EXPLORING METACOGNITIVE STRATEGIES FOR ENGLISH READING COMPREHENSION IN ISLAMIC BOARDING JUNIOR HIGH SCHOOL
DOI:
https://doi.org/10.22460/project.v5i6.p1200-1210Abstract
Reading is one of the important lessons for students, especially when they are learning English. English learners usually can read the text well, but many of them cannot understand the content of the text. Several previous studies found strategies that can help students in reading comprehension, namely metacognitive strategies. However, there has been no research involving English students in Islamic boarding schools, while it is known that there are many boarding schools, especially in Indonesia. Therefore, this article attempts to describe a study that further explores metacognitive strategies for understanding English reading by students in Islamic boarding schools where in several aspects this school is different from public schools. Using a qualitative descriptive design, this study describes the results through reading comprehension tests, MARSI questionnaires and semi-structured interviews. The results showed that students had good awareness in the use of metacognitive reading strategies. However, there is no significant relationship when it comes to reading comprehension results. This is because several other factors such as interest, background knowledge of students and the role of the teacher also have a major influence on students' reading comprehension.
Â
Keywords:Â Metacognitive Strategy, English Reading Comprehension, Islamic Boarding School
Â
References
Aflah, M. N. (2017). The role of metacognition in reading comprehension. Jurnal Pendidikan Bahasa, 6(1), 10-24.
Ahmadi, M. R. (2017). The impact of motivation on reading comprehension. International Journal of Research in English Education, 2(1), 1-7.
Aisah, N., & Nurjamin, L. R. (2021). Metacognitive strategies in students’ reading comprehension. EEAL Journal (English Education and Applied Linguistics Journal), 4(1), 20-29.
Ary, D., Jacobs, L., Razavieh, A., & Sorensen, C. (2010). Introduction to research in education 8th ed. Belmont, CA: Wadsworth.
Babayigit, Ö. (2019). Examination the Metacognitive Reading Strategies of Secondary School Sixth Grade Students. International Journal of Progressive Education, 15(3), 1-12.
Baker, L. (2002). Metacognition in comprehension instruction. Comprehension instruction: Research-based best practices, 77-95.
Eskey, D. E. (2005). Reading in a second language. In Handbook of research in second language teaching and learning (pp. 587-604). Routledge.
Fitrisia, D., Tan, K. E., & Yusuf, Y. Q. (2015). Investigating metacognitive awareness of reading strategies to strengthen students’ performance in reading comprehension. Asia Pacific Journal of Educators and Education, 30(1), 15-30.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.
Ghaith, G., & El-Sanyoura, H. (2019). Reading comprehension: The mediating role of metacognitive strategies.
Hamiddin, H., & Saukah, A. (2020). Investigating metacognitive knowledge in reading comprehension: The case of Indonesian undergraduate students. Indonesian Journal of Applied Linguistics, 9(3), 608-615.
Kolić-Vehovec, S., & Bajšanski, I. (2006). Metacognitive strategies and reading comprehension in elementary-school students. European Journal of Psychology of Education, 21(4), 439-451.
Manalu, T., & Wirza, Y. (2021, April). Metacognitive strategies by low achieving students in reading multimodal texts. In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020) (pp. 600-605). Atlantis Press.
Mokhtari, K., & Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of educational psychology, 94(2), 249.
Nguyen, N. (2022). Metacognitive Strategies on Reading English Texts of Non-English Majored Students at Dong Nai Technology University, Vietnam: A Mixed Design. Journal of English Language Teaching and Applied Linguistics, 4(2), 125-139.
Nobles, L. M. A. G., & Cruz, R. O. D. (2020). Making Connections: A Metacognitive Teaching Strategy in Enhancing Students’ Reading Comprehension. Journal of English Education, 5(1), 49-61.
Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health services research, 34(5 Pt 2), 1189.
Rianto, A. (2021). Examining gender differences in reading strategies, reading skills, and English proficiency of EFL University students. Cogent Education, 8(1), 1993531.
Seifoori, Z. (2015). Postgraduate English students’ metacognitive awareness of reading strategies and their reading comprehension: A comparative study. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 3(1), 117-134.
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Wahyuni, Z., Ratmanida, R., & Marlina, L. (2018). The relationship of students’ metacognitive reading strategies awareness and reading comprehension: The case of sixth semester student of English department Universitas Negeri Padang (UNP). Journal of English Language Teaching, 7(3), 399-413.
Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1).
