Journal Compound Improving the quality of english Education

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Improvingthe

Qudity of fnglish Etiuer

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Grd@?rcgrminEnglish Education

: Unlvers ity of Palan$ka'Raya

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5, I{O. I, APRIL 2gt7

Special Edition

ISSN:233W42

Iournal

knproving the Quality of English Education

The Effect of iletacognitive Strategy {MS} and Vocabulary

Self4ollection

Strategy {VSS} on the Students' Reading Comprehension of Narrative

Text at the Eighth Grade of S[nP Darul

]liirah

Putera lfrartapura by Buhari Muslim, Natalina Asi

The Effect of Learning itranagement System: Edmodo and Schoology on Students' Achievemenb in Writing Narrative Text of the Fourth Semester

of University of Palangka Raya by Heri Santoso, Wahyuningsih Usadiati

The Effect of Pair Recording iilethod (PRM) on Students' Speaking Skil!

of Procedure Text at the Tenth Grade Package C of PKBM Luthfillah

by Ade Salahudin Permadi, Elanneri Karani

The Effect of Learning English Based on Local Content and Content Based

tlaterials

by Using CALL on the Eleventh Grade

StudenE'Writing

Skill of Report Text at SMA N

{

Katingan Tengah by Predi Gantara, Maria Arina Luardini

Developing A

ilodel

of Supplementary English Instructional _Materials Based on Local Content for the Eighth Grade Studenb of SMP Negeri 9

Palangka Raya

by Nurliana, Wahyuningsih Usadiati

Ileveloping Assessment of Speaking Skill by Doing Proiect Based Learning for the Fouilh Grade Students in SDS Golden Christian School

in Academic Year 2A16nO17 by Monae Trisiska, Elanneri Karani

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Published by:

Graduate Proglram in English tanguage Education

Univensity of Palangka Raya

We would like to thank the Almighty God who

enables

us to publish the

second

volume journal of

Graduate

Program in English

Language

Education of

Palangka Raya University, Palangka Raya, Central Kalimantan.

"Compound:

Improving

the

Quality of

English Education"

journal is

a peer-reviewed

journal published twice a year by

Graduate

Program in English Language

Education, Palangka Raya

University. This journal is dedicated to its

members and others

who

^are

interested

in

English language teaching. The purpose

of

this

journal

publication is to provide a

forum for

exchanging

information

about

practices,

opinions, recent issues, and researches

in

English language teaching.

This volume

consists

of

8 articles

from

graduate students and teachers in English Language Education.

We

would like to

extend our

thankful to

the

Director of

Graduate Program, Palangka Raya

University who has

supported

the publication of this journal, to the

reviewers and authors who have

significantly

contributed in this publication.

We

hope that

this publication will benefit individuals

and

institutions who

concern

the improvement of English

language

teaching, to stimulate new thinking and

enrich understanding

ofrecent

issues about English language teaching practices.

Palangka Raya,

Aprll

2017

Editors

ISSN: 2338-4042 Vol. 5, No.

l,

APzuL ^2OI7

Special Edition Improving the Quality

of

Enslish Education

CONTENT

The Effect of Metacognitive Strategy (MS) and Vocabulary

Self-Collection Strategy

(VSS)

on

the

Students' Reading Comprehension

of Narrative Text

at the Eighth Grade

of

SMP Darul

Hijrah

Putera Martapura

Buhari Muslim, Natalina

Asi...

^1-12

The

Effect of

Leaming Management System: Edmodo and Schoology on Students' Achievements

in Writing Narrative Text of the Fourth

Semester

of University of

Palangka Raya

Heri

Santoso, Wahyuningsih t3-25

The Effect of Pair Recording Method (PRM) on Students'

Speaking

Skill of

Procedure Text at the Tenth Grade Package C of

PKBM Luthfillah

Ade Salahudin Permadi, Elanneri

Karani

^26-36

The Effect of Learning English

^Based Materials by Using

CALL

on the Eleventh Text at SMA

N

¹ Katingan Tengah

Predi

Gantara,

Maria Arina Luardini

^{37 -44}

Developing

A Model of

Supplementary

English

Instructional

Materials

Based on Local Content for the Eighth Grade Students

of

SMP Negeri 9 Palangka Raya

Nurliana,

Wahyuningsih

Usadiati

^45-53

Developing Assessment

of

Speaking

Skill

by Doing Project Based Learning

for

the

Fourth Grade Students in SDS Golden Christian School in Academic

Year 201612017

Monae Trisiska, s4-64

on Local Content

and Grade Students'

Writing

Content

Based

Skill

of Report

ilt

Buhari Muslim, Natalina Asi Vol. 4, No. 1, April 2017 :

L-

¹²

JournalCompound ISSN:2338-4042

THE EFFECT OF METACOGNITIVE STRATEGY (MS) AND VOCABULARY SELF-COLLECTION STRATEGY

^(VSS)

ON THE STUDENTS'READING

COMPREHENSION OF NARRATIVE TEXT AT THE EIGHTH GRADE OF

SMP

DARUL HIJRAH PUTERA MARTAPURA

Buhari

Muslim

Natalina

Asi

Graduate Program in English Education

P alangka Raya Univ ers

ity

Ahstract

This research was conducted ^to

find out

^{the effect}

of

Metacognitive Strategy (MS)

and

Vocabulary Self-collection Strategy ^(VSS) on the students' reading comprehension

of norrative text.

Besides,

this research was also

conducted to

find out the

^comparison

between Metacognitive Strateglt (MS) and Vocabulary Self-collection Strateg,t (VSS) on the students' reading comprehension of naruative text. The

population

of this research was the eighth grade students of SMP

Darul Htjrah

Putera

Martrapura.

The number of sample was 50 students. Reading comprehension tests

of narrative

text was used as the instrument in

order to collect the data

needed. Besides,

the questionnaire was also used as

the

instrument in order to support the main data which

^cannot

gain only by a test.

The research design was quasi-experimental design and there were two groups: Experimental

and Control

Groups. The

data

were processed

and

analyzed

according to

the

following

steps: assigning the groups,

giving

the

prelest to

both Experimental and

Control

Groups,

giving

treatments,

giving

the post-test, and the last

distributing

the questionnaire. The data

of reading

tests were analyzed by using

Paired

Sample T-test by

IBM

_^SPS^S

2j

program.

Furthermore, the data of

questionnaires were analyzed

by

using

formula

^{of percentage} adaptedfrom Sudijono

(2012:

318). The results of this research showed that the significant value

of

the data of post-test

in

the

Control

Group was 0.185. The

significant

value

of

the data of post-test

in

Experimental Group

of

MS was 0.000 and the

significant

value

of

the

dataof

post-test

inExperimental

Group

of

VSSwas 0.000.

As

0.185

J

0.05 and 0.000 A 0.05

in

this research, the

first

^and the second

null

hypothesizes were rejected and the

first

and

the second

alternative

hypothesizes were accepted. Therefore, there was

significant effect on the ability of the

students

in reading

comprehension

of narrative text

using Metacognitive Strategy (MS) and there was

significant

effect on the

ability of

the students

in reading

comprehension

of narrative text using Vocabulary Self-collection

Strategy (YSS).

And

the

significant value of

the

data

of post-test

in

comparison between MS and VSS

was 0.023. It meant MS had more significant effect than

VSS

on the

students' achievement in reading comprehension of

narrative

text. Moreover,

from

questionnaires,

it

could be stoted that students and English teacher thought that Metacognitive Strategy (MS) and Vocabulary Self-collection

Strategt

(VSS) were very useful to them.

Keywords: Metacognitive Strategy, Vocobulary Self-collection Strategy,

^Reading

Comprehens ion,

Narrative

Text

Buhari Muslim, Natalina Asi Vol. 4, No. 1, April ZOLT : L

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^tZ

INTRODUCTION

Most of the students in Indonesia have

difficulties in comprehending

_English texts although

they

have studied English

since they were in

elementary _schools.

"Ihere were

two main

factors considered

as the problems in

reading comprehension, they were classified into

two

categories: (1) Internal

factor,

and(2) External factor. The Internal factors were related to vocabulary mastery and reading

strategy, while the external factor

was

related to the teaching

_technique.

(Prihastuti 2013:

l)

In

some schools

in

Indonesia which

have not applied Curriculum 2013,

the

curriculum applied is called Kurikulum

Tingkat Satuan pendidikan

_(KTSP).

KTSP was declared

by

Dinas pendidikan

which

stated that the reading text

of

SMp consists

of five

forms

of

text: descriptive,

recount, naruative, procedure,

_and

report. Narrative text is

one

of the

text types

that

_{should be learned}

by

students.

Narrative text is

interesting

text

and the students can leam from

it.

The purpose

of

narrative text _is to entertain, to

tell

a story or to provide literary experience.

Nevertheless, the objective of teaching

reading in SMp Darul Hijrah

^purera

Martapura _was not yet

fulfilled.

_{Based on}

the observation

which

had been done, the

students of SMp Darul Hijrah

^putera

{lrtapura, especially the eighth

grade

still had problems in ."idirg

comprehension.

It

because

the

internal

and the external factors. The

intemal

factors were related to the

students, vocabulary mastery and reading _strategy.

In vocabulary mastery most of

them

didn't know

the meaning

of

_{some words}

in the texts.

Thus,

they couldn,t

_answer

the reading comprehension

_questions

correctly. It was

related

to the

research conducted previously

by Hafidian

(2010)

entitled Reading

Comprehension

Ability

of Students in Narrative Text at

the

E_ighth Grade of SMp Darul Hijrah

Putera Kabupaten Banjar and Muslim

2

JournalCompound ISSN:2338-4042 (2015) entitled _The Students,problems in R_eading Comprehension

at the Eighth Grade of SMP Darul Hijrah putera

Academic _Year 2014/2015. Both

of

them stated

that the ability of the

students at

the eighth grade of SMp Darul Hijrah Putera in reading

comprehensions _was

still low. The

students

were still

facing

diffrculties in vocabulary mastery. In reading strategies the students didn,t know

the way to understand the text. _The students

usually

match

the words in

the

multiple

choice options

with

the words in

the text

as

their

strategy

to

answer _the questions,

while the external factor

was

related to the teaching technique.

_The teaching technique _{became a}

problem in reading comprehension at the

Eighth

Grade of SMp Darul Hijrah

^putera

Martapura. It

^seemed

that the

_teacher

used conventional strategy as a technique

in his teaching process. In

the

presentation stage, the teacher

gave

limited exploration about the text.

The teacher

only

asks some questions _about the type

of

the

text without

exploring _the

topic. Then, in the practice stage

_the

students were _asked

to

read the

teit.

The

teacher didn't guide them in

comprehending the text.

In

the last stage,

the

students answered

the

questions _that

followed the text.

Then,

it

was

followed

by the

discussion

section in which

_the teacher

called on

some

the

students to answer the questions.

After

discussing

all

of

questions,

the

teacher translated _the

text into their native language

_and

pointed out the difficult

question

while

the students wrote down the words.

All of those problems needed to be

solved

because they gave impact on their

reading achievement which _was low.

To solve the problems occurring

in

the teaching _and learning _process

of riading,

teaching reading strategies

to

students is considered valuable _as a

tool for

solving

the problems that the students

may encounter

in the text. Thus, the

_teacher

needed

to

use a technique

to

increase the

Buhari Muslim, Natalina ^Asi Vol. 4, No. 1, April2OtT :

t -

^L2

CO$KI-IN (2010: 36-37) states the use

of metacognitive strategies

activates

one's thinking and leads to

^improved

performance in leaming in

^general.

Learners who have

metacognitive

abilities seem to have the following

advantages over others who are not aware of the role metacognitive strategy:

1.

^They are more strategic learners.

2. Their rate of

^progress

in learning

as

well

as the

quality

and speed

of their

cognitive engagement is faster.

3.

^{They are confident}

in their

abilities to learn

4. They do not

hesitate

to obtain

help

from

peers, teachers,

or family

when needed.

5.

They provide accurate assessments

of

way they are successful learners.

6.

^They

think clearly

about inaccuracies

when failure occurs during

an

activity.

7. Their tactics

match

the learning

task

and

adjustments

are

made

to

reflect changing circumstances.

8. They perceive themselves

^as

continual learners and

^can

successfully cope

with

new situation.

Metacognitive

strategies

do not only

help

the

learning generally

but

also have

a lot to offer to

^vocabulary

comprehension specifically. According to

Goh ( 2008 ) lists

^some

of the

^positive

effects

of

metacognitive strategy training on vocabulary comprehension. She states that

it

improves students' confidence and

makes them less anxious in

^the

vocabulary process.

According to Misa (2014 305)

the

implementation of the

metacognitive

strategy in teaching

^reading

comprehension

which consists of

three stages of instruction;

1. Pre-reading activities

^covered

(planning)

2. Whilst-reading activities

covered (monitoring and evaluation),

4

JournalCompound ISSN:2338-4042

3.

Post-reading activities.

First, in pre-reading

^(planning)

activity could be categorized

as

conveying learning objective, introducing

the topic and activating the

students'

background knowledge. Activating schemata supports comprehension

by

calling up

stable background knowledge representations that supports and interpret

the text knowledge. Misa (2014:

305)

adds that by activating

background

knowledge and

experience

the

students

could easily understand the

materials, because

the broader this is, the

more

likely

the students are to be able to tackle materials

of

greater

difficulty

drawn from a

wider

range

of

subject areas. Breadth

of the

scope breeds more breadth as

well

^as greater depth

of

understanding.

In

short,

eliciting

the students'

prior

knowledge in advance

will help them to

comprehend the text easily.

Second,

in whilst-reading

(monitoring and evaluation)

activity,

the teacher does some steps.

The

teacher also guides the students

to form in groups (a group of four) and pointing student as a

leader, recorder/secretary, checker and reporter.

These

ways could facilitate the

students

to

^focus

their

attention

in

understanding

the

content

of the text. In line with

this, group

work

has at least

four

advantages,

namely (1) generates

interactive

language, (2) offers an

^embracing

effective climate, (3) promotes

learner

responsibility

and autonomy, and

(4) it

is

a

step

toward individualizing

instruction.

And then, they are 1) giving a text for each group, 2) guiding the

students

in

reading fast and silently. Increasing silent expeditious reading speed can be done by

skimming

and scanning.

In

skimming the reader goes

through a text quickly,

not

noting

every

word but trying to

^get main

idea of what the text is

about. Whereas

scanning involve searching for

^a

particular piece of intonation

in

a text, the readers

were thinking when they

used a

t

;1

Buhari Muslim, Natalina ^Asi Vol. 4, No. 1, April2Ol7 :

1- t2

particular symbol in the text,

^such

techniques would allow

^detailed

exploration of processing

problems associated

with

particular features

of

text

and the

strategies

that

readers

used

to

overcome such problems, finding

the

writer's main

^ideas

and key

supporting

details that can help to

understand the

content of the course,

demonstrate understanding and establish

the

ideas,

it

includes: read and

trouble-shoot.

Troubleshooting is also needed

by teacher when

he or

she monitors groups

work activities,

sees

how well they

^are

doing

and deciding whether

or not to

^go over and intervene, 3) guiding students to discuss

how to do the

task based on the

passage that they have read.

4)

Monitoring the students' activities

and

giving them assistance, 6)

^leading

students

to read the tasks individually.

Misa

(2014:306) emphasizes that the task

is most specific type of small

^group

activity in

the language class.

It

can have

a variety of

goals,

which

students select depending on their level and interest.

To

comprehend the reading materials, the teacher

give

students some questions

dealing with the text in group.

^This

activity aimed to

measure

the

students' comprehension on the text they had read.

The teacher monitors this activity

^by

checking

their works to

ensure that they

could follow

the instruction. The teacher

asks the volunteer of the groups

to

answer the questions and give

the responses.

Third,

post reading

activity is

the last stage

of the

procedure,

this activity

is

aimed to guide students to

^make

conclusion of lessons that they

have

leamed and do reflection of

learning

Focess. The

teacher assists

the

students

rto got the difficulty in

^applying

metacognitive strategy by leading with

some questions. Thus,

by

conducting this

activity the teacher could

^make

waluation of the learning

process. This

activity belongs to reflective

teaching.

Joumal Compound

ISSN: 23i18-tl0tl2

Reflecting teaching is an approach

to teaching

which is

based

on a belief

that teachers can improve

their

understanding

of

teaching and

the quality of their

or*n teaching

by reflecting critically on their teaching experiences and develop

the

skills of

considering the teaching process

thoughtfully,

analytically, and objectively

as a way of improving

classroom practices.

Vocabulary Self-collection Strategy

Vocabulary Self-collection Strategy is a reading strategy

that

used

for

teaching

reading. It has its primary

goal incorporation

of new

content

words

into students

working

vocabularies. Wood and

Harmon (2001:43) said that

vocabulary Self-collection Strategy or VSS is another method of teaching and practicing the use

of

context

to

determine

word

meanings.

According to Martin

^(2002:88),

"Vocabulary Self-collection

Strategy

(VSS) is an

interactive-learning instructional strategy that promotes word consciousness,

as students are

actively engaged

in indentifying

important words from their reading

to

share

with

members

of their

class".

It

means that

this

strategy makes the students active

in

teaching and

learning process. They can find

the

important word through

teacher's instructions. Then,

they

can interact each

other to share the words with their

classmates.

The Vocabulary

Self-Collection Strategy

(VSS)

has purposes

to give

an opportunity

to the

students

to

understand the concept

of

a

text

and

to

determine the

meaning of the words based on

^the

context.

Fatonah

(2015:27)

stated

"The

purpose

of

the vocabulary self-collection strategy

(VSS) is to motivate

students to

learn new words by promoting a

long-

term acquisition

and development

of

the vocabulary

of

academic disciplines

with

the goal

of

integrating new content words

into

students

working

vocabularies."

Buhari Muslim, Natalina ^Asi Vol. 4, No. 1, Apri! 2017 :

L-

^L2

ability, vocabulary knowledge, prior knowledge of the topic

considered, and relevant strategies to make sense

of

^a text

and understand it. Mehrpour et

^al.

(2A12:129). Mehrpour et

al.

also says the same thing that reading comprehension is

often discussed in terms of being

^a

process involving the integration of

decoding

ability,

vocabulary knowledge,

prior

knowledge

of

the

topic

considered, and relevant strategies to make sense

of

a

text and understand it.

Reading comprehension

is a

complex process: the reader constructions meaning

by

interacting

with text using his or

her previous

knowledge

and experience and

the information that

can

be found in

the

text. The more background

information related

to the text the

reader possesses,

the easier it is for him or her to

understand

the text. When reading

the

text he or she activates the

^previous

knowledge

about

topic. Moreover,

each

text is

unique as regards

the

structure

of the text, its genre, vocabulary,

and

language. Several factors influence

^a reader's interaction:

how

easy the

text

is

to read, how accurately it follows

the conventions

of its

genre

or

structure, the language

it is written in, and even

the

tlpe

and the size

of font

(Strom,

2006:l-

2).

The

success

or failure of

students

in

their future studies will depend

very

much on their mastery in reading.

The

abilrty to read and

understanding what

they read is a goal as well as

^a

fundamental basic tool of

education.

Reading

comprehension

is not only

^a

matter

of

understanding the

print

on page

h4 it is the creation of meaning by ombining

what the

print tells with

what

fu reader already possesses

^as

knowledge. To achieve comprehension,

it

fo crucial for the reader to make use of his previous experiences. Salmi

QAll:

^698).

The

definition

above is similar to what

blair-larsen means that

^reading

comprehension

is an

essential

skill for

Joumal Compound ISSN:23i18-4042

children

in

school settings and beyond-

A

broad range

of

task requires

children

to comprehend

written text, particularly

as

children progress in school and

^is

expected to learn more

independently.

The most familiar

reading

task,

and the

one that children frequently

encounter

during early exposures to text,

^is

comprehension

of a story or

narrative passage. Eason et al (2012:515).

Narrative Text

Narrative

text

is one

of

^genres

of

text.

It is

also a common

type of texts.

There

are some genres of text, such

^as:

descriptive, procedure, narrative, recount,

and report. According to Al-Hapidz

(2014:72-73),

narrative

text is

a text that has a purpose

to

entertain and the reader

or listener. However, narrative can

^also

be written to

teach

or inform, to

change attitudes

or social opinions

and

to

show

the moral of a

story.

Kaliszewski (2AB:

4) defines narrative as "the representation

of

an event

or a

series

of

events". Some

examples of narrative text are

fantasy

novel, historical fiction and

stories.

Wardimana et al (2008: 98),

Narrative text is a

kind of

^genre that social function

to

amuse, entertain and deal

with

actual or vicarious experience

in

different ways.

Narrative

deals

with problematic

events

which

lead

to

a

crisis or turning point of some kind, which in turn finds

a

resolution.

Example ol Narrative'I ext Text

Organi zation

The Story

The Prince and His Best Friends

Orientat ion

Once upon a time, there lived

a kind young prince

named Jonathan.

He was

loved, and adored

by

his people.

His

two close friends were Peter Piper, the servant ofthe palace and Franklin Greedv. the son of an Aristocrat.

Compli cation

Buhari Muslim, Natalina Asi Vol. 4, No. 1, April2OLT :1,

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JournalCompound ISSN:2338-4042

The

Admissibility

of the Data

Criteria for the admissibility of

the data in this research were as

follows:

1. The first

data

were taken from

both

control and experimental

groups.

They were the students' scores

in

reading narrative text before

the

experimental group was given

MS and

VSS

as

the

treatment.

This

was considered as pre-test.

2. The second data were taken

from

both control group

and experimental

groups. They were the

students' scores

in

reading

narrative text

after the experimental group was given MS and

VSS

as

the

treatment.

This

was considered as post-test.

Data Collecting

Procedures

Two

data collection were employed in

this research which were a test

and questionnaire.

In collecting the data of

the test, the

writer

gave pre-test and post-

test to

see

whether there is

significant effect or not on the students' achievement

in

reading narrative

text

after the

MS

and VSS was given. The test

in this

research

was narrative text of

reading

comprehension test in the form of multiple

choice items.

In collecting

data

of the

questionnaire,

the writer

collected

by distributing questionnaire to

^the

English teacher and students of the eighth

grade of SMP Darul Hijrah

Putera.

Meanwhile,

the

data

of

the questionnaire

were

needed

to support the main

data

which

cannot be gained only by a test.

Data Analysis

Procedures

The first data of the

research

was

a

test.

The

procedures

to

analyze

the

data of a test were as

follows:

1.

^The data collected

carefully from

the

students' answer

sheets

of

reading comprehension of narrative text test.

One day, The Prince, Peter Piper, and Franklin Greedy were

walking through the

forest.

Suddenly

a

^group

of

bandits attacked the three boys near an

old ^house. They entered the old house and blockaded the gate and

doors.

The three boys

^were

trapped inside the house.

Franklin was very terrified and

asked

the

Prince

to

^surrender

immediately, but Peter was not afraid. He urged and supported

the Prince not

to

give up. The Prince decided not

to

surrender because he realized that he would become a hostage for the bandits

to

ask for ransom

to

his father,

but

Franklin

was

scared and wanted to make a deal,

it

made Peter suspicious about Franklin's behaviour. So he quietly made up a plan for him and the Prince to

METHODS AND PROCEDURES Data

Data were taken from

reading comprehension tests

result of the

eighth

grade students of SMP Darul Hijrah

Putera Martapura

by

conducting pre-test and post-test of reading narrative text.

Go

Resoluti on

Early at dawn,

Franklin opened

the front gate

and unlocked the doors. The bandits entered the house in search ofthe Prince. When they came

to

the

room

where

the

Prince was supposed to be sleeping, no one was there. Suddenly they heard a horse running

outside the house and saw over the window that Peter Piper and

the Prince were riding away on one ofthe bandit's horses.

It tums out, Peter

Piper sneaked

out of

the house and

waited

in the

yard,

while

the

Prince was hiding behind the

house.

The

bandits were very angry at Franklin and took him with them while the Prince and Peter went safely going back to the Caoital.

Buhari Muslim, Natalina ^Asi Vol. 4, No. 1, April2OtT ^{: L}

-

^L2

2.

The checking and

giving the

score to

the

students' answer sheets had done using the formula as follows:

Score:

Number of Correct Answers

x

L00

Number of the Test Items

(Sudijono,

2012:318)

3. Tabulating, calculating,

^and

presenting the data.

4. After tabulating, calculating,

^and presenting

the data, it is

^{needed to}

know that the data obtained

were

normally distributed and

homogeneous. Therefore, test of normality and test of

homogeneity

were conducted before

^hypothesis

testing.

Instrumentation

Instrument Development

In this research the

^reading

comprehension test and

questionnaire were used as the instrument. The reading comprehension tests were

in the form of

multiple choice items, while

questionnaire

was used to find out

the information related to the implementation

of MS and VSS in teaching

reading

comprehension of narrative text

in reading class.

Instrument Try Out

Before the instrument was used to test the sample, they were tried out

in

order

to

know whether the instruments

were suitable

or not. The try out

was

held in

another class

of

the eighth grade students at SMP

Darul Hijrah

Putera Martapura ^as

the

sample

of

the

try

^out,

in

equal grade

with

the sample of this research.

Instrument Validity

There were

two kinds of validity

that

were used in this

research.

They

were construct

validity

and content

validity.

loumal Compound ISSN:2338-4042

Instru

ment

Reliability

In this research the

writer

analyzed the

reliability of

the test by using Cronbach's alpha

in

SPSS 23 program.

Population

and Sample

Population

The population in this research was the

eighth grade students of SMP

^Darul

Hijrah Putera in 6

^classes.

Each

class

consisted of 25 students. The

total number of population was 150 students.

Sample

In

this research, the

writer

used cluster

random

sampling.

A lottery

^{system was}

used to select two classes from

six classes.

Research

Methodology

This research used

experimental research design.

It

investigates

the

effect

of MS and VSS towards the

students'

reading

comprehension

of narrative

text scores.

RESULT OF THE RESEARCH

The data analysis result

^was

elaborated as follows.

l) There was significant effect on

the

ability of the students in

reading comprehension

of

narrative

text

after using Metacognitive Strategy (MS).

It

related to the theory of Metacognitive

Strategy which stated

^that

Metacognitive Strategy is

^not

something new

in

the education field.

This

strategy

is

applied and taught to students

to

enhance the understanding

of a text that has been read.

The

application of the

Metacognitive

Strategy during reading

^and

comprehension lessons is

^also

believed to help students think

methodically in all three levels of reading processes, namely

before

reading, during reading and

after

reading (Othman et al

^2014:103).

Besides that Metacognitive Strategies is also a sequential processes that one

Buhari Muslim, Natalina Asi Vol. 4, No. 1, April2OL7 :

t - !2

of which uses to control

cognitive

activities, and to ensure that

^a

cognitive goal

(e.g., understanding a

text)

has been

met.

These processes help to regulate, oversee the learning,

and consist of planning

^and

monitoring cognitive activities,

as

well as checking the outcomes of those activities

^(Chauhan

&

Singh,

2014: 22). Thus, it means

^that

teaching involves not only

^how

information

gets

from the

teacher to

the

learner

but

also

how the

leamer

uses it, interacts with it,

^receives

guidance and receives feedback. And

it also related to the result of

questionnaires

that had given to

the

students and the English

teacher

which showed that MS could

help

them in understanding

reading

English texts. Table of

^Paired

Samples Statistics of the experimental

group MS

showed

the summary of

mean and Standard

Deviation of

pre-

test

and post-test.

The

mean

of

pre- test

was

59.2A and the mean

of

post-

test was 76.32. If we

^{compared the}

means

of pre-test and

post-test, we

could

see

that the

mean

of

post-test was higher than pre-test

which

means

that the

students made

any

progress

helping by MS. This

means

that

the

first null hypothesis (H0l)

was

rejected and the first

alternative

hypothesis (Hal) was accepted. It

could be concluded

that Metacognitive _Strategy

(MS)

affected

significantly on the

^students'

achievement in reading narrative text.

2) There was significant effect on

the

ability of the students in

^reading

comprehension

of

narrative

text

after

using Vocabulary

Self-collection

Strategy (VSS). It related to

^the

theory of Vocabulary

Self-collection Strategy

which

stated that Vocabulary

Self-collection Strategy is

^the

interesting strategy to

^teach

vocabulary in Junior High

School.

JournalCompound

ISSN: 2338-4042

The

students

can be more active

to

collect and hnd the

meaning

of

key vocabularies found in the text. this the

strategy can be implemented

in teaching reading comprehension since

it is

related

to

vocabulary

leaming

in

which the

students

can

comprehend

the text if they understand

the

meaning of the words

based

on

the

context (Juwita & Sunaryo

2013).

And it also related to the result of

questionnaires

that had given to

the

students and the English

teacher

which

showed

that VSS could

help

them in understanding

reading

English texts. Table of

^Paired

Samples Statistics of the experimental

group VSS

showed

the

summary

of

mean and Standard

Deviation of

pre-

test

and post-test.

The

mean

of

pre- test

was

59.20 and the mean

of

post-

test was 76.32. If we

compared the means

of pre-test and post-test,

we can see that the mean

of

post-test was higher than pre-test

which

means that

the students made any

progress

helping by

VSS.

This

means that the

second null hypothesis (Ho2)

was

rejected and the second

alternative

hypothesis (Ha2) was accepted. It could be

concluded

that

Vocabulary

Self-collection Strategy

^(VSS)

affected

significantly

on the students' achievement in reading narrative text.

Students

made better progress with

help

of

using

MS

than VSS. Table

of

Paired Samples Statistics (Table _4.18)

of

comparison between

MS

and VSS

showed the summary of mean

and Standard

Deviation of post-test

MS and post-test VSS. The mean

of

post- test

MS was 16.32

and

the

mean

of post-test VSS was 71.20. If

^we

compared the means

of MS

and VSS,

we could

see

that the mean of MS, was higher than VSS which

means

that the

students made

any

progress

helping by MS. This

means

that

the

third null hypothesis (Ho3)

was 3)

10

Buhari Muslim, Natalina ^Asi Vol. 4, No. ^1, April 2017 :

t - t2

rejected and the third

alternative

hypothesis (Ha3) was accepted. It

could be concluded that MS had more

significant effect than VSS on

the

students' achievement in

^reading

comprehension of narrative text.

CONCLUSION

Based

on the data

analysis

result, it

can be concluded as

follows:

1.

Metacognitive Strategy

(MS)

affected

significantly on the

^students'

achievement in reading narrative text.

2. Vocabulary Self-collection

Strategy

(VSS) affected significantly on

the

sfudents' achievement in

^reading

narrative text.

3- MS had more significant effect

than

VSS

on

the

students' achievement in

reading

comprehension

of

narrative text.

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