The effectiveness of using metacognitive strategy to teach online reading comprehension for English Young Learners

Nur Jamilah

doi:10.33474/j-reall.v2i1.9519

Abstract

This research aims to identify the effectiveness of using metacognitive strategy in teaching online descriptive text. Fifty students of the second year at MA Al-Istiqomah, Mojokerto were involved in this study. This research is One-Group Pretest-Posttest Design. Students’ reading achievement based on the minimum passing score and field notes were the instruments to get the data. The present study results in the implementation of metacognitive strategy improved the students’ skill in reading online descriptive text especially in ascertaining main idea, supporting idea and topic sentence. This showed the significant improvement of the students’ reading comprehension skills of an online descriptive text when implementing metacognitive strategy on their learning process. The finding of the present study is expected to be applicable in the online based class during this pandemic Covid -19.Keywords: online reading comprehension; descriptive texts; metacognitive strategy

Highlights

For some students, reading is not a favorite subject
The implementation of metacognitive strategy in an online descriptive text was done in an attempt to seek the significant improvement on teaching and learning process on English reading class of the second-year students of MA Al-Istiqomah, Mojokerto
The results showed that the students who were trained with metacognitive strategies turned into more riveted on the reading stuff and more interested in comprehending the passage fully

Summary

Introduction

For some students, reading is not a favorite subject. For those who cannot enjoy reading, this activity may be a boring one. They are not able to understand and get the deeper comprehension of reading activity. Some teachers tend to only give the students a passage and ask them to read translate the text. This is exactly causing the stagnant and flat activity in the classroom. More time is needed to encourage the students relishing reading as an attractive activity instead of being the repulsive one (Etfita, 2014)

Objectives

Results

Conclusion