Measurement of reading comprehension The level of reading comprehension

36 Figure 2.4 Metacognitive theories and reading comprehension Shmitt, 2005, p.102 Metacognitive strategies as required in meta-comprehension assumedly are related with awareness and control. It means that the gaining of reading comprehension is correlatively interrelated the degree of readers’ ability in handling their awareness and control. Yet, the term of awareness itself is taxonomically divided into three essential parts such as self-characteristics, task characteristic and task-relevant characteristic. Meanwhile, control as the second variable involved three kinds of strategy such as planning, monitoring and revising strategies. Thus, it is argued as the influential factors that interrelated with self-awareness that support readers in gaining better comprehension. Metacomprehension strategies requires awareness and control the cognitive proccess involved Awareness Control Self Characteristics Task Characteristics Monitoring strategies Revisng strategies Planning strategies Task-relevant Characteristics 37

2.1.3.2 Relationship between Metacognitive Reading Strategies and Reading

Comprehension The relationship between both side metacognitive reading strategies and reading comprehension is sustainable. When readers reflect upon their reading strategies, then, they are able to comprehend the message existed in the text. That was what already showed in foregoing researches. For example, Boulware- Goolden, Suzanne, Ann Thornhill and Joshi 2007 found that there was significant improvement of academic achievement of students in the domain reading comprehension and vocabulary when the teachers employed instruction of metacognitive strategies. Further evidence could be from Huang Newbern 2012. They found that metacognitive reading strategies instruction was effective for adult ESL learners with limited English and literacy skills, explicit strategy instruction and reading comprehension. Learners who are metacognitively aware know what to do when they don’t know what to do; that is, they have strategies for finding out or figuring out what they need to do. The use of metacognitive strategies ignites one’s thinking and can lead to more profound learning and improved performance, especially among learners who are struggling. Understanding and controlling cognitive processes may be one of the most essential skills that classroom teachers can help second language learners develop. It is important that they teach their students metacognitive skills in addition to cognitive skills Anderson, 2002, p.3. A short review of the finding of Boulware-Goolden et.al 2007 suggested that skilled readers consciously utilize one or more metacognitive strategies to comprehend the text. It may lead us to another evidence of metacognitive strategies and good achievement. It is in line with Chammot O’Malley 1995 “students without metacognitive approaches are essentially learners without direction or opportunity to plan their learning, monitor their 38 progress, or review their accomplishments and future learning directions” p.8. These evidences are also in accordance with Rubin ’s study related to good language learners that found that good language learners consciously utilize learning strategies to reach great attainment 1979. Thus, this study conclusively assumes that there is significant relationship between both sides students’ level of metacognitive use and their reading comprehension achievement.

2.2 Theoretical Framework

In this point, the study would like to provide an overview of the flow of pre-understanding of the research. Figure 2.5. Theoretical framework of the study Cognition Metacognition Knowledge of cognition Regulation of cognition Metacognitive reading strategies Planning Monitoring Evaluation Declarative knowledge Procedural knowledge Conditional knowledge Reading comprehension The relationship between metacognition and reading comprehension The role of metacognition in reading comprehension Hypothesis: there is significant relationship between students metacognitive reading strategies awareness and reading comprehension PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI