The
Summary and Responds
Afif Ikhwanul M
INTRODUCTION
Strategies
are action selected deliberately to achieve particular goals. (Paris et al.
1996 in Hudson, 2011:108). Skills refer to information-processing
techniques that are automatic, whether at the level of recognizing
phoneme-grapheme correspondence or summarizing story.
Learning strategies
are mental process that students can consciously control when they have a
learning goal. (Chamot in Richard-Amato, Snow, 2005:93).
3 categories of
learning strategies: metacognitive, cognitive, and social/effect. (Chamot in
Richard-Amato, Snow, 2005:93). Metacognitive model describes the learning
process by examine the types of strategies that are useful before engaging in a
task (Planning Strategies), during engagement in the task (Monitoring and
Problem-Solving Strategies), and after completing the task (Evaluating
Strategies). (Chamot in Richard-Amato, Snow, 2005:94)
·
Planning Strategies
a.
Goal-setting and Selective attention; focus on
specific ideas or key word as they prepare to listen or read,
b.
Organizational planning; engage in a variety
of pre-writing activities (brainstorming, quick-writing, and the like) to plan
the content and sequence of their composition.
c.
Making prediction make logical guesses about
what will happen and Background or Prior knowledge, think about and use what
you already know to help you do the task. (Chamot in Richard-Amato, Snow,
2005:94)
·
Monitoring strategies focus primarily on
sense-making and awareness of whether they are communicating their ideas
successfully.
a. Prior
knowledge; make associations and compere it with incoming new information to
better comprehend the meaning.
b. Selective
attention; focus on important information (structure, key words, phrases, or
ideas) and not become distracted by new words that are not essential to the
main ideas of passage.
c. Imagery
(Visualization), to imagine the people or events in the reading or listening
text. (Chamot in Richard-Amato, Snow, 2005:94)
·
Problem-Solving Strategies
a. Making
inference, use context and what you know to figure out the meanings of new
words
b. Substituting
a similar word when the exact word is unknown or cannot be remembered.
c. Cooperating
with others to find solutions, build confidence, and give and receive feedback.
d. Taking
notes, write down important words and ideas and using resources such as
reference materials and technology-accessed information. (Chamot in
Richard-Amato, Snow, 2005:94)
Evaluating
Strategies help students not only revise and improve the final product, but
also engage in reflection and self-evaluation.
a. Summarizing,
after reading a paragraph or text, a student might try to make a mental summary
in order to evaluate his or her comprehension.
b. Self-Evaluation,
identify what they know and can do as a result of engaging in a particular
learning task. (Chamot in Richard-Amato, Snow, 2005:94)
In
applying metacognitive strategies the readers relies on what has been learned
in the past about achieving cognitive goals. Metacognitive model of strategic
learning is a recursive model. It means that at any time during a learning
task, a student may go back to a previous stage. For example, while monitoring
the progress of a task, a student might feel some uncertainty about whether he
or she is on the right track. By returning to the planning stage, this student
can check on the task’s goal and requirement and adjust any misconceptions.
(Chamot in Richard-Amato, Snow, 2005:95)
Metacognition
has come to the fore in identify how to improve students learning. Metacognition
means that students understand their own learning, how they learn best, how
they learn less effectively, i.e. a process of self-evaluation of their
learning strategies and successes. Deep learning promotes metacognition, as do
higher order thinking and collaborative learning. Metacognition can be
deliberately developed through a variety
of means: require students to
reflect on their own learning, work through problem visually/graphically.
conduct debriefing, use co-operative learning and feed
back from, and to, students, introduce, and build on, cognitive conflict (a puzzling experience
which contradicts others) and constructive disagreement,
and have
students considered:
1. Examining
aims, goals, and objectives
2. Examining
all sides of an issue/argument
3. The
plus, minus and interesting points in a situation
4. The
consequences of and sequel to, a situation
(Cohen, Manion, dan
Morrison, 2004:176)
Learners
must first become aware of structure of text, as well as knowledge of the task,
possible strategies, and their own characteristics.
Metacognitive
knowledge
a. Knowledge
of person
Successful students tend to relate information
in texts to previous knowledge, where less successful students show little
tendency to use their knowledge to clarify the text at hand.
b. Knowledge
of task
It
includes two categories:
1. Understand
the nature of the information, relates to how familiar one is with the
information.
2. Comprehending
the inherent demands of the task, e.g. comprehend two passages.
c. Knowledge
of strategies, involve such activities as looking for text structure within the
passage. It is for monitoring an individual’s cognitive progress and how to
remedy comprehension failure.
While
reading, good readers will reread particular passage for clarification
meanwhile poor readers will not reread the problematic section of the text.
Brown (1987 in
Hudson, 2011:115) explain that an activity such as looking for
the main idea in reading comprehension can be seen as a cognitive strategy when
it serves the goal of reading comprehension, or as metacognitive when it is
used to self-evaluate comprehension.
RESPONDS
Reading somehow complicated skill which many
students argue as the harder skill to achieve than listening and speaking,
especially for ESP students who are lack of vocabularies and some of them are
not satisfy with thier proposed study. As my experience, giving understanding
of the activating students metacognitives helps students in reading. I do agree
with what has been explained by Chamot in
Richard-Amato, Snow (2005:94) which in teaching of reading three things must
be employed with students’ metacognitive existence : planning, monitoring, and
problem-solving activity. In planning, lecturer guides students
to aware what goal will they achieve in their study. In monitoring, students
aware to analyze thier works based on thier experience. In problem-solving,
students are able to syntesize inference from material they read based on
persuation by the lecturer.
