Metacognitive strategy to enhance students' reading text-ability: case study in the vocational high school
Article Sidebar
August 24, 2022
December 12, 2022
Abstract
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.
References
Barry, M. (n.d.). International English Skills. 263.
Beatrice, S. Mikulecky, and Linda, Jeffries (2007) Advanced Reading Power: Extensive Reading, Vocabulary Building, Comprehension Skills, Reading Faster Reading Power 시리즈. Longman.
Beran, M. J., Brandl, J. L., Perner, J., & Proust, J. (Eds.). (2012). Foundations of metacognition. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199646739.001.0001.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
De Backer, L., Van Keer, H., & Valcke, M. (2022). The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content. Learning and Instruction, 77, 101527. https://doi.org/10.1016/j.learninstruc.2021.101527
Dindar, M., Järvelä, S., & Järvenoja, H. (2020). The interplay of metacognitive experiences and performance in collaborative problem-solving. Computers & Education, 154, 103922. https://doi.org/10.1016/j.compedu.2020.103922
Efklides, A., & Misailidi, P. (Eds.). (2010). Trends and Prospects in Metacognition Research. Springer US. https://doi.org/10.1007/978-1-4419-6546-2
Engelmann, K., & Bannert, M. (2021). Analyzing temporal data for understanding the learning process induced by metacognitive prompts. Learning and Instruction, 72, 101205. https://doi.org/10.1016/j.learninstruc.2019.05.002
Grellet, F. (n.d.). Developing reading skills. 258.
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). Handbook of metacognition in education. Routledge/Taylor & Francis Group.
Hamiddin, H., & Saukah, A. (2020). Investigating metacognitive knowledge in reading comprehension: The case of Indonesian undergraduate students. Indonesian Journal of Applied Linguistics, 9(3), 608–615. https://doi.org/10.17509/ijal.v9i3.23211
Hartley, G. (n.d.). Metacognition, metacognitive processes and metacognitive control strategies in people with. 275.
Hartman, H. J. (Ed.). (2001). Metacognition in Learning and Instruction (Vol. 19). Springer Netherlands. https://doi.org/10.1007/978-94-017-2243-8
Kessler, M. (2021). The longitudinal development of second language writers’ metacognitive genre awareness. Journal of Second Language Writing, 53, 100832. https://doi.org/10.1016/j.jslw.2021.100832
Kisac, I., & Budak, Y. (2014). Metacognitive Strategies of the University Students with Respect to their Perceived Self-confidence Levels about Learning. Procedia - Social and Behavioral Sciences, 116, 3336–3339. https://doi.org/10.1016/j.sbspro.2014.01.759
Mikulecky, B. S., & Jeffries, L. (2007). Advanced reading power: Extensive reading, vocabulary building, comprehension skills, reading faster. Longman.
Murtadho, F. (2021). Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills. Indonesian Journal of Applied Linguistics, 10(3). https://doi.org/10.17509/ijal.v10i3.31752
Namaziandost, E., Esfahani, F. R., & Ahmadi, S. (2019). Varying levels of difficulty in L2 reading materials in the EFL classroom: Impact on comprehension and motivation. Cogent Education, 6(1), 1615740. https://doi.org/10.1080/2331186X.2019.1615740
Peña-Ayala, A. (Ed.). (2015). Metacognition: Fundaments, Applications, and Trends (Vol. 76). Springer International Publishing. https://doi.org/10.1007/978-3-319-11062-2
Proust, J. (2013). The philosophy of metacognition: Mental agency and self-awareness (First edition). Oxford University Press.
Ramdiah, S., & Duran Corebima, A. (2014). Learning Strategy Equalizing Students’ Achievement, Metacognitive, and Critical Thinking Skills. American Journal of Educational Research, 2(8), 577–584. https://doi.org/10.12691/education-2-8-3
Rapchak, M. E. (2018). Collaborative Learning in an Information Literacy Course: The Impact of Online Versus Face-to-face Instruction on Social Metacognitive Awareness. The Journal of Academic Librarianship, 44(3), 383–390. https://doi.org/10.1016/j.acalib.2018.03.003
Reisoğlu, İ., Eryılmaz Toksoy, S., & Erenler, S. (2020). An analysis of the online information searching strategies and metacognitive skills exhibited by university students during argumentation activities. Library & Information Science Research, 42(3), 101019. https://doi.org/10.1016/j.lisr.2020.101019
Støle, H., Mangen, A., & Schwippert, K. (2020). Assessing children’s reading comprehension on paper and screen: A mode-effect study. Computers & Education, 151, 103861. https://doi.org/10.1016/j.compedu.2020.103861.
Sauramanda, A., Wajdi, M., Supardi, I. (2021). Developing HoPALM as teaching materials for secondary school students. Journal of English Language Teaching Innovations and Materials (Jeltim), Vo. 3/1, p.48-60. https://jurnal.untan.ac.id/index.php/JELTIM/article/view/41696
Tawarik, O., Ikhsanudin, I., Wajdi, M., & Latip-Yusoph, S. (2021). Effect of CALLA metacognitive strategy instruction on reading comprehension and reading awareness. Journal of Applied Studies in Language, 5(2), 309–319. https://doi.org/10.31940/jasl.v5i2.309-319 (Original work published December 7, 2021).
Thomson, J. M., Foldnes, N., Uppstad, P. H., Njå, M., Solheim, O. J., & Lundetræ, K. (2020). Can children’s instructional gameplay activity be used as a predictive indicator of reading skills? Learning and Instruction, 68, 101348. https://doi.org/10.1016/j.learninstruc.2020.101348
van Velzen, J. (2016). Metacognitive Learning. Springer International Publishing. https://doi.org/10.1007/978-3- 319-24433-4
Vandergrift, L., & Goh, C. C. M. (n.d.). Teaching and Learning Second Language Listening. 331.
Waters, H. S., & Schneider, W. (Eds.). (2010). Metacognition, strategy use, and instruction. Guilford Press.
Wilson, D., & Conyers, M. (2016). Teaching students to drive their brains: Metacognitive strategies, activities, and lesson ideas. http://www.myilibrary.com?id=939419
Zhang, L. (2018). Metacognitive and Cognitive Strategy Use in Reading Comprehension. Springer Singapore. https://doi.org/10.1007/978-981-10-6325-1
