The Correlation between EFL Students’ Metacognitive Reading Strategy and their Reading

Gazali, Nurul Fadhilah and Baa, Sultan (2023) The Correlation between EFL Students’ Metacognitive Reading Strategy and their Reading. Journal of Language Teaching and Learning, Linguistics and Literature, 11 (1). ISSN ISSN 2338-4778 (Print) ISSN 2548-4192 (Online)

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Abstract

The study aimed at revealing the correlation between English as a Foreign Language (EFL) students’ metacognive reading strategy and their reading comprehension on English expository text. The research applied quantitative method, particularly descriptive and correlational designs. The subjects were the students of Senior High School (SMAS) Buqa tun Mubarakah Makassar. The instrument used to collect the data was questionnaire which was adapted from SORS inventory. The data were analyzed by using SPSS Version 22, particularly Pearson Product Moment Correlation Formula. The results of the study showed that the majority of the students in this current time were in possession of high metacognitive reading strategy. Furthermore, the metacognitive reading strategy profile of SMAS Buqa tun Mubarakah students was problem solving strategy where the students used some actions and procedures while working directly with the text. Since metacognitive reading strategy included awareness and conscious willing of one or more strategies to monitor reading comprehension, there was tendency of metacognitive reading strategy influenced reading comprehension of the students. Therefore, based on the analysis result of this study, there was significant positive correlation between the EFL students’ metacognitive reading strategy and their reading comprehension on English expository text. Keywords: metacognitive reading strategy; expository text; correlational study; students’ reading comprehension

Item Type:	Article
Subjects:	FAKULTAS BAHASA DAN SASTRA
Divisions:	FAKULTAS BAHASA DAN SASTRA
Depositing User:	Farid Sehuddin
Date Deposited:	26 May 2023 00:28
Last Modified:	27 Jun 2023 02:04
URI:	http://eprints.unm.ac.id/id/eprint/29167

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