Metacognitive Strategy Training to Improve Students’ Reading Achievement.
Abstract
Penelitian ini menyelidiki perbedaan yang signifikan antara pelatihan metakognitif strategi reguler dan termodifikasi dalam meningkatkan pemahaman membaca serta penigkatan aspek pemahaman membaca yang diajar. Penelitian ini menerapkan desain eksperimen yang sebenarnya. Terdapat 26 siswa dalam kelompok eksperimental dan 27 siswa dalam kontrol sebagai sampel yang dipilih secara acak di SMAN 1 tegineneng Pesawaran. Untuk mengumpulkan data, tes digunakan. Data dari tes dianalisis dengan SPSS menghasilkan nilai signifikansi yang lebih rendah dari taraf signifikansi (0,00<0,05) yang berarti bahwa ada perbedaan yang signifikan pada peningkatan kemampuan membaca siswa antara pelatihan metakognitif strategi yang regular dan termodifikasi.. Oleh karena itu, pelatihan metakognitif strategy yang termodifikasi lebih baik untuk digunakan dan dapat meningkatkan pencapaian pemahaman siswa. Selain itu, kemampuan siswa dalam aspek memahami detail teks meningkat paling signifikan.
This research investigated the difference between modified and regular metacognitive strategy training in improving students' reading achievement and students’ reading aspects. This study applied the true experimental design. There were 26 experimental students and 27 control students as the sample chosen randomly at SMAN 1 Tegineneng. To collect the data, the reading test was employed. Data from the test were analyzed with SPSS resulting significance value that was lower than Sig level (0.00˂0.05) meaning that there is a significant difference between modified and regular metacognitive strategy training in improving students’ reading achievement. It is found that Modified metacognitive strategy training gets statistically significant difference in improving students' reading achievement. It also reveals that that supporting detail gets the best performance by the student.
Keywords: Modified metacognitive strategy training, reading aspect, reading comprehension.
Full Text:
PDFReferences
Aghaie, R., & Zhang, L, J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Springer Science+Business Media, 5(1), 1063-1081.
Anderson, Neil J. (2002). The Role of Metacognition in Second Language teaching and Learning. Washington: ERIC Clearinghouse on Language and Linguistic.
Cahyono, B.Y, and Widiati, U. (2006). The Teaching of EFL Reading in Indonesian Context: The State of the Art. Vol 17(3) TEFLIN Journal.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in Foreign Language Instruction., 22(1). 13-22
Chamot, A. U., & O’Malley, J. M. (1987). The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream. TESOL Quarterly. 21(2).
Chang and Liu (2013) Language Learning Strategy Use and Language Learning Motivation of Taiwanese EFL University Students. Electronic Journal of Foreign Language Teaching. V (10). No. 2. Centre for Language Study.
Cubukcu, F. (2008). How to enhance reading comprehension through metacognitive strategies. The Journal of International Social Research.
Dangin, (2016). Metacognitive Strategy Awareness and Reading Comprehension: A Correlation Study. Unpublish Thesis. Universitas Sanata Dharma Yogyakarta.
Djuhari, O,S. (2008). Extensive Reading. Top-Down Reading. Bandung: Yrama Widya.
Emiasari. (2016). Modifying Metacognitive Strategy Instruction Based Cognitive Academic Language Learning Approach. Unpublish Thesis. Universitas Lampung
.
Flavel, J.H. (1979). Metacognitive and Cognitive Monitoring: A New Area of Cognitive – Development Inquiry. American Psychologist. 34. 906-911
Gooden, R, B., Carreker, S., Thornhill, A., & Joshi, R, M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher
Grellet, F. (1986). Developing Reading Skill: a practical guide to reading comprehension exercises. New York: Cambridge University Press
Hamra, A., and Syatriana, E. (2010). Developing a Model of Teaching Reading Comprehension for EFL Students. Vol. 21(1). TEFLIN Journal.
Hornby (2010). Oxford: Learner’s Pocket Dictionary. New York: Oxford University Press.
Jiang, Y.. (2015). Chinese College Students’ English Reading Comprehension in Silent and Loud Reading-Mode. English Language Teaching; Vol. 8. No. 4; 2015. Canadian Center of Science and Education
Kuning, D.S. (2015). Correlation Among Learning Strategies. Emotional Intelligence and Reading Achievement of the Fifth Semester Students of STKIP Muhammadiyah Kotabumi Lampung Utara Academic Year 2014/2015. Unpublish Thesis. Universitas PGRI Palembang.
Mcnamara. (2007). Reading comprehension strategy. New Jersey. USA: Lawrence Erlbaum Associates, Inc.
Mikulecky, B. and Jeffries L. (2007). Advance Reading Power: Extensive Reading, Vocabulary Learning, Comprehension Skill, Reading Faster. New York: Pearson Education Inc.
Nation, I.S.P. (2008). Teaching ESL/EFL Reading and Writing. New York: Routledge
Oxford, R. L., (1990). Language Learning Strategies. Heinle & Heinle Publishers. Massachusets.
Qanwal, S, and Karim, S. (2014). Identifying the Correlation between Reading Strategy and Instruction L2 Text Comprehension. Vol 5 (5). Journal of Language Teaching and Research.
Rastegar, M., Kermani, E.M., and Khabir, Massoud. (2017). The Relationship between Metacognitive Reading Strategies Use and Reading Comprehension Achievement of EFL Learners. Scientific Research Publishing. Journal of Modern Linguistics. Vol 7. (65-74).
Rraku, V. (2013). The effect of reading strategies on the improvement of the reading skills of students. Social and Natural Sciences Journal, 7(2), 1-6.
Saputri, Melati D. (2018) Metacognitive Strategies Training in Reading Class. Unpublish Thesis. Universitas Lampung
Sari, Melina. (2017). Modifying Metacognitive Strategy Instruction Based Cognitive Academic Language Learning Approach. Unpublish Thesis. Universitas Lampung.
Saricoban, A. (2002). Reading strategies of successful readers through the three-phase approach. The Reading Matrix. 2(3).
Sen, H, S. (2009). The relationship between the use of metacognitive strategies and reading comprehension. Procedia Social and Behavioral Sciences.
Setiyadi, A. B., Sukirlan, M., & Mahpul. (2016). How successful learners employ learning strategies in an EFL setting in the Indonesian context. Canadian Center of Science and Education.
Sinambela, E., Manik, S., & Pangaribuan, R. E. (2015). Improving students’ reading comprehension achievement by using K-W-L strategy. English Linguistics Research, 4(3), 13-29.
Suparman, U. (2011). The Implementation of Iteman to Improve the Quality of English Test Items as a Foreign Language: An Assessment Analysis. Vol-XII (1). AKSARA - Jurnal Bahasa, Seni, dan Pengajarannya.
Shohamy, Elena (1985). A Practical Handbook in Language Testing for the Second Language Teacher.
Sugiono, (2010). Metode Penelitian Pendidikan. Bandung: Alfabeta
Suparman, U. (2011). The Implementation of Iteman to Improve the Quality of English Test Items as a Foreign Language: An Assessment Analysis. Vol-XII (1). AKSARA - Jurnal Bahasa, Seni, dan Pengajarannya.
Sutarsyah, C.. (2015). Reading Theory and Practice. Yogyakarta: Graha Ilmu.
Wang, Xingyuan. (2014). The Effect Of Metacognitive Strategy Training on Reading Comprehension and Metacognitive Awareness of English Majors in a Vocational Technology College. World Transactions on Engineering and Technology Education Journal. Vol 12. No.1.
Zhang, L., & Seepho, S. (2013). Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context. Electronic Journal of Foreign Languages Teaching.
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 U-JET
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.