The Differences of Metacognitive Reading Awareness Between Successful and Less Successful Students At Junior High School Students

Abstract

This research explains metacognitive reading awareness strategies which are divided into 3 types of strategies (problem-solving strategies, support reading strategies, and global reading strategies) for successful students (SS) and less successful students (LS). The method used in research is quantitative. Researchers involved all 8th-grade middle school students. There were 32 successful students and 21 less successful students. The questionnaire taken by MARSI-R 2013 was created by Kouider Mokhtari. Researchers distributed questionnaires in physical form in the form of paper containing student identities and 30 questions about metacognitive reading awareness. Data was analyzed using the SPSS application. The analysis results show PSS (Problem-Solving Strategies) with a total mean of 3.92 for SS and 3.72 for LS, SRS (Support Reading Strategies) with a total mean of 3.44 for SS and 3.08 for LS, and GRS (Global Reading Strategies) with a total mean of 3.45 for SS and 3.26 for LS. The types of metacognitive reading awareness strategies mostly used by successful students and less successful is problem problem-solving, support, and followed by global strategies. Then the next suggestion is aimed at lecturers and English teachers to motivate and stimulate learning using metacognitive reading awareness strategies. The final suggestion is aimed at future researchers to have more participants in the research. Keywords : Successful Students, Less successful Students, Metacognitive Reading Awareness.