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All Journal HUMANIS Parole: Journal of Linguistics and Education KAJIAN SASTRA HUMANIKA Nusa: Jurnal Ilmu Bahasa dan Sastra Jurnal Pendidikan Bahasa Inggris Jurnal Arbitrer At-Taqaddum Indonesian EFL Journal HARMONI Jurnal Abdimas PHB : Jurnal Pengabdian Masyarakat Progresif Humanis Brainstorming International Journal of Social Learning (IJSL) COMSERVA: Jurnal Penelitian dan Pengabdian Masyarakat
Catur Kepirianto
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Journal : Parole: Journal of Linguistics and Education

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The Impact of Reading Strategy Instruction Based on QAR with Visually-Oriented Learners Annury, Muhammad Nafi; Sutrisno, Djoko; Mariam, Siti; Kepirianto, Catur
PAROLE: Journal of Linguistics and Education Vol 13, No 2 (2023): Volume 13 Number 2 Oktober 2023
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v13i2.%p

Abstract

Language learning styles and strategies have been developing for several years as one of the crucial parts of language learning. Metacognitive techniques have been looked into as aids for improving pupils' reading comprehension. The metacognitive strategy instruction should be integrated with students' different learning styles to help them be more effective and autonomous learners. Even though learning styles are crucial to language acquisition, few studies have examined the relationship between perceptual language learning and Indonesian students' use of metacognitive reading strategies. This study examined how metacognitive techniques were used when academic reading from a visually oriented standpoint to fill the gap. An open-ended questionnaire was employed in a descriptive quantitative study. There were fifteen experimental and fifteen students in the experimental class, and the data were analyzed quantitatively. They used a reading comprehension test adopted from the Baron TOEFL reading section to achieve the pre-test and the post-test scores. The statistical results showed a significant interaction in metacognitive strategy with a visually oriented style in pre and post-test with a p-value of 0.000 (p<0.05). The results of this study will persuade English teachers to provide metacognitive reading methods through suitable instructions and supervision so that students may put them into practice and advance their reading comprehension.
Co-Authors Braheng, Syarifah Deli Nirmala Djoko Sutrisno Fahmi, Iftitah Amalia Mutiara Hersugondo Hersugondo Ishikawa, Shin'Ichiro Izza, Awwalia Fitrotin Liu, Tanjun Mualimin Muhammad Nafi Annury, Muhammad Nafi Nurhayati Nurhayati Parmadi, Alifia Rimas Pratama, Luthfi Hakim Bintang Prihantoro Prihantoro Reza Kafipour Rini, Elizabeth Ika Hesti Aprilia Nindia Sa'adah, Ardiana Alifatus Santoso, Balqis Salsabila Sayyidatul Fadlilah Siti Mariam SITI MARIAM Soepomo Poedjosoedarmo Suhandano Suhandano Zaki Ainul Fadli