Mardiani, Evi (2015) THE IMPLEMENTATION OF METACOGNITIVE STRATEGY IN IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXTS : An Action Research of Senior High School in Karawang. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini bertujuan untuk mengkaji apakah penerapan strategi metakognitif dapat meningkatkan pemahaman membaca teks naratif siswa. Penelitian ini juga bermaksud untuk mengetahui respon siswa terhadap penerapan strategi metakognitif dalam meningkatkan pemahaman membaca teks naratif mereka. Penelitian ini dilakukan dengan menggunakan metode penelitian tindakan kelas, dengan 45 partisipan. Data diperoleh dari observasi kelas dan didukung video rekaman. Selain itu data juga diperoleh melalui tes, wawancara, dan angket. Temuan menunjukkan bahwa strategi metakognitif merubah kebiasaan siswa dalam membaca; mereka menjadi lebih strategis dengan membagi kegiatan membaca menjadi tiga fase nyaitu persiapan, memonitor, dan evaluasi. Selain itu, temuan juga menggambarkan bahwa strategi ini meningkatkan nilai rata-rata membaca sebesar 29, 25% dan tidak ada siswa lagi yang mendapatkan nilai membaca dibawah 75. Disamping itu, siswa memberikan respon yang positif terhadap implementasi strategi metakognitif dalam upaya untuk meningkatkan kemampuan mereka dalam memahami teks naratif; mereka menyatakan bahwa strategi ini sangat membantu mereka dalam memahami lebih baik sebuah teks naratif. Pada bagian akhir artikel ini disebutkan sejumlah saran bagi para guru yang ingin menggunakan strategi metakognitif dalam kegiatan mengajar. Kata kunci: strategi metakognitif , memahami bacaan, teks naratif. This study aims to investigate whether metacognitive strategy improves students’ reading comprehension of narrative texts. This study also intends to find out the students’ responses toward the implementation of metacognitive strategy in improving their reading comprehension of narrative texts. This study was conducted by employing action research method, with 45 students. The data were gathered from classroom observation and supported by video recording, students’ reading tests, interview, and questionnaires. The findings showed that metacognitive strategy improved the way students read narrative texts, which they could read the text more strategically by dividing reading process into three; planning, monitoring, and evaluating. In addition, the findings presented that the average of reading test score increased 29.25% and there was no student who obtained score less than 75. Moreover, students expressed that the metacognitive strategy was helpful to understand better narrative texts as whole. Some suggestions for teachers who want to apply metacognitive strategy in teaching process are also mentioned. Keywords: metacognitive strategy, reading comprehension, narrative text.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No. Panggil : S ING MAR i-2015; Pembimbing : I. Fuad Abdul Hamied, II. Sudarsono |
| Uncontrolled Keywords: | strategi metakognitif , memahami bacaan, teks naratif. |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools P Language and Literature > PE English |
| Divisions: | Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Inggris > Program Studi Pendidikan Bahasa Inggris |
| Depositing User: | Mrs. Neni Sumarni |
| Date Deposited: | 16 Nov 2016 08:15 |
| Last Modified: | 16 Nov 2016 08:15 |
| URI: | http://repository.upi.edu/id/eprint/22392 |
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