Exploring Young EFL Learners’ Perception And Experiences Of L1-Based Metacognitive Reading Strategies At Pesanggrahan 02 Elementary School

dr. syaadiah arifin, m.pd.; hamzah puadi ilyas, ph.d.;

This study explores the perceptions and experiences of young EFL learners regarding the use of first language (L1)-based metacognitive strategies to support English reading comprehension. Conducted at Pesanggrahan 02 Elementary School in Jakarta, Indonesia, this qualitative research involved sixth-grade students who were beginners in English instruction. Data were collected through classroom observations, individual interviews, and student
reflection journals, and analyzed using thematic analysis as proposed by Braun and Clarke (2006). The findings revealed five key themes: interest and motivation, comprehension strategies, challenges in learning, instructional preferences, and media and digital resource use. The results indicate that L1-supported strategies, such as using Bahasa Indonesia for prediction, clarification, and vocabulary processing, significantly aid comprehension and reduce cognitive load. Students also showed strong preferences for bilingual instruction and digital media engagement. This study contributes to the understanding of how L1 can serve as both a cognitive and emotional scaffold in early EFL reading instruction and suggests pedagogical implications for integrating L1 strategically in low-exposure learning environments.