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.
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CHAPTER 4 RESULTS AND DISCUSSION
This chapter focuses on analysis of gained data, which provides the basis of analysis of the study. In the first subheading of the chapter, the findings are
presented in the table and construed as the factual truth. In the next subheading of the chapter, discussion section will talk over the interpretation of the findings. It
discusses each part is aimed to answer proposed research questions. Moreover, the explanation of empirical truth will be put into words and related to existing
theory.
4.1 Results
As noted in the early part of the chapter, the present study presents the results of study to interpret. The first topic is the data of questionnaire related to
students’ awareness in using metacognitive reading strategies while facing school- related reading. Then, this study also provides the frequency of use of the
metacognitive strategies. Afterwards, the third topic presents descriptive statistic of overall stu
dents’ reading comprehension score. Lastly, the last topic presents the correlational data between both side stu
dents’ awareness in employing metacognitive reading strategies during reading activities and their reading
comprehension score are put into words as well. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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4.1.1 Students’ Awareness in Using Metacognitive Reading Strategies
The results of the students’ awareness in utilizing metacognitive reading strategies data were partly presented in four sections. The first section presents
overall strategies awareness of students. Then the second section will be the table of awareness of Problem-solving PROB strategies usage. Afterward, in the third
and last area, descriptive statistic data of Support reading SUP strategies were presented as well as data of Global reading GLOB strategies.
Table. 4.1 Descriptive statistic of overall strategy awareness
Mean Std. Deviation
N Rank
PROB SUP
GLOB Overall
3.55 3.45
3.34 3.45
.38 .46
.39 .42
30 30
30 1
2 3
To interpret the findings, the range intervals demonstrating the frequency of strategy use from Always to Never were calculated for the proposed data
collection tool SORS. Therefore, the mean scores between 1-1.79 was relevant to never, 1.80-2.59 was relevant to rarely, 2.60-3.39 was relevant to sometimes,
3.40-4.19 is relevant to usually and 4.20-5 was relevant to always use of reading strategies.
Based on the collective finding provided above, the table 4.1 shows an overview of overall strategy utilization of entire thirty students. PROB strategies
came to be the foremost subcategory with highest average M = 3.55 and SD = 0.38. It also indicates that PROB strategies were classified as High in the level of
awareness Mean ≥ 3.50. Afterward, the second preference of metacognitive
