Title: Enhancing comprehensive reading skills: learning from metacognitive strategy

Authors: Iswan Riyadi; Hersulastuti; Theresia Kriswianti Nugrahaningsih; I. Made Sudana

Addresses: Faculty of Teacher Training and Education, Widya Dharma University, Karanganom, 57438, Klaten, Indonesia ' Faculty of Teacher Training and Education, Widya Dharma University, Karanganom, 57438, Klaten, Indonesia ' Faculty of Teacher Training and Education, Widya Dharma University, Karanganom, 57438, Klaten, Indonesia ' Faculty of Engineering, Universitas Negeri Semarang, Kampus UNNES Sekaran, Gunungpati, 50229, Semarang, Indonesia

Abstract: Reading comprehension is a significant aspect of students' gaining understanding through reading. Low achievements in reading comprehension have long been linked to a lack of motivation and strategies. This study attempted to implement a model of reading comprehension based on metacognitive learning strategies. This study involved the following stages: developing metacognitive learning strategies in reading comprehension practice, and testing the validity, practicality and effectiveness of the model. Observation, interviews, document analysis, and questionnaires were used for data collection, while interactive modelling, evaluative analysis, and comparative analysis were employed for data analysis. Prior to implementation, this model was tested in two schools. Two classes from these schools were selected for this study, one as the treatment group and the other as the control group. Students' reading comprehension skills were found to improve significantly after application of metacognitive learning strategies. The model demonstrated its validity, practicality, and effectiveness for helping students gain a deeper understanding of the text. The results could be applied in developing better methods for enhancing reading skills.

Keywords: metacognitive; learning; strategy; comprehensive; reading skills.

DOI: 10.1504/IJIL.2019.102904

International Journal of Innovation and Learning, 2019 Vol.26 No.4, pp.391 - 406

Received: 28 Jul 2018
Accepted: 08 Nov 2018

Published online: 17 Sep 2019 *

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