THE INFLUENCE OF METACOGNITIVE STRATEGY ON READING COMPREHENSION OF NARRATIVE TEXT OF THE TENTH GRADE STUDENTS OF MAN 1 JEPARA IN THE ACADEMIC YEAR 20172018 By: SYAHRUL ULA AL MAULIDDIN NIM. 201132174
SKRIPSI
THE INFLUENCE OF METACOGNITIVE STRATEGY ON READING
COMPREHENSION OF NARRATIVE TEXT OF THE TENTH GRADE
STUDENTS OF MAN 1 JEPARA IN THE ACADEMIC YEAR 2017/2018
By:
SYAHRUL ULA AL MAULIDDIN
NIM. 201132174
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2018
THE INFLUENCE OF METACOGNITIVE STRATEGY ON READING
COMPREHENSION OF NARRATIVE TEXT OF THE TENTH GRADE
STUDENTS AT MAN 1 JEPARA IN THE ACADEMIC YEAR 2017/2018
SKRIPSI
Presented to the University of Muria Kudus in Partial Fulfillment of the Requirements for Completing the Sarjana Program in English Education
By:
SYAHRUL ULA AL MAULIDDIN
NIM. 201132174
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2018
MOTTO AND DEDICATION
Motto: Don’t contaminate your hearth cause Allah on it.
The best person is the person who is useful to other people
Nobody perfect in this word
Be patient and accurate are the supporting of success”
This skripsi is dedicated to:
The researcher beloved mother (Mrs.Muasyaroh) and Father (Mr.Kuroto).
The researcher beloved Big family.
The researcher beloved sister and brother (Syafri yanti annur, and Adbul banan).
The researcher beloved wife Dwi martia ningsih and friends.
ACKNOWLEDGMENT
Bismillahirrahmanirrahim Alhamdulillahirobbil’alamin. There will never be another greatest thank except to Allah SWT for blessing and guidance, so the researcher can finish the researcher
’s skripsi entitled “The Influence Of Metacognitive Strategy On Reading Comprehension Of Narrative Text Of The Tenth Grade Students At Man 1 Jepara In The Academic Year 2017/2018 ”.
This skripsi would never be completed without assistance of others. Therefore, the researcher would like to express her deepest gratitude to: 1.
Dr. SlametUtomo, M.Pd, as the Dean of Teacher Training and Education Faculty of Muria Kudus University.
2. Nuraeningsih, S.Pd, M.Pd, as the Head of English EducationDepartment.
3. Titis Sulistyowati, SS, M.Pd, as the first advisor who was giving in valuable guidance, showing the appropriate references, and helping her in all of the difficulties. Moreover, for her kindness and helpfulness corrections to this final project until its completion.
4. Mutohhar, S.Pd, M.Pd, as the second advisor who has read this final project carefully and given many useful suggestions and also corrections for its improvement.
5. All of lecturers and staff of English Education Department Teacher Training and Education Faculty.
6. Drs. H. AH RIF AN, M.Ag as the head master of Man 1 Jepara who has given the opportunity to do her research.
7. Suhartini, S.Pd as the English teacher of Man 1 Jepara who gave his time in helping this research.
8. The tenth grade students in MIA 1 of Man 1 Jepara in academic year 2017/2018 for their corporation.
9. The researcher beloved parents, sisters and brother for their love, pray, support and do the best for me.
There is no greatest obstacle in writing this skripsi than avoiding the temptation of being perfect. Therefore, suggestion from the reader will be fully appreciated and always awaited. The researcher do expects that this research will be useful for those, especially who are in the field of education.
Kudus ,30 August 2018 Syahrul Ula Al Mauliddin
ABSTRACT
Ula, Syahrul. 2018. The influence of Metacognitive Strategy of Reading
Comprehension of Narative Text of Tenth Grade Sudents of MAN 1 Jepara in Academic Year 2017/2018. Skripsi. English Education
Department. Teacher Training and Education Faculty, Muria Kudus University. Advisors: (I) Titis Sulistyowati, SS, M.Pd. (II) Mutohhar, S.Pd, M.Pd Keyword: Metacognitive Strategy, Narrative Text, Reading Comprehension.
Reading comprehension is one of the hardest skills in English Subject. Students need to have good understanding and get in shape through texts given in order to complete their subject including the students of MAN 1 Jepara.
Therefore, teaching reading narrative text as a part of reading comprehension should also be mastered toachieve the goal of curriculum. However, there were some problems which make students face difficult to comprehend, such as having less motivation and lack of interest to study. It is proven by the mean of achievement test is 63, lower than KKM score, 65. Metacognitive reading strategy is one of strategies to build students motivation and skill of comprehending text.
The objective of this research is to find out whether there is a significant difference between the reading comprehensions of eighth grade students of MAN Bawu Jepara in academic year of 2017/2018 after being taught by using metacognitive strategy.
This research was experimental research with one group, pre-test and post- test design. The populations are the students MAN 1 Jepara. The sample of this reaserch is the students of X MIA 1 of MAN 1 Jepara in academic year 2017/2018.
The result indicated that using metacognitive reading strategy can improve reading narrative text comprehension. It could be seen from the pre-test and post- result. The result of pre-test is low (mean = 64.96 and standard deviation = 9.17). And the result of post test is high (mean = 79.02 and standard deviation = 8.9). It showed that there is a significant difference of teaching reading narrative text comprehension of the tenth grade students of MAN 1 Jepara before and after being taught by using Metacognitive reading strategy. The result of t-observation is higher than t-table. (t = 3.16>t t = 2.04).
Based on the result of the research above, the researcher suggested that the teacher could use Metacognitive Reading Strategy as the one alternative strategy to teach reading narrative text comprehension increasingly. In order the students feel attracted and motivated study English better.
ABSTRAK
Ula, Syahrul. 2018. The influence of Metacognitive Strategy of Reading
Comprehension of Narative Text of Tenth Grade Sudents of MAN 1 Jepara in Academic Year 2017/2018. Skripsi. English Education
Department. Teacher Training and Education Faculty, Muria Kudus University. Advisors: (I) Titis Sulistyowati, SS, M.Pd. (II) Mutohhar, S.Pd, M.Pd Kata Kunci : Metacognitive Strategy, Narrative Text, Reading Comprehension.
Membaca pemahaman adalah salah satu keterampilan yang paling sulit dalam mata pelajaran Bahasa Inggris. Siswa perlu memiliki pemahaman yang baik dan mendapatkan bentuk melalui teks yang diberikan untuk menyelesaikan subjek mereka termasuk siswa MAN 1 Jepara. Oleh karena itu, mengajar membaca teks naratif sebagai bagian dari pemahaman bacaan juga harus dikuasai untuk mencapai tujuan kurikulum. Namun, ada beberapa masalah yang membuat siswa menghadapi kesulitan untuk memahami, seperti memiliki motivasi yang kurang dan kurangnya minat untuk belajar. Hal ini terbukti dengan rata-rata tes prestasi adalah 63, lebih rendah dari skor KKM, 65. Strategi membaca metakognitif adalah salah satu strategi untuk membangun motivasi dan keterampilan siswa dalam memahami teks.
Tujuan dari penelitian ini adalah untuk mengetahui apakah ada perbedaan yang signifikan antara pemahaman pemahaman siswa kelas delapan MAN Bawu Jepara pada tahun akademik 2017/2018 setelah diajarkan dengan menggunakan strategi metakognitif.
Penelitian ini adalah penelitian eksperimental dengan desain one group, pre-test dan post-test. Populasinya adalah siswa MAN 1 Jepara. Sampel penelitian ini adalah siswa X MIA 1 MAN 1 Jepara pada tahun akademik 2017/2018.
Hasilnya menunjukkan bahwa menggunakan strategi membaca metakognitif dapat meningkatkan pemahaman teks narasi membaca. Itu bisa dilihat dari pre-test dan post-result. Hasil pre-test rendah (rata-rata = 64,96 dan standar deviasi = 9,17). Dan hasil post test tinggi (rata-rata = 79,02 dan standar deviasi = 8,9). Hal ini menunjukkan bahwa ada perbedaan yang signifikan antara pembelajaran membaca teks narasi siswa kelas X MAN 1 Jepara sebelum dan sesudah diajar dengan menggunakan strategi membaca metakognitif. Hasil t- observasi lebih tinggi dari t-tabel. (t = 3.16> t t = 2.04).
Berdasarkan hasil penelitian di atas, peneliti menyarankan agar guru dapat menggunakan Strategi Membaca Metakognitif sebagai salah satu strategi alternatif untuk mengajar membaca pemahaman teks naratif yang semakin meningkat. Agar siswa merasa tertarik dan termotivasi belajar Bahasa Inggris lebih baik.