Abstract
Metacognitive strategy is a learning strategy based on the metacognitive concept put forward by John Flavell that defines Metacognitive as the ability of individuals to manage their cognitive processes independently. By applying metacognitive strategies in the learning process, students are trained to get used to planning, controlling, and evaluating their thought processes in learning so that they are increasingly honed critical thinking skills as well as creative thinking skills. This ability is important to master so that students can have a sense of responsibility towards their own learning. This metacognitive reading framework should be familiar to teachers who integrate the process before reading, at the time of reading, and after reading on the process when teaching learners effective understanding strategies. Teachers are also encouraged to use metacognitive strategy models, as students can learn how to use them independently. In this article, the data were obtained from literature of study review and from other document analysis. Based on the study, metacognitive strategies help learners to use the right strategies in solving problems in reading and help students to stop their dependency using a dictionary. Metacognitive strategies train a person in learning by putting forward Higher Order Thinking Skills in reflective learning schemes
Highlights
Reading is a high-concentration activity that will improve students' conversational skills
Teachers who include the processes before, during, and after reading into the process when teaching students efficient comprehension skills should be conversant with this Metacognitive reading paradigm
Assuming that students comprehend what they read, the more they read, the better. (Harmer& Row, 2007: 99) In a nutshell, reading is the activity of deriving meaning from printed words or symbols, as well as how this capacity is applied to recognize, comprehend, and interpret in words
Summary
Metacognitive strategy is a learning approach based on John Flavell's Metacognitive notion, which describes Metacognition as an individual's ability to freely govern cognitive processes. Students are taught to organize, manage, and evaluate their learning processes via the use of Metacognitive methods, and their critical and creative thinking abilities are strengthened as a result. This capacity must be mastered in order for pupils to feel responsible for their own learning. Teachers who include the processes before, during, and after reading into the process when teaching students efficient comprehension skills should be conversant with this Metacognitive reading paradigm. Teachers use Metacognitive reading skills with their students on a regular basis and expect them to apply them independently as well
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