CHAPTER III RESEARCH METHODS
B. Discussion
Based on the purposed of the research was to find out about students’
metacognitive application in learning reading. The finding of the research showed that most students apply metacognitive strategy in learning reading. There are some possible explanations for the result found in this research.
Most students in learning process did not read the reading material directly, they tried to do some ways or strategies before they began to read. They began to make some questions before they started to read. The questions are made base on their needing of reading a text. Next , before reading, they noticed the title and the sub title of reading material. Besides that, they also saw about the illustration in text. If they did not found the pictures, graphics and so on, they look the italic or the bold words. Whatever they found in reading text, they connected it to their knowledge. It could be seen by their effort to guest the answers of the questions they made.
Relates to Fountas and pinnel ( 2000) explaination that before reading students need to use some strategies to help them to finish the task, such as think about the topic, learn about the illustration. And, chamot, et all (1999), explain that before students begin to read the have to set the goal why the read this material. So in planning phase of metacognitive strategy, most students often do it
The next phase in metacognitive strategy is monitoring phase, it consists of many strategies. The research showed that most students often to check their understanding about text. Next, some students liked to connect the main idea to their own experience. Besides that, most students tried to motivate themselves to finish the task. Writing the difficult words that they found in reading material, some students often did it, They did it because they want to add their vocabularies because they realize that they have problem in vocabularies. In another side, the main idea of the text should be written also but only few students do it monitoring. Compare to opinion of Chamot, et all (1999) the strategies use in monitoring phase are take a note, checking own understanding, motivating
yourselves and cooperate with other. Based on research, it was known that most students did those strategies. Meanwhile Fountas and Pinnel ( 2000) explain that monitoring phase involves many strategies they are: make connection, inference, prediction etc. from the research was gotten that students not used the strategies offer in monitoring phase but in problem solving. However, monitoring phase had been done students very well. Even though not all strategies offer by experts they used but they know the meaningful strategies for them.
The next phase is problem solving, between fountas and Pinnel ( 2000) and Chamot et all (1999) have different opinion about the phases in metaconitive strategy. Fountas and Pinnel (2000) said that phases in metaconitive are planning, monitoring and evaluation, meanwhile Chamot, et all (1999) said that phases in metacognitive are planning, monitoring, problem solving and evaluation. After observation the researcher decided to choose chamot et all opinion, because what happen in the field is quite same with it. So in problem solving phase the researcher found, most students used reading strategies to help them comprehend the text. the reading strategies had been taught by their lecturer.
Among the strategies that they used are, inference, using context clues, cooperate with other and soon. Those strategies are suggested by Fountas and Pinnel (2000). In this research, the researcher saw most student use inference strategy to help them find the meaning of difficult word. They read the difficult words several time and tried to connect the content of the text with their previous knowledge then they tried to guess what is the meaning of that word. The other strategy they used to help them in this problem is guessing meaning from the context. Most students tried to guess the meaning of difficult word by noticing the
sentence before and after. In other side, the researcher saw some students discussed with other. They discussed the problem that they face and they compare it each other. Thus, what happen in field showed that the problem solving phases had been fulfilled very well.
The last phase is evaluation. In evaluation, students evaluate the strategies used before and during reading. And for evaluation of guessing meaning of difficult words, they looked up dictionary to check the correctness of their guessing. Fountas and pinnell (2000) explain about some strategies used in evaluation phase. They said, evaluation is done to help learner know about those strategies used , which are useful or not. Based on solve problem phase, most students did inference, guessing meaning from context to help them to find the meaning of difficult words. Relate to useful strategies, they checked about their guessing of difficult words by looking up dictionary, so they knew their guessing was correct. Consequently, those strategies are useful for them. Meanwhile, chamot et all (1999) explain about some strategies relate to it. they are, verifying prediction and guessing, summarizing, checking goal, evaluate strategies and evaluate your selves. In this research, students did these strategies. These strategies were done very well.
However, refer to Blakey and Spence (2002) explanation about the basic of metacognitive strategy are: make connection between new information to former knowledge, finding thinking strategies carefully and planning, monitoring and evaluation thinking process. Based on interview, the researcher found most students have problem about their former knowledge so they were difficult to connect it to the new one. This situation makes them bored and they could not
explore their thinking. Next, they could not find other strategies because of limitation of strategies that they have. Because the aim of matacognitive strategy, is how to make students can explore their way of thinking and apply strategies in reading.