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The Impact of Cognitive and Metacognitive Reading Strategies on EFL Students’ Reading Comprehension

Language Circle: Journal of Language and Literature · Vol. 20 No. 1 (2025) · hlm. 372–386

DOI
10.15294/lc.v19i2.21061
ISSN
2460-853X, 1858-0157
Terbit
2025-04-30
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Academic success among EFL learners is closely linked to their foundational skills in reading comprehension. However, many students continue to struggle with understanding English texts within a limited timeframe. This difficulty stems from the fundamental purpose of reading: to comprehend written content in order to follow specific instructions. Since cognitive and metacognitive strategies are interrelated where metacognitive strategies oversee and regulate cognitive processes, their combined use is considered effective in enhancing reading comprehension skills. This study aims to investigate the extent to which cognitive and metacognitive reading strategies simultaneously impact EFL students' reading comprehension using mixed methods (quantitative-qualitative) of one-group pre-experimental design. Data were obtained through English literacy pre-test and post-tests, questionnaires, and classroom observation. The treatments were cognitive and metacognitive reading strategies taught by two expert teachers to 60 EFL students. Quantitative data were analyzed using descriptive statistics to investigate EFL students' reading comprehension and their reading strategy awareness before and after treatment. Inferential statistics using paired sample t-tests revealed a significant difference between EFL students’ reading comprehension before and after treatment (p-value FTable) with an impact of 43.8% (moderate). Qualitative data analyzed descriptively revealed that almost all EFL students showed positive attitudes during the treatment given. This study is expected to present significant contributions for teachers to implement various cognitive and metacognitive reading strategies in their reading classes to enhance EFL students’ reading comprehension and assist them in overcoming the difficulties they face during the reading process.

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  • Universitas Halu Oleo
  • State University of Semarang
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  • Organisasi berbeda
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Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Muhammad Syukri SadimantaraUniversitas Halu Oleo11
SRI REJEKIUniversitas Halu Oleo10
RH Fitri FaradillaAfiliasi tidak diketahui10
Ansharullah AnsharullahUniversitas Halu Oleo8
Djoko SutopoAfiliasi tidak diketahui8
Andi KhaeruniUniversitas Halu Oleo7
Januarius MujiyantoAfiliasi tidak diketahui7
Hermanto HermantoUniversitas Halu Oleo6
Widhiyanto WidhiyantoAfiliasi tidak diketahui6
Issy YuliasriAfiliasi tidak diketahui6
Abdurrachman FaridiAfiliasi tidak diketahui6
Asnani AsnaniAfiliasi tidak diketahui5
Dwi Anggani Linggar BharatiAfiliasi tidak diketahui5
Sri Wuli FitriatiAfiliasi tidak diketahui5
Sri Wuli FitriatiAfiliasi tidak diketahui5
Rudi HartonoAfiliasi tidak diketahui5
LA KARIMUNAUniversitas Halu Oleo4
Dwi Anggani Linggar BharatiAfiliasi tidak diketahui4
Sigit PriatmokoState University of Semarang4
Zulfa SakhiyyaAfiliasi tidak diketahui4
Tamrin TamrinUniversitas Halu Oleo3
Subiyanto Hadi SaputroAfiliasi tidak diketahui3
Rahayu Puji HaryantiAfiliasi tidak diketahui3
Mursid SalehAfiliasi tidak diketahui3
Hendi PratamaAfiliasi tidak diketahui3
Nur AsyikUniversitas Halu Oleo2
Sarinah SarinahAfiliasi tidak diketahui2
Ahmad SofwanAfiliasi tidak diketahui2
Frimadhona SyafriAfiliasi tidak diketahui2
Yuni Dwi SusantiAfiliasi tidak diketahui2
Sri KadarwatiState University of Semarang2
F. ‪Widhi MahatmantiAfiliasi tidak diketahui2
Harjito HarjitoAfiliasi tidak diketahui2
Safrika SafrikaAfiliasi tidak diketahui1
Bagio BagioAfiliasi tidak diketahui1
Rezqi MaliaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LC/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">The Impact of Cognitive and Metacognitive Reading Strategies on EFL Students’ Reading Comprehension</dc:title>
	<dc:creator xml:lang="en">Husna, Zumala</dc:creator>
	<dc:creator xml:lang="en">Wahyuni, Sri</dc:creator>
	<dc:creator xml:lang="en">Rukmini, Dwi</dc:creator>
	<dc:creator xml:lang="en">Wulandari, Rini Susanti</dc:creator>
	<dc:subject xml:lang="en">Reading Comprehension</dc:subject>
	<dc:subject xml:lang="en">Cognitive Reading Strategies</dc:subject>
	<dc:subject xml:lang="en">Metacognitive Reading Strategies</dc:subject>
	<dc:subject xml:lang="en">Student Attitudes</dc:subject>
	<dc:description xml:lang="en">Academic success among EFL learners is closely linked to their foundational skills in reading comprehension. However, many students continue to struggle with understanding English texts within a limited timeframe. This difficulty stems from the fundamental purpose of reading: to comprehend written content in order to follow specific instructions. Since cognitive and metacognitive strategies are interrelated where metacognitive strategies oversee and regulate cognitive processes, their combined use is considered effective in enhancing reading comprehension skills. This study aims to investigate the extent to which cognitive and metacognitive reading strategies simultaneously impact EFL students' reading comprehension using mixed methods (quantitative-qualitative) of one-group pre-experimental design. Data were obtained through English literacy pre-test and post-tests, questionnaires, and classroom observation. The treatments were cognitive and metacognitive reading strategies taught by two expert teachers to 60 EFL students. Quantitative data were analyzed using descriptive statistics to investigate EFL students' reading comprehension and their reading strategy awareness before and after treatment. Inferential statistics using paired sample t-tests revealed a significant difference between EFL students’ reading comprehension before and after treatment (p-value&amp;lt;0.05). Analysis of multiple linear regression also revealed a significant impact of cognitive and metacognitive reading strategies on EFL students’ reading comprehension simultaneously (p-value&amp;lt;0.05 and FComputed&amp;gt;FTable) with an impact of 43.8% (moderate). Qualitative data analyzed descriptively revealed that almost all EFL students showed positive attitudes during the treatment given. This study is expected to present significant contributions for teachers to implement various cognitive and metacognitive reading strategies in their reading classes to enhance EFL students’ reading comprehension and assist them in overcoming the difficulties they face during the reading process.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-04-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/LC/article/view/21061</dc:identifier>
	<dc:identifier>10.15294/lc.v19i2.21061</dc:identifier>
	<dc:source xml:lang="en">Language Circle: Journal of Language and Literature; Vol. 20 No. 1 (2025): April 2025 Regular Issue; 372 - 386</dc:source>
	<dc:source>2460-853X</dc:source>
	<dc:source>1858-0157</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/LC/article/view/21061/3835</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Language Circle: Journal of Language and Literature</dc:rights>
</oai_dc:dc>