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. Some previous research gave more attention to the cognitive and contentoriented analysis instead of on how the learners conceptualized the comprehension process, such as meaning-making, beyond the technical and structural procedures (Zhang, 2001). Then, Zhang elaborated the perspective about reading strategies that there is a need to pay more attention to abstracts process strategies which the learners struggle consciously to comprehend the text. This abstract process relates to the awareness of the learners during reading. And, Delti et.al Metacognitive In Reading: …

Dengan perkembangan era industri yang semakin canggih dan global, maka lulusan SMK dituntut untuk memiliki keterampilan yang memadai dan bisa bersaing di dunia kerja, salah satunya keterampilan Bahasa Inggris.. Untuk memenuhi tuntutan tersebut perlu diadakan peningkatan keterampilan Bahasa Inggris siswa SMK. Oleh karena itu, kegiatan pengabdian ini bertujuan untuk melatih ketrampilan siswa-siswa dalam dunia kerja khususnya di perbankan. SMKS Khatolik sendiri merupakan sekolah kejuruan yang berkembang cukup pesat di Kefamenanu dan telah membuka jurusan Perbankan. Namun, para guru dan siswa belum memiliki pengetahuan Bahasa Inggris cukup dan praktis dalam dunia perbankan. Oleh karena itu pelatihan ini memberikan solusi untuk menambah pengetahuan dan ketrampilan siswa dalam menggunakan Bahasa Inggris untuk perbankan agar lulusan SMK ini nantinya memiliki nilai jual lebih untuk bersaing di dunia perbankan. Kegiatan pelatihan dilaksanakan sebanyak 5 kali pertemuan. Pertemuan pertama memberikan gambaran umum tentang dunia perbankan, pertemuan kedua dilanjutkan dengan materi vocabulary dalam dunia perbankan, pertemuan ketiga fokus pada materi pelayanan nasabah dan teller. Kemudian pertemuan keempat dan kelima, siswa diberi latihan dan praktik presentasi bisnis dan surat menyurat dalam Bahasa Inggris. Hasil dari kegiatan ini menunjukkan peningkatan kemampuan siswa-siswa kelas perbankan dalam membaca, berbicara dan menulis Bahasa Inggris. Siswa juga memperoleh banyak kosakata yang berhubungan dengan dunia perbankan sehingga membantu mereka lebih memahami proses transaksi di bank dalam Bahasa Inggris

This article presents findings from a study investigating the affective states of English teachers in East Nusa Tenggara regarding their EFL reading. Affective states related to motivation, feelings, volition, attribution and self-efficacy in EFL reading that make the readers be persistent to achieve their reading comprehension. This study used qualitative approach and the data were collected through questionnaire, interview, and observation. The participants were four English teachers in senior high school that have teaching experiences more than 10 years. The result showed that teachers' affective states in EFL reading were high and triggered by external motivation. Regarding the feelings in EFL reading, the teachers have more positive feelings depending on text difficulties. Furthermore, the teachers showed high volition, attribution and self-efficacy in EFL reading because of internet era that allow them to access many reading sources and exercises. The analysis revealed that the teachers were more confident in this present time compared to their past experiences in EFL reading. The higher affective states could be beneficial for the teachers to overcome their reading problem and to train the teachers' responsibility toward their own reading experience.

The importance of using translation to improve English language proficiency has been a debatable topic, specifically the effect of learners’ proficiency level in which dictate how the learners use the translation as a learning strategy. Thus, this study was purposed to find out the relationship between English proficiency level and EFL learners’ use of translation strategies. The Inventory for Translation as a Learning Strategy (ITLS) questionnaire was administered to 40 University students that divided into B2 and B1 based on CEFR level. One-way ANOVA results show that both learners are highly using translation as a learning strategy with mean score 3. Nonetheless, the significance difference was found in using translation to improve English skills such as reading, writing, speaking, and listening in which high proficient learners were less likely using translation strategies than low proficient. Furthermore, the correlation analysis shows the negative correlation between English proficiency and translation strategies and a positive correlation in using translation to find differences and similarities between L1 and L2. The pedagogical implications present that high and low proficient learners were benefited using translation strategies to enhance their English skills.

Tujuan dari kegiatan pengabdian ini adalah untuk meningkatkan kemampuan siswa dalam membaca teks Bahasa Inggris dengan memperkenalkan strategi membaca metakognitif yang dapat membuat siswa menjadi pembaca yang efektif. Kegiatan ini dilaksanakan di Sekolah Menengah Atas Kefamenanu, Nusa Tenggara Timur yang berdasarkan hasil penelitian awal masih memiliki kemampuan membaca Bahasa Inggris yang rendah. Metode yang digunakan dalam kegiatan pengabdian ini adalah memperkenalkan pentingnya penggunaan strategi dalam membaca, menggali jenis strategi metakognitif yang paling sering digunakan siswa dan menerapkan strategi metakognitif dalam membaca teks Bahasa Inggris. Berdasarkan hasil survei pertama, siswa belum mengnal strategi metakognitif dalam membaca. Setelah mengenal strategi metakognitif, siswa menjadi lebih sadar akan pentingnya strategi ini untuk membantu mereka memahami isi teks Bahasa Inggris. Hasil dari angket menunjukkan siswa lebih sering menggunakan support strategy dibandingkan problem-solving strategy dan global strategy. Temuan akhir kegiatan ini menunjukkan respon positif dari siswa akan penggunaan strategi membaca metakognitif.