THE EFFECTS OF USSR STRATEGY, METACOGNITIVE STRATEGY, AND READING HABIT ON READING COMPREHENSION ACHIEVEMENT
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Published:
Dec 31, 2019
Keywords:
USSR, Metacognitive, Reading Comprehension, Reading Habit.
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Abstract
Reading is one of the language skills which has an important role for the people because by reading people can get much information which they need. However, reading is not a simple activity. English reading is still a challenging task for Indonesian students. Therefore, a certain strategy may be used for improving students’ reading achievements. Using the USSR and Metacognitive strategies, this study aimed at improving the students’ reading comprehension achievement and finding out whether or not there was interaction among both strategies and students’ reading habit toward reading comprehension achievement. The population of this study is the tenth graders. Sixty tenth graders were selected as the sample and equally divided into experiment group 1 and experiment group 2. Next, both groups were tested before and after the treatment. Using paired sample t-test statistics, the results showed that the students’ reading comprehension achievement was significantly improved. The result of two way ANOVA showed that there was interaction (0.009).
Article Details
How to Cite
Syafitri, M. (2019). THE EFFECTS OF USSR STRATEGY, METACOGNITIVE STRATEGY, AND READING HABIT ON READING COMPREHENSION ACHIEVEMENT. Jurnal Ilmiah Bina Bahasa, 12(2), 11–26. https://doi.org/10.33557/binabahasa.v12i2.740
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Jurnal Ilmiah Bina Bahasa by http://journal.binadarma.ac.id/index.php/binabahasa is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
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Bryan, G., Fawson, P.C., & Reutzel, D. R. (2003). Sustained silent reading: Exploring the value of literature discussion with three non-engaged readers. Reading Research and Instruction, 43(1), 47–73.
Choy, S. C., & Lee, M. Y. (2012). Effects of teaching paraphrasing skills to students learning summary writing in ESL. Journal of Teaching and Learning, 8(2), 77-89.
Cooper, J. D., Warncke, E. W., & Shipman, D. A. (1988). The what and how of reading instruction. Columbus, OH: Merrill Publishing Company.
Cubukcu, F. (2008). How to enhance reading comprehension through Metacognitive strategies. The Journal of International Social Research, 1(2), 83-93.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
De Debat, E. V. (2006). Applying current approaches to the teaching of reading. English Teaching Forum, 44(1), 8-15.
Diem, C. D. (2011). 3-Ls: A model for teaching young learners. TEFLIN Journal, 22(2), 125-149.
Diem, C. D. (2012). How the presence of a technologically supported library influences high school students’ reading habits and skills. Global Advanced Research Journal of Library Information and Archival Studies, 1(1), 001-005
Fenwick, G. (1988) Unintenupted sustained silent reading. Reading: Reading and Language Information Centre, University of Reading.
FKIP UNSRI. (2013). Buku pedoman fakultas keguruan dan ilmu pendidikan universitas sriwijaya. Palembang: FKIP UNSRI.
Field A.(2009). Discovering statistics using SPSS (3rd ed). Thousand Oaks, CA: SAGE Publications Inc.
Fitria, W. (2013). The correlation among reading habit, reading speed, and reading comprehension achivement of the second semester students of English study program of IAIN STS Jambi. (Unpublished Magister’s thesis). University of Sriwijaya, Palembang, Indonesia.
Filcher, C., & Miller, G. (2000). Learning strategies for distance education students, Journal of Agricultural education, 41(1), 60-68.
Gardiner, S. (2001). Educational leadership: Ten minutes a day for silent reading. Alexandria,VA: Association for Supervission and Curriculum Development.
Guthrie, J. T. (2001). Benefits of opportunity to read and balanced instruction on the NAEP. Journal of Education Research, 94, 145-162.
Guthrie, J. T., & Wigfield, A. (1999). How motivation fits into a science of reading. Scientific Studies of Reading, 3, 199-205
Hammond, L.D., Austin, K., Cheung, M., & Martin, D. (2015, March 3). Thinking About Thinking: Metacognition. San Francisco, CA: Stanford University.
Janthong, J, & Sripetpun, W. (2010). English reading comprehension and reading habit improvement: use of questioning technique. Teacher–Teaching Aids, 9, 1-3.
Krashen, S. (2006). Free reading. School Library Journal, 52(4), 42–45
Kelley, M, & Grace, N, C. (2008). R5: The sustained silent reading makeover that transformed readers. Journal of international reading association, 148–156.
Lin, T. A., Choo, L,B., & Pandian, A. (2012). Learner’s perceptions of sustained silent reading practices in tertiary classrooms. Procedia_Social Behavioral Sciences, 55, 266-274.
Lovett, (2008). Teaching metacognition: Presentation to the Education, Learning Initiative Annual Meeting, 29 January 2008. Accessed From http://Carleton.edu/NAGTWorkshops/metacognition/teachingmetacognition.html.http://net.educase.edu/library/pdf/el108104.pdf.
Mansor, Rasul, Rauf., & Koh. (2012). Developing and sustaining reading habit among teenagers. The Asia-Pacific Education Researcher, 22(4), 1-9
Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C., & Suhor, C. (1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
McCracken, R. E., & McCracken, M. J. (1978). Modelling is the key to sustained silent reading. The Reading Teacher, 31, 406-408.
McKeown, M, G., & Kucan, L. (2010). Bringing reading research to life. New York, NY: The Guilford Press
Mehrdad, A., Ahghar, M. A., & Ahghar, M. (2012). The effect of teaching cognitive and metacognitive strategies on EFL students' reading comprehension across proficiency levels. Procedia-Social and Behavioral Sciences,46, 3757–3763.
Mickulecky, B. S., & Jeffries, L. (2004). More reading power. New York, NY: Longman.
Nation, P. (2003). The language learning benefits of extensive reading. The Language Teacher Online, 43(4), 402-406.
OECD. (2013). PISA 2012 results in focus. Accessed from http://Www.Oecd.Org/Pisa/Keyfindings/Pisa-2012-Results-Overview.Pdf
O’Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambriedge: Cambriedge University Press.
Renandya, W. A., & Jacobs, G. M. (2002). Extensive reading: Why aren’t we all doing it? In J. C. Richards, & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 295-302). Cambridge, MA: Cambridge University Press.
Roe, B. D. (1999). Burns/Roe informal reading inventory: Preprimer to twelfth grade. Accessed from http://www.newtunings.com/57/web/TopLevel/Grade%20Levels /ADDITIONAL_ASSESSMENTS/Reading/Burns.and.Roe/Burns.and.Roe.Independent.Reading.Inventory.pdf
Roe, B. D., & Ross, E. P. (1990). Developing power in reading. Dubuque, IA:Kendall/Hunt Publishing Company
Siah, P., & Kwok, W. (2010). The value of reading and the effectiveness of sustained silent reading. Journal of Educational Strategies, Issues and Ideas, 83(5), 168-174.
Tabachnick, B, G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston, Mass.: Allyn and Bacon.
Taylor, S. (1999). Better learning through better thinking: Developing students’ metacognitive abilities. Journal of College Reading and Learning, 30(1), 34-45
Thiede, K.W., Anderson, M.C., & Therriault, D. (2003). Accuracy of metacognitive monitoring effects learning of texts. Journal of Educational Psychology, 95, 66-73.
Willyanti, D. (2005). The vocabulary and reading comprehension achievement through extra reading activities to the second year students of SMA PTBA. (Unpublished Magister’s thesis). University of Sriwijaya, Palembang, Indonesia.
Valeri, G. (1995). Uninterrupted sustained silent reading is an effective authentic method for college developmental learners. Journal of Reading, 38(5), 385-386
Baker, S. K., Simmons, D. C., & Kame’enui, E. J. (1995). Vocabulary acquisition: Synthesis of the research. (tech. Rep. No. 13). Eugune: University of Oregon, national center to improve the tools of educators.
Burns, P., Betty D. Roe., & Ross, E. (1984). Teaching reading in today’s elementary school. Orlando, FL: Holt Inc.
Bryan, G., Fawson, P.C., & Reutzel, D. R. (2003). Sustained silent reading: Exploring the value of literature discussion with three non-engaged readers. Reading Research and Instruction, 43(1), 47–73.
Choy, S. C., & Lee, M. Y. (2012). Effects of teaching paraphrasing skills to students learning summary writing in ESL. Journal of Teaching and Learning, 8(2), 77-89.
Cooper, J. D., Warncke, E. W., & Shipman, D. A. (1988). The what and how of reading instruction. Columbus, OH: Merrill Publishing Company.
Cubukcu, F. (2008). How to enhance reading comprehension through Metacognitive strategies. The Journal of International Social Research, 1(2), 83-93.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
De Debat, E. V. (2006). Applying current approaches to the teaching of reading. English Teaching Forum, 44(1), 8-15.
Diem, C. D. (2011). 3-Ls: A model for teaching young learners. TEFLIN Journal, 22(2), 125-149.
Diem, C. D. (2012). How the presence of a technologically supported library influences high school students’ reading habits and skills. Global Advanced Research Journal of Library Information and Archival Studies, 1(1), 001-005
Fenwick, G. (1988) Unintenupted sustained silent reading. Reading: Reading and Language Information Centre, University of Reading.
FKIP UNSRI. (2013). Buku pedoman fakultas keguruan dan ilmu pendidikan universitas sriwijaya. Palembang: FKIP UNSRI.
Field A.(2009). Discovering statistics using SPSS (3rd ed). Thousand Oaks, CA: SAGE Publications Inc.
Fitria, W. (2013). The correlation among reading habit, reading speed, and reading comprehension achivement of the second semester students of English study program of IAIN STS Jambi. (Unpublished Magister’s thesis). University of Sriwijaya, Palembang, Indonesia.
Filcher, C., & Miller, G. (2000). Learning strategies for distance education students, Journal of Agricultural education, 41(1), 60-68.
Gardiner, S. (2001). Educational leadership: Ten minutes a day for silent reading. Alexandria,VA: Association for Supervission and Curriculum Development.
Guthrie, J. T. (2001). Benefits of opportunity to read and balanced instruction on the NAEP. Journal of Education Research, 94, 145-162.
Guthrie, J. T., & Wigfield, A. (1999). How motivation fits into a science of reading. Scientific Studies of Reading, 3, 199-205
Hammond, L.D., Austin, K., Cheung, M., & Martin, D. (2015, March 3). Thinking About Thinking: Metacognition. San Francisco, CA: Stanford University.
Janthong, J, & Sripetpun, W. (2010). English reading comprehension and reading habit improvement: use of questioning technique. Teacher–Teaching Aids, 9, 1-3.
Krashen, S. (2006). Free reading. School Library Journal, 52(4), 42–45
Kelley, M, & Grace, N, C. (2008). R5: The sustained silent reading makeover that transformed readers. Journal of international reading association, 148–156.
Lin, T. A., Choo, L,B., & Pandian, A. (2012). Learner’s perceptions of sustained silent reading practices in tertiary classrooms. Procedia_Social Behavioral Sciences, 55, 266-274.
Lovett, (2008). Teaching metacognition: Presentation to the Education, Learning Initiative Annual Meeting, 29 January 2008. Accessed From http://Carleton.edu/NAGTWorkshops/metacognition/teachingmetacognition.html.http://net.educase.edu/library/pdf/el108104.pdf.
Mansor, Rasul, Rauf., & Koh. (2012). Developing and sustaining reading habit among teenagers. The Asia-Pacific Education Researcher, 22(4), 1-9
Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C., & Suhor, C. (1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
McCracken, R. E., & McCracken, M. J. (1978). Modelling is the key to sustained silent reading. The Reading Teacher, 31, 406-408.
McKeown, M, G., & Kucan, L. (2010). Bringing reading research to life. New York, NY: The Guilford Press
Mehrdad, A., Ahghar, M. A., & Ahghar, M. (2012). The effect of teaching cognitive and metacognitive strategies on EFL students' reading comprehension across proficiency levels. Procedia-Social and Behavioral Sciences,46, 3757–3763.
Mickulecky, B. S., & Jeffries, L. (2004). More reading power. New York, NY: Longman.
Nation, P. (2003). The language learning benefits of extensive reading. The Language Teacher Online, 43(4), 402-406.
OECD. (2013). PISA 2012 results in focus. Accessed from http://Www.Oecd.Org/Pisa/Keyfindings/Pisa-2012-Results-Overview.Pdf
O’Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambriedge: Cambriedge University Press.
Renandya, W. A., & Jacobs, G. M. (2002). Extensive reading: Why aren’t we all doing it? In J. C. Richards, & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 295-302). Cambridge, MA: Cambridge University Press.
Roe, B. D. (1999). Burns/Roe informal reading inventory: Preprimer to twelfth grade. Accessed from http://www.newtunings.com/57/web/TopLevel/Grade%20Levels /ADDITIONAL_ASSESSMENTS/Reading/Burns.and.Roe/Burns.and.Roe.Independent.Reading.Inventory.pdf
Roe, B. D., & Ross, E. P. (1990). Developing power in reading. Dubuque, IA:Kendall/Hunt Publishing Company
Siah, P., & Kwok, W. (2010). The value of reading and the effectiveness of sustained silent reading. Journal of Educational Strategies, Issues and Ideas, 83(5), 168-174.
Tabachnick, B, G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston, Mass.: Allyn and Bacon.
Taylor, S. (1999). Better learning through better thinking: Developing students’ metacognitive abilities. Journal of College Reading and Learning, 30(1), 34-45
Thiede, K.W., Anderson, M.C., & Therriault, D. (2003). Accuracy of metacognitive monitoring effects learning of texts. Journal of Educational Psychology, 95, 66-73.
Willyanti, D. (2005). The vocabulary and reading comprehension achievement through extra reading activities to the second year students of SMA PTBA. (Unpublished Magister’s thesis). University of Sriwijaya, Palembang, Indonesia.
Valeri, G. (1995). Uninterrupted sustained silent reading is an effective authentic method for college developmental learners. Journal of Reading, 38(5), 385-386