obtained in a text. Then, the new information, which is not explicitly stated in the text, is built.
The forth type is predictive comprehension. This comprehension means integrating the readers’understandingof a text and their own knowledge about the text. It aims to determine what possibility that can occur.
The fifth type is evaluative comprehension. This type is the same as inferential comprehension. Meanwhile, this type requires readers’ comprehensive judgment about several aspects in a text and ability to redevelop an understanding through related issues.
The last type is appreciative or personal comprehension. It can be defined as reading to gain emotional and other value responses from a text. It asks the readers to give responses to the text using their feelings.
In addition, five categories of reading comprehension adopted from reading comprehension taxonomy and Bloom’s taxonomy of educational
objectives are literal, reorganization, inferential, evaluation, and appreciation. Based on the taxonomies, literal comprehension is the information that is explicitly stated in the text. The reorganization comprehension needs ability to synthesis, analyze, and integrate the information, which is clearly stated in the text. Contrarily, inferential comprehension is aimed to place the information that implicitly stated in the text by making assumptions and conjectures (Javed, 2015).
2.1.6.3 The process of reading comprehension
In order to get more understanding and ability to comprehend a text, the process of reading comprehension is important to be described clearly. The ways to comprehend a text in the process plays significant role on the readers’
the process of reading comprehension that can be clearly seen in the following figure.
Figure 2.3 The Process of Reading Comprehension (Mikulecky, 1990:03)
In the figure above, it describes that a reader pays more attention on the printed material that is shown in the pointing down shot (bottom-up) while in the pointing up shot (top-down), he or she directly compares the data with what is already known in order to find an equivalent. The textual information activates prior knowledge and the prior knowledge activates expectations about what the text is in the text. The interactive processes between bottom-up and top-down processes continue until the reader feel satisfied with the match between the text and his or her prior knowledge and comprehension take place.
In the bottom-up process, the text is seen as a set of graphic clues to the author’s intended meaning. At the same time, the reader gets the text equivalents
data until a tentative equivalent is found between text and what is known by him or her.
In the top-down process, the cognitive and perceptual skills needed are processed by the reader in order to form conceptual structures. The reader brings his or her skills and knowledge about the world to the text. The reader’s mind
must not be imagined as a storehouse of randomly stored information bits.
In relation to the process of reading comprehension, the assumptions about the process also vary because of different opinions of reading processes. This is then discussed in the terms of reading models as added by Farrell, 2009 who mentions the process consists of three models. The models are top-down, bottom-up and interactive processing which can be seen in the following figure.
In the bottom-up processing model, the readers take meaning from the text itself, from each word and sentence and from how the text is structured. The goal is to build meaning from the text only. This kind of model is related to phonics.
In the last process, the interactive processing model that is combination both the top down and bottom-up processes simultaneously takes place when readers read texts. They not only use their brain but also the text in order to make meaning. In the first language reading research, this model is associated with the Balanced Approach. The reason is that it gives more balanced views of the significant inputs of the texts which are being read by the readers and their own meaning making from their background knowledge and experience.
According to the two figures above, the best process which is considered from the newest version is the process of reading comprehension from Farrell, 2009. This process provides clearer views than the first one. Despite the same goals in helping readers succeed in their reading comprehension, the latest process is more recommended for readers.
2.1.7 Related Studies
This research is supported by four related studies which concern on the relationship among language learning strategy, vocabulary mastery and reading achievement. Those topics are related to the point that the researcher tries to investigate. The related studies are first by Zare (2011), second by Zhang and Sheepo (2013), third by Siagiyanto (2015), fourth by Aldvogel (2013) and last by Furqon (2013).
Learners - University Putra Malaysia Institutional”. The writer, Zare (2011) used one hundred and forty eight students through cluster random sampling to participate in the study as a sample. The findings of the study show that Iranian undergraduate EFL learners can be categorized as medium strategy users and the overall use of language learning strategies has a strong positive correlation with reading comprehension achievement. Furthermore, the results of multiple regression analysis depicted that the category of metacognitive strategies is the best predictor of reading comprehension achievement.
The second related study is by Zhang and Sheepo (2013) entitled “Metacognitive Strategy Use and Academic Reading Achievement:Insights from a Chinese Context”. This research investigates the metacognitive strategies of English major students in academic reading at GuizhouUniversity in China. All of the participants were third-year English majors. The data were collected by means of a Metacognitive Strategy Questionnaire (MSQ), a semi-structured interview and a reading comprehensiontest. The results reveal the overall metacognitive strategy use in academic reading comprehension of Chinese EFL (English as a Foreign Language) students with both high and low proficiency. The in-depth analysis of their differences was also illustrated. The results show that there is a significant positive correlation between metacognitive strategy use and English reading achievement.
English Study Program of FKIP UM Metro consisting of 43 students. The data were analyzed through quantitative methods using two measuring instruments. The results show that there is correlation between metacognitive learning strategy and students’ English vocabulary mastery.
The fourth related study entitled “The Relationships between Vocabulary Learning Strategies and Vocabulary Size among Adult Spanish Foreign Language Learners” is by Aldvogel (20013). 475 college students enrolled in Spanish courses at the beginning, intermediate, and advanced proficiency levels participated in this study. The data were analyzed through quantitative methods using two measuring instruments. The results show a significant relationship between the use of certain types of learning strategies and vocabulary size exists on advanced and more experienced learners, but not on beginning-level or intermediate-level students.
The last related study entitled“Correlation between Students’ Vocabulary Mastery and Their Reading Comprehension” is by Furqon (2013). The data were collected from 34 second grade students. The test items of reading comprehension and vocabulary mastery were given to the students to measure their level of reading comprehension and vocabulary mastery. The findings show that there is a strong correlation between students’ vocabulary mastery and their reading comprehension. This study concludes that vocabulary mastery is contributive in helping the students to comprehend the texts.
related study concerns on the relationship between metacognitive strategy use and reading achievement, the third related study concerns on the relationship between metacognitive learning strategy and vocabulary mastery, the fourth related study concerns on the relationship between vocabulary learning strategies and vocabulary size, and the last one focuses on the relationship between vocabulary mastery and reading comprehension. Meanwhile, this research concerns on the relationship among metacognitive learning strategy, vocabulary mastery, and reading comprehension.
From the descriptions of the four related studies above, there can be no doubt that metacognitive learning strategy, vocabulary mastery and reading comprehension are positively related each other. Metacognitive learning strategy and vocabulary mastery provide positive contributions on students’ reading comprehension. Therefore, the students need both metacognitive learning strategy and their mastery of vocabulary to succeed in reading comprehension.
2.2 THEORETICAL FRAMEWORK
In this part, two things are described by the researcher in order to support her research. In the beginning session, the discussion is about how the three variables namely metacognitive learning strategy, vocabulary mastery and reading comprehension are related each other. In the end of discussion, hypothesis is explained as a temporary answer for the first research question.
Students’ metacogntive learning strategy is positively related to their
given a host of strategies that they could apply at their discretion, comprehension was greatly improved.”
In the case of learning to read, especially on the bilingual income from sensitivity to metalinguistic information, metalinguistic awareness is an influential part. Comprehension monitoring automatically operates and cannot be observed until some failure in comprehending texts take place. This fact is obtained through evidence on the first-language readers (Alderson, 2000). It means that metacognitive learning strategies play important roles in reading comprehension. It is supported by Gooden et al., 2007 who state “The use of metacognitive strategies helps students to think about their thinking before, during and after they read.”
In relation to reading comprehension, students need to consider and cover six important components. These components influence their fluent reading process. The components are their automatic recognition skills, vocabulary and structural knowledge, formal discourse structure knowledge, content or world background knowledge, synthesis and evaluation skills, and metacognitive knowledge (Alderson, 2000).
need both a great many words in their vocabularies and the ability to use various strategies to establish the meanings of new words when they encounter them.”
Metacognitive learning strategy helps students to be aware of their mastery of vocabulary and increasing it since this strategy involves how they plan, monitor, and evaluate their learning process in gaining more vocabulary. The students who are more aware of metacognitive learning strategy in learning are better students in improving their vocabulary mastery than they who are not. As Read (2000) states,“The strategies are employed by all language users to manage the ways that they use their vocabulary knowledge in communication.”
Some previous explanations evidently show that metacognitive learning strategy, vocabulary mastery, and reading comprehension are positively related. Students not only require metacognitive learning strategy to improve their reading comprehension but also need vocabulary mastery. These two things are very influential in gaining success in reading comprehension. Metacognitive learning strategy influences students’ reading comprehension. Meanwhile, they still need
vocabulary mastery to support their success in reading comprehension. It means that in order to be successful in reading comprehension, metacognitive learning strategy and vocabulary must be improved well (Renandya, 2015). Therefore, there is a positive correlation among metacognitive learning strategy, vocabulary mastery, and reading comprehension.
Hypothesis
H1: There is a positive correlation among metacognitive learning strategy, vocabulary mastery, and reading comprehension.
36 CHAPTER 3 METHODOLOGY
This chapter presents the discussion of research methodology and procedures employed in this research. It is organized into seven major sections, namely, research design, nature of data, source of data, data gathering instruments, procedure of data collection, data analysis and interpretation and triangulation.
3.1 Research Design
3.2 Nature of Data
The data in this research consisted of quantitative and qualitative data. The quantitative data were primarily gathered in this research because the correlational research mainly dealt with quantitative data. The qualitative data were used as the additional information and clarifications of the correlational results. Basically, two major techniques were employed in the research for the data collection, namely tests and questionnaire.
The quantitative data were obtained from the tests of vocabulary mastery and reading comprehension and metacognitive learning strategy questionnaire. The type of the data obtained from the tests was interval data. This close-ended questionnaire with 5-points Likert scale revealed the data in the forms of interval data which was then converted into nominal (categorical) data. The data were converted in order to make them able to be operated by using statistical analysis of Multiple Regression. Besides the data of the tests and questionnaire, the data were also obtained from an interview. Normally, the interview data were in the forms of students’ perceptions of the correlation among metacognitive learning strategy, vocabulary mastery, and reading comprehension. Those were verbal data.
3.3 Source of Data
technique was used in order to get the sample which consisted of 32 students in one class. By using this sampling technique, the class was selected randomly. After doing the selection, then the class was determined as the sample. This technique was chosen for the sake of teaching learning process smoothness. Moreover, the consideration of choosing this technique was because of small possibilities to find a certain place or class for the sample to do the tests. Meanwhile, for the qualitative data, three students were selected as the sample to be involved in an in-depth interviewconcerning on the students’ perception of the correlation of metacognitive learning strategy and vocabulary mastery and reading comprehension by using purposeful sampling technique. Each student was selected based on the highest, middle, and lowest scores of the tests of metacognitive learning strategy, vocabulary mastery and reading comprehension.
3.4 Data Gathering Instrument
For data gathering instruments, the main data of the research were collected through tests and a questionnaire. The followings are the descriptions of the instruments.
3.4.1 The instrument of metacognitive learning strategy
was in the forms of 5-point Likert scale which was used to indicate the frequency of the usage were never, seldom, sometimes, usually, and always. The metacognitive learning strategy was designed to allow the students to control their own reading by organizing, planning, and evaluating as seen in the following table.
Table 3.1 Blueprint of Metacognitive Learning Strategy (Oxford, 1990:153 and Chamot et al., 1999:13)
Type Clarification Item numbers
Planning Advance preparation 1
Directed attention 2
Monitoring Vocabulary monitoring 3
Comprehension monitoring 4
Note taking 5
Understanding checking 6
Problem-solving Activate background knowledge 7
Imaginary use 8
Evaluating Summarizing 9
Self-evaluation 10
3.4.2 The instrument of vocabulary mastery
The instrument used to assess vocabulary mastery was a test in form of multiple choices consisted of 34 items. Each test was adopted and adapted from Senior High School students’ English books and exercises based on the current
curriculum. The specification of the test of vocabulary mastery included lists of words inits context such as nouns, verbs, adjectives, adverbs and conjunctions. The test was used in order to measure the students’ comprehensive vocabulary
designed to test word’s meaning based on the context as one of the aspects of word knowledge since this research focused on depth of vocabulary knowledge.
3.4.3 The instrument of reading comprehension
The instrument used to assess reading comprehension was a test in form of multiple choices. Each test consisted of 25 items adopted and adapted from Senior High School students’ English books and exercises based on the current
curriculum. In addition, Brown, 2004 suggested eight specifications of the questions to measure students’ reading comprehension. The specifications helped the researcher easier to propose the test of reading comprehension.
After conducting observation on the subject of this research, the eleventh grade students should receive some texts which consisted of 250 to 300 words in one text. It is supported by Brown, 2004:206, he states that the set of questions should be based on a 250-word passage that covers the eight features. Therefore, in the reading comprehension test, three short texts consisting of 250-290 words in one text with the eight features were used as seen clearly in the following below.
Table 3.2 The specification of Reading Comprehension (Brown, 2004:206)
No Indicator Item number
Odd Even
1 Main idea (topic) 5, 17 14
2 Expressions/idioms/phrases in
context 3, 13 18
3 Inference (implied detail) 15 4, 22
4 Grammatical features 9 2, 20
5 Detail (scanning for a specifically
stated detail) 23 8, 12
6 Excluding facts not written (unstated
detail) 6, 16, 24
7 Supporting idea 7, 11, 21
The table consisted of six specifications for measuring students’ reading comprehension. In order to make the test better, the item numbers were randomly chosen and put in the questions. Moreover, the item numbers were divided into old and even numbers.
In order to get good quality instruments, try out was implemented in this research. Try out for the tests of vocabulary mastery and reading comprehension was used in order to measure the validity and reliability of the two instruments. The same tests of vocabulary mastery and reading comprehension that consisted of the same numbers of items were used as the try out. The try out was conducted by involving one class of the eleventh grade students which were different students from the sample of this research. The number of the students was 32 students chosen by the researcher. The try out was done before giving the tests to the sample to check whether the instruments were suitable and usable or not. As the empirical validity, the results of the tests vocabulary mastery and reading comprehension were computed into ITEMAN. The results were analyzed from the aspect of discrimination index, difficulty level and distractor analysis. Meanwhile, for the questionnaire of listening strategy, the empirical validity was tested by using Pearson ProductMoment Correlation with the help of SPSS 16 program.
3.4.4 Interview
