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.