Students’ Reading Comprehension Score

73 place of PROB strategies as the most preferred sab-category of metacognitive reading strategies in this study. It definitely described the students as readers who actively and usually use particular strategies in order to solve problems within reading process. “Students’ preferred problem-solving strategies because the items in this category help readers to overcome difficulties that arise when a text is complicated and students were also able to concentrate and understand the meaning of the text effectively ” Al-Dawaideh Al-saadi, 2013, p.229. The next subscale needs to be discussed was SUP strategies. This kind of strategies was adequately presented as the medium-usage strategy preference. It was reported that the amount of SUP strategies preference got less preference than another subscale such PROB. Allisheik and Mokhtari 2011, p. 157 say this inconsistency could be attributed to the types of students used, their native language and their reading abilities in those languages. The features of SUP strategies that were unfamiliar for the students might cause this lowest preference. Unfamiliar meant that it was tough to apply the features of the strategies . For instance, strategy such “doing self reflection” might be heavy to apply if those students did not use to ask themselves about their progress. This kind of strategy needs to be applied habitually. When someone had such routine, he she would automatically reflect on his or her own work. The last subscale strategy was GLOB strategies. The data indicated that GLOB strategies have positive relation with stu dents’ reading comprehension gains. P - value and r - value showed that GLOB strategies also became sub- category strategy that got strong correlation toward stu dents’ reading comprehension. In spite of the fact that only 77 of the strategies are rated as 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