A Correlational Study Between Metacognitive Reading Strategies and Reading Motivation Toward Reading Comprehension Performance Among ESP Students

Abstract

This research is intended to know whether there is correlation between students’ use of metacognitive reading strategies and reading comprehension; motivation in reading English text and reading comprehension; metacognitive reading strategies and reading motivation toward reading comprehension of ESP Students at the second semester students of Economics and Business department in the state University of Merdeka Malang in academic year 2018/2019. The population was the second semester students of Economics and Business department. While the sample was 70 students taken by cluster random sampling technique. The instruments to collect the data were questionnaire and test. Questionnaire is used to collect the students’ use of metacognitive reading strategies and reading motivation data while the test is used to collect the reading comprehension data. In analyzing the data, the researcher used Person Product Moment formula to find the coefficient correlation and multiple linear regression to find the significance and linearity between the variables. The result of the research showed that metacognitive reading strategies (X1) is significantly correlated with reading comprehension (Y). The correlation of metacognitive reading strategies (X1) and reading comprehension (Y) is significant at 0.019 by the coefficient correlation 0.281 which considered as low correlation. On the other hands, a significant correlation also shown between reading motivation (X2) and reading comprehension (Y). The correlation of reading motivation (X2) and reading comprehension (Y) is significant at 0.000 by the coefficient correlation 0.436 which considered as moderate correlation. However, positive correlation also shown between metacognitive reading strategies and reading motivation toward reading comprehension. The correlation of metacognitive reading strategies and reading motivation toward reading comprehension (Y) is significant at 0.001 by the coefficient correlation 8.432 which considered as high correlation. Therefore, the researcher concluded that there is a simultaneous significant correlation between students’ use of metacognitive reading strategies combined with reading motivation in order to reach the goal of reading comprehension on the second semester students of Economics and Business department at the University of Merdeka Malang in the academic year of 2018/2019.