The Effects of Metacognitive Strategy instruction on Students' Reading J Comprehension Achievement and Metacognitive Awareness at SMA Negeri 8 Makassar

Salija, Kisman and Husain, Djamiah and Adys, Himala Praptami (2013) The Effects of Metacognitive Strategy instruction on Students' Reading J Comprehension Achievement and Metacognitive Awareness at SMA Negeri 8 Makassar. In: Englishes Accross Asian Contexts "Opportunities and Challenges 11th Asia TEFL International Conference ", 26 - 28 October 2013, Manila, Philippines.

[img]
Preview
Text (International Conference)
International Conference - English Across Asian Contexts.pdf - Published Version

Download (4MB) | Preview
[img]
Preview
Text (Peer Review International Conference)
Peer Review - International Conference - English Across Asian Contexts.pdf

Download (486kB) | Preview

Abstract: The objectives of this research were: (1) to find out whether or not the metacognitive strategy instruction has any significant effect on students' reading comprehension achievement, and (2) to find out wheter or not me metacognitive strategy instruction has any significant effect on metacognitive awareness. This research employed quasi-experimental design with non-equivalent groups. The population of this research was the eleventh grade students of SMA Negeri 8 Makassar in 2011/2012 academic year with total number of population was 240 students. The sample was 80 students which selected by using cluster random sampling. In collecting data, there were three main instruments were used: reading comprehension test, metacognitive Awareness of Reading Strategy Inventory (MARSI) questionnaire and interview guide (semi-Structured interview). Data from reading comprehension test and MARSI questionnaire were analyzed using descriptive and inferential statistics. Data from interview were analyzed using content analysis. The results of the research were: (1) there was a significant effect on students' reading comprehension archievement through metacognitive strategy instruction (2) there was a significant effect on students' metacognitive awareness through metacognitive strategy instruction. It was proved by the probability value (p) at the student’ score of MARSI questionnaire was lower than alpha (.000 < 0.05).

Item Type: Conference or Workshop Item (Paper)
Subjects: KARYA ILMIAH DOSEN
Universitas Negeri Makassar > KARYA ILMIAH DOSEN
Divisions: KOLEKSI KARYA ILMIAH UPT PERPUSTAKAAN UNM MENURUT FAKULTAS > KARYA ILMIAH DOSEN
KARYA ILMIAH DOSEN
Depositing User: PAK Kepegawaian UNM
Date Deposited: 15 May 2017 03:57
Last Modified: 15 May 2017 03:57
URI: http://eprints.unm.ac.id/id/eprint/2529

Actions (login required)

View Item View Item