Metacognitive Strategy in Learning Literature of Senior High School Students

Abstract

This paper investigates the use of metacognitive strategies among Senior High School students in understanding literature, examining their socio-demographic profiles and the relationship between these profiles and their metacognitive strategies. The study aims to benefit both teachers and learners in the teaching-learning process. Using a descriptive correlational design, 40 research participants responded to an online survey questionnaire adapted from Channa et al. (2018). The survey included sections on socio-demographic profiles and 20 items on metacognitive strategies. Findings revealed that the majority of respondents were female, 17 years old, with parents who had a high school education and a monthly income classified as poor. Most had 4-7 siblings and a general weighted average grade in literature of 85-89 (50%). Data suggested that these students used metacognitive strategies to enhance their comprehension of reading passages. Additionally, there was a significant relationship between the socio-demographic profiles and their use of metacognitive strategies, affecting their understanding of literary texts. The study underscores the importance of guiding teachers in the use of metacognitive strategies, which are crucial for teaching literature. Implementing these strategies can significantly improve students’ comprehension skills and support their overall acquisition of knowledge.