Investigating Senior High School Students' Metacognition in Indonesian Learning Reading Comprehension: Does It Have a Positive Impact?
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| Title: | Investigating Senior High School Students' Metacognition in Indonesian Learning Reading Comprehension: Does It Have a Positive Impact? |
|---|---|
| Language: | English |
| Authors: | Rizki Akbar Mustopa, Vismaia Sabariah Damaianti, Yeti Mulyati, Dadang S. Anshori |
| Source: | International Journal of Language Education. 2024 8(2):322-342. |
| Availability: | International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Metacognition, Reading Comprehension, Academic Achievement, Correlation, Language Teachers, High School Teachers, Learning Activities, Teacher Attitudes, Reading Strategies, Reading Difficulties, Teaching Methods, Foreign Countries, Indonesian, Reading Instruction |
| Geographic Terms: | Indonesia |
| ISSN: | 2548-8457 2548-8465 |
| Abstract: | Metacognition and reading comprehension skills are believed to influence students' academic success. However, many studies report that students' understanding of texts is still low even though they have been able to read fluently. This study aims to investigate and describe students' metacognitive awareness in reading comprehension learning activities and the effect of metacognition on reading comprehension skills. The research method used is a mixed-method by utilizing the descriptive and quantitative correlational analysis results. The research subjects involved were 280 students and eight Indonesian language teachers from eight senior high schools. The research data was obtained from the observations of reading learning activities, interviews, distributing questionnaires, and reading skills tests. The results showed that most students did not know the right reading strategy for themselves. Overall, students have not been able to conclude the goals and benefits of learning to read comprehension for their lives, behave passively in learning, and have not been able to identify solutions to face reading comprehension difficulties according to their characteristics. Based on the results of correlational calculations, metacognition was positively correlated with students' reading comprehension skills. This study recommends that teachers and curriculum designers emphasize the components of metacognitive awareness activity for improving students' reading comprehension skills. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1434613 |
| Database: | ERIC |
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