Deskripsi/Abstract
One of the main pre-requisites to succeed in foreign language learning is to be
a proficient reader, which is necessary for EFL learners as learners of English
Department of State IslamicInstitute of Kerinci. To become proficient reader, they
should use a variety of reading strategies. Utilizing reading strategies will
facilitate the learners in their effort to understand texts, to better comprehension
and eventually to become proficient readers. However, learners might not be
aware of their reading strategies which impede their metacognitive awareness.
The awareness of reading strategies is beneficial for the improvement of EFL
learners‟ reading skills in English. The ability to read English efficiently for
academic purposes is widely recognized in EFL/ESL contexts as a critical skill in
a wide range of secondary and university settings, and especially for more
advanced students. The purpose of this research was to to find how are the
learners‟ Metacognitive Awareness Reading Strategies at English Department of
State Islamic Institute Kerinci. The design of this research was quantitatif
descriptive. In collecting the data, the researcher was distributed questionnaire to
the respondents to assess reading strategies.The result of this research was shown
that: From the data analyzed it was found that: 1). the total mean of students‟
metacognitive reading awereness was 3.47. The range level of 3.47 is at the
medium level. It mens that the students‟ metacognitive reading awereness was at
medium level. And it can be said that the students sometimes used metacognitive
reading awareness when they reading a text or comprehend the text. 2). for the
indicators of analytical reading strategy, the resercher was found that the mean
total of analytical reading strategy was 3.51. Based on level intensity of students‟
reading strategies this value was at the high level criteria. Thus, it can be
cobcluded that the students always used analytical reading strategies when they
are reading or comprehend the text. 3). the mean total pragmatic reading strategy
was 3.41. Based on level intensity of students‟ reading strategies this value was at
the medium level criteria. Thus, it can be cobcluded that the students sometimes
used analytical reading strategies when they are reading or comprehend the text.
From the results both of the indicators the analytical reding strategy was at the
high level criteria. It can be concluded that the the students always used analytical
reading strategies when they are reading or comprehend the text.
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