"Applying Alternative Metacognitive Supports in order to Trigger Learners' Metacognitive Regulation in Doing Self Regulated Learning" Yulina Eva Riany Faculty of Social Sciences The University of Queensland Australia E-mail: yulina.riany@uq.net.au/eva--/;msk39@yahoo.com Abstract: This study aims to determine the effectiveness of three alternative strategies of self-commu nication supports as one of metacognitive strategies, including guide learning, explicit training, and regular practicing in triggering one's metacognitive regulation in order to help the learner in learning process. This study is looking at how those supports can improve applying metacognitive regulation strategies in participants' self regulated leanting. Study results that good metacognitive knowledge does not lead automatically to good meta cognitive regulation in learning processes. Guide learning, explicit teaching, and regular practicing guide participant to apply and to follow some instructions of self communication strategy in order to improve students' metacognitive knowledge and metacognitive regulation to achieve better performance in learning activities. Key words: selfcommunication, metacognitive strategies, learning Abstrak: Penelitian ini bertujuan untuk menentukan efektivitas dari tiga strategi alternatif penunjang self-communication (komunikasi diri) sebagai salah satu strategi metakognitif, termasuk guide learning (pembelajaran terpandu), pelatihan eksplisit, dan latihan teratur untuk mencetuskan regulasi metakognitif seseorang dengan tujuan meningkatkan proses pembelajarannya. Penelitian ini mempelajari bagaimana penunjang tersebut dapat meningkatkan penerapan strategi regulasi metakognitif pada pembelajaran mandiri peserta. Hasil penelitian menunjukkan bahwa pengetahuan metakognitif yang baik tidak secara otomatis menimbulkan regulasi metakognitif yang baik dalam proses pembelajaran. Guide learning (pembelajaran terpandu), pengajaran eksplisit, dan latihan teratur memandu peserta untuk menerapkan dan mengikuti beberapa instruksi strategi self-communication demi untuk meningkatkan pengetahuan metakognitif dan regulasi metakognitif siswa agar mereka dapat meningkatkan kemampuan dalam aktivitas pembelajaran. Kata Kunci: self-communication, strategi metakognitif, pembelajaran Metacognition is defined as awareness and monitoring of one's thoughts and task per- formance, or in other words, metacognition is thinking about our thinking (Schraw, 1998). It is related to high capacity of mental processes, which is involved in learning pro- cesses, such as making plans for learning, 152 using appropriate skills and strategies to solve a problem in learning processes, estimating performance in learning, and also calibrat- ing the extent oflearning (Coutinho, 2007). Metacognition refers to the psychologi- cal structures, knowledge, events and pro- cesses including the control, moclification and