The Correlation between Students’ Metacognitive Strategy and their Reading Comprehension in Higher Education
Keywords:Metacognitive Reading Strategy, Reading Comprehension, Higher Education
Numerous studies have been undertaken on metacognitive awareness and reading comprehension at the secondary school level. Consequently, this study focuses on these characteristics within the higher education level. This study aims to reveal students' metacognitive awareness in reading strategies, the levels of their reading comprehension, and how these two variables are correlated in higher education. To achieve the mentioned objectives, quantitative method, particularly descriptive and correlational approaches were employed. This study's sample consisted of the fifth-semester English Education students at IAIN Bone throughout the 2020/2021 academic year. Cluster random sampling is the sampling method utilized in this study. In order to collect the necessary data, two instruments were used, which were questionnaire to reveal students’ metacognitive reading strategy, and reading test to find out students’ reading comprehension. The result showed that most students routinely employed reading strategies while reading English material, and among the three metacognitive reading strategies, Problem-solving Reading Strategies was the most popular option. Besides, the result indicates that students' reading comprehension is characterized as weak. Furthermore, students’ metacognitive reading strategy has an effect on reading comprehension since they involve the use of self-awareness and intentional motivation to employ one or more techniques for keeping tabs on how well one is grasping what they're reading. It can be concluded that students who employ metacognitive reading strategy have a greater chance of understanding a text, when compared to students with poor metacognitive reading strategy.
Ahmadian, M., & Pasand, P. G. (2017). EFL Learners’ Use of Online Metacognitive Reading Strategies and its Relation to their Self-Efficacy in Reading. In The Reading Matrix: An International Online Journal (Vol. 17, Issue 2).
Al-Dawaideh, A. M., & Al-Saadi, I. A. (2013). Assessing metacognitive awareness of reading strategy use for students from the faculty of education at the university of King Abdulaziz. Meviana International Journal of Education, 3, 223-235.
Alhaqbani, A., & Riazi, M. (2012). Metacognitive awareness of reading strategy use in Arabic as a second language. 24(2). http://nflrc.hawaii.edu/rfl
Amani, F. (2017). The Relationship between Students’ Metacognitive Strategy and Their Reading Achievement (A Correlational Study at the Fifth Semester Students of Department of English Education in the Academic Year 2017/2018 UIN Syarif Hidayatullah Jakarta) (Bachelor’s thesis, UIN Syarif Hidayatullah Jakarta: Fakultas Ilmu Tarbiyah dan Keguruan, 2017).
Anderson, N. J. (2022). The Role of Metacognition in Second Language Teaching and Learning. www.eric.ed.gov
Cetinkaya, P., & Erktin, E. (2002). Assessment of Metacognition and its Relationship with Reading Comprehension Achievement and Aptitude. Boğaziçi University Journal of Education.
Chamot, A. U. (2004). Issues in Language Learning Strategy Research and Teaching. In Electronic Journal of Foreign Language Teaching (Vol. 1, Issue 1). http://e-flt.nus.edu.sg/
Fachruddin, A. C., & Akil, M. (2018). The Effects of Task-Based Language Teaching (TBLT) Approach on Reading Comprehension.
Guan, C. Q., Roehrig, A. D., Mason, R. S., & Meng, W. (2011). Psychometric properties of meta-cognitive awareness of reading strategy inventory. Journal of Educational and Developmental Psychology, 1(1), 3.
Hong-nam, K. (2014). ELL High School Students’ Metacognitive Awareness of Reading Strategy Use and Reading Proficiency. The Electronic Journal for English as a Second Language, 18(1).
Hosp, J. L., & Suchey, N. (2014). Reading assessment: Reading fluency, reading fluently, and comprehension-commentary on the special topic. In School Psychology Review (Vol. 43, Issue 1, pp. 59–68). National Association of School Psychologist. https://doi.org/10.1080/02796015.2014.12087454
Jude, W. I., & Ajayi, O. B. (2012). Literal level of student’s comprehension in Nigeria: A means for growing a new generation African scholars. Journal of Education and Practice, 3(7), 120–129. www.iiste.org
Kendeou, P., McMaster, K. L., & Christ, T. J. (2016). Reading Comprehension: Core Components and Processes. In Policy Insights from the Behavioral and Brain Sciences (Vol. 3, Issue 1, pp. 62–69). SAGE Publications Ltd. https://doi.org/10.1177/2372732215624707
Madhumathi, P., & Ghosh, A. (2012). Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement. English Language Teaching, 5(12), 131–140. https://doi.org/10.5539/elt.v5n12p131
Martínez, A. C. L. (2008). Analysis of ESP university students' reading strategy awareness. Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), (15), 165-176
Memiş, A., & Bozkurt, M. (2013). The relationship of reading comprehension success with metacognitive awareness, motivation, and reading levels of fifth grade students. 8(15), 1242–1246. https://doi.org/10.5897/ERR2013.1544
Meniado, J. C. (2016). Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students. English Language Teaching, 9(3), 117. https://doi.org/10.5539/elt.v9n3p117
Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ Metacognitive Awareness of Reading Strategies. Journal of Educational Psychology, 94(2), 249–259. https://doi.org/10.1037/0022-06188.8.131.52
Mónos, K. (2016). A Study of the English Reading Strategies of Hungarian University Students with Implications for Reading Instruction in an Academic Context. Malaysian Journal of ELT Research, 1(1), 23.
Pammu, A., Amir, Z., & Maasum, T. N. R. T. Mohd. (2014). Metacognitive Reading Strategies of Less Proficient Tertiary Learners: A Case Study of EFL Learners at a Public University in Makassar, Indonesia. Procedia - Social and Behavioral Sciences, 118, 357–364. https://doi.org/10.1016/j.sbspro.2014.02.049
Rahimi, M., & Katal, M. (2012). Metacognitive strategies awareness and success in learning english as a foreign language: An overview. Procedia - Social and Behavioral Sciences, 31, 73–81. https://doi.org/10.1016/j.sbspro.2011.12.019
Rastegar, M., Mehrabi Kermani, E., & Khabir, M. (2017). The Relationship between Metacognitive Reading Strategies Use and Reading Comprehension Achievement of EFL Learners. Open Journal of Modern Linguistics, 07(02), 65–74. https://doi.org/10.4236/ojml.2017.72006
Reza Ahmadi, M., Nizam Ismail, H., & Kamarul Kabilan Abdullah, M. (2013). The importance of metacognitive reading strategy awareness in reading comprehension. English Language Teaching, 6(10), 235–244. https://doi.org/10.5539/elt.v6n10p235
Saadatnia, M., Ketabi, S., & Tavakoli, M. (2016). EFL Learners’ Levels of Comprehension Across Text Structures: A Comparison of Literal and Inferential Comprehension of Descriptive and Enumerative Expository Texts. Journal of Psycholinguistic Research, 45(6), 1499–1513. https://doi.org/10.1007/s10936-016-9414-6
Sutiyatno, S., & Sukarno. (2019). A survey study: The correlation between metacognitive strategies and reading achievement. Theory and Practice in Language Studies, 9(4), 438–444. https://doi.org/10.17507/tpls.0904.11
Tavakoli, H. (2014). The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students. In The Reading Matrix © (Vol. 14, Issue 2).
Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95(1), 66–73. https://doi.org/10.1037/0022-06184.108.40.206
Ulu, M. (2016). A structural equation model to explain the effect of fluent reading, literal comprehension and inferential comprehension levels of elementary school 4th grade students on success in problem solving. Egitim ve Bilim, 41(186), 93–117. https://doi.org/10.15390/EB.2016.6303
van Gelderen, A., Schoonen, R., de Glopper, K., Hulstijn, J., Simis, A., Snellings, P., & Stevenson, M. (2004). Linguistic Knowledge, Processing Speed, and Metacognitive Knowledge in First- and Second-Language Reading Comprehension: A Componential Analysis. In Journal of Educational Psychology (Vol. 96, Issue 1, pp. 19–30). https://doi.org/10.1037/0022-06220.127.116.11
Wahyuni, Z., Ratmanida, & Marlina, L. (2018). The Relationship of Students’ Metacognitive Reading Strategies Awareness and Reading Comprehension: the Case of the Sixth Semester Student of English Department Universitas Negeri Padang (UNP). Journal of English Language Teaching, 7(3). http://ejournal.unp.ac.id/index.php/jelt
Yüksel, I., & Yüksel, I. (2012). Metacognitive awareness of academic reading strategies. Procedia - Social and Behavioral Sciences, 31, 894–898. https://doi.org/10.1016/j.sbspro.2011.12.164
Copyright (c) 2022 Siti Nurul Ilmi Haling
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.