16 knowledge about cognition or the regulation of cognition. More completely,
Baker 2010 proposes a definition of metacognition as below
Metacognition refers to thinking about thinking; knowledge about cognition and regulation of cognition; knowledge about person, task, and strategy variables
that affect performance in a given domain; and cognitive monitoring and control p.128.
The term of metacognition in this study is broadly defined as intentional and conscious knowledge of how cognition works and cognition is regulated. It
takes a control over cognition to work effectively. It means that the readers who
are aware about their metacognition intentionally will draw attention to their cognitive development. They consciously manage their cognition as well as their
achievement. Additionally, metacognition also places the emphases concerned in learner development over learner environment interactions Dismore, Alexander
Loughlin , 2008, p.393.
Hence, it can be drawn a conclusive idea that cognition and metacognition are interrelated variables of individual in processing the information. As discussed
previously that cognition refers one’s individual to acquire the existing information while metacognition refers to one’s way to manage and control their
cognition. It means that metacognitive strategy has a role as the stakeholder in directing the application of cognitive strategy. “Cognitive strategies are invoked
to make cognitive progress, metacognitive strategies to monitor it ” Flavell, 1979,
p. 909.
2.1.1.4 Metacognitive reading strategies awareness
This subsection firstly would like to discuss the term of awareness. Awareness here is construed as a conscious action of an individual in
17 understanding and interpreting the knowledge based on situation or fact.
Etymologically, awareness could be interpreted as knowing something and having well knowledge of particular situation or development of something Oxford
advanced learner’s dictionary. It means that metacognitive reading strategies awareness refers to the ability of students in understanding and using
metacognitive strategies. In other words, the awareness in this scope is readers’ awareness of various strategies during the reading process Singhal in Aziz et.al,
p.780, 2011. Thus, investigating readers’ awareness is related to an enquiry into how far are their awareness of metacognitive reading strategies. The term of
metacognitive reading strategies will be discussed in the next paragraph. Metacognitive reading strategies encourage readers to comprehensively
get the information of the text. It knowingly leads the readers to be aware about another aspect of the reading itself. For instance, while reading the text, the
readers are acquired to get the information within the reading text. But, if the readers only read the passage without any knowledge of relevant strategies, then
they will get doubtful about what have to do, what have to ignore, what need to skip etc. Another example can be as a student has known numerous reading
strategies, but he does not know what time is appropriate to execute those strategies. Then, he employs extensive reading strategy to get the whole
information while the time is not long enough. Consequently, the student does not get complete information because of a misapplication of reading strategies.
Furthermore, the occurrence of misapplication can be rectified by understanding the regulation of cognitive strategies. By means of regulation of
cognitive strategies, hence, the student is able to employ the appropriate PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
