Cognitive and Metacognitive Reading Strategy Use and Reading Comprehension Performance of Indonesian EFL Pre-service Teachers

Abstract

The study aims at identifying the nature of cognitive and metacognitive reading strategies employed by Indonesian EFL pre-service teachers. It also aims at finding out the relationship between the reading strategies used and pre-service teachers’ reading comprehension perfor- mance. The study employs a quantitative research method using reading test and cognitive and metacognitive reading strategy questionnaire. The results showed that for cognitive reading strategies, Highly Successful Readers (HSR) reported using memory sub-strategy more than Less Successful Readers (LSR) and Moderately Successful Readers (MSR), and using comprehension and retrieval sub-strategies less than MSR, but more than LSR. For the metacognitive reading strategies, HSR reported using monitoring and evaluating strategies less than MSR, but more than LSR, and using planning strategy less than both MSR and LSR. The statistical analysis result- ed that there is no statistically significant relationship between the cognitive reading strategies employed by Indonesian EFL pre-service teachers and their reading comprehension performance (r values < r-table; 0.049 < 0.181). There is also no significant relationship between the metacogni- tive reading strategies employed by Indonesian EFL pre-service teachers and their reading com- prehension performance (r values < r-table; 0.127 < 0.181). Thus, H1 is rejected, meaning that there is no statistically significant correlation between the use of cognitive and metacognitive reading strategies and the pre-service teacher reading comprehension performance. As for the implications, it is suggested that the teacher provides more exposures and practices to apply reading strategies that help the students to comprehend English texts.