Metacognitive Reading Strategies of English Lesson at Indonesian Civil Aviation Polytechnic

Rochmawati, Laila; Fatmawati, Fatmawati; Sukma, Meita Maharani

doi:10.29333/iji.2022.15133a

Cited by 3 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Meniado (2016) found that reading interest/motivation correlated positively with reading strategies (r = 0.374, p < 0.01). Rochmawati et al (2022) also reported their findings that among Indonesian students at Civil Aviation Polytechnic, a positively significant correlation existed between students' motivation to learn reading and their metacognitive reading strategies (r = 0.868, p < 0.000). Sani, Chik, Nik, and Raslee (2011) also found that Malaysian undergraduate students' motivation to read significantly influenced the use of reading strategies.…”

Section: Discussionmentioning

confidence: 91%

“…Rastegar et al (2017) reported a correlation coefficient of 0.65 (p < 0.000) between overall metacognitive reading strategies and reading comprehension achievement. Rochmawati et al (2022) also reported a strong, positively significant correlation between metacognitive reading strategies and reading outcomes (r = 0.727, p < 0.000).…”

Section: Discussionmentioning

confidence: 93%

“…For example, in Anastasiou and Griva's study (2009), poor and good readers were reported to have different levels of awareness of the availability of cognitive strategies and to use metacognitive strategies at different intensities. Other variables found to affect the use of reading strategies are gender difference (Zare & Othman, 2013), target language status as being ESL or EFL (Karbalaei, 2010), grade (Shan, 2013), personality types (Anggraini, Cahyono, Anugerahwati & Ivone, 2022), being native or non-native learners of English (Sheorey & Mokhtari, 2001), and motivation to read (Rochmawati, Fatmawati & Sukma, 2022).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Strategies of Learning Reading Skill Across Attitudinal/Motivational Attributes and Their Predictive Power Toward Reading Comprehension

Mistar¹,

Zuhairi²

2023

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

The present paper illustrated how learners' attitudes and motivation in English learning correlate with their strategies for learning reading skills. In addition, how their reading learning strategies predict reading comprehension skills was also revealed. In this case, 664 students of the English education department in Indonesia were selected as the study subjects. Participants were asked to complete a 65-item Strategy Inventory for Reading Skill Learning (SIRSL), a 76-item Attitude/Motivation Test Battery (AMTB), and a 15-item self-assessment of reading comprehension skills. The collected data were analyzed by using Pearson product-moment correlation. The study found that attitudinal/motivational attributes correlate significantly with the general use of strategies for reading skill learning. In addition, it is also found that reading skill learning strategies are significant predictors of reading comprehension achievement (r = .524, p < .000), with text/sentence structure processing strategies and extra-linguistic processing strategies being the best predictors. These findings demonstrated that classroom teachers should be able to develop students' positive attitudes and strong motivation to learn English to improve their use of strategies in learning reading. Moreover, linguistic and extra-linguistic processing strategies should be emphasized in reading instruction as they best predict the students' reading skills.

show abstract

Section: Discussionmentioning

confidence: 91%

Section: Discussionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Strategies of Learning Reading Skill Across Attitudinal/Motivational Attributes and Their Predictive Power Toward Reading Comprehension

Mistar¹,

Zuhairi²

2023

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…Manoli & Papadopoulou (2012), however, contended that good readers possess a metacognitive awareness that enables them to select the appropriate strategy, know when to employ it and how to use it to grasp the meaning of the text. Although can play a crucial role in reading comprehension, learning MCRS necessitates intricate knowledge and self-regulatory skills in their implementation (Rochmawati et al, 2022). Hence, based on practice and training, explicit teaching of MCRS, especially to poor readers, may boost productivity in reading comprehension tasks.…”

Section: Discussionmentioning

confidence: 99%

“…The researcher also proposed that poor readers can become proficient ones and successful learners if they are trained to use MCRS effectively and instructed to monitor and check their understanding of the text during the reading process. However, Rochmawati et al (2022) concluded that the use of MCRS necessitates intricate knowledge and self-regulatory skills in their implementation. While Dardjito (2019) found that MCRS used by first-year Indonesian university students have no discernible effect on their academic reading comprehension in English, Al-Mekhlafi (2018) claimed that there were no significant differences in the use of various types of reading strategies among learners of various levels.…”

Section: Metacognitive Strategies and Reading Comprehensionmentioning

confidence: 99%

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Razkane¹,

Sayeh²,

Diouny³

et al. 2023

INT J INSTRUCTION

View full text Add to dashboard Cite

Metacognitive strategy awarenessMetacognition refers to an individual's awareness of their cognitive development, mental processes, learning styles, and the capacity to organize, manage and solve problems. Flavell (1979) regards reading as a cognitive enterprise that involves an awareness of a variety of MCRS and skills. Brown et al. (1986) maintain that metacognition is crucial to reading comprehension. In the same vein, Karbala (2011) argues that the context of reading comprises two types of cognition: A reader's knowledge of reading strategies to learn from the text, and the ability an individual has to monitor their actions during the reading process reading. MCRS are described as tools that assist students to understand their abilities and figure out how to learn different skills in the learning environment while dealing with a reading task (Sutiyatno & Sukarno, 2019). MCRS are regarded as conscious, deliberate, and goal-oriented activities or plans that readers employ to decode, understand and construct meanings from written texts (Afflerbach et al., 2008;Manoli & Papadopoulou, 2012). While reading skills are defined as unconscious, automatic, effortless activities (Manoli & Papadopoulou, 2012) used to decode and comprehend texts quickly, efficiently, and fluently, "usually without the reader's awareness of the components or controls involved" (Afflerbach et al., 2008, p.15), MCRS are "in fact problem-solving strategies employed by readers to cope with reading texts" (Al-Mekhlafi, 2018, p. 299).According to Abu-Rabia (2018), metacognitive reading processes include three key stages: planning, monitoring, and evaluating. Each reading phase comprises a number of MCRS that could be employed at a specific point during the global reading comprehension process. These strategies comprise setting an objective to reading, activating background knowledge, making predictions, skimming, scanning, repairing, guessing meaning, visualizing, checking, revising, altering reading speed, deconstructing the structure of the text, summarizing, evaluating, and self-questioning in the postreading phase to check whether the purpose behind reading is achieved (Carrell et al., 1998). Iwai (2011) maintains that metacognition plays a key role in reading comprehension as it is linked to linguistic, cognitive, and social skills development, and that metacognitive strategy awareness can sharpen students' mental processes and make them strategic thinkers who can deal with difficult tasks in a scientific way. Similarly, Auerbach & Paxton (1997) assert that metacognitive strategies can be effectively activated only when learners read a certain text with a particular purpose in mind. According to Karbalaei (2011, p.7), to do a reading comprehension task successfully, readers must use their metacognitive knowledge to trigger "conscious and deliberate strategies." MCRS show readers how to deal with a given reading task, what textual prompts to exploit, how to decode the reading material, and what procedures to follow when failing to get the...

show abstract

Teaching Method: Survey, Question, Read, Recite, Review (Sq3r) to Improve Students’ Reading Comprehension

Mulyanah,

Ishak

2023

DOI: http://dx.doi.org/10.31000/globish.v6i2

View full text Add to dashboard Cite

The research was conducted to observe the effect of the SQ3R on the tenth-grade student’s reading comprehension at SMA Muhammadiyah 2 Tangerang. The research used a quantitative approach and the design of this research was quasi-experiment research by using a non-equivalent control group design by using Random Sampling, consisting of X IPS 1 as an experiment class and X IPS 2 as a control class. The posttest results were obtained data that tcount = 1.29 and ttable = 1.9965 with significant level = 5% or 0.05. This means that H0 = was rejected and H1 was accepted. It is reasonable to suppose that there is a substantial difference in students' reading comprehension between the experiment class taught using the SQ3R technique and the control class not taught using the SQ3R method. Therefore, the SQ3R method can be an alternate approach to improving students’ reading comprehension.

show abstract

Metacognitive Reading Strategies of English Lesson at Indonesian Civil Aviation Polytechnic

Cited by 3 publications

References 0 publications

Strategies of Learning Reading Skill Across Attitudinal/Motivational Attributes and Their Predictive Power Toward Reading Comprehension

Strategies of Learning Reading Skill Across Attitudinal/Motivational Attributes and Their Predictive Power Toward Reading Comprehension

Eleventh-grade Students’ Use of Metacognitive Reading Strategies in Arabic (L1) and English (L3)

Teaching Method: Survey, Question, Read, Recite, Review (Sq3r) to Improve Students’ Reading Comprehension

Contact Info

Product

Resources

About