ENHANCING STUDENTS’ METACOGNITIVE AWARENESS IN ENGLISH LEARNING THROUGH A PROBLEM BASED APPROACH

KHUSNA, ASMAUL (2024) ENHANCING STUDENTS’ METACOGNITIVE AWARENESS IN ENGLISH LEARNING THROUGH A PROBLEM BASED APPROACH. Other thesis, Universitas Pesantren Tinggi Darul 'Ulum.

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Abstract

Metacognitive education plays an important role in the development of students learning skills, especially in subjects that require deep understanding such as English. Metacognitive awareness, which includes students’ ability to plan, monitor and evaluate their own learning processes, can be enhanced through appropiate teaching strategies. One such is the Problem Based Approach. This research was conducted to enhance students’ metacognitive awareness using Problem Based Approach the eleven grade students of MA Islamic Center Trowulan. This study is based on the result of preliminary study that showed that when learning English they showed reluctance, lack of motivation, and low awareness in learning English. The design of this research is Classroom Action Research (CAR) which aims to improve the quality of the learning process and aim to solve the problem at the eight grade. The researcher used observation checklist and test as the instrument of this research. The research was conducted in two cycle, and each cycle has planning, acting, observing and reflecting. The first cycle failed because the precentage of students who achieved the minimum pasing grade (KKM) was 21% out of 33 students. It means that the test result did not achieve the success criteria of this research. Therefore, there were some addition in technique of the activity for conducting the next cycle 2, the sttudents were divided into gropus of 3-4 students, secondly the teacher gave clearer instructions in directing and helping students solve the problems given. The teacher gave direction slowly in the learning process. This actually made students more active in discussing with the group and helped students express their ideas. Then the result of the test at cycle 2 showed that the precentage of the students who achieved the minimum passing grade (KKM) was 51%. And the result of students’ involvement showed that the students are acively when in learning process and they are enthusiasm in learning process using Problem Based Approach. This is supported by the ANOVA test to determine the significance of the effect of PBA on Cycle 1 and Cycle 2. The results of the ANOVA test showed a statistically significant difference in the results of the baseline, cycle 1, and cycle 2 tests (4.3(2, 96) = [4.3], p = [0.015]). The mean scores increased progressively from the preliminary test to cycle 1 and cycle 2, indicating the effectiveness of the instructional intervention. From the data was got in the research showed that the use of Problem Based Approach made much improvement on the students learn and students achievement in teaching and learning English. Keywords : Problem Based Approach, classroom action research, metacognitive awareness

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