The Use of Metacognitive Strategies in EFL Reading Comprehension

Muhammad Nafi Annury(1*)


(1) UIN Walisongo Semarang
(*) Corresponding Author

Abstract


The following study aims to find out which is the highest use of metacognitive reading strategies among the academic learners majoring in EFL students, Faculty of 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 students and there are thirty three female students actually. First of all metacognition discusses the process of an individual in planning and managing oneself in order to achieve his or her goal. In the other words, metacognitive strategies are steps that learners take for improving their language performances. Based on SORS (Survey of Reading Strategies) questionnaire, there are four categories being scored in the reading metacognitive strategies. They are global reading strategies, problem-solving strategies,, and support reading strategies. The result showed that academic learners mostly apply the problem-solving strategies, followed by global reading strategies, and support reading strategies.

Keywords


metacognitive strategies; EFL learners; reading comprehension

Full Text:

PDF

References


Alexander, P. A & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective.

Auerbach, E., & Paxton, D. (1997). It‟s not the English thing. Bringing reading research into ESL classroom. TESOL quarterly, 31, 237-261.

Baker, L. & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil & P. Mosenthal (Eds). Handbook of reading research (pp. 353-394). New York: Longman.

Barnett, M. A. (1998). Reading through context: How real and perceived strategy use affects L2 comprehension. Modern Language Journal, 72: 150-162.

Block, E. L. (1992). See how they read: comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26.

Bernhardt, E, (2000). Second-language reading as a case study of reading scholarship in 20th century.

Carrel, P. L. (1991). Second language reading: reading ability of language proficiency.

D. Pearson, E. B. Moje, & P. Afflerbach (Eds.), Handbook of reading research, Dickinson, L. (1992). Learner Training for language learning. Dublin. Authentic

Duell, O.K. (1986). Metacognitive skills. In G. Phye, and T. Andre (Eds.), Cognitive Classroom Learning. Orlando, FL: Academic Press.

Duke, N. K., & Carlisle, J. F. (2011). The development of comprehension. In M. L. Kamil, P.

Dunn, R. (1983). Learning style and its relation to exceptionality at both ends of the spectrum. Exceptional Children, 49, 496-506.

Dunn, R. (1984). Learning style: State of the scene. Theory Into Practice,23, 1019

Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009). A synthesis of reading interventions and effects on reading comprehension for older struggling readers. Review of Educational Research, 79(1), 262-300.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.for ESL reading. TESOL Quarterly, 23(4), 647-673.

Flavell, John H. (1976). “Metacognitive Aspects of Problem Solving.” The Nature of Intelligence. Ed. L.B. Resnick. Hillsdale: Erlbaum.

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. London: Fontana.

Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Halow: Pearson Education.

Graddol, David. (2000). The future of English. British Council. Guba. E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradiction, and emerging influences. Thousand Oaks.

Hacker, D. J. (1998). Definition and empirical foundations. In Hacker, D. J., Dunlosky. J. and Graesser, A. C., editors, Metacognition in Educational Theory and Practice. Mahwah, NJ: Erlbraum, 1-241.

Goodman, K. S. (1988). The reading process. In P. L. Carrell; J. Devine; D. E. Eskey(eds.), Interactive approaches to second language reading (pp. 11-21). New York: Cambridge University Press.

Huang, J. & Nisbet, D. (2012). Training Adult ESL Learners in Metacognitive Reading Strategies. Journa of Adult Edu 2012cation. Information Series 1(41).

MacLeish, A. (1968). Adapting and composing reading texts. TESOL Quarterly, 2(1), 43-50.


Article Metrics

Abstract view : 1026 times
PDF - 126 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 English Language and Literature International Conference (ELLiC) Proceedings

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549

Published by

FACULTY OF FOREIGN LANGUAGE AND CULTURE
UNIVERSITAS MUHAMMADIYAH SEMARANG
Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: [email protected]