A Portrait of Learner’s Autonomy through Metacognitive Strategy on Reading Comprehension (A Study At SMP N 32 Semarang) (original) (raw)
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A Portrait of Learner’s Autonomy Through Metacognitive Strategy on Reading Comprehension
Vision: Journal of Language and Foreign Language Learning, 2018
Autonomy or the capacity to take charge of one's learning is seen not only as a favorite topic but also as a crucial necessity in language learning.In Indonesia, the principle of autonomous learning was implemented in the 2013 curriculum. This research aimed to capture the practice of learner autonomy and its role in the learning process through a strategy which is used in practicing autonomy. Metacognitive strategy, which has a planning process, monitoring process, problem-solving process, and evaluating process is necessary for learners' autonomy. The qualitative research method was used in conducting this research. Three data collection methods were used in capturing the data in all metacognitive's process. Each method has its dimension in collecting the data. A participatory observation was used to collect data from activeness dimension. A student questionnaire was used to find out awareness dimension while an interview was used for responsibility and ability dimensions. The data from these data collection methods were triangulated. This research has the flexibility to be conducted in any institution where the 2013 curriculum is implemented. SMP N 32 Semarang was chosen for this reason. Based on the research, the learners are autonomous, they are active, aware, responsible, and able to take control of their learning in all metacognitive strategy processes (planning, monitoring, problem-solving and evaluating), yet they are not completely free from teacher’s guidance, they need it in making a plan, monitoring, solving problem, and evaluating their learning.
AUTONOMYAbstractMetacognitive and Cognitive Strategies Instructions are crucial for foreign language learners. This paper investigated the metacognitive and cognitive strategies Instruction of the fourth semester English department students in academic reading at State Institute for Islamic Studies Salatiga in Indonesia.The quantitative data were collected througha reading comprehension tests and a questionnaire which is used to classify students’ in high and low level of learning autonomy. The 3x2 factorial design analysis used to measure students means scores which are acquired from the training. The results revealed the overall metacognitive and cognitive strategy instruction improve students both in low andhigh level of learning autonomy. Keywords: Metacognitive, Reading, Learning autonomy
Education Research International
The present study was designed to develop an Indonesian language learning module based on metacognitive strategies to support student learning autonomy. The development of this module is based on Oxford’s (1990) strategy development model. Data were generated through quantitative and qualitative approaches. The analysis showcases that (1) module requirements were determined based on information of student needs, of whom 53% stated to agree and 31% strongly agree in case of the development of an Indonesian language learning module based on the metacognitive strategy; (2) the development of the module was conducted by integrating metacognitive strategy training and implementation in learning, evaluations, and revisions; (3) module accuracy was shown by the validation results from language experts (85%), design experts (93%), media experts (86%), and practitioners (77%), which is stated as valid; and (4) the module effectiveness was based on the results of SPSS 20 analysis: if t-value ...
Journal of Modern Research in English Language Studies, 2020
The present study aimed at investigating the efficacy of the implementation of technology-mediated reading comprehension tasks to develop learner autonomy and metacognitive strategy use of Iranian intermediate EFL learners in a reading comprehension class. To this end, a quasi-experimental design was used in which 80 language learners were selected based upon their performance in a placement test (Oxford Quick Placement Test), and were assigned on a random basis to experimental and control groups. Learner autonomy questionnaire as well as metacognitive awareness of reading strategies inventory (MARSI) version1.0. were used as pretest. After 20 sessions of reading comprehension instruction in the form of technology-mediated task-based instruction in the experimental group and traditional explicit instruction for the control group, the aforementioned questionnaires were administered again as posttest. The obtained pretest and posttest scores were analyzed statistically using ANCOVA. The results indicated that technology-mediated task-based instruction was more effective in enhancing learner autonomy and metacognitive strategy use in comparison to the traditional explicit reading comprehension instruction. The results bear implications for teachers, teacher trainers and material developers as they can use the tasks implemented in this study to change the role of learners from passive recipient of information to autonomous learners who resort to strategies facing a problem. Further, using these tasks in a class of reading comprehension, learners are not only input receivers but also output producers.
The activation of learners' metacognition to promote learning autonomy of good language learners
Pegem Journal of Education and Instruction, 2021
During the COVID-19 pandemic, the mode of teaching and learning shifted from mostly offline into the online process. In online learning, interaction and engagement are limited. Thus, it is urgent to prepare students to become autonomous. The activation of students' metacognition is one aspect assumed to be crucial in their learning autonomy. So, this research aimed to describe the relationship between the learning autonomy of good language learners and the activation of their metacognition. This article employed a case study of qualitative design. Thirty participants categorized as autonomous language learners were chosen purposively. They are categorized as autonomous good language learners since they meet the five criteria of autonomous learners by Holec (1981). The data were analyzed through contextual coding. The result shows that 92% of the participant has activated their metacognition. Meanwhile, 8% of participants become autonomous learners without activating their metacognition. This 8% of participants fulfill two of them: orchestrating learning strategies and evaluating learning. Thus, it can be assumed that the activation of metacognition relates to the learning autonomy implemented by good language learners. However, it is not a decisive factor. It needs further study to analyze other learner intrinsic behaviors that probably influence the learning autonomy of good language learners, such as learners' anxiety, motivation, and self-esteem.
Metacognitive Aspects in Indonesian Learning in Senior High Schools in Jember
2021
Metacognition is important in learning since it is a higher order thinking process. Metacognition emphasizes on the students’ autonomy to determine the learning process which is right for them. Th is research was conducted on tenth grade class students in Jem ber. Research on three students was collected through interview s and observation s . The research result was obtained in three parts, procedural, declarative, and conditional knowledge in each variable. The variables consist of self, task, and strategy. The results showed that the three metacognitive knowledge were closely related to the student learning process. The highest level in the learning process is procedural knowledge, then declarative and conditional knowledge .
On the relationship between learner autonomy and reading comprehension
2010
The purpose of the present study was to investigate the relationship between MA students’ autonomy and their reading comprehension ability. To this end, a 32-item questionnaire and a 20-item multiple choice reading comprehension test were given to a sample of 68 participants. The collected data were analyzed using the Correlation procedure, one way ANOVA and Regression analysis. Results of the correlation procedure indicated that there was a positive relationship between learners’ autonomy and the reading comprehension ability but the oneway ANOVA showed that the differences among the scores of low, mid and high autonomy-level students on the reading comprehension test were not statistically significant. Regression analysis show ed that, of the factors considered in the questionnair e, only the Nature of Language Learning was a reliable predictor of reading comprehension ability of the participants. Key terms : autonomy ‐ reading comprehension
On the relationship between learner autonomy and reading comprehension ability
The purpose of the present study was to investigate the relationship between MA students' autonomy and their reading comprehension ability. To this end, a 32-item questionnaire and a 20-item multiplechoice reading comprehension test were given to a sample of 68 participants. The collected data were analyzed using the Correlation procedure, one way ANOVA and Regression analysis. Results of the correlation procedure indicated that there was a positive relationship between learners' autonomy and the reading comprehension ability but the oneway ANOVA showed that the differences among the scores of low, mid and high autonomy-level students on the reading comprehension test were not statistically significant. Regression analysis showed that, of the factors considered in the questionnaire, only the Nature of Language Learning was a reliable predictor of reading comprehension ability of the participants.
Metacognitive ability and autonomous learning strategy in improving learning outcomes
Journal of Education and Learning (EduLearn)
The purpose of this study is to analyze the relationship between metacognitive ability and learning autonomy as a strategy for improving student learning outcomes. Metacognition has a major contribution to the success of learners because it is mainly concerned with the process of thinking. For this reason, the classroom environment must be designed to allow learners the opportunity to autonomously determine their learning strategies. Autonomous learning itself has a close relationship with the ability of learners to express, be more creative, have self-esteem, and understand conceptual learning that is more challenging. The method used in this research is the descriptive correlational method, with a sample of 30 students from the Department of Language and Arts. The research sample was students from the first semester of 2018/2019, who were chosen randomly. Data were collected through questionnaires and tests. The results showed that there was a significant correlation between metac...
Improving students achievement in reading comprehension through metacognition method
2012
The study aims at improving students’ achievement in reading comprehension applying Metacognition Method by conducting classroom action research. The population of this research twelfth grade students of SMP Negeri 41 Medan. The number of the students was 33 students. There were two kinds of data collected during the study, qualitative and quantitative data. The instrument for collecting the quantitative data was objective test of reading comprehension, while the instruments for qualitative data were gathered through interview, diary notes, and observation sheet. The qualitative showed that the students were interested in Metacognition Method. Based on the data analysis, the mean of the students score for orientation test was 52, 12 and for test in cycle I was 63, 63 and for test in cycle II was 76, 51. The conclusion is that Metacognition Method can improve the students’ achievement in reading comprehension. Keywords : Reading, Comprehension, Metacognition Method