ENJELITA, ENJELITA and Subroto, Gatot and Agust, Satria (2026) THE CORRELATION BETWEEN METACOGNITIVE AWARENESS AND READING STRATEGIES OF ENGLISH EDUCATION STUDY PROGRAM STUDENTS AT UMRAH. S1 thesis, Universitas Maritim Raja Ali Haji.

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Abstract

This study aimed to investigate the correlation between metacognitive awareness and reading strategies among sixth-semester students of the English Education Study Program at Universitas Maritim Raja Ali Haji (UMRAH). This research employed a quantitative correlational design. The participants consisted of 37 students selected through cluster sampling from classes K1 and K2. The instruments used were the Metacognitive Awareness Inventory (MAI) developed by Schraw and Dennison (1994) and the Survey of Reading Strategies (SORS) adapted from Zhang (2020). Data were collected through an online questionnaire distributed via Google Forms and analyzed using IBM SPSS Statistics. The data analysis included descriptive statistics, normality test, linearity test, outlier check, and Pearson Product-Moment Correlation. The results of the Shapiro–Wilk test indicated that both variables were normally distributed, while the linearity test confirmed a significant linear relationship between the variables. Furthermore, the Pearson Product-Moment Correlation analysis revealed a correlation coefficient of r = 0.457 with a significance value of p = 0.004 (p < 0.05). These findings indicate a statistically significant moderate positive correlation between metacognitive awareness and reading strategies. It can be concluded that students with higher levels of metacognitive awareness tend to employ reading strategies more effectively. Therefore, enhancing students' metacognitive awareness may contribute to improving the use of reading strategies and support more effective English language learning.

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