Abstract
<p>Being aware of reading strategies becomes the key of readers’ success in reading process, this study began with its purpose to investigate the readers’ awareness of metacognitive reading strategies while facing academic reading texts. Then, the respondents here were whole 50 students of English department, who had completed the questionnaire of Survey of Reading Strategies Awareness (SORS). Those respondents were intended to reveal the type of reading strategies used during reading academic materials in English. The results of study revealed that those respondents were aware of using two of three categories of reading strategies while reading the materials. As the detail, the results showed that the respondents mostly tended to use the strategies categorized in Problem Solving Strategies (PROB) in order to solve their obstacle in reading. Global Reading Strategies (GLOB) as second place, which is mostly used by the respondents. And the last or the lowest strategies in use are Support Strategies (SUP).</p>
Highlights
Reading can be described as an interactive cognitive process in which readers interact with text (Yuksel & Yuksel, 2012)
The awareness of metacognitive reading strategies influences learners comprehension because it controls the ways learners arrange their interaction with the context and for how the use of strategies is related to effective reading comprehension (Mokhtari & Sheorey, 2002)
In accordance to Mokhtarin and Shoerey (2002), these strategies becomes the basic support mechanisms intended to aid the readers in comprehending the text. This conclusion is supported by the fact that most of the problem-solving strategies were ranked above higher than global strategies
Summary
Reading can be described as an interactive cognitive process in which readers interact with text (Yuksel & Yuksel, 2012). The readers consciously or unconsciously tend to frame and predict the information that will come by using their own strategies and knowledge of language in order to arrange the meaning. Those strategies can be described as the way the readers to manage their interaction with written text, to make reading more effective and to improve comprehension (Singhal, 2001). The awareness of metacognitive reading strategies influences learners comprehension because it controls the ways learners arrange their interaction with the context and for how the use of strategies is related to effective reading comprehension (Mokhtari & Sheorey, 2002). In order to reach the description of metacognitive reading strategies use, the researcher addresses research question about to what extent the level of students’ awareness of metacognitive reading strategies use in academic reading
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