THE RELATIONSHIP BETWEEN STUDENTS’ METACOGNITIVE

STRATEGY AND THEIR READING ACHIEVEMENT.

(A Correlational Study at the Fifth Semester Students of Department of English

Education in the Academic Year 2017/2018

UIN Syarif Hidayatullah Jakarta)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (Strata-1)

in Department English Education

FITRIANA AMANI

1113014000060

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2017

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ii

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ABSTRACT

Fitriana Amani (1113014000060). The Relationship between Students’

Metacognitive Strategy and Their Reading Achievement (A Correlational

Study at the Fifth Semester Students of Department English Education in the

Academic Year 2017/2018 UIN Jakarta). A Skripsi of Department of English

Education, Faculty of Educational Sciences of Syarif Hidayatullah State Islamic

University, Jakarta, 2017.

Advisor I : Dr. Atiq Susilo, M.A.

Advisor II : Devi Yusnita, M.Pd.

Keywords : Reading, Reading Comprehension, Reading Achievement,

Metacognitive Strategy.

The objective of this study was to obtain the empirical evidence of the relationship

between students’ metacognitive strategy and their reading achievement at the

fifth semester students of Department of English Education academic year

2017/2018 UIN Jakarta. The method used in this study was quantitative method

using correlational design. The subjects choosen of this study were 35 students at

the fifth semester from 71 students. The instruments of this study were

questionnaire and reading test. The questionnaire used in this stude was MARSI

questionnaire which developed by Mokhtari & Reichard and consists of 30

questions to measure metacognitive strategy. Then, the students’ achievement on

reading was taken from reading test which consists of 22 questions. The data

distribution was calculated using Pearson Product Moment Correlation formula to

see whether there was significant relationship between the two variables. Based

on the research analysis, the relationship between two variables was found at the

95% level of confidence (p < 0.05) with the score of rxy was 0.640 which was in

the strong level. It indicates the relationship between two variables is strong.

Moreover, the significance of t contribution revealed that the result was

significant with the score of tcount was 10.20. The score was bigger than the score

of ttable at the level significance 0.05, in which 10.20 > 2.042. Hence, the null

hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. In

conclusion, there was significant relationship between metacognitive strategy and

students’ reading achievement at the fifth semester students of Department of

English Education

v

ABSTRAK

Fitriana Amani (1113014000060. Hubungan Antara Strategi Metakognitive

Siswa dan Pencapaian membaca mereka. Skripsi, Jurusan Pendidikan Bahasa

Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif

Hidayatullah Jakarta, 2017.

Dosen Pembimbing I : Dr. Atiq Susilo, M.A.

Dosen Pembimbing II : Devi Yusnita, M.Pd.

Kata Kunci : Membaca, Pemahaman Membaca, Pencapaian membaca,

Metakognitive strategi.

Penelitian ini bertujuan untuk mendapatkan bukti empiris mengenai Hubungan

antara metakognitive strategi siswa dan pencapaian membaca. Metode yang

digunakan dalam penelitian adalah metode kuantitatif dengan desain penelitian

korelasi. Populasi pada penelitian ini adalah mahasiswa semester lima jurusan

Pendidikan Bahasa Inggris. Sebanyak 35 mahasiswa dari 71 mahasiswa di kelas A

dan B terpilih menjadi sampel dalam penelitian ini. Instrumen yang digunakan

adalah kuesioner dan tes membaca. Kuesioner yang digunakan dalam penelitian

ini adalah kuesioner MARSI yang dikembangkan oleh Mokhtari & Reichard dan

terdiri dari 30 pertanyaan untuk mengukur penggunaan metakognitive strategi.

Sedangkan pencapaian membaca diambil dari tes membaca yang terdiri dari 22

pertanyaan. Pendistribusian data dihitung menggunakan rumus korelasi Pearson

Product Moment untuk mengetahui apakah ada hubungan signifikan antara

metakognitive strategi dan pencapaian membaca. Berdasarkan hasil analisa

penelitian, hubungan antara kedua variable, ditemukan level signifikansi 95% (p <

0.05) dengan nilai dari rxy adalah 0.640, dan berada pada level yang tinggi.

Sehingga, bisa dinyatakan hubungan antara kedua variable tersebut mempunyai

hubungan yang signifikan. Selain itu, signifikan nilai t menunjukan bahwa hasil

tersebut signifikan dengan nilai dari thitung sebesar 10.20. Nilai tersebut lebih

tinngi dari nilai ttabel pada level signifikan 0.05, yaitu 10.20 > 2.042. Oleh karena

itu, hipotesis nol (Ho) ditolak dan hipotesis alternatif (Ha) diterima. Dapat

disimpulkan bahwa ada hubungan signifikan antara metakognitive strategi dan

pencapaian membaca pada mahasiswa semester lima jurusan Pendidikan Bahasa

Inggris.

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ACKNOWLEDGEMENT

حيم حمن الره الره بسم للاهIn the name of Allah, the Beneficent, the Merciful

All praise and gratitude be to Allah, the Almighty, for giving the writer

strength, knowledge, ability, opportunity and His showers of blessings to

complete this research study successfully. Greeting and invocation are presented

to the last messenger of Allah, Prophet Muhammad (Peace be upon him), and on

his family, all of his Companions, and his followers.

This skripsi entitled “The Relationship Between Students’

Metacognitive Strategy and Their Reading Achievement (A Correlational

Study at the Fifth Semester Students of Department English Education

Academic Year 2017/2018 UIN Jakarta)” is presented to the Faculty of

Educational Sciences as one of the requirements for the degree “S.Pd.” in the

Department of English Education. It is an honour experience for the writer to

acknowledge those people who have helped along the journey in completion of

this skripsi. Then, she would like to thank all those people who made her skripsi

possible. First and foremost, the writer wants to acknowledge her sincere gratitude

from her deep heart to her dearest parents, Hj. Rustini, S.Pd and Drs. H. Auzar,

for unstoppable support, affection, prayer to the writer in whatever her pursue; her

older sisters, Muhana Nurul Hidayah for providing unending inspiration and

supporting the writer to finish her study; and her young brother, Ahmad Ibrahim,

for all laughter and his constant moral support.

Next, the writer would also like to take this opportunity to express her

profound gratitude and deep regard to her research advisors, Dr. Atiq Susilo M.A.,

and Devi Yusnita M.Pd., for their invaluable guidance, immense knowledge, help,

trust, and inexhaustible patience during the whole process in accomplishing her

skripsi.

The writer’s sincere gratitude also goes to:

1. All of the lecturers in the Department of English Education for all the precious

breadth of knowledge, incessant inspiration and the enlightening guidance they

have given and shared.

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2. Dr. Alek, M.Pd., as the Head of the Department of English Education, and

Zaharil Anasy, M.Hum., as the Secretary of the Department of English

Education.

3. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational

Sciences.

4. Mrs. Atik Yuliani, MA. TESOL, as the Advisor of C Class in the academic

year 2013/2014.

5. Dr. Fahriany, M.Pd, who always encourages the writer to finish the study.

6. Her Precious and beloved friends, Retno Nur Fadhilla, Deadora Rahma Mutia,

Syukri Agung Hasibuan, and Andre Aditya Permana, for always standing

beside the writer.

7. Her friends from C class 2013 in the Department of English Education, Hasnan

Yasin, Dede Rahmawati, Galuh Ayu, Mutiara, Ridho Fourty Maulana, Deni

Prasetya, Anisa, Aulia Dzakiyyu, Qonitha Afifah, Rani Risdianti for the

friendship, happiness, constant support, knowledge and time.

8. All of the Junior atthe fifth semester students who have contributed to involve

in this study.

9. Everyone who has helped and given contribution in the making the skripsi and

whose names cannot be mentioned one by one.

Lastly, the writer welcomes all kinds of constructive comments,

corrections and suggestions for a better writing since she realizes that this skripsi

is still far from being perfect. She also hopes this study would help and be useful

for those who read it or those who are interested in studying reading

comprehension and metacognitive strategy.

Jakarta, October 2017

Fitriana Amani

viii

TABLE OF CONTENTS

APPROVAL ..................................................................................................... i

ENDORSEMENT SHEET ............................................................................... ii

SURAT PERNYATAAN KARYA SENDIRI .................................................... iii

ABSTRACT ...................................................................................................... iv

ABSTRAK ........................................................................................................ v

ACKNOWLEDGMENT ................................................................................. vi

TABLE OF CONTENTS ................................................................................. viii

LIST OF TABLES ........................................................................................... x

LIST OF FIGURES ......................................................................................... xi

LIST OF APPENDICES ................................................................................. xii

CHAPTER I: INTRODUCTION ................................................................... 1

A. Background of the Study ...................................................... 1

B. Identification of the Problem ............................................... 3

C. The Limitation of the Problem ............................................. 4

D. The Formulation of the Problem .......................................... 4

E. The Objective of the Study .................................................. 4

F. The Significance of the Study .............................................. 4

CHAPTER II: THEORETICAL FRAMEWORK ....................................... 6

A. Reading Comprehension ..................................................... 6

1. The Nature of Reading ................................................. 5

2. The Definition of Comprehension ................................ 7

3. Reading Comprehension .............................................. 8

4. The Purpose of Reading ............................................... 10

B. Reading Pre-Requisite Subjects in Departement

English Education ................................................................. 11

C. Metacognitive Strategy ........................................................ 11

1. The Nature of Metacognition ........................................ 11

2. Metacognitive Strategy .................................................. 12

3. Characteristic of Metacognitive Strategies .................... 16

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4. Kinds of Metacognitive Strategies ................................ 17

5. Advantages of Metacognitive Strategies ....................... 19

D. The Previous Study ............................................................. 21

E. Thinking Framework ........................................................... 23

F. Research Hypothesis ........................................................... 24

CHAPTER III: RESEARCH METHODOLOGY ........................................ 25

A. Place and Time of the Research .......................................... 25

B. Method and Design of the Research .................................... 25

C. Population and Sample of the Research .............................. 25

D. Research Instrument ............................................................ 26

E. Procedure of Data Collection ............................................... 28

F. Technique of Data Collection .............................................. 28

G. Technique of Data Analysis ................................................ 29

H. Statistical Hypothesis .......................................................... 30

CHAPTER IV: RESEARCH FINDINGS AND INTERPRETATION ...... 32

A. Research Findings ............................................................... 32

1. Data Description ......................................................... 32

a. The Score of Metacognitive Strategy .................... 32

b. The Score of Students’ Reading Achievement ..... 35

2. Data Analysis .............................................................. 39

a. Normality of the Data ........................................... 43

b. Linearity of the Data ............................................. 45

B. Testing Hypotheses ............................................................. 46

C. Discussions ........................................................................... 48

D. Limitations ............................................................................ 48

CHAPTER V: CONCLUSION AND SUGGESTION .................................. 50

A. Conclusion ........................................................................... 50

B. Suggestion ........................................................................... 50

REFERENCES ................................................................................................. 52

APPENDICES .................................................................................................. 55

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LIST OF TABLES

Table 3.1 The Interpretation of Correlation ....................................................... 31

Table 4.1 The Score of Metacognitive Strategy ................................................ 32

Table 4.2 The Score of Students’ Reading Achievement .................................. 35

Table 4.3 The aid Table of Pearson Product Moment Correlation (rxy)............. 39

Table 4.4 SPSS Table of Correlation ................................................................ 42

Table 4.5 The Interpretation of Correlation ....................................................... 43

Table 4.6 Normality Test Table ......................................................................... 45

Table 4.7 Linearity Test Table .......................................................................... 46

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LIST OF FIGURES

Figures 2.1 The Illustration of Metacognition Process ...................................... 14

Figures 4.1 The Score of Metacognitive Strategy .............................................. 35

Figures 4.2 The Score of Students’ Reading Achievement ............................... 38

Figures 4.3 Normality of P-Plot test metacognitive strategy questionnaire....... 44

Figures 4.4 Normality of P-Plot test of reading test........................................... 44

xii

LIST OF APPENDICES

Appendix 1 Preliminary Study Interview ......................................................... 55

Appendix 2 Metacognitive Score ....................................................................... 57

Appendix 3 Reading Score ................................................................................ 59

Appendix 4 Instrument MARSI Questionnaire ................................................ 61

Appendix 5 Instrument of Reading Score .......................................................... 66

Appendix 6 Sample of Metacognitive Score ..................................................... 77

Appendix 7 Sample of Reading Score ............................................................... 81

Appendix 8 Answer of Reading Test ................................................................. 82

Appendix 9 Table r............................................................................................. 84

Appendix 10 Table F ......................................................................................... 85

Appendix 11 Table t ............................................................................................ 86

Appendix 12 Instrument Validity & Reliability of MARSI Questionnaire ....... 87

Appendix 13 Instrument Validity & Reliability of Reading Test ....................... 89

Appendix 14 SPSS Corelation Pearson Output ................................................... 91

Appendix 15 SPSS Normality Output................................................................. 92

Appendix 16 SPSS Linearity Output .................................................................. 93

Appendix 17 Photographs During Research Activities ...................................... 94

Appendix 18 Surat Bimbingan Skripsi .............................................................. 95

Appendix 19 Surat Izin Penelitian ...................................................................... 97

1

CHAPTER I

INTRODUCTION

A. Background of the Study

In today’s world, English is regarded as a crucial language that has been

widely used as one of the international communication languages in the world.

Because of the importance of the English language, it has become one of the

subjects that taught in any Indonesian educational institutions as a foreign

language. It is taught as an obligatory subject in the secondary levels, which is

estimated at 6 years of studying in the normal phase. Moreover, students who

wish to enroll universities still have to learn English in order to absorb the

information, since a large number textbooks are written in English.

In English language learning there are four major language skills namely

Listening, Speaking, Reading and Writing. One of essential language skills which

needed by every child who hopes to participate as an informed member of both

classroom and society is reading.1 It is one of prominent language skills

development which is inseparable in supporting the other skills such as; writing,

listening and speaking. In support of the view above Jeremy Harmer Further states

that reading is important due to it provides many opportunities for students to

learn language about vocabulary, grammar, spelling, punctuation and the way to

construct sentences, paragraphs, and text which useful for language acquisition.2

In fact, people cannot be separated from many reading texts or printed media. By

reading, the students would acquire a lot of information about the language they

are learning and it would help them to adjust in their society.

Contextually, the teaching of reading in university level in Indonesia has also

been considered as the most important aspect skills, this is because the main target

of teaching English in Indonesia is primarily to improve the students’ reading

comprehension in order to absorb knowledge or foreign sources that are written

1 Pamela J. Farris, Carol J. Fuhler, Maria P. Walther., Teaching reading : a balanced

approach for today's classrooms, (New York: McGraw-Hil, 2004), p.8. 2 Jeremy Harmer, How to Teach English, (Kuala Lumpur: Pearson Education Limited,

2007), p. 99.

2

in English. The ability in understanding and using the information in these texts

are the key to the students in getting higher success. It can be happen, if they have

a good ability in reading comprehension. Hence, Reading is centrally a

comprehending process, we read to understand what the writer intended to convey

in the text.3 It means that the readers not only have to translate the meaning of

sentences but they also have to comprehend the information which stated in the

text.

In the field of teaching reading comprehension, it is important to prepare

students with the basic reading skills in order to be able to absorb information and

knowledge from reading more effectively.4 It means to understand the context is

far more important to proper comprehension than only going through the reading

text and memorizing mechanically all the words that probably the students will

never use or ever see them written somewhere. In order to comprehend the text in

English, students need to apply strategies. One of strategies that demand high

order thinking is metacognitive strategy. This strategy enables the students to

think how the process of their thinking happens in their mind. McNamara states

that it is important to teach reading strategy in order to be a successful reader.5 He

Further states that better acquisition of reading strategies guarantee in helping

readers to enhance their comprehension.6 It means that having a well-planned

strategy will assist the students to fully comprehend the text they read.

Based on the writer’s preliminary study, the writer finds that there were a

half students of fifth semester who can pass the pre-requisite subjects with the

average score above 8. The student who gets score 8 or above means that they

have an excellent result of score in completing the subject. The writer was curious

to examine how did they pass those subjects and how did they use their strategies

in reading. According to the theories that the writer have been read, there is

3 William Grabe, Reading in a Second Language: Moving from Theory to Practice, (New

York: Cambridge University Press, 2008), p.14. 4 Pardo, L. S. (2004). What every teacher needs to know about comprehension.

International Reading Association, 58 (3), p. 272 – 280. 5 Danielle S. McNamara, Reading Comprehension Strategies, (USA: Lawrence Erlbaum

Associates, Inc., 2007), p.4. 6 Ibid.

3

strategy namely metacognitive strategy which promote high order thinking while

reading and makes them become a skilled reader. According to Paris and Jacobs

in Evan Ortlieb, they argued that “skilled readers often engage in deliberate

activities that require planful thinking, flexible strategies, and periodic self-

monitoring. They think about the topic, look forward and backward in the

passage, and check their own understanding as they read.”7

Furthermore, after interviewing some students who have already completed

pre-requisite reading subjects (see appendix 1), the writer can assume that the

students who pass pre-requisite reading subjects are the students who have already

employed reading strategies which indicated a metacognitive thinker and skilled

reader. Hence, In this research, the writer wants to emphasize her study in finding

the correlation between students’ metacognitive strategy and their reading

achievement at the fifth-semester of Department of English Education State

Islamic University (UIN) Syarif Hidayatullah, Jakarta. The writer tries to find out

whether the use of metacognitive strategy in reading correlate with their reading

achievement.

Regarding to the explanation above, the writer entitles this study “The

Relationship Between Students’ Metacognitive Strategy and Their Reading

Achievement (A Correlational Study at the Fifth-semester Students of

Department of English Education in the Academic Year 2017/2018 in UIN

Jakarta)”

B. Identification of the Problem

Based on the explanation of background of the study above, there are some

problems that can be identified in this study, as follows:

1. There were only half of the students of the fifth semester who can pass the

pre-requisite reading subjects with the average score above 8.

C. The Limitation of the Problem

7 Paris and Jacobs in Evan Ortlieb, Theoretical Models of Learning and Literacy

Development, (UK : Emerald Group Publishing, 2014), p.199.

4

Based on the problems identified above, the problem of the study focused on

the correlation between metacognitive strategy and their reading achievement at

the fifth-semester students of Department of English Education academic year

2017/2018 in uin Jakarta.

D. The Formulation of the Problem

After determining the limitation of the problem above, the writer formulates

the problem as follow “Is there any significant correlation between students’

metacognitive strategy and their reading achievement at the fifth-semester

students of Department of English Education academic year 2017/2018 in uin

Jakarta?”

E. The Objective of the Study

The main objective of this study was to obtain the empirical evidence of the

relationship of metacognitive strategy use in reading achievement test

performance at the fifth-semester of Department of English Education academic

year 2017/2018 in UIN Syarif Hidayatullah Jakarta.

F. The Significance of the Study

By conducting the study about the relationship between metacognitive

strategy and their reading achievement at the fifth-semester students of

Department of English Education academic year 2017/2018 in uin Jakarta, the

writer hopes that the result of the study will be useful to give some contributions

for:

1. Students

The study is hoped to be useful for students to become more metacognitively

aware in chosing the best reading strategies to employ because the use of

metacognitive thinking and strategies enables students to become flexible,

creative and self-directed learners.

2. Teachers

This study is also expected to give benefits for English teachers or lectures

about the strategies that can be applied to maximize reading comprehension.

5

Teaching students how to think about multiple ways to solve problems will help

them become more focused, calmer, problem-solver, and better at working out

things.

3. Further Researchers

The result of this study hopefully can be used as basic information or reference

for conducting other research because metacognitive strategy provides more

opportunities for students to help them in comprehending the reading material and

to actively engage them in solving the problems in their reading.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Reading Comprehension

1. The Nature of Reading

Reading is one of major language skills which very crucial at early childhood

development. As a child grows up, being able to read well not only enables them

to find out new actualities and to learn at school but also opens them up to a world

of new ideas, stories and opportunities. It is a major part of the activity in which

students have to involve at school. They must read in order to become and remain

aware of their subject, to keep their insight and understanding stay up to date, and

to check their work and ideas as well. Through the ability of reading students can

develop their knowledge and it is an essential skills for independent learning.

Many experts have been proposed to explain the definition of reading.

According to the definition that proposed by Ruddel, reading requires the process

of constructing meaning while transacting with the text.1 It involves a complex

process which demands the reader to create meaning through the combination of

prior knowledge and previous experience by making sense the information

available in text.2 “In essence, the readers bring to the reading event which all the

information residing in schemata and then constructs meaning as they relate the

text information to their prior knowledge.”3 Similarly, Nunan states reading is

fluent process of readers combining information from a text and their own

background knowledge to build meaning.4 Based on the definition above, it can be

seen that reading is a process which requires reader‟s ability to interpret the

printed symbol or text and relate it into the initial knowledge as well as previous

experience.

1 Martha Rapp Ruddell, Teaching Content Reading and Writing, (USA: John Wiley &

Sons, Inc 2008), p. 30. 2 Ibid.

3 Ibid, p. 31.

4 Neil Anderson, Reading. In. Practical English Language teaching.First Edition, (Editor:

David Nunan. Singapore: McGraw-Hill Inc, 2003), p 68.

7

Reading is seen as an active process to understand a writer‟s message. The

reader interacts indirectly with, and tries to remake what an author wishes to

communicate.5 It can be inferred that reading is not a passive activity, because the

reader receive the writer‟s message and process it in their mind. The reader also

needs to use his or her knowledge to understand the writer‟s message. It can be

synthesized that reading can happen because the reader actually makes a complex

active process of thinking at the same time dealing with making transaction

between the words of an author and the mind of the reader.

2. The Definition of Comprehension

Comprehension is a personal process that happens in the readers‟ mind.

According to Harris & Hodges in McLaughlin, they defined comprehension as

“the construction of meaning of a written or spoken communication through

reciprocal, holistic interchange of ideas between the interpreter and the message in

a particular communicative context.”6 In other words when we read we need to

activate our initial knowledge we have related to the topic. Further,

comprehension takes place when students relating what they know and have

experienced with the text they are reading.7 From those definitions of experts

above, it clearly said that comprehension is a complex personal processs that takes

place in reader‟s mind, the readers try to connect their personal experiences and

everything they have already learned to make sense the text they are reading.

In support to the view above, Fountas & Pinnell argue that when the readers

work on their comprehension, they draw on background knowledge, relevant

personal experiences, previous literacy experiences with similar books, visual

information related to the formation of words and an understanding of the way

language works.8 It means that when we comprehend a text we create personal

5 William Grabe, Reading in a Second Language: Moving from Theory to Practice, (New

York: Cambridge University Press, 2008), p.15. 6 Harris & Hodges in Maureen McLaughlin, Amy Homeyer, Jennifer Sassaman.,

Research-Based Reading Lesson Grades 4-6, (USA: Scholastic, 2006), p. 129. 7 Ibid.

8 Pamela J. Faris, Carol, J. F, Maria, P. W, opcit, p.326.

8

instruction by bringing all our own experience, knowledge and background to a

text while reading.

From those definition above it can be seen that comprehension is actually an

internal processs that takes places in readers‟s mind to get a solid understanding

and creating meaning from printed text and relate it into personal experience as

well as the prior knowledge.

3. Reading Comprehension

Essentially, reading cannot be separated with comprehension. In accordance

to Foorman & Connor, they defined reading comprehension as an interaction

among reader characteristics, text features, and the activity or socio-cultural

context in which the text is situated.9 In support of the view above, Western

Australian Minister for Education also stated reading comprehension as a

transaction between the author who constributes an intended meaning within the

text, the reader and the socio cultural context, driven by the purpose of the

reader.10

From those definition above it is clearly said that reading comprehension

is seen as an interactive process between the author, the reader and the socio

cultural which the text is placed. Hence, the text provides information that the

author wants the reader to understand in certain ways.

Furthermore, Snow defines reading comprehension as the process of

stimultaneously extracting and constructing meaning through interaction and

involvement with written language. It comprises of three elements, they are: the

reader, the text, and the activity or purpose for reading. The readers bring to the

act of reading their cognitive capabilities (attention, memory, visualisation);

motivation; knowledge; and experiences.11

When reading a text, the reader

constructs various representations of the text that are important for

9 Barbara R. Foorman And Carol M. Connor, Primary Grade Reading, Handbook of

Reading Research, Volume IV. (New York: Routledge, 2001). p.143. 10

Western Australian Minister for Education, First step in literacy: Reading course Book,

(Cannada : Pearson, 2013), p.5. 11

Catherine Snow, Reading for Understanding: Toward an R&D Program in Reading

Comprehension, (Santa Monica. RAND, 2002), p.12.

9

comprehension.12

It means that when the reader reading a text the reader also

brings a wide range of background knowledge and she or he actively build the

meaning of the text by comprehending what the writer wants to express and by

interpreting it in terms of the background knowledge which activated by the

reader.

Thus, learning reading comprehension of a written text is done by students in

order to learn how to extract required information from the text as efficiently as

possible. It means that what the readers do in reading is to find the key or basic

information from the text. Further, in reading comprehension, the students have to

be able to catch the author‟s messages & ideas. They need to relate the important

information from the text and concepts in their mind and process words, sentences

and paragraphs together in order to gain full meaning. In simple manner, the

students have be able to recall relevant information that they already know and

relate it to new information that they just have read

In addition, reading comprehension requires the reader to understand a certain

part of a passage or a paragraph. The main goal of reading comprehension is to

get the meaning that the given passage implies and try to answer the questions

accordingly. Hence, reading comprehension skills is mainly used in schools and

colleges where it is used to test the understanding of students‟ reading. Most

popular use of reading comprehension strategies are used in international exams

such as IELTS, TOEFL and so on. In those language testing test students are

expected to read through the entire passage, understand from the passage or article

and try to answer questions based on the given paragraph or article.

To synthesize, reading comprehension is the result of understanding the

meaning of written or printed text based on the reader‟s experiences, knowledge.

In other words, reading comprehension is the activity that is used by the reader to

understand or to find the meaning of the text from implicit or explicit information

12

Ibid.

10

that the author intends to convey and relate it into the readers‟s expereince and

existing knowledge .

4. The purpose of Reading

There are some initial purposes when a reader decides to read something. An

effective reader will set their purposes before reading. This purpose makes them

easier to construct the framework in which the information will be organized.

According to Grabe & Stoller, commonly, the main purpose of reading is to gain

general comprehension both for information and for pleasure.13

The examples of

reading for getting information are reading textbook, encyclopedia, newspaper,

article, etc. In addition, reading for getting enjoyment or pleasure can be done by

reading comics, novels, or fiction stories.

Furthermore, Jeffrey William reveals some purposes why we read. He states

that we read because we want to inquire about something important to us, For

Instance, we read to discover ourselves, for enjoyment, as a means to a college

degree, to find a job.14

Moreover, Grabe & Stoller classified seven purposes of

reading they are, reading to search for simple information, to skim quickly, to

learn from the text, to integrate information, to write (or search for information

needed for writing), to critique texts, for general comprehension.15

According to the purpose that classified by the experts above, it can be seen

that readers have some purposes before they decide to read something. Thus, the

readers actually can find more than one purposes in reading. For example, people

can also find joy while reading for study. It is important to have purpose before

we read something. Unconsiously, having purpose before reading will make

readers easier to understand any specific passage they want to read.

13

William Grabe & Fredricka L. Stoller, Teaching and Researching Reading, (Great

Britain: Pearson Education Limited, 2011). p. 6. 14

Jeffrey D. Wilhelm, Improving Comprehension with Think-Aloud Strategies, (USA:

Scholastic 2011). p. 35 15

William Grabe & Fredricka L. Stoller, opcit.

11

B. Reading Pre-Requisite Subjects in Department English Education

Reading Pre-Requisite Subjects is sequence of subjects which must be

completed before students can take another reading subject at the next higher

level. Students at the fifth semester of English Education in the academic year

2017/2018 have to complete at least 4 Reading Pre-Requisite Subjects, they are

divided into four stage level of reading subjects, and learnt at different semester.

Those 4 Reading Pre-Requisite Subjects are Reading Comprehension 1 which

learnt at the first semester, Reading Comprehension 2 which learnt at the second

semester, Reading For English Internasional Standardized Test which learnt at the

third semester, and the last is Extensive Reading which learnt at the fourth

semester.

Hence, In reading comprehension 1 and 2 students are encouraged to learn the

theories of reading as the foundation of reading skills knowledge. Thus, They

also learnt a lot of strategies to comprehend reading such as scanning, skimming,

SQ3R, context clues and many more. Then, in Reading For English Internasional

Standardized Test, students were deepen trained to employ those reading

strategies which they have learnt in the previous courses. The last, in extensive

reading students are expected to become more accostumed to easily adjusted with

their reading strategies. This course also trained them to be more effective and

efficient reader while they are reading many articles, books, novel that written in

English.

C. Metacognition Strategy

1. The nature of Metacognition

12

In accordance with Flavell in Kelley, metacognition is defined as an active

process of monitoring and managing our cognitive processes.16

Furthermore,

Clark explained that metacognition refers to what we know about our own

knowledge and includes the ability to reflect our understanding of text.17

In

keeping with the view above, Cooze defines metacognition as the processes which

involved students to plan, monitor, evaluate and make changes to their own

learning behaviours.18

Similarly, Ormrod describes metatcognition as “people awarness and

understandings of their thinking and learning process, as well as their regulation

of those processes to maximize their learning and memory.”19

It includes

knowledge and skills such as the following: 1) knowing what one‟s own learning

and memory capabilities are and what learning tasks one can realistically

accomplish (e.g., recognizing that it isn‟t possible to memorize 200 pages of text

in a single evening) and 2) knowing which learning strategies are effective and

which are not (e.g., realizing that meaningful learning is more effective than rote

learning).20

In keeping with the view above, Moore in Louca mentioned

metacognition basically is a person's learning about different parts of thinking and

it has also been illustrated as the peoples‟ abilities to adjust their cognitive activity

in order to promote more effective comprehension.21

From those definition above it can be syntesized that metacognition is a

complex process of recognizing the way we think of something. It is the ability to

make your process of thinking are organized. Metacognition is crucial to promote

16

Flavell in Michelle J. Kelley and Nicki Clausen Grace, From Comprehensiom

Shouldn't Be Silent: From Strategy Instruction to Student Independence, (Newark, DE:

International Reading Association, 2013), p.3. 17

Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling,

Developing Reading Comprehension, (UK: John Wiley & Sons, Ltd, 2014), p.8. 18

Margaret Cooze, Approaches to Learning and Teaching English as a Second

Language, (UK : Cambridge International Examinations, 2017), p.63. 19

Jeanne Ellis Ormrod, Human Learning, (New Jersey: Pearson Education, Inc, 2012),

p.352. 20

Ibid, p.353. 21

Moore in Eleonora Papaleontiou-Louca, Metacognition and Theory of Mind, (New

Castle: Cambridge Scholars Publishing, 2008), p. 1-2.

13

effective thinking and problem solving, because it can assist the reader to be

aware of their processs of thinking.

2. Metacognitive Strategy

One of characteristic of a proficient reader is monitoring their

comprehension as they read. Being aware of mistakes and self-correcting is

essential for effective reading. Strategy that can be used to promote effective

reading is metacognitive strategies. Metacognitive strategies are strategies which

used by students to understand the way they learn or think something. In other

words, it is a procedures that designed by students to think about their thinking. In

Accordance to Lesiak, she stated that metacognitive strategy is a memorable plan

of action that allows students an easy to follow procedure for solving a particular

problem. They are taught by the utilization of explicit teaching methods and

include the students‟ thinking as well as physical actions.22

In keeping with Beeth in Larkin Metacognitive strategies are strategies

which encourage children to reflect on how they are thinking, for example;

discussing the status of a concept and elaborating on why some ideas are better

than others; and providing opportunities for children to experience events which

encounter their understanding and to elaborate on the realisation of the

difference.23

Furthermore Larkin States metacognitive strategies is strategy that

requires students to monitor progress on the task and provide new strategies or

new ways of thinking about the task in order to make progress.24

In support of the view above, Smith argued that metacognitive processes are

presumed to take place when we think about our own thinking, for example, when

we reflect on whether we know something, whether we are learning, or whether

we have made a mistake.25

Similarly, Cooze stated that metacognitive learners

will recognise what they find easy or difficult. They understand the demands of a

22

Karolina Lesiak, Teaching English to adolescents, World Scientific News, 2015, p.255. 23

Shirley Larkin, Metacognition in Young Children, (New York: Routledge, 2010), p.54. 24

Ibid. 25

Frank Smith, Understanding Reading, (USA : Lawrence Erlbaum Associates, Inc.,

2004), p.29.

14

particular learning task and are able to identify different approaches they could

use to overcome a problem.26

Furthermore, Poole categorized the use of metacognitive strategy into three

parts of categorization, they are global reading strategies, problem-solving

strategies, Support reading strategies.27

Global reading strategies are those which

students use to plan, monitor, and direct their reading. Examples of such strategies

include checking to see if one‟s guesses are correct, explicitly deciding what

material to pay close attention to and what to ignore, and entering a reading task

with a certain purpose or goal. Problem-solving strategies are procedures that

learners use while reading a text in order to clear up misunderstanding or diffi

culties in text comprehension. Visualizing information to help one remember it,

and guessing the meaning of unknown words are illustrations of such strategies.

Finally, support strategies are auxiliary materials and resources aimed at

increasing text comprehension, such as note taking and highlighting important

information.

In addition, Cooze stated there are five stages of how students use

metacognitive strategies, they are preparing and planning for learning, strategy

selection, monitoring, planning strategy use, evaluation. These processes help

students to think about their own learning more explicitly and make sure that they

are able to meet a learning goal that they have identified themselves or set by the

teacher.28

The illustration of these processes can be seen in the following figure.

26

Margaret Cooze, Opcit., p.63. 27

Alexander Poole, Gender Differences in Reading Strategy Use Among ESL College

Students, Journal of College Reading and Learning, 36 (1), 2005, p.12. 28

Margaret Cooze, Opcit.

15

Figure 2.1

Metacognition Process

In preparing and planning for learning stage, the students are asked to think

about the task they are going to do. It might be a quick discussion with a partner

or imagining what a text is going to be about. This first stage aids students to

activate any prior knowledge of the subject and the skills that they will need to be

successful. Hence, another significant feature of this stage is provides students for

linking back to previous experience. This might be previous experience of the

language being taught or the skilss and approaches used previously.29

In addition, teacher can explicitly teach this planning stage by giving them

hints to help them. For instance, when students have done a similar activity, they

are asked to look back in their textbooks and think about how they did the task,

what worked well, what they find most challenging and what they might have

done differently.30

Thus, the second stage of metacognitive strategy use is strategy selection. In

this stage, different students actually will have different strategy selection when

they do things. Metacognitive strategy can help them to identify what they prefer

and what they feel is more successful for them. Making these strategies explicit

and clear will help students remember those strategies rather than just thinking

29

ibid 30

ibid

Reflection

Planning

Monitoring Evaluation

16

about the strategies as an instruction for a task. Strategies that have names will

therefore be more memorable for students.31

Next stage of metacognitive strategy use is monitoring. In monitoring stage

students need to be aware of how a strategy is working while students are

completing a task. For example, when they are looking at unfamiliar words in a

reading text, they might be trying to 'unpack' the word by indefying the prefix or

suffix that might be appeared at the vocabulary, it will help them to understand

meaning of the vocabulary. However students might also look at the context in

which the word is used and how the word fits with the context and structure of the

text.32

The next stage is planning for strategy use. In this stage students not only

have to think about the strategies they prefer and monitor how successful they are,

but they also have to consider changing strategies while they are doing a task. To

help the students to do this stage effectively, students should ask themselves by

practicing some question while they are reading, wheter they have made a

progress or not, or is there a better way of doing this task, or do I understand the

language am seeing?. This practice of self monitoring can help students to analyse

what they are doing and making conscious adaptions to improve learning.

The last stage is evaluation. In evaluation stage students have an opportunity

to evaluate how well their strategies for learning have worked. Students can

discuss the strategies that they have used with a partner in class. It can be very

useful for students because they can exchange their ideas and give them an insight

how others employ their strategies.

Research have been showed that the best college students use metacognitive

strategies while reading texts, and the ability of the learner to be adaptive with

their thinking is critical to learning success.33

Students who effectively self

31

ibid 32

Ibid. 33

Michelle J. Kelley and Nicki Clausen Grace, opcit, p.3.

17

monitor will take the time to stop and correct miscues and any misunderstandings

that occur as they read and apply a variety of metacognitive strategies as well.

Based on the definition above it can be seen that metacognitive strategy is

a processs thinking about thinking, it means that the reader consciously aware of

his or her cognitive processes such as planning, monitoring, understanding what

they have already learned. These metacognitive strategies also demand the readers

to monitor the progress that being made and select a proper strategy to be applied

in the text.

3. Characteristics of Metacognitive Strategies

Metacognitive strategies have some noticeable characteristics which make it

different from other strategies. There are some characteristics that proposed by

some experts. Some of the characteristics as follows:

a) According to Larkin one of the characteristics of using metacognitive

strategies is about taking time to enjoy the thinking process. We have to

think about so many different things and to allow ourselves to follow our

thoughts.34

b) Metacognitive strategies are memorable plan of action for solving a particular

problem.35

c) Metacognitive strategies include the students‟ thinking as well as their

physical actions36

d) Metacognitive strategies are taught using explicit teaching methods.37

4. Kinds of Metacognitive Strategies

The goal of reading is to interpret meaning from text. In fact many students

cannot fully achieve this goal. According to Clarke, there are five metacognitive

34

Shirley Larkin, opcit, p.9. 35

Karolina Lesiak, Teaching English to adolescents, World Scientific News, 2015, p.255. 36

Ibid. 37

Ibid.

18

strategies in total to help students comprehending the text, These metacognitive

strategy are:38

a) Reread

The first strategy introduced by Clark is the reread strategy. Reread strategy is

strategy which requires students to read again from the begining when trying to

answer the adressed question. Re-reading strategy helps readers to clarify their

thoughts by going back and re-reading something that was misread to find the

mistake and fix it.

b) Look Back

Look back strategy is a strategy which directly teach the skill from the teacher

involved in looking back over a text or assigned reading in order to find specific

information. The teacher‟s role is to monitor the students in gaining important

information stated or unstated in the text

c) Think Aloud

As its name implies, think-aloud involves making one‟s thoughts audible and

publicly saying what you are thinking while you are reading something. Think-

aloud strategy is introduced before the reading of the passage. The purpose of this

strategy was to encourage children to monitor their understanding of the passage

and to develop discussion and sharing of ideas around the contents of the passage.

It intended to enrich the children‟s experience of the passage by giving them an

opportunity to provide a personal response to different events, characters and

descriptions. These are visual prompts to remind readers to pause and think aloud

as well.

d) Think in Pictures

Think in pictures or known as visualization strategy refers to our ability to

make visual representations in our minds while reading. Students are taught

38

Paula J. Clarke, opcit, p.104 – 111.

19

visual, sequential steps for putting details together to get the main idea. By using

prior knowledge and background experiences, readers connect the author‟s

writing with a personal picture. Through guided visualization, students learn how

to create mental pictures as they read. They use sensory images like sounds,

physical sensations, smells, touch, and emotions described in the story to help

them picture the story.

e) Explain and Reflect

Explain and reflect strategy is the process of actively explaining the text to

yourself while reading. The students are explained the key concepts „explain‟ and

„reflect‟ meant. After that the students are encouraged to read a text and explain

what they have read as well as reflecting the content of text.

In addition, Keene & Zimmerman in Drapper added some strategies that also

promote metcognitive thinking, those strategies are:39

a) making text-to-self connections

Text-to-self connections are highly personal connections that a reader makes

between a piece of reading material and the reader‟s own experiences or life. An

example of a text-to-self connection might be, "This story reminds me of a

vacation we took to my fathers‟ hometown."

b) text-to-world,

In this strategy, a reader makes a text-to-world by connecting what he is

reading to ideas and events occurring the world. Readers have ideas of how the

world works that go beyond personal experiences and what was read in previous

texts.

c) text-to-text connections.

39

Keene & Zimmerman in Drapper, Comprehension Strategies, (Northern Adelaide:

Curriculum DECS, 2010), p. 6.

20

This strategy requires the readers to recall or remind of other books which

they have read, and relate the previous information to new information that appear

in the new book, for example the similar genre or topic that exist in the text. These

types of connections are text-to-text connections. Readers gain insight during

reading by thinking about how the information they are reading connects to other

familiar text.

5. Advantages of Metacognitive Strategies

There are some advantages in using metacognitive strategies, the advantages

are as follows:

a. The use of metacognitive strategies helps students learn material more

successfully and also helps them become more effective learners.40

b. Applying metacognitif strategies such as self-awareness and self

monitoring allows students to regulate their thinking and to become

independent thinkers or learners who can enhance their school and life

experiences.41

c. Develops higher learning and problem solving skills.42

d. Metacognitive strategy help to learn about ourselves and our own thinking

when reading. This reflection helps us learn and use strategies on a self-

conscious level.43

e. It promotes high order thinking.44

f. Metacognitive learners think about and learn from their mistakes and

modify their learning strategies accordingly.45

g. It helps them to easily transfer what they have learnt from one context to

another context, or from a previous task to a new task.46

40

Jeanne Ellis Ormrod, Human Learning, (New Jersey: Pearson Education, Inc, 2012),

p.387. 41

Ibid. 42

Jeffrey D. Wilhelm, Improving Comprehension with Think-Aloud Strategies, (USA:

Scholastic 2011). p. 34. 43

Ibid. 44

Deanna Kuhn, Metacognitive development, Journal in psychological science 9.5 Sage

Publications, Inc. (2000), p. 178. 45

Margaret Cooze, Opcit., p.64. 46

Ibid.

21

6. Indicator of Metacognitive Strategy Use

According Mokhtari and Reichard Karen R. Harris and Steve Graham, they

have determined the indicator of readers who did metacognitive strategy on their

reading. They created a questionnaire about indicator of using metacognitive

strategy namely Metacognitive Awareness of Reading Strategies Inventory

(MARSI). Then they divided into 3 categorization, they are global reading

strategies, problem-solving strategies, Support reading strategies.47

a. Global reading strategies include setting purpose for reading, activating

prior knowledge, checking whether text content fits purpose, predicting

what text is about, confirming predictions, previewing text for content,

skimming to note text characteristics, making decisions in relation to what

to read closely, using context clues, using text structure, and using other

textual features to enhance reading comprehension. (Items 1, 3, 4, 7, 10,

14, 17, 19, 22, 23, 25, 26, 29)

b. Problem-solving strategies include reading slowly and carefully, adjusting

reading rate, paying close attention to reading, pausing to reflect on

reading, rereading, visualizing information read, reading text out loud, and

guessing meaning of unknown words. (Items 8, 11, 13, 16, 18, 21, 27, 30)

c. Support reading strategies include taking notes while reading,

paraphrasing text information, revisiting previously read information,

asking self questions, using reference materials as aids, underlining text

information, discussing reading with others, and writing summaries of

reading. (Items 2, 5, 6, 9, 12, 15, 20, 24, 28)

D. Previous Studies

Several studies were conducted by some researchers which related about

the relationship between students‟ metacognitive strategy and their reading

47

Mokhtari and Reichard in Karen R. Harris and Steve Graham, What Works For

Special-Needs Learners, (NY: The Guilford Press, 2007), p.30 - 31.

22

achievement. Hence, the previous study of those researchers can be elaborated

briefly to give support for this study.

First study comes from the research which conducted by Joel M. Magogwe In

University of Botswana year 2013 entitled Metacognitive Awareness of Reading

Strategies of University of Botswana English As Second Language Students of

Different Academic Reading Proficiencies.48

This study is aimed to explore the

awareness level of the University of Botswana students as to the use of

metacognitive reading strategies.

Further, the participants of this study were 104 First Year students from the

Social Sciences Faculty in the University of Botswana, studying Communication

and Academic Literacy Skills. The Survey of Reading Strategies Questionnaire

(SORS) developed by Mokhtari and Sheorey, and the semi-structured interview

technique were used to collect data for this study. The findings indicate that

University of Botswana English as Second Language (ESL) students reported

high reading proficiency and high use of metacognitive strategies.

Another study was conducted by Fatemeh Takallou in 2011 entitled, “The

Effect of Metacognitive Strategy Instruction on EFL Learners‟ Reading

Comprehension Performance and Metacognitive Awareness.”. The study was

aimed to examine the effect of metacognitive (planning & self-monitoring)

strategy instruction on EFL learners‟ reading comprehension performance (on

authentic and inauthentic texts) and their metacognitive awareness.49

Hence, two instruments (reading comprehension test and Strategy Inventory

for Language Learning (SILL)) were used and administered to 93 male and

female EFL learners in four phases of this study. At the first phase, TOEFL was

administered to all the students both to homogenize students regarding language

proficiency and to validate the reading comprehension test. At the second phase,

SILL was administered to two experimental and one control groups before

48

Joel M. Magogwe, Metacognitive awareness of reading strategies of University of

Botswana English as Second Language students of different academic reading proficiencies,

Reading & Writing 4(1),2013, AOSIS OpenJournal, p.1-8. 49

Fatemeh Takallou, The Effect of Metacognitive Strategy Instruction on EFL Learners‟

Reading Comprehension Performance and Metacognitive Awareness, ASEAN EFL Journal 2011,

p.272-294.

23

strategy instruction. SILL assesses the frequency with which the subjects use a

variety of techniques for foreign language learning. At the third phase, two

experimental groups received five sessions of instruction on metacognitive

strategies, one on planning and the other on self-monitoring strategy based on the

Cognitive Academic Language Learning Approach (CALLA). In addition, the

results showed that experimental groups‟ awareness to metacognitive strategies

significantly increased after instruction.

And then, the study which conducted by Aek Phakiti in year 2003. This Study

investigate the relationship between cognitive and metacognitive strategies use by

students and their reading test performance. The study employed both quantitative

and qualitative data analyses. Hence, 384 students in total enrolled in a

fundamental English course at a Thai university took an 85-item, multiple-choice

reading comprehension achievement test, followed by a cognitive–metacognitive

questionnaire on how they thought while completing the test. The results found

that the use of cognitive and metacognitive strategies had a positive relationship to

the reading test performance and highly successful test-takers reported

significantly had higher metacognitive strategy.

Those previous studies are used as references in comparing between those

relevant studies with the study that is going to be conducted by the writer in this

present study. This study is aimed to examine the relationship between students‟

metacognitive strategy and their reading achievement. Thus, some differences

appeared between this present study and previous studies.

In the first previous study which conducted by Joel, the difference was found

in the number of participants which involved 104 First Year students from the

Social Sciences Faculty in the University of Botswana, studying Communication

and Academic Literacy Skills. Another difference clearly found in the instruments

of data collection. Thus, in this study the researcher used questionnaire and semi

structured interview technique in collecting of the data. The questionnaire used in

the first previous study was Survey of Reading Strategies Questionnaire (SORS)

developed by Mokhtari and Sheorey.

24

In the second study that was done by Fatemah, the differences appeared in

research design, instruments of data collection and total number of the samples.

The researcher used quasi experimental design. Hence, the questionnaire used in

this study is Strategy Inventory for Language Learning SILL Questionnaire.

Further the number of samples in this study were 93 participants. In the last study

which conducted by Aek Phakiti. The differences was found in the total of

samples study which involved 384 students enrolled in an English course at Thai

university, the number items of reading test consists of 85 questions and the last

difference found in the use of semi structure interviews.

Although there are a lot of differences, those two previous studies has similar

objectives with this present study. The objective from the first, third previous

studies and this study are to examine the relationship between two variables by

using correlational study. The second and the third study also have similiarities in

conducting reading performance test using multiple choices. Those two study also

used reading passage that appeared in TOEFL test.

E. Thinking Framework

Reading is an essential skill that has to be taught since early chilhood

development. By reading the students can get a lot of information as well as

knowledge to assist them in their society. Hence, reading is not merely speaking

out loud the words while reading printed text , but it is actually a complex

processs that happens in the readers‟ mind to catch the authors‟ message in text. It

is clear that the goal of reading is comprehension, without comprehending the text

it is not reading at all.

To comprehend reading text is not merely a simple thing. Students need a set

of strategy to help them understand the reading text they are reading. Actually,

there are some strategies that can help students to comprehend reading passages.

Those strategies are known as metacognitive strategies. Metacognition is an active

processs of being aware of the way we are thinking. Metacognitive strategies

promote students to be aware of their thinking processs and strategy they are

using. As students become aware of how they learn, they will use these processes

25

to efficiently acquire new information, and consequently, become more of an

independent thinker.

Based on the theories from experts that have been explained above, the writer

assumes that there is any positive relationship between students' metacognitive

strategy and their reading achievement. It happens because metacognitive strategy

demands readers to fully comprehend reading passage and also promote high

order thinking. To synthesize, students who effectively use metacognitive

strategy in their reading will get better achievement than the students who do not

use the strategy.

F. Theoritical Hypotheses

Based on the theoretical framework above, the writer formulated the

hypothesis as follows:

1. There is positive correlation between students‟ metacognitive strategy and

their reading achievement at the fifth semester students of Department of

English Education academic year 2017/2018 in UIN Jakarta

2. There is no significant correlation between students‟ metacognitive

strategy and their reading achievement at the fifth semester students of

Department of English Education academic year 2017/2018 in UIN

Jakarta

25

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

The study was conducted in Department of English Education in UIN Syarif

Hidayatullah Jakarta which is located on Jalan Ir. H. DJuanda No.95, Ciputat,

Kota Tangerang Selatan, Banten 15412. The time for conducting this study was

held from 19th

September up to 29th

September 2017. The study was conducted

for two weeks.

B. Method and Design of the Research

The method that used in this study was quantitative method in the design of

correlational study. Quantitative method emphasizes on quantifiable data analysis

that collected through test and analyze these numbers by using statistics to test

predetermined hypotheses.1 It involved data collection which is typically

numerical and as the methodology of analysis the data the writer uses

mathematical models.

In this present study, the writer used correlational design, because the writer

tried to find out and get empirical evidence of the relationship between two

variables covering an independent variable and a dependent variable. In

accordance to Creswell correlational designs provide an opportunity to predict

scores and explain the relationship among variables.2 Further, in this study, the

dependent variable is “metacognitive strategy” known as X variable and the

independent variable is “reading achievement” known as Y variable.

C. Population and Sample of the Research

1 Donald Ary, et.al., Introduction to Research in Education – 8

th Edition, (USA:

Wadsworth Cengage Learning, 2006), p. 22. 2 John W. Creswell, Educational Research 4

th Edition, (Boston: Pearson Education,

Inc, 2012), p.338.

26

The population of this study were the fifth semester students in department

English of education UIN Syarif Hidayatullah Jakarta academic year 2017/2018.

Hence, the writer used purposive sampling technique to conduct this study. It is

used because the sample is taken based on some specific intention of the study.3

This study involves two classes as the sample of the research. A Class & B class

consisted of 35 students were taken as the sample. The criteria in choosing the

samples of the study were as follows:

1. Fifth semester students in department English of education UIN Syarif

Hidayatullah Jakarta in the academic year 2017/2018

2. The fifth semester students who have already passed and completed pre-

requisite reading subjects.

D. Research Instrument

In collecting the data, the writer used two kinds of instrument, there were

questionnaire and reading test.

1. Questionnaire

The questionnaire which developed by Mokhtari and Reichard (2002) namely

Metacognitive Awareness of Reading Strategies Inventory (MARSI) is used to

collect data.4 The MARSI Questionnaire is used to know how the students employ

metacognitive strategy in their reading. The MARSI questionnaire is a 30-item

questionnaire using a 5-point Likert Scale. A score of 5 means that the student

always used a strategy; 4 means it was used most of the time; 3 means sometimes

using the strategy; 2 means using the strategy occasionally and 1 means the

student never used the strategy.

2. Reading test

Reading comprehension test was also the other instruments that used in this

study. The purpose of this instrument was to determine the students’ reading

3 Louis Cohen, et al., Research Method in Education – 7

th Edition, (New York:

Routledge, 2011), p. 156. 4 Kouider Mokhtari and Carla Reichard, Assessing students’ metacognitive awareness

of reading strategies. 19 Journal of Educational Psychology, 94 (2), p.249-259, 2002.

27

achievement. Thus, the writer chose several reading comprehension passages from

Baron TOEFL book tests in arranging the test.5 The reason why the writer intends

to use reading comprehension passages from TOEFL is because TOEFL tests

match with experiences and cultures of the majority of the students in university

as they are standardized tests. The reading comprehension test consists of 22

multiple choice questions.

a. Instruments Validation

Before administering the test to students of samples’ study, the writer did a

pilot study to measure the validity and reliability of the instrument and to make

sure that the instruments can be understood by the sample of the study. The

validity and the reliability are very essential factors that should be fulfilled to

make sure that the instrument is qualified. “An instrument is regarded as valid, if

it measures what it is supposed to measure.”6

The writer also pay attention to reliability test. A reliable test is consistent,

that is yields similar results over time with similar students in similar situation.7 It

also stated by Bartlett and Diana Burton that reliability describes “the extent to

which a research instrument or method is repeatable.”8 It is clear that, the

reliability test is necessary to be tested before the instruments will be given to the

sample of the study.

The steps of analyzing realibity is same with validity steps. In output of the

analysis, it will be found Reliability Statistics. In the left column, there will be

appeared Conbarch’s Alpha. It is an internal consistency score based on ekuavalen

of each item that represent reliability. Both validity and reliability have the same

criteria.

5 Donna Rosenberg in Dr. Pamela Sharpe, Barron’s The leader in Test Preparation:

TOEFL 15th Edition, (USA: Barron’s Educationsl Series, Inc, 2016), p. 208 – 211, 479 –

483. 6 Arthur Hughes, Testing for Language Teachers. Second Edition (Cambridge:

Cambridge University Press, 2003), p. 50. 7 JoAnne Schudt Caldwell, Reading Assessment, (New York: The Guilford Press,

2008), p.253 8 Steve Bartlett and Diana Burton, Introduction to Education Studies, (London: SAGE

Published, 2007) p. 44

28

The writer have arranged 22 items of multiple choices for reading test which

is taken from TOEFL test book. To examine the validity of the test the writer will

administer the test to the students in the same department which have the same

grade and also have similar background condition of the sample of the research

but in non-sample of the research class. This step is needed to see the validity of

this instrument. Then to check validity and reliability of the instruments the writer

analyzed it by using SPSS.

E. Procedure of Data Collection

There were two instruments that had been administered in this study, MARSI

questionnaire and reading test. Procedure in collecting the data in this study

started from administering the questionnaire. Thus, the questionnaire were given

to 35 students at the fifth semester. Before completing the questionnaire, they

were informed first about metacognitive strategy. Then, after fullfiling the

questionnaire, the 35 students on the other day had reading comprehension test.

F. Technique of Data Collection

The data collection technique that used in this study were questionnaire and

reading test. It is used because this study is a quantitative research. Both

questionnaire and reading test are used in this study to examine the relationship

between two variables. The questionnaire used in this study was developed by

Mokhtari and Reichard, namely Metacognitive Awareness of Reading Strategies

Inventory (MARSI) Questionnaire. It consisted of 30 questions about

metacognitive strategy in reading. While for reading test, it was taken from

BARON TOEFL tests’ book and it consisted of 22 questions in total.

The intention of giving quesionnaire to the sample of study is to know the the

use of metacognitive strategy that used by students at the fifth semester of English

Education. The questions that uses in this Questionnaire is closed question, it

means that the respondents just choose the available options in the questionnaire.

While test reading is aimed to examine students’ reading achievement.

29

G. Technique of Data Analysis

After the data were obtained, to analyze the data of this study, the Pearson

Product Moment Correlation Formula was used and the formula as follows:9

( ) ( )

√ ( ) ( )

Note :

Rxy = Score of correlation coefiisien (X) with total score (Y)

N = Number of sample

X = Distribution of students’ reading metacognitive strategy questionnaire

Y = Distribution of students’ reading comprehension performance test score

Σx = Total score of students’ reading reading metacognitive strategy

questionnaire distribution

Σy = Total score of students’ reading comprehension performance test score

Σxy = Total number of multiple between X score and Y score

X2 = Guarded from X

Y2 = Guarded from Y

After getting result from “r” value, the significance between two variables

will be tested to know the correlation between variable X and variable Y. The

formula of the significance test is:

tcount = √

√

Note:

t0 = t value

r = Score of correlation coefficient (X) with total score (Y)

n = Number of sample.

9 David C. Howell, Fundamental Statistics for the Behavioral Sciences – 7th Edition,

(USA: Linda Schreiber, 2011), p. 199.

30

After knowing the significance between two variables, the writer can

determine the level of correlation between two variables using table interpretation

as follow:10

Table 3.1

The Interpretation of Correlation

Product Moment

(Value of ‘r’)

Interpretation

0.00 – 0.20 Slight: almost negligible relationship.

0.20 – 0.40 Low correlation; definite but small relationship.

0.40 – 0.60 Moderate correlation; substantial relationship.

0.60 – 0.80 High correlation; marked relationship.

0.80 – 1.00 Very high correlation; very dependable

relationship.

Adopted from Guilford, 1956.

H. Statistical Hypothess

The study is intended to examine whether there is a correlation between

metacognitive strategy use and students’ reading comprhension performance test.

Hypotheses are used to find out the answer of study’s question and make a final

conclusion for the study. The hypotheses of research can be formulated as

follows:

Ha = ro > rt

Ho = ro < rt

Ha : There is positive correlation between students’ metacognitive strategy and

their reading achievement at the fifth semester students of Department of

English Education in the academic year 2017/2018 in UIN Jakarta.

10

J.P. Guilford, Fundamental Statistics in Psychology and Education, (New York: Mc-

Graw Hill Book Company Inc., 1950), p. 145.

31

Ho : There is no significant correlation between students’ metacognitive strategy

and their reading achievement at the fifth semester students of Department

of English Education in the academic year 2017/2018 in UIN Jakarta

And then, to prove the hypoyhesis, criteria of research hypothesis test uses as

follows:

1. If the result of calculation to is bigger than or same with tt (t0 ≥ tt,), the

alternative hypothesis (Hα) is accepted and Ho is rejected.

2. If the result of calculation to is smaller than t t (t0 < t t), the null hypothesis

(Ho) is accepted and Hα is rejected.

32

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A. Research Finding

1. Data Description

The research was conducted at the fifth semester students in department

English of education UIN Jakarta where the students of semester V A & V B were

chosen as sample. The writer used two instruments to measure metacognitive

strategy use and reading achievement. The instruments were questionnaire of

metacognitive strategy and reading test. The writer first administrated

questionnaire to the fifth semester then after completing the questionnaire the

students were given the reading test.

The data shown were collected from the students’ scores in metacognitive

strategy use and students’ scores in reading achievement. The descriptions of the

data presented below:

a. The Score of Metacognitive Strategy Questionnaire

These are the scores from the questionnaire of metacognitive strategy in

reading that has been administered by the writer from thirty questions. The

questionnaire used likert scale with scale 1 to 5 scale. The result could be seen in

Table 4.1 as follows:

Table 4.1

Students’ score metacognitive strategy use

NO STUDENTS NAME Metacognitive

Strategy (X)

1 STUDENT 1 98

2 STUDENT 2 104

3 STUDENT 3 103

33

NO STUDENTS NAME Metacognitive

Strategy (X)

4 STUDENT 4 107

5 STUDENT 5 126

6 STUDENT 6 119

7 STUDENT 7 125

8 STUDENT 8 104

9 STUDENT 9 109

10 STUDENT 10 110

11 STUDENT 11 107

12 STUDENT 12 89

13 STUDENT 13 98

14 STUDENT 14 103

15 STUDENT 15 102

16 STUDENT 16 95

17 STUDENT 17 113

18 STUDENT 18 117

19 STUDENT 19 110

20 STUDENT 20 108

21 STUDENT 21 98

22 STUDENT 22 116

34

NO STUDENTS NAME Metacognitive

Strategy (X)

23 STUDENT 23 110

24 STUDENT 24 101

25 STUDENT 25 109

26 STUDENT 26 106

27 STUDENT 27 109

28 STUDENT 28 105

29 STUDENT 29 111

30 STUDENT 30 121

31 STUDENT 31 98

32 STUDENT 32 89

33 STUDENT 33 110

34 STUDENT 34 117

35 STUDENT 35 95

∑ N = 35 ∑ X = 3742

MAXIMUM SCORE 126

MINIMUN SCORE 89

MEAN SCORE 106.91

35

From the data of metacognitive strategy questionnaires’ score in the Table

4.1, it could be seen that total score from 35 respondents is 3742, it showed that

the minimum score is 89 and the maximum score is 126.

From the scores of the Table 4.1, it means that there was a difference in using

metcognitive strategy among students. To facilitate the illustration of the value

attained by the students, then the following is a figure that shows the scores of the

students from Table 4.1

Figures 4.1

The Score of Metacognitive Strategy.

b. Students’ Reading Score Achievement

In this case, students’ reading achievement is an independent variable that

called as variable Y. To know reading achievement of respondents, the writer

gave the reading test contains about 22 questions to 35 students as the sample. The

writer presented the table of variable Y (reading achievement) and the data is

described on the table 4.3 as follows:

0

20

40

60

80

100

120

140

Stu

den

t 1

Stu

den

t 2

Stu

den

t 3

Stu

den

t 4

Stu

den

t 5

Stu

den

t 6

Stu

den

t 7

Stu

den

t 8

Stu

den

t 9

Stu

den

t 1

0

Stu

den

t 1

1

Stu

den

t 1

2

Stu

den

t 1

3

Stu

den

t 1

4

Stu

den

t 1

5

Stu

den

t 1

6

Stu

den

t 1

7

Stu

den

t 1

8

Stu

den

t 1

9

Stu

den

t 2

0

Stu

den

t 2

1

Stu

den

t 2

2

Stu

den

t 2

3

Stu

den

t 2

4

Stu

den

t 2

5

Stu

den

t 2

6

Stu

den

t 2

7

Stu

den

t 2

8

Stu

den

t 2

9

Stu

den

t 3

0

Stu

den

t 3

1

Stu

den

t 3

2

Stu

den

t 3

3

Stu

den

t 3

4

Stu

den

t 3

5

Metacognitive Strategy (X)

36

Table 4.2

Reading Test Achievement

NO STUDENTS NAME

Reading

Achievement

(Y)

1 STUDENT 1 4,55

2 STUDENT 2 8,18

3 STUDENT 3 4,55

4 STUDENT 4 6,36

5 STUDENT 5 9,09

6 STUDENT 6 7,73

7 STUDENT 7 9,09

8 STUDENT 8 5

9 STUDENT 9 8,18

10 STUDENT 10 6,36

11 STUDENT 11 8,18

12 STUDENT 12 5

13 STUDENT 13 6,82

14 STUDENT 14 6,36

15 STUDENT 15 5,91

16 STUDENT 16 6,36

17 STUDENT 17 8,64

37

NO STUDENTS NAME

Reading

Achievement

(Y)

18 STUDENT 18 8,64

19 STUDENT 19 5,91

20 STUDENT 20 5

21 STUDENT 21 6,82

22 STUDENT 22 7,27

23 STUDENT 23 5,45

24 STUDENT 24 5,45

25 STUDENT 25 7,27

26 STUDENT 26 5,91

27 STUDENT 27 5,91

28 STUDENT 28 6,36

29 STUDENT 29 7,73

30 STUDENT 30 7,73

31 STUDENT 31 7,27

32 STUDENT 32 5,45

33 STUDENT 33 5,91

34 STUDENT 34 7,27

35 STUDENT 35 5,91

∑ N = 35 ∑ X = 233,62

38

MEAN 6,67

MAXIMUM SCORE 9,09

MINIMUN SCORE 4,55

Based on the data in the Table 4.2 above, the total score of reading test is

233,62, the highest reading test score was 9,09 and the lowest score was 4,55. The

mean of gained score was 6,67.

From the scores of the Table 4.2, it means that there was a difference

achievement of reading test among students. And to facilitate the illustration of

the value attained by the students, then the following is a figure that shows the

scores of the students from Table 4.2:

Figures 4.2

The Score of Reading Test Achievement.

0

20

40

60

80

100

120

140

STU

DEN

T 1

STU

DEN

T 2

STU

DEN

T 3

STU

DEN

T 4

STU

DEN

T 5

STU

DEN

T 6

STU

DEN

T 7

STU

DEN

T 8

STU

DEN

T 9

STU

DEN

T 1

0

STU

DEN

T 1

1

STU

DEN

T 1

2

STU

DEN

T 1

3

STU

DEN

T 1

4

STU

DEN

T 1

5

STU

DEN

T 1

6

STU

DEN

T 1

7

STU

DEN

T 1

8

STU

DEN

T 1

9

STU

DEN

T 2

0

STU

DEN

T 2

1

STU

DEN

T 2

2

STU

DEN

T 2

3

STU

DEN

T 2

4

STU

DEN

T 2

5

STU

DEN

T 2

6

STU

DEN

T 2

7

STU

DEN

T 2

8

STU

DEN

T 2

9

STU

DEN

T 3

0

STU

DEN

T 3

1

STU

DEN

T 3

2

STU

DEN

T 3

3

STU

DEN

T 3

4

STU

DEN

T 3

5

Reading Achievement (Y)

39

2. Data Analysis

After calculating the total scores of the variables, Metacognitive Strategy (X)

and Reading Achievement (Y), the data analysis of this study was carried on to

investigate the relationship between both of the variables. This was analyzed by

using Pearson Product moment. The Pearson Product Moment correlation is

symbolized with rxy. To get the score of rxy, firstly the scores of Σ XY, Σ X2, and Σ

Y2 are found out, and these are presented in Table 4.3 as follows:

Table 4.3

The Aid Table to Calculate the Pearson Product Moment Correlation (rxy)

NO STUDENTS NAME X Y XY X2

Y2

1 STUDENT 1 98 4.55 445.9 9604 20.70

2 STUDENT 2 104 8.18 850.72 10816 66.91

3 STUDENT 3 103 4.55 468.65 10609 20.70

4 STUDENT 4 107 6.36 680.52 11449 40.45

5 STUDENT 5 126 9.09 1145.34 15876 82.63

6 STUDENT 6 119 7.73 919.87 14161 59.75

7 STUDENT 7 125 9.09 1136.25 15625 82.63

8 STUDENT 8 104 5.00 520 10816 25.00

9 STUDENT 9 109 8.18 891.62 11881 66.91

10 STUDENT 10 110 6.36 699.6 12100 40.45

11 STUDENT 11 107 8.18 875.26 11449 66.91

12 STUDENT 12 89 5.00 445 7921 25.00

13 STUDENT 13 98 6.82 668.36 9604 46.51

14 STUDENT 14 103 6.36 655.08 10609 40.45

40

NO STUDENTS NAME X Y XY X2

Y2

15 STUDENT 15 102 5.91 602.82 10404 34.93

16 STUDENT 16 95 6.36 604.2 9025 40.45

17 STUDENT 17 113 8.64 976.32 12769 74.65

18 STUDENT 18 117 8.64 1010.88 13689 74.65

19 STUDENT 19 110 5.91 650.1 12100 34.93

20 STUDENT 20 108 5 540 11664 25.00

21 STUDENT 21 98 6.82 668.36 9604 46.51

22 STUDENT 22 116 7.27 843.32 13456 52.85

23 STUDENT 23 110 5.45 599.5 12100 29.70

24 STUDENT 24 101 5.45 550.45 10201 29.70

25 STUDENT 25 109 7.27 792.43 11881 52.85

26 STUDENT 26 106 5.91 626.46 11236 34.93

27 STUDENT 27 109 5.91 644.19 11881 34.93

28 STUDENT 28 105 6.36 667.8 11025 40.45

29 STUDENT 29 111 7.73 858.03 12321 59.75

30 STUDENT 30 121 7.73 935.33 14641 59.75

31 STUDENT 31 98 7.27 712.46 9604 52.85

32 STUDENT 32 89 5.45 485.05 7921 29.70

33 STUDENT 33 110 5.91 650.1 12100 34.93

34 STUDENT 34 117 7.27 850.59 13689 52.85

35 STUDENT 35 95 5.91 561.45 9025 34.93

∑ TOTAL 3742 233.62 25232 402856 1616.32

41

N = 35

Σ X = 3742

Σ Y = 233.62

Σ XY = 25232

Σ X² = 402856

Σ Y² = 1616.32

After that, the score of rxy was calculated by the Pearson Product moment

correlation formula as follows:

( ) ( )

√ ( )

( )

( ) ( )

√ ( ) ( )

√

√

√

640

After the rxy score was obtained, it was compared with the score of r table (rt) with

degrees of significance 5% as follows:

df = N – nr

= 35 – 2

= 33

42

Notes:

df = Degree of freedom

N = Number of cases

nr = Number of research variable

df = 33 (see table of “r” values of degree of significance 5%)

At the degree of significance 5% = 0.344

The value rxy compared with rt:

Degree of significance 5% : rxy : rt = 0.640 > 0.344

Then, to make sure the result of the calculation above, the writer used SPSS

IBM Statistics 22 program. The using of SPSS is to know whether the calculation

that the writer did manually was correct and to make sure that there is no

mismatching calculation between scores that the writer counted. The calculation

of SPSS was described as follows:

Table 4.4

SPSS Table of Correlation

Correlations

Metacognitive_

Strategy

Reading_Achiev

ement

Metacognitive_Strategy Pearson Correlation 1 ,640**

Sig. (2-tailed) ,000

N 35 35

Reading_Achievement Pearson Correlation ,640** 1

Sig. (2-tailed) ,000

N 35 35

**. Correlation is significant at the 0.01 level (2-tailed).

43

The Pearson correlation above from the 35 respondents was found the

relationship between two variables rxy = 0.640 To see decision toward the

correlation index “r” Product moment (rxy) can be done by the following table:

Table 4.5

Product Moment Correlation Index

Product Moment

(Value of ‘r’)

Interpretation

0.00 – 0.20 Slight: almost negligible relationship.

0.20 – 0.40 Low correlation; definite but small relationship.

0.40 – 0.60 Moderate correlation; substantial relationship.

0.60 – 0.80 High correlation; marked relationship.

0.80 – 1.00 Very high correlation; very dependable

relationship.

Adopted from Guilford, 1956.

Based on the table above, it can be seen that the result of correlation index

(rxy = 0.640) is in the interval of 0.60 – 0.80, it indicates that the correlation

belong to “high correlation.” In the other words, there is positive correlation

between variable X (metacognitive strategy) and variable Y (reading

achievement).

a. Normality Test

The intention of this test is to find out the normality of the data that can be

known by checking the normal P-Plot in spss program. To facilitate the depiction

of normality of the test it can be seen in the following illustration:

44

Figure 4.3

Normality of P-Plot test metacognitive strategy questionnaire

Figure 4.4

Normality of P-Plot test of reading test

Based on print out result, it can be seen that the plots are close to the diagonal

line. It shows that the result fulfills the rationality assumption for the normality

test.

45

Then, to check normality test, the writer used Kolmogorov-Smirnov statistic

technique. Minimum standard of normality test is 0.05. The description of the

normality is shown in the following table:

Table 4.6

Normality Test Table

One-Sample Kolmogorov-Smirnov Test

One-Sample Kolmogorov-Smirnov Test

Metacognitive_S

trategy

Reading_Achiev

ement

N 35 35

Normal Parametersa,b

Mean 106,91 6,6749

Std. Deviation 9,047 1,29407

Most Extreme Differences Absolute ,109 ,139

Positive ,109 ,139

Negative -,048 -,078

Test Statistic ,109 ,139

Asymp. Sig. (2-tailed) ,200c,d

,085c

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance Correction.

From the table above, it can be seen that metacognitive strategy questionnaire

was normally distributed, because value of metacognitive strategy questionnaire is

0.200 and it is bigger than value of 5%, it means 0.200 > 0.05. Thus, reading test

was also normally distributed, because value of reading achievement test is 0.085

and it is bigger than value of 5%, it means 0.085 > 0.05.

b. Linearity Test

After that, the writer tested linearity using SPSS software to examine

regression of relationship between two variables was linear. The description of

table as follows:

46

Table 4.7

Linearity Test Table (ANOVA Table)

ANOVA Table

Sum of

Squares df

Mean

Square F Sig.

Reading_Achieve

ment *

Metacognitive_Str

ategy

Between

Groups

(Combined) 39,894 20 1,995 1,639 ,174

Linearity 23,311 1 23,311

19,14

9 ,001

Deviation from

Linearity 16,582 19 ,873 ,717 ,754

Within Groups 17,043 14 1,217

Total 56,937 34

Significance = 0.754 > 0.05 = linear

Fcount = 0.717

df = 19.14

Ftable from 19.14 = 2.44

Fcount < Ftable: 0.717 < 2.44 = linear

From the Table 4.7 it can be seen that reading test and questionnaire have

linear regression. The Linearity is 0.174 for reading test and for the questionnaire

is 0.001. Hence, deviation from Linearity is 0.754. It can be concluded that the

data used had a good linear regression because the deviation of linearity is bigger

than 5 % (0.754 > 0.05).

B. Testing Hypotheses

47

This study is aimed to answer the following hypotheses:

1. Alternative hypothesis (H1): There is any significant relationship between

students’ metacognitive strategy and their reading achievement;

2. Null hypothesis (H0): There is no any significant relationship between s

students’ metacognitive strategy and their reading achievement;:

a. H1: ρ ≠ 0 or if rxy > rt, H1 is accepted, and H0 is rejected.

b. H0: ρ = 0 or if rxy < rt, H0 is accepted, and H1 is rejected.

Based on the research findings, the calculation of rxy is 0.640 and the score

of df is 33. Then, the rxy score is compared with the degree of significance 5%

which shows that, with the df = 33, the rt score which is obtained is 0.344

therefore, rxy > rt.

Hence, after getting result from “r” value, writer tested the hypothesis by

used this formula:

tcount =

√

√

Note:

t0 = t value

r = Score of correlation coefficient (X) with total score (Y)

n = Number of sample.

tcount =

√

√

tcount =

√

√

tcount =

√

√

tcount =

√

√

48

tcount =

tcount = 10.20

C. Discussions

Based on the data description of Reading achievement, it can be seen that the

fifth semester students of Department of English Education commonly have

average reading achievement, which is indicated by the result of the average score

found is 6.8.

Meanwhile, from the data description of metacognitive strategy use, which

has measured by Questionnaire Metacognitive Awarness of Reading Strategy

Inventory (MARSI) Version 1.0, it is found that the fifth semester students of

Department of English Education commonly have the average score at 106.

In addition, the finding reveals that there is significant relationship between

Metacognitive Strategy and students’ Reading Achievement. It can be seen that

the score of correlation coefficient (rxy) is bigger than the score r table (rt). In this

case, the correlation coefficient is 0.640 and it was compared with rt at the level of

significance 0.05 obtained respectively 0.344, in which r0 = 0.640 > rt = 0.344.

In conclusion, the data interpretation shows a finding that Metacognitive

Strategy and students’ Reading Achievement were correlated each other. The

correlation can be seen from the r0 in which r0 = 0.640 > rt = 0.344. The

relationship between Metacognitive Strategy and students’ Reading Achievement

had significant value. It means that the metacognitive strategy use by students can

predict students' achievement of reading. Similarly, based on the calculation of

tcount above, the score of tcount is bigger than the score of t table at the level

significance 0.05, in which tcount = 10.20 > t table = 2.042. It means that the

alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. In

other words, there is significant relationship between Metacognitive Strategy and

students’ Reading Achievement.

49

D. Limitations

In conducting the study the writer find some challanges which direct this

study having some limitation. First the writer finds difficult to find similar

previous study about metcognitive strategy and reading achievement which

conducted in Indonesia. Second, the samples of the study was taken only a half in

each classes, this limitation might be considered that the result of this study may

not be used overall as generalization of the population in this study.

50

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

This research was a correlational design that was intended to investigate an

empiric evidence of the relationship between metacognitive strategy and students’

reading achievement at fifth semester students in department English Education

UIN Jakarta. Based on the research finding in the previous chapter, it can be seen

that there is a significant relationship between students’ metacognitive strategy

and reading achievement. The total scores of the variables, students’

metacognitive strategy (X) and their reading achievement (Y) were analyzed by

using Pearson Product moment.

The data analysis showed that there is significant relationship between the

two variables because rxy > rt (the r correlation is bigger than r table). It can be

proved by the value of rxy = 0.640, the rt score for 5% level of significance is

0.344, and it should be noted that the value of rt 5% level of significance was

obtained from the df = 33 which was attained from list of r table.

The calculation showed that there is a positive relationship between

metacognitive strategy and students' reading achievement. It can be considered

that the fifth semester students of Department English Education UIN Jakarta may

effectively use metacognitive strategy to their reading. Therefore, the writer

concludes that the metacognitive strategy has a significant relationship with

reading achievement. It means that the more the students use metacognitive

strategy, the better achievement in reading they got.

B. Suggestions

Based on the research, it can be delivered some suggestions go to:

1. Students

The study is hoped to be useful for students to become more metacognitively

aware in chosing the best reading strategies to employ because the use of

51

metacognitive thinking and strategies enables students to become flexible,

creative and self-directed learners.

2. Teachers

This study is also expected to give benefits for English teachers or lectures

about the strategies that can be applied to maximize reading comprehension.

Teaching students how to think about multiple ways to solve problems will help

them become more focused, calmer, problem-solver, and better at working out

things.

3. Further Researchers

The result of this study hopefully can be used as basic information or reference

for conducting other research because metacognitive strategy provides more

opportunities for students to help them in comprehending the reading material and

to actively engage them in solving the problems in their reading.

52

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Lesiak Karolina. Teaching English to adolescents. World Scientific News. 2015.

Louca, Eleonora Papaleontiou. Metacognition and Theory of Mind. New Castle:

Cambridge Scholars Publishing, 2008.

Louis, Pardo, S. What every teacher needs to know about comprehension.

International Reading Association, 58(3). P. 272– 280, 2004.

Magogwe, Joel M., Metacognitive awareness of reading strategies of University

of Botswana English as Second Language students of different academic

reading proficiencies, Reading & Writing 4(1),2013, AOSIS

OpenJournal, p.1-8.

McLaughlin, Maureen, Amy Homeyer, Jennifer Sassaman, Research-Based

Reading Lesson Grades 4-6. USA: Scholastic, 2006.

McNamara, Danielle S. Reading Comprehension Strategies. USA: Lawrence

Erlbaum Associates, Inc., 2007.

Mokhtari. K and Carla Reichard. Assessing students’ metacognitive awareness of

reading strategies. 19 Journal of Educational Psychology, 94 (2). 2002.

Nurgiyantoro, Burhan., Gunawan, Marzuki. Statistik Terapan. Yogyakarta:

Gadjah Mada University Press, 2015.

Ormrod, Jeanne Ellis. Human Learning. New Jersey: Pearson Education, Inc,

2012.

Ortlieb, Evan. Theoretical Models of Learning and Literacy Development. UK :

Emerald Group Publishing, 2014.

Person, Duke. Effective Practices for Developing Reading Comprehension,

International Reading Association, 2004.

Phakiti, Aek, A closer look at the relationship of cognitive and metacognitive

strategy use to EFL reading achievement test performance, Language

Testing 2003 20:(1), p.26-56, Sage Publication.

Poole, Alexander. Gender Differences in Reading Strategy Use Among ESL

College Students. Journal of College Reading and Learning, 36 (1).

2005. p.12.

54

Robb, Laura. Reading Strategies that Work: Teaching Your Students to Become

Better Readers. New York: Scholastic, Inc, 1996.

Rosenberg, Donna, in Dr. Pamela Sharpe. Barron’s The leader in Test

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& Sons, Inc 2008.

Smith, Frank, Understanding Reading. USA : Lawrence Erlbaum Associates, Inc.,

2004.

Snow, C, Reading for Understanding: Toward an R&D Program in Reading

Comprehension. Santa Monica: RAND, 2002.

Takallou, Fatemeh, The Effect of Metacognitive Strategy Instruction on EFL

Learners’ Reading Comprehension Performance and Metacognitive

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Western Australian Minister for Education. First step in literacy: Reading course

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Wilhelm, Jeffrey D. Improving Comprehension with Think-Aloud Strategies.

USA: Scholastic, 2011.

55

Appendix 1

APPENDIX 1

Preliminary Study Interview

Interview Question.1

No Question

1 Did you pass pre-requisite reading subjects?

2 What type of books do you like to read the most?

3 What purposes do you have for your reading?

4 Please, mention several reading strategies that you have already learnt.

5 Did you apply those strategy in your reading?

6 What kind of strategy do you employ when reading a text?

7 What happens in your head when you read?

8 If you are alone and don't know what a word means, what do you do ?

9 What do you do if you don't understand a paragraph or an entire page?

Answer of Interview

Name : Firdha Aulia Date : Monday, September 4th

2017

No Question

1 Yes, I did

2 Novel, about love and mystery

3 for finding new information, to entertain me as a reader to read a book,

or sometimes for answering the question in reading test only.

4 Scanning, skimming

5 Sometimes I did apply strategy when reading, but other times i did not

apply the strategy.

6 Most of the time I use scanning

7 Imagine that I am not just read but I also in that book like I am the

1 Adapted from Laura Robb, Reading Strategies that Work: Teaching Your Students to Become

Better Readers, (New York: Scholastic, Inc, 1996), p.19.

56

Appendix 1

actress in the book.

8 when I don't know the word means I make underline with my pen but I

dont search for the meaning at that time.

9 Maybe I ask my friends, or use a dictionary, or if the paragraph is too

difficult I will skip the information in it.

Answer of Interview

Name : Bulfa Riska Date : Tuesday, September 5th

2017

No Question

1 Yes, I did pass the pre requisite reading subjects

2 Fantasy, Adventure

3 For pleasure

4 Skimming, scanning, looking for details, sometimes I only read the first

and last sentences of each paragraph if I really had a very short time.

5 yes

6 I usually use skimming and scanning, looking for the details. It is same

like the strategies that I have mentioned before.

7

I tried to connect the information with the previous/similar

information/details that I had known previously. Sometimes, I tried to

imagine the situation itself. Other times, when the text is too long and

difficult, my mind tried to make a shortcut by trying to find the main

ideas, ignoring the details.

8

I associate the words in contextual situation or using synonyms if

possible. If I still do not have the clear picture because that word is

essential in the whole sentence, then I will open the dictionary.

9 I skip it if it only contains little information.

57

Appendix 2

APPENDIX 2

Metacognitive Score

NO STUDENTS NAME Metacognitive

Strategy (X)

1 STUDENT 1 98

2 STUDENT 2 104

3 STUDENT 3 103

4 STUDENT 4 107

5 STUDENT 5 126

6 STUDENT 6 119

7 STUDENT 7 125

8 STUDENT 8 104

9 STUDENT 9 109

10 STUDENT 10 110

11 STUDENT 11 107

12 STUDENT 12 89

13 STUDENT 13 98

14 STUDENT 14 103

15 STUDENT 15 102

16 STUDENT 16 95

17 STUDENT 17 113

58

Appendix 2

NO STUDENTS NAME Metacognitive

Strategy (X)

18 STUDENT 18 117

19 STUDENT 19 110

20 STUDENT 20 108

21 STUDENT 21 98

22 STUDENT 22 116

23 STUDENT 23 110

24 STUDENT 24 101

25 STUDENT 25 109

26 STUDENT 26 106

27 STUDENT 27 109

28 STUDENT 28 105

29 STUDENT 29 111

30 STUDENT 30 121

31 STUDENT 31 98

32 STUDENT 32 89

33 STUDENT 33 110

34 STUDENT 34 117

35 STUDENT 35 95

59

Appendix 3

APPENDIX 3

Reading Score

NO STUDENTS NAME

Reading

Achievement

(Y)

1 STUDENT 1 4.55

2 STUDENT 2 8.18

3 STUDENT 3 4.55

4 STUDENT 4 6.36

5 STUDENT 5 9.09

6 STUDENT 6 7.73

7 STUDENT 7 9.09

8 STUDENT 8 5

9 STUDENT 9 8.18

10 STUDENT 10 6.36

11 STUDENT 11 8.18

12 STUDENT 12 5

13 STUDENT 13 6.82

14 STUDENT 14 6.36

15 STUDENT 15 5.91

16 STUDENT 16 6.36

17 STUDENT 17 8.64

60

Appendix 3

NO STUDENTS NAME

Reading

Achievement

(Y)

18 STUDENT 18 8.64

19 STUDENT 19 5.91

20 STUDENT 20 5

21 STUDENT 21 6.82

22 STUDENT 22 7.27

23 STUDENT 23 5.45

24 STUDENT 24 5.45

25 STUDENT 25 7.27

26 STUDENT 26 5.91

27 STUDENT 27 5.91

28 STUDENT 28 6.36

29 STUDENT 29 7.73

30 STUDENT 30 7.73

31 STUDENT 31 7.27

32 STUDENT 32 5.45

33 STUDENT 33 5.91

34 STUDENT 34 7.27

35 STUDENT 35 5.91

61

Appendix 4

APPENDIX 4

Metacognitive Awareness of Reading Strategies Inventory

(MARSI) Version 1.0.1

(Questionnaire Metacognitive Strategy Use in Reading for Fifth Semester

Students of Department of English Education

UIN Syarif Hidayatullah Jakarta)

Name : Semester / Class :

Student Number : Date :

DIRECTIONS. Listed below are statements about what people do when they

read academic or schoolrelated materials such as textbooks, library books, etc.

Five numbers follow each statement (1, 2, 3, 4, 5) and each number means the

following:

1 means “I never or almost never do this.”

2 means “I do this only occasionally.”

3 means “I sometimes do this.” (About 50% of the time.)

4 means “I usually do this.”

5 means “I always or almost always do this.”

After reading each statement, circle the number (1, 2, 3, 4, or 5) that applies to

you using the scale provided. Please note that there are no right or wrong

answers to the statements.

NO STRATEGIES

SCALE

NE

VE

R

OC

CA

SIO

NA

L-

LY

SO

ME

TIM

ES

US

UA

LL

Y

AL

WA

YS

1 I have a purpose in mind when I

read. 1 2 3 4 5

181 Mokhtari, K., & Reichard, C. (2002). Assessing students’ metacognitive awareness

of reading strategies. 19 Journal of Educational Psychology, 94 (2), 249-259.

62

Appendix 4

NO STRATEGIES

SCALE

NE

VE

R

OC

CA

SIO

NA

L-

LY

SO

ME

TIM

ES

US

SU

AL

LY

AL

WA

YS

2 I take notes while reading to help

me understand what I read. 1 2 3 4 5

3 I think about what I know to help

me understand what I read. 1 2 3 4 5

4 I preview the text to see what it’s

about before reading it. 1 2 3 4 5

5

When text becomes difficult, I

read aloud to help me understand

what I read.

1 2 3 4 5

6

I summarize what I read to

reflect on important information

in the text.

1 2 3 4 5

7

I think about whether the content

of the text fits my reading

purpose.

1 2 3 4 5

8

I read slowly but carefully to be

sure I understand what I’m

reading.

1 2 3 4 5

9 I discuss what I read with others

to check my understanding. 1 2 3 4 5

63

Appendix 4

NO STRATEGIES

SCALE

NE

VE

R

OC

CA

SIO

NA

L-

LY

SO

ME

TIM

ES

US

SU

AL

LY

AL

WA

YS

10

I skim the text first by noting

characteristics like length and

organization.

1 2 3 4 5

11 I try to get back on track when I

lose concentration. 1 2 3 4 5

12

I underline or circle information

in the text to help me remember

it.

1 2 3 4 5

13 I adjust my reading speed

according to what I’m reading. 1 2 3 4 5

14 I decide what to read closely and

what to ignore. 1 2 3 4 5

15

I use reference materials such as

dictionaries to help me

understand what I read.

1 2 3 4 5

16

When text becomes difficult, I

pay closer attention to what I’m

reading.

1 2 3 4 5

64

Appendix 4

NO STRATEGIES

SCALE

NE

VE

R

OC

CA

SIO

NA

L-

LY

SO

ME

TIM

ES

US

UA

LL

Y

AL

WA

YS

17

I use tables, figures, and pictures

in text to increase my

understanding.

1 2 3 4 5

18 I stop from time to time and

think about what I’m reading. 1 2 3 4 5

19

I use context clues to help me

better understand what I’m

reading.

1 2 3 4 5

20

I paraphrase (restate ideas in my

own words) to better understand

what I read.

1 2 3 4 5

21

I try to picture or visualize

information to help remember

what I read.

1 2 3 4 5

22

I use typographical aids like bold

face and italics to identify key

information.

1 2 3 4 5

23

I critically analyze and evaluate

the information presented in the

text.

1 2 3 4 5

65

Appendix 4

NO STRATEGIES

SCALE

NE

VE

R

OC

CA

SIO

NA

L-

LY

SO

ME

TIM

ES

US

UA

LL

Y

AL

WA

YS

24

I go back and forth in the text to

find relationships among ideas in

it.

1 2 3 4 5

25

I check my understanding when I

come across conflicting

information.

1 2 3 4 5

26 I try to guess what the material is

about when I read. 1 2 3 4 5

27

When text becomes difficult, I

re-read to increase my

understanding.

1 2 3 4 5

28 I ask myself questions I like to

have answered in the text. 1 2 3 4 5

29 I check to see if my guesses

about the text are right or wrong. 1 2 3 4 5

30 I try to guess the meaning of

unknown words or phrases. 1 2 3 4 5

THANK YOU

66

Appendix 5

APPENDIX 5

Instrument Reading Test

Reading Test

This Reading Section test your ability to understand reading passages like

those in college textbooks. There are two reading passages in this test

and they consist of twenty two questions. The passages are about 700

words in length.

Reading 1

Beowulf1

Historical Background

The epic poem Beowulf, written in Old English, is the earliest

existing Germanic epic and one of four surviving Anglo-Saxon

manuscripts. Although Beowulf was written by anonymous Englishman in

Old English, the tale takes place in that part of Scandinavia from which

Germanic tribes emigrated to England. Beowulf comes from Geatland, the

southeastern part of what is now Sweden. Hrothgar, king of Danes, lives

near what is now Leire, on Zealand, Denmark’s largest island. The

Beowulf epic contains three major tales about Beowulf and several minor

tales that reflect a rich Germanic oral tradition of myths, legends, and

folklore.

The Beowulf warriors have a foot in both the Bronze and Iron Ages.

Their mead-halls reflect the wealthy living of the Bronze Age Northmen,

and their wooden shields, wood-shafted spears, and bronze-hilted swords

are those of the Bronze Age warrior. However, they carry iron-tipped

spears, and their best swords have iron or iron-edged blades. Beowulf

1 Donna Rosenberg in Dr. Pamela Sharpe, Barron’s The leader in Test

Preparation: TOEFL IBT 15th Edition, (USA: Barron’s Educationsl Series, Inc, 2016), p. 208-211.

67

Appendix 5

also orders an iron shield for his fight with dragon. Iron replaced bronze

because it produced a blade with a cutting edge that was stronger and

sharper. The Northmen learned how to forge iron about 500 B.C. Although

they had been superior to the European Celts in bronze work, it was the

Celts who taught them how to make and design iron work. Iron was

accessible everywhere in Scandinavia, Usually in the form of “bog-iron”

found in the layers of peat in peat bogs.

The Beowulf epic also reveals interesting aspects of the lives of the

Anglo-Saxons who lived in England at the time of anonymous Beowulf

poet. The Germanic tribes, Including the Angles, Saxons and Jutes,

Invaded England from about A.D. 450 to 600. By the time of the Beowulf

poet, Anglo Saxon society in England was neither primitive nor uncultured.

Although the Beowulf manuscript was written in about A.D. 1000, it

was not discovered until the seventeenth century. Scholars do not know

whether Beowulf is the sole surviving epic from a flourishing Anglo-Saxon

literary period that produced other great epics or whether it was unique

even in its own time. Many scholars think that epic was probably written

sometime between the late seventh century and the early ninth century. If

they are correct, the original manuscript was probably lost during the ninth-

century Viking invasions of Anglia, in which the Danes destroyed Anglo-

Saxon monasteries and their great libraries. However, other scholars think

that the poet’s favorable attitude toward Danes must place the epic’s

composition after the Viking invasion and at the start of the eleventh

century, when this Beowulf manuscript was written.

The identity of the Beowulf poet is also uncertain. He apparently

was a Christian who loved the pagan heroic tradition of his ancestors and

blended the values of the pagan hero with the Christian values of his own

country and time. Because he wrote in the Anglian dialect, he probably

68

Appendix 5

was either a monk in a monastery or a poet in an Anglo-Saxon court

located north of the Thames River.

Appeal and Value

Beowulf interests contemporary readers for many reasons. First, it

is an outstanding adventure story. Grendel, Grendel’s mother, and the

dragon are marvellous characters, and each fight is unique, action-packed,

and exciting. Second, Beowulf is a very appealing hero. He is the perfect

warrior, combining extraordinary strength, skill, courage and loyalty. Like

Hercules, he devotes his life to making the world a safer place. He

chooses to risk death in order to help other people, and he faces his

inevitable death with heroism and dignity. Third, the Beowulf poet is

interested in the psychological aspects of human behavior. For example,

the Danish hero’s welcoming speech illustrates his jealousy of Beowulf.

The bahavior of Beowulf’s warriors in the dragon fight reveals their

cowardice. Beowulf’s attitudes toward heroism reflect his maturity and

experience, while King Hrothgar’s attitudes toward life show the

experiences of an aged nobleman.

Finally, the Beowulf poet exhibits a mature appreciation of the

transitory nature of human life and achievement. In Beowulf, as in the

major epics of other cultures, the hero must create a meaningful life in a

world that is often dangerous and uncaring. He must accept inevitability of

death. He chooses to reject despair; instead, he takes pride himself and in

his accomplishments, and he values human relationships.

Questions

1. According to paragraph 1, which of the following is true about

Beowulf?

a. It is the only manuscript from the Anglo-Saxon period.

b. The original story was written in a German dialect.

c. The author did not sign his name to the poem.

69

Appendix 5

d. It is one of several epics from the first century

2. The word major in the passage is closest in meaning to

a. Basic

b. Principal

c. Distinct

d. Current

3. Why does the author mention “bog-iron” in paragraph 2?

a. To demonstrate the availability of iron in Scandinavia

b. To prove that iron was better than bronze for weapons

c. To argue that the Celts provided the materials to make iron

d. To suggest that 500 B.C was the date that the iron Age began

4. Which of the sentences below best expresses the information in the

highlighted statement in the passage? The other choices change the

meaning or leave out important information.

a. Society in Anglo-Saxon England was both advanced and cultured.

b. The society of the Anglo-Saxons was not primitive or cultured.

c. The Anglo-Saxons had a society that was primitive, not cultured

d. England during the Anglo-Saxon society was advanced, not

cultured.

5. The word unique in the passage is closest in meaning to

a. Old

b. Rare

c. Perfect

d. Weak

6. According to paragraph 4, why do many scholars believe that the

original manuscript for Beowulf was lost?

a. Because it is not like other manuscripts

b. Because many libraries were burned

c. Because the Danes were allies of the Anglo-Saxons

d. Beacuse no copies were found in monasteries

70

Appendix 5

7. In paragraph 4, the author suggests that Beowulf was discovered in

which century?

a. first century

b. ninth century

c. eleventh century

d. seventeenth century

8. Why does the author of this passage use the word “apparently” in

paragraph 5?

a. He is not certain that the author of Beowulf was a Christian.

b. He is mentioning facts that are obvious to the readers.

c. He is giving an example from a historical reference.

d. He is introducing evidence about the author of Beowulf.

9. Why did author compare the Beowulf character to Hercules?

a. They are both examples of the ideal hero.

b. Their adventures with a dragon are very similar.

c. The speeches that they make are inspiring.

d. They lived at about the same time.

10. The word exhibits in the passage is closest in meaning to

a. Creates

b. Demonstrates

c. Assumes

d. Terminates

11. The word reject in the passage is closest in meaning to

a. Manage

b. Evaluate

c. Refuse

d. Confront

71

Appendix 5

Reading 2

“Piaget’s Cognitive Development Theory2”

Jean Piaget, the famous Swiss developmental psychologist,

changed the way we think about the development of children's minds.

Piaget's theory states that children go through four stages as they

actively construct their understanding of the world. Two processes underlie

this cognitive construction of the world: organization and adaptation. To

make sense of our world, we organize our experiences. For example, we

separate important ideas from less important ide as and we connect one

idea to another. In addition to organizing our observations and

experiences, we adapt, adjusting to new environmental demands.

As the infant or child seeks to construct an understanding of the

world, said Piaget, the developing brain creates schemes. These are

actions or mental representations that organize knowledge.

Assimilation and Accommodation. To explain how children use

and adapt their schemes, Piaget offered two concepts: assimilation and

accommodation. Assimilation occurs when children use their existing

schemes to deal with new information or experiences. Accommodation

occurs when children adjust their schemes to take new information and

experiences into account. Think about a toddler who has learned the word

car to identify the family's car. The toddler may call all moving vehicles on

roads “cars,” including motorcycles and trucks; the child has assimilated

these objects to his or her existing scheme. But the child soon learns that

motorcycles and trucks are not cars and fine-tunes the category to exclude

motorcycles and trucks, accommodating the scheme.

2 John W. Santrock in Dr. Pamela Sharpe, Barron’s The leader in Test Preparation: TOEFL

IBT 15th Edition, (USA: Barron’s Educationsl Series, Inc, 2016), p. 479-483.

72

Appendix 5

Assimilation and accommodation operate even in the very young

infant's life. New borns reflexively suck everything that touches their lips;

they assimilate all sorts of objects into their sucking scheme. By sucking

different objects, they learn about their taste, texture, shape, and so on.

After several months of experience though, they construct their

understanding of the world differently. Some objects, such as fingers and

the mother's breast, can be sucked, but others, such as fuzzy blankets,

should not be sucked. In other words, they accommodate their sucking

scheme.

Piaget also held that we go through four stages in understanding

the world. Each of the stages is age-related and consists of distinct ways

of thinking. Remember, it is the different way of understanding the world

that makes one stage more advanced than another; knowing more

information does not make the child's thinking more advanced, in the

Piagetian view. This is what Piaget meant when he said the child's

cognition is qualitatively different in one stage compared to another. [A]

What are Piaget's four stages of cognitive development?

[B] The sensorimotor stage, which lasts from birth to about 2 years

of age, is the first Piagetian stage. In this stage, infants construct an

understanding of the world by coordinating sensory experiences (such as

seeing and hearing) with physical, motoric actions-hence the term

sensorimotor. [C] At t he end of the stage, 2-year-olds have sophisticated

sensorimotor patterns and are beginning to operate with primitive symbols.

[D]

The preoperational stage, which lasts from approximately 2 to 7

years of age, is Piaget's second stage. In this stage, children begin to go

beyond simply connecting sensory information with physical action.

However, according to Piaget, preschool children still lack the ability to

perform what he calls operations, which are internalized mental actions

that allow children to do mentally what they previously did physically. For

73

Appendix 5

example, if you imagine putting two sticks together to see whether they

would be as long as another stick without actually moving the sticks, you

are performing a concrete action.

The concrete operational stage, which lasts from approximately 7 to

11 years of age, is the third Piagetian stage. In this stage, children can

perform operations, and logical reasoning replaces intuitive thought as

long as reasoning can be applied to specific or concrete examples. For

instance, concrete operational thinkers cannot imagine the steps

necessary to complete an algebraic equation, which is too abstract for

thinking at this stage of development.

The formal operational stage, which appears between the ages of

11 and 15, is the fourth and final Piagetian stage. In this stage, individuals

move beyond concrete experiences and think in abstract and more logical

terms. As part of thinking more abstractly, adolescents develop images of

ideal circumstances. They might think about what an ideal parent is like

and compare their parents to this ideal standard. They begin to entertain

possibilities for the future and are fascinated with what they can be. In

solving problems, formal operational thinkers are more systematic,

developing hypotheses about why something is happening the way it is,

then testing these hypotheses in a deductive manner.

Questions.

12. The word underlie in the passage is closest in meaning to

a. Establish

b. Support

c. Combine

d. Complicate

74

Appendix 5

13. Which of the sentences below best expresses the information in the

highlighted statement in the passage? The other choices change

meaning or leave out important information.

a. Our new experiences require that we adjust in order to understand

information that we have never seen.

b. Understanding new ideas is easier if we include observations and

personal experiences.

c. We engage in both organization of what we see and experience

and adaption of novel ideas.

d. Thinking must include direct observation and experiences in order

to organize the information.

14. Why does the author mention a “car” in paragraph 3?

a. To explain the concepts of assimilation and accommodation

b. To demonstrate how a toddler responds to a new experience

c. To prove that a young child cannot engage in problem solving

d. To provide an example of the first stage of cognitive development

15. The word adjust in the passage is closest in meaning to

a. Change

b. Improve

c. Hide

d. Find

16. The word distinct in the passage is closest in meaning to

a. New

b. Simple

c. Different

d. Exact

75

Appendix 5

17. The word sophisticated in the passage is closest in meaning to

a. Limited

b. Complex

c. Useful

d. Necessary

18. Based on the information in paragraph 7, which of the following best

explains the term “operations”?

a. Symbolic thought

b. Mental actions

c. Physical activity

d. Abstract reasoning

19. According to paragraph 8, why would a 10-year-old be unable to solve

algebra problems?

a. Algebra requires concrete operational thinking.

b. A 10-year-old has not reached the formal operational stage

c. A child of 10 does not have logical reasoning abilities.

d. An algebra problem has too many steps in order to solve it.

20. In paragraph 9, why does the author mention “parents”?

a. Teenagers are already thinking about their roles in the future.

b. Parents are very important teachers during the final stage of

development.

c. The comparison of real and ideal parents is an example of abstract

thinking.

d. Adolescents tend to be critical of their parents as part of their

developments.

76

Appendix 5

21. What can be inferred from the passage about people who are older

than 15 years of age?

a. They must have completed all of Piaget’s stages of cognitive

development.

b. They are probably in the formal operational stage development.

c. They have mastered deductive reasoning and are beginning to

learn intuitively.

d. They may still not be able to solve problem systematically.

22. All of the following refer to Piaget’s theory EXCEPT

a. Even very young infants may engage in constructing the way that

they understand the world.

b. Both assimilation and accommodation are processes that we can

use to help us adapt to new information.

c. When children learn more information, then their thinking is at

higher stage of development.

d. Operations require a more advanced stage of development than

symbolic representation.

Good Luck

77

Appendix 6

APPENDIX 6

78

Appendix 6

APPENDIX 6

79

Appendix 6

APPENDIX 6

80

Appendix 6

APPENDIX 6

81

Appendix 7

APPENDIX 7

Sample of Reading Test Answer

82

Appendix 7

82

Appendix 8

APPENDIX 8

Answer Sheet Reading Test

Answer Sheet

Reading 1 “Beowulf”

No Alphabet Answer

1 C The author did not sign his name to the poem

2 B Principal

3 A To demonstrate the availibility of iron in Scandinavia

4 A Society in Anglo-Saxon England was both advanced and

cultured.

5 B Rare

6 B Because many libraries were burned

7 D Seventeenth century

8 A He is not certain that the author of Beowulf was a Christian.

9 A They are both examples of the ideal hero.

10 B Demonstrates

11 C refuse

83

Appendix 8

Reading 2 “Piaget’s Cognitive Development Theory”

No Alphabet Answer

12 B Support

13 C We engage in both organization of what we see and

experience and adaption of novel ideas.

14 A To explain the concepts of assimilation and accommodation

15 A Change

16 C Different

17 B Complex

18 B Mental actions

19 B A 10-year-old has not reached the formal operational stage

20 C The comparison of real and ideal parents is an example of

abstract thinking.

21 A They must have completed all of piaget’s stages of

cognitive development.

22 C When children learn more information, then their thinking is

at higher stage of development.

84

Appendix 9

APPENDIX 9

Tabel r

85

Appendix 10

APPENDIX 10

Tabel F

86

Appendix 11

APPENDIX 11

Tabel T

88

Appendix 12

APPENDIX 12

Instrument Validity & Reliability of MARSI Questionnaire

Item-Total Statistics

Scale Mean if

Item Deleted

Scale Variance

if Item Deleted

Corrected Item-

Total Correlation

Squared

Multiple

Correlation

Cronbach's

Alpha if Item

Deleted

Item_1 103,2857 79,916 ,387 . ,752

Item_2 103,9429 82,938 ,111 . ,766

Item_3 103,2000 78,988 ,415 . ,750

Item_4 103,4571 82,726 ,128 . ,765

Item_5 104,0286 84,499 ,009 . ,773

Item_6 103,6286 80,887 ,202 . ,762

Item_7 103,6571 79,938 ,332 . ,754

Item_8 103,3429 78,350 ,368 . ,751

Item_9 103,8000 84,459 ,031 . ,769

Item_10 104,0857 82,551 ,195 . ,760

Item_11 103,2857 81,681 ,254 . ,758

Item_12 103,0000 85,412 -,036 . ,775

Item_13 103,6000 82,424 ,206 . ,760

Item_14 103,7143 81,269 ,340 . ,755

Item_15 103,4571 86,608 -,101 . ,778

Item_16 102,9143 80,434 ,357 . ,753

Item_17 104,3429 74,408 ,519 . ,740

Item_18 103,9143 80,728 ,387 . ,753

Item_19 103,4000 75,482 ,572 . ,739

Item_20 103,9143 80,492 ,243 . ,759

Item_21 103,5714 75,370 ,555 . ,740

Item_22 103,8000 76,635 ,445 . ,746

Item_23 103,9714 81,911 ,254 . ,758

Item_24 103,7429 82,432 ,205 . ,760

Item_25 103,4286 78,017 ,489 . ,746

Item_26 103,5429 83,608 ,109 . ,764

Item_27 102,9429 81,173 ,390 . ,753

Item_28 103,7143 79,739 ,365 . ,752

Item_29 103,7429 80,197 ,300 . ,755

Item_30 103,5429 79,785 ,389 . ,751

88

Appendix 12

Reliability Statistics

Cronbach's

Alpha

Cronbach's

Alpha Based on

Standardized

Items N of Items

,763 ,773 30

89

Appendix 13

APPENDIX 13

Instrument Validity & Reliability of Reading

Item-Total Statistics

Scale Mean if

Item Deleted

Scale Variance if

Item Deleted

Corrected Item-

Total Correlation

Squared Multiple

Correlation

Cronbach's

Alpha if Item

Deleted

Q1 14,4857 7,728 ,094 . ,493

Q2 13,8286 7,676 ,154 . ,484

Q3 13,8000 7,871 ,071 . ,495

Q4 13,8571 7,655 ,143 . ,485

Q5 13,9714 7,440 ,181 . ,478

Q6 13,7714 7,711 ,198 . ,480

Q7 14,4000 8,129 -,090 . ,526

Q8 14,0286 7,911 -,014 . ,515

Q9 13,8000 7,871 ,071 . ,495

Q10 14,0571 7,114 ,287 . ,456

Q11 14,0286 7,676 ,074 . ,498

Q12 13,8857 7,163 ,357 . ,449

Q13 14,0286 7,087 ,306 . ,452

Q14 14,0000 7,824 ,022 . ,507

Q15 13,8286 8,087 -,054 . ,513

Q16 14,1429 7,538 ,112 . ,491

Q17 14,1429 7,361 ,178 . ,478

Q18 14,1429 7,185 ,245 . ,464

Q19 14,1714 7,087 ,281 . ,456

Q20 13,9143 7,492 ,184 . ,478

Q21 13,9714 7,146 ,305 . ,454

Q22 14,1429 7,597 ,090 . ,496

90

Appendix 13

Reliability Statistics

Cronbach's

Alpha

Cronbach's

Alpha Based on

Standardized

Items N of Items

,496 ,494 22

91

Appendix 14

APPENDIX 14

SPSS Correlation Pearson Product Moment Output

Correlations

Metacognitive_

Strategy

Reading_Achiev

ement

Metacognitive_Strategy Pearson Correlation 1 ,640**

Sig. (2-tailed) ,000

N 35 35

Reading_Achievement Pearson Correlation ,640** 1

Sig. (2-tailed) ,000

N 35 35

**. Correlation is significant at the 0.01 level (2-tailed).

92

Appendix 15

APPENDIX 15

SPSS Normality Output

One-Sample Kolmogorov-Smirnov Test

Metacognitive_S

trategy

Reading_Achiev

ement

N 35 35

Normal Parametersa,b

Mean 106,91 6,6749

Std. Deviation 9,047 1,29407

Most Extreme Differences Absolute ,109 ,139

Positive ,109 ,139

Negative -,048 -,078

Test Statistic ,109 ,139

Asymp. Sig. (2-tailed) ,200c,d

,085c

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance Correction.

93

Appendix 16

APPENDIX 16

SPSS Linearity Output

ANOVA Table

Sum of

Squares df

Mean

Square F Sig.

Reading_Achieve

ment *

Metacognitive_Str

ategy

Between

Groups

(Combined) 39,894 20 1,995 1,639 ,174

Linearity 23,311 1 23,311

19,14

9 ,001

Deviation from

Linearity 16,582 19 ,873 ,717 ,754

Within Groups 17,043 14 1,217

Total 56,937 34

94

Appendix 17

APPENDIX 17

Photographs During Research Activities

96

Appendix 18

96

Appendix 19

97

Appendix 19

APPENDIX 19