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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) · pp. 422–429

DOI
10.15294/eej.v13i3.72625
ISSN
2087-0108, 2502-4566
Published
2023-09-15
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Collaboration network of the authors

40 authors · 136 co-authorship links · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Institut Agama Islam Negeri Kendari
  • Cenderawasih University
  • Institut Teknologi Sepuluh Nopember
  • Universitas Airlangga
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Januarius MujiyantoAffiliation unknown12
Issy YuliasriAffiliation unknown8
Abdurrachman FaridiAffiliation unknown7
Sri Wuli FitriatiAffiliation unknown5
Djoko SutopoAffiliation unknown4
SRI WAHYUNIAffiliation unknown3
Puji AstutiAffiliation unknown3
Mursid SalehAffiliation unknown3
Sri Wuli FitriatiAffiliation unknown3
Hendi PratamaAffiliation unknown2
Dwi RukminiAffiliation unknown2
Ahmad SofwanAffiliation unknown2
Bambang PurwantoAffiliation unknown2
Yuliana YulianaCenderawasih University2
Eka FatmawatiAffiliation unknown2
Dwi Anggani Linggar BharatiAffiliation unknown2
Zulfa SakhiyyaAffiliation unknown2
Rosnawintang RosnawintangAffiliation unknown1
Nur AzisahAffiliation unknown1
Elisabeth Lenny MaritAffiliation unknown1
Fahrulman FahrulmanAffiliation unknown1
Nyayu Yayu SuryaniAffiliation unknown1
Nesia OktaniaAffiliation unknown1
Novi Rahmania AquarizaAffiliation unknown1
Wa Ode Zulhidjah AwalyahInstitut Agama Islam Negeri Kendari1
Muhamad Dedi Manfaluthi ManfaluthiAffiliation unknown1
Rini MaulidhawatiAffiliation unknown1
Januarius MujiantoAffiliation unknown1
Frimadhona SyafriAffiliation unknown1
wilis nurlelaAffiliation unknown1
Andini Lusiana SariAffiliation unknown1
Widya AmaliaAffiliation unknown1
Fahrur RoziInstitut Teknologi Sepuluh Nopember1
Hamidah Ary RuchanaAffiliation unknown1
Endah PurwantiUniversitas Airlangga1
Kathrina RustipaAffiliation unknown1
Lucky Kristina DamayantiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/eej/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (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>
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