Metacognitive Strategies Training In Reading Class
Abstract
Penelitian ini meneliti pengaruh pelatihan strategi metakognitif pada prestasi membaca siswa dan penggunaan strategi metakognitif. Penelitian ini menggunakan desain eksperimental. Pesertanya adalah siswa kelas X SMA Darma Bangsa. Data dikumpulkan menggunakan tes membaca, kuesioner dan wawancara. Tes membaca diberikan untuk mengetahui pengaruh pelatihan strategi metakognitif pada prestasi membaca siswa. Kuesioner dan wawabcara digunakan untuk mengetahui pengaruh pelatihan strategi metakognitif pada penggunaan strategi metakognitif. Data dianalisis menggunakan Paired Sample T-test SPPS versi 17. Hasil penelitian menunjukkan bahwa pelatihan strategi metakognitif dapat meningkatkan prestasi membaca siswa dan penggunaan strategi metakognitif. Temuan ini didukung oleh hasil wawancara yang menunjukkan respon positif dari siswa. Secara keseluruhan, pelatihan strategi metakognitif dapat menjadi salah satu kegiatan untuk memberi para siswa pengetahuan tentang strategi metakognitif dan meningkatkan pencapaian membaca siswa serta penggunaan strategi.
This study investigated the effect of metacognitive strategies training on students’ reading achievement and the use of metacognitive strategies. The participants were the tenth grade students of SMA Darma Bangsa. The data were collected using reading test, questionnaire and interview. The reading test was administered to find out the effect of metacognitive strategies training on students’ reading achievement. The questionnaire and interview were administered to find out the effect of metacognitive strategies training on the use of metacognitive strategies. The data were analyzed by using Paired Sample T-test with SPSS version 17. The results showed that metacognitive strategies training improved students’ reading achievement and the use of metacognitive strategies. This finding was supported by the interview result that showed positive responses toward the training. Overall, it is perceived that the training can serve as one of activities to give students awareness about metacognitive strategies use and improve student’s reading achievement.
Keywords: Metacognitive strategies, reading, training.
Full Text:
PDFReferences
Aghaie, R., and Zhang, L, J. (2012). Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Springer Science+Business Media, 5(2), 1063-1081.
Alsheikh, N, O., and Mokhtari, K. (2011). An examination of the metacognitive reading strategies used by native speakers of Arabic when reading in English and Arabic. Canadian Center of Science and Education, 4(2), 151-160.
Alsamadani, H, A. (2011). The effects of the 3-2-1 reading strategy on EFL reading comprehension. English Language Teaching, 4(3), 184-191.
Bölükbas, F. (2013). The effect of reading strategies on reading comprehension in teaching Turkish as a foreign language. Academic Journals, 8(21), 2147-2154.
Chamot, A, U., and O’Malley, J, M. (1996). Cognitive academic language learning approach: A model for Linguistically diverse classroom. The Elementary School Journal, 96(3), 259-273.
Chamot, A, U., Barnhardt, S., El-Dinary, P, B., and Jill, R. (1999). The learning strategies handbook. Longman, New York.
Coskun, A. (2010). The effect of metacognitive strategy training on the listening performance of beginner students. Research on Youth and Language, 4(1), 35-50.
Cubukcu, F. (2008). How to enhance reading comprehension through metacognitive strategies. The Journal of International Social Research, 1(3), 83-93.
Ghafournia, N. (2014). Language learning strategy use and reading achievement. Canadian Center of Science and Education, 7(4), 64-73.
Gooden, R, B., Carreker, S., Thornhill, A., and Joshi, R, M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. The Reading Teacher, 61(1), 70-78.
Hazaea, A, N., and Alzubi, A, A. (2016). The effectiveness of using mobile on EFL learners’ reading practices in Najran university. Canadian Center of Science and Education, 9(5), 8-21.
Henia, N, D. (2003). Evaluating the effectiveness of metacognitive strategy training for reading research articles in an ESP context. English for Specific Purposes, 22(1), 387-417.
Ismail, N, M., and Tawalbeh, TI. (2015). The Effectiveness of a metacognitive reading strategies program for improving low achieving EFL readers. International Education Studies, 8(1), 71-87.
Khoshsima, H., and Tiyar, F, R. (2014). The effect of summarizing strategy on reading comprehension of Iranian intermediate EFL learners. International Journal of Language and Linguistics, 2(3), 134-139.
Kummin, S., and Rahman, S. (2010). The relationship between the use of metacognitive strategies and achievement in English. Procedia Social and Behavioral Sciences, 7(1), 145-150.
Korotaeva, I, V. (2014). Metacognitive strategies in reading comprehension of majors in education and psychology. Psychology in Russia: State of the Art, 7(2), 39-47.
Meniado, J, C. (2016). Metacognitive reading strategies, motivation, and reading comprehension performance of Saudi EFL students. Canadian Center of Science and Education, 9(3), 117-129.
Mistar, J., Zuhairi, A., and Yanti, N. (2016). Strategies training in the teaching of reading comprehension for EFL learners in Indonesia. Canadian Center of Science and Education, 9(2), 49-56.
Nuttall, C. (1982). Teaching reading skills in a foreign language. Oxford: Heinemann International.
Novita, M. (2016). Promoting student’s reading comprehension through video jigsaw integrated technique at SMAN 8 Bandar Lampung. Thesis. Unpublished Thesis. Lampung: Lampung University.
Oxford, R, L., and Stock, J, A, B. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning (SILL), 23(1), 1-23.
Pei, L. (2014). Does metacognitive strategy instruction indeed improve Chinese EFL learners’ reading comprehension performance and metacognitive awareness?. Journal of Language Teaching and Research, 5(5), 1147-1152.
Rraku, V. (2013). The effect of reading strategies on the improvement of the reading skills of students. Social and Natural Sciences Journal, 7(2), 1-6.
Setiyadi, A.B., Mahpul., Sukirlan, M., and Rahman, B. (2016). Language motivation, metacognitive strategies, and language performance: A cause and effect correlation. International Journal of Applied Linguistics and English Literature, 5(7), 40-47.
Setiyadi, A. B., Sukirlan, M., and Mahpul. (2016). How successful learners employ learning strategies in an EFL setting in the Indonesian context. Canadian Center of Science and Education, 9(8), 28-38.
Setiyadi, Ag. B. (2001). Language learning strategies: Classification and pedagogical implication. TEFLIN Jurnal, 12(1), 15-28.
Sinambela, E., Manik, S., and Pangaribuan, R. E. (2015). Improving students’ reading comprehension achievement by using K-W-L strategy. English Linguistics Research, 4(3), 13-29.
Sporer, N., Brunstein, J, C., and Kieschke, U. (2009). Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(2), 272-286.
Tavakoli, H., and Koosha, M. (2016). The effect of explicit metacognitive strategy instruction on reading comprehension and self-efficacy beliefs: The case of Iranian University EFL students. Porta Linguarum, 25(2), 119-133.
Takallou, F. (2011). The effect of metacognitive strategy instruction on EFL learners’ reading comprehension performance and metacognitive awareness. ASEAN EFL Journal, 3(1) 272-300.
Temur, T., Kargin, T., Bayar, S, A., and Bayar, V. (2010). Metacognitive awareness of grades 6,7, and 8 students in the reading process. Procedia Social and Behavioral Sciences, 2(1), 4193-4199.
Shmais, W. A. (2003). Language learning strategy use in Palestine, 7(1), 1-18.
Sheorey, R., and Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(2), 431-449.
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515-537.
Wilawan, S. (2013). Enhancing EFL readers’ metacognition. Journal of Education and Practice, 4(12), 64-73.
Wong, B, Y, L. (1985). Self-questioning instructional research: A review. Review of Educational Reseach, 55(2), 227-268.
Yang, Y. (2016). A research on reading strategies among non-English major postgraduates. Canadian Center of Science and Education, 9(8), 204-212.
Yusnita, D. (2015). Designing reading materials for the faculty of social and political sciences at UIN Syarif Hidayatullah Jakarta. Indonesian Journal of English Education, 2(1), 28-45.
Zhang, L., and Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1), 54-69.
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 U-JET
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.