PERAN UMPAN BALIK DALAM STRATEGI MEMBACA MULTI-METAKOGNITIF UNTUK MENINGKATKAN PEMAHAMAN MAHASISWA TERHADAP MATERI BERBASIS SEJARAH QUR’ANI DI IAIN PONTIANAK = THE ROLE OF FEEDBACK IN MULTI-METACOGNITIVE READING STRATEGIES TO ENHANCE STUDENTS’ COMPREHENSION OF QUR’ANIC HISTORY-BASED MATERIALS AT IAIN PONTIANAK

ABSTRACT NURMY A.R. The Role of Feedback in Multi-Metacognitive Reading Strategies to Enhance Students’ Comprehension of Qur’anic History-based Materials at IAIN Pontianak (supervised by Abd. Hakim Yassi, Nasmilah Yunus, dan Harlina Sahib). Flavell’s (1979) metacognitive reading strategies (MRS) have become an important approach in reading instruction. However, this strategy needs to be continuously developed to answer the dynamic needs of students in various contexts. Thus, this research develops a multi-metacognitive reading strategy (MMRS) by integrating MRS with the feedback theory of Hattie and Timperley (2007) and Brookhart (2008) to reveal the role of it in MRS and differentiate it from previous MRS, to analyze its implementation in MMRS in the learning process in the classroom, to identify the types of reading strategies used, and to examine their influence on enhancing students' reading comprehension using Qur’anic history-based materials at IAIN Pontianak. This is mixed-methods research. The data were obtained through a literature review, observations, interviews, SORS, a feedback questionnaire, and students’ pre- and post-tests results, and analyzed using the qualitative method of Miles and Huberman, Excel, and SPSS Program 26. The results show: 1) Feedback significantly contributes to constructing the MMRS and encouraging the students’ ability to comprehend texts, make logical inferences, conduct critical analysis, and develop an emotional or appreciative engagement with the reading material; it also supports the implementation of the MRS’s phases as a dependent component. Moreover, the integration of feedback in MMRS as a dependent and independent component differs MMRS from previous MRS. 2) Feedback maximizes metacognitive processes in the planning, monitoring, evaluation, and feedback phases to improve students’ comprehension. The positive responses of students’ interviews and questionnaires also support this finding. 3) The students applied 25 items of SORS in the high category, and 4 items in the medium category. Moreover, Glob 1 is mostly used in the planning step (76.19%), Prob 3 in the monitoring step (76.19%), and Sup 6 in the evaluation step (52.38%). This indicates that the students perceive MRS as beneficial in improving their reading comprehension. 4) The mean scores of the post-test in the EG increased by 8.24 and 10 points compared to the CG. This indicates that the implementation of feedback within MMRS has a more substantial impact on enhancing students' reading comprehension. In addition, it has pedagogical implications for the teaching model, procedures, techniques, and strategies in the classroom, as well as for contributing to the development of a reading teaching and learning syllabus.

Keywords: feedback, theory development, multi-metacognitive reading strategies, metacognitive reading strategies, Qur’anic history-based materials, students’ reading comprehension, pedagogical implications.