Yahya Othman1, Zamri Mahamud1 & Noradinah Jaidi2
1 Faculty of Education, Universiti
Kebangsaan Malaysia
2University of Brunei Darussalam
Correspondence: Yahya Othman, Faculty of
Education, Universiti Kebangsaan Malaysia,
43600 UKM Bangi, Selangor, Malaysia. Tel:
+603-89216231. E-mail: yahya.othman@ukm.edu.my
Abstract
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
