The intercorrelation among EFL Learners’ Metacognitive Reading Strategies, Reading Motivation, and Reading Comprehension Ability

Abstract

Reading has an important role in learning second language since it is an integral skill for gathering information easily to learn other skills like speaking, reading, and writing. Students is easily able to graps the information from reading text if they understand about it. So, reading comprehension absolutelly becomes a valuable thing in reading activity. Metacognitive reading strategies are readers’ self awareness of thingking about reading text. It tells about fully self-consideration of thinking plans for getting goal of understanding reading text. It can be an influence for students in comprehending reading text. in other hand, Motivation also has role in reaching goal in learning. In reading, motivation can affect the students to have interest of reading. So, it can be the factor for students reaching their reading comprehension. In sum up, students needs strategies for helping them control their reading activity and reach reading coprehension, and they also have to get any motivation for increasing their interest of reading. This study focus on knowing the relationship among students’ metacognitive reading strategies, reading motivation and their reading comprehension at University of Islam Malang. the researcher uses correlational quantitative method for the research design. There are 87 students randomly selected from the second semester of English education department at Faculty of Teaching Training and Education at University of Islam Malang while 35 students only fill the instruments fully. The research is conducted by two steps. Firstly, the two questionnaires are administered online by google form and followed by the test of reading comprehension. For the data analysis, the researcher uses SPSS version 25 as a tool with Pearson Product Moment and Spearman Rank Correlation features as measuring the correlation. The findings show that there is no sigifance correlation between students’ metacognitive reading strategies and reading comprehension since r=0.223(p=0.199). It is also happened in students’ reading motivation correlated with their reading comprehension because r=0.111(p=0.526). in other side, there is significant correlation between students’ metacognitive reading strategies and their reading motivation as r=0.437(p=0.009). The curve shows positive. It tells that the increase of students’ reading strategies followed by the the increase of their reading motivation. Based on the findings, it can be concluded that metacognitive reading strategy does not affect the students’ reading comprehension. It can be due to students’ linguistic knowlege or teacher focus in teaching reading material, and it can also be influenced by the inapropriateness of using strategies. The reading motivation also does not give a significant correlation to reading comprehension. It is caused the students limited linguistic skills and the context, so they feel lazy to comprehend the reading texts when asnwering the questions. In other side, metacognitive reading strategies has positive correlation with reading comprehension. It implies that the students frequently using metacognitive reading strategies absolutely have good motivation, or the students with good motivation uses kinds of reading strategies to help them comprehend the texts. Further research can be conducted by the investigation of other factors influenting reading comprehension to know deeply about the affect of the factors. Keywords: Reading, Metacognitive Reading Strategies, Reading Motivation, Reading Comprehension