Metacognitive Strategy Preview, Question, Read, Reflect, Recite, and Review. (PQ4R) in increasing interest in BACA Blended Learning in Junior High School (SMP)
Eri Sarimanah1, Figiati Indra Dewi2, Roy Efendi3, Sulfikar Sallu4
1Eri Sarimanah, Lecturer, Indonesian Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University Indonesia.
2Figiati Indra Dewi, Lecturer, Indonesian Education Study Program in Faculty of Teacher and Educational Science, Kuingan University.
3Roy Efendi, Lecturer, Indonesian Education Study Program in Faculty of Teacher and Educational Science , Pakuan University Bogor Jawa Barat, Indonesia.
4Sulfikar Sallu, Lecturer, Universitas Sembilanbelas November Kolaka, Southeast Sulawesi, Indonesia.
Manuscript received on 01 September 2019 | Revised Manuscript received on 10 September 2019 | Manuscript Published on 23 September 2019 | PP: 342-346 | Volume-8 Issue-5C, May 2019 | Retrieval Number: E10480585C19/19©BEIESP | DOI: 10.35940/ijeat.E1048.0585C19
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Abstract: Reading is one of the important language skills that junior high school students have in today’s digital age. Information on the development of science and technology that flows profusely in digital forms, requires the growth of high reading interest from junior high school students. The high interest in reading is characterized by the enthusiasm of students in wanting to understand reading material in a literal, inferential evaluative, and appreciative manner. This study aims to improve the reading ability of junior high school students through the Preview, Question, Read, Reflect, Recite, Review (PQ4R) based on blended learning strategies. Blended learning technology combines face-to-face and online learning activities in the process of reading and understanding reading material. The methods in experiments using digital reading material was read using the PQ4R metacognitive strategy. The results of the study indicate that students carry out reading activities (self-planning) with Preview and Question stages. Then, the students conduct reading monitoring (self-monitoring) with the three stages; Read, Reflect, and Recite. Finally, the students evaluate the progress of reading (self-evaluation) by conducting a review. Thus, it can be concluded that the students interest in reading increases by applying the blended learning based PQ4R metacognitive strategy.
Keywords: Metacognitive Strategy, PQ4R, Reading Interest, Blended Learning.
Scope of the Article: Web-Based Learning: Innovation and Challenges