Muhammad Nafi Annury, 0201615002 (2020) THE EFFECTIVENESS OF METACOGNITIVE STRATEGY TO DEVELOP THE READING COMPREHENSION OF STUDENTS WITH DIFFERENT LEARNING STYLES. Doctoral thesis, UNNES.

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Abstract

This study explores the effectiveness of the metacognitive Strategy to develop the reading comprehension of students with different learning styles. However, reading academic texts becomes one of the crucial skills for students in reading skills that university students need to be acquired. Students have to be dealt with English extensively in their daily teaching-learning process. They have to engage with various kinds of texts from paragraphs to passages and particular articles that are expected to be read and understandable. This study aims to reveal the effectiveness of Metacognitive Strategy (MS) and Question-Answer (QA) strategy to develop students' reading comprehension with different learning styles. The Metacognitive Strategy of instruction should be integrated with students' different learning styles to help them be more effective and autonomous learners. Besides, the learning styles of students' characteristics are varied. The recent study participants were the first-year students of the English Department of UIN Walisongo Semarang in 2017/2018. There were fifteen experimental students and fifteen students in the control class. The data analyzed quantitatively. They used a reading comprehension test adopted from the Baron TOEFL reading section, a questionnaire of visual and kinesthetic learning styles, and reading comprehension tasks. The descriptive statistics, non-parametric analysis related sample test (Wilcoxon Sign Rank Test), independent sample t-test (Mann Whitney Test) N gain, and two-way ANOVA were employed to analyze the data. The statistical results showed a significant interaction between MS, QA, and visual learning style in pre and post-test with a p-value of 0.000 (p<0.05). Meanwhile, there was no significant interaction between MS, QA, and kinesthetic learning style in pre and post-test with a p-value of 0.076 (p>0.05). Moreover, ANOVA results reveal that the experimental group's treatment influenced students' reading comprehension ability. However, learning styles did not significantly influence visual and kinesthetic in the control class

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