Scope and Limitation of the Study Research Benefits

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2.1.1.2 Flavell’s model of cognitive monitoring

Flavell in his article 1979 believes that cognitive monitoring occurs through the action and interactions among four variables such as metacognitive knowledge, actions strategies, goal tasks and metacognitive experiences. Then, he separately defines each variable as a mean to make it easier to understand. In other words, he believes that one’s ability to monitor or control their cognition is depending on their ability in activate and interrelate those variables. Metacognitive knowledge is believed as a belief about active or interactive factors that give an impact toward the course and outcome of cognitive enterprise. He assumes that it is a process of how an individual acquires worldwide knowledge about cognitive processes. Metacognitive knowledge could be construed as how an individual frames their mind about their own cognitive abilities. This kind of variable is divided into three majors categories such as person, tasks and strategies. Person is assumed as the executor of the cognition. It means that this person is labeled as the cognitive processor. This category is related into beliefs about individual or intra-individual differences e.g. a boy beliefs that he is better in expressing his idea by writing than speaking. This category also relates to universal of cognition e.g. a girl believes that her friend is more active than her or she knows that there is a different degree of knowledge among her friends. Then, tasks refer the information available to that person during cognitive undertaking. This might be as an understanding about how to maximize the cognitive enterprise and how well is someone in achieving their goals. In this category, a person might understand the implication of presented information. For PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 14 instance, “the child needs to learn that the quantity and quality of available information can sometimes be insufficient to warrant confident judgments about what another person is really like ” p.907. Moreover, strategies could be interpreted as a tool of someone in achieving the goal and sub-goal. In this category, individual is required to take the concern on what strategies are likely to be efficient and effective in its application as a mean of plan of action in learning process. It actually concerns on how an individual utilizes single strategy based on the demand and then, combines various strategies as a mean to solve the problem and achieve the proposed goals. Metacognitive experience reflects one’s self-regulation of cognition. It occurs in in a situation that encourages an individual to do carefully and consciously. Generally, this category requires three aspects in cognitive managements. First, planning comes to be the first aspect in order to reach good achievements or goals. By means of planning, an individual is able to predict the run of goal achievement process. It enables that person to prepare the essential features of cognitive process. Second, metacognitive experience enables an individual to monitor their progress. It stimulates person observe their development in reaching the goal by adding to something, deleting from something or revising something to keep the progress still on the track. Finally, metacognitive experience could activate strategies based on the goals and achievement. It allows person evaluates his or her own progress cognitively or metacognitively. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 15

2.1.1.3 Metacognition

Metacognition becomes a central part of the contemporary educational paradigm Donndelinger, 2008, p.243. Research in metacognition comes to be crucial issue in current study. Not only focused on language teaching, latest researchers also found that metacognition is related in other subjects. For instance, Legg Locker 2009 Pennequin et.al 2010 found that metacognition has significant relations with students’ problem solving in mathematics subject. Then, Jayapraba Kanmani 2013 found that the students in science classroom indicate high metacognitive awareness. But, this passage will only go further with metacognition and literacy subject especially reading comprehension. The definition of metacognition is contentious. Etymologically, metac ognition deals with “meta” which means beyond and “cognition” that means the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses Baker Brown, 1980, p.13. The terms “metacognition” itself refers to how someone directs their cognition that deals with strategy and foregoing knowledge. It means that metacognition has such thing as one’s awareness and understanding of her his thought processes. Additionally, metacognition is the awareness of an individual to control or manage her his mental cognition process. Further definition may make it easier to understand. In the forgoing studies, many experts in reading and metacognition scope variously define metacognition. For instance, Jacob Paris 1987, Anderson 2002, Livingston 2003 and McDowell 2015 define metacognition as thinking about thinking process. Meanwhile, O’Malley Chamot 1995 define metacognition as