The Freshmen’s Metacognitive Awareness of Reading Strategies
- 10.2991/soshec-18.2018.39How to use a DOI?
- metacognitive; reading strategy; freshmen; GPA; academic performance
This study focused on the metacognitive awareness of reading strategy employed by the freshmen and its relation to academic performance. A questionnaire called MARSI (Metacognitive Awareness of Reading Strategies Inventory Version 1.091 by Mokhtari and Reichard was used to gather the data from 91 freshmen of an English Department. In this study, not only the data from the questionnaire, but the participants’ GPA were also used in this study. The results indicated that only 2.2% participants are not aware of their use of reading strategy, while the rest of them are quite adapt to the strategies. The data also suggested that the participants prefer the Problem-solving strategies (PROB) most than the Global reading strategies (GLOB) and Support strategies (SUP). Moreover, there was an indication (0.247 at sig 0.018 < 0.05) that the use of metacognitive reading strategies correlated to the freshmen’s academic performance. Based on the results of the study, better reading courses must be designed so that they can fulfill the students’ need in terms of metacognitive reading strategy exposure.
- © 2018, 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 - Retno Wulan Dari AU - Jannatul Laily Noviabahari PY - 2018/07 DA - 2018/07 TI - The Freshmen’s Metacognitive Awareness of Reading Strategies BT - Proceedings of the 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018) PB - Atlantis Press SP - 182 EP - 186 SN - 2352-5398 UR - https://doi.org/10.2991/soshec-18.2018.39 DO - 10.2991/soshec-18.2018.39 ID - WulanDari2018/07 ER -