The Correlation between Metacognitive Reading Strategies and Reading Comprehension Skill

Abstract

The aim of this study was to investigate whether there is correlation between metacognitive reading strategies and reading comprehension. The research design applied was descriptive quantitative. The research was conducted at second semester of English Education Department at University of Islam Malang. The researcher used two classes as the samples and those were class C and class D that consisted of 61 students from both two classes. To collect the data, the researcher used questionnaire and the result of middle test as the instrument. Then, they were analyzed by using SPSS 20 and Microsoft Excel. The result showed that there was significant correlation between metacognitive reading strategies and reading comprehension. The students who used metacognitive reading strategy have better reading comprehension. In this case, the mean score of students’ metacognitive strategies (strategies M=99.48 and Reading Comprehension (M=69.77) through SPSS the researcher found that the p-value (.000) is lower than significant level (0.01). It means that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. It can be assumes that there is significant correlation between metacognitive reading strategies and reading comprehension. Thus, the higher students’ metacognitive reading strategies, the better students’ reading comprehension. Finally, the researcher concluded that the metacognitive reading strategy was effective to be implemented in reading activity. Therefore, the researcher suggests the English teacher better to use metacognitive reading strategy to increase the quality of the students in understanding the material. It is also possible for the future researcher, better to improve the number of sample that used and develop a new update questionnaire.