The Correlation Between Metacognitive Reading Strategies, Vocabulary Mastery and Reading Comprehension of The Ninth-Grade Students In SMP Negeri Hindu 2 Payangan
https://doi.org/10.30605/onoma.v10i1.3076
Keywords:
Metacognitive Reading Strategies, Vocabulary Mastery, Reading ComprehensionAbstract
Reading is a process of getting information and understanding the message of printed material. The research objective was to know 1) How much do metacognitive reading strategies contribute to students’ reading comprehension of ninth- grade students. 2)How much does vocabulary mastery contribute to students’ reading comprehension in the ninth-grade students in SMPN 2 Payangan. 3) How much do metacognitive reading strategies and vocabulary mastery simultaneously contribute to students’ reading comprehension of the ninth-grade students. The research instruments, tests and questionnaire, were administered to collect the required data. The samples of this study were 164 students. They were selected through total sampling technique. Linear regression and multiple regression were carried out to analysis the data that assisted by SPSS 26.0 version. Based on the results of the research instruments, it could be concluded. The contribution of students’ metacognitive contribute of 33,3% towards reading comprehension and there is a significant contribution of metacognitive reading strategies to students’ reading comprehension of the ninth-grade students in SMPN 2 Payangan in the academic year 2023/2024. Moreover, students’ vocabulary mastery contributes 50,8% towards reading comprehension and there is a significant contribution of metacognitive reading strategies to students’ reading comprehension of the ninth-grade students in SMPN 2 Payangan, and the contribution of metacognitive reading strategies and vocabulary mastery to students’ reading comprehension was 35.1%. There is a significant contribution of metacognitive reading strategies to students’ reading comprehension of the ninth-grade students in SMPN 2 Payangan.
Downloads
References
Abu-Snoubar, T. K. (2017). English as a foreign language learners’ major and meta-cognitive reading strategy use at Al-Balqa Applied University. English Language Teaching, 10(9), 69. https://doi.org/https://doi.org/10.5539/elt.v10n9p69 DOI: https://doi.org/10.5539/elt.v10n9p69
Aglina, E. F., Rohmatillah, & Syamsiah, N. (2020). The correlation between students’ metacognitive awareness and their anxiety in writing performance. English Education: Jurnal Tadris Bahasa Inggris, 13(1), 63–74. https://doi.org/https://doi.org/10.24042/ee-jtbi.v13i1.6594
Anderson, N, J. (2002). The role of metacognition in second language teaching and learning. ERIC Clearinghouse on Languages and Linguistics.
Ary, D., Jacobs, L. C., Sorensen, C., and Razavieh, A. (2010). Introduction to research in education (8th ed). Wadsworth Cengage Learning.
Bahri, D. S. (2019). The correlation between students’ vocabulary mastery and their reading comprehension at the seventh grade students’ of MTs Daarul Ihsan. PROJECT (Professional Journal of English Education), 1(2), 77–84. https://doi.org/10.22460/project.v1i2.p77-84 DOI: https://doi.org/10.22460/project.v1i2.p77-84
Brevik, L. M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Reading and Writing, 32(9), 2281–2310. https://doi.org/10.1007/s11145-019-09951-w DOI: https://doi.org/10.1007/s11145-019-09951-w
Brown, H. D. (2004). Language assessment : Principle and classroom practice. Pearson Education ESL.
Chrisbianto, A. S., & Aeni, N. (2022). Student difficulties on reading comprehension in explanation text at Eleventh Grade Students of SMAN 1 Makassar. Journal of Excellence in English Language Education, 1(4), 432–433.
Cohen, L., Manion, L., and Morrison, K. (2000). Research methods in education (5th ed.). Taylor and Francis e-Library.
Suparman, S. (2022). Pemerolehan Bahasa Anak Usia 3 Tahun. Jurnal Penelitian Pendidikan, 7(1). DOI: https://doi.org/10.31943/bi.v7i1.145
Creswell, J. W. (2012). Educational research planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson Education, Inc.
Curtis, E., Comiskey, C., & Dempsey, O. (2016). Importance and use of correlational research. Nurse Researcher, 23(6), 20–25. https://doi.org/10.7748/nr.2016.e1382 DOI: https://doi.org/10.7748/nr.2016.e1382
Deliany, Z., & Cahyono, B. Y. (2020). Metacognitive reading strategies awareness and metacognitive reading strategies use of efl university students across gender. Studies in English Language and Education, 7(2), 421–437. https://doi.org/10.24815/siele.v7i2.17026 DOI: https://doi.org/10.24815/siele.v7i2.17026
Dong, Y., Tang, Y., Chow, B. W. Y., Wang, W., & Dong, W. Y. (2020). Contribution of vocabulary knowledge to reading comprehension among Chinese students: A meta-analysis. Frontiers in Psychology, 11, 1–15. https://doi.org/10.3389/fpsyg.2020.525369 DOI: https://doi.org/10.3389/fpsyg.2020.525369
Duman, B., & Semerci, Ç. (2019). The effect of a metacognition-based instructional practice on the metacognitive awareness of the prospective teachers. Universal Journal of Educational Research, 7(3), 720–728. https://doi.org/10.13189/ujer.2019.070311 DOI: https://doi.org/10.13189/ujer.2019.070311
Elleman, A. M., & Oslund, E. L. (2019). Reading Comprehension Research: Implications for Practice and Policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3–11. https://doi.org/https://doi.org/10.1177/2372732218816339 DOI: https://doi.org/10.1177/2372732218816339
Erlina, E., Hayati, R., & Jaya, H. P. (2018). Helping students to write better through reading and writing connections strategy. International Journal of Applied Linguistics and English Literature, 7(6), 23. https://doi.org/10.7575/aiac.ijalel.v.7n.6p.23 DOI: https://doi.org/10.7575/aiac.ijalel.v.7n.6p.23
Fahrurrozi, Dr. (2017). Relationship between students’ reading interest and vocabulary mastery with reading comprehension ability. 9th International Conference for Science Educators and Teachers (ICSET), 118, 357–363. https://doi.org/10.2991/icset-17.2017.59 DOI: https://doi.org/10.2991/icset-17.2017.59
Fraenkel, Jack. R., & Wallen, Norman. E. (2009). How to design and evaluate research in education (7th ed.). The McGraw-Hill Companies, Inc.
Fulcher, G. and Davidson, F. (2007). Language testing and assessment an advanced resource book. Routledge. DOI: https://doi.org/10.4324/9780203449066
Garod, L. (1994). Language assesement and principles and classroom practices. Person Education Inc.
Gay, L. R., Mills, G. E., and Airasian, P. (2012). Educational research (10th ed). Pearson Education, Inc.
Ghaith, G., & El-Sanyoura, H. (2019). Reading comprehension: The mediating role of metacognitive strategies. Reading in a Foreign Language, 31(1), 19–43.
Goyi, N., Kamaruddin, R., Seruji, Z., & Aina Dani, N. (2021). The effects of reading strategy awareness on L2 comprehension performance among the Rungus in North Borneo. Advances in Language and Literary Studies, 12(4), 128. https://doi.org/10.7575/aiac.alls.v.12n.4.p.128 DOI: https://doi.org/10.7575/aiac.alls.v.12n.4.p.128
Gu, T. (2017). The effect of vocabulary knowledge on Chinese English learners’ reading comprehension. International Journal of English Linguistics, 7(4), 45. https://doi.org/10.5539/ijel.v7n4p45 DOI: https://doi.org/10.5539/ijel.v7n4p45
Johnson, A. P. (2008). Teaching reading and writing a guide book form tutoring and remediating students. British Library Cataloguing.
Kilpatrick, D. A., Wagner, R. K., & Joshi, R. M. (2019). Reading development and difficulties: Bridging the gap between research and practice. In Reading Development and Difficulties. Springer Netherlands. https://doi.org/https://doi.org/10.1007/978-3-030-26550-2 DOI: https://doi.org/10.1007/978-3-030-26550-2
Kothari, C. R. (2004). Research methodology: Method and techniques (2nd ed.). New Age Internaional Publishers.
Lahagu, Y., Pangaribuan, J. J., & Prayuda, M. S. (2020). Improving students’ reading comprehension on narrative texts through Experience Text Relationship (ETR) method at SMA Swasta Palapa Medan in the academic year of 2020/2021. Kairos ELT Journal, 4(2), 66–79. https://doi.org/https://dx.doi.org/10.54367/kairos.v4i2.1137 DOI: https://doi.org/10.54367/kairos.v4i2.1137
Lapele, D. A. (2022). Metacognitive awareness inventory (MAI) students in online learning. JPP (Jurnal Pendidikan Dan Pembelajaran), 29(1), 6–13. https://doi.org/10.17977/um047v29i12022p006 DOI: https://doi.org/10.17977/um047v29i12022p006
Latifa, N., & Manan, A. (2018). Teaching narrative text by using preview, question, read, state, and test (PQRST) technique. English Education Journal, 9(2), 243–260. https://jurnal.usk.ac.id/EEJ/article/view/11547
Lervåg, A., Hulme, C., & Melby-Lervåg, M. (2018). Unpicking the developmental relationship between oral language skills and reading comprehension: It’s simple, but complex. Child Development, 89(5), 1821–1838. https://doi.org/10.1111/cdev.12861 DOI: https://doi.org/10.1111/cdev.12861
Lusianah, N. (2017). Reading habit, vocabulary mastery and reading comprehension of secondary school students of Patra Mandiri. The Journal of English Literacy Education (The Teaching and Learning of English as A Foreign Language, 4(2), 132–146. https://doi.org/https://doi.org/10.36706/jele.v4i2.5627
Manihuruk, D. H. (2020). The correlation between EFL students’ vocabulary knowledge and reading comprehension: A case study at the English education department of Universitas Kristen Indonesia. Journal of English Teaching, 6(1), 86–95. DOI: https://doi.org/10.33541/jet.v6i1.1264
Maryam, I. S., Ihrom, S. M., & Nurlaelawati, I. (2019). The correlation between metacognitive reading strategies and reading comprehension among 1st year EFL students at a Public University in West Java. Eleventh Conference on Applied Linguistics (CONAPLIN 2018), 436–446. https://doi.org/https://doi.org/10.2991/conaplin-18.2019.84 DOI: https://doi.org/10.2991/conaplin-18.2019.191
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2–10.
Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The effect of metacognitive strategies implementation on students’ reading comprehension achievement. International Journal of Instruction, 13(2), 847–862. https://doi.org/10.29333/iji.2020.13257a DOI: https://doi.org/10.29333/iji.2020.13257a
Nurwanti, N., Asrifan, A., & Haedar, H. (2019). The application of cooperative learning: Jigsaw II technique in improving students ‘reading comprehension of expository text. Journal of Advanced English Studies, 2(1), 31–40. https://doi.org/http://dx.doi.org/10.47354/jaes.v2i1.52 DOI: https://doi.org/10.47354/jaes.v2i1.52
Patel, M. F., & Jain, M. P. (2008). English language teaching methods, tools, technique. Sunrise Publishers & Distributors.
Patten, M. L., & Newhart, M. (2017). Understanding research methods: An overview of the essentials. In Routledge (10th ed.). https://doi.org/10.4324/9781315213033 DOI: https://doi.org/10.4324/9781315213033
Raskova, L. O., Fitri Anggarini, I., Ibrahim Malang, M., & Miftahul Huda Ngadireso, M. (2020). Teaching vocabulary through picture cards in Islamic Elementary School a case study in Nida Suksa School, Thailand. Jurnal Pendidikan Dan Pembelajaran Dasar, 13(1), 26–36. DOI: https://doi.org/10.18860/mad.v13i1.9649
Schraw, G. & Dennison, R. S. (1994). Metacognitive awareness inventory (MAI). what is metacognition? Contemporary Educational Psychology, 19, 460–475. DOI: https://doi.org/10.1006/ceps.1994.1033
Setyowati, M., Latifa, A. K., Pratiwi, E., & Mabagits, S. (2020). Student’s vocabulary mastery on TOEFL test: Does it correlate with reading comprehension? International Conference on English Language Teaching (ICONELT 2019), 434(Iconelt 2019), 245–249. https://doi.org/https://doi.org/10.2991/assehr.k.200427.048 DOI: https://doi.org/10.2991/assehr.k.200427.048
Sismona, S. (2020). The effect of using video on students’ vocabulary mastery. Proceedings of the 2nd International Conference Innovation in Education (ICoIE 2020), 331–336. https://doi.org/10.2991/assehr.k.201209.244 DOI: https://doi.org/10.2991/assehr.k.201209.244
Sitepu, J. B. (2018). A correlation between vocabulary and sentence structure mastery towards reading comprehention of private university students in West Jakarta. Journal of English Language and Literature (JELL), 3(02), 11–19. https://doi.org/10.37110/jell.v3i02.49 DOI: https://doi.org/10.37110/jell.v3i02.49
Snow, C. E. (2002). Reading for understanding toward a research and development program in reading comprehension. RAND.
Sudiapermana, E., & Setiawan, B. (2022). Validity and reliability of measurement instruments of educative family life. Cypriot Journal of Educational Sciences, 17(5), 1727–1741. https://doi.org/10.18844/cjes.v17i5.7275 DOI: https://doi.org/10.18844/cjes.v17i5.7275
Suryanto, B. T., Imron, A. A., Ayu, D., & Prasetyo, R. (2021). The correlation between students’ vocabulary mastery and speaking skill. International Journal of English Education & Linguistics, 03(01), 10–19. https://doi.org/https://doi.org/10.33650/ijoeel.v3i1.2042 DOI: https://doi.org/10.33650/ijoeel.v3i1.2042
Teng, F. (2019). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. The United Kingdom Literacy Association , 1–11. https://doi.org/https://doi.org/10.1111/lit.12181
Teng, F. (2020). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54(1), 29–39. https://doi.org/10.1111/lit.12181 DOI: https://doi.org/10.1111/lit.12181
Villanueva, J. M. (2022). Language profile, metacognitive reading strategies, and reading comprehension performance among college students. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2061683 DOI: https://doi.org/10.1080/2331186X.2022.2061683
Yeboah, J. (2021). The principles underlying what is communicated and not said: A cursory discussion of Grice’s cooperative principle and its maxims. Journal of English Language Teaching and Applied Linguistics, 3(5), 10–17. https://doi.org/10.32996/jeltal.2021.3.5.2 DOI: https://doi.org/10.32996/jeltal.2021.3.5.2
Yüksel, I., & Yüksel, I. (2012). Metacognitive awareness of academic reading strategies. Procedia - Social and Behavioral Sciences, 31(2011), 894–898. https://doi.org/10.1016/j.sbspro.2011.12.164 DOI: https://doi.org/10.1016/j.sbspro.2011.12.164
Yuliawati, L. (2018). The effects of grammar and vocabulary mastery on students’ reading comprehension. Wanastra: Jurnal Bahasa Dan Sastra, 10(1), 1–8. https://doi.org/10.31294/w.v10i1.2710 DOI: https://doi.org/10.31294/w.v10i1.2710
Zhang, D., & Xiaoxi, S. (2022). Developmental interdependence between word decoding , vocabulary knowledge , and reading comprehension in young L2 readers of Chinese (1st ed.). Routledge. https://doi.org/10.4324/9781003029038-10 DOI: https://doi.org/10.4324/9781003029038-10
Downloads
Published
How to Cite
License
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with Onoma Journal: Education, Languages??, and Literature agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
