74 moderate-low-usage strategies which is indicating that they commonly have
deficiency in planning and preparing the strategies before reading the materials, the students also exhibit a good symptom in their GLOB strategies preference.
They highly used several strategies such as “having purpose when reading” item
1, M = 3.67, SD = .80, “doing self-reflection to increase understanding” item 3, M =
3.53, SD = .78 and “using contexts clues” item 17, M = 3.50, SD = .57 to help them get good reading comprehension. By having a goal as well as purpose,
they are assumedly confirmed as the readers who have direction in reading process. It means that they read the passage with deliberate goal. As Anderson
2002 says related to this finding: Preparation and planning are important metacognitive skills that
can improve student learning. By engaging in preparation and planning in relation to a learning goal, students are thinking about what they need
or what to accomplish and how they intend to go about accomplishing it… The more clearly articulated the goal, the easier it will be for the
learners to measure their progress… A student might set the goal for himself of being able to answer the comprehension question at the end of
the chapter p.3.
Additionally, Ahmadi et.al 2013 deliberately explore the role or importance of metacognitive reading strategies in reading comprehension. In their
journal, they consider four main results relating metacognition and reading comprehension. They firstly noted that proficient readers utilize metacognitive
reading strategy while reading but less proficient readers do not use it. It shows that the use of metacognitive strategies in reading has significant influence toward
students’ understanding while interact with the text. Students who consciously acquire and utilize metacognitive strategies will get positive experiences in
reading Keskin, 2013, p.316. The second point is readers who use metacognitive reading strategy are more successful in their reading
75 comprehension gains than others readers who do not employ it. It reveals that the
use of metacognitive strategies while reading helps readers to reach better comprehension. They also presume that reading comprehension refers to the
ability of readers to understand the surface and the hidden meanings of the text using metacognitive reading strategies.
This positive correlation between students’ metacognitive reading strategies awareness and their reading comprehension gains may confirm prior
theories such Chammot O’Malley 1995. They say that the relationship between metacognitive strategies and reading comprehension is like people walk
and direction. The people walk with direction might reach the goal appropriately. It means that the direction gives the students line to get better understanding about
reading. Students without metacognitive approaches are essentially learners without direction and ability to review their progress, accomplishments, and
future learning directions p.99. Similarly, Anderson 2002 has also concordant point of view. In line with
Chammot O’Malley, Anderson says that the relationship between metacognitive and students’ performance is the same as an orchestrator. It means
that metacognitive term takes an important role to organize and set up various reading strategies to be ready to use. Metacognitive enables the readers to use
those various reading strategies proportionally. In order to get deeper information related to the impact of metacognitive
reading strategies on students’ reading comprehension gains, the present study also provided multiple regression analysis. This analysis was conducted to get the
information of predictive power of each independent variable. It will lead the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76 study to know how much the independent variable are able to explain or predict
the students’ reading comprehension gains. Before conducting the analysis multiple regression, the assumption of
multiple regressions was completed as a term to conduct the analysis. The level of Variance Inflection Factor VIC was found at level less than 10, which means
that there was no multicolienarity or singularity. Furthermore, normality test using p-plot also indicated positive normality. Furthermore, Kolmogorov Smirnov test
was also run to test residual hypothesis. It was found that the significant level was more than alpha level. Hence null hypothesis that residual had normal distribution
was accepted 0,253 0.05. The present study reported that only PROB strategies that had significant
impact on students’ reading comprehension gains. The alpha level was found at the level .10 .05. Accordingly, PROB strategies along with alpha level at .10
came to be the only single independent variable that has positive influence toward students’ reading comprehension gains. It meant that the alternative hypothesis
H1 of PROB hypothesis was accepted. It was in accordance with the rank of PROB strategies as the most preferred reading strategies. It was also in line with
the level of PROB relation with reading comprehension score. PROB had strongest point in the term of correlational analysis with students’ reading
comprehension gains. The next subcategory was SUP strategies. It was reported that t value of
SUP strategies was lower than t table see 4.10. It was also found that the significant level of SUP was higher than alpha level. Hence, null hypothesis of
77 SUP strategies was accepted. It meant that SUP strategies had no significant
impact toward students’ reading comprehension. The last subcategory in this section was GLOB strategies. The present
study found that GLOB strategies were in line with SUP strategies related to their impact toward students’ reading comprehension. It was found that the t value of
SUP strategies was lower than t table value. It was also found that the p value was higher than alpha value. It expressed that null hypothesis of GLOB strategies was
accepted as well. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
CHAPTER 5 CONCLUSION, IMPLICATIONS AND SUGGESTIONS
This chapter provides three main ideas of the tstudy. First subheading would like to provide the concluding remark of the present study. Then, it is also
inteded to give an overview of some implications of the present study result. Eventually, the study recommends several suggestion related to future research on
this field.
5.1 Conclusion
This study sought to investigate the level of students’ metacognitive
awareness of reading strategies and its relationship with reading comprehension performance. The study found that there was positive relationship between both
side stu dents’ metacognitive awareness of reading strategies and reading
comprehension. Additionally, according to CEFRL, the level of stu dents’ reading
comprehension was reported as independent learner level B1. Moreover, the level of students
’ metacognitive awareness of reading strategies when facing reading materials has been reported at moderate-usage. As supporting data, semi
structured interview was applied as a mean to collect in-depth information related to stu
dents’ perception toward metacognitive reading strategies and reading comprehension.
The students in this study had tendency to use more PROB strategies rather than GLOB and SUP strategies. They reported that they used to solve the
difficulties in reading by means of several problem-solving strategies such as adjusting reading speed, guessing for unknown words or even trying to picture or
79 visualize the reading passage. Accordingly, the students in junior college level
demonstrated good characteristic readers. The results of correlations between metacognitive awareness of reading
strategies and reading comprehension were in accordance with the proposed hypothesis H1 that there is significant relationship between both variables.
Hence, this finding could be construed as a confirmatory finding toward previous studies. Partially, the study also found that three subscales of metacognitive
reading strategies had positive relation with students’ reading comprehension performance.
Additionally, the present study found that the significant level of partial correlations of those independent variables toward dependent variable was
promising. PROB strategies placed the most correlated strategy subscale with significant level at .000 and r = 619. Then, it was followed by GLOB strategies as
second-most associated subcategory strategy with p value at .004 and r level at .476. Lastly, SUP strategies were rated as the lowest-correlated subscale strategy
with significant level at .011 and r level at .416. Hence, it conclusively affirmed that most of students were actively and critically aware about their strategy
preference as a mean to solve, plan and manage the reading process. It was demonstrated with the finding that the students had tendencies to solve the
obstacles faced while reading by means of problem solving strategies such as “reading slowly and carefully”, “adjusting the reading speed” and “guessing for
unknown words”. The present study also conducted a deeper analysis of the correlation. By
means of multiple regression analysis, the study unluckily found that only single PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80 subscale of reading strategies that had significant impact toward
students’ reading comprehension performance. It meant that the other two subscales had no relation
to estimate students’ reading comprehension performance. Accordingly, the students need to increase their awareness in using metacognitive reading
strategies. In the field of reading comprehension performance, the study found that the
level of students’ reading comprehension performance were independent learner or B1 according to CEFRL. This could be const
rued as an overview of students’ reading comprehension gains. It seems that the students did not likely use to join
such reading test. This study came up with the conclusion of analysis of correlation between
students’ awareness of metacognitive reading strategies and reading comprehension. As found in the previous chapter that one of three subscale
strategies turned to be the predictor of reading comprehension gains. PROB strategies had significant relation to reading comprehension in regression test. It
meant that those PROB strategies had positive impact on students’ reading
comprehension gains. Hence, the more awareness of PROB the more reading comprehension gains of the students.
The qualitative data gained from semi-structured interview have considerably confirmed the quantitative results and provide in-depth insight into
students’ awareness metacognitive reading strategies. The students reported that they were not familiar with the terms of either knowledge of cognition or
regulation of cognition. Yet, they implicitly used several strategies involved on those categories. In conclusion, during reading activities, students should actively
81 engage various strategies as a mean to increase their reading comprehension
gains. Hence, regarding the significances and the importance of metacognitive
reading strategies, it was crucial to Indonesian EF readers to have knowledge of cognitive reading strategies and regulation of cognitive reading strategies. They
were supposed to be more aware about the characteristics of various reading strategies. It was important to have declarative knowledge, and conditional
knowledge of those reading strategies. They eventually needed to be more aware about how to plan the reading activities, monitor ongoing process of reading and
evaluate what they have done with the text as well.
5.2 Implications
This study found that there is positive relationship between stu dents’
metacognitive awareness in using reading strategies and reading comprehension obtains. It means that these strategies turn to be one of influential factors to
determine stu dents’ success in reading. Yet, the results of the study may have
some implications toward learners and lecturers as a mean to improve and solve problem in the scope of teaching and learning of English as a Foreign Language.
For EFL University learners, these findings could encourage them to be more aware about learning strategies utilization while facing academic or school-
related reading materials. They need to go deeper inside of metacognitive knowledge as an effort to apply various strategies appropriately and relevantly.
They should come along the way to recognize their own cognition. It means that they need to take a look at the features of those strategies before making use of it.
By understanding the attribute of those strategies, learners consequently come to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82 be highly motivated and effective readers as well as on-
track readers. “The use of metacognitive strategies ignites one’s thinking and can lead to more profound
learning and improved performance, especially among learners who are struggling
” Anderson, 2002, p.3. Furthermore, the learners are also expected to be more aware about their
metacognitive experience. It can be seen that they seem to be weakly aware in monitoring and evaluating their progress. It is reportedly found that they are weak
in the course of monitoring strategies such “Checking the understanding before coming across to the new topic”. It indicates that they tend to ignore to monitor
their own progress. This occurrence needs to be concerned because this less awareness of self-monitoring will lead the learners to disregard their ongoing
progress during reading. It is important to be aware about self-monitoring strategies because it can differ good readers from the poor one Baker Brown,
1980, p.21. Another aspect needs to concern is that the learners are also reported less
self-evaluating strategies. The results show that those learners are insufficient in using self-evaluating strategies. The present study found that the students reported
strategies such as “critically analyze and evaluate the text” and “asking oneself question to get better understanding” are rated as the lowest-preferred strategies.
These findings could be interpreted that the learners are not fully aware to appraise their own work on reading. Thus, the learners assumedly should improve
their metacognitive experience as well as their self-evaluating strategies. Eventually,
the teachers also need to promote and increase learners’ metacognitive awareness in language learning strategies, especially reading
