THE IMPLEMENTATION OF METACOGNITIVE STRATEGY ON THE STUDENT’S READING COMPREHENSION AT NINTH GRADE OF JUNIOR HIGH SCHOOL 1 SUKOWONO

Hasanah, Iswatul (2023) THE IMPLEMENTATION OF METACOGNITIVE STRATEGY ON THE STUDENT’S READING COMPREHENSION AT NINTH GRADE OF JUNIOR HIGH SCHOOL 1 SUKOWONO. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

ABSTRACT
Iswatul Hasanah, 2023: The Implementation of Metacognitive Strategies on The
Students Reading Comprehension at Niinth Grade of Junior High School 1
Sukowono
Keywords: reading comprehension, metacognitive strategies
Reading is considered as one of the most important language skill.
Through reading, students can develop their other language skill such as writing
and speaking besides improving their language components, for instance
vocabulary and grammar. In the reading comprehension process, students must
understand the content of the text to get information from what they read.
Metacognitive strategy is strategy that relates to the logical sequences of students
in the learning process. It allows effective ways will used by the students, how to
overcome the difficulties while they are reading.
There were two research questions in this research, those were: 1) How is
the implementation of metacognitive strategy on students reading comprehension
at 9th grade SMPN 1 Sukowono? and 2) How is the response of students in
implementing metacognitive strategies at 9th grade of SMPN 1 Sukowono?. The
objectives of this research to describe the implementation of metacognitive
strategy on students reading comprehension and to describe the response of
students in implementing metacognitive strategy.
This research employed qualitative research with case study design. It was
conducted in SMPN 1 Sukowono. the data were gathered by questionaire,
observations and interview. to analyze the collected data, the researcher used
Miles and Huberman theory which includes: data condensation, data display, and
conclusion drawing or verivication. To validate the data, the researcher used
source trianggulation and technical trianggulation.
The result of this research was 1) The implementation of metacognitive
strategy used by English teacher were planning, monitoring and evaluating. 2) The
results of the student‟s response in implementing metacognitive strategy were
students give positive response and negative response. In students positive
response, the students could answer the questions given by the English teacher,
students could understand the reading texts, students could realize the benefits of
using metacognitive on their reading comprehension. Meanwhile in students
negative response, the students were difficult to understand the use of
metacognitive strategy. From the data collected, most of students give positive
response. This is shown that the use of metacognitive strategy in reading
comprehension has good response.

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