International Education Studies; Vol. 7, No. 13; 2014 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education
Yahya Othman1, Zamri Mahamud1 & Noradinah Jaidi2
1National University of malaysia
2Universiti of Brunei Darussalam
Correspondence: Yahya Othman, Faculty of Education, National University of Malaysia, 43600 UKM, Bangi, Malaysia.
The purpose of this study is to evaluate the performance of student achievement during comprehension lesson using metacognitive strategy and examine the effects of the strategy used in reading and understanding expository text lessons. Besides, this study also identified metacognitive strategy used by students in all three reading processes (before reading, during reading and after reading). The research applied a quasi-experimental design. Research sample involved Standard 4 students from a government primary school in Muara Brunei District. Samples were divided into two groups, namely the experimental group and the control group. Each group involved 30 average-ranking students. Research results were analysed using independent t- test samples to assess the significant differences for mean of reading comprehension performance between control group and experimental group during pre and post tests. Meanwhile One Way Ancova analysis was used to determine the effects of using metacognitive strategy during reading comprehension lessons. Based on the t-test analysis, there was a significant difference of reading comprehension performance between the score of experimental group and control group, t = 12.96, p < 0.0. The analysis of One Way Ancova data, p= 0.00 < 0.05 (F " ratio = 493.22 / 2.25 = 219.41 p < 0.05) also proved that the significant effects of metacognitive strategy usage on comprehension lesson. Overall, the metacoginitve strategy used by the students in this study has proven to enhance students’ understanding on the texts that they have read.Keywords: metacognitive strategy; lesson; reading and comprehension; expository text; quasi- experiment
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