THE USE OF METACOGNITIVE LEARNING STRATEGY TRAINING TOWARD READING COMPREHENSION

Abstract

Penelitian ini bertujuan untuk menemukan efek pelatihan penggunaan strategi belajar metakognitif terhadap pemahaman membaca siswa. Penelitian ini bersifat kuantitatif yang menggunakan desain pre-test dan post-test. Data diperoleh melalui kuisioner dan tes membaca. Hasilnya menunjukan bahwa pelatihan  memberikan efek yang signifikan terhadap penggunaan strategi belajar metakognitif dan pemahaman membaca siswa, serta kedua variabel saling berhubungan satu sama lain. Rata-rata nilai pemahaman membaca siswa mendapat kenaikan yang signifikan dari 56,67 ke 71,63 (14,96 poin), dan t-value lebih tinggi daripada t-table (12,923 > 2,046). Dapat disimpulkan bahwa hasilnya signifikan (p<0.05). Implikasi dari penelitian ini adalah, guru dapat membantu siswa menggunakan strategi belajar metakognitif untuk memfasilitasi pemahaman membaca mereka serta dapat digunakan oleh siswa untuk menyelesaikan tugas lainnya.

This study was aimed to find out the effect the training on the use of metacognitive learning strategy on the learners’ reading comprehension. This study was a quantitative research which used one group pretest and posttest design. The data were obtained by using reading performance checklist and reading test. The result showed that the training gives a significant effect on using of metacognitive and learners reading comprehension, and also both variabels were directly corelated to each other. The mean of the learners’ reading comprehension was significantly increase from 56.67 to 71.63 (14.96 point), and t-value was higher than t-table (12.923 >2.046). It can be concluded that the result was significant (p<0.05). The implication of this study is the teachers can help learners use metacognitive learning strategies to facilitate their reading comprehension and also it can be used by the learners to accomplish other tasks.

Keywords: learners’ reading comprehension, learning strategy training, metacocnitive learning strategy.