Enhancing reading comprehension skills through metacognitive strategies for tenth - grade students at Bung Rieng High School : Master of TESOL

Abstract

This study investigates the use of metacognitive strategies to improve reading comprehension in tenth-grade students at Bung Rieng High School. It involved 78 students divided into an Experimental Group and a Control Group. Data was gathered through pretests, posttests, and interviews with students and teachers. The research consisted of five stages: pretest, initial interview, training, posttest, and final interview. Test results revealed significant differences in reading comprehension between the Experimental Group (who used metacognitive strategies) and the Control Group. Interviews further indicated positive impacts on reading learning at the school, including improved classroom environment, increased student motivation.