Metacognitive Reading Strategies to Enhance Students' Reading Comprehension in The First Harry Potter Novel' Synopsis "Harry Potter and The Philosopher's Stone (2001)” In Tutoring of Official School at Master Plato College (MPC)

ABSTRACT


INTRODUCTION
Engaging in reading as a reader is a crucial activity where individuals receive information from written text and derive meaning based on their prior knowledge.It is essential for every student to develop and master this skill [1].Reading holds significance for students as it necessitates the ability to comprehend and interpret English text.The meaning is not solely inherent in the reader or the text itself.The reader's background knowledge is integrated into the text to create meaning.In addition, [2] defines reading as having four elements; they are text, reader, fluency and strategies.However, [3]state that reading occurs when people look at the text and give meaning to the symbols written in the text.It deals not only with the interpretation of the word, but also with how the reader interprets the intended meaning.Furthermore, reading as a process in which readers combine information from the text with their own background knowledge to construct meaning [4].
Reading is considered a skill involving reception, wherein individuals respond to text rather than create it.This entails comprehending the language used in the text, spanning from individual words to sentences and the overall text.It also involves linking the text to one's background knowledge.Comprehending the language enables the reader to discern the connections between sentences, known as cohesion and coherence, across various text genres and for specific purposes.Moreover, reading is a cognitive process wherein the reader endeavors to grasp and engage with the message conveyed by a writer, even when temporally distant.In essence, reading is a cognitive activity that empowers the reader to derive meaning from a text by considering background knowledge, understanding sentence relationships (coherence and cohesion), grasping diverse text types, and employing appropriate reading skills.
The proficiency of the instructor has a crucial role in the achievement of foreign language learners.A reading instructor must possess a strong enthusiasm for their profession.They should perceive themselves as a mentor to assist each reader in discovering the most effective approach.An effective reading instructor actively instructs pupils in the process of reading.In order to achieve success in the classroom, teachers require more than just a physical space and technological resources.In addition, [3] explain that in order to become better readers, students must be aware of how they read and what they can do to improve their understanding.They should enhance their metacognitive awareness.They assert that the word "metacognitive" originates from the realm of cognitive psychology and is progressively employed in the domain of language instruction and acquisition.
Meta means after or behind and cognition means perception that knows an action or process.Metacognition is the understanding that supports or informs readers' knowledge and understanding.As teachers, they must help their students use every possible strategy and skill they have in reading.To do this, teachers must understand reading behavior in as much detail as possible.Teachers observe and encourage students' learning process during class, and teachers simultaneously assess student learning outcomes as students speak and respond.
In order to attain a state of literacy, it is imperative that both educators and students actively participate in the process of instruction and acquisition of knowledge.The objective of teaching reading is to cultivate students' reading proficiency, enabling them to comprehend, utilize, and navigate English material with clarity, efficacy, and proficiency.Based on the aforementioned principles and the pedagogy of reading, it can be inferred that educators and learners alike should cultivate instructional practices in reading that are tailored to students' autonomous reading abilities.Another rationale for reading is to achieve understanding.Comprehension refers to the cognitive capacity to grasp and interpret the meaning of a written or spoken text, as well as to establish connections between the message conveyed in the text and one's existing knowledge and experiences.Reading comprehension is the primary purpose of reading, and vocabulary significantly influences one's ability to comprehend.In order to comprehend the content, the reader must employ suitable reading techniques.According to [5], he defines reading comprehension as a process where meaning is simultaneously extracted and constructed through interaction and engagement with The Eastasouth Journal of Learning and Educations (ESLE)  written language.It can be employed in conjunction with word isolation and structure to accentuate both the significance and insufficiency of the text as a factor in reading comprehension.According to him, the process consists of three components: a reader who possesses comprehension, the text itself, and the action that involves comprehension.
Reading comprehension involves the effective extraction of essential information from a written text while disregarding irrelevant details and promptly locating the desired information.Snow asserts that there are two primary motivations for reading: the first being for enjoyment and the second being for acquiring knowledge.Approaching a text as a collection of separate units can lead students to believe that they must comprehend each sentence individually, even though this is not essential for understanding the overall text.Consequently, they may be hesitant to infer the meanings of sentences or the text as a whole based on the context provided by preceding or subsequent sentences [6].The primary objective of the author in this study is to enhance students' reading proficiency and their capacity to extract crucial and specific information from the text, therefore preparing them for the SBMPTN test.This paper examines a metacognitive reading technique aimed at enhancing the English reading proficiency and understanding of third-grade students enrolled in the official school tutoring program at Master Plato College Medan.

The Concept of Metacognition
Metacognition, derived from the Greek words "meta" ( Evaluation involves reflecting on the outcomes of our cognitive processes to make sense of one's performance and adjust strategies for future tasks.

Development of Metacognition
Metacognitive abilities are not fully formed at birth; they develop gradually throughout childhood and adolescence.Research suggests that metacognition emerges in early childhood, around the age of three or four, and continues to develop, becoming more sophisticated into adolescence and adulthood [8].Young children typically display weaker metacognitive skills, often relying on external cues or simple strategies.As they age, these skills become more internalized and refined.

Education and Metacognition
Metacognition plays a crucial role in educational settings, as it influences how individuals approach learning tasks, self-monitor their progress, and regulate their learning strategies.Students with welldeveloped metacognitive skills are more likely to employ effective learning strategies, have better comprehension, and perform well academically [9].They are better able to plan their studying, focus on important information, and selfassess their progress.
Metacognition also involves students' awareness of their own learning processes, enabling them to reflect upon their strengths, weaknesses, and progress.By engaging in metacognitive reflection, students can better understand their learning strategies, regulate their behavior, and make adjustments for future learning.Metacognitive strategies, such as self-questioning, problem-solving, and self-regulation, have shown positive effects on learning outcomes [10].

Significance in Cognitive Development
Metacognition not only influences academic achievement but also extends to numerous other cognitive domains.Research demonstrates that metacognitive skills are associated with domainspecific expertise, problem-solving, strategy selection, and decisionmaking [11].Having metacognitive abilities allows individuals to adapt their thinking in different contexts, transfer knowledge across domains, and engage in critical thinking and reflection.

Metacognitive Reading Strategy in Reading Comprehension
Metacognition is the key to reading success.Metacognitive instruction aims to help readers understand their own thinking while reading.Teachers offer explicit guidance on how to employ metacognitive reading methods that students can utilize while reading.The process of explicitly teaching comprehension techniques involves the instructor providing clear explanations and demonstrations of the strategies, followed by a discussion on when and how the reader should employ these strategies when reading.Finally, students are given tactics to practice while reading.Teachers frequently employ their cognitive processes to develop modeling tactics.This teaching cycle allows for a progressive transfer or discharge of responsibility from the teacher to the pupil.Over time, pupils will progressively develop the ability to independently begin and utilize this method.The process recurs using an alternative approach.
Theoretically, strategies related to reading can be classified in three metacognitive clusters: (1) planning; (2) monitoring; and (3) evaluation of strategies [12] This study specifically examined the utilization of MRS techniques for the purpose of enhancing reading comprehension.In order to address the symptoms of the problem, a metacognitive reading strategy approach was implemented in the classroom.
There are steps how to learn reading, first, the teacher introduced metacognitive reading strategies.Even when it comes to a strategy first, students still cannot use it freely.Second, teachers repeated modeling strategies for students, for example through Think Aloud.One way to teach metacognition is through teacher modeling using thinking skills techniques.The teacher reads the passage and discusses the thought processes occurring at the same time.This will help students see some points that each reader should think about while reading.After modeling, you can give students a passage to read, but also challenge them to think about the strategies they use to understand the concepts.This is followed by a class discussion where students share their skills and findings.These reports on thought processes can always be incorporated into activities related to reading instruction.
In addition to helping students think of their own ideas, teachers can also help with the diagnostic level of each student's problem areas.Teaching students to think is very different from teaching them to think.There are many methods that can help.One is to provide students with a variety of pre-reading questioning techniques to prepare topics and assess their understanding later.Questions include: (1)

METHOD
This study is conducted in official school tutoring locates on Jl.Sei Bertu No.23a, Merdeka, Kec.Medan Baru, Kota Medan, Sumatera Utara 20222, Indonesia.This institution guides students who want to continue their study to higher education and help students guide in order they successfully pass the test of official schools in Indonesia.This study focuses on how to improve the students' skill in understanding the text, get the essential and detail information from the passage.The reading material which is given to the students is the synopsis of the first harry potter film "Harry Potter and The Sorcerer's stone (2001)", there 12 students in this class which consisting of 8 female students and 14 male students, so the total of the students is 22 students.The description of this activity in the classroom described as follows: Table 2.The description of this activity in the classroom described

CONCLUSION
Metacognitive reading strategies enhance students' ability to make sense of, monitor, and understand text and evaluate the text they read.MRS helps students control their thinking while reading.MRS helps students learn independently.Teachers are encouraged to model metacognitive strategies to support students as they learn to use metacognitive strategies and to minimize such support as students learn to use them independently.In this study, MRS was shown to help students use appropriate strategies to solve reading problems.MRS helps students find main ideas, clear details, clear details, references, and the meaning of words.Metacognitive reading strategies are invaluable tools for improving reading comprehension.
Metacognitive reading strategies play a vital role in fostering reading success by improving comprehension, retention, critical thinking skills, problemsolving abilities, and overall engagement with the text.By being aware of and regulating their own cognitive processes, readers become active participants in the reading experience, leading to deeper comprehension and an enhanced ability to analyze and evaluate information.Therefore, educators and learners alike should prioritize the teaching and application of metacognitive reading strategies to reap the numerous benefits they provide.

Activities Objectives 1 .- 11 .
Students were asked to use their prior knowledge about the first harry potter film "Harry Potter and The Sorcerer's stone (2001) to think about topic -Enrich the understanding of the text -Motivate students to read the text carefully 2. Students reads slowly the synopsis and takes notes on the mental images that appear from the words in the text.-Help students focus on reading the text -Help students think about what they say 3. Students utilize clues (instruction) from the passage to discover the most thought -Help students find the main idea easily 4. The students identify selected words and phrases from the passage in order to understand the passage -Help the students easily to understand the passage 5. Highlight or emphasize the main points from the passage -To write down the main points of text 6. Students mark key words from the text in order to be more understand the passage -To look for special words for better understanding when reading text 7. Students figure obscure words and the translate them in order to add vocabularies -To discover particular words 8.They analyze the key words within the to begin with sentences of the passages to more understand the content of the passage.To get the most subject of the content 9.They examine the main ideas of each paragraph to understand the text easily -To get the information from the text easily 10.They find supporting ideas and details to get prime understanding of the passage.They identify and write the key words from the passage -To comprehend the content organization 12.They use key words to find meaning in the passage -To comprehend the content organization 13.They recognize key words (things and verbs) found inside a single sentence -To discover particular data from the content 14.They recognize key words (things, verbs, and descriptive words) in a single section -To discover particular data from the content 15.They remember what they know about a topic -To comprehend the content the subject or concept 16.They read again to mean the passage.-To get superior understanding around the content The Synopsis of First Harry Potter film "Harry Potter and The Sorcerer's Stone (2001)", Sir Dursley, a rich Englishman, noticed something strange when he went to work one day.That night, Albus Dumbledore, Headmaster of Hogwarts School of Witchcraft and Wizardry, meets Professor McGonagall, who also teaches at Hogwarts, and a giant named Hagrid outside the Dursleys' house.Dumbledore tells McGonagall that someone named Voldemort killed the Potters and tried to kill their young son, Harry, but failed.

Table 1 . List of Activities in implementing Metacognitive Reading Strategies to enhance students' reading comprehension
The Eastasouth Journal of Learning and Educations (ESLE)  Vol. 2, No. 01, March 2024, pp.31-42 Dumbledore leaves an explanatory note for Harry in a basket in front of the Dursleys' house.Ten years later, the Dursleys are ruled by the Dursleys' son, Dudley, who bullies and tortures Harry.Dudley was pampered and Harry had to sleep in the cupboard under the stairs.On Dudley's birthday, the vase in front of the boa constrictor exhibit at the zoo disappears, surprising everyone.Harry was later punished for this incident.The secret letters to Harry begin.They are worried about Mr. Dursley, trying to save Harry's letters, but the letters keep falling through every crack in the house.Finally, on the night of Harry's tenth birthday, he ran away with his family to a cabin on a remote island.In the middle of the night there was a loud knock on the door and Hagrid entered.Hagrid gives Harry an acceptance letter to Hogwarts School of Witchcraft and Wizardry.Harry realizes that the Dursleys have been trying to deny Harry his magic for years.The next day, Hagrid took Harry to London to buy school supplies.First go to Gringotts, the wizarding bank.There, Harry saw that his parents had left him a lot of money.They shop in the magical shopping street called Diagon Alley, where Harry wears his school uniform.Ron and Hermione entered the third-floor corridor that night.They do many amazing things as they escape from the guard dogs and approach the stone.Harry finally meets Quirrell, who tells him that Harry must die.Realizing that Harry wanted to find the stone, Quirrell placed Harry in front of the Mirror of Erised and told him what he had seen.Harry saw with a stone in his pocket and at the same time felt a stone in his pocket.But he told Quirrell that he noticed something different.A voice told Quirrell that the boy was lying down.