The Correlation between Metacognitive Reading Strategies and Reading Comprehension among Senior High Students
DOI:
https://doi.org/10.26740/rt.v14i03.79484Keywords:
Metacognitive strategies,, Reading Comprehension, Correlation, high school students, MARSIAbstract
This study aims to determine whether there is a significant correlation between metacognitive reading strategies and students' reading comprehension. It was conducted using a quantitative correlational design at a senior high school in Gresik, involving 100 12th-grade students as participants. To collect the data, the researcher administered two instruments: a reading comprehension test and the Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire, which measures students’ use of global, problem-solving, and support strategies. The data were tested for validity, reliability, and normality to ensure appropriate statistical procedures. A Spearman rho correlational test was then conducted to examine the relationship between the two variables. The results revealed that there is no significant correlation between metacognitive reading strategies and students’ reading comprehension. This indicates that frequent use of metacognitive strategies does not necessarily lead to better reading performance. These findings suggest that other factors—such as vocabulary mastery, language proficiency, and motivation—may play a more critical role in influencing students’ reading comprehension. It is possible that students may not yet have the linguistic competence needed to apply strategies effectively. Therefore, future research is recommended to use more objective tools, such as think-aloud protocols, to assess actual strategy use. Including more diverse participants and exploring the interaction between vocabulary, motivation, and strategy use may also provide deeper insights into the factors that support successful reading comprehension.
Keywords: Metacognitive strategies, Reading comprehension, Correlation, Senior high school, MARSI
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