Fitrisia, Dohra and Kok, Eng Tan and Yusuf, Yunisrina Qismullah
(2015)
Investigating Metacognitive Awareness Of
Reading Strategies To Strengthen Students'
Performance In Reading Comprehension.
The Asia Pacific Journal of Educators and Education (formerly known as Journal of Educators and Education), 30 (1).
pp. 1-16.
ISSN 2289-9057
Abstract
This study was about the metacognitive awareness of reading strategies to
enhance students' performance in reading comprehension. From five government
secondary schools in Banda Aceh, Indonesia, 272 students in grade three participated in
this research. Two standardised English reading comprehension tests from Ujian Nasional
(UN, or National Examination) 2005/2006 and the Metacognitive Awareness of Reading
Strategies Inventory (MARSI) by Mokhtari and Reichard were employed. The MARSI
consisted of 30 items that measured MARS, which were divided into three categories:
global reading strategies (13 items), problem solving reading strategies (8 items), and
support reading strategies (9 items). The results indicated a weak positive relationship
between MARS and scores in reading comprehension. No significant difference was
found in the students' level of MARS between good and poor readers. It was also found
that the level of MARS for problem solving reading strategy was than for global and
support reading strategies. The findings suggest direct instruction in MARS may help
students increase their attention to the reading process. Becoming aware of their own
thinking as they read and solve problems allows students to seize the advantages of
learning opportunities to become strategic and thoughtful readers.
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