Making Connections: A Metacognitive Teaching Strategy in Enhancing Students’ Reading Comprehension

Journal of English Education

View Publication Info
 
 
Field Value
 
Title Making Connections: A Metacognitive Teaching Strategy in Enhancing Students’ Reading Comprehension
 
Creator G. Nobles, Louise Mariz Antoinette
Ortega-Dela Cruz, Ruth
 
Subject college students; English language; education; making connections; metacognitive teaching strategy; reading comprehension
 
Description Reading comprehension skill is crucial for success beyond academic endeavor. However, even academic success can never be possible when a student does not understand the importance of developing good reading comprehension. Using one-group pretest–posttest research design, the study explored the effect of making connections as a metacognitive teaching strategy to enhance the students’ reading comprehension. Purposively selected college students were given assessments and intervention. Based on the data gathered from the pretest and posttest, findings revealed that application of metacognitive teaching strategy, making connections has a positive effect on enhancing the students’ level of reading comprehension as indicated by an increase from average to very high level. The six levels of reading comprehension which were the literal, inferential, appreciative, critique, and evaluative also showed improvement. Results of the Metacognitive Awareness Reading Strategies Inventory (MARSI) indicated that students were unconsciously using Global reading, Problem-solving, and Support reading strategies. Focus group discussion revealed factors that affect the reading comprehension such as interest, teaching styles, and language. The study suggested the important role that educators play in maximizing the benefits of making connections and making use of any other metacognitive strategy towards developing higher level of comprehension leading to academic success.
 
Publisher Universitas Sembilanbelas November Kolaka
 
Contributor
 
Date 2020-06-16
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://usnsj.com/index.php/JEE/article/view/5.1.49-61
10.31327/jee.v5i1.1209
 
Source Journal of English Education; Vol 5, No 1 (2020): JEE; 49-61
2502-6909
2502-9207
10.31327/jee.v5i1
 
Language eng
 
Relation http://usnsj.com/index.php/JEE/article/view/5.1.49-61/pdf
 
Rights Copyright (c) 2020 Ruth Ortega-Dela Cruz
https://creativecommons.org/licenses/by/4.0
 

Contact Us

The PKP Index is an initiative of the Public Knowledge Project.

For PKP Publishing Services please use the PKP|PS contact form.

For support with PKP software we encourage users to consult our wiki for documentation and search our support forums.

For any other correspondence feel free to contact us using the PKP contact form.

Find Us

Twitter

Copyright © 2015-2018 Simon Fraser University Library