The Correlation of EFL Students’ Metacognitive Awareness of TOEFL Reading Comprehension Strategies and Their TOEFL Reading Comprehension Scores

This research aimed to find out the correlation between EFL students’ metacognitive awareness of TOEFL reading comprehension strategies and their TOEFL reading comprehension scores. This research was correlational design. There were two variables used in this research. The variables were the EFL students’ metacognitive awareness (variable X) and EFL students’ TOEFL reading comprehension score (variable Y). The subject of this research was the students of English Language Education from a major city in Aceh who had taken the TOEFL prediction test. I used the purposive sampling method in choosing 100 samples. In collecting the data, I used a questionnaire and TOEFL E-certificate. The data were analyzed by using the Pearson Product Moment Correlation Coefficient (1948). After analyzing the data, the result shows that there was a significant correlation between the EFL students’ metacognitive awareness and their TOEFL reading comprehension section scores. The score of correlation coefficient of 0.692 > 0.196 in significant level 5% and 0.692 > 0.165 with the degree of significance 1% which means that there is a high correlation between EFL students’ metacognitive awareness and their TOEFL reading scores. This result indicated that the more the students apply the metacognitive awareness, the better the scores are.