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Metacognitive strategies as points in teaching reading comprehension
This article shows the effectiveness of using metacognitive strategies toward Students’ Reading Comprehension on 2nd year at the Eurasian National University who was taught English as foreign language. The methodology used for this research is Experimental study and includes three stages : preparation, active work, and analysis. As a result, the metacognition which means thinking beyond thinking used in teacher’s manual ‘GUIDE’ really improve students’ critical thinking and resulting in better achievement in Reading Comprehension.
Therefore, it can be concluded that that metacognition means thinking about thinking and it is relatively new field that is concerned with a learner’s awareness of his/her own knowledge, cultural ideas, and thoughts.
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