| dc.description.abstract | Metacognitive awareness of reading strategy is important for students to apply. Beside that, it
is the fact that reading is an important skills that influences success in learning a foreign language.
There have been many studies on metacognitive awareness in reading strategy but each study is
rarely specific to its readers, it means that readers who are categorized belong to the intermediate
level, in this study the researcher took samples from critical reading and literacy courses. The researcher specifies this research to the readers who are also at the university level. However,
there hasn't been much research in Indonesia on how reading methods are used in relation to
students' metacognitive awareness. The purpose of this study was to identify metacognitive
awareness of reading strategies that are frequently used by EFL students at a private university in
Yogyakarta, during online learning due to the COVID-19 pandemic. The population in this study
were students majoring in English Education at a private university in Yogyakarta. The number of
samples in this study were 114 respondents. This survey study adopted a survey of the
questionnaire of Metacognitive Awareness of Reading Strategy Inventory (MARSI-R inventory)
developed by Mokhtari et al. (2018). The results of this study indicated that students majoring in
English Education at a private University in Yogyakarta used three reading strategies, namely
global reading strategies (GLOB), problem-solving strategies (PROB), and support strategies
(SUP), with the PROB who got the highest score and the support reading strategies (SUP) got the
lowest score of the strategies used by the students. The results of this study will have an impact on
the reading skills of students who use the reading strategy, the PROB strategy is the highest result
of the other three strategies, almost all students admit that they underline or circle information in
the text to help them remember it. Thus, it can be concluded that reading strategies are essential in
practical reading activities. | en_US |
