Metacognition is an ability that develops gradually through long-term learning activities, which increase according to age, from partly to integrate and non-consicous to conscious. (Yan, Jin & Hao, 1999; Pang & Lee, 2008) This proves the importance of metacognition teaching on assisting students to grasp the metacognitive learning strategies and contributing to a better academic achievement in students. Metacognitive instruction is essential in education on improving students’ problem-solving ability, and there is evidence in previous studies, especially on the monitoring and evaluating skills. (Hargrove & Nietfeld, 2014) Metacognitive instruction which has the focal point on monitoring and evaluation can provide students a better performance on training and transfer problem-solving tasks than other instruction approaches.

(Buyer, Dominowski & Rellinger, 1995) Garner introduces 4 suggestion on metacognitive teaching strategies which are:

1. Introduce students with various strategy and the detailed explanation of each strategy application

2. Value process during teaching

3. Consolidate students on strategies adoption

4. Guide students on practices (Pang & Lee, 2008)

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Thus, more reference related to these 4 strategies will be listed at the following in order to understand thoroughly on metacognition teaching strategies on improving metacognition ability of students.