BOOSTING STUDENTS’ READING COMPREHENSION THROUGH METACOGNITIVE STRATEGY

Abstract

Reading as a receptive skill can develop students’ critical thinking. It can also material english knowledge and skill they account. Students are unlikely to make significant progress in the classroom without extensive reading material. It will be difficult for these students to comprehend when English texts provided they have not been texts before and are not accustomed to reading English. The metacognitive reading strategy is one of many solutions that have been proposed to assist students to improve their reading comprehension. This research method uses a quantitative method which uses pre-test and post-test questions to become student benchmarks. This current study discussed four mean issues. The first is how metacognitive strategies are implemented in reading class. The second is how students reading skills are before being taught using metacognitive strategies. The third is how students'' reading skills are, after being taught using metacognitive strategies are. The Fourth is there a significant difference in students'' reading comprehension before and after being taught using metacognitive strategies. This study took place in MA Futuhiyyah 01 Mranggen by involving 27 student’s as the participant. The instrument were multiple-choice reading pre-test and post-test. The result shows that student’s reading comprehension is significantly improved after being taught using metacognitive strategies. This result also are supported by the mean difference between pre-test and post-test score ( mean pre-test 62.22 and mean post-test 76.48 ). To conclude, metacognitive strategy can be a solution to help the teacher improve the student reading comprehnension. This study result also implies that metacognitive strategies is an effective strategy to be apllied reading comprehension.