摘要：This research explores the correlation of first-year Indonesian university students’
metacognitive reading awareness and their reading comprehension in academic
English texts. This study was conducted in a regional university in Yogyakarta -
Indonesia where students came from many parts of Indonesia and recognised
English as an additional language. A mixed method explanatory design was used to
answer the study’s research questions administered to 373 student-participants of
five humanities departments. Academic English reading tests were conducted using
paraphrasing recall protocol and a survey on the students’ metacognitive awareness
was managed. The findings indicated that there is no significant correlation
between the students’ metacognitive reading awareness and their academic English
reading comprehension. The students were categorised in low-cohort of reading
proficiency although their metacognitive reading awareness scores were high. The
students mainly used metacognitive reading awareness related to finding out the
meaning of words which was confirmed in the focus group interviews with the
students. This research is part of a PhD research at Charles Darwin University.
