| dc.description.abstract | Reading skill is an important aspect in developing students’ competence in English. According to the National Education System Law Number 20- 2003, the Indonesian educational system aims to develop higher-order thinking skills. High order thinking skills allow an individual to maintain their new knowledge and information to respond in a new paradigm. Students must be able to hone their information individually, deliberately and actively based on their cognitive capacities. The Covid-19 in Indonesia has changed over the past few months to the point that it now has an effect on education, particularly for the teaching and learning process. One of the learning models used by the teacher is hybrid learning, which combines face-to-face instruction and online learning. Therefore, this study aimed to develop metacognitive reading strategy with a hybrid learning model.
This study investigated the effectiveness of metacognitive reading training on the student high order thinking skills reading comprehension with a hybrid learning model. The training involved two concrete goals student able to analyze and evaluate the type of high order thinking skills questions. To achieve the purpose of this study, a quasi-experimental design was selected with the experimental group being given metacognitive reading strategies training with PQ4R style, namely; preview, question read, reflect, recite and review, and the control group being treated in a conventional strategy.
The instrument used in this research is a test that included a reading test, The subject were students of two classes in a vocational school in East Java, Indonesia. Class X-TKJ 1 and X-TKJ 2 each had 26 students and 25 students, respectively, making a total population sample of 51 for this study.
The results showed that there was a better effect on learning by using a metacognitive reading strategy in understanding of HOTS comprehension and being able to answer properly and correctly by showing the results of Independent T Test analysis with a significance level of 0.002 < 0.05 with an T value of 3.304. So the metacognitive reading strategy is good to use in hybrid learning because students get fresh perspectives and new reading experiences | en_US |
