Metacognitive strategy to enhance students' reading text-ability: case study in the vocational high school

Fita Faridah (Universitas Islam Lamongan)
Riya Risqi Setyaningrum (Universitas Islam Lamongan)
Eva Nurul Falakha (Universitas Islam Lamongan)

JASL - Journal of Applied Studies in Language
Vol. 6 No. 2 (2022): Dec. 2022

This research aim is to analyze whether metacognitive strategy instruction CALLA affects students’ reading comprehension and reading awareness. This research used a quasi-experimental study in forms of pretest, treatment and post-test. Results showed that the group of experimental students had score significantly higher than the control group students on reading comprehension post-test and also showed significantly higher improvement in metacognitive reading strategy awareness and reading comprehension than control group students. The study recommends CALLA metacognitive strategy instruction to be an effective option for teaching reading comprehension skills at the senior high school level and in the contexts, which share similar characteristics.