标题：The Effect of An Intervention Program based on Scaffolding to Improve Metacognitive Strategies in Reading: A Study of Year 3 Elementary School Students in Jakarta
摘要：AbstractThis study is carried out to demonstrate that an intervention program based on scaffolding is effective to improve metacognitive strategies in reading. Pretest posttest control group design is conducted to year 3 students for two months. There are three activities in the intervention: reciprocal teaching in the classroom, peer tutoring, and home reading. The result is that the intervention is effective for helping novice students to use metacognitive strategies The intervention program activate the strategies that are being ‘saved’ and not used effectively before. It can be conluded that the students have the metaknowledge, but they do not utilise it.
