Flinders University, School of Education
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of this paper was supported by the Cultural Inclusivity through
Publishing Project and funded by a Flinders
University Diversity Initiative Grant.
This article reports an investigation into the students' use of
metacognitive reading strategies that involve the use of analytic and
pragmatic reading strategies when reading in the two languages:
English and Bahasa Indonesia. One-hundred and one students from the
English Study Program within the Faculty of Teacher Training and
Education of Sriwijaya University in Palembang, South Sumatera,
Indonesia, completed the Metacognitive Reading Strategies
questionnaire (MRSQ) both in Bahasa Indonesia and in English. The good
values of indicators of internal consistency are shown by both the
English and the Bahasa versions of the MRSQ. A paired sample t-test
shows that some significant differences are found between the students'
use of particular metacognitive reading strategies for reading in
English and in Bahasa. On average, the students reported using some of
the analytic reading strategies more frequently when reading in
Bahasa. However, they used the pragmatic reading strategies more
frequently when reading in English.
Metacognitive reading strategies, analytic reading
strategies, pragmatic reading strategies