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Whereby, in collecting data, the researcher gave a reading test T
2
to see the students’ reading achievement. Before that, the researcher distributed a
questionnaire T
1
in order to know the metacognitive learning strategies employed by the language learners in comprehending reading text. Then, the data
from questionnaire T
1
was correlated with the data from reading test T
2
.
3.2 Population and Sample
3.2.1 Population
The population of this research was the first grade of SMA Negeri 7 Bandar Lampung in academic year 20122013. There were nine classes of the first grade
in that school. The number of the students of each class about 30-40 students.
3.2.2 Sample
Based on the population above, the researcher determined the sample by using simple random sampling where every individual in population had probability to
be chosen as sample. The researcher chose one class by using lottery, since the first year students in SMAN 7 Bandar Lampung was not stratified class, there was
no priority class. It was applied based on that consideration that every class in the population had the same chance to be chosen and in order to avoid the subjectivity
in the research.
3.3 Data Collecting Technique
To collect the data, the researcher used the following techniques:
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1. Questionnaire: It was a list of statements and questions to be answered by
students to me asure students’ used of metacognitive learning strategies. The
questionnaire used was open-ended questionnaire where the answer was limited Setiyadi 2006:54
2. Reading test: Reading test was one of objective test to measure students’ reading
comprehension, one true answer. Reading comprehension test consisted of 40 items, with four options each A, B, C,and D.
3.4 Research Instrument
3.4.1 The Questionnaire
As it mentioned previously the metacognitive learning strategies knowledge was measured through questionnaire adapted from strategy inventory for language
learning SILL for ESLEFL learners costructed by Rebecca L, Oxford 1989. Since the researcher was about metacognitive learning strategies, the researcher took the
metacognitive part only, and it was translated into Indonesian. SILL was used to assess students awareness and regulation of learning strategies. The questionnaire
which was given to the students was modified from Anggraini 2007. The questionnaire consisted of 25 items, students were asked to rate the strategies in their
learning. The two separate five point scales were described as follows:
Answer Alternative How often usage
Never TP Seldom JRG
Sometimes KK Often SRG
always SLL 1
2 3
4 5
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3.4.2 Reading Test
It was a set of question and problems in form of objective test to measure students’ reading comprehension. Reading test was given in order to know
students’ reading achievement in comprehending narrative text. The test was content of narrative text that students have learned during their study. Before i
gave them try out of reading test to prepare as good as possible research’s
equipment.
3.5 Criteria of Good Test
In this research, to prove whether the test had good quality, it might be tried out first. The test could
be qualified as „good’ test if it had sufficient validity and reliability, level of difficulty and discrimination power.
3.6 Validity of the Instrument
