Metacognitive In Reading: The Awareness of Less Proficient EFL Learners on Reading Strategies

Metathesis: Journal of English Language, Literature, and Teaching

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Field Value
 
Title Metacognitive In Reading: The Awareness of Less Proficient EFL Learners on Reading Strategies
 
Creator Yulita, Delti
 
Subject
 
Description This article addresses the profiles of metacognitive reading strategies used by less proficient EFL learners in one public university in the east of Indonesia. Data were collected from 54 undergraduate students using MARSI (Metacognitive Awareness Reading Strategy Inventory) questionnaire. The questionnaires were analyzed using descriptive and inferential statistics which revealed the level of metacognitive reading strategies used by the less proficient EFL students. The analysis found that there is a high level of using Support Strategy (M=3.92, SD=1.22) and followed by Problem Solving Strategy (M=3.91, SD=1.1) and a medium level of using Global Strategy (M=3.39, SD=1.05). The finding revealed the lack of reading strategy instruction that concern the global analysis of the text. The results suggest that the less proficient EFL students need to generate their metacognitive level on global analysis strategies to improve their reading comprehension.  
 
Publisher English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer
 
Contributor
 
Date 2019-10-21
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://jurnal.untidar.ac.id/index.php/metathesis/article/view/1403
10.31002/metathesis.v3i2.1403
 
Source Metathesis: Journal of English Language, Literature, and Teaching; Vol 3, No 2 (2019): Metathesis: Journal of English Language, Literature, and Teaching; 135-145
2580-2720
2580-2712
10.31002/metathesis.v3i2
 
Language eng
 
Relation http://jurnal.untidar.ac.id/index.php/metathesis/article/view/1403/1013
http://jurnal.untidar.ac.id/index.php/metathesis/article/downloadSuppFile/1403/106
 
Rights Copyright (c) 2019 Metathesis: Journal of English Language, Literature, and Teaching
http://creativecommons.org/licenses/by-sa/4.0
 

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