Research Article
The Effects of Metacognition in Reading Comprehension Competence Based on Ruddell’s Taxonomy
@INPROCEEDINGS{10.4108/eai.29-6-2019.2290218, author={Siti Nurbaya and Fathur Rokhman and Rustono Rustono and Subiyantoro Subiyantoro}, title={The Effects of Metacognition in Reading Comprehension Competence Based on Ruddell’s Taxonomy}, proceedings={Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia}, publisher={EAI}, proceedings_a={ISET}, year={2020}, month={1}, keywords={metacognition ruddell’s taxonomy reading comprehension competence}, doi={10.4108/eai.29-6-2019.2290218} }- Siti Nurbaya
Fathur Rokhman
Rustono Rustono
Subiyantoro Subiyantoro
Year: 2020
The Effects of Metacognition in Reading Comprehension Competence Based on Ruddell’s Taxonomy
ISET
EAI
DOI: 10.4108/eai.29-6-2019.2290218
Abstract
This study examines the effects of metacognition on reading comprehension competence based on Ruddell’s taxonomy and identifies competences of the taxonomy which have not been mastered by the students of the Department of Indonesian Literature and Language Education. This study used qualitative correlation to examine the effects of metacognition on reading comprehension competence and quantitative descriptive method to identify competences which have not been mastered by the students. Multiple choice question test was used to obtain the data of reading comprehension competence, and metacognition data was taken through closed-endLikert Scale. The results suggest metacognition does not have any effect on reading comprehension competence. The competences which have not been mastered by the students are: understanding supporting ideas, predicting competence, problem-solving competence, understanding cause and effect relation and information order. The results can be used as a reference for developing a learning design to improve reading comprehension competence.