training in order to help learners to use, identify, and develop learning strategies in a systematic way.
2.9. Theoretical Assumption
Referring to the previous discussion, it was assumed that metacognitive learning strategy training has an influence on the
learners’ metacognition and the
ability of learners’ in reading comprehension. When the learners use metacognitive learning strategies more frequently it lead them to
comprehend the reading text better, because learning strategies contribute on learners
’ reading comprehension. Therefore, the researcher assumed that the learners used learning strategies to overcome their difficulties in
comprehending reading text. Metacognitive strategy focused on establishing one’s metacognition on learning. Metacognitive strategies are
used to oversee, regulate or self-direct language learning by planning, monitoring, and evaluating their learning activities Wenden and Rubin,
1987:25. In other words, metacognition is the cognition about monitoring and regulating cognitive process.
Several previous researches raise the willingness of researcher to conduct the similar learning strategy training i.e., metacognitive learning strategy
training in which focuses on learners’ reading, considering that learners are often faced with some passages as their learning sources in gaining
knowledge. Besides, learners also need effective and appropriate strategies in order to be able to maximize their studies.
The metacognitive learning strategy training that consists of four steps i.e., planning, managing, monitoring, and evaluating is considered to be
effective in enhancing learners’ reading comprehension. CALLA approach
also seems as the best approach in teaching learning strategy training.
2.10. Hypotheses
Concerning to the concept and theoretical assumption above, the researcher formulated the hypothesis as follows:
Hº : There is no significant difference between
learners’ reading comprehension before and after the training of metacognitive
learning strategies
H¹ : There is significant difference between
learners’ reading comprehension before and after the training of metacognitive learning
strategies
III. RESEARCH METHODOLOGY
This chapter describes the design of the research, how to collect the data from the subject of the research and how to analyze the data. This chapter also
describes research procedure, validity and reliability of the test instrument, data treatment, and hypothesis testing.
3.1.Research Design
This research was a combination between qualitative and quantitative study. This present study had one group pretest-posttest design. The researcher
selected the class by using simple random probability sampling. The learners received pretest before four-time treatments and got the posttest after the
treatments. The research design could be represented as follow:
X = Treatment metacognitive learning strategy training
Y¹ = Metacognitive learning strategies
Y ² = Reading comprehension