The Use of Metacognitive Strategies in EFL Reading Comprehension

DOI

10.2991/icas-19.2019.13How to use a DOI?

Keywords

metacognitive strategies; EFL learners; reading comprehension

Abstract

The following study aims to find out which is the highest use of metacognitive reading strategies among the academic learners majoring ELT students, Faculty Education, and Teacher Training UIN Walisongo Semarang. There is only one class which administered to this study. It consists of forty-three students; ten male and there are thirty-three female ones. First of all, metacognition discusses the process of an individual in planning and managing oneself in order to achieve his or her goal. In other words, metacognitive strategies are steps take for improving their language performances. Based on the MARSI (Metacognitive Awareness of Reading Inventory) questionnaire, three categories are being scored in metacognitive strategies. They are global reading strategies, problem-solving strategies, and support reading strategies. The result shows that academic learners mostly apply problem-solving strategies, followed by global reading strategies, and support reading strategies.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Muhammad Nafi Annury
AU  - Januarius Mujiyanto
AU  - Mursid Saleh
AU  - Djoko Sutopo
PY  - 2019/08
DA  - 2019/08
TI  - The Use of Metacognitive Strategies in EFL Reading Comprehension
BT  - Proceedings of the First International Conference on Administration Science (ICAS 2019)
PB  - Atlantis Press
SP  - 62
EP  - 66
SN  - 2352-5398
UR  - https://doi.org/10.2991/icas-19.2019.13
DO  - 10.2991/icas-19.2019.13
ID  - Annury2019/08
ER  -