Metacognition literally means "big thinking." Learners are thinking about thinking. During this process the learners are examining their brain's processing. Teachers work to guide students to become more strategic thinkers by helping them understand the way they are processing information. Questioning, visualizing, and synthesizing information are all ways that readers can examine their thinking process. Through scaffolding and reciprocal teaching, students are able to practice the skills that lead to these overt acts becoming automatic (Reza et.al, 2002:7).
Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature. Similarly, maintaining motivation to see a task to completion is also a metacognitive skill (Livingstone, 2002: 8).
Anderson (2002) has proposed five main components for metacognition. They include : 1) preparing and planning for learning, 2) selecting and using learning strategies, 3) monitoring strategy use, 4) orchestrating various strategies, and 5) evaluating strategy use and learning (Anderson, 2002: 20)
Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature. Similarly, maintaining motivation to see a task to completion is also a metacognitive skill (Livingstone, 2002: 8).
Anderson (2002) has proposed five main components for metacognition. They include : 1) preparing and planning for learning, 2) selecting and using learning strategies, 3) monitoring strategy use, 4) orchestrating various strategies, and 5) evaluating strategy use and learning (Anderson, 2002: 20)
There were some action steps for the third cycle as follows; (1) The teacher practiced the use of English words using task based insruction at every meeting to monitor the progress of students’ vocabulary mastery. The teacher used instruction in English more. (2) The teacher gave some more exercises and led them to pronounce the difficulty words repeatly in presentation; (3) Enhancing the teacher’ role to arouse the students’ motivation. It means that the teacher had to give support to the students so that the students are more interested in studying English
Chusnan Bambang Murjoko_ MPd
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