1. “Pre-reading activity” This activity is designed to prepare the students for actual reading of the selected
materials. In other words, the teacher helps the students anticipate the text they will read. In pre-teaching activity the teachers introduce the topic by
brainstroming through media, and pictures. 2. “Whilst-reading activity”
This activity is the core activity in teaching learning process. In whilst reading activity, the teacher distributes the text to the students. Ask the students to
read the text, after that the teacher will give explanations about text, and ask the students to do assignment based on the text.
3. “Post-reading activity”
It is an activity in teaching reading to comprehend the text. In post teaching activity, the teacher asks the students to retell about the text and make
summary about the text.
28
28
H. Douglas Brown,
Teaching by Priciples: An Interaction Approach to Language Pedagogy
, San Francisco: Longman
, 1994, p.85 in Nadia Putri,”
teaching reading comprehension by using combination of directed reading thinking activity drta and say something strategies for senior
It can be concluded that teacher teaches reading by preparing some steps in the class. In teaching reading, the teacher use pre-reading activity, whilst-
reading activity, and post reading activity. To activating the students in comprehending the text.
Based on the explanation above, it can be inferred that the teacher should know the process of teaching reading by encouraging the students to read as much as possible.
The teacher also should make a plan in oder make the process of teaching reading in the class become easier. It can make the students are interested, more active and
easier to comprehend the text in the learning process, especially in reading.
F. Concept of Metacognitive Strategies
According to Cunningham, Metacognition is thinking about our thinking.
29
The researcher assumes metacognition is an idea to find a way to solve things. In this case
metacognitive strategies is a persons thinking in solving a problem. Find the origin of the problem and then make a plan to resolve the problem.
According to Judi Metacognition is “thinking about thinking.” It is a person‟s awareness
or analysis of the cognitive processes they use to think and to learn.
30
It means that metacognition is being aware of what we know and do not know, understanding what
high school students” Program Studi pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat, 2013, p. 3
.
29
Cunningham and Shagoury,
Starting With Comprehension
Portland: Sten House Publisher, 2006, p. 24.
30
Judi Moreillon,
Colaborasi strategy for teaching reading comprehension
Chicago: American library association publisher, 2007, p.157.
we will need to know for a certain task and having an idea of how to use our current skills to analyze the information.
According to Willis Metacognitive strategies can be taught to help students mentally process the information they read and to recognize what they can do to build future
success.
31
It means that metacognitive strategies processes designed for students to think about their thinking. Teachers who use metacognitive strategies can positively
impact students who have difficulty in learning by helping them to develop an appropriate plan for learning information, which can be memorized and eventually
routine. Students should aware of how they learn, they will use these processes to efficiently acquire new information, and consequently, become more of an
independent thinker. Willis also stated, Comprehension metacognition practice can be prompted by directing,
modeling, scaff olding, and practicing to help students identify what they do not understand and select the best individual strategies to resolve their comprehension
diffi culties.
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It Means that it can directly train students to be able to understand a problem encountered, metacognitive students will work to help solve the existing
problems. this strategy Involves active control over the cognitive processes engaged in learning. 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.
31
Ibid
, p. 155.
32
Ibid
.
From the explanation above, it can be conclude that metacognitive startegies can help students. Awareness of students to understand the issues. A cognitive process to
understand and do something. Learn the unknown. The strategy is to force the students to figure out the problem and then make a plan or a way to resolve the
problem. but on the metacognitive strategies consists of think aloud strategy, Questioning Strategy and Self regulating strategy.
Based on those examples, The reasercher chose think aloud strategy as the strategy used for this study
.
One of the most effective ways to teach metacognitive strategies is the think-aloud strategy. This involves a teacher talking the class through her thinking as
she tackles a task, like a piece of text with new vocabulary or a new math concept.
G. Concept Of Think aloud
According to Haris and Hodges, Think-aloud is a metacognitive technique or strategy in which a teacher verbalizes thoughts aloud while reading a selection orally, thus
modeling the process of comprehension
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. It means that strategy think aloud prompts the user to speak his reading aloud so that it can be heard by others. It can make a
33
Harris, T.L., Hodges, R.E. 1995.
The literacy dictionary: The vocabula ry of reading and writing.
Newark DE: International Reading Association, 1995, p. 256. In Cathy Collins block susan e. israel,
The Abcs of Performing Highly Effective Think-Alouds:
The Reading Teacher, vol. 58, no. 2 oct., 2004, p.154.
