CHAPTER III RESEARCH METHODS
C. Suggestion
The research finding suggests that the lecturer who teach reading III should teach many reading strategies for students to solve problem, so they have tool to solve problem in reading. Because students have limitation of knowledge about reading strategies. Beside that, they must be given the variation of reading text so they can compare and learn about text structure. Moreover, Relate to metacognitive strategy, the lecturer should facilitate students to develop their thinking. Because metacognitive is a thinking process. So that, by giving them good instruction in classroom they can be more creative to develop their metacognitive behavior. Next for the students, they must force themselves to perform their learning very well. So that they can improve their knowledge.
REFERENCES
Anderson, Neil J. 2001. The Role of Metacognition in Second Language Teaching and Learning. Retrieved on April, 06 from www.cal.org/resources/digest/0110anderson.htm
Anderson, Neil J. 2003. Metacognitive Reading Strategies Increase L2 Performance. Retrieved on April,10 from www.jalt- publication.org/tlt/article/2003/07/anderson-13
Ary, Donald, et,al. 1985 Introduction to Research in Education (3rd eds). New York: Holt, Rinehart and Winston Publishing
Blakey, Elaine and Spence, Sheila.2002. Developing Metagnition. ERIC Digest.
Retrieved on April, 10 from www.ericdigest.org/pre- 9218/developing.htm
Fakhriati. 2007. Chamot, Ana Uhl, et al. 1999. The Learning Strategies Handbook. Ney York: Longman.
Meningkatkan Pembelajaran Membaca dengan Pendekatan Metacognitif.
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membaca-bi-dengan-pendekatan-metacognitif
Foutas and Pinnel. 2000. Metacognitive Strategy. Retrieved on April, 10 from www.benchmarkeducation.com/educationleader/reading/metacognitive -strategy.htm
Gay, L.R and Airasian, Peter. 2000. Educational Research: Competencies for Analysis and Aplication. Upper Saddle River, New Jersey: Prentice Hall, Inc.
Goal and Techniques for Teaching Reading. 2004. retrieved on April, 10 from www.nclrc.org/essentials/reading/reindex.htm
Gooden, Regina B, et.al. 2007. Instruction of Metacognitive Strategies Enhance Reading Comprehension and Vocabulary Achievement of Third Grade Students. Retrieved on April, 06 from www.readingrockets.org/article/21160
Hedge, Tricia. 2000. Teaching and Learning in the Language Classroom. New York: oxford.
Metacognition. 2005. Retrieved on April 10 from edutechwiki.unige.ch/en/Metacognition
Moleong, Lexy J. 2007. Metode Penelitian Kualitatif edisi Revisi. Bandung: PT Remaja Rosdakarya Bandung.
Morrow, Licia. 2002. What is Metacognition?. Retrieved on April, 10 from www.wisegeek.com/what-is-metacognition.htm.
Oxford, Rebecca L. 1990. Language Learning Strategies, What Every Teacher Should Know. New Yord: Newbury Huse Publisher.
Pierce, William. 2003. Metacognition: Study Strategies, Monitoring, and Motivation. Retrieved on April, 06 from academic.pgcc.edu/~wpierce/MCCCTR/metacognition.htm
Richad, Jack C and Renandya, WillY A. 2000. Methodology Language Teaching:
An Anthology of Current Practice ( Eds). Cambridge: Cambridge Univarsity Press.
Ridley,D. S.2003. Metacognition. Retrieved on April, 06 from coe.sdsu.edu/eet/articles/matacognition/start.htm
Shannon, Steven V. 2008. Using Metacognitive Strategies and Learning style to Create Self-Directed Learners. Retrieved on April, 14 from www.auburn.edu/~witteje/ilrsj.
Suhaimi. 2007. Improving Students’ Reading Interest and Participation through Metacognitive Strategy. Unpublished thesis. Padang: UNP
Thamraksa, Chutima. 2005. Metacognition: A Key to Success for EFL Learners.
Retrieved on April, 10 from www.bu.ac.th/knowledgecenter/epaper/jan_june2005/chutima.pdf-
Yuill and Joscelyne. 2006. Metacognitive Strategies help Students to Comprehend all All Text. Retrieved on April, 10 from www.accessmylibrary.com/coms2/summary_0286-15946390_ITM
Appendix 2
Indicators of metacognitive strategies in reading to identify students’ metacogntive strategies
Variable Sub Variable Reading Strategies Metacognitive
Strategy in learning reading
- Planning
- Monitoring
- Set goal why they read - Think about title / topic - Predict the content through
title
- Activate background
knowledge
- Learn about illustration, photos and graphics
- Ask if it makes a sense - Personalize/contextualize - Take a note
- Use imagery
- Problem solving
- Evaluation
- Talk yourself through it
- Cooperate with other - Make connection
- Make prediction to make understanding
- Make inferences to draw conclusion
- Use context clues to find meaning
- Use text features to find concept presented relate to the structure of the text - Skimming to identify idea
- Scanning to search
information - Translation
- Inference to make
conclusion - Use resources
- Summarize - Check goal
- Evaluate your understanding
- Evaluate your strategies
Appendix 3
Notes of Observation
Day / Date :
Time : Class A : Class B : Semester : IV Lesson : Reading III
A. Teacher
1. Distributed the reading material 2. Asked students to see the title 3. Asked students to see the illustration
4. Asked students to make questions based on title and illustration 5. Asked students to scan and skim
6. Asked students to read the material 7. Try to focus
8. Find the answers of those questions
9. Try to guess the meaning of difficult words by using context clues 10. Try to evaluate what they have done ( check the meaning of difficult
words)
11. Asked them to submit the assignment
B. Students
1. Watch the title and illustration 2. Make the questions
3. Skim and scan 4. Read the material
5. Find the main idea, difficult words and discussion with friends 6. Guessing the meaning of difficult words
7. Open dictionary 8. Asked the teacher
Appendix 4
Angket Metacognitive Strategies Dalam Reading
Nama :
Semester/kelas : Hari/tanggal/jam :
Informasi Umum :
1. Angket ini bertujuan untuk mengatahui sejauh mana metacognitive strategi di gunakan dalam membaca
2. Informasi yang anda berikan akan dijaga kerahasiaannya Petunjuk :
1. Berilah tanda silang (X) pada salah satu kotak yang tersedia di sebelah kanan pertanyaan-pertanyaan di bawah ini sesuai dengan kecendrungan pilihan anda
2. Alternative pilihan a. Sangat sering (SS) b. Sering (S)
c. Kadang-kadang (KD) d. Jarang (JR)
e. Tidak pernah (TP)
Nomor Pernyataan jawa ban
SS S KD JR TP
1. Sebelum saya membaca saya
menyusun tujuan kenapa artikel ini saya baca
2. Sebelum saya mulai membaca, saya melihat judul, lalu saya baca berulang-ulang dan mencoba menebak isi ceritanya
3. Disaat saya membaca judul, saya menghubungkannya dengan apa yang telah saya ketahui sebelumnya 4. Sebelum saya mulai membaca, saya
berusaha memfokuskan pikiran dan berkonsentrasi
5. Sebelum saya membaca, saya
perhatikan dahulu illustrasi yang
terdapat dalam artikel
6 Saya mencoba menebak isi cerita dari illustrasi yang saya lihat
7. Selama proses membaca, saya selalu bertanyan pada diri sendiri tentang pemahaman saya
8. Setiap ide yang saya temukan didalam text, selalu saya hubungkan dengan pengalaman pribadi saya
9. Saya selalu konsisten dan
memotivasi diri bahwa saya dapat menyelesaikan bacaan ini dan memahaminya
10. Saya menulis kata sulit yang saya temukan didalam text
11. Saya menulis informasi-informasi penting yand saya temukan dalam text
12. Saya menulis ide pokok dan kalimat yang berhubungan dengannya
13. Saya selalu membandingkan
informasi yang saya temukan dengan pengalaman pribadi saya
14. Disaat saya membaca, saya
memperhatikan tata bahasa dari kalimat-kalimat tersebut
15. Saya berdiskusi dengan teman tentang kata sulit yang saya temukan 16. Tebakan saya tentang kata sulit
tersebut saya bandingkan dengan teman-teman saya
17. Saya meminta teman menceritakan hasil pemahaman mereka dan
membandingkan dengan pemahaman saya
18. Jika saya menemukan kata sulit, saya berusaha menebak dengan artinya dengan melihat kalimat sebelum dan sesudahnya
19. Saya juga menterjemahkan kalimat sesuai dengan konteksnya
20. Jika saya menemukan kata sulit saya biasanya membacanya berulag-ulang 21. Saya memperhatikan kata
penghubung seperti: however, therefore, consequently, dll
22. Saya biasa memperhatikan tanda baca seperti koma, tanda kutip,
kurung,dll
23. Saya terkadang melihat sumber- sumber lain untuk membantu saya memecahkan masalah, seperti kata sulit
24. Saya melakukan skimming untuk mancari ide pokok yang akan membantu saya memahami text secara menyeluruh
25. Saya tidak berhenti membaca ketika saya sulit memahami text, tapi saya berusaha mengganti strategi saya 26. Saya melihat kamus untuk mencari
tahu apakah tebakan saya tentang arti dari kata sulit tsb benar
27 Saya biasanya menyimpulkan text dengan bahasa saya sendiri agar saya mudah mengingatnya
28 Setelah saya selesai membaca, saya melihat lagi tujuan, apakah sesuai atau tidak
29 Saya mengingat strategi-strategi apa yang telah saya gunakan
30 Saya mengukur seberapa besar saya
memahami text tersebut dan selalu mencari tahu penyebabnya
Appendix 5
Interview Guide For Students
Name :
Day/Date :
Purpose : To know so far students use metacognitive strategies in reading
No Indicators to be asked
1.
2.
3.
4.
5.
6.
7.
8.
9.
What is your name? How do I call you?
How old are you?
Where do you live?
Why do you choose English section?
From what semester do you get reading class
As long as you get reading class, have your teachers ever told you about reading strategies?
Do you know about terms of pre-reading, while reading and post reading?
Do you know metacognitive strategies?
When do you get knowledge about Metacogntive strategies?
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Do you know that Metacognitve strategies consists of four phases, they are planning, monitoring,problem solving and evaluation?
Do you know that planning is same like pre-reading, monitoring and problem solving are same like during reading and evaluation is same like post reading?
Do you know that in planning phase consists of some strategies, one of them is set goal?
What do you do in set goal?
After set goal, do you notice the title of reading text? What do you get from it?
Before you begin to read, do you try to focus to the task?
Do you notice the illustration of text? What kind of illustration do you get usually?
After you prepare everything before reading, so know you begin to read, what do you do first? Do you do scanning or skimming?
What do you get from scanning and skimming?
Do you write the main idea that you get?
While you are reading, do you try to focus?
While you are reading, do you ask yourself about your understanding?
While you are reading, do you find the difficult words?
Do you write the difficult words that you find?
Do you write the important information that you get from text?
Do you compare the information do you got form reading text with your own experience
26.
27.
28
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
What do you do to find the meaning of difficult words, do you try to guess it from text?
How do you do that?
Have you ever to guess the meaning of word by comparing it with your previous knowledge, do you know that it is inference?
When you find difficult words whether you read it several times?
Do you try to translate the text to comprehend the text?
Have you ever noticed the conjunction include in text, for example:
however, therefore, consequently, etc?
Have you ever noticed the punctuation include such as comma, parenthesis, etc
If you are difficult to comprehend text, do you give up or try to change strategies used?
After you read, do you like summarize it with your own words
Do you like to check your guessing about difficult words in dictionary?
After you read, do you like to check the goal that you have set before?
Do you like to remember the strategies used during reading process?
Have you ever measured your understanding about text?