A Path Analysis On Metacognitive Reading Strategy Awareness, Morphological Awareness, And Reading Proficiency Among English Department Students Of IAIN Kediri

Usuludin, Moh Ana (2020) A Path Analysis On Metacognitive Reading Strategy Awareness, Morphological Awareness, And Reading Proficiency Among English Department Students Of IAIN Kediri. Masters (S2) thesis, IAIN Kediri.

	Text 92603019020 prabab.pdf Download (598kB)
	Text 92603019020 1,2,3.pdf Download (462kB)
	Text 92603019020 4,5.pdf Restricted to Registered users only Download (330kB)
	Text 92603019020 6,ref.pdf Download (172kB)
	Text 92603019020 APPENDIX.pdf Restricted to Registered users only Download (2MB)

Abstract

ABSTRACT Usuludin, Moh. Ana. 2021. A Path Analysis on Metacognitive Reading Strategy Awareness, Morphological Awareness, and Reading Proficiency among English Department Students of IAIN Kediri. Department of English Language education, Faculty of Graduate Degree, State Islamic Institute (IAIN) Kediri. Advisors: Dr. Ary Setya Budhi Ningrum, M. Pd., and Dr. Sri Wahyuni, M. Pd. Keywords: Metacognitive Reading Strategy Awareness, Morphological Awareness, Reading Proficiency The research was aimed at examining the contribution of metacognitive reading strategy awareness and morphological awareness toward reading proficiency. To find the direct and indirect contribution among the variables, a quantitative research with path analysis model was conducted. There were three instruments utilized to collect the data. The first was Metacognitive Reading Strategy Awareness Questionnaire (MRSA) which adopted to measure students’ metacognitive reading strategy awareness. The second, a test namely morphological awareness test was adopted to quantify students’ morphological awareness. The last, to obtain the data of reading proficiency, a set of TOEFL reading test was adopted. There were 100 fourth semester students of English department as the research participants. The results of the research revealed that there was low significant direct contribution of metacognitive reading strategy awareness toward morphological awareness (estimate= .320; p (.000) < .05). Next, there were significant low direct contribution of metacognitive reading strategy awareness and morphological awareness toward reading proficiency (RP <--- MRSA, p (.000) < .05, estimate= .326; RP <--- MA, p (.000) < .05, estimate= .397). The last, the indirect contribution of metacognitive reading strategy awareness through morphological awareness toward reading proficiency was found significant with estimate value .213 (p (.000) < .05).

Item Type:	Thesis (Skripsi, Tesis, Disertasi) (Masters (S2))
Subjects:	13 EDUCATION (Pendidikan) > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy
Depositing User:	embargo embargo
Date Deposited:	08 Aug 2024 08:36
Last Modified:	08 Aug 2024 08:36
URI:	https://etheses.iainkediri.ac.id:80/id/eprint/8069

Actions (login required)

View Item