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"Penggunaan strategi membaca, utamanya metacognitive reading strategies, dianggap penting untuk membantu pemahaman bacaan pada mahasiswa yang tidak berbahasa Inggris atau English as a Foreign Language (EFL). Tujuan dari penelitian ini adalah melihat apakah reading self-efficacy dapat memediasi hubungan antara reading motivation dan metacognitive reading strategies. Partisipan dalam penelitian ini 215 orang, merupakan mahasiswa S1 aktif, bahasa Inggris bukan bahasa ibu dan tidak menggunakan bahasa Inggris sebagai bahasa sehari-hari. Penelitian bersifat kuantitatif dengan alat ukur Reading Self-Efficacy Questionnaire untuk mengukur reading selfe-fficacy, Motivation for Reading Questionnaire untuk mengukur reading motivation, dan Metacognitive Reading Strategies Questionnaire untuk mengukur metacognitive reading strategies partisipan. Analisis Hayes menunjukkan sebanyak 38,2%varians dari reading self-efficacy dipengaruhi oleh reading motivation dan sebanyak 14,8% varians dari metacognitive reading strategies dipengaruhi oleh Reading motivation. Reading self-efficacy secara parsial memediasi hubungan antara reading motivation dan metacognitive reading strategies. Saran yang dapat diberikan untuk penelitian selanjutnya adalah memperluas sampel mahasiswa sebagai partisipan dan memperhatikan variabel lain yang mungkin menjadi covariate, seperti jenis kelamin.

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The use of reading strategies, especially metacognitive reading strategies, is considered important to help reading comprehension for students who do not speak English or English as a Foreign Language (EFL). The purpose of this study was to see whether reading self-efficacy could mediate the relationship between reading motivation and metacognitive reading strategies. Participants in this study are 215 undergraduate students whose native language is not English and do not use English as their daily language. This is a quantitative research using Reading Self-Efficacy Questionnaire to measure reading self-efficacy, the Motivation Questionnaire to measure reading motivation, and the Metacognitive Reading Strategy Questionnaire to measure participants' metacognitive reading strategies. Hayes analysis shows that 38.2% of the variance of reading self-efficacy is influenced by reading motivation and 14.8% of the variance of metacognitive reading strategies is influenced by reading motivation. It was found that reading self-efficacy partially mediates the relationship between reading motivation and metacognitive reading strategies. Suggestions that can be given for further research is to expand the sample of students as participants and pay attention to other variables that may be covariates, such as gender."

"This study is an attempt to address the issue of how Extensive Reading (ER) as a supplementary reading approach is able to encourage students critical literacy. Further how ER influences students perception of critical literacy related to students viewpoint of the texts is examined throughly. ER in this study was employed as a supplementary reading activity where students ere engaged to read in a large number of materials on a wide range of topics and they had freedom to select the reading material based on its relevance to their interests, knowledge, and experience (Day & Bamford, 2002). Relating the characteristics of ER, it seemed to us that students understanding of the text through ER activity should be scrutinized as one important aspect in English language teaching (ELT). in order to get more comprehensive picture, questionnaires were distributed to 38 students in the class. Yet, only 3 (three) students were willing to return the questionnaire and to be interviewed based on their answers in the quasionnaire. The findings revealed that ER is evidenced to motivate students to approach texts critically, challenge taken knowledge, relate the text to world's issues, improve their awareness of how to see and understand human beings, and question the intention of the texts from distinct viewpoints."

"Di jenjang pendidikan perguruan tinggi, kemampuan membaca dalam bahasa Inggris dianggap sebagai kemampuan penting dalam belajar. Bagi mahasiswa English as a Foreign Language (EFL), diperlukan suatu cara untuk meningkatkan kemampuan membaca dalam bahasa Inggris. Salah satu diantaranya adalah dengan menggunakan strategi metakognitif dalam membaca. Penelitian ini bertujuan untuk melihat apakah terdapat hubungan antara motivasi dan sikap membaca bacaan berbahasa Inggris dengan penggunaan strategi metakognitif. Partisipan penelitian terdiri atas 215 orang mahasiswa aktif semester tiga yang dalam kesehariannya tidak menggunakan bahasa Inggris. Penelitian bersifat kuantitatif dan alat ukur yang digunakan meliputi Metacognitive Reading Strategies Questionnaire (MRSQ), Motivation for Reading Questionnaire (MRQ), serta Reading Attitudes (RA). Hasil perhitungan regresi linear berganda menunjukkan bahwa terdapat 11.4% varians strategi metakognitif dalam membaca yang dapat dijelaskan oleh motivasi dan sikap membaca dan hanya variabel motivasi membaca yang secara signifikan berhubungan dengan penggunaan strategi metakognitif dalam membaca. Disarankan bagi tenaga pengajar untuk memperhatikan pentingnya peranan motivasi membaca pada mahasiswa dan untuk memfasilitasi adaptasi terhadap kegiatan membaca dalam bahasa Inggris yang dilakukan oleh mahasiswa.

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At a higher education level, students’ ability to read in English is considered an important skill in learning. For English as a Foreign Language (EFL) students, a way is needed to improve their English reading skills. One of the ways is to use metacognitive reading strategies. This study aims to see whether there is a relationship between english reading motivation and attitude with the use of metacognitive reading strategies in English reading. Research participants consisted of 215 active third semester students who do not use English in their daily life. This research is quantitative and the measuring tools used include the Metacognitive Reading Strategies Questionnaire (MRSQ), Motivation for Reading Questionnaire (MRQ), and Reading Attitudes (RA). The results of multiple linear regression calculations show that there is 11.4% variance of metacognitive strategies in reading which can be explained by motivation and reading attitudes and only reading motivation is significantly related to the use of metacognitive reading strategies. It is recommended for teachers to pay attention to the important role of reading motivation in students and to facilitate the adaptation to English reading activities carried out by students."

"ABSTRAKTes Cambridge International General Certificate of Secondary Education Cambridge IGCSE Indonesian merupakan tes bahasa Indonesia sebagai bahasa asing yang terstandardisasi internasional. Umumnya tes itu diselenggarakan di akhir kelas 10 di sekolah-sekolah Satuan Pendidikan Kerja Sama SPK di Indonesia. Penelitian ini bertujuan untuk mengevaluasi kesahihan isi tes Cambridge IGCSE Indonesian Paper 2 Reading membaca dan Paper 4 Writing menulis tahun 2016 ??2017 karena pada kedua tes itu terdapat revisi yang signifikan pada tahun 2016. Agar tujuan itu dapat tercapai, peneliti menelisik komponen input dan respons yang diharapkan pada tes-tes itu kemudian membandingkannya dengan silabus tes/dokumen-dokumen terkait. Selain itu, peneliti juga berusaha untuk mengetahui pandangan pengajar terhadap isi tes-tes itu dengan melakukan wawancara. Metode yang digunakan dalam penelitian ini adalah metode kualitatif. Pemilihan pengajar sebagai subjek penelitian adalah dengan teknik purposful sampling dan intensity sampling. Berdasarkan kajian atas komponen-komponen input dan respons yang diharapkan pada tes Paper 2 Reading dan Paper 4 Writing tahun 2016 ??2017 serta hasil wawancara dengan pengajar dapat disimpulkan bahwa kedua tes itu memperlihatkan kesahihan isi yang besar atau tinggi.

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ABSTRACT The Cambridge International General Certificate of Secondary Education Cambridge IGCSE Indonesian is an Indonesian as foreign language test. The test is generally held at the end of grade 10 in Satuan Pendidikan Kerja Sama SPK schools in Indonesia. The purpose of this study was to evaluate the content validity of Paper 2 Reading and Paper 4 Writing tests in years 2016 2017 since there have been significant revisions in those tests starting in 2016. To achieve the purpose, this study explored the characteristics of input and expected response of the tests and compared the tests to test syllabus and related documents. Teachers were also interviewed to gain their views on the content of the tests. A qualitative method was applied in this study. The teachers were selected by using purposeful sampling and intensity sampling techniques. Based on the results of exploring the characteristics of input and expected response and teachers rsquo interview, the Paper 2 Reading and Paper 4 Writing tests in years 2016 2017 revealed a high content validity."