Background of the Study
Smith stated that reading is a process that builds a written understanding of the essence of the text. There are many strategies in reading; one of the reading strategies introduced as an effective reading strategy is metacognitive strategies.
Research Questions
While this research focuses on students' reading comprehension using the same strategy, namely metacognitive strategy. From the above explanation, the researcher is interested in conducting a research entitled "Implementation of Metacognitive Strategy in the Reading Comprehension of Students in the Nine Years of Junior High School 1 Sukowono".
Research Objectives
38 Yulina Eva Riany, “The impact of metacognitive strategies on students' motivation in reading comprehension” Jur. Al-Alwan, “The Effect of Using Metacognition Reading Strategies on Reading Comprehension of Arabic Texts” IJAES Vol 13 No.
Significance of the Research
Definition of Key Terms
Implementation is more than just an activity, it is an activity that is planned and designed to achieve the activity's goals.7 This means, in the context of learning, implementation is an action that begins with the preparation of a lesson plan, and continue through the adaptation of the plan in the learning and teaching process in the classroom to the final stage of providing an assessment. 7 Sofia Yulianafeza, An Implementation of Character Education in English Teaching (Descriptive Research at SMPN 2 Pontianak in the Academic Diploma Thesis IKIP PGRI Pontianak, 2022: 7.
Systematic of Research
Reading comprehension is the process of constructing meaning by coordinating a number of complex processes, including word reading, word and world knowledge, and fluency.9 That is, reading comprehension is the process of transferring knowledge or information from the writer to the readers, then the reader understands what the writer conveyed.
LITERATURE REVIEW
Previous of the Study
Theoretical Framework
- Reading Comprehension
- Aspect of Reading Comprehension
- Factor Affecting Reading Comprehension
- Metacognitive
Reading comprehension refers to readers' ability to understand the surface and hidden meanings of the text using metacognitive reading strategies. Therefore, the student assessment activity is very useful for students who understand reading comprehension in the learning process.
RESEARCH METHODOLOGY
Research Design
Research Location
Research Subject
Technique of Collecting Data
Miles and Huberman suggest, "The most frequent form of display from qualitative data in the past has been extended text".55 By displaying data, it will be easier to understand what is happening, plan further work based on what has been understood. Ummm..the teacher in the class always asks if the students understand or not, then I also feel helped when I don't understand, the teacher asks the students to think. The implementation of metacognitive strategy on ninth grade students' reading comprehension at Junior High School 1 Sukowono.
81In the planning, the researcher found that the English teacher guided the students to read the title of the reading text with the title. When the students know the meaning of the title to be read, the teacher asks the students what the reading will tell about. In this chapter, the researcher presents the conclusion of the research and suggestions for the implementation of metacognitive strategy on the reading skills of ninth grade students in junior high school 1 Sukowono.
Implementation of metacognitive strategy for ninth grade students' reading comprehension in junior high school 1 Sukowono. The first strategies are planning, in these strategies the English teacher guides the students to read the title of the reading text. Furthermore, the data implementation of metacognitive strategy shows that there is a response to the students' reading comprehension.
For the teacher, it can be understood from the results of the study that the teacher was successful in the implementation of metacognitive strategy on the students' reading comprehension. How is the response of students in the implementation of metacognitive strategy in ninth grade in junior high school 1 Sukowono. Finally, he rubbed his magic ring and asked the spirit, "Please take me to my princess!" The other agreed.
Technique Analysis Data
Validity Data
In this study, the researcher used source triangulation, where the researcher compares the results of interviews from each source. In this study, the researcher used method and data source triangulation to validate the data. Therefore, after obtaining the data from the observation, the researcher compared it with the result of the interview with the participants.
In this study, sources were triangulation 9-A grade students at junior high school 1 Sukowono and English teacher.
Procedure of Research
The first part described the implementation of metacognitive strategy on students' reading comprehension in junior high school 1 Sukowono and the second part described the students' response to the implementation of metacognitive strategy on students' reading comprehension in ninth grade in junior high school 1 Sukowono. Research results present and discuss the answer to the research questions that dealt with the implementation of metacognitive strategy on students' reading comprehension and the student's response to metacognitive strategy on students' reading comprehension in ninth grade in secondary school 1 Sukowono. How is the response of students in implementation of metacognitive strategy in ninth grade at JuniorHigh School 1 Sukowono.
The teacher performs an assessment by asking questions about the narrative text, the questions given are related to aspects of reading to determine the response of the students in the implementation of the metacognitive strategy for reading understood by the students. 74. In applying the metacognitive strategy, students can answer the text question accurately and can decide the effective strategies themselves. Students think that the metacognitive strategy is very important because it helps to understand the reading texts.
Students realize the benefits of using metacognitive of using metacognitive strategy on their reading comprehension. There were two research questions proposed in this study, this research focused on the implementation of metacognitive strategy on students' reading comprehension and the students' response in implementing metacognitive strategy at junior high school 1 Sukowono. The response of students in the implementation of metacognitive strategy at the ninth grade of Junior High School 1 Sukowono.
Moreover, the students' response in implementing the metacognitive strategy can be inferred from the result of observation on the students' reading test. 82 Asti Ranti, The use of metacognitive strategy to improve student writing skills among students. The implementation of the metacognitive strategy used by the English teachers they were planning, monitoring and evaluating.
FINDING AND DISCUSSION
Finding
Discussion
Penerapan strategi metakognitif dalam pemahaman membaca siswa kelas sembilan SMP 1 Sukowono. Hai ST01A...Saya mau bertanya, apa yang anda sukai dari sistem pengajaran yang diterapkan guru di kelas. Baiklah gan, saya ingin bertanya apa yang anda sukai dari metode atau sistem mengajar guru di kelas.
Aku senang guru membantuku ketika aku mempunyai masalah sehingga aku lebih memahami apa yang aku baca dari teks bahasa inggris ya kakak. Oke disini saya ingin bertanya apa yang anda sukai dari strategi pembelajaran yang diterapkan oleh guru. Hai, saya ingin waktu Anda sebentar... Saya ingin bertanya apa yang Anda sukai tentang strategi metakognitif yang digunakan guru di kelas.
5 Ketika sebuah teks menjadi sulit, saya membaca dengan suara keras untuk membantu saya memahami apa yang saya baca. 6 Saya merangkum apa yang saya baca. 15 Saya menggunakan bahan referensi seperti kamus untuk membantu saya memahami apa yang saya baca. 16 Ketika teks menjadi sulit, saya merasa semakin sulit.
Conclusion and Suggestion
Conclusion
The second strategy is monitoring. In this strategy, the English teacher checks students' understanding by asking questions related to the text read. The teachers explain the structure of reading text and also ask students to understand the reading text by connecting the meaning words, sentences with sentences, until students understand the meaning of the text they read. The final strategy is evaluation. These strategies can be derived from the data obtained from the results of students' classroom observation activities.
The answer to students' reading comprehension can be seen from the results of the students' reading test and interviews. The results of the reading test show that mostly the students can answer the questions correctly with marks above the average determined by the school. Meanwhile, from the result of the interview with the students, they think that the metacognitive strategy is very important because it helps to understand the reading texts.
While the interview with the English teacher showed that until now there was a response, after the teacher gave tasks related to what the teacher explained earlier, the students were able to respond well and with satisfactory results.
Suggestion
- Similarities and Differences of Previous Research
- The Population of the Study
- Item Distribution of the Questionnaire
- Likert‟s scoring table
- Reading Test Scores
- The Blue Print of Reading Test
Menyampaikan motivasi tentang apa yang dapat diperoleh (tujuan dan manfaat) dari mempelajari materi teks dongeng. Jadi contoh penerapannya di kelas biasanya ketika berencana meminta siswa untuk mengetahui maksud dari judul teks yang akan dibacanya, karena jika siswa sudah mengetahui maksud dari judul cerita tersebut, siswa pasti mengetahuinya. tentang apa teks tersebut, jadi... dalam memantau, saya lebih suka memantau sejauh mana pemahaman siswa dalam membaca teks, misalnya saya memprovokasi mereka dengan beberapa pertanyaan... ya, pertanyaan dengan 5W+1H dan kapan siswa memahaminya apa yang ditanyakan biasanya saya tunjuk pada orang lain yang sepertinya kurang paham atau kurang memahami isi teks dan beberapa pertanyaan ini merupakan evaluasi yang saya dapatkan dari nilai siswa. Sejauh ini sudah ada responnya, setelah saya memberikan tugas yang sudah saya jelaskan sebelumnya, siswa sudah mampu menjawabnya dengan baik dan dengan hasil yang memuaskan.
Yang aku suka adalah aku bisa mengutarakan apa yang aku ketahui sebelumnya ya kak, dan aku juga bertanya kepada guru ketika ada yang belum kupahami ya kak. Yang saya suka, pembelajarannya efektif karena kita diminta untuk membuat rencana sebelum membaca, serta kita diminta untuk mengetahui maksud dari judul teks tersebut sehingga kita dapat mengetahui isi teks tersebut. Aku suka kalau gurunya nanya apa yang aku belum ngerti mbak... jadi kalau aku merasa kesulitan, aku bisa bertanya ke gurunya.
Selama pembelajaran, saya bisa memahami apa yang dijelaskan guru kakak, dan saya merasa ingin membaca teks bahasa Inggris ketika saya mengerti maksudnya kakak. Jawaban saya adalah saya akan merasa terbantu dengan sistem pembelajaran yang menggunakan strategi metakognitif yang menyenangkan dan dapat membantu saya memahami teks yang saya baca. Yang saya sukai dari strategi yang digunakan guru saat mengajar adalah memudahkan saya dalam memahami pelajaran bahasa Inggris.
20 Saya menulis ulang gagasan dengan kata-kata saya sendiri untuk lebih memahami apa yang saya baca. 21 Saya mencoba mendeskripsikan dan.
