Metacognitive Reading Strategies of Less Proficient Tertiary Learners: A Case Study of EFL Learners at a Public University in Makassar, Indonesia

Despite massive development of research on metacognitive reading strategies in different contexts and with various learner characteristics, still little has been reported about profiles of metacognitive reading strategies of less proficient learners. This paper addresses the profiles of metacognitive reading strategies of the less proficient EFL learners in Indonesia based on a case study research conducted at English Department, Hasanuddin University. Data were gathered from forty (40) less proficient learners using MARSI questionnaire (Metacognitive Awareness Reading Strategy Inventory) that has been used in both English as a second and foreign language contexts. The questionnaires were analyzed using descriptive and inferential statistics which showed the level of metacognitive awareness on the three sub-scales of the inventory. Findings showed that there is a high level of metacognitive awareness for the Problem Solving Strategy (M=3.62, SD=0.57) but only at medium level for both Global (M=3.16, SD=0.61) and Support Strategy (M=3.24, SD=0.71). The finding warrants emerging needs of the reading strategy instruction that concerns the global analysis of the text as well as the use of outside reference materials in order to generate their metacognitive awareness to improve their proficiency level.