Nisa, Hayatun (2022) THE ROLE OF METACOGNITIVE READING AWARENESS FOR GENERATION Z STUDENTS’ STRATEGIES IN READING COMPREHENSION. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

The purpose of this study was to determine the role of metacognitive reading awareness in reading comprehension and to find out how Generation Z students understand metacognitive reading strategies in reading comprehension. This lesson uses qualitative research in the form of descriptive research aimed at understanding and describing the phenomena that occur in the research sample in the original context. Participants in this study were students of SMPN 5 Sampit class VIII B. In data collection, there are three namely observation, researchers observe directly to schools to see the actual situation and conduct learning, researchers will observe students' reading comprehension after reading the text. The second interview the researcher interviewed 10 students aimed at solving problems naturally and the third documentation aimed at supporting the collection of class observation data. Data analysis of this study uses data reduction for selecting and focusing on data from observations, interviews, and documentation. In the research, the data is only displayed in tabular form for each observation result and interview display. Conclusion Drawing and Verification Researchers draw conclusions from the data that has been done previously compared to the notes made during the analysis process. The results of the role of metacognitive reading have an important role for students' reading comprehension strategies. Then Generation Z students in understanding metacognitive reading strategies in reading comprehension namely by reading titles, looking at pictures, predicting stories, and use reading organizational structures. Students also convey what they read as well as imagine people, places, and events from a story, review what they have read, read what they read, translate the text in their own words, use a dictionary, and repeat reading the text.

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