Metacognitive reading strategies used by the fifth semester of English teacher education department students in academic year 2015-2016

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Arini, Shella (2018) Metacognitive reading strategies used by the fifth semester of English teacher education department students in academic year 2015-2016. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

English foreign language learners literally can read the text but a few of them can comprehend it. Mokhtari and Reichard (2002) referred to meta-cognition as awareness and monitoring processes described as “the knowledge of readers’ cognition about reading and self-control mechanism. By implementing this strategy, the readers will more pay attention to the process of reading (planning, monitoring, and evaluation). Considering the reasons stated previously, the researcher tries to analyze the most meta-cognitive strategies used by students of English Teacher Education Department in comprehending the reading text. The design of this study is descriptive-qualitative. According to Maxwell (1996) the strength of qualitative research derives primarily from its inductive approach, its focus on specific situation or people, and its emphasis on words rather than the numbers. This research was conducted in UINSA Surabaya with 90 students from the fifth semester of English teacher department students as a subject. Questionnaire based Meta-cognitive Awareness of Reading Strategies Inventory (MARSI) by Mokhtari & Reichard, 2002) which was designed to assess adult readers’ meta-cognitive awareness and perceived use of reading strategies while reading academic or school-related materials. In the awareness of metacognitive reading strategies, In particular, Problem-Solving Strategies (PROB) is reported to be the highest of the three for all the categories with the mean 3.5. the other two are categorized as a moderate use of subscales of reading strategies with the mean for Global Reading strategies (GLOB) is 3.4 and the Support reading strategies (SUPP) is 3.4. The overall mean scores show a relatively moderate overall usage (mean =3.4) of meta-cognitive reading strategies among students using all the 30 metacognitive reading strategies in reading process. In other words, the study revealed that the level of metacognitive reading strategies is moderately being used by the learners in this study.