METACOGNITIVE READING STRATEGIES AWARENESS USED BY ENGLISH LEARNERS AS A FOREIGN LANGUAGE IN READING

Abdi, Amal Bhakti (2026) METACOGNITIVE READING STRATEGIES AWARENESS USED BY ENGLISH LEARNERS AS A FOREIGN LANGUAGE IN READING. Undergraduate (S1) thesis, UIN SYEKH WASIL KEDIRI.

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Abstract

This study investigates the metacognitive reading strategies awareness employed by English as a Foreign Language (EFL) learners to identify reading comprehension. Metacognition, defined as learners’ awareness and regulation of their cognitive processes, plays a crucial role in fostering independent and strategic learning. The research focuses on three core strategies: planning, monitoring, and evaluating, applied by eighth-semester students of UIN Syekh Wasil Kediri during their reading activities. Using a qualitative descriptive design, data were collected through classroom observations, interviews, and reading assignments. The findings reveal that students consistently applied metacognitive strategies across different types of reading activities, namely skimming, scanning, intensive reading, and extensive reading. In the planning stage, learners prepared themselves by setting goals, activating prior knowledge, and anticipating challenges. During monitoring, they controlled comprehension by checking alignment between textual cues and their initial purposes, often rereading or adjusting focus when difficulties arose. In the evaluation stage, students reflected on the effectiveness of their strategies, recognizing both successes and areas for improvement. Challenges were also identified, including limited vocabulary, difficulties in identifying main ideas, and reliance on teacher guidance. These constraints highlight the dynamic nature of metacognitive engagement, where learners continuously negotiate between their strategies and the demands of the text. Overall, the study underscores the importance of integrating metacognitive strategies into EFL instruction. By fostering planning, monitoring, and evaluation, teachers can support learner autonomy, critical thinking, and improved reading performance. The results contribute theoretically to the understanding of metacognitive learning and practically to the development of pedagogical practices that encourage students to become more reflective and strategic readers.

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