TY  - THES
ID  - eprints84472
UR  - http://digilib.unila.ac.id/84472/
A1  - HAANII, PRADINI
Y1  - 2024/06/12/
N2  - The current study was to explore i) whether or not there was a statistically
significant difference of reading comprehension between the students taught
through the combination of cognitive and metacognitive strategies and those
through the cognitive strategies, ii) the effect of the combination of cognitive and
metacognitive strategies and the cognitive strategies on every single aspect of
reading. This study employed a true experimental design. The participants of this
study were sixty-nine students at the tenth grade of SMK Darul A?mal. The data
were collected using reading comprehension test.
The results showed that there was a statistically significant difference of reading
comprehension between the students taught through the combination of cognitive
and metacognitive strategies and those through the cognitive strategies. That is, the
students provided with the combination of cognitive and metacognitive strategies
had better reading comprehension achievement than those with only cognitive
strategies. Other findings also showed that both strategies, the combination of
cognitive and metacognitive strategies, and cognitive strategies significantly
improved the students? reading achievement, in spite the fact that the students in
experimental group had higher than those in the control group. This suggests that
both strategies could be implemented to facilitate students to improve their
reading comprehension.

Keywords: Reading Comprehension, Cognitive Strategies, Cognitive and
Metacognitive Strategies.

THE COMPARISON BETWEEN THE COMBINATION OF COGNITIVE
AND METACOGNITIVE
PB  - UNIVERSITAS LAMPUNG
M1  - masters
TI  - THE COMPARISON BETWEEN THE COMBINATION OF COGNITIVE
AND METACOGNITIVE STRATEGIES AND COGNITIVE STRATEGIES

IN READING COMPREHENSION
AV  - restricted
ER  -