Aulia, Khikmatul (2024) Correlation Among Metacognitive Awareness, Reading Strategy And Reading Comprehension Skill Of The 10th Graders Of SMAN 1 Plemahan Kediri. Undergraduate (S1) thesis, IAIN Kediri.
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Abstract
Metacognitive awareness is awareness in understanding self-potential, so they can determine even evaluate their self in finding the best strategies that are suitable for them. Reading strategy is a strategy that is used to comprehend reading skill. These two are the factors that may contribute in students’ reading comprehension skill. Therefore this research aims to investigate correlation among metacognitive awareness, reading strategy and reading comprehension skill of 10th graders of SMAN 1 Plemahan Kediri. This research is conducted using correlational research design. The total sample is 105 from 10th graders of SMAN 1 Plemahan Kediri. The instruments of this study are questionnaire of metacognitive awareness that is used to measure students’ metacognitive awareness level which is adopted from Metacognitive Awareness Inventory (MAI), questionnaire of reading strategy that is used to measure the students’ reading strategy level which is adopted from Survey of Reading Strategy (SORS) and test (TOEFL for junior) that is used to measure the students’ reading comprehension skill level. The results show that the correlation between students’ metacognitive awareness and reading strategy which the significant value (Sig.) is .000 which is less than .05; the H0 is rejected and Ha is accepted. The correlation between students’ metacognitive awareness and reading comprehension skill presents the significant value .844 which is more than .05; H0 is accepted and Ha is rejected. Then, the correlation between students’ reading strategy and reading comprehension skill shows the significant value .324 which is more than .05; the H0 is accepted and Ha is rejected. Meanwhile the multiple correlation between metacognitive awareness, reading strategy and reading comprehension skill shows that significant value (Sig. F Change) .753 which is more than .05; the H0 is accepted and Ha is rejected. It can be concluded that metacognitive awareness and reading strategy only contribute slightly to reading comprehension skill, but they have no correlation. In the other word, there are other factors that can contribute in reading skill, not only these two variables that have been explained.
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