THE EFFECTIVENESS OF COGNITIVE AND METACOGNITIVE READING STRATEGIES ON NARRATIVE READING LITERACY

Agustina Dwi Fahruddiningsih; Nurul Chojimah; Susanto; Erna Iftanti

doi:10.70062/incoils.v5i1.423

Authors

Agustina Dwi Fahruddiningsih UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG
Nurul Chojimah UIN Sayyid Ali Rahmatullah Tulungagung
Susanto UIN Sayyid Ali Rahmatullah Tulungagung
Erna Iftanti UIN Sayyid Ali Rahmatullah Tulungagung

DOI:

https://doi.org/10.70062/incoils.v5i1.423

Keywords:

cognitive, metacognitive, reading strategies, narrative reading literacy

Abstract

ABSTRACT : This study was motivated by the academic anxiety experienced by senior high school students who struggle to comprehend narrative texts deeply and critically. Despite the importance of reading literacy in the twenty-first century, many students still engage in passive reading, focusing only on word recognition rather than higher-order comprehension. This research aimed to examine the effectiveness of integrating cognitive and metacognitive reading strategies in improving students’ narrative reading literacy. A quantitative quasi-experimental design was employed, involving two groups of eleventh-grade students at MAN 1 Trenggalek: an experimental group (n = 30) taught using cognitive and metacognitive strategies, and a control group (n = 30) taught through conventional methods. Data were collected through pre-tests and post-tests and analyzed using SPSS 25.0, including normality, homogeneity, and Mann-Whitney U tests. The results showed that the experimental group’s mean score increased from 45.00 to 80.17, while the control group improved from 46.33 to 61.33. The Mann-Whitney U test revealed a significant difference between the two groups (Sig. = 0.000 < 0.05). These findings indicate that the integration of cognitive and metacognitive strategies significantly enhances students’ narrative reading literacy and helps reduce academic anxiety by fostering active, reflective, and self-regulated reading.

Author Biographies

Nurul Chojimah, UIN Sayyid Ali Rahmatullah Tulungagung

ABSTRACT : This study was motivated by the academic anxiety experienced by senior high school students who struggle to comprehend narrative texts deeply and critically. Despite the importance of reading literacy in the twenty-first century, many students still engage in passive reading, focusing only on word recognition rather than higher-order comprehension. This research aimed to examine the effectiveness of integrating cognitive and metacognitive reading strategies in improving students’ narrative reading literacy. A quantitative quasi-experimental design was employed, involving two groups of eleventh-grade students at MAN 1 Trenggalek: an experimental group (n = 30) taught using cognitive and metacognitive strategies, and a control group (n = 30) taught through conventional methods. Data were collected through pre-tests and post-tests and analyzed using SPSS 25.0, including normality, homogeneity, and Mann-Whitney U tests. The results showed that the experimental group’s mean score increased from 45.00 to 80.17, while the control group improved from 46.33 to 61.33. The Mann-Whitney U test revealed a significant difference between the two groups (Sig. = 0.000 < 0.05). These findings indicate that the integration of cognitive and metacognitive strategies significantly enhances students’ narrative reading literacy and helps reduce academic anxiety by fostering active, reflective, and self-regulated reading.

Susanto, UIN Sayyid Ali Rahmatullah Tulungagung

ABSTRACT : This study was motivated by the academic anxiety experienced by senior high school students who struggle to comprehend narrative texts deeply and critically. Despite the importance of reading literacy in the twenty-first century, many students still engage in passive reading, focusing only on word recognition rather than higher-order comprehension. This research aimed to examine the effectiveness of integrating cognitive and metacognitive reading strategies in improving students’ narrative reading literacy. A quantitative quasi-experimental design was employed, involving two groups of eleventh-grade students at MAN 1 Trenggalek: an experimental group (n = 30) taught using cognitive and metacognitive strategies, and a control group (n = 30) taught through conventional methods. Data were collected through pre-tests and post-tests and analyzed using SPSS 25.0, including normality, homogeneity, and Mann-Whitney U tests. The results showed that the experimental group’s mean score increased from 45.00 to 80.17, while the control group improved from 46.33 to 61.33. The Mann-Whitney U test revealed a significant difference between the two groups (Sig. = 0.000 < 0.05). These findings indicate that the integration of cognitive and metacognitive strategies significantly enhances students’ narrative reading literacy and helps reduce academic anxiety by fostering active, reflective, and self-regulated reading.

Erna Iftanti, UIN Sayyid Ali Rahmatullah Tulungagung

ABSTRACT : This study was motivated by the academic anxiety experienced by senior high school students who struggle to comprehend narrative texts deeply and critically. Despite the importance of reading literacy in the twenty-first century, many students still engage in passive reading, focusing only on word recognition rather than higher-order comprehension. This research aimed to examine the effectiveness of integrating cognitive and metacognitive reading strategies in improving students’ narrative reading literacy. A quantitative quasi-experimental design was employed, involving two groups of eleventh-grade students at MAN 1 Trenggalek: an experimental group (n = 30) taught using cognitive and metacognitive strategies, and a control group (n = 30) taught through conventional methods. Data were collected through pre-tests and post-tests and analyzed using SPSS 25.0, including normality, homogeneity, and Mann-Whitney U tests. The results showed that the experimental group’s mean score increased from 45.00 to 80.17, while the control group improved from 46.33 to 61.33. The Mann-Whitney U test revealed a significant difference between the two groups (Sig. = 0.000 < 0.05). These findings indicate that the integration of cognitive and metacognitive strategies significantly enhances students’ narrative reading literacy and helps reduce academic anxiety by fostering active, reflective, and self-regulated reading.

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