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

Maryam, Ima Siti; Ihrom, Sudarsono Muhammad; Nurlaelawati, Iyen

doi:10.2991/conaplin-18.2019.191

Cited by 2 publications

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“…Finding of this current study was consistent with the finding of Ghaith and El-Sanyoura (2019) which showed that metacognitive reading strategies positively correlated with reading comprehension. Another finding that in line with this study was Maryam et al (2019) researched metacognitive reading strategies and reading comprehension. The researchers have found a significant correlation between metacognitive reading strategies and reading comprehension among 1st Year EFL students in West Java.…”

Section: The Contribution Of Metacognitive Reading Strategies To Stud...supporting

confidence: 86%

The Correlation Between Metacognitive Reading Strategies, Vocabulary Mastery and Reading Comprehension of The Ninth-Grade Students In SMP Negeri Hindu 2 Payangan

Ni Putu Pebriyanti,

Ni Made Ratminingsih,

Made Hery Santosa

2024

Onoma

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Reading is a process of getting information and understanding the message of printed material. The research objective was to know 1) How much do metacognitive reading strategies contribute to students’ reading comprehension of ninth- grade students. 2)How much does vocabulary mastery contribute to students’ reading comprehension in the ninth-grade students in SMPN 2 Payangan. 3) How much do metacognitive reading strategies and vocabulary mastery simultaneously contribute to students’ reading comprehension of the ninth-grade students. The research instruments, tests and questionnaire, were administered to collect the required data. The samples of this study were 164 students. They were selected through total sampling technique. Linear regression and multiple regression were carried out to analysis the data that assisted by SPSS 26.0 version. Based on the results of the research instruments, it could be concluded. The contribution of students’ metacognitive contribute of 33,3% towards reading comprehension and there is a significant contribution of metacognitive reading strategies to students’ reading comprehension of the ninth-grade students in SMPN 2 Payangan in the academic year 2023/2024. Moreover, students’ vocabulary mastery contributes 50,8% towards reading comprehension and there is a significant contribution of metacognitive reading strategies to students’ reading comprehension of the ninth-grade students in SMPN 2 Payangan, and the contribution of metacognitive reading strategies and vocabulary mastery to students’ reading comprehension was 35.1%. There is a significant contribution of metacognitive reading strategies to students’ reading comprehension of the ninth-grade students in SMPN 2 Payangan.

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Section: The Contribution Of Metacognitive Reading Strategies To Stud...supporting

confidence: 86%

The Correlation Between Metacognitive Reading Strategies, Vocabulary Mastery and Reading Comprehension of The Ninth-Grade Students In SMP Negeri Hindu 2 Payangan

Ni Putu Pebriyanti,

Ni Made Ratminingsih,

Made Hery Santosa

2024

Onoma

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“…As an example, a study by Uniswa et al (2021) found a substantial correlation between metacognitive reading strategies and reading comprehension. According to a study conducted by Maryam et al (2019), students who were aware of metacognitive reading strategies outperformed others in terms of reading comprehension. This study showed that learners who frequently employed metacognitive reading methods were better able to comprehend the information, which showed a major contribution of metacognitive reading strategies to reading comprehension.…”

Section: Introductionmentioning

confidence: 99%

The Correlations Among Metacognitive Reading Strategies, Reading Interest, and Reading Achievement of the Eighth Grade Students

Pratiwi,

Tahrun,

Firdaus

2023

EJPBI

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The aims of this study were to figure out the correlation between: a) students’ metacognitive reading strategies and their reading achievement, b) students’ reading interest and their reading achievement, and c) the students’ metacognitive reading strategies, reading interest, and their reading achievement of descriptive text. This research also analyzed the contributions of independent variables toward students’ reading achievement. There were 130 students of the eighth grade involved as the samples and were selected through simple random sampling. This study employed quantitative method of correlational research design. Two questionnaires and one reading test were used to collect the data. The data obtained were analyzed by using Simple Correlation of r-Product Moment and Multiple Regression analysis. The analysis of the data showed that there was a 4.1% contribution of the students’ metacognitive reading strategies to their reading achievement, with a sig. value of 0.02 and being less than 0.05. Reading interest contributed 7.8% toward students' reading achievement, with the correlation between reading interest and reading achievement being 0.01, which was lower than 0.05. The correlations among metacognitive reading strategies, reading interest, and reading achievement were 0.003, which was less than 0.05, and both metacognitive reading strategies and reading interest contributed 8.5% to students' reading achievement. Thus, it can be stated that there were correlations among the eighth grade students at SMP Negeri 39 Palembang's metacognitive reading strategies, reading interest, and reading achievement.

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

Cited by 2 publications

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The Correlation Between Metacognitive Reading Strategies, Vocabulary Mastery and Reading Comprehension of The Ninth-Grade Students In SMP Negeri Hindu 2 Payangan

The Correlation Between Metacognitive Reading Strategies, Vocabulary Mastery and Reading Comprehension of The Ninth-Grade Students In SMP Negeri Hindu 2 Payangan

The Correlations Among Metacognitive Reading Strategies, Reading Interest, and Reading Achievement of the Eighth Grade Students

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