Abstract: This study aims to find out the relationship and the contribution of reading anxiety and the use of metacognitive reading strategies to students’ reading comprehension. The results show that reading anxiety and the use of metacognitive reading strategies have a strong relationship to students’ reading comprehension by .658 Further, reading anxiety and the use of metacognitive reading strategies contribute by 43.3 percent to students’ reading comprehension which each is 0.17 percent and 43.17 percent. In conclusion, reading anxiety and the use of metacognitive reading strategies have strong relationship with students’ reading comprehension achievements and the use of metacognitive reading strategies gives the most contribution in students’ reading comprehension.
Dergi Türü : Uluslararası
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