Dr Yahya Othman
Senior Lecturer
Language and Literacy
Education Academic Group
Sultan Hassanal Bolkiah
Institute of Education
Universiti Brunei Darussalam
Noradinah Hj Jaidi
Lecturer
Language and Literacy
Education Academic Group
Sultan Hassanal Bolkiah
Institute of Education
Universiti Brunei Darussalam
Published in American International Journal of Contemporary Research Vol. 2 No. 8; August 2012 p134-141
Published in American International Journal of Contemporary Research Vol. 2 No. 8; August 2012 p134-141
Abstract
When reading, students often face problems in understanding
a particular text that they have read. The harder the text, the harder it will
be for them to understand the text. They would often use various strategies
that match with what they think the needs of the text that they have read would
be. Therefore, this descriptive study is intended to
identify the use of metacognitive strategies in pre-university students’ reading. A
questionnaire based on the Reading Comprehension Inventory Strategy was used to
collect the data. In order to obtain the research data, a total of
53 pre-university students in Brunei Darussalam were selected as the research
sample. The research findings showed that the respondents often would often use
reading strategies such as making marks, checking, seeking help, and writing a
summary. The practice of using metacognitive strategies among the research
sample when they came across the problem of understanding a text, showed that
they would be more focussed on strategies that involve the use of thinking
skills. The findings also showed the employment of different strategy
preferences in understanding texts.
Key words: metacognitive strategies, reading comprehension,
pre-university student
