Gita Nurfadhilah, 2016
THE INVESTIGATION OF STUDENTS’ METACOGNITION IN READING COMPREHENSION Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CONTENTS
THE INVESTIGATION OF STUDENTS’ METACOGNITION IN
READING COMPREHENSION ... i
PAGE OF APPROVAL ... i
THE INVESTIGATION OF STUDENTS’ METACOGNITION IN READING COMPREHENSION ... i
STATEMENTS ... ii
ACKNOWLEDGEMENTS ... iii
ABSTRACT ... iv
CONTENTS ... v
LIST OF TABLES ... vii
LIST OF FIGURES ... viii
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Statement of the Problem ... 3
1.3 The Purpose of the Study ... 3
1.4 The Scope of the Study ... 3
1.5 The Significance of the Study ... 3
1.6 Clarification of Related Terms ... 4
1.7 Organization of the Paper... 4
1.8 Concluding Remark ... 5
CHAPTER II THE LITERARY REVIEW ... 6
2.1 Reading ... 6
2.1.1 General Concept of Reading ... 6
2.1.2 Models of Reading ... 7
2.1.3 Types of Reading ... 10
2.1.4 Reading Comprehension ... 10
2.2 Factor Influencing Reading Comprehension ... 11
2.3 Difficulties in Reading Comprehension ... 13
2.4 Reading Strategies ... 14
2.5 Metacognition ... 15
2.5.1 General Concept of Metacognition ... 15
2.5.2 Metacognition in Reading Comprehension ... 16
2.5.3 Components of Metacognition in Reading Comprehension ... 17
2.5.4 Significance of Metacognition in Reading Comprehension ... 25
2.6 Previous Study ... 26
Gita Nurfadhilah, 2016
THE INVESTIGATION OF STUDENTS’ METACOGNITION IN READING COMPREHENSION Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER III RESEARCH METHODOLOGY ... 28
3.1 The Research Design... 28
3.2 Research Site and Participants ... 29
3.3Data Collection ... 29
3.3.1Questionnaires ... 29
3.3.2 Interviews ... 31
3.4Data Analysis ... 33
3.5 Concluding Remarks ... 35
CHAPTER IV FINDINGS AND DISCUSSIONS ... 36
4.1 Students’ Metacognitive Knowledge ... 36
4.2 Students’ Metacognitive Regulation ... 40
4.3 High-achievers Metacognition ... 45
4.4 Medium-achievers Metacognition ... 47
4.5 Low-achievers Metacognition ... 48
4.6 The different use of Metacognition Between High-, Medium- and Low-achiever Students ... 50
4.6.1 Metacognitive Knowledge between High-, medium-, and Low-achiever Students ... 51
4.6.2 Metacognitive Regulation between High-, medium-, and Low-achiever Students ... 53
4.7 Concluding Remarks ... 58
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 59
5.1 Conclusions ... 59
5.2 Suggestions ... 60
5.3 Concluding Remarks ... 60
References ... 61
Gita Nurfadhilah, 2016
THE INVESTIGATION OF STUDENTS’ METACOGNITION IN READING COMPREHENSION Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF TABLES
Table 3.1 Questionnaire items
Table 3.2 Data processing table for questionnaire Table 3.3 Categorization of Metacognition Usage Table 4.1 Students’ Metacognitive Knowledge
Table 4.2 Students’ Metacognitive Regulation Frequency Table 4.3 Students’ Debugging Strategies Frequency
Gita Nurfadhilah, 2016
THE INVESTIGATION OF STUDENTS’ METACOGNITION IN READING COMPREHENSION Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF FIGURES
Figure 2.1 Anderson’s Concept of Reading
Figure 2.2 Bottom-up reading model Figure 2.3 Top-down reading model Figure 2.4 Interactive Reading Model
Figure 2.5 Metacognition in Reading Framework Figure 4.1 Metacognitive Knowledge of the Students Figure 4.2 Students’ Metacognitive Regulation
Figure 4.3 Students’ Regulation Rate in Percentage
Figure 4.4 High achievers’ metacognitive knowledge in percentage
Figure 4.5 Medium achievers’ metacognitive knowledge in percentage
Figure 4.6 Low-achievers’ metacognitive knowledge in percentage
Figure 4.7 The comparison of students’ metacognitive knowledge
Figure 4.8 The comparison of students’ metacognitive regulation
