The Correlation between Metacognitive Reading Strategies and Reading Comprehension Among 1st Year EFL Students at a Public University in West Java

Abstract

Metacognitive reading strategies are essential strategies needed by readers in comprehending texts. This study aimed at investigating the correlation between metacognitive reading strategies and reading comprehension among the first year EFL students at a public university in West Java. Data were collected from 30 first year EFL students of English Education Department through questionnaire and test. The results of Pearson Correlation analysis showed a significant moderate correlation between metacognitive reading strategy awareness and reading comprehension (r=0.500, p<0.01). Learners who had high awareness of metacognitive reading strategies were proven to have higher reading comprehension achievement. This result revealed that metacognitive reading strategies had significant contribution to reading comprehension in which learners who made common use of metacognitive reading strategies were able to comprehend the text better.