The Effect of Metacognitive and Cognitive Strategy Instructions on the Learners' Reading Comprehension Viewed from their Learning Autonomy

Abstract

Metacognitive and Cognitive Strategies Instructions are crucial for foreign language learners. This paper investigated the metacognitive and cognitive strategies Instruction of the fourth semester English department students in academic reading at State Institute for Islamic Studies Salatiga in Indonesia. The quantitative data were collected through a reading comprehension tests and a questionnaire which is used to classify students’ in high and low level of learning autonomy. The 3×2 factorial design analysis used to measure students means scores which are acquired from the training. The results revealed the overall metacognitive and cognitive strategy instruction improve students both in low and high level of learning autonomy.