The purpose of this study is to analyze how the metacognitive skills of English students who took the TOEFL 2020 at IAIN Bengkulu are. This study aims to analyze how the metacognitive skills of English students who have taken the TOEFL 2020 at IAIN Bengkulu are.
Research Questions
The Objectives and Significancess of the Research The objectives of carrying out the research are
Metacognitive
Metacognitive reading strategy awareness in reading comprehension processes is related to the knowledge that we know ourselves as readers, the reading task we encounter, and reading strategies that metacognitive reading strategy awareness in reading is defined as actions performed by the reader, such as planning, monitoring. , or evaluating the success of a particular learning task (Flavell, 1976). Metacognitive reading strategy awareness in reading comprehension processes is related to the knowledge that we know ourselves as readers, to the reading task we encounter and to the reading strategies that determine the awareness of the metacognitive reading strategy in reading.
TOEFL
Have academic performance with a minimum grade point average (GPA) of 3.00; Have a valid Indonesian Language Proficiency Test Certificate. Has achievements in the field of science, technology, art and/or sport recommended by higher education leaders; Have academic performance with a minimum GPA of 3.25; Submit a photocopy of a valid foreign language proficiency certificate, equivalent to TOEFL with a minimum score of 500; Have a valid Indonesian Language Proficiency Test Certificate; Passed the Academic Potential Test conducted by the Ministry of National Education.
Reading
There is only one type of inquiry in the Perusing Understanding segment of the paper-based TOEFL test: The various decision questions require you to choose the most appropriate response to the inquiries regarding the information provided in the comprehension sections. Uses a quick skim of text to get main ideas, identify text structure, confirm or ask for a prediction.
Previous Studies
In general, the largest average difference between the test group and the benchmark group appears to be 3.9. While the yield of matched example relationships shows a huge relationship between examples where can be seen very well that the identifier of the two relationships is 0.848 and the test importance is 0.000 with an estimate of 2.960. Learning is important, to put it plainly, learning metacognitive methodologies is one of the conceivable critical learning systems that can be applied to build students' understanding of knowledge.
The current aim of the research is to determine the worldwide students' metacognitive attention to science comprehension techniques, especially the use of sign placement, in the system of groundwork for the TOEFL comprehension area. In general, it was found that most of the writers focused on the interpretive content of the TOEFL reading area as test material and gave point by point renderings of the sort of single institution tip and the example of numerous institution tips which are normal for the construction of this content. The accompanying exam manages the correlation and translation of the results obtained in three central meetings of students who have completed the TOEFL iBT reading comprehension with and without figuring out how to use the institution comprehension system.
Sungatullina (2016) focuses her research on students' global awareness of academic reading strategies, namely the use of context clues, in preparation for the TOEFL reading section. On the other hand, this research will focus on the types of metacognitive strategies that are used the most. Quantitative research is research based on the philosophy of positivism, it is used to research certain populations or samples, sampling techniques are generally carried out randomly, data collection uses quantitative or statistical data analysis research instruments with provisions to test the hypotheses that have been established.
Research Subject
In addition to quantitative research can also be referred to as scientific research or systematic science that uses mathematical models, theories and hypotheses related to phenomena.
Population and Sample
Due to the limitations of the authors, random sampling was used in this study, i.e. taking a portion of the population considered appropriate to form the study sample. To determine how many samples were used in this study, the researcher referred to the opinion of Sugiyono (2008) who stated that the sample would result from random sampling of sample members from the population without regard to the strata within it. population. The researcher determined that the sample size of this study was 25% of the total population of 113 people.
Research Variables and Indicators 1. Form of Instrument
3 When faced with TOEFL reading questions, I think about what I know to help me understand what I am reading. 6 When faced with TOEFL reading questions, I think about whether the content of the text fits my reading purpose. 10 When faced with TOEFL reading questions, I underline and circle information in the text to help me remember it.
13 For TOEFL reading questions, I use reference material (e.g., dictionary) to help me understand what I'm reading. 17 In TOEFL reading questions, I use context clues to help me better understand what I'm reading. 18 For TOEFL reading questions, I paraphrase (rephrase ideas in my own words) to better understand what I'm reading.
21 In TOEFL reading questions, I critically analyze and evaluate the information in the text. 24 With TOEFL reading questions, I try to guess what the content of the text is about while reading. 26 When faced with TOEFL reading questions, I ask myself questions that I would like answered in the text.
Technique for Collecting the Data
The instrument is said to have a high degree of confidence if the r_ac value is > 0.6. Based on the results of the above questionnaire reliability test, it can be concluded that the questionnaire items used by the researcher in collecting data have a high reliability. To test English learners' types of metacognitive reading strategies when dealing with questions. m When reading the TOEFL, the examiner uses a questionnaire with the answer "yes" or "no", a total of 30 questions consisting of questions about skimming, retardation, prior activation knowledge, mental integration and diagrams.
The researcher coding each question then calculates the percentage of each type of metacognitive reading strategy used.
Data Analysis
Data Description
Based on the table above, it turns out that 14 people or 50% of English students are included in the ranking category "High", these students have high metacognitive skills, this from the results of calculating the points of the completed questionnaire. in from each student. The average is 82%, indicating that the average metacognitive ability of English students at IAIN Bengkulu is very high. To describe the percentile rating category for the metacognitive ability of English students at IAIN Bengkulu based on the above research results, see the diagram below.
Percentage of English Students' Metacognitive …
Data Analysis
How is the ability of metacognitive English students who took the TOEFL prediction in 2020 at IAIN Bengkulu. The results showed that the variable metacognitive ability of English students at IAIN Bengkulu who took the TOEFL prediction in 2020 was. What types of metacognitive reading strategies are most used by English students who took the TOEFL prediction in 2020.
Based on the results of the study, there were 18% of English students who used skimming techniques in handling TOEFL prediction reading questions. Based on the results of the study, 19% of English students had taken the TOEFL prediction in 2020 using a slowed reading strategy, in dealing with the TOEFL prediction reading questions. Based on the results of the study, 18% of English students have taken the TOEFL prediction in 2020, using the strategy of activating prior knowledge, in the treatment of reading the TOEFL predictions.
Based on the results of the study, there are 18% English students who took the TOEFL prediction in 2020, using mental integration strategies, in dealing with TOEFL prediction reading questions. Based on the theory above, it can be concluded that 18% of English students who took the TOEFL prediction in 2021 use mental integration strategies in dealing with TOEFL prediction reading questions. Based on the results of the study, there were 15% of English students who took the TOEFL prediction in 2020, using the diagram strategy, in dealing with TOEFL prediction reading questions.
The Percentage of Types of Metacognitive Reading Strategies for
Based on the results of the study, 12% of English students who took the TOEFL 2020 prediction did not use metacognitive reading strategies. This is because 12% of the students answered "NO" in completing the questionnaire that was distributed, so it can be concluded that 12% of the students did not use the five types of metacognitive reading strategies above. Based on the description of the research results above, it shows that the types of metacognitive reading strategies most used by English students who took the TOEFL prediction in 2020 are "Slowing down".
Whereas in this strategy, when reading a text, students stop reading and think about the information they are reading, they increase attention and slow down reading when they find information that seems very important. This also happened in a previous study conducted by Dangin, 2016, where the results of his research showed that more than 62% of his research group used "slow and careful" and "reread to improve understanding" reading strategies.
English Students
Suggestion
Based on the results of the research that has been done, researchers suggest that teachers or teachers use metacognitive reading strategies in the teaching and learning process to improve students' reading comprehension, some researchers say. The researcher then suggested that English students apply the types of metacognitive reading strategies they deemed best suited to their preferences in understanding reading texts. Metacognitive Reading Strategies Awareness and Reading Comprehension.Thesis.Yogyakarta: The Graduate Program in English Language Studies Sanata Dharma University.
Banda Aceh: Faculty of Education and Teacher Training AR-Rainy State Islamic University Banda Aceh.
