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

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 was 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. Thus, the results of the study identifies
metacognitive strategies implemented in teaching reading comprehension and
difficulties
to
implement metacognitive strategies in teaching reading
comprehension at SMK Telkom 2 Medan.