• Silvi Listia Dewi

  Author

• Nur Mukminatien

  Author

• Mohammad Adnan Latief

  Author

• Dr. Johannes Ananto Prayogo

  Author

Auditory learners are who learn best through hearing things. Considering that
learning English includes learning to read written passages, this paper explores the possible
strategy to help them improve their reading achievement. This is crucial because empirical
evidence shows that the worst test score auditory learners get is in reading comprehension
test. Theoretically, this might be due to their dysfunctional beliefs about reading, unsuitable
strategy use, and motivational barriers including poor learner self-concept and self-efficacy.
Meanwhile, strategy use is among the fundamental elements that helps determine how and
how well learners learn a second/foreign language. To solve the problem, metacognitive
strategies are believed to be the most suitable to help them learn to read better. This is
because metacognitive strategies take care of how learners regulate their learning
intentionally. So, metacognitive strategy instructions (MSI) are the instructions (teaching)
that can help learners use suitable strategy to make them strategic readers. As a result, being
able to control over their reading process, EFL Indonesian learners are expected to use these
strategies as sources to overtake the objective of reading activities in English classes as a
personal interpretation or meaning making rather than delimiting their experience or
learning to a comprehension or acquisition of English linguistic knowledge only. 25 auditory
students were grouped by conducting VAK Questionnaire. Then, all subjects were
administered the pre-test and after getting MSI training they got post reading comprehension
test. The results showed that the significance value was (p = .043/2 = .0215) and it was
below the significance value α < .05. It means that auditory learning style influenced the
enhancement of reading skill after being trained with Metacognitive Strategy Instruction.

• pdf