DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Metacognitive Strategies in Reading Comprehension: The Case of Indonesian University EFL Students with Different Reading Ability

thaibatun nisa

Abstrak


ABSTRAK

 

Nisa, Thaibatun. 2016. Metacognitive Strategies in Reading Comprehension: The Case of Indonesian University EFL Students with Different Reading Ability. Thesis. Graduate Program in English Language Teaching, State University of Malang. Advisors: (I) Prof. Utami Widiati, M.A., Ph.D., (II) Dr. Sri Rachmajanti, Dip.TESL., M.Pd.

 

Key words: Metacognitive strategies, reading comprehension, reading ability, university EFL students.

In academic context, reading in a second or foreign language is being an important component in language learning (Zoghi, et al., 2010). Reading is a complex endeavor that involves many activities such as understanding and remembering the idea, identifying the information, monitoring comprehension and synthesizing the information. A successful comprehension does not occur automatically, but it depends on direct cognitive effort. Cognitive effort refers to metacognitive processing, which consist of knowledge about and regulation of cognitive processing.

This study aims to investigate the metacognitive strategies employed by University EFL students and the metacognitive strategies used by University EFL students with different reading ability. This study employed descriptive quantitative and ex-post facto design by using questionnaire and reading test instrument in form of TOEFL test, and it was supported by thinking aloud protocol or TAP and interview. The population for this research was graduate students ELT Islamic University Malang and samples were the regular graduate students. The students who participated in this study were 50 students of 3 classes.

The result of this study showed that EFL students in Indonesia demonstrate moderate to high usage of metacognitive reading strategies. The most frequently use of the strategies is Problem-solving strategies, followed by Global reading strategies and Support reading strategies. The high ability students and the low ability students has significant differences in their mean score of reading comprehension test. High reading ability students tend to use Problem Solving Strategies followed by Global Reading Strategies and Support Reading Strategies. In contrast, low reading ability students tend to use Global-reading strategies followed by Problem-solving strategies and support reading strategies. Along three categories of metacognitive reading strategy in SORS, Global Reading Strategies and Support Reading Strategies categories show that both  two group reading ability have differences in reading strategies but it is not significant, while Problem Solving Strategies categories show significant difference between two group reading ability.