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Modality Journal: International Journal of Linguistics and Literature
Published by Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
ISSN : 27981258     EISSN : 27980723     DOI : https://www.doi.org/10.30983/modality
Core Subject : Education,
Languange, Linguistic, Communication & Media
Modality Journal: International Journal of Linguistics and Literature is accommodates scientific articles in the form of article publication, book reviews, original research report, reviews and scientific commentaries related to linguistics and literature.This journal invites researcher, academics and practitioners to contribute the results of their studies and research in the field of linguistics and Literature. In particular, papers with the following topics are invited:
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 8 Documents
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Search results for , issue "Vol 1, No 2 (2021): December 2021" : 8 Documents clear
The Students’ Self-Assessment on Their English Language Learning Lely Lismay; Putri Laila Ramadhani
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (326.895 KB) | DOI: 10.30983/mj.v1i2.4891

Abstract

Abstrak  Penelitian ditujukan untuk menggali sejauhmana siswa mampu melakukan asesmen diri dalam mempelajari Bahasa Inggris. Terdapat tiga aspek yang digali melalui asesmen diri ini, yaitu penetuan tujuan dalam mempelajari Bahasa Inggris, menentukan kompetensi yang telah dicapai, dan menentukan kompetensi yang harus dicapai. Penelitian telah dilaksanakan di Madrasah Sumatera Thawalib Parabek, provinsi Sumatera Barat, Indonesia.  Penelitian ini dirancang sebagai penelitian kuantitatif. Informan dalam penelitian ini adalah 33 orang pelajar yang berasal dari kelas V jurusan Agama  di Madrasah Sumatera Thawalib Parabek.  Angket digunakan sebagai instrument untuk mengetahui sejauhmana para siswa mampu melakukan asesmen diri. Hasil penelitian secara umum menunjukkan bahwa 95% siswa menetapkan tujuan belajar bahasa Inggris untuk hal-hal akademis, 55% siswa belajar bahasa Inggris dengan tujuan lulus ujian masuk perguruan tinggi, dan 35% siswa belajar bahasa Inggris untuk mencari pekerjaan. Dalam hal mengukur ketercapaian kemampuan bahasa Inggris, 85 % siswa dapat menulis kalimat sederhana dengan benar, 55% siswa dapat berbicara bahasa Inggris dengan lancar tanpa malu dan takut melakukan kesalahan, 55% siswa dapat berbicara bahasa Inggris dengan tepat dan benar. kesalahan mereka dalam berbicara, 55% siswa dapat memahami tugas mendengarkan, dan 75% siswa dapat dengan mudah memahami informasi detail dalam bacaan. Dalam menentukan jenis kompetensi yang harus dicapai, 95% siswa menempatkan berbicara lancar sebagai kompetensi pertama yang harus dicapai. Kemudian, 95% siswa memilih kompetensi pengucapan yang harus ditingkatkan, 85% siswa cenderung menguasai kosa kata, 75% menjaga menulis paragraf, dan 55% siswa memperhatikan keterampilan membaca.  Disimpulkan bahwa para siswa mampu melakukan asesmen diri dalam mempelajari Bahasa Inggris. Asesmen ini tidak hanya untuk membimbing siswa untuk memiliki kesadaran dalam belajar, tetapi diharapkan berimplikasi terhadap peningkatakan kemampuan Bahasa Inggris mereka.    Kata Kunci: Penilaian Diri Siswa, Pengaturan Diri  Siswa, Pembelajaran Bahasa InggrisAbstractThe research is aimed at exploring the extent to which students are able to conduct self-assessment in learning English. There are three aspects that are explored through this self-assessment, namely determining goals in learning English, determining competencies that have been achieved, and determining competencies that must be achieved. The research has been carried out at Madrasah Sumatra Thawalib Parabek, West Sumatera, Indonesia. This research was designed as a quantitative research. The informants in this study were 33 students from class V majoring in Religion at Madrasah Sumatra Thawalib Parabek. Questionnaires were used as an instrument to determine the extent to which students are able to carry out self-assessments. The results of the research generally show that 95% of students set the goal of learning English for academic matters, 55% of students studied English with the aim of passing the college entrance exam, and 35% of students studied English to find work. In terms of measuring the achievement of English language skills, 85% of students could write simple sentences correctly, 55% of students can speak English fluently without being ashamed and afraid of making mistakes, 55% of students could speak English correctly and correctly their mistakes in speaking, 55% of students could understand the listening task, and 75% of students could easily understand detailed information in the reading. In determining the type of competency that must be achieved, 95% of students placed speaking fluently as the first competency that must be achieved. Then, 95% of students chose pronunciation competence that must be improved, 85% of students tend to master vocabulary, 75% kept writing paragraphs, and 55% of students paid attention to reading skills. It is concluded that the students were able to conduct self-assessment in learning English. This assessment is not only to guide students to have awareness in learning, but it is expected to have implications for improving their competency in English language.Keywords: Students’ Self-Assessment, Students’ Self-Regulatory, English Language Learning.
The Ability of SMP N 2 Lubuk Pakam Students in using _s Inflectional Ending Novera Wati; Bahagia Tarigan; Yulianus Harefa
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (276.367 KB) | DOI: 10.30983/mj.v1i2.4593

Abstract

AbstrakPenelitian ini berjudul “The Ability of SMPN 2 Lubuk Pakam Students in Using -s Inflectional Ending”. Tujuan dari penelitian ini adalah untuk mengetahui kemampuan siswa dalam menggunakan akhiran infleksional –s dan kesulitan yang dihadapi oleh siswa kelas dua SMPN 2 Lubuk Pakam. Metode yang digunakan dalam penelitian ini adalah metode penelitian gabungan. Data diambil dari tes dan wawancara. Tes digunakan untuk mengukur kemampuan siswa dan wawancara digunakan untuk mengidentifikasi kesulitan siswa. Sumber data dalam penelitian ini adalah siswa kelas dua SMPN 2 Lubuk Pakam tahun ajaran 209/2020. Peneliti mengambil 0% dari populasi (29 siswa). Berdasarkan hasil analisis data, persentase siswa dengan jawaban yang benar adalah 60,06%. Artinya kempuan siswa kelas dua SMPN 2 Lubuk Pakam tergolong dalam kategori sedang. Kemampuan siswa dalam menggunakan –s Kata Benda Jamak memiliki persentase tertinggi (63%). Kemampuan siswa dalam –s Posesif memiliki persentase 56%. –s Orang Ketiga Tunggal memiliki persentase terendah (54%). Disimpulkan bahwa siswa kelas dua SMPN 2 Lubuk Pakam telah memahami akhiran –s dalam Kata Benda Jamak tetapi belum memahami akhiran –s dalam kata Posesif dan Orang Ketiga Tunggal. Penyebabnya dalah kurangnya pengetahuan tentang akhiran inflectional –s dan kosakata.Kata Kunci: Akhiran Infleksional –s, Kesulitan siswaAbstractThe objectives of this study are to know the students’ ability in using –s inflectional endings and the difficulties faced by the students at the second year of SMPN 2 Lubuk Pakam. The method used in this research was mixed method. The data were taken from test and interview. Tes is used to measure students’ abilities and interview to identify students’ difficulties. The sources of data were the students at the second year of SMPN 2 Lubuk Pakam in the academic year 2019/2020. The researcher took 10% of the population (29 students). Based on the result of the data analysis, the percentage of the students’ correct answers was 60.06% and was classified as fair category. The student’s ability in –s plural nouns had the highest percentage (63%). The student’s ability in –s possessive had the percentage of 56%. The–s third person singular had the lowest percentage (54%). It can be concluded that the second year students of SMPN 2 Lubuk Pakam had understood –s plural nouns but did not comprehend –s possessive and –s third person singular yet. The causes were lacking knowledge of –s inflectional endings and vocabulary.Keywords: -s Inflectional Endings, Students’ Difficulties
Students’ Attribution in Online Learning at English Department Students of Stkip Abdi Pendidikan Payakumbuh Desfi Yenti; Ifna Nifriza
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (420.785 KB) | DOI: 10.30983/mj.v1i2.5125

Abstract

Abstrak Pembelajaran daring dapat dianggap sebagai salah satu jalan alternative system pendidikan dimana proses pembelajaran dilakukan dengan menggunakan ICT dengan bantuan jaringan internet. Namun dalam pelaksanaannya tidak mudah bagi sebagian mahasiswa atau sulit dan dapat diatasi bagi sebagian yang lain atau mudah. Atribusi adalah bagaimana seseorang mengakui penyebab dari kesuksesan atau kegagalannya dalam kehidupan. Penelitian ini bertujuan untuk mengidentifikasi atribusi mahasiswa bahasa Inggris dalam pembelajaran daring menggunakan metode quantitatif. Angket digunakan sebagai instrument pengumpul data yang terdiri dari 32 butir yang disebar kepada mahasiwa responden. Kemudian data tersebut dianalisis secara quantitatif melalui penghitungan statistic dengan menggunakan rumus tertentu. Temuan menunjukkan mahasiswa menganggap kesuksesan mereka ataupun kegagalan meraka dalam pembelajaran daring umumnya disebabkan oleh usaha mereka sendiri sebagai faktor internal. Kesulitan atas tugas yang diberikan menjadi faktor eksternal terkecil yang menjadi penyebab kesuksesan dan kegagagalan pembelajaran daring. Hal ini berimplikasi bahwa kesuksesan dan kegagalan disebabkan oleh factor nternal yakni kurangnya usaha. Dengan demikian perlu solusi dengan peningkatan mutu pmebelajaran bahasa Inggris terutama bagaimana membangkitkan motivasi dan kesadaran belajar mandiri mahasiswa.Kata Kunci: Attribusi, pembelajaran daring, factor internal, ekternal, kesuksesan, kegagalanAbstractOnline learning can be seen as an alternative to the education system in which teaching and learning process is conducted by utilizing Information and Communication Technology (ICT) through integrating an internet connection. However, there are some students who carry out online learning   successfully while some are difficult to carry out online learning or failure. Attribution is    how people explain the causes of their own successes and failures. This study aims to identify students’ attribution in online learning at English university students. This research used a quantitative design. The questionnaire was used as the instrument of research which consists of 32 items distributed to respondents. Then, the data were analyzed quantitatively through statistical account using certain formula. The results showed that students perceive their success and failure in online learning was mostly caused by their efforts as internal factor. Task difficulty as external factor was the least causes of students ‘success and failure in online learning. This finding implies that students perceive their success and failure in online learning were caused by internal factor that is lacking of effort. Therefore, the solutions are needed to improve the quality of English online learning process especially to maintain students’ motivation and effort to be autonomous.Keywords: Attribution, Online Learning, Learning English, success, failure  
The Analysis of Classroom Interaction in English Class using Foreign Language Interaction Kesmila Indung Putri; Hilma Pami Putri
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (377.064 KB) | DOI: 10.30983/mj.v1i2.5117

Abstract

AbstrakPengelolaan interaksi kelas selama proses belajar mengajar  di kelas sangat penting untuk mencapai tujuan pembelajaran bahasa Inggris. Studi pendahuluan menunjukkan bahwa guru masih mendominasi saat berbicara di ruang kelas dibanding para siswa.  Tujuan dari penelitian ini adalah untuk menemukan alasan teacher talk masih mendominan dari pada student talk dan untuk mengetahui kategori yang dominat digunakan dikelas berdasarkan kategori FLINT. Desain penelitian ini adalah kualitatif deskriptif. Data didapatkan melalui observasi dan interview. Data dianalisis dengan cara menadopsi sistem kategori FLINT (Classroom Interaction, Foreign Language Interaction). Informan dari penelitian ini adalah  guru bahasa Inggris dan para siswa di kelas sepuluh jurusan  Otomatisasi dan Tata Kelola Perkantoran (Office Automation and Governance) di Sekolah Menengah Kejuruan Negeri (SMKN 2) Bukittinggi. Temuan penelitian ini menunjukkan bahwa teacher talk lebih dominant daripada student talk karena respon dan inisiatif siswa rendah. Siswa berbicara apabila guru mendorong dan menyuruh siswa untuk berbicara, siswa malu unyuk berbicara menggunakan bahasa Inggris dan siswa takut untuk membuat kesalahan. Kategori yang dominant digunakan guru dalam teacher talk selama aktivitas belajar menagajar di ruang kelas berdasarkan sistem kategori FLINT adalah memberi informasi, memberi arahan, dan memberi pertanyaan. Disimpulkan bahwa teacher talk  mendominasi bentuk interaksi di ruang kelas. Bahkan, meskipun guru telah melibatkan siswa selama proses belajar mengajar, namun sebagian siswa masih bersikap secara pasif di dalam kelas.Keywords: interaksi kelas, FLINT kategori sistem, teacher talk, student talkAbstractThe classroom interaction management during the teaching and learning process in the classroom is very important to achieve the objectives of learning English. Nevertheless, the preliminary studies indicated that teachers dominate when speaking in the classroom rather than students do. Therefore, the purpose of this research is to find out the reason of English teacher talk is more dominant than students talk and the category which is dominantly used in class based on the FLINT category. The design of this research is descriptive qualitative. The data collected through observation and interviews. FLINT (Classroom Interaction, Foreign Language Interaction) category system was used to analyze the data.  The English teacher and students in the tenth grade majoring in Office Automation and Governance (OAG) at State Vocational School (SMKN 2) Bukittinggi became the informants of the study. It was found that teacher talk was more dominant than students talk because of low student response and initiative. The students speak when the teacher encouraged and got them use the target language. They were being ashamed and afraid to make mistakes in using the target language.  The dominant categories which were found in teacher talk during the teaching and learning process according to the FLINT category system were giving information, giving directions, and asking questions.  It was concluded that it was teacher talk dominated the interaction in the classroom. In fact, even though the teacher has involved students during the teaching and learning process, some students were still passive in the classroom.Kata Kunci: classroom interaction,  FLINT system analysis, teacher talk, student talk
The Effect of Click Clunk Strategy on Students’ Reading Comprehension Ability Resmi Resmi
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (535.641 KB) | DOI: 10.30983/mj.v1i2.5051

Abstract

Abstrak Pengaruh Penggunaan  Click Clunk Strategi dalam Kemampuan Pemahaman Membaca Siswa SMAN 1 Mapattunggul . Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh yang signifikan penggunaan strategi click clunk terhadap kemampuan pemahaman membaca siswa.Jenis penelitian yang digunakan adalah penelitian eksperimen. Peneliti menggunkan penelitian pre- eksperimen dengan menggunakan model satu kelompok  pre-test dan post-test. Populasi dari penelitian ini adalah siswa kelas 11 SMAN 1 Mapattunggul . Terdapat kelompok eksperimen yaitu kelas 11 IPS (20 siswa) yang di perlakukan sebagai kelas experiment yang di ajar menggunakan click clunk strategi. Peneliti menggunakan purposive sampling untuk menentukan sample penelitian ini. Sedangkan untuk menguji hipothesis peneliti menggunakan uji t dan mengkonsultasikan hasilnya dengan tabel derajat (α) = 0,05. Dari hasil  penelitian dan perhitungan tes awal dan akhir dari kelas experiment terdapat hasil uji t-hitung ( 15,39) lebih besar dari t-tabel (2,024) dengan derajat kebebasan adalah  (df) = 20 dengan ∝ = 0,05.  Jadi, hipothesis alternative (Ha) diterima bahwa ada pengaruh yang significant dengan menggunakan click clunk strategi.. Kata Kunci: Click Clunk Strategi, Kemampuan Membaca SiswaAbstractThe Effect of Click Clunk Strategy On Students’ Reading Comprehension Ability  at the 11 Grade of SMAN 1 Mapattunggul . This research  is aimed at determining whether there was  a significant effect of using click clunk strategy on students’ reading comprehension ability. The researcher used one-group pre-test and post-test pre-experimental research. The population of this research was the 11the grade students of SMAN 1 Mapatstutul. The experimental group was treated by using click clunk strategy while the control group was treated by using traditional strategy. Researcher used purposive sampling to determine the sample of this research. To analyze the data the researcher used the t test. From the results and calculation the pretest and post-test score of the experimental class, the t-obtained (15.39) was  higher  than the t-table (2.024) with degrees of freedom (df) = 20 (0.05). The result of the study indicated that, the alternative hypothesis (Ha) was accepted, there was a significant effect using the click clunk strategy. Therefore, click and clunk strategy was able to help improve students’ reading comprehensionKeywords: Click Clunk Strategy, Students’ Reading Ability.
An Analysis of Students’ Need of English Subject at Elementary School Dwi Settya Mahaputri; Roza Susanti
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (464.099 KB) | DOI: 10.30983/mj.v1i2.5124

Abstract

Abstrak Analisis kebutuhan merupakan landasan khusus untuk mencari informasi tentang kebutuhan dasar peserta didik sesuai dengan prioritas pembelajaran bahasa tertentu untuk mengembangkan pengetahuan dan keterampilan siswa dalam pembelajaran bahasa. Dalam penelitian ini, peneliti menggunakan penelitian deskriptif. Tujuan penelitian ini adalah untuk menganalisis kebutuhan mata pelajaran bahasa Inggris di Sekolah Dasar (SD) di Kota Payakumbuh. Partisipan dalam penelitian ini adalah para guru yang mempunyai latar belakang pendidikan bahasa Inggris dan orang tua siswa di SD tersebut. Dalam pengumpulan data kuantitatif, peneliti menggunakan angket dan wawancara. Setelah menganalisis data, peneliti menemukan 94,76% guru dan 94,09% orang tua berpendapat bahwa sesuai dengan target kebutuhan bahwa mata pelajaran Bahasa inggris diperlukan untuk diajarkan di SD. Kemudian, 63,28% orang tua dan 92,32% guru berpendapat bahwa berdasarkan kebutuhan belajar mata pelajaran Bahasa Inggris diperlukan untuk diajarkan di SD. Oleh karena itu, mata pelajaran Bahasa Inggris di SD perlu diajarkan untuk menunjang siswa di Sekolah Menengah Pertama nantinya.Keyword: Analisis Kebutuhan, Mata Pelajaran Bahasa Inggris, Sekolah Dasar.AbstractNeed analysis is a specific ground for finding information about learners’ basic needs in accordance with the priority of learning a particular language to develop students’ knowledge and skills in language learning. In this research, the researcher used descriptive research. The purpose of this research to analyze the needs of English subjects at Elementary School of Kota Payakumbuh. Participants in this research were the teachers with English education background and parents from the Elementary School students. In gathering the quantitative data, the researcher used questionnaire and interview. After analyzing the data, the researcher found 94,76% of the teachers and 94,09% of the parents think target need is needed to be taught English subject at Elementary School. Then, 63,28% of the parents and 92,32% of the teachers think learning need is needed to teach English at Elementary School. As result, it is necessary to be taught English Subject at Elementary School to support students in Junior High School later.Keyword: Need Analysis, English Subject, Elementary School
An Analysis of Initiation Response Feedback (IRF) Pattern in Classroom Discourse at Half Nelson Movie Rifika Chandra; Yulmiati Yulmiati; Edwar Kemal
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.284 KB) | DOI: 10.30983/mj.v1i2.4835

Abstract

Abstrak Latar belakang penelitian berdasarkan observasi peneliti dalam film Half Nelson yang menunjukkan bahwa terdapat pola IRF yang digunakan selama interaksi antara guru dan siswa di dalam kelas. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana pola IRF terjadi di dalam kelas, bagaimana guru berinisiatif, bagaimana respon siswa, dan bagaimana umpan baliknya. Penelitian ini dilakukan dengan menggunakan penelitian kualitatif dengan menggunakan pendekatan analisis wacana dalam linguistik terapan dan menggunakan metode deskriptif. Data dalam penelitian ini adalah interaksi yang terjadi ketika guru dan siswa saling berinteraksi dalam naskah film Half Nelson. Penelitian ini menggunakan purposive sampling sebagai teknik pengumpulan data. Hasil penelitian ini menunjukkan bahwa ada enam jenis inisiasi yang digunakan, yaitu teacher elicit, teacher direct, teacher inform, teacher listing, re-inisiation (i), re-initiation (ii). Respon tersebut adalah respon siswa spesifik, silent, silent-av, bingung berorientasi kerja, tertawa, respon siswa open-ended, dan nonverbal. Jenis-jenis umpan balik adalah mengulang, mengakui jawaban yang benar, memperluas atau memodifikasi, menunjukkan jawaban yang salah, meringkas, memuji. Berdasarkan hasil analisis data, dapat disimpulkan bahwa guru menggunakan berbagai jenis inisiasi dalam situasi yang berbeda.Kata Kunci: Pola IRF, Film Half Nelson, InteraksiAbstractThe background of the research based on the researcher observation in Half Nelson movie which indicated that there was an IRF pattern used during interactions between teachers and students in the classroom. The purpose of this study is to find out how the IRF pattern occurs in the classroom, how the teacher initiates, how students respond, and how the feedback. This research was conducted using qualitative research by using a discourse analysis approach in applied linguistics and using descriptive methods. The data in this study is the interaction that occurs when teachers and students interact with each other in the Half Nelson movie script. This study uses purposive sampling as a technique in data collection. The results of this study indicate that there are six types of initiation used, namely teacher elicit, teacher direct, teacher inform, teacher listing, re-initiation (i), re-initiation (ii). The responses are students’ response specific, silent, silent-av, confused work-oriented, laughter, students’ response open-ended, and nonverbal. The types of feedback are repeating, acknowledging a correct answer, expanding or modifying, indicating an incorrect answer, summarizing, praising. Based on the results of data analysis, it can be concluded that the teacher used various types of initiation in different situation.Keywords: IRF Pattern, Half Nelson Movie, Interaction 
The Correlation Between Students’ Metacognitive Awareness and Reading Comprehension Tania Mitra Amanda; Merry Prima Dewi
Modality Journal: International Journal of Linguistics and Literature Vol 1, No 2 (2021): December 2021
Publisher : Rumah Jurnal UIN Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (477.398 KB) | DOI: 10.30983/mj.v1i2.5123

Abstract

Abstrak Penelitian ini ditujukan untuk mengidentifikasi hubungan antara kesadaran metakognitif dan pemahaman membaca siswa kelas II SMK Negeri 2 Bukittinggi (SMK Negeri 2 Bukittinggi, Sumatera Barat, Indonesia). Desain penelitian ini adalah penelitian korelasional. Populasi penelitian ini adalah seluruh siswa kelas II SMK Negeri 2 Bukittinggi yang berjumlah 544 siswa dan sampel penelitian ini adalah 109 siswa yang dipilih secara acak dari 20% populasi. Hasil penelitian menemukan bahwa ada hubungan antara kesadaran metakognitif dan pemahaman membaca siswa kelas II SMK Negeri 2 Bukittinggi. Koefisien korelasi (rxy) sebesar 0,285 yang berarti korelasi rendah. Jika dibandingkan antara rxy dan rtabel didapatkan bahwa 0,285 > 0,05 yang berarti Ha diterima dan Ho ditolak. Disimpulkan bahwa kesadaran metakognitif memiliki korelasi positif terhadap pemahaman membaca siswa. Dengan demikian, jika siswa memiliki kesadaran metakognitif, pemahaman membaca mereka akan meningkat.Kata Kunci: Korelasi, Kesadaran Metakognitif, Pemahaman Membaca.AbstractThis research is aimed to identify correlation between students’ metacognitive awareness and reading comprehension of the second grade of SMK Negeri 2 Bukittinggi (State Vocational School 2 of Bukittinggi, West Sumatera, Indonesia). The design of this research was correlational research. The research population was all students at the second grade of SMK Negeri 2 Bukittinggi encompassing 544 students and the samples were 109 students who were selected randomly from 20% of the population. The research found that there was a correlation between students’ metacognitive awareness and reading comprehension at the second grade of SMK Negeri 2 Bukittinggi. The correlation coefficient (rxy) is 0,285 which means as low correlation. If it is compared between rxy and rtable, it was found that 0,285 > 0,05 which meant that Ha was accepted and Ho was rejected. It was concluded that metacognitive awareness had a positive correlation to students’ reading comprehension. Thus, if the students have metacognitive awareness, their reading comprehension will increase.Keywords: Correlation, Metacognitve Awareness, Reading Comprehension

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