Improving Reading Comprehension Using Metacognitive Instruction in the Fourth Semester of English Department STKIP PGRI Ngawi In Academic Year 2016/2017

Abstract

The objection of this study is to describe the implementation of metacognitive instruction and to improve students’ reading comprehension by using metacognitive instruction at the fourth semester students of English Education Department of STKIP PGGRI NGAWI  in the academic year of 2016/2017 and to know the enhancement of students’ reading after being taught by using metacognitive instruction. The design of this study is classroom action research that was conducted in two cycles with four activities in each cycle, they are planning, acting, observing, reflecting. Preliminary study was also done before this study was conducted. The result of this study showed that using metacognitive instruction could improve students’ reading comprehension. It can be seen from the enhancement of students’ test result that improved in every cycle. The result of the study also showed that metacognitive instruction could improve the students’ reading comprehension at the fourth semester students of English Education Department of STKIP PGGRI NGAWI in the academic year of 2016/2017.

Keywords: Metacognitive Instruction, Metacognitive Strategy and Reading Comprehension