The Freshmen’s Metacognitive Awareness of Reading Strategies

DOI

10.2991/soshec-18.2018.39How to use a DOI?

Keywords

metacognitive; reading strategy; freshmen; GPA; academic performance

Abstract

This study focused on the metacognitive awareness of reading strategy employed by the freshmen and its relation to academic performance. A questionnaire called MARSI (Metacognitive Awareness of Reading Strategies Inventory Version 1.091 by Mokhtari and Reichard was used to gather the data from 91 freshmen of an English Department. In this study, not only the data from the questionnaire, but the participants’ GPA were also used in this study. The results indicated that only 2.2% participants are not aware of their use of reading strategy, while the rest of them are quite adapt to the strategies. The data also suggested that the participants prefer the Problem-solving strategies (PROB) most than the Global reading strategies (GLOB) and Support strategies (SUP). Moreover, there was an indication (0.247 at sig 0.018 < 0.05) that the use of metacognitive reading strategies correlated to the freshmen’s academic performance. Based on the results of the study, better reading courses must be designed so that they can fulfill the students’ need in terms of metacognitive reading strategy exposure.

Copyright

© 2018, 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  - Retno Wulan Dari
AU  - Jannatul Laily Noviabahari
PY  - 2018/07
DA  - 2018/07
TI  - The Freshmen’s Metacognitive Awareness of Reading Strategies
BT  - Proceedings of the 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018)
PB  - Atlantis Press
SP  - 182
EP  - 186
SN  - 2352-5398
UR  - https://doi.org/10.2991/soshec-18.2018.39
DO  - 10.2991/soshec-18.2018.39
ID  - WulanDari2018/07
ER  -