THE COMPARISON OF METACOGNITIVE READING STRATEGY USED BY HIGH AND LOW ACHIEVER STUDENTS IN EFL CONTEXT

Abstract

Abstract: This study aims to compare the use of metacognitive reading strategy between low and high achiever EFL students in University of Islam Malang. Moreover, this research also investigates which types of metacognitive reading strategy are the most frequently used by high and low achiever students. This research applied a quantitative approach in the form of a comparative research design. The researcher proposed purposive sampling technique with 41 students of Reading IV Course were identified as high achiever students and 10 students of Reading IV Course were identified as low achiever students. The Reading IV final test scores and MARSI questionnaire were used as the intruments in this research. The research finding indicated that there was no significant difference in the use of metacognitive reading strategy by high and low achiever students with significant value 0.069 (>0.05). Moreover the research found out that Problem-Solving Strategies were used the most by high achiever students and Global Strategies proposed the most by low achiever students.

 

keywords: reading, metacognitive reading strategy, high achiever, low achiever