The influence of metacognition and E-Learningto Learning outcomes on reading English texts

  • Suparlin Suparlin Universitas Negeri Surabaya, Surabaya, Indonesia


English has 4 language skills and 2 language components. Language skills include, listening, speaking, reading, and writing. Meanwhile, two language components are grammar and vocabulary. At the level of Senior High School (SMA) the things mentioned above are taught in an integrated way with emphasis on language skills elements focused on reading English texts. The periods are mostly allocated for reading English texts while other components are the supporting elements of the pursuit. Assessments, daily assessments, semester-end assessments, year-end assessments to national assessments (UNBK-CBT), used to determine students' progress in English lessons are focused on reading English texts. The students have many difficulties in understanding English texts. Lack of vocabulary, lack of grammatical knowledge, and lack of self-regulation and strategy setting in English learning affect the barriers that students experience in understanding English texts. So it appears in students the assumption that English is difficult. The development of information technology is very fast and dynamic. in fact, it can be utilized by students to facilitate them to learn English. This information technology-based reading strategy can be one of the new strategies (State of the art) by developing 4 language skills and 2 language components to help students understand English texts. Ownership of "gadgets" by nearly all students is a contributing factor in learning English while reducing the misuse of "gadget" usage for the less educational purposes. The purpose of this study is to: (1) provide effective and efficient reading theories of English texts, (2) compare the results of the assessment before and after the students know the theories of reading, (3) describe students' difficulties in understanding English texts and their solutions , (4) explain that English is not as difficult as students imagine, (5) describe ways of utilizing information technology in English learning, (6) describe ways to utilize "gadgets" in English learning.