Teachers’ Perception on Metacognitive Strategies in Teaching Reading

ISWAHYUDI, ISWAHYUDI (2017) Teachers’ Perception on Metacognitive Strategies in Teaching Reading. S1 thesis, UNIVERSITAS NEGERI MAKASSAR.

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Abstract

The objectives of this research are to find out the teacher’s perceptions of metacognitive strategies in teaching reading at SMPN 36 Makassar and to investigate the teacher’s ways to implement metacognitive strategies in teaching reading at SMP 36 Makassar. This research was conducted by using qualitative research design. The subjects of this research were 2 English teachers at SMPN 36 Makassar. The data were collected by interview, and observational checklist. Interviews were occupied to obtain information about the perception of the students on metacognitive strategies, in this case metacognitive strategies were divided into planning, monitoring, problem solving, and evaluating strategies. Observational checklists were occupied to obtain information about how the teachers implement the metacognitive strategies in teaching reading. The result of the research showed that both teachers have similar perceptions about metacognitive strategies. The teachers perceived that planning strategies can help the students to understand the text and also this strategy is very important for the students. In monitoring strategies, the teachers perceived that it is very important for the teacher and the student to focus and pay attention to the text. In problem solving strategies, the teachers perceived that they used these strategies in order to help the students to overcome the problem which they faced in the text. The last about the evaluating strategies, the teachers perceived that it is very important to know whether the goals can be able to make the students find out the goals or the objectives of the text. And also, to know how the strategies can be applied well in the teaching and learning process. This study also found that there are two categories of teacher on the implementation metacognitive strategies in teaching reading. Highly Implemented Metacognitive Strategies (HIMS) and Lowly Implemented Metacognitive Strategies (LIMS). Based on the data revealed that the higher teacher implemented metacognitive strategies the better they comprehend the text. Key words: teachers’ perceptions, metacognitive strategies, teaching reading

Item Type:	Thesis (S1)
Subjects:	PASCASARJANA > BAHASA INGGRIS (S2)
Depositing User:	UPT PERPUSTAKAAN UNM
Date Deposited:	02 May 2018 04:17
Last Modified:	02 May 2018 04:17
URI:	http://eprints.unm.ac.id/id/eprint/8343

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