Metacognitive Strategies by Low Achieving Students in Reading Multimodal Texts

Abstract

Despite many findings of the consistent activation of metacognitive reading strategies by successful students on various reading texts, metacognitive reading strategies have been less investigated on low achieving students towards multimodal text modes. This paper attempts to explore the metacognitive reading strategies phenomenon of low proficient students towards visual, audio, and linguistic text composition in a public senior high school in Indonesia through a case study design. It investigated the tendency use of metacognitive reading strategies on each mode assigned. The data were collected from 68 EFL students by assigning reading comprehension tests and administering MARSI (Metacognitive Awareness Reading Strategy Inventory) questionnaire as the instruments in this study. The adapted and constructed reading comprehension tests were assigned to validate low students' representation and to stimulate students' metacognitive reading strategies. The modified MARSI (Metacognitive Awareness Reading Strategy Inventory) questionnaires were administered to examine the selected low proficient students' metacognitive reading strategies consisting of global reading strategies, problem-solving strategies, and support reading strategies. The results of weekly reading comprehension tests then were scored statistically to get the low scores cluster of the overall students. The inferential and descriptive analysis was carried out to define each subscale score of metacognitive reading strategies in the statistical findings. Findings show the similar metacognitive strategies were used among those three different assigned modes. The finding reveals that support reading strategies were considered to be the rarest used strategies. The detail information of each subscale use of each domain of metacognitive reading strategies was fully discussed.