Metacognitive Reading Strategies Used by the Fourth
Semester Students of English Education Study Program at Universitas
Maritim Raja Ali Haji Tanjungpinang
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Institusion
Universitas Maritim Raja Ali Haji
Author
Oktavia Andrian, Yuri
Muhammad, Candra
Erwin, Pohan
Muhammad, Candra
Erwin, Pohan
Subject
418.4 Reading/Membaca
Datestamp
2021-07-28 05:17:51
Abstract :
This Research is qualitative descriptive research. The aim of this research is to know the most and the least types of metacognitive reading strategies used by the fourth semester students of English Education Study Program. The available respondents were 31 students filled the Metacognitive Awareness of Reading Strategy Inventory (MARSI) questionnaire developed and validated by Mochtari and Carla Reichard (2002). It includes three subparts in the questionnaires, those are global reading strategies, problem solving strategies, and support reading strategies. The result revealed that the respondents used problem solving strategies most frequently than global reading strategies and support reading strategies with an average 3,56. Then, global reading strategies was reported to be the least frequently used by the respondents with an average 3,36. It means that the respondents tend to be concerned with what they do when the text becomes difficult.
This Research is qualitative descriptive research. The aim of this research is to know the most and the least types of metacognitive reading strategies used by the fourth semester students of English Education Study Program. The available respondents were 31 students filled the Metacognitive Awareness of Reading Strategy Inventory (MARSI) questionnaire developed and validated by Mochtari and Carla Reichard (2002). It includes three subparts in the questionnaires, those are global reading strategies, problem solving strategies, and support reading strategies. The result revealed that the respondents used problem solving strategies most frequently than global reading strategies and support reading strategies with an average 3,56. Then, global reading strategies was reported to be the least frequently used by the respondents with an average 3,36. It means that the respondents tend to be concerned with what they do when the text becomes difficult.
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