Lingua Cultura, 14(1), July 2020, 121-127 P-ISSN: 1978-8118

DOI: 10.21512/lc.v14i1.6403 E-ISSN: 2460-710X

THE RELATIONSHIP BETWEEN METACOGNITIVE AWARENESS AND

RECEPTIVE SKILLS OF UNIVERSITY STUDENTS

Ayu Marsela Erda*

Applied Linguistics Department, State University of Yogyakarta
Jl. Colombo Yogyakarta No.1, Caturtunggal, Sleman, D. I. Yogyakarta 55281, Indonesia
[email protected]

Received: 23rd April 2020/Revised: 26th June 2020/Accepted: 03rd August 2020

How to Cite: Erda, A. M. (2020). The relationship between metacognitive awareness and receptive skills
of university students. Lingua Cultura, 14(1), 121-127. https://doi.org/10.21512/lc.v14i1.6403

ABSTRACT

The research investigated the influence of metacognitive awareness on receptive skills in higher education students. Moreover,
participants’ level of metacognitive awareness was also taken into account. The research utilized a survey in the form of
Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Reading Strategy Inventory
(MARSI) and test of listening and reading comprehension to collect the data and multiple regression to analyze it. The
participants were 59 English educational students in the first semester of a public university in Yogyakarta. The finding shows
there is a significant influence of metacognitive awareness on receptive skills. However, there is the only significant influence
of metacognitive awareness on reading skills. In contrast, there is no significant influence of metacognitive awareness on
listening skills. Most of the students are categorized at a high level of metacognitive awareness in listening and reading.
However, they have relatively poor scores in the D and E categories for both listening and reading comprehension tests. The
only skill which has a significant influence on metacognitive awareness is reading skills. Therefore, the findings show that
there is no significant influence of metacognitive awareness on listening skills. However, there is a significant influence of
metacognitive awareness on reading skills. Further research needs to be conducted to reveal the different influences between
reading and listening skills related to metacognitive awareness, as found in the research.

Keywords: metacognitive awareness, receptive skills, MALQ, MARSI, higher education

INTRODUCTION receptive skill and productive skills. Receptive skills

are listening and reading, while productive skills
English has a significant role as a global and are speaking and writing. Both domains need to be
international language, worldwide as well as in mastered in the process of second language learning.
Indonesia (Nelson, Proshina, & Davis, 2020). It means However, receptive skills are highly used since they are
that most Indonesian depends on English as a language widely administered in various language proficiency
to run their business and develop themselves, such tests. Learning English or any other language involves
as academic and professional (Renandya, Hamied, many factors, which could be simplified as factors of
& Joko, 2018). There are numerous educational linguistics and non-linguistic, metalinguistic (Roehr-
institutions and companies which require the students Brackin, 2018), and metacognitive awareness (Kallio,
and employees to have a particular score or level Virta, & Kallio, 2018). However, the research is
of English proficiency skill. They need to fulfill more focused on investigating the impact and role
the requirement related to English mastery to be of metacognitive awareness in English mastery,
accepted to the institution. This is a strong motive in particularly for listening and reading comprehension
learning English (Jurado & Garcia, 2018). Moreover, in higher education, which will be explained in section.
Indonesian’s social aspect is also influenced by the The research aims to find out and describe
use of English, as could be seen on social media the effect of metacognitive awareness in listening
participation; therefore, the need to master English is and reading comprehension in higher education.
inevitable. Therefore, the present research aims to figure out the
English proficiency skills consist of listening, effect of metacognitive awareness on students’ English
reading, speaking, and writing. According to Slabakova proficiency in listening and reading comprehension in
(2016), those skills are separated into two domains of higher education. It also aims to figure out the level

*Corresponding Author 121

of English as a Foreign Language (EFL) students’ are, the more reading learners. The learners who have
metacognitive awareness in listening and reading metacognitive awareness realize what should be done
skills. to perform well in their activities. Therefore, they
Metalinguistic and metacognitive awareness are understand through the evaluation of their previous
the essential aspect of second language acquisition, as performances. The learners will be well-adapted to
well as overall mental processing. Those awareness have write if they read a large number of writing products.
an artificial role, particularly the process of completing Furthermore, the writers who have limited
the tasks and reflect the result for improvement. The knowledge regarding language features and how to
term metacognition refers to people’s consciousness use it will be stuck during their writing process. It
of how to react to events or situations, which involve shows that the writing source could be provided by the
their internal cognitive competence after periods of writing, which they have to read in preparing writing
experience in the same situations (Roehr-Brackin, the product. This is predictable since both skills
2018). Furthermore, metacognitive awareness is the are under the term of literacy skills as the ability to
capacity that allows people to decide, plan, organize, navigate semiotically through the world. It means that
and monitor their learning in order to perform better every encountered object is all read and understood
either for their activities, tasks, or tests. (Roehr-Brackin, 2018; Slabakova, 2016). Besides,
In addition, Slabakova (2016) has defined comprehension or competence provides knowledge
metacognitive awareness as the ability to view the and capacity for performance; in this case, receptive
entire experience in learning as a process. It involves skills support productive skills. Therefore, reading
the ability to determine the strengths and weaknesses writing products promotes linguistic features on those
during learning and how to face future learning pieces for comprehension. Furthermore, it is also
activities and monitor the whole learning process. beneficial for producing writing. Reading skills, as
Therefore, metacognitive awareness is the term to well as listening skills, are not only beneficial to enrich
point out an individual’s perceived understanding information through comprehending text but also
or consciousness. As in the learning context, it is support improvement in writing and speaking skills.
the understanding of the reason to learn the learning However, the research trend is more focused on
objective, the way to achieve the objective, and studying which methods, strategies, or even designs
the suitable strategy after the reflection process for for improving learners’ abilities without considering
improvement in future tasks, courses, and any other their capacities to synchronize the entire words and
performances. the thinking quality. They have kept on their minds
Metacognitive awareness is an inevitable aspect to make a product base on their understanding of
in learning and improvement for a better learning language. It is an insufficient path to produce better
result after the end of the learning process (Al- language learners or even learners in any field since all
Azzemy & Al-Jamal, 2019; Azmuddin, Mohdnor, & expertise needs to enlarge the information to support
Hamat, 2017; Balıkcıoglu & Efe, 2016; Feiz, 2016; their field of work through either listening or reading
Freeman, Karayanidis, & Chalmers, 2017; Oz, 2016; as receptive skills. It is well-said that the ability to
Zhussupova & Kazbekova, 2016). This ability is make meaning and understand appropriately is a must
compatible to support the learners in higher education for any study discipline so that the need to master it is
since the need for independent learning, problem- an urgency.
solving, monitoring, and self-evaluating are important Despite that, the ability to understand the
at that level (Devika & Singh, 2019). Moreover, those strengths and weaknesses of learners is a crucial
mentioned capacities also significantly contribute to capability in order to determine suitable strategies
primary education (Connor et al., 2019). in learning (Öztürk, 2019) that is well-supported
Moreover, metacognitive awareness is related to by metacognitive awareness (Al-Azzemy & Al-
the capacity to correct the error and evaluate the learning Jamal, 2019; Oz, 2016; Zhussupova & Kazbekova,
process that has been done. This is outstanding, but not 2016). Moreover, metalinguistic awareness provides
every learner owns it. Besides, linguistic knowledge learners with how to objectify and reflect on language.
will be well-supported by knowledge and cognition Knowledge accessing, parsing, decoding, and mental
regulation, which predict the self-evaluating ability as processing (cognitive) are included in the process
an autonomous strategy. It is a significant impact since of comprehension of listening and reading. As
the best learners could decide what the prospective both skills determine and support the build of prior
and suitable strategies, and they could combine those knowledge and understanding, those are positioned
strategies to achieve their goals (Öztürk, 2019). In other as prerequisites for productive skills. Therefore,
words, metacognitive awareness will be beneficial for awareness in language learning facilitates learners to
the learners’ learning achievement, and it applies to a be more effective in processing input and enrich their
higher educational level as well. knowledge to produce language.
There is the other benefit of metacognitive In reference to these statements, the researcher is
awareness related to writing ability. According to interested in studying the contribution of metacognitive
Wang & Han (2017), extensive reading contributes to awareness on students’ English language proficiency
enhancing writing ability; writers will get the benefit in higher education, particularly for listening and
from dedicating time for reading. The better writers reading skills. Metacognitive awareness promotes

122 LINGUA CULTURA, Vol. 14 No. 1, July 2020, 121-127

the ability to reflect on the language and the learning the improvement of thinking quality as the required
process. Those support the individuals’ independence capacity in higher education. Thinking quality is not
in deciding the direction of learning to achieve only beneficial for reading but also for listening as
the objective by releasing their own strengths and those are part of receptive skills. Therefore, the best
weaknesses to choose the suitable learning strategies. aim of higher education is to prepare the students
Besides, the pre-TOEFL result of students shows low to have their independent capacity to decide what a
scores in receptive skills; on that matter, metacognitive suitable way of learning and how they could handle
awareness helps students expand their capacity in both any tasks given. If the students are well-prepared in
factors of linguistics and non-linguistics. these ways, they will have the ability to face society,
Besides, receptive skills are considered as the and it will not be hard to filter information in this era
highest priority activities in academic competence. of technology and out-spoken public.
In response to that, the researcher decides that Receptive skills are not only crucial in
English proficiency skills, which will be assessed in broadening students’ capacities for aptitude objective;
the research, are the receptive skills. The research’s beyond that, it is also a process of learning and
novelty is related to the involvement of non-linguistic education (Slabakova, 2016). Moreover, developing
factors in English proficiency skills (receptive skills). receptive skills is not easy since the process of
Therefore, the research will focus on the role and thinking and prior knowledge is involved in it. It
how metacognitive awareness influences the level of requires prior knowledge of vocabulary, phonology,
English receptive skills in higher education. morphology, syntax, semantic, pragmatic, and
Higher education setting is involved with discourse structure (Al-Azzemy & Al-Jamal, 2019;
superior reading level and interpretation of spoken Zhussupova & Kazbekova, 2016). It means that
language (listening). Superior reading level infers receptive skills involve a complex process involving
to the ability to comprehend the content and social mastery of grammar, rhetorical device, concept, and
relation in a text by involving the higher mental judgemental element. People must have a certain level
process to access existing knowledge (Slabakova, of knowledge to be able to comprehend appropriately.
2016). Moreover, critical reading or resisting is a Therefore, it is no wonder if the English learners,
term to explain the backlash or question on readers’ English as a Second Language (ESL) or EFL students,
minds related to the text, which differs from people’s find it hard to comprehend and achieve high scores in
assumptions (Roehr-Brackin, 2018). In other words, receptive skills.
the background assumptions are used to identify The explanation shows that higher education
what assumptions that the speakers or writers tend to students require the ability to think independently
express in utterances or texts. It provides the reason to about the learning process and reflect on the result.
accept or reject those assumptions. Furthermore, every student of various fields in higher
The mental process is essential for higher education also needs to pass the test of receptive
education students if they are intended to have skills (listening and reading) for the study’s entrance
great literacy competence. Kallio, Virta, and Kallio and completion. Those could be achieved by having
(2018) have defined mental processes as the activity metalinguistic and metacognitive awareness that
of probing mental reactions from the text, such as promotes thinking quality and reflects learning
thoughts, feelings, and perceptions, while the readers improvement.
are less focused on the actions of the materials in the Rabia (2019) has studied metacognitive in
text. As for Roehr-Brackin (2018), it is in line with bilinguals that investigates differences between
reading as a process of decision-making, problem- balanced, dominant, limited bilinguals, and
solving, analysis, and evaluating (cognition process), monolinguals in metacognitive linguistic skills for
which involves the quality of thinking. The quality English reading comprehension. It is found out
of thinking could be supported by metacognitive how the degree or level of bilingual contributes to
awareness. For further results, it will impact the metacognitive linguistic skills. The research has
learning autonomy since learners are comfortable to studied three domains of planning, monitoring, and
decide the suitable strategies for learning. In this case, evaluating in four groups of participants (30 seventh-
learner autonomy creates autonomous individuals grade students in each group) complete a metacognitive
who can think independently and act responsibly. In reading strategies questionnaire. It aims at measuring
a narrow view, autonomy enables learners to learn their metacognitive awareness in each domain after
how they should learn by providing them with tools fulfilling a reading comprehension task in English.
for better learning on their own and training them to Data is analyzed using a Multivariate Analysis of
use appropriate strategies for realizing their learning Variance (MANOVA) to test the differences within
objectives. and between groups. Findings show that students’
As for Öztürk (2019), the most successful level of metacognitive reading awareness is affected
students are the one who learns through a greater by the degree of bilingualism.
variety of strategies and uses those appropriately for In addition, the previous study by Yeganeh
the language learning task. Therefore, metacognitive (2013) has used the Metacognitive Awareness Listening
use will create autonomous learners who could reflect Questionnaire (MALQ) to collect the data. The result
upon their learning independently, which supports indicates that the overall level of metacognitive

The Relationship between Metacognitive .... (Ayu Marsela Erda) 123

listening awareness among both monolingual and in listening. However, it is not matched with their
bilingual students is satisfactory. It is in line with listening scores, as shown in Table 1. Nevertheless,
the other studies showing that Iranian students have their reading scores are in line with their level of
high metacognitive awareness in general; in listening metacognitive awareness, as shown in Table 1 and
strategies, vocabulary, and reading skills. Moreover, Table 2. Therefore, it is found that there is no influence
students are more aware of problem-solving strategies of metacognitive awareness on listening skills;
than other strategies types. Furthermore, bilingual however, it shows a significant influence on reading
students show higher awareness in planning and skills.
evaluation and mental translation components, but
higher planning and evaluation instead of personal
knowledge. This also reveals that bilingual Iranian Table 1 Regression Analysis Result
students are more aware of strategies that should be
avoided to become skilled listeners. Besides, they Unstandardized
know how to prepare themselves for listening and Coefficients t Sig.
evaluating the results of their listening efforts. B Std. Error
Constant 85,011 15,475 5,493 0,000
METHODS MA Listen- -6,515 3,582 -1,819 0,074
ing Level
The participants of the research are approximately Constant 17,183 13,724 1,252 0,216
59 university students of English Education major in MA Reading 11,424 3,867 2,954 0,005
Yogyakarta. Surveys and tests are used to study the Level
variables comprehensively. The survey is divided into
the Metacognitive Awareness Listening Questionnaire
(MALQ) and Metacognitive Awareness Reading Table 2 Frequency of Scores in Listening and
Strategy Inventory (MARSI). Meanwhile, the test is Reading and Levels of Metacognitive Awareness in
in the form of listening and reading comprehension. Listening and Reading
The research procedures are; first, the participants are
asked to fill the questionnaire and inventory (survey). Component Frequency Percentage
Second, the participants are asked to complete the (%)
listening and reading comprehension tests.
MA in Lis- High 42 71,2
The instruments applied are surveys and tests tening
(quantitative) in order to study the problem thoroughly. Middle 16 27,1
Test in the form of listening and reading comprehension Low 1 1,7
is applied to collect participants’ scores. Moreover, Listening A 4 6,8
MALQ and MARSI are used to survey to determine Score A- 2 3,4
participants’ level of metacognitive awareness both B+ 2 3,4
in each listening and reading skills. The research uses
B 6 10,2
multiple regression as the technique of analyzing
quantitative data. It is used to measure the differences B- 10 16,9
between two or more independent variables and a C+ 5 8,5
dependent variable (Creswell & Creswell, 2017). C 8 13,6
Those steps will be used to analyze the qualitative D 11 18,6
data collection. Therefore, multiple regression is a E 11 18,6
technique to analyze quantitative data. MA in High 32 54,2
Reading Middle 23 39,0
RESULTS AND DISCUSSIONS Low 4 6,8
Reading A 1 1,7
Table 1 shows the significant effect of Score A- 3 5,1
metacognitive awareness is only occurred on reading
skills, as indicated by the significance value of 0,005, B+ 5 8,5
which is lower than 0,05. Meanwhile, the significance B 4 6,8
value of metacognitive awareness in the listening B- 10 16,9
level is 0,074, which is higher than 0,05, so that there C+ 2 3,4
is no significant effect of metacognitive awareness C 12 20,3
on listening skills. This indicates a strong correlation D 15 25,4
between learners’ metacognitive awareness level and
E 7 11,9
their performances in academic activities. Besides,
as shown in Table 2, most of the participants are
categorized at a high level of metacognitive awareness

124 LINGUA CULTURA, Vol. 14 No. 1, July 2020, 121-127

 In Figure 1 and 2, most of the students are
categorized in a high level of metacognitive awareness
in listening (71%), and only 27% and 2% of the
participants are in low and middle levels. However,
it is not indicated by their listening scores, whereas
categories D and E are both present at 19% as the
highest percentage among other categories of scores
in listening comprehension. Despite that, as shown in
Figure 3 and 4, the metacognitive awareness level in
the reading of the participants are in high level (54%),
although its percentage was lower than MA level in
listening (71%). Moreover, although categories D
and E as two higher score categories of reading have
a higher percentage (25% and 12%) among other
categories as the same as the listening score result,
it is found that metacognitive awareness level in
Figure 1 Metacognitive Awareness Level
reading has a significant influence on reading scores.
in Listening
Therefore, the findings show there is no significant
influence of metacognitive awareness on listening
skills. However, there is a significant influence of
metacognitive awareness on reading skills.
Consequently, with the previous research
related to the topic, metacognitive awareness holds
an important contribution to learners’ performance.
However, the current research only shows a significant
influence on reading skills, as studied by Zhussupova
and Kazbekova (2016); meanwhile, listening skills
are not influenced by such a degree as studied by
(Al-Azzemy & Al-Jamal, 2019), instead of linguistic
aspect has more contribution on it. The explanation
of that could be related to the position of English as
a foreign language in Indonesia, where its usage is
limited. Although some Indonesians are aware of the
importance of English as demand for them to apply
for a job and continue their academic career as well
as participate in social networking; unfortunately,
some of them are only focused on passive skills such
as reading but sidelined the requirement of mastering Figure 2 Listening Score in Categories
active skill as such listening.
Moreover, the participants’ lack of exposure
to reading products and other forms of information
could have been led to the incorrect assumption in the
mind of the topics during the listening test. People
who could not share the same idea as the others who
have experienced events and situations cannot imagine
and react correctly to those events and situations,
as suggested by Roehr-Brackin (2018). Although
the information to support people’s knowledge is
not complicated to find, either through products
containing information or real life, the participants are
still struggling to acquire it. The participants have the
problem of performing well and hold a high score since
they have limited exposure to the topics. It is fair to
say that the participants’ mental processes are not run
properly and efficiently due to the failure of thinking
back to decide the sufficient reaction on the topics
during listening. It is because they have no existing Figure 3 Metacognitive Awareness Level
knowledge related to the topics, which is in line with in Reading
Kallio, Virta, & Kallio (2018). Therefore, the result
could be figured out by considering such conditions.

The Relationship between Metacognitive .... (Ayu Marsela Erda) 125

 more complex than reading. Many Indonesians are not
accustomed to the audible exposure of English in their
daily and academic life. However, only some people
are interested in English who will pursue and give
their effort to have more English exposure.

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