Investigasi Strategi Membaca Metakognitif di Kalangan Siswa SMA Belajar Bahasa Inggris sebagai Bahasa Asing = An Investigation of Metacognitive Reading Strategies among Senior High School Students Learning English as a Foreign Language

LISA BUNGATI. An Investigation of Metacognitive Reading Strategies among Senior High School Students Learning English as a Foreign Language (Supervised by Abidin Pammu and Nasmilah) This study aims to investigate students’ metacognitive reading strategies, compare the frequency of strategy use between high-achieving and low-achieving students, and examine the influence of these strategies on students’ reading performance. Using Flavell’s metacognition theory and the Survey of Reading Strategies (SORS) and final summative assessment as the instrument, data were collected from 72 eleventh-grade students. Descriptive statistics indicated that students’ overall use of metacognitive reading strategies was at a high level (overall mean = 3.5). Problem-solving (mean = 3.5), support (mean = 3.5), and global (mean = 3.3) strategies were all used with similar frequency, although global strategies were less frequent than the others. Several items from the support and global categories had mean scores below 3.0, reflecting occasional or selective use. The independent samples t-test showed no statistically significant difference in strategy use frequency between high-achieving and low-achieving students (p > 0.05), even though high achievers reported consistently higher means in all categories. Multiple linear regression analysis revealed that metacognitive reading strategies collectively explained 45.7% of the variance in reading scores (R² = 0.457, p < 0.05). Both global (β = [0.124], p = [.001]) and problem-solving strategies (β = [0.136], p = [.005]) had positive associations with reading achievement, while support strategies (β = [-0.091], p = [.008]) showed a slight negative relationship. These results normatively support Flavell’s theory by illustrating students’ involvement in planning, monitoring, and evaluating the reading process, and emphasize the value of explicit instruction targeting metacognitive strategies particularly those related to planning and problem-solving in the EFL classroom.

Keyword : Metacognitive reading strategies, reading performance, and SORS.