Improving Reading Comprehension Using Metacognitive Instruction in the Fourth Semester of English Department STKIP PGRI Ngawi In Academic Year 2016/2017

The objection of this study is to describe the implementation of metacognitive instruction and to improve students’ reading comprehension by using metacognitive instruction at the fourth semester students of English Education Department of STKIP PGGRI NGAWI  in the academic year of 2016/2017 and to know the enhancement of students’ reading after being taught by using metacognitive instruction. The design of this study is classroom action research that was conducted in two cycles with four activities in each cycle, they are planning, acting, observing, reflecting. Preliminary study was also done before this study was conducted. The result of this study showed that using metacognitive instruction could improve students’ reading comprehension. It can be seen from the enhancement of students’ test result that improved in every cycle. The result of the study also showed that metacognitive instruction could improve the students’ reading comprehension at the fourth semester students of English Education Department of STKIP PGGRI NGAWI in the academic year of 2016/2017. Keywords: Metacognitive Instruction, Metacognitive Strategy and Reading Comprehensio

Metacognitive instruction does improve listening comprehension

This paper reports on a small-scale study, which looked into the impact of metacognitive instruction on listeners’ comprehension. Twenty-eight adult, Iranian, high-intermediate level EFL listeners participated in a “strategy-based” approach of advance organisation, directed attention, selective attention, and self-management in each of four listening lessons focused on improving listeners’ comprehension of IELTS listening texts. A comparison of pretest and posttest scores showed that the “less-skilled” listeners improved more than “more-skilled” listeners in the IELTS listening tests. Findings also supported the view that metacognitive instruction assisted listeners in considering the process of listening input and promoting listening comprehension ability

Meningkatkan Kemampuan Berpikir Kritis Matematis Siswa melalui Pendekatan Metacognitive Instruction

The general objective of this research is to improve critical thingking mathematically junior high school students through metacognitive Instruction approach. This study is an experimental study in SMPN 2 Tarogong Kidul with research design Non-equivalent control group pretest-postes. The results showed that the ability of mathematical critical thingking of students who received metacognitive Instruction approach to learning with better on critical thingking of students who have mathematical with conventional learning. Students' attitudes toward learning with Metacognitive Instruction approach positive

An Exploration of ELL Teachers’ Conception of Metacognition and Its Use in Elementary School Classrooms

Metacognitive instruction and pedagogy have been linked to self-aware, independent, and successful learning. A particular student population that may benefit from a focus on metacognitive instruction are English Language Learners (ELL). This Q methodology study uses a mixed methods approach to examine the dominant viewpoints, beliefs, and opinions of ELL teachers on metacognition, metacognitive instruction, and pedagogy. Data were analyzed from 25 suburban New York public school ELL teachers located in Nassau and Suffolk counties concerning their beliefs regarding the metacognition, metacognitive instruction, and pedagogy. In addition, demographics, and exposure to metacognition as a topic were assessed using a baseline survey. This study identified and examined three Q models of shared viewpoints held by ELL teachers. Background characteristics were utilized to describe the clusters of ELL teachers. These characteristics consisted of: grades taught, education levels, certifications held, years of experience, and educational and professional exposure to metacognition as a topic. The three Q models revealed consensus in many areas of metacognition and metacognitive instruction, with some variation between the Q models. The three Q models that emerged were: Critical strategic thinking and reflection lead to ELL student self-awareness and independent learning; Explicit and deliberate planning model coupled with visual organizers; and Explicit monitoring and self-reflection coupled with visual organizers

Developing Metacognitive Instructors through a Guided Journal

Metacognitive instructors incorporate awareness and timely self-regulation in their teaching practice to support their current students’ learning. This exploratory study, using mixed methods, gathered empirical data to extend the work on student metacognition by documenting teacher experiences with metacognitive instruction, the impact of instructor use of a guided journal on the development of metacognitive instruction practices, and students’ perceptions of instructor responsiveness to their learning and engagement. Journal Intervention (N = 40) and Control (N = 33) instructors from five institutions and their students (N = 796) responded to multiple questionnaires throughout a semester. Data revealed significantly more baseline familiarity with and engagement in reflective teaching than metacognitive instruction for both groups. Within the Intervention group, qualitative data consistently suggested a positive impact from engagement with the journal, especially with respect to an increased focus on learning objectives and student engagement (rather than on content coverage) in pre-lesson planning, and on being aware of how students were achieving the learning objectives. Significant positive correlations were found between instructor use of the journal and student ratings of instructor responsiveness to their learning and engagement, and instructor use of effective instructional practices. Although instructors were enthusiastic overall about using the journal and incorporating metacognitive instruction, they did report barriers including time, existing habits, and uncertainty about alternate instructional practices. Based on our findings, we share strategies for using our journal prompts as a tool to facilitate faculty development of metacognitive instruction

Metacognitive Instruction and Students’ Achievement in Solving Mathematical Word Problems

Mathematics is considered as an important subject of elementary curriculum throughout the world due to its use in different fields of life. The compulsory component of mathematics is mathematical word problems. Word problems are considered as the difficult part of mathematics not only by students but mathematics teachers as well. Special teaching strategies are required to teach mathematical word problems to cope with the recent educational standards. Metacognitive instruction for teaching word problems has been proved affective by different educationists and researchers of world. Metacognitive instruction uses the hypothetical definition of metacognition, metacognitive knowledge and metacognitive skills and practicing of self addressed questions. Students are practiced to ask a series of self addressed questions while solving word problems about: understanding, connection, strategies, and reflection. The present study was an attempt to experiment metacognitive instruction for teaching mathematical word problems on sixth class students at Govt. High School Abbottabad and to check its effectiveness as compared to traditional method of teaching. The study used true experimental research design; specifically the pretest-posttest control group design with 80 subjects (40 + 40) and data was collected and analyzed by t-test and descriptive analysis. The finding of study proved metacognitive instruction as an effective method for teaching mathematical word problems at elementary level

Socioscientific decision making in the science classroom: the effect of embedded metacognitive instructions on students' learning outcomes

The purpose of the present study was to examine the effects of cooperative training strategies to enhance students' socioscientific decision making as well as their metacognitive skills in the science classroom. Socioscientific decision making refers to both “describing socioscientific issues” as well as “developing and evaluating solutions” to socioscientific issues. We investigated two cooperative training strategies which differed with respect to embedded metacognitive instructions that were developed on the basis of the IMPROVE method. Participants were 360 senior high school students who studied either in a cooperative learning setting (COOP), a cooperative learning setting with embedded metacognitive questions (COOP+META), or a nontreatment control group. Results indicate that students in the two training conditions outperformed students in the control group on both processes of socioscientific decision making. However, students in the COOP+META condition did not outperform students in the COOP condition. With respect to students' learning outcomes on the regulation facet of metacognition, results indicate that all conditions improved over time. Students in the COOP+META condition exhibited highest mean scores at posttest measures, but again, results were not significant. Implications for integrating metacognitive instructions into science classrooms are discussed

The effect of metacognitive strategy instruction on L2 learner beliefs and listening skills

This pilot study investigated the effect of semester-long strategy-based instruction on learner beliefs and skills in the processing of aural input by adult learners of English as a second language at metacognitive and procedural levels. The study addressed two frequently encountered learner beliefs thought to impede L2 processing of aural input: The little words aren’t important; intonation is merely decorative. Working on the premise that learner beliefs underpin learner strategies for processing aural input and are reflected in learner productive and receptive skills, pre- and post-instruction instruments measured both learners’ awareness of connected speech processes and the functions of intonation, and their ability to segment a continuous speech stream, and to process utterances for speaker intent. Findings using repeated measures analysis of variance support strategy-based metacognitive training in connected speech and stress and intonation to promote listening skills awareness, aid word segmentation, and facilitate understanding utterance content and intended meaning.Published versio