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CHAPTER 4 FINDINGS AND DISCUSSIONS
This chapter presents the analysis results and discussion. The first section is the analysis results. This section is presented to describe the quantitative data,
verify the hypothesis proposed in Chapter 2 and to describe the qualitative data. The second section is the discussion. This section is presented to discuss the
analysis results.
4.1 FINDINGS
As mentioned previously, this research has two research questions. The first research question is Is there a positive relationship among metacognitive
learning strategy, vocabulary mastery and reading comprehension? The second research question is What is the students perception of the correlation of
metacognitive learning strategy, vocabulary mastery, and their reading comprehension? The first research question is answered with quantitative data.
Meanwhile, the second research question is answered with the qualitative data.
4.1.1 Quantitative
The data were quantitatively analyzed to find out the correlation among metacognitive learning strategy, vocabulary mastery, and reading comprehension.
Both inferential statistic and descriptive statistic were used to analyze the data in this research. The descriptive statistic was used to find the mean, range, standard
deviation, while inferential statistic was used to find the correlation among the three variables.
4.1.1.1 Descriptive statistic
In the descriptive statistics, the researcher tries to find out the mean, range, and standard deviation in order to summarize and to describe the characteristics of
the three variables. The mean, range variance and the standard deviation of the three variables are shown as the following.
4.1.1.1.1
The students’ metacognitive learning strategy
The data of the students’ metacognitive learning strategy were taken from their responses to ten items of the meatcognitive learning strategy questionnaire.
The data were used to find out the mean, range variance, and standard deviation of the students’ metacognitive learning strategy. The data can be seen in the
following table. Table 4.1 Descriptive Statistics of the Metacognitive Learning Strategy
In the table above, the results of the data analysis show that the observed mean is 34.75, the standard deviation is 4.111 and the range is 19. This means that
the group is heterogeneous. These results are supported by the frequency chart of the metacognitive learning strategy as shown in the following Figure.
The frequency chart of the metacognitive learning strategy is used to see how many students who mostly get the lowest scores to the highest scores in the
degree of the strategy. The frequency can be seen in the following. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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