THE EFFECT OF COGNITIVE STRATEGY INSTRUCTION (CSI) ON THE STUDENTS’ READING COMPREHENSION OF THE TENTH GRADE STUDENTS AT SMA SWASTA MELATI BINJAI IN ACADEMIC YEAR OF 2020/2021
Abstract
The study deals with an experimental research design which seeks for the effect of Cognitive Strategy Instruction (CSI) on the students’ reading comprehension in report text. The problems that had been identified by the writer were including that most of the students found difficulties in reading comprehension and needed long time to find main idea in reading text. 60 students at the tenth grade students of SMA Swasta Melati Binjai in the academic year of 2020/2021 were taken as the subject of the study. Reading test in the form of multiple choice consisted of 20 items was used to obtain the data on the variable. The final data then was analyzed by using technique of t-test analysis. Beside the instrument of testing the students’ comprehension in reading the report texts which was analyzed as valid by looking at that coefficient of tcounted (8.03) was much greater than the ttable coefficient (1.70113) and also it was analyzed as reliable by looking at that coefficient of reliability (0.907) was much greater than the rtable coefficient (0.3061); this was also showed through the t-test analysis that the coefficient was high and significant by looking at that coefficient of tcounted (3.24) was greater than the ttable coefficient (1.70113). This means that there is a significant effect of Cognitive Strategy Instruction (CSI) on the students’ reading comprehension in report text of the tenth grade students at SMA Swasta Melati Binjai in academic year of 2020/2021. Therefore, the hypothesis of the study was accepted.
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