THE CORRELATION BETWEEN METACOGNITIVE READING STRATEGIES AND READING COMPREHENSION SKILL
SKRIPSI
BY
AMBRUL ANDI KONDA NPM 21501073045
ISLAMIC UNIVERSITY OF MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
2020
ABSTRACT
Ambrul Andi Konda. 2020. The Correlation between Metacognitive Reading Strategies and Reading Comprehension Skill. Skripsi. English Education Department Faculty of Teacher Training and Education University of Islam Malang. Advisor I:Prof. Drs. H. Junaidi Mistar, M.Pd., Ph.D and Advisor II: Febti Ismiatun, M.Pd
Keywords: metacognitive reading strategy, reading comprehension, ability of students
The aim of this study was to investigate whether there is correlation between metacognitive reading strategies and reading comprehension. The research design applied was descriptive quantitative. The research was conducted at second semester of English Education Department at University of Islam Malang. The researcher used two classes as the samples and those were class C and class D that consisted of 61 students from both two classes. To collect the data, the researcher used questionnaire and the result of middle test as the instrument. Then, they were analyzed by using SPSS 20 and Microsoft Excel.
The result showed that there was significant correlation between metacognitive reading strategies and reading comprehension. The students who used metacognitive reading strategy have better reading comprehension. In this case, the mean score of students’ metacognitive strategies (strategies M=99.48 and Reading Comprehension (M=69.77) through SPSS the researcher found that the p-value (.000) is lower than significant level (0.01). It means that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. It can be assumes that there is significant correlation between metacognitive reading strategies and reading comprehension.
Thus, the higher students’ metacognitive reading strategies, the better students’
reading comprehension.
Finally, the researcher concluded that the metacognitive reading strategy was effective to be implemented in reading activity. Therefore, the researcher suggests the English teacher better to use metacognitive reading strategy to increase the quality of the students in understanding the material. It is also possible for the future researcher, better to improve the number of sample that used and develop a new update
questionnaire.
ABSTRAK
Ambrul Andi Konda. 2020. Hubungan antara strategi membaca dan pemahaman membaca. Skripsi. Jurusan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Malang. Pembimbing I: Prof. Drs. H. Junaidi Mistar, M.Pd., Ph.D dan Pembimbing II: Febti Ismiatun, M.Pd
Kata kunci: strategi membaca, pemahaman membaca, kemampuan siswa Tujuan dari penelitian ini adalah untuk mengetahui apakah ada hubungan antara strategi membaca dan pemahaman membaca. Desain penelitian yang digunakan adalah deskriptif kuantitatif. Penelitian dilakukan pada semester dua Jurusan Pendidikan Bahasa Inggris Universitas Islam Malang. Peneliti menggunakan dua kelas sebagai sampel yaitu kelas C dan kelas D yang terdiri dari 61 siswa dari kedua kelas tersebut. Untuk mengumpulkan data, peneliti menggunakan hak angket dan hasil tes ujiantengah semester sebagai instrumen. Kemudian dianalisis dengan menggunakan SPSS 20 dan Microsoft Excel.
Hasil penelitian menunjukkan bahwa ada hubungan yang signifikan antara strategi membaca dan pemahaman membaca. Siswa yang menggunakan strategi membaca memiliki pemahaman bacaan yang lebih baik. Dalam hal ini, skor rata-rata strategi siswa (strategi M = 99,48 dan Pemahaman Membaca (M = 69,77) melalui SPSS ditemukan bahwa p-value (.000) lebih rendah dari taraf signifikan (0,01).
Menunjukkan bahwa hipotesis nol (H0) ditolak dan hipotesis alternatif (H1) diterima. Hal ini dapat diasumsikan bahwa terdapat hubungan yang signifikan antara strategi membaca dengan pemahaman membaca. Dengan demikian, semakin tinggi strategi membaca siswa, maka siswa akan semakin baik pula pemahaman
membacanya
Terakhir, peneliti menyimpulkan bahwa strategi membaca sangat efektif
diterapkan dalam kegiatan membaca. Oleh karena itu, peneliti menyarankan agar guru bahasa Inggris sebaiknya menggunakan strategi membaca untuk meningkatkan
kualitas siswa dalam memahami materi. Mungkin juga bagi peneliti yang akan
datang, lebih baik meningkatkan jumlah sampel yang digunakan dan mengembangkan kualitas kuisioner dengan updatan terbaru.
1
CHAPTER I INTRODUCTION
The first chapter of this study, researcher explains about: 1) background of the study, 2) research problem of the study and objective of the study, 3)
significance of the study, 4) scope and limitation, and 5) definition of key terms.
1.1 Background of the Study
In learning process of English, the students are expected to be able to master skills of English: those are writing, speaking, listening, and reading skill. To be able to use English well, the students should master the important of reading skill.
As stated by Tajali & Satari, (2013) Reading is the core skill to get new knowledge. Poor reading of students’ outcomes with minority of efforts to reading. To improve reading ability effectively of the students, they must have some strategies to apply in reading proses. Because reading is not only between students and text.
The students should try to avoid their problem when they are find out some difficulties words or vocabulary who make them down to continue their learning process. Dynamic and interactive is a process of reading of the students to use their background of knowledge, text schema, lexical and grammatical awareness.
Related to their first knowledge and the real world as their own personal goals to understand written material (Karbalaei, 2010)
Giving reading strategies will be a great tools to help the students easier to understand what they read. Student who got the goals had some methods to overcome their problem in reading by using metacognitive strategy to help them enhance the ability of reading. Metacognitive reading strategies will create a successful language learners because they know which reading strategies that more efficient and effective to be used.
Several studies have been conducted to determine the relationship between metacognitive reading strategies and reading comprehension.
(Sheorey & Mokhtari, 2001)” The differences of reading strategies among native and non-native readers by using metacognitive awareness, based on survey they found that both groups attribute had the same of importance to categories of reading strategies, the next previous study by (Karbalaei, 2010) “A Comparison of the Metacognitive Reading Strategies Used by EFL and ESL Readers” he found that two groups showed a similar way of using metacognitive strategy awareness when they are reading the material
Based on the previous study above, The writer is going to find out whether there is a correlation or not between metacognitive reading strategies and reading romprehension Skill. However, the researcher uses different participants with the previous study. It is going to investigate the Correlation between between
Metacognitive Reading Strategies and Reading Comprehension Skill at second semester of English department University of Islam Malang.
1.2 Research Problems
Regarding to description above, research problems of this study are classified as below:
1. Is there any correlation bewtween metacognitive reading strategies and reading comprehension?
1.3 Objective of the Study
Regarding to the explanation above, the objective of this study is to know the result of the correlation between metacognitive strategies and reading comprehension at second semester English Department University of Islam Malang.
1.4 Significance of the Study
The research finding is supposed to give theoretical and practical contribution.
1. Theoretically
This study are expected to provide some information for the lecturer about the use of metacognitive strategies in reading comprehension.
2. Practically
The use of metacognitive reading strategies is very useful to overcome the problem in reading comprehension and this result can be a reference for future researcher.
1.5 Scope and Limitation of the Study
The scope of this study focused on students’ metacognitive strategies in their reading comprehension and the samples of this study is English department of University of Islam Malang second semester. Unfortunately, at this time there are some limitation that is expected can be covered up in the future study. The first is the limited of the participants; the researcher only took 61 students as the sample.
1.6 Definition of Key Terms
In this research, to avoid the misunderstanding of concept and illustration of this research, the key terms used are explained by the researcher as follow:
Reading Comprehension Skill: Being able to know the students’ ability in reading, the researcher took the score from the result of middle test
Reading Strategies: is a thinking process. Effective readers know that when they read, what they read is supposed to make sense.
Metacognitive Reading Strategies: The ways or techniques that facilitate students reading comprehension in the field of second/foreign language studies
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter introduces the conclusion and offers some recommendations taken from the findings and discussion in the previous chapter.
5.1 Conclusions
This research investigates the strategy used in reading process of the students, it can be describes as below:
The standard deviation metacognitive strategies of the students in reading is 18.121 (mean 99.48), the standard deviation of reading comprehension of the students is 15.875 (mean 69.77). They indicated that metacognitive strategies and reading comprehension skill were significantly correlated.
5.2 Suggestions
Based on the conclusion above, the researcher provide some suggestion as follow;
First, the researcher suggests future researcher, better to improve the number of sample that used and develop a new update questionnaire.
Second, the researcher suggests the English teacher better to use metacognitive reading strategy to increase the quality of the students in understanding the material.
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