Tesis

Undergraduate students\' metacognitive reading strategies implemented in the intermediate reading course / Ismi Syahidah

Abstrak
Metacognitive reading strategies are a series of actions that assist the reader in focusing on the cognition process starting from the early stages of reading and evaluating the information before completing texts and assignments. An intermediate reading course is one of compulsory subject which involves undergraduate students rsquo ability in comprehending articles and short stories. This activity asks students to implement wide strategies to improve comprehension skills in each material. This research was conducted with the intention of identifying students awareness of metacognitive reading strategies and exploring strategies carried out by students in an intermediate reading course. The results provided an overview of how reading strategies and the various strategies used can support students rsquo success in the reading process throughout the course. Using a mixed study methodology and an explanatory design the data collection was done in two ways. Data were obtained from quantitative (questionnaire) studies involving 83 students and qualitative (thinking sessions and semi-structured interviews) studies involving six students representing three different language proficiency groups. The data analysis process was divided into two parts (1) descriptive statistics for processing qualitative data and questionnaires of metacognitive reading strategies and (2) descriptive analysis which includes three processes condensation presentation and conclusion and data verification by Miles et al. (2014) for processing the qualitative data. Students oral responses were analyzed by the metacognitive reading strategies theory from Mokhtari et al. (2018) to understand the awareness level and variations of strategies applied by students. The output of the study s analysis uncovered overall undergraduates apply metacognitive reading strategies in an intermediate reading course. This is in line with the quantitative analysis where (1) undergraduate students show awareness of metacognitive reading strategies at a moderate level and (2) the implementation of each strategy was dominated by problem-solving strategies at highest level followed by support strategies at moderate level and global strategies remained as the last strategies preference to support students rsquo acquisition in intermediate reading course. In addition qualitative data analysis explained that students from the three cohorts reading proficiencies showed differences in the reading strategies used (1) students with medium proficiency levels used the three metacognitive reading strategies more than the low group and (2) students with high proficiency levels maintained the most application of the three strategies more than the other two groups. Various strategies support the high proficiency students in preparing their cognitive processes to review the text and understand he form of the task given by activating their previous knowledge. Identifying meaning drawing conclusions and strengthening understanding to complete the given reading can be completed with problem-solving and support strategies. The strategies used by the moderate proficiency students conversely helped them find important ideas before reading and facilitate their difficulties associated to the type and a long-drawn-out text in intermediate reading but fewer strategies challenged them to analyze meaning critically. Low proficiency students used the fewest strategies compared to others. Lack of understanding of the strategies used causes text comprehension to be ineffective and causes students to lose control when dealing with difficulties when reading which affects their ability to process reading in secondary level reading courses. The result of this study suggest that the role of teacher and lecturer is still needed in assisting undergraduate students particularly low proficiency student to implement the metacognitive reading strategies although those were not taught explicitly. Conducting classroom action-based research is advised for the near future studies to explore strategies in depth and see the effectiveness of associating those strategies to support learners in expanding EFL capabilities within existing reading courses. In addition researcher can further examine knowledge of students across reading proficiency levels regarding the metacognitive reading strategies. Metacognitive reading strategies are a series of actions that assist the reader in focusing on the cognition process starting from the early stages of reading and evaluating the information before completing texts and assignments. An intermediate reading course is one of compulsory subject which involves undergraduate students rsquo ability in comprehending articles and short stories. This activity asks students to implement wide strategies to improve comprehension skills in each material. This research was conducted with the intention of identifying students awareness of metacognitive reading strategies and exploring strategies carried out by students in an intermediate reading course. The results provided an overview of how reading strategies and the various strategies used can support students rsquo success in the reading process throughout the course. Using a mixed study methodology and an explanatory design the data collection was done in two ways. Data were obtained from quantitative (questionnaire) studies involving 83 students and qualitative (thinking sessions and semi-structured interviews) studies involving six students representing three different language proficiency groups. The data analysis process was divided into two parts (1) descriptive statistics for processing qualitative data and questionnaires of metacognitive reading strategies and (2) descriptive analysis which includes three processes condensation presentation and conclusion and data verification by Miles et al. (2014) for processing the qualitative data. Students oral responses were analyzed by the metacognitive reading strategies theory from Mokhtari et al. (2018) to understand the awareness level and variations of strategies applied by students. The output of the study s analysis uncovered overall undergraduates apply metacognitive reading strategies in an intermediate reading course. This is in line with the quantitative analysis where (1) undergraduate students show awareness of metacognitive reading strategies at a moderate level and (2) the implementation of each strategy was dominated by problem-solving strategies at highest level followed by support strategies at moderate level and global strategies remained as the last strategies preference to support students rsquo acquisition in intermediate reading course. In addition qualitative data analysis explained that students from the three cohorts reading proficiencies showed differences in the reading strategies used (1) students with medium proficiency levels used the three metacognitive reading strategies more than the low group and (2) students with high proficiency levels maintained the most application of the three strategies more than the other two groups. Various strategies support the high proficiency students in preparing their cognitive processes to review the text and understand he form of the task given by activating their previous knowledge. Identifying meaning drawing conclusions and strengthening understanding to complete the given reading can be completed with problem-solving and support strategies. The strategies used by the moderate proficiency students conversely helped them find important ideas before reading and facilitate their difficulties associated to the type and a long-drawn-out text in intermediate reading but fewer strategies challenged them to analyze meaning critically. Low proficiency students used the fewest strategies compared to others. Lack of understanding of the strategies used causes text comprehension to be ineffective and causes students to lose control when dealing with difficulties when reading which affects their ability to process reading in secondary level reading courses. The result of this study suggest that the role of teacher and lecturer is still needed in assisting undergraduate students particularly low proficiency student to implement the metacognitive reading strategies although those were not taught explicitly. Conducting classroom action-based research is advised for the near future studies to explore strategies in depth and see the effectiveness of associating those strategies to support learners in expanding EFL capabilities within existing reading courses. In addition researcher can further examine knowledge of students across reading proficiency levels regarding the metacognitive reading strategies.

Informasi Detail

DDC

Rt 420.84 SYA u

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2023.

Deskripsi Fisik

xvi, 114. lembar. ; 30 cm

Bahasa

No Reg

00618/RT/23

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2023

Subjek

1. BAHASA INGGRIS - MEMBACA
2. ENGLISH - READING

Pembimbing

1. Dra. Nunung Suryati, M.ed., Ph.d;2. Siti Muniroh, S.pd, M.a., Ph.d

Lampiran Berkas