Metacognition Defining Metacognitive Strategies

19 p.118. It also refers to what is known in propositional manner Jacob Paris, 1987, p.259. For instance, a reader may know that previous knowledge and setting the reading’s goal has significant impact toward his reading comprehension and fluency. Procedural knowledge alludes to awareness of structural mechanism in thinking process. It leads the learner to use procedural skills automatically and become more self-directed in how to use the strategies appropriately and how to solve the problems effectively. “It consists of information for how to perform particular actions to accomplish task goals, and is commonly referred to as knowing how” Nokes, Schunn Chi, 2010, p.104. For instance, a student could know how to skim, how to use context, how to underline, how to summarize, and how to find the min idea while reading Jacob Paris, 1987, p.259. “Conditional knowledge refers to a state of knowledge that pertains to when and where knowledge declarative or procedural could or should be applied; for this reason, it has been described as ‘‘knowing when and where’’ “Maggioni Alexander, 2010, p.118. It leads the students to know the reason why particular is utilized and when particular strategies should be employed etc. For instance, a student needs to know when he should use paraphrase, and know why the paraphrase strategy should be applied. It can be seen that those three kinds of knowledge declarative, procedural and conditional interrelate with all the others. Figure 2.1 briefly illustrates the interrelationship among that knowledge as clear as possible. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 20 Table 2.1. Metacognitive knowledge of strategies Declarative knowledge Procedural knowledge Conditional knowledge A reader knows what the strategies are A reader knows how to utilize the numerous strategies A reader knows when and where to utilize strategies appropriately A reader knows why the strategies need to be learned and utilized Furthermore, as an effort to promote metacognitive awareness, Schraw 1998 sets out an instructional aid for promoting metacognitive awareness as simple as possible. He proposes a simple overview of metacognitive knowledge called strategy evaluation matrix assumed could improve students’ ability in comprehending the reading materials. Actually, this schema adopted metacognitive knowledge forms from the former pioneers such as flavell 1979, Brown Baker 1980, and Jacob Paris 1987. As shown in table 2.2 that there are three columns separated as how to use strategy; when to use strategy and; why to use strategy. Those three categories basically are included in the previous premise table 2.1. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI