texts. Therefore, the students’ vocabulary mastery is contributive in their reading comprehension Furqon, 2013 and Karina, 2014. Vocabulary mastery supports
students’ reading comprehension since it makes them easier in comprehending many texts. It means that their vocabulary mastery and reading comprehension are
closely related. Furthermore, this positive relationship is supported by the results of the in-
depth interview conducted to low-achiever, middle-achiever and high-achiever. The
students’ vocabulary mastery had a closed relationship with their reading comprehension. The relationship was proven
by the students’ perceptions of the use of English words based on the context on their reading comprehension.
Comprehending a text through mastering English words such as adjectives, adverbs, nouns and others in context was considered easier to help them
understand more. They were able to understand a text more if they have mastered vocabulary according to its context. It means that their vocabulary mastery is
positively related to their reading comprehension. Since by mastering vocabulary based on the context they got
easier to comprehend a text, the students’ mastery of vocabulary was important to be increased to support their reading comprehension.
Therefore, it can be stated that their vocabulary mastery and reading comprehension have a positive relationship. The more they master vocabulary, the
better they comprehend texts. The stude nts’ vocabulary mastery provides useful
contributions on their reading comprehension. The relationship between vocabulary mastery and reading comprehension is considered big. If they master
vocabulary, they will comprehend the texts better. On contrary, if they do not master vocabulary, they will get difficulty to comprehend the texts since
vocabulary mastery gives big contributions on their reading comprehension. Meanwhile, the low-achiever claimed that vocabulary mastery provided little
contribution to her reading comprehension since she mostly got difficulty in many subjects. This condition described that she usually got difficulty in her vocabulary
and did not successfully use it to support her reading comprehension. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER 5 CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
This chapter consists of three parts. In the first part, conclusions of the study are presented. Then, the implications of this study are provided. Finally, the
suggestions for the teachers, students, and the future researchers are proposed.
5.1 CONCLUSIONS
This research mainly aims at discovering the relationship among metacognitive learning strategy, vocabulary mastery and reading comprehension
of grade eleven students. In addition, it is initiated to discover students’
perceptions of the correlation of metacognitive learning strategy, vocabulary mastery, and reading comprehension. The research goals are achieved and
presented in the previous chapter. Therefore, the conclusions are made as follows. Firstly, the findings and the discussion reveal that there is a positive and
significant relationship among metacognitive learning strategy, vocabulary mastery and reading comprehension of SMA Negeri 1 Depok. This result has
answered the first research question and can be seen from the multiple regression analysis result. The score of reading comprehension Y can be predicted from the
score of metacognitive learning strategy and the score of vocabulary mastery X1 and X2. The R
value is smaller than α 0.000 0.05 and it can be generalized. The result indicates that the null hypothesis is rejected. It means that if the scores
of metacognitive learning strategy and vocabulary mastery change, the score of reading comprehension also changes. In this case, if the scores of metacognitive
learning strategy and vocabulary mastery are high, the score of reading PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
comprehension is also high. It also means that there is a positive and significant relationship among metacognitive learning strategy, vocabulary mastery, and
reading comprehension. Secondly, some students’ perceptions towards the correlation among
metacognitive learning strategy, vocabulary mastery, and reading comprehension are obtained. The students choose vocabulary mastery as a big input since it
makes them comprehend better. They prefer using their vocabulary mastery to support them to comprehend some texts. They succeed to achieve their reading
comprehension by using their mastery of vocabulary. They use more their vocabulary mastery to assist them to comprehend texts than their metacognitive
learning strategy. Since they have used vocabulary mastery in their daily lives and it works to make them succeed to comprehend the texts, they employ their
vocabulary mastery in their reading comprehension. Therefore, they frequently use more their vocabulary mastery as a big contribution than their metacognitive
learning strategy in their reading comprehension. Metacognitive learning strategy is contributive to their reading
comprehension even though the contribution is considered small. For some students, metacognitive learning strategy is not considered as a big contribution
for students’ reading comprehension. However, metacognitive learning strategy helps them to comprehend several texts though it does not give big contribution.
This contribution on reading comprehension is positively necessary for the students to support them to comprehend better. Therefore, metacognitive learning
strategy is essential and useful for students’ success in learning especially in their reading comprehension.
