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
83 strategies in this present study. It is a need because the students cannot be
supposed to implicitly or accidentally recognize and are acquainted with those metacognitive features. We cannot expect those university students to acquire and
employ successful reading strategies incidentally and many come to language classes without a full understanding of what is expected of them Tavakoli, 2014,
p.328.
5.3 Suggestions
Regarding to the present empirical findings, the present puts forward a number of suggestions for further research. Firstly, this study could be further
extended to examine the effectiveness of metacognitive reading strategies toward reading comprehension by means of another complex research method such as
experimental research or class action research design. This might give positive impact toward theory of learning especially in reading comprehension field.
Secondly, regarding to this study also gives the impression of further study to conduct longitudinal study as a mean to get deeper insights of the impact of
metacognitive reading strategies and reading comprehension gains. In spite of the fact that this could cost longtime, longitudinal study is believed can give deeper
insight into the impact of metacognitive reading strategies on students’ reading performance.
Finally, at some point in the future, this study also suggests that future research could investigate teachers’ perception of metacognitive reading
strategies. It could provide teachers’ belief of the affect of those metacognitive reading strategies on students’ reading comprehension. It also could give the
teachers an overview of metacognitive reading strategies and encourage them to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84 promote those strategies. Additionally, it could give us information about
influential factors that determine their teaching as well. As Hong-Nam Page say that because academic reading centered at the university level often requires
advanced metacognitive skills so that EFL teachers have the opportunity to engage in comprehensive reading strategy instruction with junior, sophomore, and
freshman students p.214. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
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