45 reading strategies, used to be managed in using reading strategies and their
perspective toward metacognitive reading strategies.
3.4 Data Collecting Technique
Before data collection instruments are administered, the respondents were informed that this is a research where their response will not influence their
academic score or course grades. Afterwards, the SORS was employed to gain the level of students’ awareness in using metacognitive reading strategies while
interacting with academic reading first. Then, reading comprehension scores of the students were collected by
providing narrative reading text adopted from ETS TOELF Test 2003. The test itself had been conducted in 60 minutes to complete entire questions. Eventually,
both questionnaire score and reading comprehension score were correlated by using Multiple Regression model.
3.5 Data Analysis Technique
After proposing the data collecting instruments questionnaire and reading comprehension test, the collected data from the respondents were analyzed in
three stages. Stage one could be analysis of data from questionnaire, then analysis of reading comprehension score and analysis of correlation of those both data.
More specifically, the following stages are explored as below. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46 a.
Analysis of Studen ts’ Awareness of Metacognitive Strategies
The data gained from questionnaire purposed by Mokhtary and Sheorey 2002 were analyzed by counting and finding the average of the
frequency to determine the level of metacognitive reading strategies used by the respondents. The data also were provided in descriptive statistic,
which consists of the percentage of the frequency by employing percentage procedure in SPSS 20. To interpret the findings further, the
individual scores were added up to acquire the total average of each category of reading strategies. Mokhtary and Sheorey also provide the key
to classify the score averages into high strategies as scoring 3.50 or higher, 2.50-3.49 for medium usage, and 2.49 or below for low usage.
Table 3.1. Frequency scales of strategy use Mokhtary and Sheorey: 2002, p.8
Mean Score Frequency
Evaluation
4.5-5.0 High
Always or almost always 3.5-4.49
Usually 2.5-3.49
Moderate Sometimes
1.5-2.49 Only occasionally
1.0-1.49 Low
Never or almost never b.
Analysis of Students’ Reading Comprehension Score In order to rejoinder the question number two, firstly the study will
provide individual score of reading comprehension. Moreover, TOEFL scoring procedures adopted from ETS 2003 were applied to get the
required scores. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47 c.
Analysis of Correlation between Metacognitive Strategies Use and Reading Comprehension
Moreover, as a means to address the fourth research question to investigate
the relationship between students’ metacognitive reading strategies use and reading comprehension, SPSS 20 for Multiple
Regressions analysis were operated to analyze those data. The results were presented as Active Dataset table and were thoroughly explored as well.
