The use of metacognitive strategy in Online Learning to improve junior high school students' reading comprehension: A case study in SMPN 1 Sukalarang

Pratiwi, Pratiwi (2020) The use of metacognitive strategy in Online Learning to improve junior high school students' reading comprehension: A case study in SMPN 1 Sukalarang. Diploma thesis, UIN Sunan Gunung Djati Bandung.

Preview	Text (COVER) 1_cover.pdf Download (254kB) | Preview
Preview	Text (ABSTRAK) 2_abstrak.pdf Download (337kB) | Preview
Preview	Text (DAFTAR ISI) 3_daftarisi.pdf Download (262kB) | Preview
Preview	Text (BAB I) 4_bab1.pdf Download (290kB) | Preview
	Text (BAB II) 5_bab2.pdf Restricted to Registered users only Download (472kB) | Request a copy
	Text (BAB III) 6_bab3.pdf Restricted to Registered users only Download (280kB) | Request a copy
	Text (BAB IV) 7_bab4.pdf Restricted to Registered users only Download (884kB) | Request a copy
	Text (BAB V) 8_bab5.pdf Restricted to Registered users only Download (160kB) | Request a copy
	Text (DAFTAR PUSTAKA) 9_daftarpustaka.pdf Restricted to Registered users only Download (376kB) | Request a copy

Abstract

This study has the aim to discover the students’ reading comprehension by using metacognitive strategy. Particularly, this study was intended to seize the goal: 1) to find out the process of teaching metacognitive strategy to the EFL students’ in reading class 2), to find out the students’ response after using metacognitive strategy, 3) to find out the teacher obstacles in teaching metacognitive strategy. This study used a descriptive qualitative design, particularly a case study. There are 34 participants of the eighth-grade class at SMPN 1 Sukalarang in the Academic Year 2019/2020. The researcher used observation, questionnaire and interview to gain the data. The observation was conducted in recount text material. The observation was purposed to find out the process of teaching metacognitive strategy to the EFL students’. Then, the questionnaire and interview to discover the students’ response after using metacognitive strategy. Moreover, the interview also used to find out the teacher obstacles in teaching metacognitive strategy. The results of this research showed that first, the implemented of metacognitive strategy on teaching recount text to improve the students’ reading comprehension by using the procedure of metacognitive strategy: Planning, Monitoring, and Evaluating. Second, this research investigates the students’ response towards metacognitive strategy on recount text material. The findings show most of the students give a positive response to the implementation of metacognitive strategy to improving the students’ reading comprehension and specifically, the strategy helps them to focus discover the main idea of the text. Third, this research also discovers the teacher’s obstacles in teaching metacognitive strategy. The result finds out that the teacher does not have any obstacles in teaching recount text. The use of various activity with it is steps helps the students’ to understand the material easily and makes them enjoy the class and feels the different atmosphere in learning English. In conclusion, this research shows that the implementation of teaching recount text using metacognitive strategy was helpful to improve the students’ reading comprehension. Then this research was recommended to the English teacher on helping the students who struggle in comprehending the text.

Actions (login required)

View Item