Abstrak

Kembali

The purpose of this study was to find out whether there is any significant effects of the use cognitive and metacognitive strategies on the UNINDRA'S students reading comprehension. a quantitative analysis that covered inferential analysis (multiple regression) test was conducted to answer the question raised in the study. The participants of this study were the third semester students of English Education Program of INDRAPRASTA PGRI University Jakarta. Out of 12 classes (A,B,F) were chosen as the sample based on cluster random sampling. To collect the data in the study the researcher used two kinds of instruments, a reading test and two questioners. Cognitive strategies were adapted from Phakiti (2004) and Brown (2003) and metacognitive strategies were adapted from Oxford (1995). The results of this study revealed that out of the two independent variables (cognitive and metacognitive strategies) both of them did not give a significant effects on the students' reading comprehension. First, the results of coefficient of cognitive strategies, the t-distribution < critical value or ( 1.858 < 1.984). It showed that there is no any significant effect on the students' reading comprehension. Second, the results of coefficient of metacognitive strategies, the t-distribution < critical value or (-0.547 < - 1984), therefore, the researcher can conclude that both of the strategies (cognitive and metacognitive) did not give any effect on the students' reading comprehension