THE EFFECTIVENESS OF METACOGNITIVE READING STRATEGY TO TEACH DESCRIPTIVE READING TEXT

Fathul Bari

Abstract


The purposes of this study were to find out the effectiveness of a metacognitive reading strategy to teach descriptive reading text and to find out how significant metacognitive reading strategy is for teaching descriptive reading text at tenth-grade students of SMA Islamiyah Pontianak in the Academic Year 2014/2015. In this study, the researcher used pre-experimental research design. The sample of this study was tenth-grade students of SMA Islamiyah Pontianak in the Academic Year 2014/2015. The researcher used deciding to sample as sampling technique. The researcher took one class (X IPS 2) which consisted of 24 students. The technique of collecting data was measurement technique. The tool of collecting data was written test in multiple-choice form. Based on the result of this study, the researcher concluded that using metacognitive reading strategy to teach descriptive reading text at tenth-grade students of SMA Islamiyah Pontianak in the Academic Year 2014/2015 was the to be applied for teaching and learning process descriptive reading text. Nevertheless, to achieve the teaching and learning goal by using metacognitive reading strategy to teach the descriptive reading text. The teacher should explain metacognitive reading strategy clearly, giving example, and practice. To make students understand the metacognitive reading strategy.


Keywords


Metacognitive reading strategy, descriptive reading text

Full Text:

PDF

References


Block, C. C., Rodgers, L. L., & Johnson, R. B. (2004). Comprehension Process Instruction: Creating Reading Success in Grade K-3. New York: The Guilford Press.

Cline, F., Johnstone, C., & King, T. (2006). Focus Group Reactions to Three Definitions of Reading (As Originally Developed in Support of NARAP Goal 1). Minneapolis, MN: National Accessible Reading Assessment.

Duffy, G. G. (2009). Explaining Reading: A Resources For Teaching Concepts, skills, and strategies. New York, NY: The Guilford Press.

Faramarzi, S., Karamalian, H., Dehnavi, S. R., Jali, M., & Botlani, S. (2012). The Effect of Meta-Cognitive Strategy Training Basis on Self-Educating on English Language Reading Performance in High School Students: Case Study in Isfahan, Iran. International Journal of Business and Social Science, 3(17), 258-264.

Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009). Handbook Of Metacognition In Education. New York, NY: Routledge.

Hong-Nam, K., & Leavell, A. G. (2011). Reading Strategy Instruction, Metacognitive Awareness, and Self-perception of Striving College Developmental Readers. Journal of College Literacy & Learning, 37, 3-17.

Jafari, D., & Ketabi, S. (2012). Metacognitive Strategies and Reading Comprehension Enhancement in Iranian Intermediate EFL Setting. International Journal of Linguistics, 4(3), 1-14.

Judy Willis, M. (2008). Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension. Alexandria, Virginia USA: Association for Supervision and Curriculum Development.

McNamara, D. S. (2007). Reading Comprehension Strategies: Theories, Interventions, and Technologies. New York: Lawrence Erlbaum Associates, Inc.

Mukarto, Sujatmiko, M., J. S., & Kiswara, W. (2007). English On Sky 1: For Junior High School Students Year VII. Jakarta: Penerbit Erlangga.

NokhbehRousta, S., & Mirsaeed, S. G. (2012). The Effect of Teaching Metacognitive Reading Strategies on Reading Self-efficacy of Iranian Intermediate EFL Students. Journal of Academic and Applied Studies, 2(11), 10-20.

Patel, D. M., & Jain, P. M. (2008). English Language Teaching: Methods, Tools, and Techniques. Vaishali Nagar: Sunrise Publishers & Distributors.


Refbacks

  • There are currently no refbacks.


Creative Commons License
ICoTE Proceedings is licensed under a Creative Commons Attribution
NonCommercial-ShareAlike 4.0 International License
.

View My Stats