Metacognitive strategy to enhance students' reading text-ability: case study in the vocational high school

- This research aim is to analyze whether metacognitive strategy instruction CALLA affects students’ reading comprehension and reading awareness. This research used a quasi-experimental study in forms of pretest, treatment and post-test. Results showed that the group of experimental students had score significantly higher than the control group students on reading comprehension post-test and also showed significantly higher improvement in metacognitive reading strategy awareness and reading comprehension than control group students. The study recommends CALLA metacognitive strategy instruction to be an effective option for teaching reading comprehension skills at the senior high school level and in the contexts, which share similar characteristics.

. The metacognitive strategy consists of 3 stages, namely 1). Planning consists of a) Setting the initial stage (advance organizers): Conducting a review of the reading to get the main ideas and concepts contained in the reading that is being studied (Efklides & Misailidi, 2010). This can be done by reading skimming to get an idea of how the author organizes his thoughts. b) Directed attention makes decisions from the start to take part in learning activities and put aside obstacles. c) Functional planning and testing the linguistic components that are considered necessary to complete the linguistic tasks that will be faced. d) Selection of focus. Deciding from the start to pay attention to certain input aspects, can be done by filtering out keywords, certain concepts, and other necessary linguistic markers. e) Selfregulation. Understand the conditions that can help students and anticipate the presence of these conditions. 2. Inspection (monitoring). Consists of: checking oneself, checking to understand what is read or heard, or checking the accuracy of students' pronunciation or writing when the activity takes place. 3. Evaluation. Evaluation is carried out to check the results achieved by students when they complete a task.
The previous study was conducted by (Engelmann & Bannert, 2021) the study focused on Analyzing temporal data for understanding the learning process induced by metacognitive prompts. The result indicated the frequency of metacognitive events is significantly higher if students are supported by metacognitive prompts in comparison to not being supported by prompts. the models show some interesting patterns such as the close connectedness of analysis and search and the difficulty to connect the monitor to the other events in the learning process. these results indicate that the learning processes for students learning with metacognitive prompts and the students learning without prompts in this experiment are quite similar.
The second study (Dindar et al., 2020) focused on the Interplay of metacognitive experiences and performance in collaborative problem solving and the result indicated a positive relationship between perceived group performance and perceived individual performance, a positive relationship was found between the judgment of confidence on group goal attainment and perceived group performance. A positive relationship was found between groups' collective judgment of confidence and objective CPS performance. The current findings also indicate a match between confidence judgment and both perceived and objective group CPS performance.
Reading skills, which is one of the language skills, cannot be separated from the role of psychology in understanding reading Beatrice et al, 2007). This is in line with the description of Baker and Brown (Thierney, 1990) regarding the ability of readers to relate to the psychology of language teaching. They describe that readers have metacognitive abilities that are often not realized or known by the readers themselves. Responding to this requires a strategy that can make students interested and motivated to do reading activities (Waters & Schneider, 2010). One of the learning strategies that can lead students to awareness and independence in learning is metacognitive strategies. This metacognitive ability plays a very important role in efforts to understand reading material (Beran, 2012). This strategy is a way to grow and increase awareness of one's thinking process or students, awareness of things that are understood or not understood, to be able to raise questions and at the same time answer questions that arise from the thinking process (Hacker et al., 2009). This process automatically generates interest (curiosity), because a person uses his cognitive processes to think about or contemplate the cognitive processes themselves and students can guide in organizing and choosing appropriate and appropriate strategies to improve cognitive performance in the future day (Hartley, n.d.). The study was guided by the following research questions.
1. What is the metacognitive strategy that is applied to enhance students reading comprehension ability? 2. How metacognitive strategy can enhance students reading comprehension ability? 3. How do students respond to the metacognitive strategy applied?

Method
The method in this study used the type of case study research, where the study on the status of the research subject relates to a specific or unique phase of the overall personality and aims to provide a detailed description of the background, the characteristics that were typical of the case and status (Creswell, 2012) from the individual which then from the characteristics above made into a general thing. The informants of this study were 20 students of class XI Vocational high school along with one English teacher who taught in the class. Data collection techniques used interviews, observation, and documentation. In the observations of the researchers to investigate the situation, the interaction of teacher and student, and how the teacher implements the strategy in the classroom. Researchers conducted interviews to dig deeper into students' responses to the application of reading learning using metacognitive strategies.

Results and Discussion
Metacognitive strategies in learning reading skills were able to assist students in developing thinking processes, controlling during reading activities, and being able to evaluate all the activities that have been carried out. In the end, this strategy was able to foster awareness and independence of students in learning, especially in learning reading skills. This was in (De Backer et al., 2022) that a learner can be said to be a skilled and independent learner (learner autonomy) or has metacognitive abilities if he can 1) know the objectives of learning and know what was being taught, 2) know the goals own learning, 3) have their learning strategies, 4) monitor their learning progress, 5) evaluate their learning strategies. The concept of metacognitive strategy according to Flavell and Brown (in Livingston, 1997: 1) consists of three stages or processes, namely self-planning, self-monitoring, and self-evaluation. Each stage has indicators to see how metacognitive strategies were implemented, namely learning objectives to be achieved, time used to complete tasks, prior knowledge, and cognitive or learning strategies.
Self-planning was the first step carried out before reading activities take place such as determining goals and task analysis, helping to activate relevant knowledge to make it easier to organize and understand the subject matter or reading material to be read. Based on the results of the study, it can be seen that the learning process of English reading skills in class XI Vocational high school of Lamongan as a whole has described the implementation of the selfplanning stage. The teacher has set and explained both orally and in writing the learning objectives to be achieved by the students. The explanation of the learning objectives was able to motivate students in learning because students understand from the beginning the goals to be achieved (Vandergrift & Goh, n.d.). Awareness of the intent and purpose of reading was related to knowledge, thinking or, cognitive abilities and learning strategies used by students, so that they understand what was needed or vice versa. Planning activities such as goal setting and task analysis help activate relevant knowledge to facilitate the organization and understanding of the subject matter (Proust, 2013). Learning objectives, strategies influence each other in using metacognitive strategies. In addition, the teacher also motivates students by adding other learning objectives that are deemed necessary for the students themselves. This was by the opinion of (Thomson et al., 2020) that before starting to read, try to find out what the reading is about to be read.
The teacher has also offered a time limit for students to understand the reading given so that the learning process was directed Beatrice et al, 2007). Regarding the initial knowledge possessed by students, the teacher always provides prompts such as vocabulary that will be used frequently, providing short paragraphs relating to the topic of reading that will be given, or connecting reading material with students' experiences. This was by the opinion of Richard-Amato (in Syukur Ghazali, 2000) which provides a benchmark for teacher guidance to students during reading activities, namely connecting the text read with the knowledge already possessed by students, connecting the contents of reading with students themselves. or culture, what can be done if students face events such as those in stories or readings, and whether these events are common in the student's environment.
For cognitive or learning strategies that will be used by students, teachers are more likely to be free so that students find themselves and are independent of their learning needs. However, the teacher also provides input or encouragement related to thinking strategies that students may use, such as looking for keywords, reading slowly, or discussing with fellow students. The stage of self-planning has a very important role at the beginning of learning because it will determine the next stages. After all, at this stage, there are agreements between teachers and students during the learning process that lasts until the lesson was over. The second stage was self-monitoring, self-monitoring activities can be in the form of student attention while reading and making questions or self-testing. These activities also help students understand the material and integrate it with prior knowledge.
The results of the study reflect that overall learning has optimized this self-monitoring stage. The teacher optimizes the monitoring of the learning process by discussing and having a direct dialogue with students. This was because the nature of the teacher in learning a second language/English is more of a facilitator who always provides motivation, support, and direction and was in line with the opinion of (Murtadho, 2021) that discussion can strengthen students' understanding of the text read. Discussions or dialogues conducted by the teacher can have a positive influence on students, especially when students are given a time limit to understand the reading. Students were always reminded to understand the reading faster, and at the same time monitor whether students have sufficient prior knowledge to understand the reading. If students do not have relevant prior knowledge, students are allowed to ask questions and discuss. Especially if students were confused and bored with the way of thinking and learning, students were allowed to study outside for a while or students who have good abilities are asked to accompany students who have less ability (struggle). Through this discussion, the learning process took place smoothly and students did not feel burdened by the obstacles they faced. And the learning process remains focused and optimal even though the class conditions were slightly freed. This was one of the advantages of applying metacognitive strategies, teachers can identify students' abilities and can immediately provide solutions during the learning process. In addition, the self-monitoring process was able to foster awareness and independence of students in learning (Kisac & Budak, 2014).
The last stage was self-evaluation, self-evaluation activities include adjustment and improvement of students' cognitive/thinking activities (Beran, 2012). These activities help improve achievement by assessing and correcting behavior while completing assignments or reading. To do this stage the teacher also used a strategy by discussing and dialogue with students. The teacher assessed and corrected the achievement of student learning objectives with questions. The teacher also evaluated and asked the thinking or reading strategies that have been used by students, whether they were effective and appropriate to achieve learning objectives. By discussing students feeling challenged and motivated to give answers, they were also able to provide motivation and encouragement for students who have not achieved their learning goals or have not understood the reading given, namely by approaching students and then guiding them to dare to give answers.
The results of the evaluation of students' reading activities are always developed and linked to other skills, namely writing, listening, and speaking, so that teachers are always able to relate one learning process to another (De Backer et al., 2022). This metacognitive strategy is very useful in providing assessment and correction of all students' reading and learning activities. Students do not feel pressured, do not feel cornered when they make mistakes or are not optimal in learning, and more importantly, students know and are aware of their weaknesses and mistakes when reading. This evaluation stage can describe the success of the learning process that takes place in the classroom, both teachers and students evaluate the process carried out. So the implementation of metacognitive strategies in learning English reading skills in class XI Vocational high school has implemented the three existing stages, namely the stages of self-planning, self-monitoring, and self-evaluation. Based on the results of interviews, observations, and documentation of the implementation of metacognitive strategies, it showed optimal results, especially in increasing students' awareness, independence, and understanding in learning or reading.

Conclusion
From the results of the research and discussion described above, the following conclusions are obtained. In general, learning English reading skills in class XI Vocational high school Lamongan has clearly described the implementation of metacognitive strategies. The process of implementing metacognitive strategies is as follows: a. Self-planning Learning English reading skills describes the application of the self-planning process. The description of the stages of self-planning in learning is clear. The self-planning process begins with the teacher explaining the learning objectives at the beginning of the meeting, setting a time limit for understanding the given readings of five to ten minutes. This time limit is determined by dialogue agreeing between the teacher and students. This agreement is sought by the teacher by involving the active role of all students so that students feel bound during the learning process. After the agreed time is determined, then the teacher begins to provide subject matter to students. To anticipate confusion and boredom, students are given an inducement to think before understanding the material, the thinking prompt given is to provide short paragraphs that are relevant to the reading that will be given to students, give quizzes or word games or sentences such as matching words with word meanings, looking for synonyms.
This aims to provide initial knowledge to students so that students are ready to follow the learning process, and finally, the teacher gives freedom regarding thinking or learning strategies that students will use for reading such as scanning, skimming, repeating speed reading, and others. By carrying out a good self-planning process, the next learning process can certainly take place well because the teacher and students have prepared themselves to be involved in the learning process. b. Self-monitoring Learning has described the implementation of the self-monitoring process. The self-monitoring process is carried out by discussing and having a dialogue between teachers and students, to build an atmosphere of intimacy and students feel motivated by the discussions and questions given. c. Self-evaluation Learning already describes the application of the self-evaluation process. This process is also carried out by way of discussion and dialogue between teachers and students. The indicator has not been optimally evaluated by teachers and students, namely, the time limit used when reading, except when doing assignments and exams. This is because the time allocation for subjects has been determined so that teachers and students tend to stick to the schedule unless there is an agreement in class.