This study aims to determine the code-switching used by English teachers in teaching English at SMA Pesantren Putri Al-Manawwarah. There is one problem in this study, namely the types of code-switching used by the research subject in teaching and learning of English at SMA Pesantren Putri Al-Manawwarah. The researchers conduct descriptive-qualitative research. This study uses a qualitative approach because the data are spoken. Therefore, it is interesting to observe this phenomenon to find out the types. The data collection are; observation, recording, and note. The result of this study shows that the details of code-switching used by the teacher. In the English teaching and learning process within 2x45 minutes, there are 114 utterances in English teaching and learning process which are pronounced by the teacher. There are three types of code-switching (inter sentential code-switching, Intra sentential code-switching, and tag switching). According to the type, there are 59 utterances of code-switching. The number of inter sentential code-switching is 31 utterances (53%), Intra sentential code-switching is 14 utterances (24%), and tag switching is 14 utterances (24%).

This study aims to describe the relationship of students' metacognitive awareness and their reading comprehension of narrative texts by employing a correlational study design. The participants of this study were students of IPS 3 Class of SMAN 3 Bone, South Sulawesi, consisting of 25 students. They were selected as participants for this study using cluster sampling. The researchers used a questionnaire and test to collect the data from participants. The questionnaire was used to determine the students' metacognitive awareness, while the test was used to assess their reading comprehension of narrative texts. Pearson Product Moment and regression analyses were conducted to find out the correlation between the two variables. Results of this study show a significant correlation between metacognitive awareness and students' reading comprehension of narrative texts with r 0.786 > r table 3.961. This research could have implications for the English teacher, students, and next researchers. ABSTRAKTujuan dari penelitian ini adalah untuk mendeskripsikan hubungan antara kesadaran metakognitif siswa dengan pemahaman bacaan mereka dalam teks naratif. Penelitian korelasional digunakan dalam penelitian ini. Sampel penelitian ini adalah siswa kelas XI IPS 3 SMAN 3 Bone. Mereka dipilih dengan menggunakan cluster random sampling yang terdiri dari 25 siswa. Peneliti menggunakan angket dan tes untuk mengumpulkan data dari sampel. Angket digunakan untuk mengetahui metakognitif siswa dan tes digunakan untuk mengetahui pemahaman bacaan siswa dalam teks naratif. Product Moment Pearson dan analisis regresi digunakan untuk mengetahui korelasi antara dua variabel. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara kesadaran metakognitif dengan kemampuan membaca siswa dalam teks naratif dengan r 0,786> r tabel 3,961. Penelitian ini dapat berimplikasi pada guru bahasa Inggris, siswa, dan peneliti selanjutnya.  How to Cite: Rosnaeni, Dj. M. Zuhri , Nur, H. (2020). Students' Metacognitive Awareness and Reading Comprehension of Narrative Texts. IJEE (Indonesian Journal of English Education), 7(1), 72-84. doi:10.15408/ijee.v7i1. 17027

The objective of this research is to know the student’s motivated in learning reading comprehension. This research employed descriptive quantitative. The population of this research was the third semester of English Study Program in STAIN Watampone. This research used cluster random sampling. The sample of this research was 25 students. The data were collected by questionnaire. The result of the data showed that the students’ motivation in learning reading comprehension is 87.14 and it is categorized as strongly motivated. Therefore, it can be stated that motivation is one of the most essential factors that has a direct impact on the enhancing of reading comprehension, but the teachers need to know that the students are motivated differently.

The objective of the research aims to find out whether the use of folktales can improve the students’ writing ability or not.Quasi-experimental design was applied in this research with two classes of the students. The first class as an experimental class and the second as a control class that was given different treatment. The instrument of this research was a written test. The population of this research was the first year students of SMA Negeri 2 Watampone, academic year 2012-2013. The number of population was 420 students consisted of 14 classes. A sample of this research was taken by using cluster random sampling technique; there were 60 students as sample, 30 students in X-9 as experimental class and 30 students in X-10 as control class. Data were collected through written test administered in the pretest and posttest. The mean score of pretest in experimental class is 47.93 and mean score of posttest is 73.5. While the mean score of pretest in control class is 52.36 and mean score of posttest is 66.37. It can be conclude that there is significant difference of the students after the use of folktales in improving their writing ability.

This paper presents research about “Identification the Students’ Pronunciation Problems in Pronouncing –ed ending at English Study Program of IAIN Bone”. The sample consists of 5 students at the third semester in IAIN Bone. This research uses qualitative method by analyzing data using observation and interview. This paper aims to show the problems that students faced in pronouncing the –ed ending words. The result showed that most of the students were difficult to pronounce the –ed ending words correctly. They did not know how to pronounce and differentiate the words with final –ed, -d, or -t. The problems encountered by the students in pronouncing –ed ending caused by their lack of knowledge of the pronunciation of –ed ending. It is also possible that they do not know the theory well, and they are not able to practice it orally. So, the researchers concluded that there are some problems affecting the students’ ability to pronounce the –ed ending words. It because the students could not differentiate which one is final of /d/ id / and t/, the students also have lack of knowledge about –ed ending words.