A Comparative Effect of Metacognitive Self-monitoring Strategies on Students\u27 Reading Competency Based on Text Types

Abstract

This study attempted to find out a comparative effect of metacognitive self-monitoring strategies on students\u27 reading competency based on text types. This study was carried out at the second semester of the second year students of SMA Negeri 2 Denpasar in the academic year of 2011/2012. The independent variable in this research was metacognitive self-monitoring strategies with two levels, namely KWL which stands for Know, Want and Learn and SQ3R strategy which stands for Survey, Question, Read, Recite, and Review, and text types as moderator variable. The dependent variable investigated in this study was reading comprehension. The study was an experimental study with posttest only comparison group design. The total number of population was 10 classes, which consisted of 411 students all together. From the population, two classes, consisting of 64 students, were used as samples. They were divided into two groups; KWL group and SQ3R group by multistage random sampling technique. In this study, the scores of students\u27 reading comprehension were acquired by administering reading comprehension test. The data were analyzed by using two way ANOVA and LSD (least significant difference) test. The result of the analysis showed that: (1) There is no significant difference between the two metacognitive self-monitoring strategies on the students\u27 reading competency. However, the students treated with KWL strategy consistently gained higher scores than the score of student streated with SQ3R. (2) There is no significant difference in reading narrative text competency between students who were taught by using KWL strategy and those who were taught by using SQ3R. (3) There is no significant difference in reading spoof text competency between students who were taught by using KWL strategy and those who were taught by using SQ3R. (4) There is no significant difference in reading hortatory exposition text competency between students who were taught by using KWL strategy and those who were taught by using SQ3R. (5) There was no interaction between metacognitive monitoring strategies and text types. Based on the result of the study, it can be concluded that KWL strategy was better than SQ3R strategy on students\u27 reading comprehension for any text type