Sari, Yunita (2021) Metacognitive Reading Strategies in Reading Comprehension in Islamic Higher Education. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

This study aimed to know the metacognitive reading strategies used by students and the level of students in using metacognitive reading strategies in reading comprehension. Furthermore, the method used in this research was descriptive quantitative method. The subject of this study were the fifth-semester students of English Education Department with a total sample of 90 students involved in data collection. To obtain data on the use of students’ metacognitive reading strategies and the level of students' awareness in using metacognitive reading strategies, the researcher distributed the MARSI questionnaire by Mokhtari & Reichard (2002) specifically designed to assess adult readers in reading academic texts or school-related materials such as textbooks, articles and journal. This study found that the fifth-semester students of English Education Department used 3 types of metacognitive reading strategies in reading comprehension, namely Global Reading Strategies, Problem Solving Reading Strategies, and Support Reading Strategies. The strategy most often used by students was the Problem Solving Strategies with the mean score of 3.62 and was categorized as the use of a high level strategies. Then followed by the use of a moderate level strategy, namely Global Reading Strategies with the mean score of 3.28, placed the second position and the last one was Support Reading Strategy with the mean score of 3.21. Based on the result of data, the overall level of students in using metacognitive reading strategies was at a moderate level with an average of 3.37.

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