Article Sidebar

Submitted
November 2, 2021
Accepted
November 4, 2023
Published
November 6, 2023
Download
PDF
Statistic
Read Counter : 117 Download : 76

Downloads

Download data is not yet available.

Main Article Content

Abstract

This research aims to investigate the metacognitive strategies employed by English students at Bengkulu University in reading comprehension. This research was a descriptive quantitative study with the design was survey. The design intends to describe the students’ frequencies in employing metacognitive strategies and also the students’ awareness of metacognitive strategies appropriateness in reading comprehension. The population of this study was English students in KIP Faculty at Bengkulu University. The sample was 92 of English students overall. The sample was taken by using simple random sampling technique. The data were collected by using MARSI questionnaire by Mochtari & Reichard. The data obtained from questionnaire was analyzed by using scoring rubric of MARSI questionnaire and used mean formula to calculate the students’ results. The results have revealed that students highly preferred to employ Problem Solving Strategies (3.00) in reading. Global Reading Strategies was the medium strategy preferred by students (2.88). The least strategy preferred by students was Support Reading Strategies (2.82).The result also indicated that English students are frequently employee metacognitive strategies in reading. As conclusion, this study has revealed that students most frequently employed problem-solving strategies (PROB). The study has also found that students have medium awareness of metacognitive strategies appropriateness in reading.

Keywords

Metacognitive Strategies strategies’ frequency use awareness.

Article Details

License

Copyright (c) 2023 Journal of English Education and Teaching

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Devina Septiani, Azhar Aziz Lubis, & Sufiyandi, S. (2023). Metacognitive Strategies Employed by English Students in Reading Comprehension. Journal of English Education and Teaching, 7(4), 1009–1022. https://doi.org/10.33369/jeet.7.4.1009-1022
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Affelbarch P., Pearson PD., Paris SG. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
  2. Aziz, Zulfadli A., Nasir C., & Ramazani.(2019). Applying metacognitive strategies in comprehending English reading texts. CELT Journal, 19(1), 137-159.
  3. Bria, M. G., CM., & Mbato C. L. (2019). Metacognitive strategies of undergraduate and postgraduate students in reading. LLT Journal, 22(2), 182-197.
  4. Brown, H. D. (2000). Teaching by Principles: An interactive approach to language pedagogy, Second edition. San Fransisco, California: Pearson Education.
  5. Cahyono, B. Y. & Widiati U. (2006).The teaching of EFL reading in the Indonesian context: the state of the art. TEFLIN Journal, 17(1), 36-58.
  6. Deliany, Z., & Cahyono, B.Y. (2020). Metacognitive reading strategies awareness and metacognitive reading use of EFL university students across gender. SIELE Journal, 7(2), 421-437.
  7. Dornyei, Z., (2005). The psychology of the language learner; individual differences in second language acquisition. London: Lawrence Erlbaum Associates.
  8. Dornyei, Z., & Ryan, S. (2015). The Psychology of the language learner: revisited. New York: Routledge.
  9. Gatcho, A. G., & Hajan, B. H. (2019). Augmenting ESL learners’ reading skills through explicit instruction of metacognitive strategies. JEELS Journal, 6(1), 1-23.
  10. Hamiddin & Saukah A. (2020). Investigating metacognitive knowledge in reading comprehension: The case of Indonesian undergraduate students. IJAL, 9(3), 608-615, doi: 10.17509/ijal.v9i3.23211
  11. Mochtari, K. & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Education Psychology, 94(2), 249-259.
  12. Oxford, R. 1990. Language Learning Strategies: What every teacher should knows. University of Alabama, Boston. Heinle & Heinle publications.
  13. O’Malley, J & Chamot, A. 1990. Learning strategies in second language acquisition. Cambridge University: CUP.
  14. Sari, Mariska Intan. (2016). Cognitive and metacognitive reading strategy use and reading comprehension performance of Indonesian EFL pre-service teachers. Journal of Foreign Language Teaching & Learning, 1(2), 46-61.
  15. Suharni, T. (2017). The use of metacognitive reading strategies by EFL learners in reading. Reading in English and Education (READ) Journal, 2(1), 9-18.
  16. Syafrianti, H., Suwarno, B., &Elfrida. (2018). Metacognitive strategies and student’s reading comprehension: an experimental study at SMKN 1 kota Bengkulu. JEET Journal, 2(3), 62-71.
  17. Wilson N. S. & Smetana L. (2011). Quetioning as thinking: a metacognitive framework to improve comprehension of expository text. Literacy UKLA, 45(2), 84-90.
  18. Zaree, A. (2007). The relationship between cognitive and meta-cognitive strategy use and EFL reading achievement. Journal of Applied Psychology, 2(5), 105-119.