THE EFFECTIVENESS OF COGNITIVE AND METACOGNITIVE READING STRATEGIES ON STUDENTS` NARRATIVE READING LITERACY OF ELEVENTH GRADERS AT MAN I TRENGGALEK

AGUSTINA DWI FAHRUDDININGSIH, 1880510240012 and SUSANTO, 197308311999031002 and ERNA IFTANTI, 197203072009012002 (2026) THE EFFECTIVENESS OF COGNITIVE AND METACOGNITIVE READING STRATEGIES ON STUDENTS` NARRATIVE READING LITERACY OF ELEVENTH GRADERS AT MAN I TRENGGALEK. [ Thesis ]

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Abstract

This thesis, entitled “The Effectiveness of Cognitive and Metacognitive Reading Strategies on Students` Narrative Reading Literacy of Eleventh Graders at MAN I Trenggalek,” was written by Agustina Dwi Fahruddiningsih, Student ID No. 1880510240012, English Education Study Program, with advisors Dr. H. Susanto, S.S., M.Pd and Prof. Dr. Erna Iftanti, S.S., M.Pd. Keywords: Cognitive and Metacognitive, Reading Strategies, Narrative Reading Literacy, MAN I Trenggalek Narrative reading literacy was an essential competency needed by eleventh-graders students of MAN I Trenggalek, particularly to face the academic ability test (TKA) and the demands of 21st-century learning. This competency was not merely about understanding the text literally, but also about reading critically and deeply, making inferences, monitoring comprehension during the reading process, and evaluating the text content reflectively. To address the need for improving narrative reading literacy, a solution was provided through the implementation of cognitive and metacognitive reading strategies. These strategies served as a provision for students to read more strategically, structurally, and independently. This study aimed to examine the significant effect of using cognitive and metacognitive reading strategies on students' narrative reading literacy. This study employed a quantitative approach with a two-group pretest-posttest quasi-experimental design. The population was all eleventh-graders students at MAN I Trenggalek in the academic year 2025/2026. The samples were selected using purposive sampling technique, namely class XI C as the experimental group (30 students) taught using cognitive and metacognitive strategies, and class XI F as the control group (30 students) taught using conventional methods. The research instrument was a multiple-choice narrative reading test. Data analysis used normality tests, homogeneity tests, independent sample t-tests, and N-Gain tests. The results showed that cognitive and metacognitive reading strategies had a significant positive impact on the narrative reading literacy skills of eleventh-graders students at MAN I Trenggalek. Students who were taught using these strategies demonstrated notable improvements in their reading abilities. Cognitive strategies such as skimming, scanning, inferencing, and summarizing helped students process information directly from the text, enabling them to understand the plot, characters, conflict, and resolution more systematically. Meanwhile, metacognitive strategies which included planning, monitoring, and evaluation gave students greater control over their thinking processes, allowing them to move beyond passive reading and become capable of interpreting implied meanings and critically evaluating the content of the text. Supported by the statistical results the independent sample t-test conducted on the posttest scores revealed a significance value of 0.000 (p < 0.05), leading to the rejection of H₀ and the acceptance of H₁. Furthermore, the N-Gain test results confirmed that the improvement in the experimental group (62.56%) fell into the medium category. Therefore, it can be concluded that cognitive and metacognitive reading strategies effective on narrative reading literacy of eleventh-graders students at MAN I Trenggalek.

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