The metacognotive strategies used by Institut Teknologi 10 November Surabaya students on reading comprehension

Kamil, Sarbaini (2006) The metacognotive strategies used by Institut Teknologi 10 November Surabaya students on reading comprehension. Masters thesis, Widya Mandala Catholic University Surabaya.

[thumbnail of ABSTRAK]
Preview
Text (ABSTRAK)
Abstrak.pdf

Download (254kB) | Preview
[thumbnail of BAB 1]
Preview
Text (BAB 1)
Bab 1.pdf

Download (589kB) | Preview
[thumbnail of BAB 2] Text (BAB 2)
Bab 2.pdf
Restricted to Registered users only

Download (808kB)
[thumbnail of BAB 3] Text (BAB 3)
Bab 3.pdf
Restricted to Registered users only

Download (298kB)
[thumbnail of BAB 4] Text (BAB 4)
Bab 4.pdf
Restricted to Registered users only

Download (513kB)
[thumbnail of BAB 5]
Preview
Text (BAB 5)
Bab 5.pdf

Download (256kB) | Preview
[thumbnail of LAMPIRAN] Text (LAMPIRAN)
Lampiran.pdf
Restricted to Registered users only

Download (325kB)

Abstract

This study describes metacognitive strategies used by Institut Teknologi 10 November (lTS) students in reading comprehension. The study also reports the types of metacognitive strategies more frequently used by these students according to self-reported proficiency in English (i.e the students' average scores in English course). The following questions are addressed: 1) What types of metacognitive strategies are used by ITS students? 2) Which types of metacognitive strategies are more frequently and appropriately used by ITS students? This is a descriptive research searching the metacognitive strategies and the types of metacognitve strategies used more frequently and appropriately by ITS students on reading comprehension. The primary instrument of this study is the researcher. He used questionnaires and interviewed students to collect data. The writer had to choose the 'opportunistic sample', due to the limitation of time and unfavorable situation and condition when the data collection was held. Forty five students in the sixth semester were chosen as the subjects of the study. The types of metacognitive strategies used are: preparing and planning for learning (in this context it is for reading), selecting and using learning strategy use, monitoring strategy use, orchestrating various strategies, and evaluating strategy use and learning. The types of metacognitve strategies which are used more frequently are: selecting and using learning strategy and evaluating strategy and learning. The successful students use many types of metacognitive strategies and they use them more frequently and appropriately than less successful students. From the results of the data analysis, it seems that the metacognitive strategies and the type of metacognitive strategies are more frequently and appropriately used and they play an important role in reading comprehension. In essence, successful students appear to use more metacognitive strategies and use them more frequently than less successful students. The successful students also have better reading comprehension once they have passed a threshold of English language ability. Based on these findings, the researcher recommends that the reading instruction should include metacognitive strategies and metacognitive knowledge or knowledge awareness.

Item Type: Thesis (Masters)
Department: ["eprint_fieldopt_department_Graduate School" not defined]
Uncontrolled Keywords: Metacognotive awarenenss, metacognotive knowledge, reading comprehension, reading aloud, extensive reading, intensive reading
Subjects: English Education
Divisions: Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User: Sri Kusuma Dewi
Date Deposited: 29 Aug 2016 10:04
Last Modified: 29 Aug 2016 10:04
URI: http://repository.ukwms.ac.id/id/eprint/6577

Actions (login required)

View Item View Item