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Metacognitive Think-Aloud Strategy for Reading Comprehension in Vocational High Schools with Varying Student Anxiety Levels

English Education Journal · Vol. 13 No. 3 (2023) · hlm. 422–429

DOI
10.15294/eej.v13i3.72625
ISSN
2087-0108, 2502-4566
Terbit
2023-09-15
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Implementing effective strategy to teach reading comprehension is a must in order to overcome students’ obstacles in comprehending text. This study focuses on the effectiveness of Metacognitive Think a Loud Strategy in reading comprehension with different students’ anxiety. This study used quantitative research with a quasi experimental design. The data collection was done by using test and questionnaire to the students and conducted the pre-test and post-test. Then, to measure the data was analysed by using t-test in SPSS. The result of this study was that there was a significant effect of Metacognitive Think a Loud Strategy in teaching reading comprehension. There is a significant different between pre-test and post-test score of experimental class that using Meacognitive Think a Loud Strategy and there is significant different between experimental class and control class. Based on the data, it can be concluded that Metacognitive Think a Loud Strategy is effective in teaching reading comprehension with different students’ anxiety.

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  • Institut Agama Islam Negeri Kendari
  • Cenderawasih University
  • Institut Teknologi Sepuluh Nopember
  • Universitas Airlangga
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Januarius MujiyantoAfiliasi tidak diketahui12
Issy YuliasriAfiliasi tidak diketahui7
Abdurrachman FaridiAfiliasi tidak diketahui7
Sri Wuli FitriatiAfiliasi tidak diketahui5
Djoko SutopoAfiliasi tidak diketahui4
SRI WAHYUNIAfiliasi tidak diketahui3
Puji AstutiAfiliasi tidak diketahui3
Mursid SalehAfiliasi tidak diketahui3
Sri Wuli FitriatiAfiliasi tidak diketahui3
Hendi PratamaAfiliasi tidak diketahui2
Dwi RukminiAfiliasi tidak diketahui2
Ahmad SofwanAfiliasi tidak diketahui2
Yuliana YulianaCenderawasih University2
Eka FatmawatiAfiliasi tidak diketahui2
Dwi Anggani Linggar BharatiAfiliasi tidak diketahui2
Zulfa SakhiyyaAfiliasi tidak diketahui2
Rosnawintang RosnawintangAfiliasi tidak diketahui1
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Elisabeth Lenny MaritAfiliasi tidak diketahui1
Fahrulman FahrulmanAfiliasi tidak diketahui1
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Nesia OktaniaAfiliasi tidak diketahui1
Novi Rahmania AquarizaAfiliasi tidak diketahui1
Wa Ode Zulhidjah AwalyahInstitut Agama Islam Negeri Kendari1
Muhamad Dedi Manfaluthi ManfaluthiAfiliasi tidak diketahui1
Rini MaulidhawatiAfiliasi tidak diketahui1
Januarius MujiantoAfiliasi tidak diketahui1
Frimadhona SyafriAfiliasi tidak diketahui1
wilis nurlelaAfiliasi tidak diketahui1
Andini Lusiana SariAfiliasi tidak diketahui1
Widya AmaliaAfiliasi tidak diketahui1
Fahrur RoziInstitut Teknologi Sepuluh Nopember1
Hamidah Ary RuchanaAfiliasi tidak diketahui1
Endah PurwantiUniversitas Airlangga1
Kathrina RustipaAfiliasi tidak diketahui1
Lucky Kristina DamayantiAfiliasi tidak diketahui1
Abdul Malik Al HakimAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Metacognitive Think-Aloud Strategy for Reading Comprehension in Vocational High Schools with Varying Student Anxiety Levels</dc:title>
	<dc:creator>Sari, Shinta Puspita</dc:creator>
	<dc:creator>Hartono, Rudi</dc:creator>
	<dc:creator>Suwandi, Suwandi</dc:creator>
	<dc:description xml:lang="en-US">&amp;nbsp;Implementing effective strategy to teach reading comprehension is a must in order to overcome students’ obstacles in comprehending text. This study focuses on the effectiveness of Metacognitive Think a Loud Strategy in reading comprehension with different students’ anxiety. This study used quantitative research with a quasi experimental design. The data collection was done by using test and questionnaire to the students and conducted the pre-test and post-test. Then, to measure the data was analysed by using t-test in SPSS. The result of this study was that there was a significant effect of Metacognitive Think a Loud Strategy in teaching reading comprehension. There is a significant different between pre-test and post-test score of experimental class that using Meacognitive Think a Loud Strategy and there is significant different between experimental class and control class. Based on the data, it can be concluded that Metacognitive Think a Loud Strategy is effective in teaching reading comprehension with different students’ anxiety.
&amp;nbsp;</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2023-09-15</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/eej/article/view/72625</dc:identifier>
	<dc:identifier>10.15294/eej.v13i3.72625</dc:identifier>
	<dc:source xml:lang="en-US">English Education Journal; Vol 13 No 3 (2023): September 2023; 422-429</dc:source>
	<dc:source>2087-0108</dc:source>
	<dc:source>2502-4566</dc:source>
	<dc:source>10.15294/eej.v13i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/eej/article/view/72625/26023</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 English Education Journal</dc:rights>
</oai_dc:dc>