Abstract
Although the study of Arabic text reading is growing in Arab and other countries, it is still not as commonplace in Malaysia. Thus, this study focused on the use of Arabic metacognitive strategy (MCS) which was used by form 4 students at SMK Agama in Seremban. Apart from that, this article aimed to investigate the effects of MCS use of Arabic text in comprehension and Arabic vocabulary. Based on stratified sampling, 60 respondents were taken from SMKA in Seremban to undergo this study. This group was divided into two groups, with 30 in the experimental group and 30 in the control group. This study is a quantitative research and is a numerical-based research method that used the ANCOVA test. In this study , trainin g wa s provided between pre-test and post-test. Eventually, after quasi-experimental studies were done, the finding showed that there is a significant difference in the Arabic comprehension and Arabic vocabulary post-test between the experimental group and control group. The experimental group indicated higher levels than the control group. This study contributes to the field of Arabic education from the perspective of the comprehension and vocabulary in MCS reading Arabic text. Keywords: Metacognitive Strategy (MCS); Arabic; reading text; comprehension; vocabulary
Highlights
Reading is an important language skill and must be mastered by students especially in exploring the field of knowledge more widely (Yahya Othman 2005)
To comprehend the text while reading, the strategy will be useful if the reader combines the reading skill with vocabulary and comprehension learning (Asmaa, Noorizah & Zaini 2015) as well as metacognitive strategy (MCS) (Yahya Othman & Dayang Raini Pakar 2013) because MCS gives a very good impression on the students' understanding in reading
MCS in reading according to Yahya Othman and Dayang Raini Pakar (2013) is the action of reading which involves the process of thinking in comprehending text using metacognitive strategy
Summary
Reading is an important language skill and must be mastered by students especially in exploring the field of knowledge more widely (Yahya Othman 2005). To comprehend the text while reading, the strategy will be useful if the reader combines the reading skill with vocabulary and comprehension learning (Asmaa, Noorizah & Zaini 2015) as well as metacognitive strategy (MCS) (Yahya Othman & Dayang Raini Pakar 2013) because MCS gives a very good impression on the students' understanding in reading. MCS in reading according to Yahya Othman and Dayang Raini Pakar (2013) is the action of reading which involves the process of thinking in comprehending text using metacognitive strategy. Metacognitive reading strategies are interesting for what they indicate about the ways readers arrange their interaction with the text for comprehension, and for how the use of strategies is related to
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