THE EFFECT OF USING METACOGNITIVE STRATEGY TO IMPROVE STUDENT READING COMPREHENSION AT THE SECOND YEAR STUDENTS OF MADRASAH TSANAWIYAH NURUL FALAH SIBIRUANG KOTO KAMPAR HULU DISTRICT OF KAMPAR REGENCY

Abstrak / Ringkasan

Based on the writer’s preliminary study, it was found that most of the
students’ reading comprehension was still less than enough. This problem was
caused by some factors. For example, some of the students could not identify
general information, and detailed information of the text, So the writer was
interested in carrying out the research about this problem.
The research was administered at Madrasah Tsanawiyah Nurul Falah
Sibirung Koto Kampar Hulu District of Kampar Regency. The subject of the
research was the second year students of Madrasah Tsanawiyah Nurul Falah
Sibirung Koto Kampar Hulu District of Kampar Regency, and the object of this
research was the effect of using Metacognitive Strategy. The design of this
research is quasi experimental design.
The population of this research was all of the second year students. The
total number of population was 90 students. Because the number of population
was small, the researcher by taking two classes as sample; VIIIB that consisted of
30 students as experimental group, and VIIIA that consisted of 30 students as
control group, So the number of samples from two classes was 60 students. The
technique of data analysis used T-test formula in order to find out the difference
of students’ mean score between experimental class and control class by using
SPSS 16 version. The students’ score was compared with T-table which
considered with degree of freedom (df).
After analyzing the data, the researcher found there is no significant effect
of using Metacognitive Strategy to improve Reading comprehension at the
second year students of Madrasah Tsanawiyah Nurul Falah Sibirung Koto
Kampar Hulu District of Kampar Regency. It can be seen from the result of T-test
calculating is 1.365. It is smaller than standard on the critic table of the T-test that
is 2.65 in 1% or 2.00 in 5%, it can be read 2.00>1.365<2.65. Regarding the result
above, Ha is rejected and Ho is accepted. So, it can be concluded that there is no
signifacant different between students’ reading comprehension taught by using
metacognitive strategy and control clas taught by using convensional strategy at
tha Second Madrasah Tsanawiyah Nurul Falah Sibiruang. In other words, there
was no signifacant effect of using Metacognitive strategy to Improve Students
Reading Comprehension at the Second Year Students of Madrasah Tsanawiyah
Nurul Falah Sibiruang Koto Kampar Hulu District of Kampar Regency.

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