Fakultas Tarbiyah & Ilmu Keguruan, Jurusan Pendidikan Agama Islam
ABSTRACT
Strategi metakognitif peserta didik dapat mengatur, merencanakan, dan mengevaluasi
pembelajaran mereka sendiri. Strategi metakognitif yang digunakan untuk mengkoordinasikan proses pembelajaran. Strategi juga melibatkan berpikir tentang belajar, memantau pemikiran, dan mengevaluasi pemahaman dalam membaca. Dalam jurnal ini membahas tentang prosedur Strategi Metakognitif dalam Membaca untuk memahami bacaan. Strategi metakognitif meningkatkan konstruksi makna bacaan pembaca, memantau teks dan pemahaman bacaan, dan kemampuan mereka untuk mengevaluasi teks yang mereka baca. Kerangka membaca metakognitif ini harus akrab bagi pengajar yang mengintegrasikan proses sebelum membaca, pada saat membaca, dan setelah membaca pada proses ketika mengajar peserta didik strategi pemahaman yang efektif. Strategi Metakognitif dalam membaca membantu peserta didik untuk memantau pemikiran mereka saat membaca. Strategi Metakognitif membantu peserta didik untuk menjadi pembelajar mandiri. Pengajar secara teratur menggunakan strategi membaca metakognitif dengan peserta didik mereka, dan berharap mereka untuk juga menggunakannya secara independen. Pengajar didorong untuk menggunakan model strategi metakognitif, mendukung siswa karena mereka belajar bagaimana menggunakannya, dan kemudian mendukung peserta didik belajar bagaimana menggunakannya secara mandiri. Dalam makalah ini menunjukkan bahwa strategi metakognitif membantu peserta didik untuk menggunakan strategi yang tepat dalam memecahkan masalah dalam membaca. Strategi metakognitif membantu siswa untuk menghentikan ketergantungan mereka menggunakan kamus. Strategi ini membantu peserta didik untuk menemukan gagasan utama, informasi tersirat, informasi tersurat, referensi, dan makna kata-kata.
Kata kunci: strategi metakognitif, membaca, peserta didik
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INTRODUCTION Reading can be used by the English teacher
Reading as an activity that involves as a media to teach other language skills the reader, the text, to get information such as listening, speaking, and writing and through written text, and build the meaning also language elements such as vocabulary, based on the reader’s prior knowledge is pronunciation, and grammar. According to important to be learned and mastered by Nunan (2003: 68), reading is a fluent every learner. Reading is important skill for process of readers combining information students, because the students must able to from a text and their own background read and understand an English text. knowledge to build meaning. Meaning does not rest in the reader nor does it rest in text. students what to do. Teachers need more The reader’s background knowledge than classroom and techniques to be integrates with the text to create the success in reading class. Furthermore, meaning. Furthermore, Nunan (2003: 68) Aebersold and Field (1997: 95) explain that defines reading as being composed of four becoming better readers, students need to elements; those are the text, the reader, become aware of how they are reading and fluency, and strategies. Meanwhile, what they could do to improve Aebersold and Field (1997: 15) say that comprehension. They need to develop their reading is what happens when people look level of metacognitive awareness. at a text and assign meaning to the written According to them, the term metacognitive symbols in that text. It not only deals with comes from the field of cognitive word interpretation, but also how reader psychology and it is increasingly used in interprets the intended meaning. In language teaching and learning. addition, reading as a process of readers Meta means after or behind, and combining information from a text and their cognition means the act or process of own background knowledge to building knowing perception. Metacognition is the meaning. understanding what is behind, what Reading is receptive skill which supports or informs, readers’ knowledge means it involves responding to text, rather and perception. As teachers, the have to than producing it. It involves making sense help their students use every possible of text by understanding the language of the strategy and ability available to them during text (at word level, sentence level, and the act of reading. In order to do that, whole text level), and connecting the teachers need to understand reading message of the text to background behavior as thoroughly as possible. knowledge. Understanding the language of Teachers observe and encourage the the text will lead reader to understand the process of students’ learning as it occurs connections between sentences (coherence during class time, and the teachers evaluate and cohesion) in different text types simultaneously the products of students’ depending on what is read and for what learning when students speak and respond. reason. Furthermore, reading is a mental, or In achieving the standard of cognitive, process which involves a reader competency in reading skill, teachers and in trying to follow and respond to a students should involve the teaching and message from a writer who is distant in learning process. The aim of teaching space and time. In summary, reading is a reading is developing the students’ reading thinking process that enables reader to skill so that they can read English text comprehend the meaning of a text trough comprehensibly, efficiently, and effectively. connecting to background knowledge, From the principles and teaching reading understanding the connections between above, it can be concluded that both sentences (coherence and cohesion), teachers and students should develop understanding different text types, and reading instructional activities which applying the appropriate reading skill. accommodate the students’ activities when The quality of the individual reading independently. In other reason, the teacher is integral to success of foreign goal of reading is comprehension. language readers. Reading teacher need to Comprehension is ability to be passionate about their work. They should understand/generate meaning of text or to view themselves as facilitators, helping connect the message of the text to each reader discover what works best. The background knowledge. Comprehension is good reading teacher actively teaches the reason for reading, and vocabulary plays a significant role in comprehension. your brain is actively building connections To be able to comprehend a text, reader between the words and meaning of the must use appropriate reading skills. passage or text. According to Anderson According to Snow (2002: 11), he defines (2002:365), metacognition combines reading comprehension as the process of various attended thinking and reflective simultaneously extracting and constructing processes. His division has five primary meaning through interaction and components: (1) preparing and planning for involvement with written language. It can learning; (2) selecting and using learning be used the words extracting and strategies; (3) monitoring strategy use; (4) constructing to emphasize both the orchestrating various strategies; (5) importance and the insufficiency of the text evaluating strategy use and learning. It as a determinant of reading comprehension. shows in the following figure: She says that there are three elements taking a part in the process; the reader who Figure 1. Anderson’s Concept of is doing the comprehension, the text is to be Metacognition comprehended, and the activity in which comprehension is a part. Furthermore, reading Preparing Selecting Monitoring Orchestra Evaluating and and Using Strategy use: comprehension means extracting the Planning Learning Strategy Use ting Is there for Strategies Strategies required information from a written text as Learning comprehension ? efficiently as possible, rejecting irrelevant information and finding what we are looking for, quickly. She establishes that there are two main reasons for us to read, Adult learning theory emphasizes the first one is for pleasure and the second one importance of connecting new information is for information. This is the fact that to the existing knowledge base, so this is an working with a text as if it was a series of important aspect in discussing independent units would only lead students metacognition in adults. Similar to Flavell, to feel the need of understanding every Paris and Parecki segment metacognition single sentence, which is not necessary in into self-appraisal and self-management. order to fulfill the purpose of understanding Self-appraisal of the cognitive process the text and to be reluctant to infer includes three types of knowledge: meanings of sentences from what comes declarative knowledge or what affects the before or after them. So, in this paper will learning; procedural knowledge, or how the elaborate about metacognitive reading strategies operate; and conditional strategy enhancing English reading knowledge, which is the understanding of comprehension. why and when to use strategies. Their self- management is similar to Anderson’s, CONTENT incorporating planning, evaluation and In this part of paper explains about regulation. the concept of metacognition and Metacognition plays an important metacognitive reading strategy in reading role in reading comprehension. Research on comprehension. metacognition has revealed that less a. The Concept of Metacognition proficient learners do not recognize the Metacognition is actively thinking purpose of reading and tend to focus on about what you are reading, as you are word-byword reading rather than reading reading. Or another way to look at it is that for meaning. Poor readers often finish as you are reading something mechanically, reading passages without even knowing that they have not understood them. Also, poor b. Metacognitive Reading Strategy in readers are less able to adjust their reading Reading Comprehension rate to suit the purpose of reading. When Metacognitive is a key for success they fail to comprehend the test, poor in reading. The purpose of metacognitive readers are not as flexible as good readers instruction is to help readers become more in utilizing different strategies to solve the aware of their own thinking during the problem. Poor readers are less efficient in reading process. During instruction, monitoring their understanding of the teachers provide explicit instruction on the material read or are deficient in use of metacognitive reading strategies that metacognitive skills. Furthermore, by students can employ while reading. Explicit contrast, Pressley (2006:245) highlighted teaching of comprehension strategies that good readers automatically employ begins with a teacher clearly explaining and metacognitive strategies to focus their modeling the strategies, followed by attention. It concluded that since discussion about when and how a reader metacognitive strategies are potentially should apply the strategy while reading, and conscious and potentially controllable, finally moving to provide scaffolded learners with good metacognition are able student practice of the strategies during to monitor and direct their own learning reading. Modeling strategies often occurs processes quite efficiently, to derive through teacher think- aloud methods. meaning, and to make adjustments when Through this instructional cycle, gradual something goes wrong. transfer or release of responsibility from Readers who have higher teacher to student is possible. Over time, metacognitive skills are able to check for students gradually become able to confusion or inconsistency, undertake a independently initiate and utilize that corrective strategy, such as rereading, particular strategy. The cycle repeats with relating different parts of the passage to one another strategy. another, look for topic sentences or Theoretically, the strategies summary paragraphs, and relating the specific to reading can be classified in the current information to their past knowledge. following three clusters of metacognition: The readers do not label these skills while (1) planning; (2) monitoring; and (3) performing them but if asked, they can evaluating strategies (Israel, 2007:436). describe their metacognitive processes Planning strategies are used before reading; accurately. They have a conscious activating learners’ background knowledge awareness of their own knowledge and the to get prepared for reading is an example of conscious ability to understand, control, and planning strategies. Also, previewing a title, manipulate their own cognitive processes. picture, illustration, heading, or subheading One of the researches was conducted by can help readers grasp the overview of the Duffy (2009:691) concerned with the text. Readers may also preview the general findings. He looked for alternatives to the information in the text and its structure. directed reading lesson that would afford Learners may check whether their reading greater opportunities for students to develop material has a certain text structure, such as independent reading comprehension cause and effect, question and answer, and abilities. The result of this research compare and contrast. Further, setting the identified metacognition as a way to purpose for reading can also be categorized understand reading comprehension and as as a planning strategy. an approach to comprehension instruction. Monitoring strategies occur during reading. Some examples of monitoring strategies are comprehension of vocabulary, self-questioning (reflecting on whether they knowledge/understanding of the subject; (5) understood what they have read so far), searching according to the goals: I search summarizing, and inferring the main idea of out information relevant to my reading each paragraph (Israel, 2007:450). Readers goals;(6) reading goals: I evaluate whether may also identify and focus on key what I am reading is relevant to my reading information or key words, including: (1) goals; (7) distinguishing: As I am reading, I but; (2) however; (3) on the other hand; (4) distinguish between information that I in addition; (5) also; and (6) in conclusion. already know and new information; (8) Determining which part of the passage can deciding on the difficulty: I note how hard be emphasized or ignored based on the or easy a text is to read; (9) revising: While purpose of the task is another monitoring I am reading, I reconsider and revise my strategy. prior questions about the topic, based on the Evaluating strategies are employed text’s content; (10) guessing the later after reading. For example, after reading a topics: I anticipate information that will be text, learners may think about how to apply presented later in the text. what they have read to other situations. Metacognitive strategies increase They may identify with the author, a readers’ meaning construction, monitoring narrative, or main character, and may have of text and reading comprehension, and a better perspective of the situation in the their ability to evaluate the text they are book than they did at first. Besides, reading. This metacognitive reading Metacognitive reading strategies consisted framework should be familiar to teachers of the following: (1) setting goals for who integrate before, during, and after reading; (2) previewing a book before reading processes when teaching students reading; (3) monitoring the appropriateness effective comprehension strategies of the textbook for the purpose; (4) (Pressley, 2006:564). In summary, identifying text structure; (5) determining metacognitive reading strategies are important information in the textbook; (6) classified into three groups of planning utilizing supplemental features (such as (pre-reading), monitoring (during reading), tables); (7) using cue words and and evaluating (post-reading) strategies, typographical support (e.g., italics); (8) and each group has a variety of strategies inferring; and (9) confirming predictions. that require readers’ metacognitive Metacognitive strategy is the strategies processing. which were taught are: (1) using strengths: 1) Planning Strategies While reading, I exploit my personal Planning strategies are strengths in order to better understand the metacognitive strategies that the reader text. If I am a good reader, I focus on the does early on in the reading process (before text; if I am good at figures and diagrams, I reading) to increase reading focus on that information; (2) inferring comprehension. The following planning meaning (through word analysis or other strategies are utilized by metacognitive strategies): While I am reading, I try to readers before reading: (1) activating prior determine the meaning of unknown words knowledge; (2) overviewing information in that seem critical to the meaning of the text. the text; (3) relating text to text; and (4) (3) using background information: While I relating text to self. am reading, I reconsider and revise my 2) Monitoring Strategies background knowledge about the topic, Monitoring strategies—usually based on the text’s content; (4) evaluating: occurring during the reading of a text help As I am reading, I evaluate the text to the reader pay attention to meaning determine whether it contributes to my construction as well as correct breakdowns in comprehension. The following Oriented Reading Instruction, there is phase monitoring strategies are utilized by 1. First, the teacher introduced about metacognitive readers during reading: (1) Metacognitive Reading Strategy. After determining word meaning; (2) being first introduced to a strategy, students questioning; (3) reflecting, (4) monitoring; are not yet able to use it spontaneously. (5) summarizing; and (6) looking for Second, the teacher repeated modeling of important information. strategy for students through think aloud for 3) Evaluating Strategies example. One way to teach metacognition Evaluation strategies used after is through teacher modeling using a think- reading that allow the reader to think aloud process. The teacher reads the critically about the text and make a passage and simultaneously verbalizes the cognitive or affective judgment. The thinking process occurring. The helps the following evaluating strategies are utilized students see that there are certain by metacognitive readers after reading: (1) considerations that all readers need to make thinking like the author; (2) evaluating the during the reading process. After modeling, text; (3) anticipating use of knowledge; (4) students can be given a passage to read, but monitoring for meaning, knowing when with the task of thinking about the you know, knowing when you don’t know; strategies they are using to understand its (5) using and creating schema, making content. A class discussion could follow connections between the new and the where students share their own techniques known, building and activating background and discoveries. This debriefing of the knowledge; (6) asking questions, generating thinking process can regularly be questions before, during, and after reading incorporated into the activities around the that lead you deeper into the text; (7) reading lesson. determining importance, deciding what Beyond helping the students matters most, what is worth remembering; practice thinking about their thinking, it can (8) inferring, combining background assist the teacher on a diagnostic level knowledge with information from the text regarding problematic areas for individual to predict, conclude, make judgments, students. Teaching how to think is very interpret; (9) using sensory and emotional different that teaching students what to images, creating mental images to deepen think. There are a variety of techniques that and stretch meaning; and (10) synthesizing- can help. One is to give the students a creating an evolution of meaning by variety of questioning techniques prior to combining understanding with knowledge the reading to set purpose as well as to from other texts/sources. assess comprehension afterwards. Metacognitive strategies learners Questions like: (1) what is the main idea of can organize, plan, and evaluate their own this selection?; (2) how many supporting learning. Metacognitive strategies are used details are there?; (3) what are the to coordinate the learning process. supporting details; and (4) are there Strategies also involve thinking about examples to help clarify the main idea?. learning, monitoring one’s own production, Before having a pre test, the teacher gave a and evaluating comprehension. In this questionnaire from the expert about research the researcher focused on the cognitive and metacognitive strategy to procedure of MRS for reading reveal students’ metacognitive awareness. comprehension. The procedure of After having pre test, the students review Metacognitive Reading Strategy happened their reading strategies by answering some in the class to overcome the problem questions, such as: indicators. In the phase of Metacognitively 1. What sort of strategy that you have 1. Do I think about what I am reading? used to understand the reading 2. Do I pause or stop sometimes and ask passage? myself whether I understand the 2. How can you grasp the main idea in reading or not what I have read about reading passage? so far? Do I picture in my mind the 3. What do you do well as a reader in people, places, and events I am reading comprehending reading passage? about? 4. Do you have sort of specific 3. Do I imagine that I am talking with the strategy in comprehending reading? author while I am reading? 5. What do you do before start 4. Do I consider some options when I am reading? trying to answer the questions that I 6. What do you do while you are have asked before reading? reading to get more idea of 5. Do I need to review what I have read in understanding reading? order to understand the reading? 7. What do you do when you come to 6. Do I analyze the content of reading a word you don’t understand? already? 8. When you come to a part of the text 7. Do I translate the information that I that is confusing, what do you do? have read in my own words? 9. After you finish reading, what do 8. Do I still keep myself on the track the you do? reading? In the process of metacognitive 9. Do I look for clues and try to figure it reading strategy, teacher asked students to out? share what they recall from the lessons on 10. Do I use a glossary or dictionary if I do background knowledge presented during not know the words, sentence, or the reading. There are 3 steps of MRS, such passage? as Planning, Monitoring and Evaluating. In the last strategy, students The process of planning, monitoring and generate some questions in order to do evaluating assesses by using metacognitive evaluating and reviewing reading awareness. In planning, students implement comprehension, such as: monitoring metacognitive strategies by 1. Do I read the text again? generating some questions to monitor their 2. Do I just keep reading? understanding while reading by asking 3. Do I try to get help from pictures or herself some questions, such as: drawings? 1. Do I read the title and headings? 4. Do I think about what I have read? 2. Do I look at the pictures? 5. Do I do something with the 3. Do I predict what the passage might be information that I have learned? about? 6. Do I compare what I have just read 4. Do I ask myself what I already know with what I already knew? about the topic? 5. Do I need to read this reading passage? Table 1. List of Activities to use 6. Do I need to use organizational structure MRS to enhance students’ reading of text to help me understand this comprehension reading passage? Activity Objectives After planning strategy, students generate some questions in order to do 1. Students To enrich their evaluating and reviewing reading were asked knowledge about the comprehension in monitoring strategy, such to use prior text as : knowledge Motivating students to think about the to read the text analyze the text easily topic thoroughly main points 2. Students in each read silently paragraph. Helping students to and make 11. Students keep concentration notes about asking in reading the text mind themselves pictures that Helping students to how this To get specific visualize what they emerge from information information from the read the words in relates to the text the texts information 3. Students use that came clues to find Helping students to before the main find main idea easily 12. Students idea look for To get better 4. Students supporting understanding about scan the ideas and the text familiar details Helping students to passage to 13. Students understand the identify identify and To comprehend the passage highlighted record signal text organization words and words phrases. 14. Students use 5. Students the signal To note the main underline words as To comprehend the information from the and make clues to find text organization text highlighting the meaning 6. Students To find specific of the text note key words for better 15. Students words from understanding in identify key the text reading the text words To find specific 7. Students (nouns and information from the guess To find specific verbs) found text unknown words within a words single 8. Students use sentence titles to infer 16. Students To get main point identify key what from the text words information To find specific might follow (nouns, information from the 9. Students verbs, and text analyze the adjectives) in key words in a single To get the main paragraph the first topic of the text 17. Students sentences of the recall what To comprehend the paragraphs they already text 10. Students To understand the know about the topic or reading. This metacognitive reading concept framework should be familiar to teachers 18. Students To get better who integrate before-, during-, and after reread for understanding about reading processes when teaching students getting the text effective comprehension strategies. MRS meaning helps students to monitor their thinking 19. Students use To get better while reading. MRS helps students to be context and understanding about independent learner. Teachers regularly use clues for the text metacognitive reading strategies with their hints students, expecting students to also use them independently, which may or may not The table above states that the be the case. Teachers are encouraged to example of list the activities to use model metacognitive strategies, supporting metacognitive reading strategy to enhance students as they learn how to use them, and students’ reading comprehension. then reducing that support as students learn how to use them independently. In this CONCLUSION research showed that MRS helps the In conclusion, it is important for students to use appropriate strategies in teachers to understand the suitable method solving their reading problems. MRS helps to improve the students’ motivation in students to stop their dependency of using learning reading because it is the key of dictionary. MRS helps students to find main success in teaching learning process. The idea, implicit information, explicit use of MRS has proven to be an appropriate information, reference, and meaning of strategy in teaching learning reading words. comprehension.. So teachers can use this strategy in their class. Before implementing BIBLIOGRAPHY the strategy, teachers should explain how to Aebersold, J. & Field M. (1997). From do the steps clearly. The teachers must Reader to Reading Teacher. guide the students patiently. Explain one by Cambridge: Cambridge University one the steps and the activities that can help Press. students to find main idea, explicit information, implicit information, reference Anderson, N. J. (2002). The role of and meaning of words. The students should metacognition in second language have a great motivation in learning English. teaching and learning. ERIC They must change their mind that reading comprehension is not difficult. Students Duffy, Gerald G. (2009). Explaining have to realize that understanding reading Reading: A Resource Four Teaching text needs a good and appropriate strategy. Concepts, Skills, and Strategies. When the students apply a good and New York:The Guildford Press. appropriate strategy, the process of understanding the reading text will be Israel, S. E. (2007). Using metacognitive easier. The students can use MRS as a assessments to create individualized strategy that can be applied to comprehend reading instruction. Newark, DE: reading comprehension. International Reading Association. Metacognitive strategies increase readers’ meaning construction, monitoring Nunan, David. (2003). Language Teaching of text and reading comprehension, and Methodology. London: Prentice Hall their ability to evaluate the text they are International. Pressley, M. (2006). Reading Instruction That Works: The Case for Balanced Teaching. New York: Guilford.
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