The Metacognitive Self-Monitoring Strategies on Improving Students' Reading Comprehension of 2nd Grade Students

Welly Ardiansyah *, Nurul Aryanti **, Murwani Ujihanti ***
*-*** English Department, State Polytechnic of Sriwijaya, Indonesia.
Periodicity:July - September'2020
DOI : https://doi.org/10.26634/jelt.10.3.16870

Abstract

The objectives of this study are to see if Reciprocal Teaching (RT) is more a effective Language Learning Strategy (LLS) to teach reading comprehension, and to see if students of high reading comprehension achievement have better reading comprehension than those of moderate and low reading comprehension achievement. The 3 x 2 factorial design is related to the aims of the study. The population was the second semester of the Computer Engineering study program Polytechnic of Sriwijaya in the academic year of 2018/2019 consisting of six classes and 143 students with a purposive sampling technique. Reading Comprehension test of 40 items of multiple choices were used as the research instrument. The data were analyzed using a paired sample t-test with SPSS 23. The finding showed: (1) students' reading comprehension taught by RT strategy was 7.65478 higher than those taught by LLS which was 7.64276. As a conclusion, RT and LLS had a significant result on students' reading comprehension achievement.

Keywords

Reciprocal Teaching, Language Learning Strategy, Reading Comprehension.

How to Cite this Article?

Ardiansyah, W., Aryanti, N., and Ujihanti, M. (2020). The Metacognitive Self-Monitoring Strategies on Improving Students' Reading Comprehension of 2nd Grade Students. i-manager's Journal on English Language Teaching, 10(3), 64-77. https://doi.org/10.26634/jelt.10.3.16870

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