Muyassaroh (2019) The effect of metacognitive strategy instruction on EFL learners' writing skill / Muyassaroh. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Despite its problems and constraints, reading is more likely to be considered as a profitable students’ language modality in the academic contexts, including among non-English departments. This skill has long been linked to the acquisition of knowledge, the formation of ideas, and the advancement of society as a primary source of information. This premise encourages the use of strategies which bridge the interaction among readers rather than a one-on-one interaction between the reader and the text. In addition, a positive learning environment is created via collaborative or cooperative learning. This combination is facilitated by CSR designed to support reciprocal teaching and cooperative learning to make sense of reading comprehension. The CSR help bring comprehension in reading by moving through four strategies: preview, click and clunk, get the gist, and wrap-up. Because it provides several opportunities for students to access content learning through meta-cognitive and self-monitoring abilities for research-based programs during the reading process, CSR is being considered. CSR is believed to influence one’s ability to gain understanding, and in order to measure this notion, one’s perspective of CSR sought to be defined in detail. This research was a quasi-experiment that looked at the impact of integrated CSR on reading comprehension. It also sought to understand how the intervention works for their comprehension based on the students’ point of view. Forty first-year Management department students from two classes at Muhammadiyah University of Lamongan were invited to be a targeted sample since they took the intensive Reading II course. Throughout the study, both classes employed distinct learning strategies, with the experimental using CSR and the control using conventional instruction. The data collection instrument consists of reading comprehension tests and questionnaires. To be exact, the tests were carried out both before and after the treatment was delivered. Considering the circumstances of CSR students, only the experimental class filled out the questionnaire with their own personal views. In accordance with the protocols, the data were analyzed by using statistical computation in order to justify which hypothesis best represented the study’s findings. The results of our experiment revealed that students in the experimental group started slightly ahead (.76) of the control group in their pretest, with scores of 72.49 and 71.73 respectively. Further, in the posttest, experimental group students achieved the mean score of 82.56 in the reading comprehension test, whereas students in the control group students had the mean score of 77. The difference between the two groups reached 5.56 points. It implies that CSR intervention has a better chance of enhancing students’ reading test scores as opposed to conventional strategy of reading comprehension that do not involve such strategic reading. Furthermore, students responded positively about CSR. Their perceptions were represented in their responses on the click and clunk, get the gist, and wrap-up strategy. Related to what extent did CSR help their reading, it was purposeful for identifying the supporting details, breaking down the text organization, identifying proportional information, fact/opinion, and interpreting the meaning. In other words, increased practice with the intervention of CSR supports students’ abilities to transition cognitively from a text base to a situation model in reading. Concerning those findings, prospective researchers are advised to pursue a number of relevant research objectives. One of them is that the future studies should consider extending the treatment period. To achieve a more successful result, the treatment should go longer than six meetings or a month. Moreover, ensuring the participants’ features or personalities seems to be warranted. We think these concerns merit further attention to the implementation, since it might have an impact on the outcomes.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | ?? ?? |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Indonesia (IND) > S2 Keguruan Bahasa |
| Depositing User: | library UM |
| Date Deposited: | 14 Mar 2019 04:29 |
| Last Modified: | 12 Jun 2025 06:57 |
| URI: | http://repository.um.ac.id/id/eprint/254360 |
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