THE EFFECTIVENESS OF METACOGNITIVE STRATEGY FOR ENHANCING STUDENT’S READING COMPREHENSION ON DESCRIPTIVE TEXT: THE CASE TENTH GRADE OF MA FUTUHIYYAH 01 MRANGGEN

Reading as a receptive skill can develop students‘ critical thinking. It can also
material english knowledge and skill they account. Students are unlikely to make
significant progress in the classroom without extensive reading material. It will be
difficult for these students to comprehend when English texts provided they have
not been texts before and are not accustomed to reading English. The
metacognitive reading strategy is one of many solutions that have been proposed
to assist students to improve their reading comprehension. This research method
uses a quantitative method which uses pre-test and post-test questions to become
student benchmarks. This current study discussed four mean issues. The first is
how metacognitive strategies are implemented in reading class. The second is how
students reading skills are before being taught using metacognitive strategies. The
third is how students'' reading skills are, after being taught using metacognitive
strategies are. The Fourth is there a significant difference in students'' reading
comprehension before and after being taught using metacognitive strategies. This
study took place in MA Futuhiyyah 01 Mranggen by involving 27 student‘s as the
participant. The instrument were multiple-choice reading pre-test and post-test.
The result shows that student‘s reading comprehension is significantly improved
after being taught using metacognitive strategies. This result also are supported by
the mean difference between pre-test and post-test score ( mean pre-test 62.22 and
mean post-test 76.48). To conclude, metacognitive strategy can be a solution to
help the teacher improve the student reading comprehnension. This study result
also implies that metacognitive strategies is an effective strategy to be apllied
reading comprehension.
Keyword : Metacognitive Strategy, Reading Comprehension, Descriptive text.