The process of reading comprehension

Learners - University Putra Malaysia Institutional ”. The writer, Zare 2011 used one hundred and forty eight students through cluster random sampling to participate in the study as a sample. The findings of the study show that Iranian undergraduate EFL learners can be categorized as medium strategy users and the overall use of language learning strategies has a strong positive correlation with reading comprehension achievement. Furthermore, the results of multiple regression analysis depicted that the category of metacognitive strategies is the best predictor of reading comprehension achievement. The second related study is by Zhang and Sheepo 2013 entitled “Metacognitive Strategy Use and Academic Reading Achievement: Insights from a Chinese Context”. This research investigates the metacognitive strategies of English major students in academic reading at GuizhouUniversity in China. All of the participants were third-year English majors. The data were collected by means of a Metacognitive Strategy Questionnaire MSQ, a semi-structured interview and a reading comprehensiontest. The results reveal the overall metacognitive strategy use in academic reading comprehension of Chinese EFL English as a Foreign Language students with both high and low proficiency. The in-depth analysis of their differences was also illustrated. The results show that there is a significant positive correlation between metacognitive strategy use and English reading achievement. The third related study entitled “The Correlation between Metacognitive Learning Strategy MLS and Students’ English Vocabulary Mastery at Fourth Semester of English Study Program of FKIP Um Metro Academic Year 20142015” is by Siagiyanto 2015. The population was the fourth semester of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI English Study Program of FKIP UM Metro consisting of 43 students. The data were analyzed through quantitative methods using two measuring instruments. The results show that there is correlation between metacognitive learning strategy and students’ English vocabulary mastery. The fourth related study entitled “The Relationships between Vocabulary Learning Strategies and Vocabulary Size among Adult Spanish Foreign Language Learners” is by Aldvogel 20013. 475 college students enrolled in Spanish courses at the beginning, intermediate, and advanced proficiency levels participated in this study. The data were analyzed through quantitative methods using two measuring instruments. The results show a significant relationship between the use of certain types of learning strategies and vocabulary size exists on advanced and more experienced learners, but not on beginning-level or intermediate-level students. The last related study entitled “Correlation between Students’ Vocabulary Mastery and Their Reading Comprehension” is by Furqon 2013. The data were collected from 34 second grade students. The test items of reading comprehension and vocabulary mastery were given to the students to measure their level of reading comprehension and vocabulary mastery. The findings show that there is a strong correlation between students’ vocabulary mastery and their reading comprehension. This study concludes that vocabulary mastery is contributive in helping the students to comprehend the texts. According to the five related studies, each of them has different focus of the research and so does this research. The first related study concerns on the relationship between learning strategy use and reading comprehension, the second PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI related study concerns on the relationship between metacognitive strategy use and reading achievement, the third related study concerns on the relationship between metacognitive learning strategy and vocabulary mastery, the fourth related study concerns on the relationship between vocabulary learning strategies and vocabulary size, and the last one focuses on the relationship between vocabulary mastery and reading comprehension. Meanwhile, this research concerns on the relationship among metacognitive learning strategy, vocabulary mastery, and reading comprehension. From the descriptions of the four related studies above, there can be no doubt that metacognitive learning strategy, vocabulary mastery and reading comprehension are positively related each other. Metacognitive learning strategy and vocabulary mastery provide positive co ntributions on students’ reading comprehension. Therefore, the students need both metacognitive learning strategy and their mastery of vocabulary to succeed in reading comprehension.

2.2 THEORETICAL FRAMEWORK

In this part, two things are described by the researcher in order to support her research. In the beginning session, the discussion is about how the three variables namely metacognitive learning strategy, vocabulary mastery and reading comprehension are related each other. In the end of discussion, hypothesis is explained as a temporary answer for the first research question. Students’ metacogntive learning strategy is positively related to their reading comprehension. The strategy helps the students to direct their reading comprehension process. According to Gooden et al. 2007 , “if students were PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI given a host of strategies that they could apply at their discretion, comprehension was greatly improved.” In the case of learning to read, especially on the bilingual income from sensitivity to metalinguistic information, metalinguistic awareness is an influential part. Comprehension monitoring automatically operates and cannot be observed until some failure in comprehending texts take place. This fact is obtained through evidence on the first-language readers Alderson, 2000. It means that metacognitive learning strategies play important roles in reading comprehension. It is supported by Gooden et al. , 2007 who state “The use of metacognitive strategies helps students to think about their thinking before, during and after they read.” In relation to reading comprehension, students need to consider and cover six important components. These components influence their fluent reading process. The components are their automatic recognition skills, vocabulary and structural knowledge, formal discourse structure knowledge, content or world background knowledge, synthesis and evaluation skills, and metacognitive knowledge Alderson, 2000. In order to improve students’ reading comprehension, their vocabulary mastery is contributive Furqon; 2013 and Karina; 2014. Vocabulary mastery supports students’ reading comprehension since it makes them easier in comprehending many texts. It means that the more they can improve mastery of vocabulary the easier they can comprehend a text. Moreover, vocabulary mastery and reading comprehension are closely related. According to Lehr et al. 2001, “This relationship seems logical; to get meaning from what they read, students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI