34 Table 2.3 Common reference levels of reading comprehension
Reading
A1 A2
B1
The learners can understand familiar
names, words and very simple sentences, for
example on notices and posters or in catalogues.
The learners can read very short, simple
texts. Learners can find specific, predictable
information in simple everyday material such
as advertisements, prospectuses, menus
and timetables and learners can understand
short simple personal letters.
The learners can understand texts that
consist mainly of high frequency
everyday or job- related language.
Learners can understand the
description of events, feelings and
wishes in personal letters.
B2 C1
C2
The learners can read articles and reports
concerned with contemporary problems in
which the writers adopt particular attitudes or
viewpoints. They can understand contemporary
literary prose. The learners can
understand long and complex factual and
literary texts, appreciating
distinctions of style. They can understand
specialized articles and longer technical
instructions, even when they do not relate to my
field. The earners can
read with ease virtually all forms
of the written language, including
abstract, structurally or linguistically
complex texts such as manuals,
specialized articles and literary works.
2.1.3 Metacognition and Reading
Unsurprisingly, researchers who were focused in language teaching found that metacognition is robustly related to reading comprehension. As explained
before, that reading comprehension comes to be crucial aspect in language acquisition as well as media of language input. In its relation, metacognition
assists the readers to be more aware about their strategy and be self-reflected readers. The role and relationship of those both side terms will be discussed as
35
below. 2.1.3.1
The Role Metacognition in Understanding and Supporting Reading Comprehension
Ahmadi et.al 2013 deliberately explore the role or importance of metacognitive reading strategies in reading comprehension. In their journal, they
consider four main results relating metacognition and reading comprehension. They firstly noted that proficient readers utilize metacognitive reading strategy
while reading but less proficient readers do not use it. It shows that the use of metacognitive strategies in reading has significant influence toward students’
understanding while interact with the text. Students who consciously acquire and utilize metacognitive strategies will get positive experiences in reading Keskin,
2013, p.316. The second point is readers who use metacognitive reading strategy are more successful in their reading comprehension gains than others readers who
do not employ it. It reveals that the use of metacognitive strategies while reading helps readers to reach better comprehension. Additionally, they also presume that
reading comprehension refers to the ability of readers to understand the surface and the hidden meanings of the text using metacognitive reading strategies.
Furthermore, Schmitt 2005 reviewed the work of Baker and Brown related to relationship between metacognitive theory and reading comprehension.
He summed up the theory into a systematic figure as below. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
