TRAINING LEARNERS METACOGNITIVE LEARNING STRATEGIES TO USE LEARNING STRATEGIES IN ENGLISH READING

Abstract

This present study aimed to investigate (1) the direct effect of the training to the use of metacognitive strategies on the learners (2) which metacognitive strategy mostly used by the learners after the training (3) whether there is significant difference between learners‘ reading comprehension before and after the training. This was a combination between qualitative and quantitative study which used one group pretest-posttest design. The samples of the study were the learners at the second grade of SMP Negeri 1 Metro. Repeated Measures t-test was used to analyze the data of learners‘ reading comprehension. The hypothesis was computed by SPSS 16 at the significant level of 0.05. The result showed that (1) the use of metacognitive strategies on the learners were directly affected by the training (2) planning strategy was mostly used by the learners (3) it was suspected that there was significant difference on the learners‘ reading comprehension. The use of learners‘ metacognitive strategies were affected about 0.29 point. Meanwhile the learners‘ post test reading comprehension was significantly different with the pretest (p<0.05; p=0.005). It can be concluded that the training directly affected the learners‘ metacognitive strategies use and indirectly resulted the significant difference between the learners‘ reading comprehension.
Keywords : metacognitive learning strategies training, learning strategies, learners’ reading comprehension.