A PORTRAIT OF LEARNER’S AUTONOMY THROUGH METACOGNITIVE STRATEGY ON READING COMPREHENSION (A Study at SMP N 32 Semarang)

Kartika Ayu Septiningrum

Abstract


Autonomy or the capacity to take charge of one’s own learning was seen not only as a popular topic, but also as a crucial necessity in language learning.In Indonesia, the principle of autonomous learning was implemented in 2013 curriculum. This research aimes to capture the practice of learner autonomy and its’ role in learning process through a strategy which is used in practicing the autonomy. Metacognitive strategy, which has planning process, monitoring process, problem solving process, and evaluating process is deinitely necessary for learners’ autonomy. Qualitative research method was used in conducting this research. Three data collection methods were used in capturing the data in all metacognitive’s process. Each method has their own dimension in collecting the data. A participatory observation was used to collect data from activeness dimenssion, a student questionnaire for awareness dimenssion and an interview for responsibility and ability dimenssion. The data from these data collection methods were triangulated to make it valid. This research has flexibility to be conducted in any institution in condition the 2013 curriculum is implemented there. SMP N 32 Semarang was choosen for this reason. Based on the research, the learners are autonomous, they are active, aware, responsible, and able to take control of their own learning in all metacognitive strategy processes (planning, monitoring, problem solving and evaluating), yet they are not completely free from teacher’s guidance, they need it in making a plan, monitoring, solving problem, and evaluating their learning.

Keywords


Learner Autonomy, Metacognitive Strategy, Reading Comprehension

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DOI: http://dx.doi.org/10.21580/vjv7i12805

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