The Interplay Between Meta-Cognitive Strategy and Self-Regulation in English Reading Comprehension

Abstract

The purpose of this study was to find out the influence cognitive and metacognitive strategies and self-regulation on English reading comprehension learning. This study used a quantitative approach with experimental methods. It used a treatment pattern by level 2 x 2 design. The process of collecting data used questionnaires, tests, observations, and documentation. The data analysis technique is 2-way variant analysis. The results showed that students who have a good level of self-regulation, they do not have difficulty in learning and are in accordance with the implementation of metacognitive strategies. While students with low levels of self-regulation in learning are more suited using cognitive strategies. Metacognitive strategies build student's thinking more broadly in understanding the contents of reading texts and students who learn with cognitive strategies only follow the instructional set by the teacher.