The Influence of Metacognitive Strategy on Students’ Reading Achievement

In the Department of English Language Education, reading comprehension is stipulated as one of the core subject that must be fulfilled by all of the students. Unfortunately, most students take that course as the compulsory subject only. In other words, they neglect the strategy that may help them to get better understanding and achievement. Regarding the issue, the writer felt the need to investigate the influence of the use of metacognitive strategy on students’ reading achievement. The aim of this study is to discover the correlation between the use of metacognitive strategy and students’ reading achievement. The quantitative research was implemented to gain the data, by using two instruments; MARSI questionnaire to indicate the use of metacognitive strategies by the students and TOEFL PBT reading comprehension test to measure students’ reading achievement. The samples were 134 Department of English Language Education’s students who are batch 2016 and were joining the Reading Comprehension III’s class, chosen through convenience technique sampling from 201 students of the department as the population. The overall results demonstrated that metacognitive strategies were highly used by the participants. However, the students’ reading achievement was mostly in the low level. By using Pearson’s Product Moment Correlation, the writer got 0.282 which means that there was a weak correlation between these two variables if it was applied for students at Department of English Language Education batch 2016 in UIN Ar-Raniry.