The Relationship between Metacognitive Strategy and English Reading Comprehension of Vocational High School Students

Abstract

Metacognitive strategy is believed to be able to help students in learning independence by increasing awareness of reading comprehension. The research aims to describe the relationship between metacognitive strategy and students’ reading comprehension in improving their cognitive flexibility. This research used a quantitative approach using correlation design. Purposive sampling techniques are used for sampling involving 30 vocational students. The data obtained through questionnaires and reading comprehension test. The result of this study shows that there is a significance of the relationship between metacognitive strategy and reading comprehension. This result of correlation coefficient is 0.466. the result of the calculation showed a determination of 21.7% and t-test of 2.79. In addition, the application of metacognitive strategy helps students increase flexibility in thinking. The teacher can apply metacognitive strategy as a provision of independence of thinking students in the learning process.