INVESTIGATING HIGH SCHOOL STUDENTS’ METACOGNITIVE ONLINE READING STRATEGIES DURING THE COVID- 19 PANDEMIC

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.