This study aims to examine the impact of Metacognitive strategies and culturally familiar text on the students' utilization of reading strategies. The participants in this research comprised 53 first year novice pre-service teachers. In order to collect the data for the study, the researcher used the SORS questionnaire and a personal open-ended interview. The study also employed data triangulation to validate and cross-check the data gathered using field notes and member checking. The finding of the study revealed that the students were highly aware of utilizing Metacognitive strategies. Among the sub-scales of Metacognitive strategies, the supporting reading strategies are the students' most frequently used strategies, followed by global reading strategies and problem-solving strategies. Next, the findings showed that the students could learn and apply most reading strategies they need to comprehend their reading. Specifically, from the treatment and the questionnaire result, it was found that the students who are low-level learners utilized support strategies like using a dictionary to translate and understand the words they read; and taking notes to help them understand what they read.

Authors:
Dewi Novita, Universitas Pendidikan Indonesia, Indonesia
Didi Sukyadi, Universitas Pendidikan Indonesia, Indonesia

About the Presenter(s)
Ms Dewi Novita is a University Doctoral Student at Universitas Pendidikan Indonesia in Indonesia

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