The Metacognitive Awareness of Reading Startegies and its Effect on the Reading Comprehension Level of Selected Grade 10

Abstract

INTRODUCTION

The significance of reading skill in academic contexts always matters for second language learners in dealing with their academic reading tasks. Raising students' awareness of the reading strategies will help them in the entire learning process and in-depth acquisition. Once students apply the reading strategies while reading, the great effect of text comprehension from various subjects can be observed. Thefocusofthisstudywastoidentify the extent of the metacognitive awareness of reading strategies and its effect on the reading comprehension level of students in the Public Secondary Schools of Malvar District, Malvar, Batangas. In the progress of this study, it aimed to identify the reading strategies needed for students to improve their reading comprehension level and succeed not just in their schooling but even in their adult lives as active citizens that can be locally and internationally identified.

METHODS

This study employed the descriptive correlation method of research. It involved the collection of data in an attempt to test the hypothesis and to cater to the different questions formulated with regard to the status of the subjects under the study. The DIRICT Result for reading comprehension level was used as a tool to identify the reading comprehension level of students with the use of standardized reading material or selection made for Grade 10 from the Department of Education (DepEd). A questionnaire was also adopted by the researcher from Metacognitive Awareness of Reading Strategies Inventory (MARSI) developed by Khouider Mohktari and Carla Reichard in 2002.

RESULTS

Among the metacognitive reading strategies, problem-solving reading strategies have the highest level of awareness followed by support reading strategies while global support reading strategies have the lowest level of awareness. The study revealed that there is a significant effect to the extent of metacognitive awareness of the reading strategies on the reading comprehension level of students based on global reading strategies, problem-solving reading strategies, and support reading strategies.

DISCUSSIONS

The results present the need for specific metacognitive reading strategies to be included in the lesson plans of English teachers. In addition, a checklist of the different metacognitive reading strategies must be available so teachers and students can monitor their own progress. Since female students are more independent readers, they should be involved in the "Peer Reading Activity".