ASLICHATUL INSIYAH

21502073053
 CHAPTER I

 Literacy Abilities (Grabe & Stoller,2013,viii)
 Metacognitive build effective readers (Masoom & Maroof, 2012:1251)
 Metacognitive maximalizing (Flavel,1976)
 The role of motivation to students (Dornyei, 1998:117)
 Vandergrift research (2005)
 Harputlu & Ceylan research (2014)
 Insiyah (2018)
Statement of Problems
 Which type of metacognitive
awareness and motivation do
the students have the most?
  To find out what is the
 Is there any relationship
between metacognitive
awareness strategy and reading
proficiency of EFL students?
 Is there any relationship
between motivation
orientations (IM,EM) and
reading proficiency of EFL
students?
 Which relationship is stronger
between metacognitive strategy
and motivation orientation
toward reading proficiency?
Objective of the Study
motivation and metacognitive
awareness strategy the students
have the most.
 To know about the relationship
between metacognitive strategy
and reading proficiency of EFL
students
 To know whether exist or not the
relationship between motivation
orientation and reading
proficiency of EFL students.
 To know which relationship is the
stronger? between metacognitive
awareness and motivation
orientation toward reading
proficiency.
 Research Hypothesis


Strategy –> Reading = Positive Significant

Motivation –> Reading = Positive Significant

Motivation->Reading = Stronger
 Significant of the study
Theorethical Contribution Practical Contribution

Theoretical Practical
Encouraging
To Extend students to use
the strategy

Recognizing
To Complete students’
motivation

Trick for
teachers to
make some fun
class
 CHAPTER II
Metacognitive Awareness

 Flavell in Iwai (2011:151)  Zhang (2013:55)
“one’s knowledge
concerning one’s own
cognitive processes and
outcomes or anything
related to them”
 Maasum & Maroof
(2012:1251) Metacognition
refers to the
knowledge,awareness
and control of one’s
learning.
Metacognitive strategy
are regarded as high
order executive skills that
make use of knowledge of
cognitive processes and
con-stitute an attempt to
regulate ones’ own
learning by means of
planning, monitoring,
and evaluating.
 Motivation


 The responsible for determining the human
behaviour by energising and giving it direction is
known as motivation (Dornyei,1998:117)

 Vandergrift

 Harputlu & Ceylan

Vandergrift (2005) Harputlu & Ceylan (2014)


 CHAPTER III

Quantitative
Correlation
 Administred the
questionaire

MARSI-LLOS-TOEFL Result
Coding &
Checking
Pearson product –
SPSS 2.0
Inputing the
126 of English Analysing data

Education for teaching

Departement
Indonesia SPSS

Age 18-24
EFL
 CHAPTER IV & V

Subscale
 1. Low Medium High Discussion
Global reading
strategy
12 68 46
 Global : (background
Supporting
20 66 40 knowledge, skimming,
reading strategy
using typographical aids )
Problem solving
reading strategy
8 39 79 Supporting: (read aloud,
Overall subscale 7 63 56
make a resume, underline
or circle)
Problem solving: (read
Motivation Orientation Low Medium High
slowly but carefully, get
back on track, adjust the
Extrinsic 3 47 76
reading speed, pay closer
attention )
2 92 32
Intrinsic
 
2  Discussion

Problem
Global Supporting
Variables Solving

r Sig. r Sig. r Sig.

Reading
.054 .551 .018 .838 .006 .946
Proficiency

*. P<.05;**.p<.01
 
3  Discussion

Extrinsic Intrinsic
Variables
r Sig. r Sig.

Reading Proficiency .186* .37 .118 .190

*. P<.05;**.p<.01
 
4  Discussion
Reading
Variables
r Sig.

Metacognitive 0.014 0.876

Motivation 0.167 0.061

 CHAPTER VI

 Conclusion  Suggestion
*Problem solving -Global to study more about
reading - supporting reading metacognitive and probe
strategy. the study emberacing the
*EM-IM relationship of
metacognitive awareness
*Strategy-Reading : Not Sig
and three types of
*Motivation- Reading: Not children’s learning style
Sig (kinesthethic, auditory,
*Strategy,Motivation, and visual) toward
Reading: Not sig reading comprehension.
Thank You
