CHAPTER 1

1.1 INTRODUCTION
In Malaysia, reading is one of the most important skills in the educational setting, especially
since the incorporation of a tested literature component in the English Language Syllabus of its
secondary schools (Ganakumaran, 2003). Teachers and the students have to make a lot of reading
and practice to improve the understanding of this new literary syllabus.
Educational researchers have found that there is a strong correlation between reading
and academic success. In other words, a student who is a good reader is more likely to do well in
school and pass exams than a student who is a weak reader. Good readers can understand the
individual sentences and the organizational structure of a piece of writing. They can comprehend
ideas, follow arguments, and detect implications. They know most of the words in the text
already, but they can also determine the meaning of many of the unfamiliar words from the
context. In summary, good readers can extract from the writing what is important for the
particular task they are employed in.
However it is vital for a learner to understand and remember texts by inferring, elaborating
ideas, and to remove details that are not important in order to encourage meaningful
understanding (Garner,1988). For a learner to execute this task he/she needs to employ the
cognitive processes that require him/her to comprehend the message from a writer who is
currently distant from them. A learner also needs to critically analyze and think about the text to
construct the knowledge (Davis, 1995). Many researchers support that reading is a source of
critical thinking engagement with the text because of the potential that it has to facilitate, affect

and reconstruct knowledge to produce meaning and understanding, (see Rubin, 1991; Fielding &
Pearson, 1994).

1.2 BACKGROUND OF THE STUDY

There are four skills required for a student in order to master a language which are
listening, speaking, reading and writing. However, reading is one of the most important elements
in acquiring a language and for a learner to be a proficient language user, including a proficient
English user because it could enhance other skills.
Most western countries really emphasize on reading s among their citizens hence,
they conduct a lot of studies in this area. Similarly in Malaysia there are various studies that can
be found on reading habits among its citizen. The government carries out many initiatives and
campaigns that promote reading habits in its citizens and to make sure that they made aware of
the advantages of the reading habits.
Communication and Culture of Malaysia, Datuk Seri Rais Yatim, recently said that
Reading has become an enveloping habit for Malaysians with most reading an average of eight
to twelve books per year. This statement was made followed by the National Literacy Survey
201. In 1982, 1982, The National Literacy Survey carried out by The National Library reported
that Malaysians only read an average of one to two pages a year. Fortunately, the reading habits
among Malaysians improved to two books per year when the same survey was carried out in

1996. Later in 2005 when this survey is carried out it is reported that there is no significant
change in the result which means that Malaysians still read an average two books a year. Thus
this recent improvement that was shown from 2005 to 2010 really has presented that Malaysian
reading habits has improved enormousl.
Though Malaysian has improved significantly in inculcating reading habits among its
citizen, most of their learners are still having difficulties with assessing and understanding their
reading text. This is not just happening in Malaysian context as a lot of ESL students are still
having difficulties with English reading comprehension. With English regard as the second
language in Malaysia, this leads them in facing difficulties to seek the employment or better
occupation (Ahmadi and Hairul, 2012). Most of them are able to read the text but unable to
recognize the messages from authors. Ahmadi and Hairul (2012), believe that schools should
focus on reading comprehension as it is one of the vital aspects in ESL/EFL learning process.
They also reveal that one of the main concerns of learning of ESL/EFL students after completing
the elementary English courses in schools is reading comprehension. Regardless of the
importance of reading, the teaching of reading of reading strategies of this field is still highly
being neglected by educators in English language teaching especially in the field of awareness of
metacognitive reading strategies.
Flavell (1985) define metacognition as the ability of learners to regulate
comprehension by monitoring what they have understand and use strategic actions that are
appropriate for reading. Flavell also believes that the fundamental aspect of flavells
conceptualize of metacognition is the metacognitive knowledge. This aspect involves a persons
knowledge, task and strategy. With metacognitive strategies, learners are able to control their

own cognition. In other words, learners make use of functions such as centering, arranging,
planning and evaluating to coordinate learning (Oxford, 1990).
Furthermore, research shows that reading comprehension is a complex process and
students usually have difficulties in constructing meaning from writing text (Grabe & Stoller,
2002). Many studies have found that a person who just started to learn English is having problem
with comprehending the text as well as to construct the meaning. Researchers have focused on
these problems for long time ago, and they have concluded that one of the ways to foster an
effective reading comprehension for readers is by metacognitive reading strategies, (Salataki &
Akyel, 2002). However, though English is regard as an importance language in our society and
reading is one of the most effective ways for leaners to grasp the language, in our education
setting, most teachers do not teach reading strategies to the students, (Norizul and Abdul Rashid,
2011).

1.3 Statement of Research Problem

In Malaysian classrooms, it is not to the English teachers concern to teach reading strategies.
Classroom practice does not always prepare learners to utilize skills and strategies to predict,
infer, analyze, agree, criticize, and evaluate by interacting with the reading comprehension
passage given (Norizul & Abdul Rashid, 2001). To support this statement, Durkin (1981)
observes that teachers rarely provide explicit instruction to children on how to use
comprehension strategies while reading. Most teachers use question-and-answer sessions to gain
answers, which obviously do not enhance any meaningful and critical engagement between the
text and the learners, the learners and the teacher and, the text and the teacher. This study may

augment the awareness of the teachers about the relationship of the relationship that exists
between the text, the students and the teacher. Hence teachers will pay more attention to
metacognitive reading strategies to support learners comprehension of reading texts.
Singhal (2001) stated the rareness of empirical investigations into reading strategies used by
successful and unsuccessful second language learners. This revealed that there were only few
studies that conducted examine learners metacognitive awareness of reading strategies, strategy
use, and reading proficiency. What are in abundance, however, are studies on teaching second
language learners to use a variety of language strategies in order to read better (Singhal, 2001).
In the context of Malaysian English language teaching, many studies also revolve around
the use of learning strategies and its contribution to the success of language learning (see Teoh,
2004; Mohamed Amin, 2000; Metacognitive Reading Strategies Of Good Malaysian Chinese
Learners Azian & Salbiah, 1995; Mahmud, 1995; Mohamed Amin, 1994).There are also a
considerable number of Malaysian works relating to learners metacognitive awareness of
reading strategies, strategy use, and reading proficiency (see Fauziah, 2003; Norsiah, 2003;
Philips, 1992). But these studies do not examine the relationship of the reading strategies and the
students language proficiency. identifying and understanding of good learners metacognitive
reading strategies is worthwhile, as the findings can identify potential approaches for dealing
with problems related to the teaching of reading and reading comprehension.
1.4 Purpose of Study
Language learners need to develop four skills: speaking, listening, reading and
writing. The skill of reading is not only important in itself, but it contributes to the other three
skills. Given the importance of reading not only in the development of language proficiency but

also in the development of a comprehensive and comprehending view of the world and of life in
this world, it is essential to seek more information regarding this area.
Therefore, this study aims to investigate the students metacognitive awareness of reading
strategies, the relationship of students metacognitive reading strategies and their reading habits
as well as the awareness of metacognitive reading strategies their language proficiency.
1.5 RESEARCH OBJECTIVES
1. To find out whether the students have the awareness of metacognitive reading strategies.
2. To study the connection between students reading habits and metacognitive awareness of
reading strategies.
3. To investigate the relationship between the students awareness of metacognitive reading
strategies and language proficiencies.

1.6 RESEARCH QUESTIONS

1. Do students have the awareness of metacognitive reading strategies?
2. Does the students reading habit affect students awareness of metacognitive of reading
strategies?
3. How does awareness of metacognitive reading strategies impact students language
proficiency?

1.7 THE SIGNIFICANCE OF THE STUDY

This study aims to provide information needed to enhance teaching pedagogy and to
improve learning conditions in Malaysian schools. This is done in order to improve the teaching
of ESL reading in Malaysia. Therefore research is needed to understand the learners' reading
problems and to evaluate their progress as they progress through ESL programs in the
educational system.
Intervention studies on the effects of strategy instruction also indicate positive results,
showing that strategy instruction can improve the comprehension performance of poor readers
(Kelly,Moore & Tuck, 1994; Nolan, 1991). By exploring into reading strategies, it is hopes
teachers will realize the great advantages of reading strategies and will further apply in their
lessons.

1.8 THE LIMITATIONS OF THE STUDY

There are two limitation of this study. The first limitation of this study is the data that will
be gathered by the researcher cannot be generalized to the whole population of the secondary
school students in Malaysia. The study will only be conducted in one school hence, this study
will only show the result that the can be obtained from that particular school.
The second limitation of the study is the students may not be interested in answering the
questionnaires and will take them for granted. Answering the questionnaires may be a tedious
thing to do for them; hence the data that will be gathered may have the questions that were
answered ineffectively.

Lastly the researcher is facing with time constrain while gathering the data. The researcher
only has limited time to hand out the questionnaires to form 1 until form 5 students in order not
to interrupt the teaching and learning activities in school. The questionnaires have to be
distributes in the estimated time to prevent any disturbance to the schools teaching and learning.

LITERATURE REVIEW
2.1 INTRODUCTION
There are various studies across the globe concerning reading habits among
secondary school students. Hence this literature review consist of past research about the
definition of reading , the advantages of reading, the motivation behind reading, the preferences
of reading and the attitudes of teenagers/students toward reading.
2.2 The Definition of Reading
The definition of reading has undergone many changes throughout the years and still
researchers always come out with new ones from time to time. Previously, reading was being
defined as simply extracting visual information from any codes or system (Fayaz A.L 2011).
However, the definition of reading has evolved to be more complex and this involves in
understanding of a whole text composed of written signs. Smith & Robinson (1980) define
reading as an active attempt on the part of reader to understand a writers message. According
to Toit (2001) Reading is as a process of thinking, recalling and relating concepts under the
functioning of written words. On the other hand Devarajan (1989) believes reading as the art of
interpreting printed and written words and Irvin (1998) describes the reading as The interaction
of what is in the head with what is on the page within a particular context that causes students to
comprehend what they read thus students can interpret the text that they read base on individual
perspectives and rational.

2.3 The Statistics of Reading Habits

Over the years reading statistics in Malaysia has improved tremendously. NST (2010)
stated that Malaysians reading habits have elevated from two books annually in 1995 to 12
books in 2010. Furthermore, International literacy statistic revealed that the average Malaysians
read about eight to 12 books yearly. This major improvement in reading proves that all the
government efforts to inculcate good reading habit among its citizens are working smoothly.
Such efforts that were made include campaigns and advertisements that can be seen in the media.
Though compare to powerful nations such as United Kingdom and United States, this country
reading habit statistic is still poor, it is still a big achievement as most developing countries still
face problems in inculcating reading habits among their citizens.
However in the most recent statistic about reading habits among students in Malaysia
in 2002 by Daily Express showed that Malaysian students only read two books annually. These
students only read in order to pass their examination. Hence this indicated that they do not read
for pleasure and the fun of reading. One of the main reasons for such result is due to Malaysian
examination oriented education system that pushes the students to excel in the exam by reading
the textbooks.
In Malaysia, there is scarce information regarding the statistics of reading habits on the
secondary students context. Most researchers tend to focus on the general Malaysians context
rather than concentrating on the students.
Though Malaysia is still struggling in nurturing the reading habits in its citizens and
students, these statistics have proved that we are improving and on the right track to create a
nation that adore reading as most Malaysians are now able to see the advantages of reading.

2.4 The Advantages of Reading

There are many studies that disclose the advantages of reading. One of the revelations
that the researchers have found is the students who have excellent reading habits score better in
their examinations. Base on the study that was conducted by U.S Department of Education,
voluntary readers are better readers and writers than non-readers. Students that read for pleasure
score the highest in their writing than students who dont read. Similarly, the students and
teenagers who read for the same reason on their daily basis score higher in their reading tests
than infrequent readers.
In another international comparative study of reading literacy among children in 35
countries revealed that more often the child read for fun, the higher his/her average literacy score
(Ogle et. Al.2003) . This is because when they enjoy their reading they are actually immersing
themselves into fun learning. Fun learning will make them remember and understand better.
Royce (1995) noted that children improve their reading skills when they enjoy reading, that is,
when they read for pleasure. When the students read for fun they can strengthen their reading
skills and language fluency.
Many researchers also have proved that by voluntarily reading, students can improve
their reading comprehension, writing style, vocabulary, grammar and spelling. Cunningham and
Stanovich (1998) reported that reading volume, both inside and outside of the school, has a
significance impact on the development of reading speed and fluency, vocabulary, general
knowledge, overall verbal ability, and academic achievement. Readings works in not just
developing a skill in a student but it gives a significant impact on a students language

development as a whole. Moreover, by reading students also gain a lot of general knowledge that
can enrich their education.
By reading the students also can enhance their imaginations that help developing their
creativity. Reading fires the imagination of a person. It adds new sight to eyes and new wisdom
to mind, (Fayaz A.L, 2011). Imaginations are powerful tool for students to go beyond their limits
and they can use them to create new innovations or to create fictions and stories. Furthermore
using their imaginations when they read, students can go to places that they have never been
before. Books can be used in the classroom to open up new worlds to children (Roxane Tracy,
2001). For example if the students read about a country side in England and how the writers
describe the street, the people and the culture the students would feel like they are actually there
and living the life of the persona in the book.
Moreover, with reading the students also are able to widen their intellectual growth. Sir
Richard Steele has logically quoted, reading is to the mind what exercise is to body. Reading is
some sort of method for us to exercise our brain and to make it faster. When a person read, it
obviously can improve his/her cognitive skill and improve his/her memory skill.
Multi-billionaires Bill Gates believes that reading is a powerful instrument for a person to
add on to their knowledge. As quoted by him, it is unlikely that people will become
knowledgeable without being excellent readers. I try to make sure I get in an hour or more of
reading each weeknight and a few hours each weekend. I read at least one newspaper every day
and several magazines each week. I make it a point to read at least a newspaper weekly from
cover to cover because it broadens my interest. If I read what intrigues me, such as the science

section and a subset of the business section, then I finish the magazine the same person I was
before I started. So read it all.
In addition, reading can mold and enrich the students cultural and life. United States
Department of Education (2007), had come up with a statistic that show readers are more than
three times as likely as non-readers to visit museums, attend plays or concerts, and create
artworks of their own. They are also more likely to play sports, attend sporting events, or do
outdoor activities. It also reveals that 18 to 34- year- old persons who reading rates are the lowest
for any adult group under 65, shows decline in cultural and civic participation.
2.5 Reading Strategies
Reading strategies were widely being studied and discussed in the middle of the 1970s
and researchers paid much attention to understand middle of the 1970s and paid much attention
to understand what proficient, skilled readers typically do while reading what proficient, skilled
readers typically do while reading (Sun Ling, 2011).Garner (1985) says that this kind of research
has been useful to instruct non-proficient first as well as second language learners to increase
their awareness of using reading strategies and then improve their reading comprehension
proficiency
Carrel, Gajdusek and Wise (1998) defined reading strategies as based on the writing of
several reading researchers as actions that readers select and control to achieve desired gal or
objectives. Garner (1987) on the other hand believes that reading strategies are deliberate,
planned activities used by active readers, to remedy apparent cognitive failure. Barnett (1988)
refers reading strategies to the mental operations involved when readers purposefully approach a
text and make sense of what they read

. According to Baker and Brown (1984), reading strategies contain cognitive and
metacognitive strategies in reading. .Cognitive strategies are conscious ways in dealing with
learning, such as resourcing, deduction, grouping, note-taking, translation and elaboration.
Metacognitive strategies are used to monitor or regulate cognitive strategies, which include
checking the outcome of any attempt to solve a problem, planning ones next move, monitoring
the effectiveness of any attempted action, revising, and evaluating ones strategies for learning.
There are differences strategies of reading that have been identified by some of the notable
reading researchers. According to Caverly and Orlando, there are three groups of strategies
involved namely the cognitive, metacognitive and affective strategies. Cognitive strategies are
described as the mental steps or operations that are used to process linguistic and sociolinguistic
contents (Wenden, 1991: 19). Strategies on the other hand, involve the things that a reader does
to regulate their use of the strategies and to evaluate his reading (Richards, Platt and Platt, 1985).
Finally affective strategies are the procedures that a reader uses to make his reading environment
conducive (Teoh, 1996).
2.6 Metacognition
Generally metacognition can be referred as thinking about thinking (Wiiliam Pierce,2003).
Taylor (1999) describe metacognition as an appreciation of what one already knows, together
with a correct apprehension of the learning task and what knowledge and skills it requires,
combined with the agility to make correct inferences about how to apply ones strategic
knowledge to a particular situation, and to do so efficiently and reliably.
The more students are aware of their thinking processes as they learn, the more they can
control such matters as goals, dispositions, and attention. Self-awareness promotes self-

regulation. If students are aware of how committed (or uncommitted) they are to reaching goals,
of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their
attention to a thinking or writing task, they can regulate their commitment, disposition, and
attention (Marzano et al., 1988).
Metacognition helps learners focus and engage, allowing them to activate their prior
knowledge to process text more interactively by employing appropriate strategies indicating they
understand the "when, how, what, and why" of strategic reading (Nist & Simpson, 2000, p. 647).
Learners increase their potential for successful, independently managed learning outcomes by
developing their metacognitive awareness across learning contexts (Kiewra, 2002). Research
supports the effectiveness of research-based strategy instruction as a tool for increasing
metacognitive awareness (Applegate, Quinn, & Applegate, 1994; Caverly, Nicholson, &
Radcliffe, 2004; El-Hindi, 1996; Shenkman & Cukras, 1986; Thiede & Dunlosky, 1994).
Moreover, Piaget in his Theory Cognitive Development believes that metacognitive is vital for
many areas such as, oral skills, reading, writing, attention, memory, and social interactions,(Iwai,
2011).
Despite the various theoretical perspectives, from these earliest times, a common
understanding of metacognition is that it is comprised of two major components: knowledge
about cognition and regulation of cognition. An individuals knowledge about cognition is
referred to as metacognitive knowledge. Flavell (1979) argued that metacognitive knowledge
consists of knowledge of self, knowledge of aspects of the task, and knowledge of strategy use.
Self-regulation refers to the actions used to achieve an individuals goals in learning and the
acquisition of expertise in a domain. It comprises both metacognitive monitoring and control.
Metacognitive monitoring refers to the assessment or evaluation of the ongoing or current state

of a particular cognitive activity, while metacognitive control refers to the regulation of ongoing
cognitive activity (Dunlosky & Metcalfe, 2009). The self-regulation component of metacognition
involves cognitive activities such as planning, checking, evaluating and testing and revising
strategies. Pressley, Forrest-Pressley, Elliott-Faust and Miller (1985) have argued metacognitive
knowledge is potentially conscious and controllable (p. 4).
2.7 Flavells Model of Cognitive Monitoring
Flavell (1979) also created a model that becomes the key on the filed study of studies of
metacognition by the researchers today. There are three groups in this model which are: (1)
metacognitive knowledge, (2) metacognitive experiences, (3) goal/task and finally strategies. He
suggested that by using these three groups, we screen our cognitive process. The first group in
Flavells Model of Cognitive Monitoring is the metacognitive knowledge which involves ones
awareness or belief about aspects that affect cognitive enterprises. This knowledge is an acquired
knowledge about a cognitive process of a person and the different cognitive task, goals actions
and experiences. There are three variables in this group which are person, task and strategy. The
first variable emphasizes about the awareness of a person on how he/she learns and processes
his/her cognitive activities. Furthermore the ability of a person to assess their strengths and
weaknesses in reading also is considered as part of person variable. The second variable in
metacognitive knowledge is the task variables that consist of the nature of the task and what the
tasks demands. For example if a person knows the level of difficulty of a particular task, he/she
will try his best to fulfill the goal in order to execute the task. Another example is when a student
could estimate the time she needs to finish a text than others. The third variable in the
metacognitive knowledge is the strategy. This involves the strategy that a learner set to achieve
the goal. A learner may identify that by taking notes is the most effective way to summarize a

passage. These three variables are interdependent when a learner is involved in metacognitive
activities.
The metacognitive experiences, which is the second group in Flavells Model of Cognitive
Monitoring, is the inner responses that we have concerning metacognitive processing. Flavel
defines this as any conscious cognitive or affective experiences that accompany and pertain to
any intellectual enterprise. For example, while talking to someone we might feel unsure about
what the other person is saying. This category also includes a persons awareness of failure,
success, uncertainty, or satisfaction about things.
Lastly the third group of Flavells Model of Cognitive which is the goal which can be
defined as the objective of a cognitive task. Goals and tasks include comprehension, committing
facts to memory, or producing something, such as a written document or an answer to a math
problem, or of simply improving one's knowledge about something. Achievement of a goal
draws heavily on both metacognitive knowledge and metacognitive experience for its successful
completion (Flavell, 1979).
2.8 Cogntive and Metacognitive Reading Strategies
Metacognitive reading strategies awareness helps learners to control and monitor cognitive
strategies. The fundamental aspect of this awareness is thinking about thinking and could also
be defined as planned, intentional, aim, directed to complete a cognitive task (Salataki and
Akyel, 2002). The differences of cognitive and metacognitive can be seen in the focus of the
strategies, the metacognitive strategies focus on several subject areas while cognitive only focus
on one particular subject area, (Ahmadi, Hairul 2013). A reader who is meta-cognitively aware
will apply strategies to identify their next move when there is facing difficulty while executing

their reading task. Metacognitive reading strategies show what learners thinking and can help
them to acquire extra learning and can enhance performance. These strategies can especially help
those who are having trouble with texts that they read.
Metacognitive reading strategies awareness is not just emphasis on how learners
organize their communication with the text but also how learners use the strategies and it is
linked to the effective reading comprehension, (Mokhtari and Reichard,2002). The focus of
metacognitive awareness of reading strategies is in one of the most important factor of reading
strategies for reading, which is in the subject of reading comprehension process. There
researchers stated that metacognitive knowledge is different from metacognitive awareness of
reading strategies. Metacognitive knowledge is defined as how learners regulate their cognition.
Researchers such as Veeman,Kok and Blote, (2005), believe that the knowledge of cognitive and
metacognitive skill is the interaction of an individual characteristic, context and their available
strategies with their own declarative knowledge. While other researchers stated metacognitive
knowledge and metacognitive awareness of reading strategies, (Juliebo,Malicky and Norman,
1998).
Cognitive strategies on the other hand is a form of direct interaction, to assist in
understanding, perform directly on the receive information, and influence it to improve learning.
These are the following components of cognitive strategies : identifying, re-organizing,
predicting from the context, using a dictionary, jotting down, imagery, triggering background
information, summarizing, using linguistic clues, using text markers, skipping the difficult parts
and repeating word phrases. Thus, it can be also concluded that these strategies are higher order
performance methods that refers to planning, monitoring, evaluating, and the success of learning
activities.

2.9 Different Types Metacognitive Reading Strategie

According to Brown(1987) and Baker, (1991), metacognitive knowledge and metacognitive
process are different from one another. Metacognitive knowledge is defined as what learners
know about cognition and the latter is how learners apply that knowledge to control cognition. In
his research Brown(1987) suggested that what learners know about his/her own cognition is the
definition of knowledge cognition. Usually it consists of three different types of metacognitive
reading strategies awareness: 1) Declarative knowledge, 2) Procedural knowledge, 3)Conditional
knowledge.
3.1 Declarative Knowledge
The definition of declarative is the knowing about things. This knowledge includes the
individuals information as a learner, and the elements that can impact a persons performance.
For example, For instance, research investigating meta-memory or knowledge about memorial
processes shows that students have knowledge about the cognitive processes associated with
memory. Moreover, Furthermore, good learners indicate to have more knowledge about their
own memory and are more likely than poor learners to use what they do know (Desoete &
Roeyers, 2003).
3.2 Procedural Knowledge
The knowledge about how to do things is the procedural knowledge. It is also being referred as
the action of executing procedural skills. Individuals will use skills more automatically, are able
to organize the strategies effectively, and use different kinds of strategies to solve problems, if
they have a high degree of procedural knowledge. A number of studies show that teachers that

help younger students can increase thati procuderal knowledge and increasr their on-line problem
solving performance, (Veenman, 2005).
3.3 Conditional Knowledge
Desoete & Roeyers, (2003) believe that to know when and why to use different cognitive action
is considered as Conditional knowledge. It may be thought of as declarative knowledge about the
relative utility of cognitive procedures. For example in an investigation a college student is able
to differentiate several information process demands of ten different types of riding situation. In
order to regulate their learning, a learner learners need to select several strategies and the most
appropriate for each situation as their effort to regulate their learning. Hence researchers agree
that skilled learners possess declarative, procedural, and conditional knowledge about cognition.
This knowledge usually improves performance. Most of the theories also agree that
metacognitive knowledge appears early in the childhood and it will continue to develop at least
throughout adolescence (Flavell, 1987).Similarly, Baker (1989) stated that good readers
indicated to have more information about their own cognition than poor students and are better
able to explain that knowledge.
On the other review Iwai (2011) summarized from other researchers on metacognitive
reading strategies that can be classified as three groups of planning (pre-reading), monitoring
(during reading), and evaluating (post-reading) strategies, and each group has a variety of
strategies that requires the readers metacognitive process.
According to Israel, (2007);Pressly and Afflebach, (1995), planning, monitoring and
evaluating strategies are three clusters of metacognition and are the strategies specific to reading.
In order to activate a learners background knowledge, a learner need to use a planning strategies

before reading. Planning strategies are used before reading; activating learners background
knowledge to get prepared for reading is an example of planning strategies, (Almasi, 2003;
Israel, 2007). This includes a learner to preview the title, the picture, or the subheading and by
doing this a learner will be able to have the overview of the text. Moreover, learners can also see
the general information in the text and its structure and also the reading materials to analyze
whether that the text has a certain structure such as cause and effect, question and answer,
compare and contrast and etc. In addition setting the purpose for reading can also be categorized
as a planning strategy (Paris et al., 1991; Pressley, 2002).
The strategy that takes place during reading is the monitoring strategies which comprises
of comprehension of vocabulary, self-questioning (reflecting on whether they understood what
they have read so far), summarizing, and inferring the main idea of each paragraph (Israel, 2007;
Pressley, 2002). Moreover leaners could also recognize and focus on the key words such but,
however, on the other hand, in addition, also and in conclusion. Hudson,(2007) stated that within
this strategy, the readers task is they need to determine while reading the text which part that
they should focus on and which part they need to ignore.
Finally, the evaluating strategy, a strategy that needs to be employed by learners after
reading. For instance, a leaner may contemplate how to apply what they have read in other
situations after they have read a certain texts. They may identify with the author, a narrative, or
main character, and may have a better perspective of the situation in the book than they did at
first,(Iwai,2012).
2.11 Studies on The awareness of Metacognitive Reading Strategies

Better readers use more metacognitive strategies (Paris & Myers, 1981). Metacognitive
strategies require readers to monitor their comprehension and manage the reading task. One's
ability to apply reading strategies effectively suggests heightened metacognitive awareness and
self-monitoring (Geitingger and Seibert, 2002
Baker and Brown (1984) have investigated several different aspects of the relationship
between metacognitive ability and effective reading. Two dimensions of metacognitive ability
have been recognized:
1) Knowledge of cognition or metacognitive awareness,
2) Regulation of cognition which as stated includes the reader's knowledge about his or her own
cognitive resources, and the compatibility between the reader and the reading situation.
With metacognitive strategies, learners are able to regulate their own cognition. In other
words, learners make use of functions such as centering, arranging, planning and evaluating to
coordinate learning (Oxford, 1990). These are, as indicated by Singhal (2001), strategies that
improve comprehension, which indicate how learners conceive of a task, how they make sense
of what they read, and what they do when they dont Metacognitive Reading Strategies Of Good
Malaysian Chinese Learners (Abdul Rashid, M., Chew, J. & Kabilan, M.K.,2006).
The differences of skilled and unskilled readers can also be determined by the use of
metacognitive knowledge about reading sand comprehension. For example, in a study conducted
by Myers and Paris (1978) found that when 6th Grade good and poor readers were compared, the
poor readers had less knowledge about different monitoring and comprehension strategies. Paris
and Jacob (1984) also found that knowledge about the purpose of reading and knowledge about

the information provided by different features of the text were related to students comprehension
abilities. Specifically, in comparison to good comprehenders, they found that poor
comprehenders were less able to identify a meaning-related purpose for reading and were less
able explain the information embedded in text features.
In another study that investigated the reading comprehension among skilled and unskilled
readers by Burns and Griffin (1998), skilled readers are good comprehenders. The difference can
be seen with the unskilled learners in terms of their use of general world knowledge, to
comprehend the text literally as well as to draw valid inferences from texts, in their
comprehension of words, and in their use of comprehension monitoring and repair strategies(P
62). On the other hand unskilled readers have limited knowledge of metacognitive of reading
(Paris and Winograd, 1990). These readers only do a small number of self-monitor their own
memory, comprehension as well as other cognitive tasks, (Flavell and Markmen, 1979).
According to Paris and Winograd,(1990), metacognition can enhance academic learning
and motivation of the students. These researchers believe if students are aware of their own
thinking as they read and solve problems, they can improve their own learning. The teachers
could help to employ this awareness to the students by informing to the students about the
effective problem-solving strategies and discussing cognitive and motivational characteristics of
thinking.
Paris and Winograd (1990) claimed that such consciousness-raising gives double
benefits to the students:
1) It transfers responsibility for monitoring and learning from the teachers to the students
themselves.
2) It promotes the positive self-perception, affect and motivation among students.

This shows that metacognition gives personal insight into a persons personal thinking and
promote independent learning.
Rmesh (2009) explained that recognizing and monitoring cognitive processes may be one of the
most important skills that lecturers, teachers and instructors can assist EFL/ESL students
enhancement. Metacognitive reading strategy awareness skills should be considered and taught
as a valuable use of instructional time by second/foreign language instructors. When students
reflect upon their learning strategies, they become better prepared to make conscious decisions
about what they can do to promote their learning. Therefore, metacognitive reading strategy
skills are emphasized in second/foreign language learning classrooms. Similarly, Wang et al,
(2009) argued that metacognitive reading strategies have various benefits on students' reading
comprehension and fostering their learning activities. Investigation on university EFL students
about metacognitive beliefs and strategies for learning in China indicated that metacognitive
reading strategies beliefs, which show learners who are confident about their ability to learn a
foreign language, and also metacognitive strategies are positively associated with learners
learning achievement results. As a result in this section, students who have confidence in their
learning process and can utilize metacognitive reading strategies such as, planning, monitoring
and evaluating are more successful than those students that do not use this strategy in their
learning and reading program (Wang, et al, 2009).
As mentioned in the previous sections, there is a positive relationship between metacognitive
reading strategies awareness and reading comprehension. Accordingly, Flavell (1976) stated that
the theoretical framework that supports this study is metacognitive reading strategy awareness
theory (Flavell, 1976), it believes that self-monitoring and regulation is the main important factor
in reading comprehension. These strategies not only promote reading comprehension but also

motivate readers to read more and understand better the written message/messages.
Metacognitive reading strategy awareness in reading comprehension processes relates to the
knowledge that we recognize ourselves as readers, the reading assignment that we encounter, and
the reading strategies that we utilize so as to solve the tasks (Baker & Brown, 1984; Singhal,
2001). In general, metacognitive reading strategy awareness in reading is defined as the readerperformed actions such as planning, monitoring, or evaluating the success of a particular learning
task (OMalley & Chamot, 1994).
Metacognitive reading strategy awareness includes the awareness of whether or not
comprehension is happening, and the conscious willing of one or more strategies to monitor the
reading comprehension. Koda (2005) elaborated that several investigations (Cohen, 2003; Tang
& Moore, 1992) indicated that metacognitive reading strategy awareness has a strong correlation
with reading comprehension. In fact, proficient readers utilize various metacognitive reading
strategies while reading. In contrast, less proficient or poor readers do not use these strategies
while reading so, they cannot improve in their reading comprehension. For instance, Devine
(1983) and Shinghal (2001) investigated on second language students conceptualizations of their
second language reading processes through interviews. The results explored that proficient
readers emphasize on reading as a meaning-making process rather than a decoding process.
Meanwhile, the less proficient readers indicated to do the opposite.
Additionally, Barnett (1988) conducted a study of second language reading with French
language students, and the result showed that the proficient readers indicated more awareness of
their use of metacognitive reading strategies in reading comprehension than less proficient
readers. Furthermore, (Chern, 1993) also explored that there is a positive relationship between
readers metacognitive reading strategy awareness and their reading comprehension process in

EFL/ESL learners. Sheorey and Mokhtari (2001) explained that the correlation between learners
reading comprehension ability and metacognitive reading strategy is vital and important for
reading procedure. And also in a study in U.S. college student groups, skilled readers indicated a
higher level of awareness and strategy use than poor-ability readers. However, recent research
comparing the effectiveness of cognitive and metacognitive reading strategy training reveals that
explicit teaching of cognitive strategies yields small, short-term developments in reading
performance, whereas training on metacognitive strategy results in more stable, long-term
comprehension gains (Cohen, 2003; Koda, 2005; Tang & Moore, 1992; Zhicheng, 1992).
OMalley, Russo, Chamot, and Stewner-Manzanares (1998) conducted a study in the US
in order to identify different kinds of strategies used in the ESL classrooms, and to examine the
relationship between the task and the proficiency level of the ESL students. The participants of
this study were 70 high-school ESL students at the beginning and intermediate levels (ages 14 to
17). The students were from Vietnam, Puerto Rico, and Central and South America, consisting of
approximately half boys and half girls. They were interviewed regarding their English learning
experiences, particularly in reading. Spanish speaking ESL students were allowed to use their
native language, if necessary. Their teachers were also interviewed regarding their students
learning strategies to gain a better understanding of the students learning experiences. From the
interviews, three categories were recognized: metacognitive, cognitive, and social affective
categories. The metacognition category included planning (e.g., advance organizers), monitoring
(including self-monitoring), and evaluating (including self-evaluation). The results of the
interviews showed that subjects in the beginning stage employed metacognitive strategies 27.4%
of the time, while participants in the intermediate stage used them 34.9% of the time.
Furthermore, the findings indicated that the metacognitive strategy, planning, was most applied

(82.3%) among both groups of ESL students, compared to other metacognitive strategies of
monitoring and evaluating (9.4% and 8.3 %, respectively).
In another study (Upton, 1997), 11 beginning and intermediate Japanese ESL college
students (ages 20 to 36) in the US were chosen based on their academic statuses (i.e., students at
the ESL institute and students enrolled in college classes) and the levels of English proficiency
evidenced by the results of the Test of English as a Foreign Language (TOEFL). The ESL
students had lower TOEFL scores than those enrolled in college. The participants were asked to
154 try to think aloud in Japanese when they were processing in Japanese or to think aloud in
English when they were processing in English. After the think-alouds, the subjects were
interviewed regarding the results of their tape-recorded think-aloud tasks, and asked to explain
how they were processing and why they were thinking in either English or Japanese while
reading the passage.These interviews were conducted in Japanese. In this study, Upton looked at
the role of the first and second languages in reading comprehension, and how students with
diverse levels of English proficiency used the languages differently. The analysis of the thinkaloud protocols indicated that there was a difference in using metacognitive strategies between
more and less proficient students: Global strategies (such as prediction, identifying a text
structure, integration, questioning about the text, interpretation, relating, commenting, and
monitoring) are used more often among advanced participants than among less advanced ones.
Not only did students in the more advanced group show more frequency of using these global
metacognitive strategies, but they also depended more often on English (their second language)
rather than Japanese (their first language) while processing these strategies. Learners in the lower
level of the group depended on more local strategies, (such as paraphrasing, questioning of
clause, questioning of word meaning, and word solving) rather than the global strategies. Uptons

study suggested that ESL students with high levels of English proficiency used more
metacognitive strategies

CHAPTER 3
3.2.

DESIGN

This study is designed using the quantitative research design in order to attain and
analyze the data regarding the awareness of metacognitive reading strategies of the students, the
impact of reading habits toward the students metacognitive awareness of reading strategies and
the relationship between the students metacognitive awareness of reading strategies and their
language proficiencies.
This design was selected because the data that is needed should be generalized for the
respondents. With quantitative research design, the result will be based on the larger scale that
can represent the population which is the students of S.M.K. Dato Ibrahim Yaacob. The
researcher also wants to obtain the data in a form of percentages and numbers. According to
Babbie, Earl R.,(, 2010), Quantitative research deals in numbers, logic and the objective,
focusing on logic, numbers, and unchanging static data and detailed, convergent reasoning rather
than divergent reasoning. With the quantitative research design the data that is gathered will be
more structured and well organized since it deals with numbers and percentage.
3.3.

SAMPLE
The researcher uses the cluster sampling in order to execute this study. The samples for

this study comprise the total number of 75 students from S.M.K Dato Ibrahim Yaacob. From this
amount, 15 students from each form will be selected randomly to answer the questionnaires. This
is to ensure that the result that the researcher will attain can be generalized to all form of the
students. The samples are in the age of 13-17 years old and have the characteristic that the
researcher needs in order to gain the data. For example, the samples are the secondary school
students in Malaysia and have been exposed with English as one of their subjects since
kindergarten.
3.4.
INSTRUMENT
The questionnaire is selected as instrument for collecting the data for this study. The
questionnaire is a combination of some questions that were taken from Canadian Leisure

Reading Study (2001) and a complete set of Metacognitive Awareness of Reading Strategies by
Mokhtari and Reicchard (2002). These questionnaires were combined to meet the findings of the
study. Below are the examples of the items in the questionnaire.
3.4.1 The table of items.
Section 1

Demographic data
Please circle the answer.
1.3) The result of your March English Test.

Section 2

The attitude of reading among Students.

Please tick ( ) for the answer that you prefer.
2.3) Describe how much do you like to read?
a) I dont like to read at all. ( )
b) I like to read a little. ( )
c) I like to read sometime. ( )
d) I like to read very much. ( )
2.4) How often you read for fun, even if only a few sentences at each

Section 3

time?
a) Every day ( )
b) Almost every day ( )
c)At least once a week ( )
d) At least once a month ( )
e) Only few times a year ( )
d) Almost never ( )
e) Never ( )
Metacognitive Awareness of Reading Strategies Inventory, (Kauder
Mokhtari and Carla Reichard, (2002).
After reading each statement, circle the number (1, 2, 3, 4, or 5) that
applies to you using the scaleprovided. Please note that there are no right
or wrong answers to the statements in this inventory.
GLOB 1. I have a purpose in mind when I read.
(1 2 3 4 5)
SUP 2. I take notes while reading to help me understand what I read.
( 1 2 3 4 5)
PROB 8. I read slowly but carefully to be sure I understand what Im

reading. (1 2 3 4 5 ).

3.5 METHODS OF DATA COLLECTION

The questionnaire is a mixed between a Canadian Leisure Reading Study (2001) and a
complete set of Metacognitive Awareness of Reading Strategies by Mokhtari Reichard (2002).
The questionnaire consists of three sections, section 1 section 2 and section 3. Section 1 covers
the demographic data of the students as well as their March English test result which determine
the proficiency of the students.
The second section of the questionnaire also of single choice items that allows the
respondents to pick one choice only from a number of choices listed in the items (Chua,2010).
The questions of this section are taken from Canadian Leisure Reading study, (2012). The
questions are valid and reliable since it is taken from the Canadian national study that is used to
determine the leisure reading among Canadians.
The third part of the questionnaire that is taken by Mokhtari and Reichard consists of the
likert scale that students have to circle using the number 1 until 5. The validity and the realibility
of MARSI have been tested and approved by its creators Kouder Mokhtari and Reichard.
According to Kouder and Mohktari, (2002), MARSI was created based on a review of recent
research literature on metacognition and reading comprehension by some of the notable
researchers in the field of reading strategies such as Alexander and Jetton (2002), Baker and
Brown (1984 ), Garner (1987), Paris and Winograd (1990), Pressly and Afflerbach,(1995). The
questionnaires will be given to the school administrator that will help the researcher to distribute
the questionnaires to the students. Moreover, MARSI also follow the measurement criteria for
developing valid, reliable and sensitive measures, (Mokhtari and Reichard, 2002).
The questionnaires will be distributed at S.M.K Dato Ibrahim Yaacob. The researcher
first has to get the letter of acknowledgment from the faculty in order to inform them about the

research that will be done in the school. Then, she will meet the principal to approve th research
that will be done in the school. After she has gained the access to the school she will distribute
the questionnaires to the students by herself.
3.6 METHODS AND DATA ANALYSIS
The SPSS will be used in order to analyze all the data. After the data are gained the
researcher will key in all the data in the SPPS in order to plot the table and the pie chart. The
SPSS will automatically present the data that the researcher needs such as the percentage and the
frequency.
In order to find the relationship between the reading habits of the students and the
metacognitive awareness of reading strategies as well as the relationship of the metacognitive
awareness of reading strategies and the students English language proficiency the researcher
uses Regression. According to Parmjit Singh, Ghani and Teoh,(2009), Regression is a statistical
technique to explain the relationship between variables in mathematical model. It establishes the
relationship of a dependent variable, such as students achievement score, and one or more
independent variables such as attitude of the students.