Metacognitive strategy to enhance students' reading text-ability: case study in the vocational high school

Abstract

This study aims to determine: the process of implementing metacognitive strategies in learning reading skills. The case study research method is used in this study. The results of this study indicate that the implementation of metacognitive strategies applies three stages, namely: 1) self-planning, 2) self-monitoring, and 3) self-evaluation. These stages are carried out by creating a pleasant relationship with students through discussion. The students were highly motivated by the learning process and five students showed enthusiasm, achievement, awareness, and independence in learning, especially in reading skills.

Level of metacognıtıve awareness of prımary school 4th grade students predıctıng theır academıc achıevement

“…It was seen that the cognitive awareness strategy positively increased students' cognitive awareness skills, reading comprehension success and students' attitudes towards the course during the Turkish Language Course. Faridah, Setyaningrum, and Falakha (2022) examined whether the metacognitive strategy instruction "CALLA" affects students' reading comprehension and reading awareness, and it was observed that students to whom the metacognitive strategy method was applied had significantly higher scores. In the study of Aktaş (2013), in which the effect of attitude and metacognitive skills on the academic achievement level of the Turkish Language Course of students studying in the Primary Education Department of Classroom Teaching at the Faculty of Education was examined, it was revealed that the academic achievement level of the Turkish Language Course was positively affected.…”

Self-report to investigate metacognition growth in writing

“…After that, the teacher implements learning using metacognitive strategies. Metacognitive strategies have been proven to be effective in improving language skills (Faridah et al, 2022); (Ramadhanti & Yanda, 2021); (Tawarik et al, 2021). During learning using metacognitive strategies, students can monitor their writing performance using a reflective journal.…”

Strategic Interplay of Metacognition and Self-Regulation in English Reading Comprehension: An Exploration of Theoretical Foundations and Practical Implications

“…Understanding the symbiotic relationship between English reading learning strategies and metacognitive strategies is instrumental for educators and learners alike [11] . Through the adept amalgamation of these strategies, learners have the potential to bolster their comprehension, adaptability, and overall proficiency in reading English, thereby cultivating a more nuanced understanding of the language [6] .…”