Students' Metacognitive Strategies in Learning English Reading Comprehension in Junior High School 5 Kuningan on the Implementation of the Merdeka Curriculum

Abstract

Reading comprehension remains one of the most challenging skills for Indonesian junior high school students in English as a Foreign Language (EFL) contexts. In line with the implementation of the Merdeka Curriculum, which emphasizes learner autonomy, higher-order thinking skills (HOTS), and reflective learning, students are expected to develop strong metacognitive awareness in managing their reading processes. This study investigates students’ metacognitive strategies in learning English reading comprehension at SMP Negeri 5 Kuningan. Employing a descriptive qualitative design supported by quantitative questionnaire data, this research involved 16 seventh-grade students. Data were collected through the Survey of Reading Strategies (SORS), classroom observations, and semi-structured interviews. The findings reveal that students predominantly employ planning strategies, such as memorization and independent study, while monitoring and evaluating strategies remain underdeveloped. Affective factors, particularly fear of making mistakes and anxiety, significantly influence students’ strategic engagement. The results indicate a discrepancy between the Merdeka Curriculum’s goal of fostering independent and reflective learners and the actual metacognitive practices observed in the classroom. The study underscores the need for explicit metacognitive instruction, teacher scaffolding, and supportive classroom environments to enhance students’ reading comprehension and self-regulated learning in EFL settings.