42 perception of the respondents toward metacognitive reading strategies and its
relation with reading comprehension gains. Moreover, Frankel Wallen 2009, p.564 also provide six steps to
conduct mixed-method study. 1. Develop a clear rational for doing a mixed-method study
2. Develop research questions for both the qualitative and quantitative methods 3. Decide if a mixed-method study is feasible
4. Determine the mixed-methods design most appropriate to the research question or question
5. Collect and analyze the data 6. Write up the results in a manner consistent with the design being used.
In its implementation, mixed-method study provided an explanatory design that necessitates this study to first carry out quantitative data then take the
advantage of qualitative data to follow up and support quantitative findings. The interrelatedness of those both data could be briefly illustrated as follow.
Figure 3.1. Explanatory design adapted from Creswell and Plano 2006 Quantitative study
higher priority Qualitative study
lower priority Combine and
intepret Results
Time PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
3.2 Respondents
The respondents of the study were at Islamic University of Indonesia UII in Yogyakarta. More specifically, it was entire third-year students junior college
of English Department N: 30, females: 22 males: 13 in academic years 2015- 2016. They were selected as the respondents of this study in order to collect the
data. Those students had been offered reading courses for two years reading 1-4.
3.3 Instruments
In this study, whole data on both variables metacognitive reading strategies use and reading comprehension were collected in an equitably short time. As data
collector, questionnaire about metacognitive awareness and TOEL Reading Test had been used. More particularly, those both data collectors are explored as
below.
1 Questionnaire
As known previously in literature review 2.1.1.5 about the measurements of metacognitive awareness, yet, a Metacognitive Reading Strategies
Questionnaire SORS purposed by Mokhtary and Sheorey 2002 which consists of 30 items with Likert-scale will be distributed to address the first question with
a 5-point responses 1 = never or almost never do, 2 = only occasionally do, 3 = sometimes do about 50 of time, 4 = usually do and, 5 = always or almost
always do. Meanwhile, reading strategies are assumed as the way of readers in gaining the main topic of reading materials. Moreover, Mokhtari and Shoey
2002, p.5 divided reading strategies into three categories, these categories include
a. Global Reading Strategies GLOB are those intentional, carefully
44 planned techniques by which learners monitor or manage their reading,
such as having a purpose in mind, previewing the text as to its length and organization, or using typographical aids and tables and figures 13 items.
b. Problem Solving Strategies PROB are the action and procedures that
readers use while working directly with the text. These are localized, focused techniques used when problems develop in understanding textual
information; examples include adjusting one’s speed of reading when the material becomes difficult or easy, guessing the meaning of unknown
words, and rereading the text to improve comprehension 8 items c.
Support Strategies SUP are basic support mechanisms intended to aid the reader in comprehending the text such as using a dictionary taking a
notes, underlining, or highlighting textual information 9 items.
2 TOEFL Test for Reading Comprehension
Furthermore, in effort to answer research question number two, the study would like to use TOEFL Reading Test provided by ETS: The Paper Test 2003.
It was applied to gain the reading comprehension to collect individual reading comprehension score of the students. This test consists of 50 questions based on
several paragraphs of reading text.
3 Semi structured interview
In order to gain deeper picture of students’ awareness in utilizing metacognitive reading strategies while facing academic reading, some students
were selected randomly and were interviewed separately. Those chosen students received several questions related to whether they were familiar with various
45 reading strategies, used to be managed in using reading strategies and their
perspective toward metacognitive reading strategies.
3.4 Data Collecting Technique
Before data collection instruments are administered, the respondents were informed that this is a research where their response will not influence their
academic score or course grades. Afterwards, the SORS was employed to gain the level of students’ awareness in using metacognitive reading strategies while
interacting with academic reading first. Then, reading comprehension scores of the students were collected by
providing narrative reading text adopted from ETS TOELF Test 2003. The test itself had been conducted in 60 minutes to complete entire questions. Eventually,
both questionnaire score and reading comprehension score were correlated by using Multiple Regression model.
3.5 Data Analysis Technique
After proposing the data collecting instruments questionnaire and reading comprehension test, the collected data from the respondents were analyzed in
three stages. Stage one could be analysis of data from questionnaire, then analysis of reading comprehension score and analysis of correlation of those both data.
More specifically, the following stages are explored as below. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
