The Effectiveness of Metacognitive and Cognitive Strategies in Teaching Reading to Higher and Lower Achievement  

Oleh:

YUVITA

Jenis: Article from Proceeding
Dalam koleksi: 58th TEFLIN International Conference: Language Teaching and Character Building, Semarang, 3rd-5th November 2011, page 1-6.
Topik: reading strategies; metacognitive strategies; cognitive strategies; higher achievement students; lower achievement students.
Fulltext: 124.YUVITA.pdf (54.59KB)

Isi artikel

As reading is regarded as one of the language skills to be mastered by learners and needs fully attention to develop in learning process due to the fact that learners often find difficulties in understanding a text or some texts in the target language, raising their awareness of learning strategies and helping them utilize these strategies is a crucial aim of teaching reading. The learning strategies include metacognitive and cognitive strategies. This study aims at finding out the effectiveness of metacognitive and cognitive strategies in teaching reading to the higher and lower English achievement of the fourth semester students of the English Department of Pancasakti University Tegal and examining the significant differences between the different students’ achievement level as well as the interaction between metacognitive and cognitive strategies and students’ reading achievement. TOEFL reading test was given to 40 students as the sample of the study consisting higher and lower achievement students. The results show that metacognitive and cognitive strategies are effective to teach reading to higher and lower achievement students.

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