METACOGNITIVE STRATEGIES USED BY ENGLISH
DEPARTMENT STUDENTS IN ACADEMIC READING COURSE
Bara Ferdinand
Abstract
This study was conducted to find out what metacognitive strategies were used by English Department students in the Academic Reading course. The participants of this research study were English Department students who took Academic Reading course. This study focused on the metacognitive strategies that the students used in their reading. The strategies were classified into three types; they are centering the learning process, arranging and planning the learning process, and evaluating the learning process. The findings showed that the students of Academic reading course used all of the metacognitive strategies. The most frequently used strategy was centering the learning process and least frequently used strategy was arranging and planning the learning process. The implication of this study was that metacognitive strategies should be incorporated into Academic Reading course to help students become more effective readers.
