The Implementation of Metacognitive Strategies in Teaching Reading Comprehension at SMK Telkom 2 Medan

Abstract

An applicable strategy will help students to learn and remember the information for a long period and help them to solve the problem in reading comprehension. Metacognitive strategies play most significant role in success of independent learning in helping learners think about their learning process. Metacognitive strategy is based on the notion of metacognition that includes both metacognitive knowledge and metacognitive experiences. This study was conducted using descriptive qualitative research. This study investigated the implementation of metacognitive strategies in reading comprehension and teacher’s difficulties in implementing metacognitive strategies at SMK Telkom 2 Medan. The data of this study were collected during learning and teaching activities in two classes: XII TB 1 and XII TKJ 2 by observing, recording audio, and taking a observation sheet. This study used Miles’ theory about types of metacognitive strategies in reading comprehension and Mumary’s theory about difficulties dealt by teacher in teaching activities. The result showed that English teacher at SMK Telkom 2 Medan implemented three metacognitive strategies: Draw, Visualize description, and Re-read at XII TB 1 and three metacognitive strategies: Anticipate, Visualize description, and Re-read at XII TKJ 2 in teaching reading comprehension. Furthermore, it was found that English teacher dealt with three difficulties in implementing metacognitive strategies: Lack of English exposure, Limited resources accessibilities, and Teaching methodology. There were found two similar metacognitive strategies implemented by English teacher in different class in teaching reading comprehension.