HOW TO OPTIMIZE GENERIC SKILLS

Vol 1, Nomor 1, Januari 2016 Halaman: | 561

3. HOW TO OPTIMIZE GENERIC SKILLS

Gilbert 2007 explains that generic skills can be developed through quality learning, which consists of three stages of the learning process, namely: 1 the planning or design stage of learning, 2 the implementation phase of learning and 3 the measurement phase. Through the theory of the development of generic skills of students can be integrated in the sense that such skills can actually be transferred or can only be studied in the context of their use; The skills learned are automatically in the study program; 3 learning to focus on the skills in question; 4 students were motivated by the purpose or benefit of generic skills 5 develop some quality intrapersonal and interpersonal skills. Along with Gilbert, Gay Crebert nd said that the interactive group work and collaboration as the most effective ways to develop generic skills in the three different learning Contexts. Robley 2005 have an alternative to internalize the values of generic skills in each program carried out on a learning activity 4. METACOGNITIVE AND META- COGNITIVE ACTIVITY Weinert and Kluwe 1987 states that metacognition is a second-order cognition that means thinking about thinking, knowledge of knowledge, or a reflection of the actions. Metacognition is necessary for an individual to be able to manage learning. This was disclosed by Gardner in Schraw 1998 that metacognition is Necessary to understand how the task was performed. Understanding metacognition itself distinguished in knowledge of cognition and regulation of cognition. In the knowledge of cognition an individual will know about the way of thinking in general. Woolfolk 1995 explains that there are at least two components contained in metacognition, which is declarative and procedural knowledge about the skills, strategies, and resources needed to perform a task. Knowing what to do, how to do it, knowing a prerequisite to ensure the completeness of the task, and knowing when to do it. Declarative knowledge is knowledge of a person as a student of the factors that will affect its performance, or in other words, declarative knowledge is knowing about things . In teaching metacognitive strategies, Thamraksa 2009 explains that metacognitive strategies can be taught through three approaches, namely direct instruction, teacher modeling, and application. First, the direct instruction teachers provide a detailed explanation of the strategies to be taught, why the strategy is important and when students can apply this strategy. Secondly, teacher modeling. At this stage the teacher can use the technique of think out loud for the when and how metacognitive strategies are used. It is important in this technique is the teacher demonstrate the thought process by saying out loud what was going on in his mind. Because this process is important, then the students should be given ample opportunity to demonstrate this technique under the guidance of teachers so that they can live and then they can do it automatically. Third, application. Application strategy serves as an independent practice in which students demonstrate the metacognitive strategies with feedback from the teacher. Recognize and demonstrate the metacognitive strategies will help the success of the students in solving various problems not only in a variety of subject matter but also the problems to be faced throughout his life. In line with the purpose of writing this paper, which helps the students to use metacognitive strategies so that he became a successful learner. Therefore, teachers have a moral obligation to enable learning that engages students to reflect on learning activities that they do. Students should be encouraged to plan learning and clearly define the learning goals, selecting strategies according to the learning style of learning, monitoring and evaluating the results of the performance does. Thamraksa 2009 gives some examples of activities that can be used are: 1. Have a journal as a forum for reflection journal is a forum where students can explore a variety of ideas, noting the various processes of thinking, feeling, and reflection. Teachers should also encourage students to make notes voluntarily about the lack of harmony and inconsistencies that happened, wrote his views about how they have successfully faced many difficulties in the learning process and evaluate themselves as learners. 2.Menjelaskan Vol 1, Nomor 1, Januari 2016 Halaman: | 562 about what is in mind. This activity requires students to dialogue with itself about the thought process that happened. He will be talking to him about metacognitive strategies chosen when he was involved in the process of learning tasks. For example, prior to starting the assignment read from his teacher, he would choose a variety of appropriate strategies to implement the reading task. Confirming yourself in this activity, students questioned himself by asking questions that can increase the variety of metacognitive strategies.

5. REFERENCES