Journal Compound Improving the quality of english Education

muslim, buhari (2017) Journal Compound Improving the quality of english Education. [Karya Dosen UNISM]

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Abstract

This research wasconducted to find out the effect of Metacognitive Strategy (MS) and Vocabulary Self-collection Strategy (VSS)on the students’ reading comprehension of narrative text. Besides, this research was also conducted to find out the comparison between Metacognitive Strategy (MS) and VocabularySelf-collection Strategy (VSS)on the students’ reading comprehension of narrative text.The population of this research was the eighth grade students of SMP DarulHijrahPuteraMartrapura. The number of sample was 50 students. Reading comprehension tests of narrative text was used as the instrument in order to collect the data needed. Besides, the questionnaire was also used as the instrument in order to support the main data which cannot gain only by a test. The research design was quasi-experimental design and there were two groups: Experimental and Control Groups. The data were processed and analyzed according to the following steps: assigning the groups, giving the pre-test to both Experimental and Control Groups, giving treatments, giving the post-test, and the last distributing the questionnaire. The data of reading tests were analyzed by using Paired Sample T-test by IBM SPSS 23 program. Furthermore, the data of questionnaires were analyzed by using formula of percentage adapted from Sudijono (2012: 318).The results of this research showed that the significant value of the data of post-test in the Control Group was 0.185. The significant value of the data of post-test in Experimental Group of MS was 0.000 and the significant value of the data of post-test in Experimental Group of VSS was 0.000. As 0.185 ˃ 0.05 and 0.000 ˂ 0.05 in this research, the first and the second null hypothesizes were rejected and the first and the second alternative hypothesizes were accepted. Therefore, there was significant effect on the ability of the students in reading comprehension of narrative text using Metacognitive Strategy (MS) and there was significant effect on the ability of the students in reading comprehension of narrative text using Vocabulary Self-collection Strategy (VSS). And the significant value of the data of post-test in comparison between MS and VSS was 0.023. It meant MS hadmore significant effect than VSS on the students’ achievement in reading comprehension of narrative text. Moreover, from questionnaires, it could be stated that students and English teacher thought that Metacognitive Strategy (MS) and Vocabulary Self-collection Strategy (VSS) were very useful to them. Keywords: Metacognitive Strategy, Vocabulary Self-collection Strategy, Reading Comprehension, Narrative Text.

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