The Correlation Between Metacognitive Reading Strategies and Students’ Reading Achievement

Regina Cahyani Zamrudi; Ainul Addinna

doi:10.24036/jelt.v13i4.131362

The Correlation Between Metacognitive Reading Strategies and Students’ Reading Achievement

Regina Cahyani Zamrudi⁽¹⁾, Ainul Addinna⁽²⁾,
(1) Universitas Negeri Padang

Indonesia
(2) Universitas Negeri Padang

Indonesia

Corresponding Author
Copyright (c) 2024 Regina Cahyani Zamrudi

DOI : https://doi.org/10.24036/jelt.v13i4.131362

Full Text:

Language : en

Abstract

This study investigates the relationship between metacognitive reading strategies and students' reading achievement at Universitas Negeri Padang. It aims to determine whether students who utilize metacognitive reading strategies exhibit higher academic performance, particularly in reading tasks. A correlational design with quantitative methods was employed, involving questionnaires to assess metacognitive strategy use and document analysis of reading scores for 54 students. Data analysis revealed a significant correlation by using IBM SPSS Statistics 25. Data analysis through Spearman coefficient showed value 0.659 (p < 0.001), suggesting that alternative hypothesis was accepted. It means frequent use of metacognitive strategies is associated with higher reading achievement.

Keywords

Metacognitive Reading Strategies; Reading Achievement; Correlational Study

References

Ahmadi, M. R., Ismail, H. N., & Abdullah, M. K. K. (2013). The importance of metacognitive reading strategy awareness in reading comprehension. English Language Teaching, 6(10), 235–244. Retrieved from https://doi.org/10.5539/elt.v6n10p235

Fadilah, F. D., Ridwan, N. M., Putri, N. D., Prayoga, S., & Ihsan, M. T. (2021). The Role of Metacognition Strategy To Enhance Reading Comprehension. Jurnal Riset Dan Inovasi Pembelajaran, 1(3), 206–213. Retrieved from https://doi.org/10.51574/jrip.v1i3.231

Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, 34(10), 906–911. Retrieved from https://www.semanticscholar.org/paper/Metacognition-and-Cognitive-Monitoring%3A-A-New-Area-Flavell/ee652f0f63ed5b0cfe0af4cb4ea76b2ecf790c8d

Ghaith, G., & El-Sanyoura, H. (2019). Reading Comprehension: The Mediating Role of Metacognitive Strategies. Reading in a Foreign Language, 31(1), 19–43.

Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ Metacognitive Awareness of Reading Strategies. Journal of Educational Psychology, 94(2), 249–259. Retrieved from https://doi.org/10.1037/0022-0663.94.2.249

Safura, S., & Helmanda, C. M. (2020). The Analysis of English Department Students’ Difficulties in Mastering Reading Text at Muhammadiyah Aceh University. International Journal for Educational and Vocational Studies, 2(4), 560–563. Retrieved from https://doi.org/10.29103/ijevs.v2i4.2200

Satriani, E. (2018). Reading Comprehension Difficulties Encountered by English Students of Universitas Islam Riau. Journal of English for Academic (J-SHMIC), 5(2), 15–26.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology. Retrieved from https://doi.org/10.1006/ceps.1994.1033

Wahyuni, Z., Ratmanida, & Marlina, L. (2018). 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). Journal of English Language Teaching, 7(3), 399–413. Retrieved from http://ejournal.unp.ac.id/index.php/jelt/article/view/100314

Wijaya, K. F., & Mbato, C. L. (2022). The Important Role of Metacognitive Strategies in Indonesian Efl Reading Learning Contexts. UC Journal: ELT, Linguistics and Literature Journal, 3(1), 11–23. Retrieved from https://doi.org/10.24071/uc.v3i1.3445