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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."

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"Pandemi Covid-19 menyebabkan perubahan sistem pembelajaran di perguruan tinggi, yaitu adanya penerapan kebijakan Pembelajaran Jarak Jauh (PJJ) secara daring, Akibatnya mahasiswa mengalami masalah penyesuaian diri. Strategi koping penting untuk membantu penyesuaian diri. Studi sebelumnya menunjukkan bahwa strategi koping berhubungan dengan dukungan sosial, dan dukungan sosial dapat mempengaruhi penyesuaian diri mahasiswa tahun pertama. Tujuan penelitian ini adalah untuk meneliti persepsi dukungan sosial dalam memediasi hubungan strategi koping dan penyesuaian diri mahasiswa tahun pertama di masa pandemi Covid-19. Partisipan penelitian berjumlah 684 mahasiswa tahun pertama. Instrumen yang digunakan adalah College Adjustment Questionnaire (CAQ), Coping Flexibility Scale-Revised (CFS-R), dan Multidimensional Scale of Perceived Social Support (MSPSS). Pengolahan data menggunakan simple mediation. Hasil menunjukkan hubungan antara strategi koping dengan penyesuaian diri mahasiswa tahun pertama di masa pandemi Covid-19 dimediasi oleh persepsi dukungan sosial dari keluarga (=0.78), teman (=0.60), dan orang penting lainnya (=0.08), p<0.00. Implikasi dari penelitian ini dapat menjadi masukan bagi universitas untuk mengintegrasikan pengembangan keterampilan strategi koping dalam program tahun pertama, serta mendukung hubungan yang positif dan berkelanjutan dengan orang tua, keluarga, dan teman-teman baru yang telah terjalin sebelumnya untuk membantu proses penyesuaian diri mahasiswa tahun pertama

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The Covid-19 pandemic caused changes in the learning system in universities. The implementation of this system entitled Online Distance Learning. Because of the policy, undergraduate students experienced adjustment problems. Coping strategies are important to help with adjustment. Previous studies have shown that coping strategies were related to social support, also can influence the adjustment of first-year students. The purpose of this study was to examine perceptions of social support in mediating the relationship between coping strategies and adjustment of first-year students during the Covid-19 pandemic. The research participants were 684 first year students. The data were collected using The College Adjustment Questionnaire (CAQ), Coping Flexibility Scale- Revised (CFS-R), and The Multidimensional Scale of Perceived Social Support (MSPSS). Data processing using simple mediation. The results show that the relationship between coping strategies and the adjustment of first-year students during the Covid-19 pandemic is mediated by perceived social support from family (=0.78), friends (=0.60), and significant others (=0.08), p< 0.00. The implications of this research could be a consideration for universities to integrate the development of coping strategy skills in the first year program, as well as support positive and sustainable relationships with parents, family, and new friends that have been established previously to help the adjustment process of first year students."

"Pemahaman bahasa Inggris adalah keahlian yang penting untuk dimiliki oleh mahasiswa yang mempelajari bahasa Inggris sebagai bahasa asing dalam membaca literatur di proses perkuliahan. Penggunaan strategi membaca lewat metacognitive reading strategies merupakan salah satu cara yang dapat dilakukan mahasiswa untuk mengatasi tantangan tersebut. Penelitian ini bertujuan untuk mencari efek mediasi yang dimiliki oleh variabel reading self-efficacy dan reading attitude terhadap hubungan antara reading motivation dan metacognitive reading strategy. Partisipan dari penelitian ini berjumlah 333 orang mahasiswa S1 aktif yang tidak menggunakan bahasa Inggris sebagai bahasa sehari-hari. Penelitian merupakan penelitian kuantitatif dengan bantuan alat ukur motivation for reading questionnaire untuk mengukur reading motivation, metacognitive reading strategies questionnaire untuk mengukur penggunaan metacognitive reading strategies, reading self-efficacy questionnaire untuk self-efficacy dan reading attitude questionnaire untuk reading attitude. Menggunakan analisis regresi Hayes ditemukan bahwa terdapat mediasi parsial untuk variabel reading self-efficacy, sedangkan reading attitude ditemukan tidak memediasi hubungan. Adapun reading motivation memprediksi 19.72% dari reading self-efficacy, 10.48% dari reading attitude dan 15.8% dari metacognitive reading strategies. Penelitian ini menyarankan analisa faktor untuk sub-komponen setiap variabel dalam pengembangan berikutnya, dan untuk menjadikan reading self-efficacy sebagai aspek yang diperhatikan oleh pemegang keputusan untuk meningkatkan penggunaan metacognitive reading strategies peserta didik.

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Understanding and utilizing literatures written in English is a challenge for students that learn English as a foreign language. Using reading strategies through metacognitive reading strategies is a method that can be used by students to solve the issue. The purpose of this study is to find the mediating effect of reading self-efficacy and reading attitude variables in the relationship between reading motivation and metacognitive reading strategies. Participants of this study consist of 333 active undergraduate students that did not use English as a daily language. This study uses quantitative approach with motivation for reading questionnaire to measure reading motivation, metacognitive reading strategies questionnaire to measure metacognitive reading strategies, reading self-efficacy questionnaire for self-efficacy dan reading attitude questionnaire to measure reading attitude. Using Hayes’ regression analysis, it was found that there is a partial mediation for reading self-efficacy variable, whereas no mediation effect was found for reading attitude. Furthermore, it was found that reading motivation predicts 19.72% of reading self-efficacy, 10.48% of reading attitude and 15.8% of metacognitive reading strategies. This study suggests the use of factor analysis in the sub-component for each variable in future studies, and for policy maker to consider reading self-efficacy as an important aspect to improve students’ use of metacognitive reading strategies."