The influence of metacognitive strategy on reading comprehension of narrative text of the tenth grade students of man 1 jepara in academic year 2017/2018

MAULIDDIN, SYAHRUL ULA AL (2018) The influence of metacognitive strategy on reading comprehension of narrative text of the tenth grade students of man 1 jepara in academic year 2017/2018. Skripsi Sarjana thesis, UMK.

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Abstrak

Reading comprehension is one of the hardest skills in English Subject. Students need to have good understanding and get in shape through texts given in order to complete their subject including the students of MAN 1 Jepara. Therefore, teaching reading narrative text as a part of reading comprehension should also be mastered toachieve the goalof curriculum. However,there were some problems which make students face difficult to comprehend, such as having less motivation and lack of interest to study. It isproven by the mean of achievement test is 63, lower than KKM score, 65. Metacognitive reading strategy is one of strategies to build students motivation and skill of comprehending text. The objective of this research is to find out whether there is a significant difference between the reading comprehensions of eighth grade students of MAN Bawu Jepara in academic year of 2017/2018 after being taught by using metacognitive strategy. This research was experimental research with one group, pre-test and post-test design. The populations are the students MAN 1 Jepara. The sample of this reaserch is the students of X MIA 1 of MAN 1 Jepara in academic year 2017/2018. The result indicated that using metacognitive reading strategy can improve reading narrative text comprehension. It could be seen from the pre-test and post-result. The result of pre-test is low (mean = 64.96 and standard deviation = 9.17). And the result of post test is high (mean = 79.02 and standard deviation = 8.9). It showed that there is a significant difference of teaching reading narrative text comprehension of the tenth grade students of MAN 1 Jepara before and after being taught by using Metacognitive reading strategy. The result of t-observation is higher than t-table. (t0 = 3.16>tt = 2.04). Based on the result of the research above, the researcher suggested that the teacher could use Metacognitive Reading Strategy as the one alternative strategy to teach reading narrative text comprehension increasingly. In order the students feel attracted and motivated study English better.

Tipe dokumen: Skripsi (Skripsi Sarjana)
Additional Information: Pembimbing 1 : Titis Sulistyowati, SS, M.Pd NIDN : 0002048101 Pembimbing 2 : Mutohhar, S.Pd., M.Pd NIDN : 0621018302
Uncontrolled Keywords: Metacognitive Strategy, Narrative Text, Reading Comprehension.
Subjects: Pendidikan > Pendidikan (Umum)
Pendidikan > Teori dan praktek pendidikan
Divisions: Fakultas Keguruan & Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User: Mr Firman Al Mubaroq
Tanggal Deposit: 29 Jul 2019 02:58
Last Modified: 29 Jul 2019 02:58
URI: http://eprints.umk.ac.id/id/eprint/10880

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