Kesedaran tentang Bentuk Struktur Teks dan Strategi Metakognisi dalam Memahami Teks Ekspositori

Awareness of Text Structure and Metacognition Strategy in Understanding Expository Texts

Abstract

Kajian ini mengenai kesedaran tentang bentuk struktur teks dan strategi metakognisi dalam memahami teks ekspositori. Ia menggunakan kaedah tinjauan dan teknik analisis kandungan dokumen. Penyelidik menjalankan analisis kandungan terhadap 43 buah dokumen termasuk buku, jurnal, disertasi, dan tesis. Tujuan kajian ialah bagi mengenal pasti hubungan antara kesedaran tentang pelbagai bentuk teks dan strategi metakognisi dengan pencapaian membaca dan pemahaman bacaan teks ekspositori dalam kalangan pelajar. Hasil kajian mendapati bahawa terdapat beberapa bentuk struktur teks ekspositori termasuk teks struktur definisi, teks struktur penghuraian, teks struktur proses, teks struktur perbandingan, teks struktur analisis, dan teks struktur sebab akibat. Selain itu, kajian ini mencadangkan agar pelajar mempunyai strategi metakognisi dan strategi metakognitif di samping mengaplikasikan ciri-ciri teori metakognisi. Selain itu, kajian ini menyarankan pelajar agar mengaktifkan latar belakang pengetahuan sedia ada sewaktu membaca teks ekspositori. Selanjutnya, kajian ini juga mendapati bahawa terdapat kaitan antara kesedaran tentang struktur teks dengan membaca dan pemahaman bacaan.

This study is about the awareness of the structure of text structures and metacognition strategies in understanding expository texts. This study uses survey methods and document content analysis techniques. The researchers conducted a content analysis of 43 documents including books, journals, dissertations, and theses. The purpose of the study was to identify the relationship between awareness of various forms of text and metacognition strategies with the achievement of reading and comprehension of readings of expository texts among students. The study found that there are several forms of expository text structures, including definite text structure, texture structure, process structure text, comparative text, analysis structure text, and coded structure text. In addition, this study suggests that students to have metacognition strategy and metacognitive strategy as well as students apply metacognition theory. Additionally, this study suggests students to activate the prior knowledge background while reading expository texts. Furthermore, this study also found a link between awareness of text structure with reading and reading comprehension.

Keywords: Reading comprehension, metacognition, expository text, text structure