THE RELATIONSHIP OF STUDENTS’ METACOGNITIVE READING STRATEGIES AWARENESS AND READING COMPREHENSION: THE CASE OF THE SIXTH SEMESTER STUDENT OF ENGLISH DEPARTMENT UNIVERSITAS NEGERI PADANG (UNP)

Zuledwi Wahyuni; Ratmanida Ratmanida; Leni Marlina

doi:10.24036/jelt.v7i3.100314

THE RELATIONSHIP OF STUDENTS’ METACOGNITIVE READING STRATEGIES AWARENESS AND READING COMPREHENSION: THE CASE OF THE SIXTH SEMESTER STUDENT OF ENGLISH DEPARTMENT UNIVERSITAS NEGERI PADANG (UNP)

Zuledwi Wahyuni⁽¹⁾, Ratmanida Ratmanida⁽²⁾, Leni Marlina⁽³⁾,
(1) UNP

Indonesia
(2) UNP

Indonesia
(3) UNP

Indonesia

Corresponding Author
Copyright (c) 2018 Journal of English Language Teaching

DOI : https://doi.org/10.24036/jelt.v7i3.100314

Full Text:

Language : en

Abstract

This study is about the relationship of students’ metacognitive reading strategies awareness and reading comprehension: the cast of sixth semester students of English Department Universitas Negeri Padang (UNP). Since it is still doubted whether or not there is a significant correlation between the students’ Metacognitive Reading Strategies Awareness and Reading Comprehension, the writer conducted a research to obtain the answers to those questions. Prior to finding out relationship, the study tried to ascertain the level awareness and types strategies that respondents use when they read English academic texts, and their reading performance. Using SORS questionnaire and Test TOEFL with students’ k1-15 English department (UNP), the study found out that the awareness of respondents on using metacognitive reading strategies is on medium level. From three categories of metacognitive reading strategies, the Problem-Solving Strategies (PROB) is the most frequently used by respondents. On the level reading comprehension, the respondents got below average or low level. For correlation, the study used Pearson product correlation moment. The study reveals that there is no correlation between metacognitive reading strategies awareness and reading comprehension.

References

Ahmadi, M, R., Ismail, H, N., & Abdullahm, M, K, K. (2013). The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. English Language Teaching/ Canadian Center of Science and Education, 10, pp.235-244. '

Alsamadani, H. A. (2009). The relationship between Saudi EFL college-level students’ use of reading strategies and their EFL reading comprehension. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahUKEwiTytHehcjcAhXKNI8KHaKmBhoQFjAAegQIARAC&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.842.5495%26rep%3Drep1%26type%3Dpdf&usg=AOvVaw25bAQFqMnCuVmbH1ny68zp

Al-Sobhani, Y. A. (2013). Metacognitive reading strategies use by Yemeni EFL undergraduate university students. Frontiers of Language and Teaching, 4, 121-130.

Anderson, J, N. (2002). The Role of Metacognition in Second Language Teaching and Learning. Washington DC: ERIC Digests.

Baker, L. (2010). Metacognition. In Vibeke, G, A (Ed). Learning and Cognition in Education, pp. 128-134. Oxford: Elsevier.

Dabarera, C., Renandya, W, A., & Zhang, L, J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehesnsion. System, 42, pp. 462-473.

Grabe,William. (2002) .Teaching & Researching Reading. Britain: Pearson Education.

Hong-Nam, K. & Page, L. (2014). ELL high school students’ metacognitive awareness of reading strategy use and reading proficiency. Teaching English as a Second or Foreign Language: The Electronic Journal for English as a Second Language, 18(1). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume18/ej69/ej69a4/

Jacobs, J. E & Paris, S. G. (1987). Children’s Metacognition About Reading: Issues in Definition, Measurement, and Instruction. Educational Psychologist, 22, pp: 255-278.

Kolic-Vehovec, S & Bajsanski, I. (2006). Metacognitive strategies and reading comprehension in elementary-school students. European Journal of Psychology of Education. 21, pp 439-451.

Kuo, Yu-Chin, Yang, Szu-Wei and Hsin-Hung Kuo. (2010). Learning Bridge: A Reading Comprehension Platform with Rich Media. Journal World Academy of Science, Engineering and Technology.

Livingston, J, A. (2003). Metacognition: An Overview. Retrieved: August, 2015 from Educational Resources Information Center (ERIC).

Maasum, T., & Maarof, N. (2012). Empowering ESL readers with metacognitive reading strategies. Procedia – Social and Behavioral Science, 69, 1250-1258.

http://dx.doi.org/10.1016/j.sbspro.2012.12.058

Maggioni, L & Alexander, P, A. (2010). Knwoledge Domain and Domain Learning. In Vibeke, G, A (Ed). Learning and Cognition in Education, pp.118-127. Oxford: Elsevier.

Magogwe, J. M. (2013). Metacognitive awareness of reading strategies of University of Botswana English as a second language students of different academic reading proficiencies. Reading and Writing, 4(1), 1-8. Retrieved from http://dx.doi.org/10.4102/rw.v4i1.29

Matlin, M, W. (2009). Cognition (7th ed). New Jersey: John Wiley & Sons, Inc.

Mehrdad, A. G., Ahghar, M. R., & Ahghar, M. (2012). The effect of teaching cognitive and metacognitive strategies on EFL students’ reading comprehension across proficiency levels. Procedia– Social and Behavioral Sciences, 46, 3757-3763. http://dx.doi.org/10.1016/j.sbspro.2012.06.142

Mokhtari, K & Sheorey, R. (2002). Measuring ESL students‟ awareness of reading strategies. Journal of Developmental Education, 25, pp. 2-10.

Nagao, H. (2002). Using Top-Down Skills to Increase Reading Comprehension. Educational Resources Information Center (ERIC).

Nokes, T, J., Schunn, C, D & Chi, M, T, H. (2010). Problem Solving and Human Expertise. In Vibeke, G, A (Ed). Learning and Cognition in Education, pp. 144-117. Oxford: Elsevier.

Pammu, A., Amir, Z., &Maasum, T. (2014). Metacognitive reading strategies of less proficient tertiary learners: A case study of EFL learners at a public university in Makassar, Indonesia. Procedia – Social and behavioral Scences, 118, 357-364. http://dx.doi.org/10.1016/j.sbspro.2014.02.049

Pei, L. (2014). Does metacognitive strategy instruction indeed improve Chinese EFL learners’ reading comprehension performance and metacognitive awareness? Journal of Language Teaching and Research, http://dx.doi.org/10.4304/jltr.5.5.1147-1152

Philips, Deborah. (2007). Longman: Preparation Course for the TOEFL Test, Second Edition, pp. 13-60. Pearson Education, Inc.: 10 Bank Street, White Plains, NY 10606.

Pons, F., Rosnay, M, D & Cuisnier, F. (2010). Cognition and Emotion. Vibeke, G, A (Ed). Learning and Cognition in Education, pp. 78-84. Oxford: Elsevier.

Tavakoli, H. (2014). The effectiveness of metacognitive strategy awareness in reading comprehension: The case of Iranian university EFL students. The Reading Matrix, 14(2), 314-336.

Treiman, R. (2001). Reading. In M. Aronoff and J. Rees-Miller (Eds.), Blackwell Handbook of Linguistics (pp. 664- 672). Oxford: Blackwell.

Wiley, J & Jee, B, D. (2010). Cognition: Overview and Recent Trends. In Vibeke, G, A (Ed). Learning and Cognition in Education, pp. 3-9. Oxford: Elsevier.

Winarso, Bambang. (2016). Cara Menghitung Nilai Korelasi dengan Menggunakan Microsoft Excel 2010. Retrieved on August 17, 2017 from

Woolley, G. (2011). Reading Comprehension: Assisting Children with Learning Difficulties. Springer Science+Business Media B. pp 15-33.

Young, A & Fry, J, D. (2008). Metacognitive awareness and academic achievement in college students Journal of the Scholarship of Teaching and Learning, 8, pp. 1-10.

Yuksel, I., &Yuksel, I. (2012). Metacognitive awareness of academic reading strategies. Procedia – Social and Behavioral Sciences http://dx.doi.org/10.1016/j.sbspro.2011.12.164