Abstract:
The purpose of this study is to find out the online reading strategies used by
students when online reading, the difference between male and female students’
online reading strategies, and the reason why students used metacognitive online
reading strategies. In this study, the respondents of this study were 50 students. In
collecting data, the researcher used a questionnaire technique using Google
Forms. The data analysis technique used in this study is the Independent-Sample
T-Test. The research findings showed three strategies used by students, namely
(Global Reading Strategies, Problem Solving Strategies, and Support Strategies),
with Problem Solving Strategies the most dominant strategies used by the
students. From the results of the Independent-Sample T-Test for the three
variables (Global Reading Strategies, Problem Solving Strategies, and Support
Strategies), only Problem Solving Strategies had differences between male and
female students. The data also showed that when students read online, they read
the text first, evaluate and critically evaluate the content of the text, and read the
material slowly and attentively. They just employed some tactics that many other
students used, such as reading before reading, carefully reviewing what they read
in the text, and pausing to examine its meaning. Furthermore, female students
always read with supplementary reference resources such as books and
dictionaries, and they discussed vital information with their peers while doing so.
At the same time, by underlining or marking important text messages, you can
change the speed of your voice. On the other hand, reading makes it easier to
obtain information, as evidenced by most female respondents.
