The Effect of Metacognitive Strategies in Teaching reading Comprehension of SMP SWASTA IMELDA MEDAN

Abstract

This study deals with the effect of metacognitive strategy on students’s achievement in reading comprehension of the third grade in SMP SWASTA IMELDA Medan. This study aimed to see the result of students’ achievement in reading comprehension with applying metacognitive strategy. The objective of this study is to find out whether the metacognitive strategy significantly affects on students’ achievement in reading comprehension of the third grade in SMP SWASTA IMELDA Medan. The population of the study was the third grade student of SMP SWASTA IMELDA Medan on 2017/2018. Two classes were taken as the sample, they was IX-A and IX-B. The experimental group (IX-A) was taught by using metacognitive strategy while the control group (IX-B) was taught without strategy. The instrument of collecting data was multiplechoice test. The data were analyzed by using t-test. Based on the data, it was found that the students’ score improved from pre-test to post-test in experimental class. The result show that t-observed is higher than t-table value (2,85 > 1,671) at the level significance 0,05 and the degree of freedom is 58. Therefore, it can be concluded that the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. Based on the research result, there is a significant effect of using metacognitive strategy on students’ achievement in reading comprehension.