Abstract
This research aim is to analyze whether metacognitive strategy instruction CALLA affects students’ reading comprehension and reading awareness. This research used a quasi-experimental study in forms of pretest, treatment and post-test. Results showed that the group of experimental students had score significantly higher than the control group students on reading comprehension post-test and also showed significantly higher improvement in metacognitive reading strategy awareness and reading comprehension than control group students. The study recommends CALLA metacognitive strategy instruction to be an effective option for teaching reading comprehension skills at the senior high school level and in the contexts, which share similar characteristics.
Highlights
Indonesia needs to be critical ‘and solves the problem on their own
This study reveals that there is a significant difference among the students who were taught by using Cognitive Academic Language Learning Approach (CALLA) metacognitive strategy toward reading comprehension and among the students who do not
This study reveals that there is a significant difference among the students who were taught by using CALLA metacognitive strategy toward reading comprehension and reading awareness to the students who do not
Summary
Indonesia needs to be critical ‘and solves the problem on their own. This achievement can only be achieved through cultural behavior, both in formal education and in ideas. It is important for a learner to understand the metacognitive skill because metacognitive used planning, monitoring, and evaluation to help students to succeed in learning reading comprehension. The students need to train their metacognition skills through the practice of self-regulation Students can develop their own control of awareness, thinking, and learning. Base on previous research many researchers have proven CALLA's metacognitive strategy is effective to teach reading comprehension and reading awareness. CALLA metacognitive strategy instruction is contributed for students to have high thinking process, independent learner, set students goals, monitor their own strategy in how they think about learning, and evaluate their own comprehension (Flavell, 1979). It is important that to tell the information about CALLA Metacognitive strategy instruction to the English teacher of senior high school to teach reading comprehension and reading awareness
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