Metacognitive Awareness in Higher Order Thinking
Skills Assessment Questions
Suhamira
1,2 Department of English, Faculty of Languages and Communication,
University of Sultan Zainal Abidin, 21300 Kuala Nerus, Terengganu
Abstract
Metacognition is an abstract and subjective concept
that signifies the instrument for multidisciplinary
field of studies. Metacognitive has becoming the
imperative concern in developing the growth of
autonomous learners; one who thinks, acts, take a
stand and work on judgement based on reasons. In
this paper, metacognition is given a functional role
to describe higher order thinking skills being
practiced in the written responses corresponding
with reading comprehension from the perspective
of the primary school learners. Much of the focus
surrounding the higher order thinking skills
requirement has led the achievement gap to
become broader between the two distinctive
groups of learners; high and low achievers. The
present paper aims to explore the empirical
research on the role of metacognitive awareness
involved in representing integrated HOTS in written
response from text comprehension in language
lesson. Into highlighting the focus of the study, it
follows the research question; what are the role of
metacognitive awareness involved in integrating
HOTS in ESL learning instruction? This review
enlarge the understanding of metacognitive
knowledge and metacognitive regulation involved in
written response text comprehension and will
indicate ESL learning strategy implies to all teachers
and learners. Recommendation for future studies
are highlighted to discuss the limitation from
previous studies.
Introduction
Metacognitive is an eminent based in education
psychology. The research of metacognitive will always
determine the positive results in study plan. To begin
with, is to define the concept of metacognitive
processes for all the learners. Nuhfer & Wirth (2014)
describe it as an, “internal conversation that reflects on
one’s ongoing thought” while Callan, Marchant, Holmes
Finch, and German (2016) agree that metacognitive is a
strategic way of thinking that leads to greater academic
success. Being aware in how the brain works proceed
the learners to be focused with their learning goals.
Kuhn (2000) believes that the first step to become a
metacognitive learner is when the learner began to
understand that knowledge is a product of human
learning.
Simultaneously, higher order thinking skills (HOTS)
assessment questions imply the process of
metacognitive by applying strategic thinking, particularly
in reading comprehension. In addition, many research
on metacognition relate to the learning and
achievement of reading (Channa, Nordin, & Dean, 2014;
Cubukcu, 2008; Diravidamani, 2016; Farahian, 2015;
Jacobs & Paris, 1987; Soto et al., 2019). The
metacognitive process that involved in reading
comprehension include metacognitive knowledge and
metacognitive monitoring and control as being
anticipated by the definition.
Contact
SUHAMIRA NORDIN
UNIVERSITY SULTAN ZAINAL ABIDIN, 21300 KUALA NERUS, TERENGGANU
Email: suhamiranordin@gmail.com
Website:
Phone:+60166400756
, KamariahNordin 1 Yunus 2
Flavell’s Model of Metacognition
The model captures all the components as they
complement one another. Cognitive goals have
important effect to activate metacognitive
experience and vice versa where the learners have
anxious feeling when they do not understand
something and there is the need and want to
understand it to provide a solution to achieve the
goal. The anxious feeling also embraces the feeling
of hard to perceive, comprehend or remember and
solve. Then, these feeling that is the metacognitive
experience gives important impact to stimulate or
selecting the strategy to be used in solving the task.
Finally, the process proceeds to store the Figure 2 Model of Metacognitive Strategy adapted in solving
knowledge in long term memory as the strategy can word physics problem
be used again in similar task. This type of
knowledge would be in term of declarative of HOTS in Assessment Question
knowing that or procedural of knowing how. Thus,
the concept of how metacognitive process revolves
English Language Education in Malaysia integrates
in one’s cognitive activity can be seen actively in higher order thinking skills (HOTS) for being parts of its
self-regulating learners. testing and assessment system. The aim is to enhance
cognitive skills and ability in learning which starts at the
earliest age of formal education in primary schooling.
Furthermore, HOTS has been one of the 21st century
learners’ characteristics in order to fulfil the national
aspiration as being the global citizen with highly
intelligent and better human values. Thus, the
implementation of HOTS is being distributed in all
subjects which also includes in the assessment.
At initial stage, LPM (2013) announced that 40% would
be allocated for the element of HOTS in the assessment
for primary school and 60% in secondary school.
Figure 1 Flavell’s Model of Metacognition Despite the proportion has been given, Singh (2019)
examines the quality of HOTS elements in selected
Limitation and Future Research English reading comprehension examinations for
Standard 6 students in Malaysia. The study indicates
Findings from Dabarera (2014) posits positive limited number (20 percent) of higher order thinking
relationship between metacognitive awareness and questions in almost all reading comprehension papers
reading comprehension improvement in students, selected from eight different states in Malaysia.
while Soodla (2017) highlights the importance of Moreover, in Iran, Ahmed et.al (2013) and Khorsand
teachers’ metacognitive knowledge in students’ (2009) analysed the cognitive level of exam questions
metacognitive knowledge of reading strategies. for first and second grade are all categorized in the first
three lowest level of Bloom Taxonomy. Therefore, the
findings implied limited exposure of this particular
Limitation Future Research aspect among English language teachers in Malaysia.
Instruments used are meant Developing instruments for Similar reasons are identified from the aspects of
for students teachers lacking awareness, knowledge, skills and exposure as
Exploring teachers well as teachers preference for easy marking scheme
The samplings are from perception of the and scoring. Azian et al (2017) also posits teachers’
students significant relationship awareness in the need of HOTS inculcation in their
through in-depth interview teaching and learning activities, however they are
Using various comparable unable to implement due to uncertainty of how to go
Use one tool (MARSI) measures for better about it.
evaluation
Analyze reading
comprehension sub-skills to
Reading is bi-divisible
match with metacognitive
awareness that suggest
Conclusions
construct
specific strategy to meet
the demand each type of In conclusion, the implementation of HOTS still need to
comprehension questions. be facilitated especially in term of knowledge, skills and
Classroom observation strategies. Reading strategies need to be emphasized in
Teachers metacognitive
need to be included to the lesson as metacognitive strategies instruction aid
knowledge of reading
assess their instructional the cognitive process in text comprehension. Teachers’
strategies were measured
practices role to provide better metacognitive awareness need to
Using multiple texts for be addressed in ESL learning instruction.
Based on one text only
reading comprehension
Table 1. Limitation and future research.
1.
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doi:10.1002/ntlf.20016