International Education Journal

Educational Research Conference 2006 and Cultural Inclusivity through Publishing Special Issue

 

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The comparison of students' use of metacognitive reading strategies between reading in Bahasa Indonesia and in English


Machdalena Vianty
Flinders University, School of Education 
machdalena074@yahoo.com

 

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Preparation of this paper was supported by the Cultural Inclusivity through Publishing Project and funded by a Flinders University Diversity Initiative Grant.

 

Abstract

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

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Vianty, M. (2007) The comparison of studentsí use of metacognitive reading strategies between reading in Bahasa Indonesia and in English. International Education Journal, 8 (2), 449-460.
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