Vocabulary mastery Qualitative data qualitative survey method
their reading comprehension and metacognitive learning strategy and reading comprehension were related each other. All of them agreed that choosing the
reading materials that they want to read only, checking comprehension several times when they were reading, and evaluating comprehension after reading had
contribution on their reading comprehension. It means that the strategies arerelated to their reading comprehension. The results are supported by their
statements about the contribution of metacognitive learning strategy on their reading comprehension. They stated that metacognitive learning strategy was
contributive to their reading comprehension Meanwhile, the contribution of metacognitive learning strategy to reading
comprehension is considered small. The significant coefficient of metacognitive learning strategy and their reading comprehensionis 0.07 which is greater than
0.05 sig = 0.07 0.05. It is concluded that the correlation coefficient between metacognitive learning strategy and reading comprehension is not significant. It
means that metacognitive learning strategy has less contribution in students’
reading comprehension. This result is supported by the results of the in-depth interview conducted
to middle-achiever and low-achiever. The students claimed that metacognitive learning strategy and reading comprehension had a weak correlation. Not all
students had the same opinion that metacognitive learning strategy was highly contributive since some of them thought that metacognitive learning strategy had
less contribution on their reading comprehension. It showed that metacognitive learning strategy did not give big contribution on their reading comprehension.
Meanwhile, the high-achiever claimed that metacognitive learning strategy PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
provided big contribution on her reading comprehension because she was the smartest student in her class that was very aware of the use of metacognitive
learning strategy. She was an active student. She could always do every task given by their teacher successfully that made her always get high score in every subject.
This condition explained that she barely got difficulty in her reading comprehension since she was aware of the use of metacognitive learning strategy.
The importance of students’ awareness of using strategies is stated by Cotterall and Reinders, 2004. They state
that “they who are more aware about the strategies used and the reasons of using the strategies are the successful language
learners .”
She successfully used this strategy to support her reading
comprehension. Despite of less contribution, metacognitive learning strategy helped them to comprehend several texts. The contribution of this learning
strategy on reading comprehension is also necessary for the students to support them to comprehend better. Since students need to require both metacognitive
learning strategy and vocabulary mastery to improve their reading comprehension, these two things are very important in order to gain success in reading
comprehension. Metacognitive learning strategy has impacts on students’ reading
comprehension. In order to support their success in reading comprehension, they also need vocabulary mastery. It means that metacognitive learning strategy and
vocabulary must be improved well to be successful in reading comprehension, Renandya, 2015.