CORRELATION BETWEEN METACOGNITIVE LEARNING STRATEGIES AND STUDENTS’ READING COMPREHENSION AT THE SECOND GRADE OF SMA N 14 BANDAR LAMPUNG
SEFTIA ROSALINA
(0743042037)
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
2011
1. INTRODUCTION
1.1 Background of problem
Language is essential to community, because people communicate with others using language as a means of communication. Without language, people will find difficulties to communicate with other person in his community. The Educational Unit Level Curriculum (KTSP) of SMA states that the students supposed to master the language skill such as listening, speaking, reading and writing. The language skills are, indeed, related to another because mastery of a language must include all of the above skills. Each skill is closely related to the three other skills in various manners. So, in order to learn the language maximally, the language learners must master all of the language skills.
Reading is one of language skills, and the fact that reading is becoming the primary skill in the teaching learning process is obvious. The strategies employed by the students in comprehending reading text would significantly determine how the students achieve the objectives. It is assumed that the students who used good strategy will be able to answer reading test items well. In other words, using an appropriate learning strategy might result in the success of study particularly in reading.
There some difficulties students face in comprehending or understanding reading material. Students prefer opening dictionary as soon as they find difficult words to guess them first to promote their comprehension. When reading English, students tend to focus on the word rather than on the entire text. Opening dictionary frequently shows that students inadequate vocabulary to understand the text.
Obviously, learning strategy becomes an important thing for the students in order to be independent language learners. Students should know how to learn well by using specific appropriate language learning strategy and to make a good reading habit, so that they who have good strategies will find easy in learning and will get success particularly in reading. The learning strategies literature assume that the successful language learner will differ to some extent in the particular set of cognitive process and metacognitive behaviors, which they use to enable them to be successful in reading.
Effective learning strategies that might be used by language learners particularly in reading are metacognitive learning strategies. According to Oxford (1990) says that, “metacognitive learning strategies used by the learner to control their own cognition that is, to coordinate the learning process by using functions such as centering, arranging, and evaluating”. It is assumed that metacognitive learning strategies lead the students to have self management in their language learning particularly in reading. Reffering to the importance of these strategies and their influence on students’ reading comprehension, it is necessary to find out whether metacognitive learning strategies give significant effect toward students’ reading comprehension and its’ contribution to their reading comprehension.
1.2 formulation of the problems
Based on the description above, the researcher formulates the problems as follow:
1. Do metacognitive learning strategies give significant effect toward students’ reading comprehension?
2. What metacognitive strategies, if any, contribute to their reading comprehension.
1.3 Objectives
1. To determine whether metacognitive learning strategies give significant effect toward students’ reading comprehension.
2. To find out what metacognitive learning strategies, if any, contribute to their reading comprehension.
1.4 The Scope of the Research
The population of this research is students of SMA N 14 Bandar Lampung. As the sample, one class is taken is class XI IPS 1 consisiting of 40 students.
II. FRAME OF THEORIES
2.1 Concept of Reading
Reading is an intrinsic part of the classroom teaching of the content. It means that content of the curricula will show the importance of teaching students how to obtain information along with teaching subject matter. Cooper (1988:3) defines “reading as one of the language skill to be taught, is a process of constructing or developing meaning for printed text. This definition implies that the reading process includes an interaction between the reader and the prints. The reader tries to understand the idea presented by the writer in the text.
2.2 Concept of Reading Comprehension
Simanjuntak says that the first point iin reading needs is comprehension, so the readers will gain the information from the readers read (Simanjuntak, 1984: 47). There are some aspects in reading comprehension that should be cared by the readers. And also the readers background of knowledge is absolutely needed, moreover, Rubin (1993: 194) states that reading comprehension is a complex intellectual process involving a number of abilities. Two major abilities involve word meanings and verbal reasoning. Without word meaning and verbal reasoning, there could be no reading comprehension; without reading comprehension, there would be no reading. Concerning the description above the researcher infers that reading comprehension is the process by which the person understands the meaning of the written language.
2.3 Concept of learning Strategies
Learning strategy is the way or technique employed by learners in process of gaining the knowledge. Oxford (1989: 235) points out those learning strategies are operation used by the learners to aid the acquisition, shortage, or retrieval of information, according to one familiar condition.
From the previous description it can be obviously stated that by using proper strategies, students seems to know what they are supposed to do in the process of learning. They have made steps or systematic frameworks to anticipate any problems they will probably face. By this way, learning is likely to be more effective and systematic.
Having the knowledge about learning strategies, students can facilitate their learning respond to their learning need, and acquire the language better. In order word learning strategies lead the learner to become self-directed or independent.
Based on the description above, it is assumed that language learning strategies help students become more independent. It is important to be independent learners since they will not always have teacher around to guide them. Learning strategies are also important in students reading process to make reading easier, faster, more enjoyable, more self-directed, and more effective in order to gain greater confidents in reading, involvement, and proficiency.
2.4 Concept of Metacognitive Learning Strategies
Metacognitive learning strategies is a part of indirect learning strategies which enable students to create and to be responsible for their reading comprehension. Indirect strategies are means by which learners indirectly manage or control their own learning process. These strategies involve learners effort to organize and evaluate their own learning, to manage their emotion, and to learn from other. Indirect strategies can be linked to “their director” of the play which serve a host of function.
In addition, O’Malley and Chamot (1990) define metacognitive learning strategies as higher order excutive skills that may entail planning for, monitoring, or evaluating the success of a learning activity. Here are some strategies classified under metacognitive according to O’Malley and Chamot:
ü Advance organizer: plnning the learning activity in advance.
Previewing the main ideas and concepts of the material to be learned, often by skimming the text for the organizing principle.
ü Directed attention: deciding to concentrate on general aspects of a learning task.
ü Selective attention: deciding to pay attention to specific parts of the language input or the situation that will help the learners.
ü Self-management: trying to arrange the appropriate condition for learnig
ü Advance preparation: planning the linguistics components for a forthcoming language task
ü Self-monitoring: checking one’s comprehension during listening or reading or checking the accuracy and/or appropriateness of one’s oral or written production while it is taking place.
ü Delayed production: deliberately postponing speaking that one may learn by listening.
ü Self-evaluation: checking the outcomes of one’s own language learning against a standard after it has been completed.
2.5 The effect of Metacognitive Learning Strategies toward Students’ Reading Comprehension
According to Hargis (2000) there is a positive relationship between individual who have the ability to regulate their own learning and language acquisition or achievement. It means that there is any effect of metacognitive learning strategies toward students comprehension in reading. Students with metacognitive strategies can monitor, evaluate or correct what have been read.
Kayad (1999) says that the students who have metacognitive strategies are equipped with the knowledge and control over their thinking and learning activities. They will try to solve their problems by themselves.
III. RESEARCH METHODS
3.1 Research Design
The design of this research is a descriptive analysis. In collecting data, the researcher didn’t carry out of a treatment nor an experiment of any kind to subjects. In conducting this research, the researcher used a co-relational design ex post facto design.
T1 T2Where:
T1 : Questionnaire of metacognitive learning strategies
T2 : Reading test
3.2 Data Collecting Technique
1. Questionnaire
It is a lot of statements and questions to be answered by the students to measure students’ use of metacognitive learning strategies. The questionnaire is used in open ended questionnaire where the answer is limited (Setiyadi, 2002: 46)
The metacognitive learning strategy knowledge was measured through questionnaire adapted from strategy inventory for language learning (SILL) for ESL/EFL learners constracted by Rebecca L, Oxford (1989). It was translated into Bahasa Indonesia. SILL is used to assess students awareness and regulation of learning strategies. The questionnaire consist of 25 items, students were asked to rate the strategies in their reading. The two separate four point scales are described as follows:
Table 1. The two separates four scales of questionnaire
| Answer Alternative | Score |
| Never (TP) Sometimes (KK) Often (SRG) Almost Always (HS) | 1 2 3 4 |
2. Reading Test
It is a set of question and problems in form of objective test to measure students’ reading comprehension. Reading test was given in order to know students’ reading achievement in comprehending reading text. The researcher used multiple choice of reading test. The reading test consisted of 40 items in multiple choice questions. The question of the test were taken from the tasks of the handbook used by the learners at their school.
3.3 Scoring System
The researcher used Arikunto’s formula in scoring the students’ result of the test. the highest score was be 100.
S=R x 100
N
Where:
S : The score of the test
R : The sum of correct answer
N : The total of test items
3.4 Research Procedure
In conducting the research, the writer used some procedures as follows:
1. Administering reading test
2. Administering questionnaire of metacognitive learning strategies
3. Analyzing the data
4. Drawing findings and conclusions from the data
3.4 Data Analysis
In analyzing the data, the researcher used co-relational study. It is used to measure whether there is relationship between the two variables. In this case, T1 is questionnaire of metacognitive learning strategies as the first variable and T2 is reading comprehension test as the second variable. First, the students are asked to fill in questionnaire of metacognitive learning strategies. And then, their reading comprehension data is measured through their reading comprehension test. finally, the result of the students achievement in comprehending the text was analyzed by SPSS to find out whether there is significant correlation the two data groups. In order to prove the hypothesis regression is used to predict the influence of dependent variable toward independent variable. Coefficient that we get based on correlation analysis was squared to look for the regession value (r2).
IV. RESULT AND DISCUSSION
4.1 The Result of the Research
4.1.1 Reading Test
Having computed the result of reading test, it was found that the highest score obtained was 96, while the lowest score was 70, out of 40 learners. The average score was 76,85. The description of students reading score can be seen in the following table:
Table 2. Distribution Frequency of Students’ Reading Achievement.
| No | Class Interval | Frequency | Percentage (%) |
| 1 | 70-75 | 17 | 42,5 |
| 2 | 76-80 | 15 | 37,5 |
| 3 | 81-85 | 3 | 7,5 |
| 4 | 86-90 | 4 | 10 |
| 5 | 91-95 | - | - |
| 6 | 96-100 | 1 | 2,5 |
| | | 40 | 100 % |
From the table above, it can be seen that there were 17 students or 42,5% got the lowest score and only one student who got the highest score or 2,5%. From the table above, it can be seen that most of the students got score 70-75 (42,5%).
4.1.2 The Metacognitive Learning Strategies Employed by the Students
This research was basically focused on the four metacognitve learning strategies in reading, namely: centering, arranging, planning, and evaluating.
The following table described the two separates four scales of questionnaire.
Table 3. Distribution Frequency of Two Separates Four Scales of Questionnaire
| No | Four Scales of Questionnaire | |||||||
| Never | Sometimes | Often | Almost Always | |||||
| N | (%) | N | (%) | N | (%) | N | (%) | |
| 1 | - | - | 12 | 30 | 24 | 60 | 4 | 10 |
| 2 | 2 | 5 | 5 | 12,5 | 12 | 30 | 11 | 27,5 |
| 3 | 1 | 2,5 | 11 | 27,5 | 18 | 45 | 10 | 25 |
| 4 | - | - | 18 | 45 | 13 | 32,5 | 9 | 22,5 |
| 5 | 1 | 2,5 | 23 | 57,5 | 13 | 32,5 | 3 | 7,5 |
| 6 | 1 | 2,5 | 8 | 20 | 18 | 45 | 13 | 32,5 |
| 7 | - | - | 15 | 37,5 | 15 | 37,5 | 10 | 25 |
| 8 | 5 | 12,5 | 28 | 70 | 6 | 15 | 1 | 2,5 |
| 9 | - | - | 15 | 37,5 | 21 | 52,5 | 4 | 10 |
| 10 | 1 | 2,5 | 22 | 55 | 13 | 32,5 | 4 | 10 |
| 11 | - | - | 27 | 67,5 | 12 | 30 | 1 | 2,5 |
| 12 | 5 | 12,5 | 27 | 67,5 | 6 | 15 | 2 | 5 |
| 13 | 4 | 10 | 19 | 47,5 | 14 | 35 | 3 | 7,5 |
| TOTAL | 3% | | 46% | | 37% | | 14% | |
4.2 The Effect of Metacognitive Learning Strategy in Reading toward Students’ Reading Comprehension
The objective of this research in conducting this research was to describe the effect of metacognitive learning strategies in readind toward students’ reading comprehension. To provide a meaningful explanation of this scientific question, a correlation analysis was undertaken. The following table shows the result of the statistical analysis on correlation.
Table 3. The Correlation between Metacognitive Learning Strategies and Reading Comprehension
Correlations
| | Metacognitive | Achievement |
| Metacognitive Pearson Correlation Sig. (2-tailed) N | 1 40 | ,655** ,000 40 |
| Achievement Pearson Correlation Sig. (2-tailed) N | ,655** ,000 40 | 1 40 |
** Correlation is significant at the 0,01 level (2-tailed)
From the table above, it can be seen that the correlation between metacognitive learning strategies and students’ reading comprehension is ,655 and with significant value p<0,01, in other words, the correlation between metacognitive learning strategies increasing students students’ reading comprehension will be said significant at the 0,01 level, if the coefficient correlation between metacognitive learning strategies and students’ reading comprehension was higher than the coefficient significant at the 0,001 level. The coefficient significant at the 0,01 level is ,402. It can be seen on the table above, that the coefficient correlation between metacognitive learning strategies and students’ reading comprehension was higher than the coefficient significant at the 0,01 level (,655>,402). From the data above, it can be concluded that metacognitive learning strategies correlate significantly with the students’ reading comprehension.
Arikunto (1988:35) differentiate the characteristic of correlation as follows:
0,800-1,00 = very high
0,600-0,79 = high
0,400-0,59 = fair
0,200-0,39 = low
0,00-0,19 = very low
The result indicates that metacognitive learning strategies employed by learners in learning reading influence the learners’ ability in comprehending the text. But to explore how the strategies related to the students’ reading comprehension, correlation analysis was undertaking by using formula of Spearman coefficient correlation. The following table shows the result of the statistical analysis on correlation.
4.3 The Contribution of the Metacognitive Learning Strategies in Students’ Reading Comprehension
The second objective of this research is to find out the metacognitive learning strategies, if any, that gives contribution to the students’ reading comprehension. To answer that objective, the regression linear was used. Regression is used to predict the influence or independent variable toward dependent variable. Regression linear can not be separated from correlation analysis coefficient that we get based on correlation analysis will be squared to find out the regression value (r2). To get the regression, the correlation ( r ) will be squared . r2=0,6552= ,429. The result of the r squared is ,429. It means that the four variables gave contribution 42,9% toward students’ reading reading comprehension. From the result of the r squared in each strategy, it can be seen that planning strategy gave contribution 36% toward the students’ reading comprehension. From the explanation above, it can be concluded that the more frequently the students use planning strategy, the better their achievement they will be.
4.4 Hypothesis Test
Hypothesis was the last step in this research to prove whether the hypothesis proposed by the researcher is accepted or not. In this case the hypothesis for this test is
Ho= there is no significant effect of metacognitive learning strategies in reading comprehension.
H1= there is significant effect of metacognitive learning strategies in reading toward students’ reading comprehension.
In order to know whether or not there was a significant effect of metacognitive learning strategies in reading toward students’ reading comprehension, both variables were calculated by using the formula of Spearmans’ Coefficient Correlation.
4.5 Reading Comprehension
Table 4. Regression
| No | Variable | r | r2 | Contribution |
| 1 | Metacognitive Learning Strategies | .655 | .429 | 42,9% |
From the table above, it can be concluded that the result of the calculation of the data can be seen that there is a significant effect between two variables with r= ,655. It means that the hypothesis is accepted. In which the result of the r squared is ,429. It means that the variable of metacognitive learning strategies gave contribution 42,9% toward students’ reading comprehension. In other words, there is a significant effect of metacognitive learning strategis toward students’ reading comprehension.
4.6 Discussion
This study showed that metacognitive learning strategis in reading give significant effect toward students’ reading comprehension. The more frequently the students use the strategies the better their reading achievement will be. The students who have metacognitive learning strategies are equipped with the knowledge and control over their thinking and learning activities. They will try to solve their problems by themselves. Asking other people is the last way to find the answer of their problem in learning and understanding reading text. Because, by finding the answer by them it will be easier for them it will be easier for them to remember for a long time. The students who use this strategy can be said as an independent learner.
Metacognitive learning strategy has been considered as a very important aspect of learning strategy. Metacognitive strategy focused on establishing one’s metacognition on learning. The definition of metacognition relates to an individual awareness, knowledge and use the monitoring process of cognitive goals for the purpose of increasing understanding and retention of learning material (Brezin, 1980). In others, metacognition is the cognition about monitoring and regulating is the cognition about monitoring and regulating of learning process.
Based on the result of the research and the previous theory mentioned, it is recommended that teachers need to introduce metacognitive learning strategies to their students particularly in their reading. Teacher should also encourage and motivate the students to apply these strategies so that they can control their own learning by coordinating, planning, organizing, and evaluating of the learning process especially in reading. There are many ways the teachers can do to introduce the use of these strategies. To mention one it is by encouraging students to plan, organize and evaluate their reading. For example students are suggested to read the lesson beforehand, so that they have general view about what the material. If students have difficulty in planning, as suggested by Oxford (1990), teacher can guide them to describe the task, determine its requirements, and determine additional language elements or function s necessary for the task (1990:138-140).
This study showed that there was significant effect of metacognitive learning strategies in reading toward students’ reading comprehension, with r= ,655, to get the regression, the correlation, the correlation ( r ) will be squared. r2= ,429. It means that four variables i.e centering, arranging, planning, and evaluating strategy contributed only 42,9% to the students reading comprehension.
V. CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on the data analysis, the researcher would like conclude that:
1. Having analyzed metacognitive learning strategies and students’ reading comprehension test, the result showed that those two variables correlated significantly. It means that metacognitive learning strategies in reading employed by the learners influence their reading achievement in comprehending the text. The data showed that the coefficient of centering, arranging, planning, and evaluating are r= .466, r= .465, r= .605, r=490 respectively with the significant value p<0,01. It implies that the more frequently the students apply the metacognitive learning strategies in reading the better their reading achievement will be.
2. There was high correlation between metacognitive learning strategies and reading achievement with r= .655 which means relatively high correlation. To know the contribution of metacognitive learning strategies toward students’ reading comprehension, coefficient correlation ( r ) between two variables will be squared r2= .6552=m.429, the result was .429 . it means that four variables of metacognitive learning strategies contributed 42,9% to the students reading comprehension. This indicated that metacognitive learning strategies in reading gave a positive effect toward students’ reading comprehension.
5.2 Suggestion
The researcher would like to suggest some points
1. Since the result of data analysis in this research show that metacognitive learning strategies had significant effect toward students’ reading comprehension, the teachers are recommended to introduce metacognitive learning strategies to their students by by incorporating the strategies into their teaching techniques since the students need to coordinate, organize, and evaluate their reading. These process help students to gain in order to gain better achievement in reading.
2. Since this research was conducted with limited number of students, other research about metacognitive learning strategies should be conducted with bigger samples and covers all proficiency level in order to get more valid data. It may be more valuable if the instruments used are not only a questionnaire. Researcher can use interviews, observations, etc.
3. The teacher give more attention and time to increase their interest to read the books, to give a continuous guidance and attention to the students when they are learning or reading English text. So the students realize that reading is very essential to improve their knowledge.
4. Other researchers are suggested to find out how far the strategies influence the students’ reading achievement.
REFFERECNCES
Arikunto, S. 1995. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Candun, Christoper N. 1987. Learner Strategies in Language Learning. Cambridge University press.
Dallman, Martha, Roger et al. 1982. Teaching of Reading. Sixth Edition. New York. College Publising.
Hatch and Farhady. 1982. Research Design and Statistic for Applied Linguistics. Massachutsetts: Newburry House Publisher, Inc.
Hargis, Jace.The Self-regulated Learner Advantage: Learning Science on the Internet, retrieved. http://www.J Hargis.com/
Kayad, Florence G.1999. Language Learning Strategies. A Malaysian perspective. In Christoper word and Willy.SEAMO. Regional Language center.
Mc. Worther, Kk. 1989. College Reading and Study Skills. Illion’s: Scott Foresman Company
Oxford, Rebecca L. 1990. Language Learning Strategies: What Every Teacher Should Know. New York: New Bury House Publisher
Setiyadi, Ag. Bambang. 1999. A Survey of the Language Learning Strategies of Tertiary, EFL Students in Indonesia. Ph.D Thesis. La Trobe University In Press.
Setiyadi, Ag. Bambang. 2000. Penelitian Dalam Pengajaran Bahasa Inggris FKIP Unila. Bandar Lampung
Suparman, Ujang. 2005. Understanding and Developing Reading Comprehension. Bandar Lampung. University of Lampung.
Table 5. The Score of Reading Test and Questionnaire
| No | Name | Reading Test Score | Questionnaire of Learning Strategies |
| 1 | A1 | 86 | 76 |
| 2 | A2 | 80 | 73 |
| 3 | A3 | 83 | 63 |
| 4 | A4 | 80 | 82 |
| 5 | A5 | 73 | 63 |
| 6 | A6 | 90 | 88 |
| 7 | A7 | 80 | 76 |
| 8 | A8 | 73 | 69 |
| 9 | A9 | 80 | 78 |
| 10 | A10 | 73 | 65 |
| 11 | A11 | 96 | 71 |
| 12 | A12 | 80 | 67 |
| 13 | A13 | 76 | 61 |
| 14 | A14 | 73 | 65 |
| 15 | A15 | 83 | 63 |
| 16 | A16 | 80 | 61 |
| 17 | A17 | 86 | 50 |
| 18 | A18 | 70 | 71 |
| 19 | A19 | 76 | 75 |
| 20 | A20 | 76 | 69 |
| 21 | A21 | 83 | 63 |
| 22 | A22 | 76 | 82 |
| 23 | A23 | 73 | 59 |
| 24 | A24 | 86 | 59 |
| 25 | A25 | 70 | 55 |
| 26 | A26 | 73 | 59 |
| 27 | A27 | 73 | 51 |
| 28 | A28 | 76 | 65 |
| 29 | A29 | 70 | 61 |
| 30 | A30 | 70 | 50 |
| 31 | A31 | 73 | 53 |
| 32 | A32 | 70 | 53 |
| 33 | A33 | 70 | 50 |
| 34 | A34 | 73 | 59 |
| 35 | A35 | 76 | 51 |
| 36 | A36 | 80 | 53 |
| 37 | A37 | 76 | 71 |
| 38 | A38 | 70 | 63 |
| 39 | A39 | 76 | 53 |
| 40 | A40 | 76 | 61 |
| | Jumlah | 3074 | 2557 |
| | Rata-rata | 76,85 | 63,92 |
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