The Correlation between Metacognitive Reading Strategies and Reading Comprehension Among 1st Year EFL Students at a Public University in West Java

DOI

10.2991/conaplin-18.2019.298How to use a DOI?

Keywords

reading comprehension; metacognitive reading strategies

Abstract

Metacognitive reading strategies are essential strategies needed by readers in comprehending texts. This study aimed at investigating the correlation between metacognitive reading strategies and reading comprehension among the first year EFL students at a public university in West Java. Data were collected from 30 first year EFL students of English Education Department through questionnaire and test. The results of Pearson Correlation analysis showed a significant moderate correlation between metacognitive reading strategy awareness and reading comprehension (r=0.500, p<0.01). Learners who had high awareness of metacognitive reading strategies were proven to have higher reading comprehension achievement. This result revealed that metacognitive reading strategies had significant contribution to reading comprehension in which learners who made common use of metacognitive reading strategies were able to comprehend the text better.

Copyright

© 2019, 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/).

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TY  - CONF
AU  - Ima Siti Maryam
AU  - Sudarsono Muhammad Ihrom
AU  - Iyen Nurlaelawati
PY  - 2019/06
DA  - 2019/06
TI  - The Correlation between Metacognitive Reading Strategies and Reading Comprehension Among 1st Year EFL Students at a Public University in West Java
BT  - Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)
PB  - Atlantis Press
SP  - 436
EP  - 446
SN  - 2352-5398
UR  - https://doi.org/10.2991/conaplin-18.2019.298
DO  - 10.2991/conaplin-18.2019.298
ID  - Maryam2019/06
ER  -