THE CORRELATION BETWEEN STUDENTS’ METACOGNITIVE READING STRATEGY AND THEIR CRITICAL THINKING SKILL IN ENGLISH LEARNING FOR 11TH GRADE AT MAN 1 TRENGGALEK

MEI SRIUTAMI, 126203213212 (2025) THE CORRELATION BETWEEN STUDENTS’ METACOGNITIVE READING STRATEGY AND THEIR CRITICAL THINKING SKILL IN ENGLISH LEARNING FOR 11TH GRADE AT MAN 1 TRENGGALEK. [ Skripsi ]

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Abstract

ABSTRACT Mei Sriutami. Student Register Number. 126203213212. 2025. The Correlation Between Students’ Metacognitive Reading Strategy and Their Critical Thinking Skill in English Learning for 11th Grade at MAN 1 Trenggalek. English Education Department. Faculty of Tarbiyah and Teacher Training. Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Susanto, S.S., M.Pd. Keywords: Reading Strategy, Metacognitive Reading Strategy, Critical Thinking Skill. Reading is an essential skill in English learning that involves understanding, analyzing, and interpreting information from texts. However, many students still face difficulties not only in comprehending texts but also in evaluating and thinking critically about what they read. One strategy that supports reading comprehension is the Metacognitive Reading Strategy, which helps students plan, monitor, and evaluate their reading process. It is believed that students with strong metacognitive reading strategies tend to have better critical thinking skills. The main aim of this research was to know whether there is any correlation between students’ Metacognitive Reading Strategy and their Critical Thinking Skill in English learning for XI grade at MAN 1 Trenggalek. The formulation of the of the research question was, “Is there any correlation between students’ Metacognitive Reading Strategy and their Critical Thinking Skill in English learning for XI grade at MAN 1 Trenggalek?”. The method used in this research was collected by quantitative with a correlational design. The population consisted of 241 11th-grade students of MAN 1 Trenggalek in the 2024/2025 academic year, and the sample was 72 students selected using purposive sampling. The instruments used were the Metacognitive Reading Strategy Questionnaire (MRSQ) and the Critical Thinking Questionnaire (CThQ). The data were analyzed using Pearson Product-Moment Correlation with SPSS 27 From the statistical computation, it revealed that the correlation coefficient obtained was 0.708, with a P-value of 0.000. The correlation coefficient of 0.708 lies within the range of 0.70–0.89 indicating a high positive correlation. Based on the significance level of 0.000 (0.000 < 0.05), the null hypothesis (H₀) was rejected, and the alternative hypothesis (H₁) was accepted. Therefore, this study concluded that there is a correlation between students’ Metacognitive Reading Strategy and their Critical Thinking Skill in English learning for XI-grade students at MAN 1 Trenggalek. The findings suggest that teachers should support the development of these strategies in reading lessons. Future studies can explore which strategies are most effective for improving critical thinking

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