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Yunita Dwi Wikandari


Metacognitive reading strategies and motivational reading play an important role in improving reading comprehension. In an effort to prove the above claims in a context where there is no strong reading culture, this study tries to find out if there is indeed a link between and between metacognitive reading strategies, motivational reading, and performance reading comprehension. Before finding a relationship, the study tried to ascertain the level of awareness and use of respondents' metacognitive reading strategies when they read English academic texts, their motivational levels and reading interests, and their overall reading performance. Using descriptive and correlational descriptive survey methods with 60  randomly selected Saudi college-level EFL learners at an all-male, all-male industrial college at INKAFA Gresik. The study found that respondents simply used different metacognitive reading strategies when reading academic texts. Of the three categories of metacognitive reading strategies, Problem Solving Strategies (PROB) are the most commonly used. It was also revealed that respondents had high reading motivation. They prefer to read humor/comics. At the level of reading comprehension performance, respondents' performance was below average. Using the t-test, the study revealed that there is no correlation between metacognitive reading strategies and reading comprehension. There is also no correlation between interest/motivational reading and comprehension of reading. However, there is a positive correlation between reading strategies and motivational reading. The study's findings are interestingly at odds with previous findings from most studies, thus inviting a more thorough investigation along the same line of inquiry.


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Keywords: metacognition, metacognitive reading strategies, motivation, reading comprehension, reading interests

Wikandari, Y. D. (2020). Metacognitive Reading Strategies, Motivation, And Understanding Performa Reading of EFL Learners . EDUTEC : Journal of Education And Technology, 4(2), 289-306. Retrieved from