CHAPTER II

LITERATURE REVIEW

2.1 Theorethical Framework

2.1.1 Monitoring in Reading
A. Definition of Monitoring in Reading
Monitoring in reading is the ability to observe and understand
comprehension when reading which refers to the process of paying
attention to one’s own level of understanding while reading a text
(Setiawati & Budiasih, 2022). Monitoring in reading is a very important
metacognitive skill for readers. This ability allows readers to pay
attention and adjust their level of comprehension during the reading
process.
Monitoring helps readers to know when failures in reading
comprehension occur, so they can use appropriate corrective strategies
(Abu Bakar & Rafika, 2020). When bringing together understanding, it
is necessary to be aware of distractions or difficulties in understanding
the text, such as suddenly feeling confused or not understanding certain
points. When a comprehension disorder is detected, monitoring helps
take active action resolve it by rereding, asking questions, taking notes,
or other strategies to improve understanding. By integrating
understanding, readers can detect when their understanding is poor and
take the necessary steps to improve.
According to Anaktototy & Lesnussa, (2022) there are some of the
main elements involved in integrating reading effectively, namely:
1. Awareness - Effective readers are aware of whether they
understand or do not understand the reading. They are able to
identify confusing passages.
2. Evaluation of comprehension - Readers understand their
comprehension while reading and understand whether their
interpretations make sense.
3. Use of corrective strategies - When encountering failures in
reading comprehension, readers use strategies such as rereading,
making inferences, or asking questions to clarify meaning.
 4. Background knowledge - Readers relate newly read information
to prior knowledge to facilitate monitoring comprehension.
5. Cognitive resources – monitoring requires attention and mental
effort, so working memory capacity influences its effectiveness.
Reading does not have to be done from the beginning to the end of
a passage to understand the information. According to Setiawati &
Budiasih, (2022) there are several reading strategies that can be used,
including:
1. Skimming is done by reading quickly to get a general idea and
capture the important points of a reading. Readers usually only
read the introduction, subtitle or conclusion.
2. Scanning focuses on looking for certain information in the
reading without reading everything sequentially. Readers
immediately search for keywords, numbers, names, or special
information needed.
3. Read randomly is readers can immediately read any part that is
considered important and relevant to their needs, such as the
main paragraph, certain sub-chapters, or the conclusion section.

In reading comprehension, does not always apply sequential

reading from beginning to end. Flexible reading strategies can be
applied according to the goals and needs for understanding information.
So, monitoring in reading is an active process that involves the
interaction of cognitive and metacognitive processes. Cognitive
monitoring helps build understanding of the text, while metacognition
provides control and self-regulation in managing the entire reading
process. These two aspects are interrelated and important to ensure
effective and meaningful reading comprehension.

B. Theories Related to Monitoring in Reading

Reading is an activity that involves many complex thinking or
cognitive processes. One of the important processes in reading is
monitoring or metacognition (Haryono, 2023). Monitoring in reading is
the ability to transmit and understand the extent to which someone
understands the next they are reading. Theories related to monitoring in
reading, the first theory is come from John Flavell in (Flavell, 2024)
namely Metacognitive Theory. This theory explains that reading
monitoring involves awareness and active control over the reader's
comprehension. This includes planning before reading, evaluation and
monitoring while reading, and revision of understanding after reading.
Specific comprehension monitoring strategies need to be taught to
students so that they can actively evaluate their level of understanding
when reading.
Teach students to mark phrases, clauses, or paragraphs they don't
understand by putting a question mark or underlining the confusing
part. Then encourage them to summarize the main points of each
paragraph in their own sentences to ensure they capture the main idea of
the reading. Apart from that, train students to write questions about
things they want to know more about the reading topic. Another
strategy is to teach them to connect new information from reading with
their initial knowledge so they can conclude whether their
understanding of the reading is good or not.
In other hands, is come from Richard C. Anderson in (Flavell,
2024) namely Schemata Theory. Theory suggests that monitoring
occurs when readers connect new information with knowledge that
already exists in their schemata or frame of mind. Readers encounter
when there is a mismatch between the text and its scheme. Providing
students with exercises to improve their ability to spread levels of
understanding when reading, and providing feedback on these
exercises.
After finishing reading, ask students to review the marks or
questions that have been made on parts of the reading that they have not
understood. Ask them to explain the meaning or summarize the
confusing part in their own words to ensure that they now understand.
Or, by reviewing the questions students asked about the reading and
providing explanations to answer them. By providing such practice and
feedback, it has helped students gradually improve their level in
reading.
 Beside that Construction-Integration Model by Walter Kintsch in
(Flavell, 2024) explains monitoring as part of building a mental
representation of the meaning of the text while reading. The reader
determines whether the representation is coherent or not. Provide
students with specific questions and assignments to encourage them to
actively evaluate their level of understanding while reading. Before
reading, first ask questions that stimulate students' initial knowledge
about the reading topic.
Then while reading, ask several questions to test whether they
understand each part of the reading. Questions can start from simple
facts to in-depth analysis of the explicit and implied meaning in the
reading. Apart from that, give specific tasks such as making a summary
of each paragraph or a mind map to capture the main ideas and
connections between ideas in the reading. With questions and
assignments that require active comprehension evaluation, students are
encouraged to ensure they truly understand each reading passage
thoroughly, rather than simply reading without monitoring.
As for Robert Glaser in Qamaria & Astuti, (2021) namely
Information Processing Theory, describes monitoring as one of the
processes in the steps of understanding text. Monitoring occurs when
the reader plays back the results of previous comprehension operations.
Teaches students various techniques for assessing their own level of
understanding after reading, as well as strategies for correcting
comprehension if they fail. After finishing reading, ask them to ask
themselves the important points of the reading, if the answer is not
convincing, it means there is a lack of understanding.
Teach to make summaries and conclusions in your own words, if
not able to indicate weak understanding. Then explain what strategies
can be used to improve failed understanding, for example re-reading,
making main notes, discussing with friends, asking the teacher, looking
for other supporting reading to better understand the reading topic. That
way, students can evaluate and continue to improve the quality of their
reading comprehension.
The last one come from Marcel Just and Patricia Carpenter in
Qamaria & Astuti, (2021), namely Compensation-Encoding Model.
This model explains the interaction between monitoring and encoding
meaning while reading. Monitoring helps detect and correct coding
failures to improve understanding. Teachers can use a "think aloud"
approach or speaking thoughts out loud to model for students how to
monitor comprehension when reading.
In this approach, the teacher demonstrates the reading process in
front of the class while explaining verbally what they are thinking and
feeling at each stage of reading. For example, teachers can ask
questions that come to mind when reading, explain whether they
understand certain sentences or paragraphs or not, and how to answer
questions and make conclusions about the reading. With this method,
students can see how a professional reader actively monitors their
comprehension while reading, so they can then gradually imitate the
same strategy in their own reading.
Language theories in psycholinguistics discuss the monitoring
process that occurs when someone reads. Monitoring helps readers
check reading comprehension and accuracy so that reading goals are
achieved. There are several psycholinguistics theories related to
monitoring the reading process. The first theory is come from Michael
Laberge in (Qamaria & Astuti, 2021) namely Automaticity theory.
Understand reading well, readers need to be able to recognize words
automatically and quickly. That is, the brain reflexively connects
written words with their meaning without excessive conscious effort. If
readers are able to decode words automatically, their attention can be
shifted from basic reading techniques to interpreting the meaning of the
text as a whole.
One of the keys to reading comprehension is monitoring whether
the reader understands the content of the reading and grasps the main
points. If readers still need to concentrate on translating word by word,
they will have difficulty monitoring overall understanding. On the other
hand, if readers have decode words automatically, they can more easily
concentrate on the full meaning of the text and detect problems in their
understanding. The more automatic readers are in recognizing words,
the easier it is for them to monitor and regulate their overall reading
comprehension.
In other hands, is come from Walter Kintsch in (Brayadi et al.,
2022) is Information Processing Theory. One of the key stages is
monitoring, namely when readers assess whether they have understood
the information they have just read. Monitoring occurs when readers
examine the results of previous cognitive processes such as word
recognition, sentence construction, and combining meaning. Readers
check whether the results are logical and in accordance with their
knowledge. If not, it indicates failed understanding.
Readers may not understand the meaning of a word, or be unable to
combine the meaning of a new sentence with previous information.
Monitoring allows readers to detect problems and then improve their
understanding by means such as rereading or looking up word
meanings. Monitoring is important in reading comprehension because it
allows readers to evaluate and adjust their comprehension when
necessary.
Beside that Connectionist Model by James L. McClelland in (Syah
& Al-Khowarizmi, 2021) reading comprehension is thought of as
activating and integrating various relevant knowledge units in the
brain's memory network. For example, reading the word "cat" will
trigger the activation of units about cats such as physical characteristics,
behavior, habitat, and so on. Then a monitoring process occurs to
check whether the units that have been activated are related to each
other. Are the active units logical when combined. If not, it shows a
failure to understand.
 For example, the sentence "A cat is flying in the sky" activates both
the cat unit and the flying unit. These two units are not related to each
other according to the normal semantic network. Cats can't fly.
Monitoring will detect these discrepancies, so that the reader is aware
that a misunderstanding has occurred. In this model monitoring means
checking whether the units activated in memory are connected and
consistent. This is important so that readers can continue to build
accurate mental representations of what they read.
As for Walter Kintsch in Faridah & Anam, (2022) namely
Language Comprehension Theory, in understanding a text, readers not
only absorb explicit written information, but also form interpretations
and integrate their own knowledge and experiences. Interpretation is
needed when the information in the text is incomplete, so the reader
needs to fill in the "blanks" so that understanding is complete. Readers
also monitor whether the interpretations they form are reasonable and
consistent. For example, readers will evaluate whether the inferences
made are logical and match their knowledge. Or, readers will monitor
whether new information is integrated into their understanding
smoothly.
If the mental representation formed is inconsistent, does not make
sense, or is "problematic", this indicates a failure of understanding has
occurred. Monitoring allows these problems to be detected so that
readers can make improvements, such as making re-inferences or
integrating information in a different way. Monitoring the integrity of
mental representations is a key process in theories of language
comprehension. This allows readers to continually build an accurate
understanding of the meaning of the text through inference, integration
of background knowledge, and active evaluation.
The last one come from Just and Carpenter in (Lestari &
Kusrohmaniah, 2023) namely Working Memory Theory, emphasize the
role of working memory in the reading process. Working memory
functions as a temporary information processing system that combines
 and coordinates various information obtained while reading. When
reading, obtain a variety of information ranging from phonology,
spelling, grammar, to the meaning of words. All this information must
be monitored and integrated into working memory so that we
understand the entire reading. For example, monitor spelling, sentence
structure, word meaning, and the relationship between sentences and
paragraphs in order to fully understand the meaning of the reading.
Working memory capacity is limited. If the reading is too complex
with a lot of information that must be monitored and integrated,
working memory capacity can be exceeded. As a result, monitoring
and integration of information is disrupted, which results in reduced
reading comprehension. The greater the demand for monitoring and
integrating information in a reading, the greater working memory
capacity required. Otherwise, reading comprehension will decline due
to cognitive overload on working memory. Therefore, sufficient
working memory capacity is needed to monitor and integrate
information in the reading process.

C. Components of Monitoring in Reading

Reading is a complex skill and requires more than just recognizing
words. To comprehend text effectively, readers need to actively monitor
and regulate their own cognitive processes (Anaktototy & Lesnussa,
2022). There are three main components in monitoring reading that are
important for good readers to master, namely :
1. Monitoring comprehension
Monitoring comprehension in reading refers to the process in
which students actively monitor and manage their comprehension
when reading in English. It includes a person's awareness and
evaluation of his or her own level of comprehension during the
reading process (Ramadhanti & Yanda, 2021). When reading, we
are constantly assessing whether we truly understand the
information and message being conveyed. This process involves
 students in monitoring and organizing their understanding when
reading English texts. In this process, students do not just read the
text, but are actively involved in observing and managing their
understanding. This involves a series of strategies such as :
1) Identify words, phrases, or concept that are not understand
2) Reread difficult or unclear passages
3) Make questions related to the content of the reading
4) Connect new information with previous knowledge/experience
5) Make predictions about the next content
6) Mark (underline, note, add) important information
Other strategies that can be used are making inferences,
identifying the main idea and supporting ideas, and using context to
understand the meaning of new words/sentences. When facing
comprehension difficulties, students need to pay attention and take
action such as slowing down their reading speed, making marginal
notes, or looking for additional references. Monitoring
comprehension allows students to flexibly adjust their reading
approach according to the difficulty level of the text. Through
monitoring comprehension, students can recognize barriers to
comprehension and take action such as slowing down their reading
or looking for additional references.
2. Metacognitive monitoring
Metacognitive monitoring refers to students’ awareness and
self-regulation in the process of reading English texts. This
includes planning how to approach a task, consolidating
understanding while working on a task, initiating progress during
and after completing a task, checking for and correcting errors,
modifying strategies when necessary, and reflecting on the
effectiveness of strategies used (Ramadhanti & Yanda, 2021).
While reading, students need to continuously monitor
comprehension and adjust strategies if necessary. At this stage,
 students apply self-awareness and regulation in the reading process.
This involves a series of strategies such as :
1) Set reading goals (search for information, understand the main
idea)
2) Choose a reading strategy that suits the goals
3) Monitor reading speed and effectiveness
4) Recognize when understanding begins to decline
5) Evaluate own level of understanding periodically
6) Manage time and effort to understand the text.
After reading, students reflect by thinking about the strategies
used and identifying areas that still need improvement. In addition
to setting goals and selecting strategies, the metacognitive
monitoring aspect also includes planning and organizing the overall
reading process. Students can determine the required time
allocation, organize a conducive learning environment, and identify
supporting resources such as dictionaries or the internet.
3. Comprehension evaluation
Comprehension evaluation related to the process of assessing
understanding after carrying out reading activities. This is done to
determine whether someone has sufficiently understood the
meaning and message in the text or discourse. Comprehension
evaluations are related to understanding because the results of these
evaluations tell whether previous monitoring has accurately
assessed the level of understanding or not (Edossa et al., 2022).
This involves a series of strategies such as :
1) Ask yourself questions about the content of the reading
2) Create a summary/concept map to represent the main
information
3) Identify parts that are not fully understood
4) Evaluate whether the reading goals were achieved
5) Relate the content of the reading to previous
knowledge/experience
 6) Reflect and criticize the overall content of the reading
7) Recognizing when there is confusion or lack of understanding.
Comprehension evaluation allows students to build more
meaningful and in-depth understanding, as well as develop critical
and analytical thinking skills in the context of reading. Other
strategies that can be used are identifying the assumptions
underlying arguments in a text, giving credibility to sources of
information, or analyzing the author's point of view, as well as
identifying passages that are not fully understood. Students also
determine whether the purpose of reading has been achieved and
reflect on the content of the reading critically from a certain point
of view. In this stage, students take steps to ensure that they truly
understand the content of the reading in depth. They can create
concept maps, flow diagrams, or schematics to represent
information and relationships in text.

D. The Level of Monitoring in Reading

The level of monitoring student understanding can be measured
through reading comprehension tests, asking students to state their
thoughts out loud (thinking out loud), and through observation
(Anaktototy & Lesnussa, 2022). Providing explicit instructions and
explanations to students regarding various comprehension monitoring
strategies has been proven to increase students' ability to integrate their
understanding when reading or studying. There are some level of
monitoring in reading, namely :
1. Micro level which focuses on specific and detailed reading
processes such as monitoring understanding of new
words/vocabulary, sentence structure, pronunciation, as well as
strategies for rereading, marking or taking notes.
2. Macro level which emphasizes overall reading comprehension,
including monitoring main ideas/ideas, relationships between parts
of the text, evaluating initial predictions with the content of the
 reading, as well as strategies such as summarizing, asking
questions, or connecting with previous knowledge.
3. The metacognitive level is related to awareness and self-regulation
in the reading process, including setting goals, choosing
appropriate strategies, evaluating one's own understanding, and
managing reading time and effort (Manh Do & Le Thu Phan,
2021).
These three levels will provide a comprehensive picture of how
students monitor when reading English texts, from micro to macro
aspects as well as metacognitive aspects. This can reveal strategies,
obstacles, and factors that influence students' reading monitoring
abilities.
An understanding of these factors can help teachers and students
improve the effectiveness of reading monitoring. Certain strategies can
also be taught to overcome monitoring barriers. According to (Kasmiri
et al., 2023) there are some factors influencing the effectiveness of
monitoring in reading, namely:
1. Reading skills
Skilled readers are more able to accurately assess their level of
comprehension compared to less skilled readers. They are also
more aware of sources of misunderstanding.
2. Level of text cohesion
A coherent and well-structured text makes monitoring easier
because the relationship between ideas is clear. Text that is less
coherent is more difficult to monitor.
3. Reader interest and motivation
Readers who are interested in a topic tend to be more motivated to
understand it compared to readers who are less interested.
4. Reading goals
Different reading goals, such as speed reading or critical reading,
can influence monitoring.
5. Background knowledge
 Readers' prior knowledge of the reading topic influences their
schemas and expectations used in monitoring.
6. Working memory
Limited working memory capacity may inhibit the cognitive
resources available for effective monitoring while reading.

2.1.2 Students’ English Reading Material

A. The Importance of Selecting the Right Reading Material
Teaching materials are an important component in most language
learning programs. Whether teachers use textbooks or institutionally
prepared materials, those materials typically serve as the foundation for
much of the language input students receive and the language practice
that occurs in the classroom. Some teachers use teaching materials as
the main source of their teaching. For students, the material can be the
main contact they have with the language other than the teacher.
Teaching materials are tools for teachers in the teaching and
learning process. Something that can be presented and something that
can be used for class (Nuralisa & Nirwanto, 2023). These activities
provide language elements such as grammar or a vocabulary list.
However, in the school-based curriculum the teaching of reading
material ranks second in high school classes.
Reading is a fundamental skill that every student must master.
Through reading, students can absorb information, broaden their
horizons, and develop their imagination. Therefore, choosing the right
reading material is very important to develop students' literacy skills.
Some reasons why choosing relevant reading material is important
include:
1. Increase students' interest in reading. Reading materials that are
relevant to students' interests and level of understanding can
increase their motivation to engage in literacy activities. Students
are usually more enthusiastic about reading topics they like.
2. Enrich understanding and knowledge. Appropriate reading
materials, such as nonfiction books, articles, and scientific reading
appropriate to students' ages, can effectively enrich their
vocabulary and general knowledge.
3. Challenging without being too frustrating. The difficulty level of
reading material that is neither too easy nor too difficult will
challenge students to continue learning without getting too
frustrated (Sachran et al., 2022).
Selecting mature and relevant reading materials is really needed by
teachers in order to optimize students' literacy skills. Teachers need to
understand students' developmental stages, interests and needs in
selecting reading materials for them. Quality and varied reading
materials are an effective means of helping students enrich vocabulary,
improve understanding of grammar, and expand general knowledge, by:
1. Enrich vocabulary. Reading with a variety and depth of vocabulary
allows students to discover new words. The more you read, the
more vocabulary you get. Students can also learn the meaning of
words and their use in sentence contexts through reading.
2. Improve understanding of grammar. Various types of reading
fiction, non-fiction, poetry, and well-structured scientific texts can
familiarize students with grammatical rules and the use of effective
sentences. Exposure to various sentence patterns in reading
enriches students' understanding of grammar.
3. Expanding general knowledge. Non-fiction reading such as articles,
journals, scientific books and other informative reading is an
effective way for students to gain new knowledge about the world
around them (Permatasari & Wienanda, 2023).
Providing diverse and high-quality reading materials is a joint
responsibility of teachers, schools and parents to help students hone
their literacy skills and deepen their knowledge.
B. Reading Material Selection Criteria
According to Oktavia et al., (2023) in choosing reading materials
for student learning, there are several things that teachers must take into
consideration so that the reading matches the students' abilities, namely:
1. Level of language and comprehension complexity
Choose reading with a level of difficulty of comprehension and
sentence structure that is not too below or above the student's
comprehension limit. This is important so that students do not get
bored or disappointed when reading.
2. Reading length
Choose a reading text that is not too long for students'
concentration level so that they do not get tired quickly or lose
focus while reading. Beginner students are usually more suited to
short readings containing just a few paragraphs.
3. Interest in the topic
Choose a reading topic that suits students' interests, environment
and background of daily experiences so that they are interested and
motivated to read.
4. Learning objectives
Determine the type of reading (fiction/non-fiction) that is in line
with the goal of developing certain literacy skills or knowledge in
students.
By considering these various factors, teachers can choose ideal
reading materials for students' teaching materials so that reading
becomes a fun and effective activity for developing their abilities.
Students in one class have diverse interests and backgrounds.
Therefore, providing various genres and types of reading is very
necessary to meet the literacy needs of all students with these various
characteristics. Several ways to provide a variety of reading materials to
meet the needs of diverse students include:
1. Providing fiction reading such as novels, short stories and poetry
which is suitable for students who like imaginative exploration, as
 well as non-fiction reading such as biographies and articles which
are liked by students who want to broaden their horizons.
2. Providing a variety of reading topics and themes such as sports,
music, technology and social issues that are relevant to students'
lives according to their interests.
3. Provides readings at different levels of depth and difficulty, from
light for beginner students to more analytical for advanced students
(Permatasari & Wienanda, 2023).
With this diversity of reading material, all students can find reading
material that suits their background and learning style. This is important
to foster an interest in reading and a culture of literacy in all students.

C. Adaptation to Student Needs

Choosing reading materials that suit each student's interests and
needs is very important for developing their literacy skills. Students are
usually more motivated to read about topics they like. In addition, a
reading difficulty level that is not too difficult or easy will challenge
students without making them too disappointed. A variety of reading
materials is also needed so that students gain understanding, knowledge
and exposure to new sentence patterns from each reading, thereby
further expanding their literacy.
In selecting reading materials, teachers need to consider each
student's interests, background, reading ability level and learning style
so that the literacy needs of all students can be met through reading
activities that are fun and effective for them (Oktavia et al., 2023).

2.1.3 The Relation between Monitoring in Reading and Students’ Reading

A. Monitoring in Reading and Students’ Reading
Monitoring in reading refers to students' awareness of their own
level of understanding during the reading process. When reading,
monitoring students will observe their comprehension, detect difficulty
understanding certain parts, and adjust the strategies used if necessary.
 The ability to integrate comprehension decreases positively with
the student's reading comprehension level. Students who are able to
understand their level of understanding accurately tend to be better at
comprehending reading compared to students who are less able to
monitor.
This happens because with good monitoring, students can detect
problems in reading comprehension and improve the strategies used,
such as rereading, analyzing sentence context, asking questions, or
seeking help. On the other hand, without monitoring skills, students do
not realize when their understanding is lacking or wrong, so they do not
make any improvement efforts. According to (Oktavia et al., 2023)
there are several strategies that can be taught to students to understand
their understanding when reading, including:
1. Ask questions about the content of the reading.
2. Summarize the main points or important details from the
reading.
3. Explain the contents of the reading again in your own words,
both orally and in writing.
4. Make graphs, diagrams, or concept maps to map the
relationships between main concepts in the reading.
Thus, it is important for students to practice monitoring
comprehension from an early age so that they get used to initiating and
regulating their comprehension when reading. This ability can help
improve students' independent learning abilities in English. The teacher
suggests giving guidance to students on how to monitor comprehension
while reading.

B. The Role of Monitoring in Improving Understanding

Reading monitoring activities carried out by teachers can directly
improve students' understanding of reading (Rahman & Noni, 2021).
The teacher supervises and guides students as they read the text.
Teachers ask questions, ask students to summarize main points, or
assign reading-related assignments to test understanding. Through
direct interaction and feedback between teachers and students,
 difficulties in understanding certain parts of the reading can be quickly
resolved. Teachers also ensure that all students are active in literacy
activities. With teacher guidance, students' reading comprehension
increases, as does their interest in reading, which is very useful for
improving students' literacy skills in the long term.
There is a relationship between students' level of understanding of
reading content and their ability to integrate and manage that
understanding (Rahmasari M et al., 2023). Students with a good
understanding of content are generally better able to integrate and
deploy their understanding. They can recognize parts they don't
understand and apply effective learning strategies such as asking
questions, discussing, re-reading, etc.
Meanwhile, students who are good at understanding the content
also understand the content better because they are able to overcome
difficulties in understanding the text quickly. So it can be said that these
two abilities increase each other. The better the understanding of the
content, the better the ability to understand comprehension. Both need
to be developed simultaneously so that student literacy becomes better.

C. Effective Strategies in Monitoring

According to Edossa et al., (2022) there is a positive correlation
between the use of reading monitoring strategies such as making
questions, predictions, summaries, and visualization of ideas with
increasing students'deep understanding of reading. This strategy
encourages students' active involvement in interpreting reading texts.
Students don't just read, but really think about and analyze the
information. Through observation, students identify parts they do not
understand and then immediately look for solutions until their
understanding is complete. As a result, students' ability to understand
details and implied meaning of reading increases sharply. They practice
analytical reading, no longer just extending word by word. Thus, the
 reading monitoring strategy has a positive impact on increasing
students' in-depth understanding of reading.
Some concrete strategies that teachers can apply so that students
understand better and respond well to reading, namely assigning
students to ask questions about reading to monitor their understanding,
applying think aloud techniques so that students express their thoughts
when reading, asking students to make predictions about the content of
the reading and then confirming its correctness, ask students to make
mind/concept maps to evaluate understanding in depth, and hold group
discussions so that students exchange understanding with each other
(Oktavia et al., 2023). Applying these strategies in a varied manner will
really help students monitor, improve understanding, and practice their
literacy skills.

2.2 Conceptual Framework

A conceptual framework is a guiding tool for researchers, in the form of
a collection of ideas that form the structure of research, including research
questions, literature review, methods, and data analysis. By logically
explaining the description and pattern of the research framework, the
conceptual framework helps focus research in accordance with the problem
formulation and research objectives set.
Monitoring when reading is a very important metacognitive skill for
readers. This ability allows readers to focus and adjust their comprehension
while reading. According to Silvia Febrianti et al., (2022) supervision helps
readers recognize reading comprehension failures, so they can use
appropriate improvement strategies. By integrating understanding, readers
can detect when their understanding is poor and take steps to improve it.
The level of monitoring of student understanding can be measured through
reading comprehension tests, asking students to express their thoughts aloud
(thinking aloud), and through observation.
The researcher intends to conduct qualitative research with a descriptive
approach to determine students' metacognitive access abilities and reading
comprehension abilities. Apart from that, researchers also want to explore
the reading monitoring process that occurs in students. To collect data,
researchers will use instruments in the form of interview guides with english
students and teachers, as well as conducting direct observations at school.
This is done to determine students' metacognitive abilities in understanding
reading, as well as to find out whether the material provided by the teacher
can be understood by students and whether the teacher can understand the
abilities of each student.
After the data is collected, the researcher will report the research results
according to actual conditions in the field based on existing data without
making changes or adjustments. Next, the researcher will analyze the data
using the method proposed by Miles & Huberman, namely data collection,
data reduction, data presentation, and drawing conclusions. The conceptual
framework of this research is described in the following scheme:

The Researcher

Ten grade students of SMA

Swasta Xaverius Gunungsitoli

Monitoring in Reading Students’ English Reading

Material

1. Monitoring comprehension
2. Metacognitive monitoring
3. Comprehension evaluation
 Interview Observation

Data Analysis

The Descriptions of Monitoring in Reading

of Students’ English Reading Material at
SMA Swasta Xaverius Gunungsitoli

Figure 2.2 The Conceptual Framework

2.3 The Latest Related Research

In conducting this research, researchers were inspired by several
relevant previous studies. Firstly, (Susanti et al., 2021) research entitled
"Graduate Students Metacognitive Reading Knowledge of Monitoring
Strategies". This research reveals students' understanding of the
metacognitive reading strategies they use. Based on the results of in-depth
thinking and interviews, seven metacognitive reading strategies were found
that students often use when reading, namely: (1) Repetition strategy to
understand the author's meaning, (2) Making conclusions about the main
reading to capture the main idea, (3) Using Google Translate to interpreting
new terms confidently, (4) Rereading to strengthen self-monitoring of
understanding, (5) Reading contextually to obtain complete information, (6)
Underlining to focus attention on important points, and (7) Proposing ask
yourself questions to double check understanding.
Secondly, (Afriani, 2022) research entitled "The Effect of Smart (Self
Monitoring Approach to Read and Think) Strategy in Students' Reading
Comprehension at SMAN 4 Bengkulu". This research is experimental
research which aims to determine the effect of the SMART (Self Monitoring
Approach to Read and Think) strategy on students' reading comprehension.
The research results show that the SMART strategy is effectively used to
improve students' ability to understand reading, especially in finding the
main idea and identifying specific information. There is a significant
difference between the reading comprehension progress of students who
learn through the SMART strategy and those who do not.
Thirdly, (Abu Bakar & Rafika, 2020) conducted a study about “The
Effectiveness Of Using Self Monitoring Approach To Reading And
Thinking (SMART) Strategy in Comprehension Of The Second Grade
Students Of Smp Negeri 8 Langsa”. This research is a quasi-experimental
conducted at SMP Negeri 8 Langsa. Pre-test and post-test methods were
used to collect data. It was found that there were differences in student
achievement in reading comprehension between students who were taught
using the Self Monitoring Approach Reading to Thinking (SMART)
strategy and students who did not use this strategy.