| dc.description.abstract | One of the most important missions of educators is to teach students how to
learn on their own throughout their lifetime. How the learners learn how to learn, how
the learners know what they have learned and how to direct their own future learning
are all questions addressed by the concept of metacognition. Metacognition is a
notion that has been used to denote a variety of epistemological processes.
Metacognition means cognition about cognition; it refers to second order cognitions:
thoughts about thoughts, knowledge about knowledge or reflections about actions.
Metacognition involves the awareness and regulation of thinking processes.
Metacognitive strategies are those strategies that require students to think about their
own thinking as they engage in academic tasks. Metacognitive Strategies involve
planning, monitoring, and evaluating. The activities such as planning how to
approach a given learning task, monitoring comprehension, and evaluating progress
toward the completion of a task are metacognitive in nature. Within this study, the
teacher applies Metacognitive Strategies in teaching process and encourages them to
apply their Metacognitive in learning activities.
This research aims at presenting a study of the English teacher who teaches the
students by applying Metacognitive Strategies in her teaching process and the
learners who apply metacognitive strategies in their language learning activities. This
research was conducted to describe both teacher’s metacognitive strategies and the
learner’s metacognitive strategies in the English language teaching and learning
process at SMPN 1 Probolinggo. This research was conducted at 7
xiii
th
grade of Junior
High School. The research respondents were chosen purposively. The total number of
respondents was 28 students, consisted of 15 males and 13 females’ students of class
7-3. The primary data of this research were collected from the teacher’s and students’
result of questionnaire, observation, and interview. Observation and interview were
conducted to both students and teacher, and questionnaire was conducted to the
students. The questionnaire was related MS that involves planning, monitoring, and
evaluating strategies. The questionnaire was divided into each language skill, consist
of: Speaking, listening, reading, and writing. Observation was conducted to observe
both students strategies and teacher’s strategies and interview was conducted to get
the information about how they aware whether their strategies were appropriate and
work well for them or not. Interview was conducted to support the data from the
questionnaire and in order to get a deeper understanding about their metacognition.
The result of data was analyzed by qualitative analysis. Based on the result of
questionnaire, actually the students used metacognitive strategy. They were aware of
their learning strategies that appropriate with them. They used kinds of strategies that
could draw their learning style and they used metacognitive strategies that include
planning, monitoring, and evaluating strategies to the four language skills but they
were prefer and frequently used planning, monitoring, and evaluating strategies in
reading skill rather than the other skills. It means the learners of 7-3 were more often
applied MS in their reading activities rather than speaking, listening, and writing.
From the observation, the teacher used a variety of teaching strategies in the teaching
process. She used a visual aid to make the students easier comprehend and draw the
background knowledge. She used a game to make the situation be relaxed, and so on.
She tried to keep students’ interest and motivation in order to reach the target
language. Meanwhile, students looked enthusiastic accepted the lesson given. They
were also stated in interview session that they were happy and enjoy learning English
with their teacher. Based on those explanations, it can be concluded that both teacher
and students were aware of their metacognition and could interpret what strategies
and how they applied MS well in language learning and teaching process. | en_US |
