The Use of Reading Strategies in Academic Reading by Indonesian Learners

Abstract

This case study explores the Indonesian learners' reading strategies and identifies high and low-group learners' reading strategies. Semi-structured interviews, questionnaires, and open-ended questions were triangulated for validity and reliability data. Several findings were revealed. The Indonesian learners read critically and varied through cognitive, metacognitive, and affective strategies. They applied more cognitive strategies than metacognitive and affective strategies, which was less helpful and less encouraged to think critically. Technology advances, self- concept, and time have affected the strategies used. High and low-group learners also read differently in terms of cognitive, metacognitive, and affective strategies. The high group learners read efficiently, critically with various reading strategies, while the low group learners are more literal, attractive, but straightforward, and specific in reading strategy. This implied that students need to be facilitated with proper reading strategies and reading facilities and use metacognitive strategy to enable critical thinking and affective strategy to overcome anxiety, fear, and relaxation. The socio-cultural strategy needs to be used by learners to reach the four skills required by the Indonesian new curriculum. Meanings were shaped by social interaction and cultural context, which then created fun learning and a conducive learning environment.

Reading Strategies Used by 12 Graders in an EFL Context: A Correlational Study

“…It could be said that the findings in this study are do not support previous research by Thuy (2018) and Erni (2021) that the students employed more cognitive strategies rather than metacognitive and socio affective ones since this study found that metacognitive was the most strategy that students use over cognitive and socio affective strategies.…”

“…This finding was slightly different from other studies which reported that cognitive strategy use has significant relationship to the students' reading comprehension score (e.g. Erni, 2021;Shang, 2011;Thuy, 2018;Ozek & Civelek, 2006;).…”

“…In Indonesia context, investigation by Erni (2021) found that students critically using cognitive, metacognitive, and affective methods. They use a variety of strategies when reading academic texts and these were used alternatively.…”

The Development of the Inquiry Complexity Reading Strategy (ICRS) in Online Academic Reading

“…Therefore, teachers should equip students with relevant sources, media, and social environments (Nur, 2003) to make learning more successful and fun (Oxford, 1989). The use of wrong reading strategies contributes to students' reading failures (Erni, 2021b). Academic reading requires readers to employ critical and creative thinking skills.…”