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SKRIPSI INVESTIGATING METACOGNITIVE STRATEGIES USED BY ENGLISH EDUCATION STUDENTS IN EXTENSIVE READING COURSE

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Metacognitive strategies are essential for enhancing reading comprehension, emphasizing reader awareness, monitoring, and regulation. Extensive Reading (ER) is a widely used language learning method, particularly among L2 or EFL learners. This study aimed to explore how English Education students employ metacognitive strategies and identify the most frequently used strategy within the Extensive Reading course. The objectives of this study were to identify the types of metacognitive strategies used by students in the Extensive Reading course and to determine which strategy was the most frequently employed. The findings offer an overview to help Extensive Reading instructors better understand students' learning strategies and support their development of reading skills. This study employed a qualitative research design. The participants were fourth-semester students from the English Department at Universitas Tidar enrolled in the Extensive Reading course during the 2024/2025 academic year. Data were gathered through questionnaires and semi-structured interviews. A total of 20 students participated, and eight were chosen as interviewees through purposive sampling to gain deeper insights. The data were analyzed and categorized based on Zhang and Shepoo's (2013) theory of metacognitive strategies. The results indicated that students employed almost all metacognitive strategies suggested by Zhang and Shepoo's (2013), to enhance their reading skills. For planning strategies, students set goals, previewed titles or headers, and activated prior knowledge before reading. Monitoring strategies, especially comprehension monitoring, were used predominantly as students checked their understanding, reread confusing sections, and adjusted their reading speed when facing difficulties. Evaluating strategies were also utilized after reading through self-assessment and reflection. The results showed that monitoring strategies were the most commonly used at 81.96%, with evaluating and planning following at 78.125% and 75.375%, respectively. In summary, comprehension monitoring emerged as the predominant strategy, reflecting students' active regulation of their reading to enhance understanding.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS WIB I 2025

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2025

Deskripsi Fisik

XII;123HAL;29.5CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

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