The Correlation Between Metacognitive Reading Strategies and Students’ Reading Achievement

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.