A Description of The Uses of Metacognitive Self Regulation and Cognitive Strategy Used with Reading Comprehension
- 10.2991/conaplin-16.2017.60How to use a DOI?
- cognitive strategy used; metacognitive self regulation; reading comprehension; self-regulated learning.
The reform of curriculum in Indonesia to the 2013 curriculum influences the way teachers teach in the classroom in which in this case they are demanded to apply student-centered teaching. In order to implement the student-centered teaching, two components of self regulated learning; metacognitive self regulation and cognitive strategy used are involved. Regarding to see the effectiveness of these components, this study is objected to investigate the uses of metacognitive self regulation and cognitive strategy with reading comprehension. It employs a qualitative research design. 30 senior high school students participated in this study. The data were obtained from self regulated reading task adapted from Maftoon & Tasnimi (2014). The result revealed that both components of SRL gave a positive relation with students' reading comprehension where cognitive strategies used were mostly used by the students. The implication of the study offers a suggestion for the English teachers to utilize both components of SLR in their teaching in order to improve students' reading comprehension through the best possible instruction.
- © 2017, 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/).
Cite this article
TY - CONF AU - Intan Septia Latifa PY - 2016/11 DA - 2016/11 TI - A Description of The Uses of Metacognitive Self Regulation and Cognitive Strategy Used with Reading Comprehension BT - Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9) PB - Atlantis Press SP - 268 EP - 272 SN - 2352-5398 UR - https://doi.org/10.2991/conaplin-16.2017.60 DO - 10.2991/conaplin-16.2017.60 ID - Latifa2016/11 ER -