Metacognitive Reading Strategies of English Lesson at Indonesian Civil Aviation Polytechnic

Abstract

This study examines reading strategies and learning motivation on learning outcomes, analyzing key achievements and constraints in enhancing the reading experience and learning motivation, and determine Aviation English reading strategies. Quantitative and qualitative methods were both used in these survey methods to gather data from 188 respondents. The data needed for research questions contained three sections of 60 question items for quantitative research, while the qualitative method applied live interviews with eleven cadet participants. The participants completed the survey by accessing the survey through an online site on the date specified for each selected class. The sample was selected from the Aviation English language-learning classes based on the population with an online learning experience with Survey of Reading Strategies (SORS) and the English Reading Motivation Questionnaire (ERMQ). This study's output shows that the metacognitive reading strategy requires adequate knowledge in its implementation because it depends on self-regulatory competence. The results also showed that the extrinsic motivation of the cadets is more dominant than the intrinsic motivation.