Penggunaan strategi metakognitif dalam membaca oleh mahasiswa tahun kedua STKIP YDB Lubuk Alung. Penelitian ini bertujuan untuk mengetahui sejauh mana mahasiswa tahun kedua STKIP YDB Lubuk Alung menerapkan tahapan-tahapan strategi metakognitif yang ada dalam pembelajaran membaca. Penggunaan strategi metakognitif dalam pembelajaran membaca mahasiswa tahun kedua STKIP YDB Lubuk Alung padang.
Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana mahasiswa tahun ke-2 STKIP YDB Lubuk Alung telah menerapkan semua tahapan strategi metakognitif dalam pembelajaran membaca. Karya tulis saya, thesis berjudul: Penggunaan Strategi Metakognitif Dalam Pembelajaran Membaca Mahasiswa Tahun Kedua STKIP YDB Lubuk Alung adalah asli dan belum pernah diajukan untuk mendapatkan gelar akademik baik di Universitas Negeri Padang maupun di perguruan tinggi lain di Indonesia. Juga ditujukan kepada Dr. Harisnawati, M.Pd, direktur STKIP YDB Lubuk Alung Padang, yang telah memberikan izin untuk mengumpulkan data, para siswa dan guru, para partisipan, yang telah memberikan informasi untuk menyelesaikan penelitian ini.
INTRODUCTION
Background of the Problems
There are some learning strategies that can be used in learning, they are cognitive strategy, memory strategy, social affective strategy and metacognitive strategy. Student can use metacognitive strategy for all modalities such as reading, speaking, writing and listening. In addition, metacognitive strategy can improve learning performance, through all processes in metacognitive processes, they can think critically.
STKIP YDB Lubuk Alung was chosen as the location of the study because the students will be teachers, so they need to be aware of learning strategies to help themselves and their students later on. The application of learning strategies in the teaching and learning process can be an important knowledge for them. Based on an informal interview with the teachers, she discovered that the students are encouraged to use learning strategies when reading.
Identification of the Problems
The researcher wants to know about the metacognitive strategies students use in reading and how well they use this strategy. So, based on this situation, the researcher is researching there because she wants to know about the use of metacognitive strategies in reading and how well they do it.
Focus of the Research
Significant of the Research
In turn, it will also be valuable to the institution where this research is being conducted.
Definition of the Key Terms
Review of Related Theories 1. Learning Reading
- Metacognitive Strategy in Learning Reading
Before starting to read the material, students can preview the title, which can increase their background knowledge of the text. Then students can write down the words they find difficult to find in the text and try to guess the meaning and look up the dictionary. From the above explanation, we can conclude that students can go through some phases that help them in the learning process.
So the metacognitive strategy in reading learning is about some strategies that students use to control their learning, in the planning stage there are some strategies that students can follow to control them in the next stage. It is related to background knowledge, students use their background knowledge to predict what information is included in an assignment. e) Organizational planning. students can plan the organization of how to accomplish a task using their knowledge. Students can manipulate an object; role plays and so on, to help them remember. h) Talk to yourself through it (talk to yourself).
Finally, in the monitoring, students can use other references to make them confident about their task. Students can evaluate their own progress by checking what they have done and trying to find a solution to it.
Relevant Studies
The metacognitive strategy mentioned above is used by the researcher as an indicator to find out the metacognitive strategies of second year students in STKIP YDB Lubuk Alung Padang. She used strategies suggested by Chamot, Fountas, and Pinnel because the strategies they suggest are appropriate for students' metacognitive strategies in learning to read. Then, Shannon (2008) he has done research about the use of Metacognitive Strategies and learning style to create self-directed learners.
His research was action research in the classroom by introducing students to metacognitive strategies each week and asking them to apply strategies in their daily learning. The result of the investigation was; four themes emerged: the relationship between learning styles and metacognitive strategies, self-evaluation and student motivation. From the number of related studies above, we can conclude that metacognitive strategies can improve students' reading ability and performance.
For this reason, the researcher wants to know about an application of metacognitive strategies in STKIP YDB Lubuk Alung di Sumatra Barat and how the lecturers play the role to improve it in the classroom.
Conceptual Framework
RESEARCH METHODS
Findings
So from the interview the researcher got some reasons why they did this strategy. In this part, the researcher asked them about how they made this strategy and how they did it. From this interview, the researcher knew that the students did this strategy to help them read the material easily because they got the picture of it.
The reason they made this strategy and how they did it is taken from the interview. The data from the interview showed about their reason why they did it and how they did it. From the questionnaire, it was question number 15, most students often discussed about the difficult words with their friends.
From the interview, they did it because they needed to know other opinions about it. From the data above, it appears that most students did certain strategies in the monitoring phase. From the interview, the researcher knew that the student knew about it from their experience and this strategy sometimes helped them to solve their problem.
Meanwhile, most of the students from the questionnaire often found the meaning of the difficult word by seeing the previous and the following sentence. While another strategy related to using a context clue was sentence grammar, most students used this strategy at some point. From the interview, the researcher knew that most of the students have problems with vocabulary and basic knowledge about the text.
Based on interviews, the data showed that most students used this strategy to check their understanding of the text. Students do this strategy to check if the goal setting before reading has been achieved or not. For the planning and preparation phase, it was found that 43% students often did this strategy and 25% sometimes this strategy.
Discussion
Most of the students in the learning process did not read the reading material directly, they tried to do some ways or strategies before they started reading. It is related to the explanation of Fountas and Pinnel (2000) that before reading students should use some strategies to help them complete the task, such as thinking about the topic, learning about the illustration. Meanwhile, Fountas and Pinnel (2000) explain that the monitoring phase includes many strategies that are: making connections, concluding, predicting, etc.
The next phase is problem solving, between Fountas and Pinnel (2000) and Chamot et al (1999) have different opinions about the phases in metaconitive strategy. Fountas and Pinnel (2000) said that phases in metacognitive are planning, monitoring and evaluation, meanwhile Chamot, et al (1999) said that phases in metacognitive are planning, monitoring, problem solving and evaluation. In the problem solving phase, the researcher therefore found, most students used reading strategies to help them understand the text.
In this research, the researcher saw that most students use inference strategies to help them find the meaning of the difficult word. They read the difficult words several times and tried to match the content of the text with their previous knowledge, then tried to guess what the meaning of that word is. Another strategy they used to help them with this problem is to guess the meaning from the context.
They said that evaluation is done to help the learner know about the strategies used which are useful or not. Based on the problem-solving phase, most students inferred and guessed the meaning from the context to help them find the meaning of difficult words. However, refer to Blakey and Spence's (2002) explanation of the basics of metacognitive strategy: linking new information to prior knowledge, carefully searching for thinking strategies, and planning, monitoring, and evaluating the thinking process.
Based on an interview, the researcher found that most of the students have problems with their former knowledge, so they were difficult to connect it with the new one.
Limitation of the research
Conclusion
Besides the conclusion, the researcher will make some suggestions so that the application of metacognitive strategy in learning to read will be well applied for all students. Thus, it can be said that metacognitive strategy can be a way for students to improve their reading skills.
Implication
Suggestion
For as long as you have reading class, your teachers have ever told you about reading strategies. Do you know that metacognitive strategies consist of four phases, they are planning, monitoring, problem solving and evaluation. Do you know that planning is the same as before reading, monitoring and problem solving is the same as during reading, and evaluation is the same as after reading.
Do you know that in the planning phase consists of some strategies, one of them is set goals. When you have prepared everything before reading, then when you start reading, you know what you do first. Do you compare the information you got from reading the text with your own experience.
What do you do to find the meaning of difficult words, you try to guess it from text. Have you ever had to guess the meaning of the word by comparing it with your previous knowledge, you know that it is inference. If you find it difficult to understand text, you give up or try to change the strategies used.
After reading, do you like to check the goal you set earlier.
