Hariyadie, Rahmat (2021) METACOGNITIVE ANALYSIS OF STUDENTS’ READING STRATEGIES IN JUNIOR HIGH SCHOOL LEVEL. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

The present study aims to explore: 1) What are the most and least metacognitive reading strategies used by Banjarmasin junior high school students?, 2) what classification of metacognitive reading strategies do the Banjarmasin junior high school students prefer? Quantitative Research with Descriptive Statistics was applied in this study with the use of MARSI 2002 as quetionnaire and structured interview to analyze the highest, lowest, and mean score of total answers given by the samples to depict their overall reading strategies. The population of this research were 216 students from 4 random selected junior highschools in Banjarmasin, within each schools researcher chose 54 students and divided into 3 class ranging from grade 7, 8, and 9. The result of questionnaire showed highest score could be infered was Q27 with result 2,541667 and the lowest score was Q12 with result 1,574074. Among the three classification of metacognitive reading strategies (PROB) Problem-Reading Strategies reached the highest result and followed by (GLOB) Global-Reading Strategies and (SUP) Support Reading Strategies as students tendencies. The structured interview shared identical outcome with similarity tendencies in most and least strategies result from quetionnaire. Although the overall mean score still in low level, if the result if separated by the class comparison grade 8 and 9 consecutively have higher result with more moderate score instead of weak.

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