Tesis

Graduate students’ awareness in the use of metacognitive reading strategies / Dwi Susanti

Abstrak
Metacognitive reading strategies (MRS) are defined as self-controlled strategies that students personally manage to maximize their reading ability. To select the appropriate reading strategies they know what strategies are needed to use and not to use and behind that they also has the reason in considering the strategies perceived effective. Since the successful students seems able to operate MRS well because they know how to monitor their reading process to succeed their study field the researcher is interested to study the graduate students awareness of using MRS in composing thesis project during self-study. This study is focused on identifying (1) what planning strategies used and the reason for using them before reading (2) what monitoring strategies used and the reason for using them when reading and (3) what evaluating strategies used and the reason for using them after reading. By setting out the aims the researcher designs thinking-aloud and semi-structured interview as the instruments of the descriptive research. In brief two graduate students are invited who are considered as a good reader (with approximately 90% coverage of understanding the text based on the result of vocabulary test). In the day of the investigation each of them get the exposure via Youtube of the way of reading with thinking-aloud then continued to practice it. Next the interview is conducted after finish reading. The findings reveal that (1) two planning strategies acknowledged by the students setting purpose and skimming. Setting the purpose is used to start reading with clear direction and to build the sense of interest in reading. Skimming is used to get an overview of the text and to find text related to self-study. (2) Seven monitoring strategies are identified and categorized into three groups. First restating and concluding the gist of the statement are used to get the key point. Secondly Google translate rereading and using context clues are required for solving the reading problem. Third underlining and asking self-questions are used as supporting strategies. (3) Summarizing is useful to simply remember the info and to evaluate self-understanding and synthesizing is to gather research resources related to self-writing work. To conclude by inviting the graduate students to recognize their own reading process (metacognition) the students are able to identify their own metacognitive reading strategies and the efficacy of each reading strategy used to plan monitor and evaluate their reading comprehension. Finally the researcher hopes that the students or the readers become strategic readers who are able to find their own reading strategies by identifying their knowledge of metacognitive reading strategies.

Informasi Detail

DDC

Rt 428.43 SUS g

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2021.

Deskripsi Fisik

xiv, 102 lembar : il. ; 30 cm.

Bahasa

Indonesia

No Reg

01534/KI/22

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2021

Subjek

1. BAHASA INGGRIS - MEMBACA
2. ENGLISH LANGUAGE - READING

Pembimbing

1. Furaidah ; 2. Johannes Ananto Prayogo

Lampiran Berkas