Gender differences in reading comprehension using metacognitive reading strategy

Mar’atussholekah, Ziqma (2022) Gender differences in reading comprehension using metacognitive reading strategy. Undergraduate (S1) thesis, Universitas Islam Negeri Walisongo Semarang.

[thumbnail of Skripsi_1803046058_ZIiqma_Mar_Atussollekah] Text (Skripsi_1803046058_ZIiqma_Mar_Atussollekah)
Skripsi_1803046058_ZIiqma_Mar_Atussollekah.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (3MB)

Abstract

The current research aims to explain male and female students’ ability in reading comprehension using metacognitive reading strategy and to analyze significant differences in the use this strategy. The study employed quantitative method and survey research design. The study involves 23 undergraduate students at International Class Program of English Education Department of UIN Walisongo Semarang in the academic year 2022/2023. It consisted of 16 females and 7 males. The data are collected through the reading test by Google Meet, a reading test used to find out students’ understanding of reading text using metacognitive reading strategy, then using the Online Survey Reading Strategies (OSORS) that spread using Google form link and online interviews using Google Meet. The strategies on the OSORS were scored on 1-5 scale. The data were analyzed through a simple calculation to find out the level of the use metacognitive reading strategy of the students, and the statistical test of Mann Whitney U test was conducted to know the difference between females and males. The results show that all of the students indicated high metacognitive reading strategies use. Despite there is a different level of metacognitive reading strategy use between female and male students, further analysis using the Mann-Whitney U test shows that the result is 3.59 (p>0.05) in the reading test and .184 (p>0.05) in the level of metacognitive reading strategy meaning that the difference is not significant. Thus, gender plays no role in determining the metacognitive reading strategies awareness and metacognitive reading strategies use.

Item Type: Thesis (Undergraduate (S1))
Uncontrolled Keywords: Gender differences; Metacognitive reading strategy; Reading comprehension
Subjects: 300 Social sciences > 305 Social groups > 305.3 People by gender or sex
300 Social sciences > 370 Education > 371 School management; special education > 371.3 Metode, kegiatan belajar mengajar; metode pembelajaran
400 Language > 420 English and Old English > 421 English writing system and phonology
Divisions: Fakultas Ilmu Tarbiyah dan Keguruan > Tadris > 88203 - Pendidikan Bahasa Inggris
Depositing User: Chantika Khoirunnisaa
Date Deposited: 25 Feb 2023 01:53
Last Modified: 25 Feb 2023 01:53
URI: https://eprints.walisongo.ac.id/id/eprint/18912

Actions (login required)

View Item
View Item

Downloads

Downloads per month over past year

View more statistics