The Role of Metacognition (Metacomprehension) and Inferential Ability on Reading Comprehension Ability

Abstract

In this study, the researchers explored the role of the metacognition component on reading comprehension ability and the role of reading comprehension ability in predicting the level of accuracy of metacomprehension. The first stage of research used experimental research to see the effect of inferential ability and metacognition on the reading comprehension ability. The second stage of research using the correlational method is used to study the relationship between the independent and dependent variables. This study involved 300 primary school students from 10 schools with a composition of 200 students involved in the first phase of research and 100 students involved in the second phase of research. Samples were taken randomly. The results show that the individual's reading comprehension ability can predict the level of metacomprehension accuracy. Metacognitive strategies that are carried out through planning, monitoring and evaluation have a significant impact on students' reading comprehension skills. Inferential-based questions have a significant impact on the accuracy of metacomprehension. In addition, the metacognitive component (metacomprehension), and inferential ability can improve students' reading comprehension skills, especially increasing inferential understanding. The implication of this research is that teachers can consider these aspects as well as optimise the role of these variables to enhance students' reading comprehension skills.