Abstract
Comprehending English text is still regarded as hard for students. Metacognitive strategies have been considered effective in overcoming reading difficulties by many researchers. The objective of this study is to describe the application of three types of metacognitive reading strategies (global strategies, problem solving strategies, and support strategies) used by the students of Senior High School (SMAN) 1 Ingin Jaya, Aceh Besar. It is a descriptive qualitative study. Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire suggested by Mokhtari and Reichard (2002) was used to collect the data. The result of the study revealed that the students generally showed moderate awareness of all strategies and held a preference of using Problem Solving Strategies, followed by Support Strategies and Global Strategies respectively. The study also showed that high performance students used the strategies more frequently than low performance students. It can be concluded that the more students aware of using metacognitive reading strategies, the better their performance is in reading skill. Therefore, teaching the students to use metacognitive strategies can be a solution in enhancing students’ reading ability.
Highlights
Teaching English in senior high schools in Indonesia aims at, among other things as stated in the English Syllabus for Senior High School levels, enabling students to read and comprehend the text in the forms of interpersonal and transactional written discourse, formal and informal functional texts, and several genres of text such as recount, narrative, descriptive, procedure, news item, factual report, analytical exposition, etc
Based on the initial observation conducted at some schools in Banda Aceh and Aceh Besar it was found that it seems to be hard for the students in comprehending English texts
Sheorey and Mokhtari (2001) believe that knowing the metacognitive strategies and being aware of the strategies used may aid students to be responsive as well as to be able to construct meaning from the text. This descriptive qualitative research analyzed and described the application of metacognitive reading strategies conducted by low and high performance students based on the framework of Metacognitive Awareness of Reading Strategies Inventory (MARSI) adapted from Mokhtari and Reichard (2002)
Summary
Teaching English in senior high schools in Indonesia aims at, among other things as stated in the English Syllabus for Senior High School levels, enabling students to read and comprehend the text in the forms of interpersonal and transactional written discourse, formal and informal functional texts, and several genres of text such as recount, narrative, descriptive, procedure, news item, factual report, analytical exposition, etc. Based on the initial observation conducted at some schools in Banda Aceh and Aceh Besar it was found that it seems to be hard for the students in comprehending English texts. The results of several tests given by the teachers showed that most of students received unsatisfactory scores in reading comprehension. They said it was difficult for them to find the main ideas and the detailed information in the texts in a short time because they had to read and translate the text word by word. Students can use some strategies to develop their reading ability.
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