THE METACOGNITION OF THE FOURTH-SEMESTER STUDENTS OF STAIN MALIKUSSALEH LHOKSEUMAWE IN READING COMPREHENSION.

THE METACOGNITION OF THE FOURTH-SEMESTER STUDENTS OF STAIN MALIKUSSALEH LHOKSEUMAWE

IN READING COMPREHENSION

THESIS

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

KHAIRUN NASIR

Registration Number: 8106111057

ENGLISH APPLIED LINGUISTIC STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

2014

THE METACOGNITION OF THE FOURTH-SEMESTER STUDENTS OF STAIN MALIKUSSALEH LHOKSEUMAWE

IN READING COMPREHENSION

THESIS

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

KHAIRUN NASIR

Registration Number: 8106111057

ENGLISH APPLIED LINGUISTIC STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

2014

i

ABSTRAK

Khairun Nasir. Nomor Registrasi: 8106111057. Metakognisi dari Mahasiswa Semester Empat STAIN Malikussaleh Lhokseumawe dalam Reading Comprehension. Program Studi Linguistik Terapan Bahasa Inggris, Pascasarjana Universitas Negeri Medan. 2014

Penelitian ini berkaitan dengan fenomena metakognisi dalam reading comprehension. Tujuan dari penelitian ini adalah untuk menggambarkan proses metakognitif yang terjadi dalam reading comprehension oleh mahasiswa semester IV STAIN Malikussaleh Lhokseumawe, dan untuk mengetahui alasan mengapa proses metakognitif terjadi dengan cara seperti itu. Untuk mencapai tujuan, penelitian ini dilaksanakan dengan menerapkan desain deskriptif kualitatif. Subjek penelitian ini adalah mahasiswa STAIN Malikussaleh Lhokseumawe semester keempat. Data dikumpulkan dari think aloud protocol dan retrospective interview. Data yang dikumpulkan dianalisis dengan menerapkan Miles dan Huberman Model. Temuan menunjukkan bahwa siswa memahami teks dengan menggunakan metakognisi mereka ke dalam beberapa aspek metakognisi, aspek-aspek tersebut yaitu (1) pengetahuan metakognitif seseorang yang mengetahui tentang dirinya sendiri; (2) pengetahuan metakognitif seseorang mengetahui tentang dunia; dan (3) Pengalaman metakognitif dalam monitoring, semua itu muncul ketika siswa membaca teks secara alami. 3 jenis metakognisi yang telah disebutkan tadi berlangsung dengan cara yang berbeda dari cara-cara teori yang telah dijelaskan. Akhirnya, disarankan bahwa guru atau dosen menunjukkan model yang benar bagaimana menerapkan semua aspek metakognisi dan memberikan praktek yang cukup dalam menggunakan aspek-aspek ini.

ii

ABSTRACT

Khairun Nasir. Registration Number: 8106111057. The Metacognition of the Fourth-Semester Students of STAIN Malikussaleh Lhokseumawe In Reading Comprehension. English Applied Linguistics Study Program. Postgraduate School. State University of Medan. 2014

This research deals with metacognition phenomena in reading comprehension. The objectives of the research were to describe metacognitive processes occuring in reading comprehension by the fourth-semester students of STAIN Malikussaleh Lhokseumawe, and to find out the reason why the metacognitive process occur in that way. To achieve the objectives, this research was conducted by applying descriptive qualitative design. The subject of this research was the university students of STAIN Malikussaleh Lhokseumawe in the fourth semester. The data was collected from the think aloud protocol and retrospective interview. The data collected was analyzed by applying Miles and Huberman’s model. The findings show that the students comprehend the text by using their metacognition into some aspects of metacognition. They are (1) metacognitive knowledge of person knowing about himself; (2) metacognitive knowledge of person knowing about the world; and (3) metacognitive experience of monitoring, all of that appeared when the students read the text naturally. The 3 types of metacognition as formerly described took place in ways which are different from the ways the related theory state. Finally, it is suggested that the teachers or lecturers show models of how to apply all the aspects of metacognition and provide enough practices of using these aspects.

i

ACKNOWLEDGEMENTS

First of all, the writer would like to express his great gratitude to Allah SWT, the Almighty God, for His Blessing and Permission so that the writer can complete his thesis to finish postgraduate school in Applied Linguistics Study program, State University of Medan. Shalawat and Salam are also presented to the prophet Muhammad SAW, his family, and companions.

Second, the writer would like to express his gratefully acknowledge to Prof. Dr. Busmin Gurning, M.Pd as the Head of English Applied Linguistics, Dr. Sri Minda Murni, M.S as the Secretary of English Applied Linguistics in UNIMED who has kindly assisted him in guiding, directing, revising and correcting the systematic or the concept of this thesis. And he sincerely would like to express his high appreciation to Prof. Berlin Sibarani, M.Pd., his first adviser, and Dr. Didik Santoso, M.Pd., his second adviser, for their assistance, patience, guidance, advice, comment, encouragement, and constructive criticism. A big thanks to them, because their assistance, patience, guidance, and outstanding knowledge in writing ability really gave great contribution to the writer’s thesis writing.

Third, great gratitude is also expressed to reviewers and examiners; Prof. Amrin Saragih, M. A., Ph. D., Prof. Lince Sihombing, M.Pd., and Prof. T. Silvana Sinar, M. A., Ph.D., thank for their constructive criticism, right from Proposal Seminar up to Thesis Examination. God bless them.

Fourth, high appreciation is addressed to all lectures in Applied Lingustics Study Program, Postgraduate School State University of Medan, who have

ii

provided invaluable knowledge, especially in language teaching. And for all of his classmates LTBI, thanks for their support and sincere friendship.

Fifth, high appreciation is also addressed to Mr. Sofyan Arianto, S.Ag. M.Pd., the Head of Tarbiyah Faculty STAIN Malikussaleh who gave the opportunity to allow the writer conducting research in the faculty. And also sincere gratitude is expressed to Mrs. Nurlaila M.Pd, as the Head of English Study Program and as the lecturer, who provided the time to help the writer in cunducting the research, thanks for your kindness and patience.

Sixth, the writer would like to express his sincerest appreciation and thanks to: his parents, Abubakar, S. Pd. and Cut Nurul Husna, AMA. Pd. who have raised and educated him and pray to which he can never repay in all his life. The writer would like also to extend his deepest thanks to his brothers and his sisters (Khairuddin Aba, S. H. I, and Syukri Aba, Khairiah Ata, S. Pd., M.Pd. and Fadhillah Ata) for their encouragement and prayers.

The last, the writer would like to express his thanks to all his buddies: Kiky, Toras, Dek Yea, Ara, Tari, Jerry, Abu Jal, Kak Irma, Bang Tommy, and others, who always give a support and motivated the writer in finishing this thesis. Special thanks to my brother Syamsul Bahri S.Ag., M. M., and my sister Nurul Fadhillah, S. Pd. I., M. Hum., May Allah the Almighty bless them all!

Medan, 4th Mey 2014 The writer,

TABLE OF CONTENTS

ABSTRAK ... i

ABSTRACT ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... vii

LIST OF FIGURES ... viii

LIST OF APPENDIXES ... ix

CHAPTER I : INTRODUCTION 1.1 Research Background ... 1

1.2 Research Problem ... 4

1.3 Research Objective ... 4

1.4 Significant of the Study ... 4

CHAPTER II : REVIEW OF RELATED LITERATURE 2.1 Metacognition ... 5

2.1.2 Cognition versus Metacognition ... 15

2.2 Reading Comprehension ... 16

2.2.2 The Process of Reading Comprehension ... 18

2.3. Metacognition in Reading Comprehension ... 21

CHAPTER III : RESEARCH METHODOLOGY 3.1 Research Design ... 24

3.2 Research Subject ... 24

3.2 Data and Source of Data ... 25

3.3 Technique of Collecting Data ... 25

3.4 Research Procedure ... 26

3.5 Technique of Data Analysis ... 27

3.6 Trustworthiness of the Study ... 29

CHAPTER IV : DATA ANALYSIS, RESEARCH FINDING, AND DISCUSSION 4.1 Data Analysis ... 31

4.1.1 The Metacognition Taking Place During Reading Comprehension ... 32

4.1.1.1 Metacognitive Knowledge of Person ... 33

1. Knowing about himself ... 33

2. Knowing about the world ... 35

4.1.1.2 Metacognitive Knowledge of Strategy .... 36

4.1.1.3 Metacognitive Experience of Planning ... 37

4.1.1.4 Metacognitive Experience of Monitoring.. 38

4.1.1.5 Metacognitive Experience of Evaluating... 39

4.1.2 Ways in Which the Metacognition occurs ...44

4.1.2.1 Metacognitive Knowledge of Person Knowing about himself ... 45

4.1.2.2 Metacognitive Knowledge of Person Knowing about the world ... 46

4.1.2.3 Metacognitive Knowledge of Strategy .... 47

4.1.2.4 Metacognitive Experience of Planning ... 48

4.1.2.5 Metacognitive Experience of Monitoring.. 48

4.1.2.6 Metacognitive Experience of Evaluating... 50

4.2 Research Finding ... 52

4.3 Discussion ... 52

CHAPTER V : CONCLUSION AND SUGGESTION 5.1 Conclusions ... 56

5.2 Suggestions ... 56

REFERENCES ... 57

vii

LIST OF TABLES

TABLE Page

2.1 Description how the Metacognition occurs in Reading Comprehension ...15 4.1 Comparison between Theory and Finding in Metacognition Types ...43 4.2 Comparison between Theory and Finding in Metacognition Ways...51

viii

LIST OF FIGURES

FIGURE Page

3.1 Cycling Process of Miles and Huberman (1984) ... 32 4.1 Metacognition Taking Place during Reading Comprehension ... 41 4.2 Metacognition Taking Place (Flavell:1987) ... 42

ix

LIST OF APPENDIXES

APPENDIX Page

A. The Transcription and Observation of the Data

Think Aloud Protocol ………...60 B. The Trancription of the Data Retrospective Interview ……….85

CHAPTER 1 INTRODUCTION

1.1Research Background

Studies in metacognition have drawn attention to the way the learner processes the sub-routines involved in a task and relies on a control mechanism to oversee all the activities being carried out (Flavell, 1970). The term metacognition has been introduced to refer to 'individuals' ability to understand and manipulate their own cognitive processes' (Reeve & Brown, 1985).

Metacognition encompasses the notion of awareness on the learner's part, an awareness of one's own functioning, and the ability to regulate this functioning. It has been proposed as a factor in the study of complex cognitive processes. Metacognition focusses on the learner's processing of the variables that are involved in any task where cognitive functioning takes place, and includes knowledge states and control procedures which are strategic, that is, involving processes or rules that underlie performance on those cognitive tasks. These procedures include many activities necessary for success on problem solving tasks. Thus, understanding what is required in a task, appreciating one's own capabilities, planning strategies to reach a goal, and monitoring these activities, are all activities that seem to be involved in a construct such as metacognition. An understanding of how all these processes work when an individual is faced with a problem solving task is the goal of much metacognition research. Poor performance in problem solving is thought to be related to inability to control

one's own processing (Reeve & Brown, 1985). The task that is the focus of this study is reading, which is particularly appropriate as a domain for the investigation of metacognition.

Flavell (1979: 907) covers two types of metacognition, namely (1) knowing that one knows about something that is called metacognitive knowledge and (2) knowing that one is using what he knows (his knowledge) into actions that is called metacognitive experience. Metacognitive knowledge and metacognitive experiences have differences only in their content and function, not in their form or quality. As a matter of fact, both metacognitive knowledge and metacognitive experience are knowing that one knows.

According to Flavell (1979), the use of “knowing” here is the awareness of him that applying his knowledge in the form of behavioral action, what he is aware of something that he does and others. If metacognitive knowledge is entering consciousness (awareness) in our brain, whereas metacognitive experience is activating what strategies used in achieving our aim and also we really know and understand how to do the best in achieving our aim.

Metacognition often occurs in situations when learners become aware of the fact that their cognition, their ability to comprehend something has failed them, for example, not being able to understand some information or a formula, and that they have work to do to make sense of it.

Furthermore, Reading is a complex cognitive processes of decoding symbols for the intention of deriving meaning and constructing meaning from a text which will produce a comprehension. Good reading can be helpful to obtain

the current information as it is necessary. However, if people can read, yet is not really able to interpret what is read into usable information, they have not gained much, until they have a good reading comprehension skill. Because comprehension is a part of the communication process of getting the thoughts that were in the author’s mind into the reader’s mind. Without comprehension, reading is simply following words on a page from left to right while sounding them out; the words on the page have no meaning. Thus, Reading comprehension has involved understanding what is being read, since the main objective of reading comprehension is to gain some understanding of what the writer is trying to convey and can utilize that information.

However, successful comprehension does not occur automatically. Rather, it depends on directed cognitive effort, referred to as metacognitive processing, which consists of knowledge about and regulation of cognitive processing (Alexander & Jetton 2000: 295). Moreover, successful readers tend to have planning, monitoring, and evaluating process in comprehending the text.

In other hand, the major tasks facing the student in learning are reading comprehension. This task can be seen as metaconition phenomena in order to solve a problem in which the reader must learn how to construct meaning through interaction not with a speaker but with a written text.

Therefore, this research investigates the thinking involved in the reading comprehension. It looks at how the metacognition occurs in reading comprehension during the task.

1.2 Research Problem

This research focuses on the metacognition theory and the phenomena of reading comprehension of the fourth-semester students of STAIN Malikussaleh Lhokseumawe. Therefore, the following research plroblems were formulated as follow:

1. What metacognition occurs in Reading Comprehension to the fourth-semester students of STAIN Malikussaleh?

2. How does metacognition occur in Reading Comprehension to the fourth-semester students of STAIN Malikussaleh?

1.3Research Objective

In carrying out the research, it is necessary to state clearly the objectives of the study in relation of the problems posed. The objectives are:

1. To find out what metacognition occurs in Reading Comprehension to the fourth-semester students of STAIN Malikussaleh.

2. To describe metacognition occuring in Reading Comprehension by the fourth-semester students of STAIN Malikussaleh.

1.4Significance of the Study

The research findings are expected to be useful as an input for Reading Comprehension lecturer. It is expected to provide information about the metacognitive process in reading comprehension to the reader. Furthermore, this study can help lecturer to understand the thinking process of some students who appear to be stuck at the beginning levels of the reading process. It may also help

the teachers or lecturers in showing models of how to apply all the aspects of metacognition correctly and provide enough practices of using these aspects.

CHAPTER V

CONCLUSION AND SUGGESTION

5.1Conclusions

1. Based on the analysis of all types data, it was found that the students comprehend the text by using three aspects of metacognition, they are (1) metacognitive knowledge of person knowing about himself; (2) metacognitive knowledge of person knowing about the world; and (3) metacognitive experience of monitoring, all of them appeared when the subjects read the text naturally.

2. The 3 types of metacognition as described in point one took place in ways which are different from the ways stated in the theory state.

5.2 Suggestions

1. Based on the findings that not all aspects of metacognition are used by the subjects, it is suggested that the teachers or lecturers show models of how to apply all the aspects of metacognition and provide enough practices of using these aspects.

2. In order to encourage the students to use the metacognition aspects in correct ways as required by the theory, the teachers or lecturers should also show of how to use all the aspects correctly by being a model first and by having the students practicing it and by directing the students to focus on the ways in which all the aspects properly used.

REFERENCES

Atkinson, T. S., Wilhite, K. L., Frey, L. M., & Williams, S. C. (2002). Reading instruction for the struggling reader: Implications for teachers of students with learning disabilities or emotional/behavioral disorders. Preventing School Failure, 46(4), 158-162.

Blakey, E., & Spence, S. (1990). Developing metacognition. ERIC Digest (ED327218), 4.

Baker, L. (1996) Social influence on metacognitive development in reading. In C. Cornoldi, & J. Oakhill, (Eds.) Reading comprehension difficulties (pp. 331-351). Hillsdale, NJ: Lawrence Erlbaum Associates.

Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, M. Kamil, R. Barr, & P. Mosenthal (Eds.), Handbook of reading research (vol. 1, pp. 353-394). White Plains, NY: Longman.

Baker, L. (1985) How do we know when we don’t understand? Standard for

evaluating text comprehension. In. D. L. Forrest-Presley,. G. E. MacKinnon, & T. G. Waller (Eds.). Metacognition, Cognition, and Human Performance (pp. 155-205), New York: Academic Press.

Bondy, E (1987). Encouraging children's use of metacognitive processes: Thinking about thinking. Tydskrifvir Tegniese en Broepsonderwys in Suid Afrika, 113(March), 7-10.

Brown, A. L. (1984). Expert Tutoring of Strategies for Reading Intelligently: University of Illinois.

Brown, A. L., & Campione, J. C. (1986). Psychological Theory and the Study of Learning Disabilities. American Psychologist, 41(40), 1059-1068.

Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F.Weinert & R. Kluwe, eds., Metacognition, Motivation, and Understanding (pp. 65–116). Hillsdale, NJ: Erlbaum.

Cetinkaya, P., & Erktin, E. (2002). Assessment of metacognition and its relationship with reading comprehension, achievement, and aptitude. Bogaziçi University Journal of Education, 19(1), 1-11.

Dutta, S. (1994). Predicting as a pre-reading activity. English Teaching Forum, 32(1), 39-41.

Dutcher, Peggy. 1990. Authentic Reading Assessment. Practical Assessment Research and Evaluation, (Online), (http://PAREonline.net/getvn. asp?v=22n=6, retrieved on March 6th 2012).

Goodman, K. (1995). The reading process. In P. L. Carrell, & J.D. Eskey (Eds.), Interactive approaches to second language reading (pp. 33-45). Cambridge: Cambridge University Press.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.

Flavell, J.H. (1987). Speculations About the Nature and Development of Metacognition, in Metacognition, motivation, and understanding, Weinert, F.E. & KJuwe, R.H. (Editors). New Jersey: Hillsdale: 21-28. Paris, S. G., & Parecki, A. D. (1993). Metacognitive aspects of adult literacy (No.

TR93-09). Philadelphia, PA: University of Pennsylvania.

Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale NJ: Erlbaum.

Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Reasearch Volume III . Mahwah NJ: Erlbaum. 545-561

RAND Reading Study Group. 2002. Reading for Understanding: Toward an R&D Program in Reading Comprehension. Santa Monica, CA: RAND Corporation.

Rayner, K., Foorman, B. R., Perfetty, C. A., Pesetsky, D., & Seidenberg, M. S. 2001. How Psychological Science informs the Teaching of Reading. Psychological Science in the Public Interest, 2 (2): 31-68.

Reeve, R. A. & Brown, A.L. (1984). Metacognition Reconsidered: Implications for Intervention Research. (ERIC Document Reproduction Service No. Ed 249484).

Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.

Schraw, G. & David Moshman (1995). Metacognitive Theories. Educational Psychology Papers and Publications. Paper 40.

Schraw, G. (2006). Knowledge: Structures and processes. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 245– 264). San Diego: Academic.

Swanson, H. L. (1990). Infl uence of metacognitive knowledge and aptitude on problem solving. J. Educ. Psychol. 82: 306–314.

Tan O. S., Parsons, R. D., Hinson, S. L. & Sardo-Brown, D. 2003. Educational psychology a practitioner-researcher approach. Australia: Thomson. Tompkins, G. and Hoskisson, K. (1995). Language Arts: Content and Teaching

Strategies. Englewood Cliffs, NJ: Prentice Hall.

Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. Mayer & P. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 197–218). New York: Routledge.

Winograd, P. N. 1984. Strategic difficulties in summarizing texts. Reading Research Quarterly. 19: 404-425.

Yin, W. M., & Agnes, C. S. C. (2001). Knowledge and use of metacognitive strategies. AARE Conference, Fremantle, Australia.

1.2 Research Problem

This research focuses on the metacognition theory and the phenomena of reading comprehension of the fourth-semester students of STAIN Malikussaleh Lhokseumawe. Therefore, the following research plroblems were formulated as follow:

1. What metacognition occurs in Reading Comprehension to the fourth-semester students of STAIN Malikussaleh?

2. How does metacognition occur in Reading Comprehension to the fourth-semester students of STAIN Malikussaleh?

1.3Research Objective

In carrying out the research, it is necessary to state clearly the objectives of the study in relation of the problems posed. The objectives are:

1. To find out what metacognition occurs in Reading Comprehension to the fourth-semester students of STAIN Malikussaleh.

2. To describe metacognition occuring in Reading Comprehension by the fourth-semester students of STAIN Malikussaleh.

1.4Significance of the Study

The research findings are expected to be useful as an input for Reading Comprehension lecturer. It is expected to provide information about the metacognitive process in reading comprehension to the reader. Furthermore, this study can help lecturer to understand the thinking process of some students who appear to be stuck at the beginning levels of the reading process. It may also help

the teachers or lecturers in showing models of how to apply all the aspects of metacognition correctly and provide enough practices of using these aspects.

CHAPTER V

CONCLUSION AND SUGGESTION

5.1Conclusions

1. Based on the analysis of all types data, it was found that the students comprehend the text by using three aspects of metacognition, they are (1) metacognitive knowledge of person knowing about himself; (2) metacognitive knowledge of person knowing about the world; and (3) metacognitive experience of monitoring, all of them appeared when the subjects read the text naturally.

2. The 3 types of metacognition as described in point one took place in ways which are different from the ways stated in the theory state.

5.2 Suggestions

1. Based on the findings that not all aspects of metacognition are used by the subjects, it is suggested that the teachers or lecturers show models of how to apply all the aspects of metacognition and provide enough practices of using these aspects.

2. In order to encourage the students to use the metacognition aspects in correct ways as required by the theory, the teachers or lecturers should also show of how to use all the aspects correctly by being a model first and by having the students practicing it and by directing the students to focus on the ways in which all the aspects properly used.

REFERENCES

Atkinson, T. S., Wilhite, K. L., Frey, L. M., & Williams, S. C. (2002). Reading instruction for the struggling reader: Implications for teachers of students with learning disabilities or emotional/behavioral disorders. Preventing School Failure, 46(4), 158-162.

Blakey, E., & Spence, S. (1990). Developing metacognition. ERIC Digest (ED327218), 4.

Baker, L. (1996) Social influence on metacognitive development in reading. In C. Cornoldi, & J. Oakhill, (Eds.) Reading comprehension difficulties (pp. 331-351). Hillsdale, NJ: Lawrence Erlbaum Associates.

Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, M. Kamil, R. Barr, & P. Mosenthal (Eds.), Handbook of reading research (vol. 1, pp. 353-394). White Plains, NY: Longman.

Baker, L. (1985) How do we know when we don’t understand? Standard for evaluating text comprehension. In. D. L. Forrest-Presley,. G. E. MacKinnon, & T. G. Waller (Eds.). Metacognition, Cognition, and Human Performance (pp. 155-205), New York: Academic Press.

Bondy, E (1987). Encouraging children's use of metacognitive processes: Thinking about thinking. Tydskrifvir Tegniese en Broepsonderwys in Suid Afrika, 113(March), 7-10.

Brown, A. L. (1984). Expert Tutoring of Strategies for Reading Intelligently: University of Illinois.

Brown, A. L., & Campione, J. C. (1986). Psychological Theory and the Study of Learning Disabilities. American Psychologist, 41(40), 1059-1068.

Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F.Weinert & R. Kluwe, eds., Metacognition, Motivation, and Understanding (pp. 65–116). Hillsdale, NJ: Erlbaum.

Cetinkaya, P., & Erktin, E. (2002). Assessment of metacognition and its relationship with reading comprehension, achievement, and aptitude. Bogaziçi University Journal of Education, 19(1), 1-11.

Dutta, S. (1994). Predicting as a pre-reading activity. English Teaching Forum, 32(1), 39-41.

Dutcher, Peggy. 1990. Authentic Reading Assessment. Practical Assessment

Research and Evaluation, (Online), (http://PAREonline.net/getvn.

asp?v=22n=6, retrieved on March 6th 2012).

Goodman, K. (1995). The reading process. In P. L. Carrell, & J.D. Eskey (Eds.), Interactive approaches to second language reading (pp. 33-45). Cambridge: Cambridge University Press.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.

Flavell, J.H. (1987). Speculations About the Nature and Development of

Metacognition, in Metacognition, motivation, and understanding,

Weinert, F.E. & KJuwe, R.H. (Editors). New Jersey: Hillsdale: 21-28. Paris, S. G., & Parecki, A. D. (1993). Metacognitive aspects of adult literacy (No.

TR93-09). Philadelphia, PA: University of Pennsylvania.

Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale NJ: Erlbaum.

Pressley, M. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Reasearch Volume III . Mahwah NJ: Erlbaum. 545-561

RAND Reading Study Group. 2002. Reading for Understanding: Toward an R&D Program in Reading Comprehension. Santa Monica, CA: RAND Corporation.

Rayner, K., Foorman, B. R., Perfetty, C. A., Pesetsky, D., & Seidenberg, M. S. 2001. How Psychological Science informs the Teaching of Reading. Psychological Science in the Public Interest, 2 (2): 31-68.

Reeve, R. A. & Brown, A.L. (1984). Metacognition Reconsidered: Implications for Intervention Research. (ERIC Document Reproduction Service No. Ed 249484).

Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.

Schraw, G. & David Moshman (1995). Metacognitive Theories. Educational Psychology Papers and Publications. Paper 40.

Schraw, G. (2006). Knowledge: Structures and processes. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 245– 264). San Diego: Academic.

Swanson, H. L. (1990). Infl uence of metacognitive knowledge and aptitude on problem solving. J. Educ. Psychol. 82: 306–314.

Tan O. S., Parsons, R. D., Hinson, S. L. & Sardo-Brown, D. 2003. Educational psychology a practitioner-researcher approach. Australia: Thomson. Tompkins, G. and Hoskisson, K. (1995). Language Arts: Content and Teaching

Strategies. Englewood Cliffs, NJ: Prentice Hall.

Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. Mayer & P. Alexander (Eds.), Handbook of Research on Learning and Instruction (pp. 197–218). New York: Routledge.

Winograd, P. N. 1984. Strategic difficulties in summarizing texts. Reading Research Quarterly. 19: 404-425.

Yin, W. M., & Agnes, C. S. C. (2001). Knowledge and use of metacognitive strategies. AARE Conference, Fremantle, Australia.