Investigating Metacognitive Awareness OfudReading Strategies To Strengthen Students'udPerformance In Reading Comprehension

摘要

This study was about the metacognitive awareness of reading strategies toudenhance students' performance in reading comprehension. From five governmentudsecondary schools in Banda Aceh, Indonesia, 272 students in grade three participated inudthis research. Two standardised English reading comprehension tests from Ujian Nasionalud(UN, or National Examination) 2005/2006 and the Metacognitive Awareness of ReadingudStrategies Inventory (MARSI) by Mokhtari and Reichard were employed. The MARSIudconsisted of 30 items that measured MARS, which were divided into three categories:udglobal reading strategies (13 items), problem solving reading strategies (8 items), andudsupport reading strategies (9 items). The results indicated a weak positive relationshipudbetween MARS and scores in reading comprehension. No significant difference wasudfound in the students' level of MARS between good and poor readers. It was also foundudthat the level of MARS for problem solving reading strategy was than for global andudsupport reading strategies. The findings suggest direct instruction in MARS may helpudstudents increase their attention to the reading process. Becoming aware of their ownudthinking as they read and solve problems allows students to seize the advantages ofudlearning opportunities to become strategic and thoughtful readers.