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This study examines the effects of metacognition on reading comprehension competence based on Ruddell’s taxonomy and identifies competences of the taxonomy which have not been mastered by the students of the Department of Indonesian Literature and Language Education. This study used qualitative correlation to examine the effects of metacognition on reading comprehension competence and quantitative descriptive method to identify competences which have not been mastered by the students. Multiple choice question test was used to obtain the data of reading comprehension competence, and metacognition data was taken through closed-endLikert Scale. The results suggest metacognition does not have any effect on reading comprehension competence. The competences which have not been mastered by the students are: understanding supporting ideas, predicting competence, problem-solving competence, understanding cause and effect relation and information order. The results can be used as a reference for developing a learning design to improve reading comprehension competence.

proceedings of the proceedings of the 5th international conference on science, education and technology, iset 2019, 29th june 2019, semarang, central java, indonesia

The Effects of Metacognition in Reading Comprehension Competence Based on Ruddell’s Taxonomy