T BING 1402270 Bibliography
REFERENCES
Abas, I. H., & Aziz, N. H. A. (2016). Exploring the writing process of Indonesian
EFL students: The effectiveness of think-aloud protocol. Advances in
Language and Literary Studies, 7(2), 171–178.
https://doi.org/10.7575/aiac.alls.v.7n.2p.171
Ahmadi, K., Ketabi, S., & Rabiee, M. (2012). The effect of explicit instruction of
meta cognitive learning strategies on promoting Iranian intermediate
language learners’ writing skill. Theory and Practice in Language Studies,
2(5), 938–944. https://doi.org/10.4304/tpls.2.5.938-944
Akturk, A. O., & Sahin, I. (2011). Literature review on metacognition and its
measurement. Procedia - Social and Behavioral Sciences, 15, 3731–3736.
https://doi.org/10.1016/j.sbspro.2011.04.364
Al-Shaer, I. M. (2014). Employing concept mapping as a pre-writing strategy to
help EFL learners better generate argumentative compositions.
International Journal for the Scholarship of Teaching & Learning, 8(2).
Retrieved from http://digitalcommons.georgiasouthern.edu/ijsotl/vol8/iss2/10/?utm_source=digitalcommons.georgiasouthern.edu%2Fij
sotl%2Fvol8%2Fiss2%2F10&utm_medium=PDF&utm_campaign=PDFC
overPages
Axford, B., Harders, P., Wise, F., & Burgess, S. (2009). Scaffolding literacy: An
integrated and sequential approach to teaching reading, spelling and
writing. Camberwell, Vic: ACER Press.
Baroudy, I. (2008). A procedural approach to process theory of writing: Prewriting techniques. The International Journal of Language Society and
Culture, (24), 1–10.
Bassett, E. (2012). Prewriting strategies for mainstream English learners
(Master’s thesis). California State University San Marcos, San Marcos.
Retrieved from http://scholarworks.csusm.edu/handle/10211.8/130
Bodgan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An
introduction to theory and methods (2nd ed.). Boston: Allyn and Bacon
Pearson International.
Boone, H. N., & Boone, D. A. (2012). Analyzing likert data. Journal of
Extension, 50(2), 1–5.
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. (2007). Instruction
of metacognitive strategies enhances reading comprehension and
vocabulary achievement of third-grade students. The Reading Teacher,
61(1), 70–77.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other
more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.),
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
110
Metacognition, motivation, and understanding (pp. 65–116). Hillsdale,
New Jersey: Lawrence Erlbaum Associates.
Brown, H. D. (2001). Teaching by principles. An interactive approach to
language pedagogy. Englewood Cliffs: Prentice Hall.
Cera, R., Mancini, M., & Antonietti, A. (2013). Relationships between
metacognition, self-efficacy and self-regulation in learning. ECPS Journal,
7, 115–141. https://doi.org/10.7358/ecps-2013-007-cera
Chien, S.-C. (2007). The role of writing strategy use in relation to Chinese EFL
students’ achievement in English writing: A cognitive approach.
CAMLING 2007, 25.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education
(6th ed.). New York: Routledge Taylor and Francis Group.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed
methods approaches. Los Angeles: SAGE Publications.
Denscombe, M. (2007). The good research guide: Open up study skills. New
York: McGraw-Hill Education.
Desoete, A. (2008). Multi-method assessment of metacognitive skills in
elementary school children: How you test is what you get. Metacognition
and Learning, 3(3), 189–206. https://doi.org/10.1007/s11409-008-9026-0
Dujsik, D. (2008). The effects of pre-writing strategy training guided by
computer-based procedural facilitation on ESL students’ strategy use,
writing quantity, and writing quality (Doctoral dissertation). University of
South Florida, Tampa. Retrieved from
http://usf.sobek.ufl.edu/content/SF/S0/02/68/83/00001/E14SFE0002566.pdf
Efklides, A. (2006). Metacognition, affect, and concept difficulty. In J. Meyer &
R. Land (Eds.), Overcoming barriers to student understanding: Threshold
concepts and troublesome knowledge (pp. 48–69). London; New York:
Routledge.
Efklides, A., & Misailidi, P. (Eds.). (2010). Trends and prospects in
metacognition research. New York; London: Springer.
Evans, R., & Jones, D. (Eds.). (2008). Metacognitive approaches to developing
oracy: Developing speaking and listening with young children. New York:
Routledge. Retrieved from
https://books.google.co.id/books?id=cRzcAAAAQBAJ&printsec=frontco
ver&hl=id&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
Farahian, M. (2015). Assessing EFL learners’ writing metacognitive awareness.
Journal of Language and Linguistic Studies, 11(2), 39–51.
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
111
Ferris, D. R., & Hedgcock, J. (2013). Teaching L2 composition: Purpose, process,
and practice. New York: Routledge.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of
cognitive–developmental inquiry. American Psychologist, 34(10), 906–
911.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College
Composition and Communication, 32(4), 365–387.
https://doi.org/10.2307/356600
Flynn, N., & Stainthorp, R. (2006). The learning and teaching of reading and
writing. Chichester, England; Hoboken, NJ: John Wiley & Sons.
Forrest-Pressley, D.-L., & Waller, T. G. (1984). Cognition, metacognition, and
reading (Vol. 18). New York, NY: Springer New York. Retrieved from
http://link.springer.com/10.1007/978-1-4612-5252-8
Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in
education. New York, NY: McGraw-Hill.
Fukuda, E., Okazaki, H., & Hashimoto, S. (2012). Enhancing metacognitive
awareness on first and second language reading and writing mediated by
social networking websites. In L. Bradley & S. Thouësny (Eds.), CALL:
Using, learning, knowing (pp. 93–98). Gothenburg, Sweden: Researchpublishing.net. Retrieved from http://researchpublishing.net/publications/2012-eurocall-proceedings/
Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research
competencies for analysis and application (9th ed). New Jersey: Pearson
Education, Inc.
Gebhard, J. G. (2009). Teaching English as a foreign or second language: A
teacher self-development and methodology guide (4th ed). Ann Arbor,
Michigan: The University of Michigan Press.
Geyimci, G. (2014). Pre-writing techniques in the writing process for the L2
classroom. International Journal of English Language & Translation
Studies, 2(3), 77–84.
Glasgow, R. (2009). Comparing the effect of collaborative and non-collaborative
pre-writing activities on first drafts Michael Fitze Dubai Women’s
College, Dubai, UAE. Journal of Research, 19, 1–22.
Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. (J.
C. Richards, Ed.). New York: Cambridge University Press.
Gold, M. G. (2014). Exploring metacognitive development in the context of peer
assisted writing using on-line and off-line methods (Doctoral thesis).
Newcastle University, Newcastle. Retrieved from
https://theses.ncl.ac.uk/dspace/bitstream/10443/2640/1/Gold,%20M.%202
014.pdf
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
112
Griffith, P. L., & Ruan, J. (2005). What is metacognition and what should be its
role in literacy instruction? In S. E. Israel, C. C. Block, K. L. Bauserman,
& K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning:
Theory, assessment, instruction, and professional development (pp. 3–18).
Mahwah, N.J: L. Erlbaum Associates.
Griffiths, C. (2008). Lessons from good language learners. Cambridge:
Cambridge University Press. Retrieved from
http://dx.doi.org/10.1017/CBO9780511497667
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). Handbook of
metacognition in education. New York: Routledge.
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). Handbook of
metacognition in education. New York: Routledge.
Hacker, D. J., Keener, M. C., & Kircher, J. C. (2009). Writing is applied
metacognition. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.),
Handbook of metacognition in education (pp. 154–172). New York:
Routledge.
Harmer, J. (2007a). The practice of English language teaching (4th ed). Malaysia:
Pearson Education Limited.
Harris, K. R., Graham, S., Brindle, M., & Sandmel, K. (2009). Metacognition and
children’s writing. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.),
Handbook of metacognition in education (pp. 131–153). New York:
Routledge.
Harris, K. R., Santangelo, T., & Graham, S. (2010). Metacognition and strategies
instruction in writing. In H. S. Waters & W. Schneider (Eds.),
Metacognition, strategy use, and instruction (pp. 226–256). New York:
Guilford Press.
Hartman, H. J. (Ed.). (2001a). Metacognition in learning and instruction (Vol.
19). Dordrecht: Springer Netherlands. Retrieved from
http://link.springer.com/10.1007/978-94-017-2243-8
Hartman, H. J. (2001b). Teaching metacognitively. In H. J. Hartman (Ed.),
Metacognition in learning and instruction (Vol. 19, pp. 149–164).
Dordrecht: Springer Netherlands. Retrieved from
http://link.springer.com/10.1007/978-94-017-2243-8
Heigham, J., & Croker, R. (2009). Qualitative research in applied linguistics: A
practical introduction. Basingstoke: Palgrave Macmillan.
Henter, R. (2014). Developing metacognitive skills as a foundation of learning a
foreign language. Romanian Journal of Experimental Applied Psychology,
5(1). Retrieved from
http://search.proquest.com/openview/86ef0340086177f9809ed26da5cee54
0/1?pq-origsite=gscholar
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
113
Hidi, S., & Boscolo, P. (2006). Writing and motivation. Amsterdam; Boston:
Elsevier. Retrieved from http://site.ebrary.com/id/10151431
Hyland, K. (2009). Teaching and researching writing (2nd ed). Harlow:
Longman.
Hyland, K. (2016). Teaching and researching writing (3rd ed). New York:
Routledge. Retrieved from
https://books.google.co.id/books?hl=id&lr=&id=pI34CgAAQBAJ&oi=fnd
&pg=PP1&dq=process+approach+to+teaching+writing+2015&ots=DReJI
vGnZj&sig=vAz9jjo0epcf5AGOVxUlUzzjVEo&redir_esc=y#v=onepage
&q=process%20approach%20to%20teaching%20writing%202015&f=fals
e
Indonesian Ministry of Education. (2014a). Permendikbud No. 59 Tahun 2014
Tentang Kurikulum SMA. Retrieved from
http://disdik.kalselprov.go.id/download/proses_download/54/PermenNomor-59-tahun-2014-ttg-Kurikulum-SMA.doc
Indonesian Ministry of Education. (2014b). Permendikbud No. 104.
Israel, S. E., Block, C. C., Bauserman, K. L., & Kinnucan-Welsch, K. (Eds.).
(2005). Metacognition in literacy learning: Theory, assessment,
instruction, and professional development. Mahwah, N.J: L. Erlbaum
Associates.
Ivankova, N. V., & Creswell, J. W. (2009). Mixed methods. In J. Heigham & R.
Croker (Eds.), Qualitative research in applied linguistics: A practical
introduction. Basingstoke: Palgrave Macmillan.
Khaki, N., & Hessamy, G. (2013). Metacognitive strategies employed by EFL
writers in integrated and independent writing tasks. World Applied
Sciences Journal, 22(11), 1586–1593.
Kim, S. H. (2013). Metacognitive knowledge in second language writing
(Doctoral dissertation). Michigan State University, Michigan.
Kirkpatrick, L. C. (2012). Students’ strategies for writing arguments from online
sources of information (Doctoral thesis). The University of Western
Ontario, Western Ontario. Retrieved from http://ir.lib.uwo.ca/etd/583/
Kodituwakku, G. (2013). Metacognitive writing strategies of Sri Lankan
secondary school children. Sri Lanka Journal of Social Sciences, 31(1–2),
1–11.
Koriat, A. (2012). The subjective confidence in one’s knowledge and judgements:
some metatheoretical considerations. In M. J. Beran (Ed.), Foundations of
metacognition (1st ed). Oxford; New York: Oxford University Press.
Kucer, S. B. (2005). Dimensions of literacy: A conceptual base for teaching
reading and writing in school settings (2nd ed). Mahwah, N.J: Lawrence
Erlbaum Associates.
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
114
Kucer, S. B. (2014). Dimensions of literacy: A conceptual base for teaching
reading and writing in school settings (4th ed). Routledge.
Lai, E. R. (2011). Metacognition: A literature review. Retrieved from: Images.
Pearsonassessments.
com/images/tmrs/Metacognition_Literature_Review_Final. Pdf on July,
17, 40.
Leopold, L. (2012). Prewriting tasks for auditory, visual, and kinesthetic learners.
TESL Canada Journal, 29(2), 96–102.
Lu, Y. (2010). Cognitive factors contributing to Chinese EFL learners’ L2 writing
performance in timed essay writing. Retrieved from
http://scholarworks.gsu.edu/alesl_diss/13/
M. Aurah, C. (2013). The effects of self-efficacy beliefs and metacognition on
academic performance: A mixed method study. American Journal of
Educational Research, 1(8), 334–343. https://doi.org/10.12691/education1-8-11
Maftoon, P., Birjandi, P., & Farahian, M. (2014). Investigating Iranian EFL
learners’ writing metacognitive awareness. International Journal of
Research Studies in Education, 3(5), 37–51.
https://doi.org/10.5861/ijrse.2014.896
Magaldi, L. G. (2010). Metacognitive strategies based instruction to support
learner autonomy in language learning. Revista Canaria de Estudios
Ingleses, (61), 73–86.
Magno, C. (2008). Reading Strategy, Amount of Writing, Metacognition,
Metamemory, and Apprehension as Predictors of English Written
Proficiency. Asian EFL Journal, Professional Teaching Journals, 29, 16–
48. Retrieved from http://www.asian-efljournal.com/pta_July_08.pdf?q=teslej
Magno, C. (2009). Self-regulation and approaches to learning in English
composition writing. Tesol Journal, 1, 1–16.
Magogwe, J. M. (2013). An assessment of the metacognitive knowledge of
Botswana ESL university student writers. Educational Research and
Reviews, 8(21), 1988–1995.
Manchón, R. (2009). Writing in foreign language contexts learning, teaching, and
research. Buffalo: Multilingual Matters. Retrieved from
http://public.eblib.com/choice/publicfullrecord.aspx?p=449890
Meihami, H., Meihami, B., & Varmaghani, Z. (2013). The effect of collaborative
writing on EFL students’ grammatical accuracy. International Letters of
Social and Humanistic Sciences, 11, 47–56.
https://doi.org/10.18052/www.scipress.com/ILSHS.11.47
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
115
Melgarejo, D. A. M. (2010). Assessing children’s perceptions of writing in EFL
based on the process approach. Colombian Applied Linguistics Journal,
12(1), 70–84.
Mohite, M. (2014). An investigation into the English language writing strategies
used by Polish EFL secondary school learners (Master’s dissertation).
London Metropolitan University, London.
Mohseniasl, F. (2014). Examining the effect of strategy instruction on writing
apprehension and writing achievement of EFL learners. ACADEMY
PUBLISHER, 4(4), 811–817. https://doi.org/10.4304/tpls.4.4.811-817
Mulligan, C., & Garofalo, R. (2011). A collaborative writing approach:
Methodology and student assessment. The Language Teacher, 35(3), 5–
10.
Murray, G., Gao, X., & Lamb, T. (Eds.). (2011). Identity, motivation and
autonomy in language learning. Bristol ; Buffalo: Multilingual Matters.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York:
Routledge.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York;
London: Routledge.
Ngo, C. M., & Trinh, L. Q. (2011). Lagging behind writing pedagogical
developments: The impact of implementing process based approach on
learners’ writing in a Vietnamese secondary education context. IManager’s Journal on English Language Teaching, 1(3), 60.
Okoza, J., Aluede, O., & Owens-Sogolo, O. (2013). Assessing students’
metacognitive awareness of learning strategies among secondary school
students in Edo State, Nigeria. Research in Education, 90(1), 82–97.
https://doi.org/10.7227/RIE.90.1.6
O’Mealia, S. (2011). How can prewriting strategies benefit students? (Master’s
thesis). St. John Fisher College, Rochester, NY. Retrieved from
http://fisherpub.sjfc.edu/education_ETD_masters/14/?utm_source=fisherp
ub.sjfc.edu%2Feducation_ETD_masters%2F14&utm_medium=PDF&utm
_campaign=PDFCoverPages
Oscarson, M. (2013). The challenge of student self-assessment in language
education. Voices in Asia Journal, 1(1), 1–14.
Overschelde, J. P. V. (2008). Metacognition: Knowing about knowing. In J.
Dunlosky & R. A. Bjork (Eds.), Handbook of metamemory and memory
(pp. 47–71). New York: Taylor & Francis Group.
Oz, H. (2007). Understanding metacognitive knowledge of Turkish EFL students
in secondary education. Novitas-ROYAL, 1(2), 53–83.
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
116
Panahandeh, E., & Asl, S. E. (2014). The effect of planning and monitoring as
metacognitive strategies on Iranian EFL learners’ argumentative writing
accuracy. Procedia - Social and Behavioral Sciences, 98, 1409–1416.
https://doi.org/10.1016/j.sbspro.2014.03.559
Perfect, T. J., & Schwartz, B. L. (2002). Applied metacognition. Cambridge
University Press.
Permendikbud No. 66. (2013). Indonesian Ministry of Education. Retrieved from
http://www.ikapidkijakarta.com/ikapiblog/wpcontent/uploads/2013/08/04.-A.-Salinan-Permendikbud-No.-66-th-2013ttg-Standar-Penilaian.pdf
Petraglia, J. (2013). Reconceiving writing, rethinking writing instruction.
Mahwah, N.J: Lawrence Erlbaum Associates, Inc.
Pishghadam, R., & Ghanizadeh, A. (2006). On the impact of concept mapping as
a prewriting activity on EFL learners’ writing ability. International
Journal of Applied Linguistics, 9(2).
Puengpipattrakul, W. (2014). A process approach to writing to develop Thai EFL
students’ socio-cognitive skills. Electronic Journal of Foreign Language
Teaching, 11(2), 270–284.
Qian, L., & Yan, J. (2008). Self-regulation in college English writing. CELEA
Journal (Bimonthly), 31(2), 18–27.
Raoofi, S., Heng Chan, S., Mukundan, J., & Md Rashid, S. (2013). Metacognition
and second/ foreign language learning. English Language Teaching, 7(1).
https://doi.org/10.5539/elt.v7n1p36
Sarac, S., & Karakelle, S. (2012). On-line and off-line assessment of
metacognition. International Electronic Journal of Elementary Education,
4(2), 301–315.
Saville-troike, M. (2006). Introducing second language acquisition. Cambridge:
Cambridge University Press.
Schellings, G., & Van Hout-Wolters, B. (2011). Measuring strategy use with selfreport instruments: Theoretical and empirical considerations.
Metacognition and Learning, 6(2), 83–90. https://doi.org/10.1007/s11409011-9081-9
Schraw, G. (2001a). Promoting general metacognitive awareness. In H. J.
Hartman (Ed.), Metacognition in learning and instruction (Vol. 19, pp. 3–
16). Dordrecht: Springer Netherlands. Retrieved from
http://link.springer.com/10.1007/978-94-017-2243-8
Schraw, G. (2001b). Promoting general metacognitive awareness. In
Metacognition in Learning and Instruction (Vol. 19). Retrieved from
http://link.springer.com/10.1007/978-94-017-2243-8
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
117
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in
science education: Metacognition as part of a broader perspective on
learning. Research in Science Education, 36(1–2), 111–139.
https://doi.org/10.1007/s11165-005-3917-8
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness.
Contemporary Educational Psychology, 19(4), 460–475.
Schraw, G., Olafson, L., Weibel, M., & Sewing, D. (2012). Metacognitive
knowledge and field-based science learning in an outdoor environmental
education program. In A. Zohar & Y. J. Dori (Eds.), Metacognition in
science education (Vol. 40, pp. 57–77). Dordrecht: Springer Netherlands.
Retrieved from http://link.springer.com/10.1007/978-94-007-2132-6
Shaughnessy, M. F., Veenman, M., & Kleyn-Kennedy, C. (Eds.). (2008). Metacognition a recent review of research, theory, and perspectives. New
York: Nova Science Publishers. Retrieved from
http://site.ebrary.com/id/10660424
Smith, R. K. (2013). An investigation of self-regulated strategy development as a
framework to enhance student writing in an Australian mainstream
classroom (Master’s thesis). The University of Sydney, Sydney. Retrieved
from http://ses.library.usyd.edu.au/handle/2123/12475
Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of
children’s knowledge and regulation of cognition. Contemporary
Educational Psychology, 27(1), 51–79.
https://doi.org/10.1006/ceps.2001.1091
Sperling, R. A., Howard, B. C., Staley, R., & DuBois, N. (2004). Metacognition
and self-regulated learning constructs. Taylor & Francis Group, 10(2),
117–139. https://doi.org/10.1076/edre.10.2.117.27905
Storch, N. (2005). Collaborative writing: Product, process, and students’
reflections. Journal of Second Language Writing, 14(3), 153–173.
https://doi.org/10.1016/j.jslw.2005.05.002
Sun, C., & Feng, G. (2009). Process approach to teaching writing applied in
different teaching models. English Language Teaching, 2(1), 150–155.
https://doi.org/http://dx.doi.org/10.5539/elt.v2n1p150
Sundeen, T. H. (2012). Explicit prewriting instruction: Effect on writing quality of
adolescents with learning disabilities. Learning Disabilities, 18(1), 23–33.
Surat, S., Rahman, S., Mahamod, Z., & Kummin, S. (2014). The use of
metacognitive knowledge in essay writing among high school students.
International Education Studies, 7(13), 212–218.
Talebinezhad, M. R., & Negari, G. M. (2007).
The effect of explicit teaching of concept mapping in expository writing o
n EFL students’ self--regulation. Linguistics Journal Press, 2(1), 69–90.
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
118
Tapinta, P. (2006). Exploring Thai EFL university students’ awareness of their
knowledge, use, and control of strategies in reading and writing (Doctoral
dissertation). University of North Texas, North Texas. Retrieved from
http://digital.library.unt.edu/ark:/67531/metadc5429/m1/374/
Thamraksa, C. (2005). Metacognition: A key to success for EFL learners.
Bangkok University. Retrieved from
www.bu.ac.th/knowledgecenter/epaper/jan.../chutima.pdf
Tholin, J. (2007). Learner autonomy, self-directed learning and assessment:
Lessons from Swedish experience. Retrieved from www.divaportal.org/smash/get/diva2.../FULLTEXT01.pdf
Thornton, K. (2010). Supporting self-directed learning: A framework for teachers.
Language Education in Asia, 1(1), 158–170.
https://doi.org/10.5746/LEiA/10/V1/A14/Thornton
Tobias, S., & Everson, H. T. (1996). Assessing metacognitive knowledge
monitoring. Retrieved from
http://research.collegeboard.org/publications/content/2012/05/assessingmetacognitive-knowledge-monitoring
Tobias, S., & Everson, H. T. (2009). The importance of knowing what you know:
A knowledge monitoring framework for studying metacognition in
education. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.),
Handbook of metacognition in education (pp. 107–127). New York:
Routledge.
Tsai, H.-M. (2009). Examining metacognitive performance between skilled and
unskilled writers in an integrated EFL writing class. In The 26th
International Conference on English Teaching and Learning in the ROC
(pp. 678–689). Retrieved from
http://eng.cit.edu.tw/110/20100814053319.pdf
Tsang, K. K. (2012). The use of midpoint on Likert scale: The implications for
educational research. Hong Kong Teachers’ Centre Journal, 11, 121–130.
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language
listening: metacognition in action. New York: Routledge.
Vanderpyl, G. D. (2012). The process approach as writing instruction in EFL
(English as a Foreign Language) classrooms (Master’s thesis). SIT
Graduate Institute, Brattleboro, VT. Retrieved from MA TESOL
Collection. (Paper 545)
Veenman, M. V. J. (2011). Alternative assessment of strategy use with self-report
instruments: a discussion. Metacognition and Learning, 6(2), 205–211.
https://doi.org/10.1007/s11409-011-9080-x
Veenman, M. V. J. (2012). Metacognition in science education: definitions,
constituents, and their intricate relation with cognition. In A. Zohar & Y. J.
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
119
Dori (Eds.), Metacognition in science education (Vol. 40, pp. 21–36).
Dordrecht: Springer Netherlands. Retrieved from
http://link.springer.com/10.1007/978-94-007-2132-6
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006).
Metacognition and learning: conceptual and methodological
considerations. Metacognition and Learning, 1(1), 3–14.
https://doi.org/10.1007/s11409-006-6893-0
Waters, H. S., & Schneider, W. (Eds.). (2010). Metacognition, strategy use, and
instruction. New York: Guilford Press.
Williams, J. D. (2003). Preparing to teach writing research, theory, and practice.
Mahwah, N.J.: Lawrence Erlbaum. Retrieved from
http://site.ebrary.com/id/10227418
Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers’
metacognitive knowledge and pedagogical understandings of
metacognition. Metacognition and Learning, 5(3), 269–288.
https://doi.org/http://doi.org/10.1007/s11409-010-9062-4
Xiao, Y. (2007). Applying metacognition in EFL writing instruction in China.
Reflections on English Language Teaching, 6(1), 19–33.
Yamini, M., & Mandanizadeh, F. B. (2011). Relationship between EFL learners’
self-efficacy and imposter phenomenon and their effects on learners’
writing ability. Advances in Language and Literary Studies, 2(1), 70–80.
https://doi.org/10.7575/aiac.alls.v.2n.1p.70
Yanyan, Z. (2010). Investigating the role of metacognitive knowledge in English
writing. HKBU Papers in Applied Language Studies, 14, 25–46.
Zhao, J., & Dong, Y. (2011). Self-regulation in Chinese college students’ EFL
writing. Studies in Literature and Language, 3(3), 6–13.
Zohar, A., & Dori, Y. J. (Eds.). (2012). Metacognition in science education (Vol.
40). Dordrecht: Springer Netherlands. Retrieved from
http://link.springer.com/10.1007/978-94-007-2132-6
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Abas, I. H., & Aziz, N. H. A. (2016). Exploring the writing process of Indonesian
EFL students: The effectiveness of think-aloud protocol. Advances in
Language and Literary Studies, 7(2), 171–178.
https://doi.org/10.7575/aiac.alls.v.7n.2p.171
Ahmadi, K., Ketabi, S., & Rabiee, M. (2012). The effect of explicit instruction of
meta cognitive learning strategies on promoting Iranian intermediate
language learners’ writing skill. Theory and Practice in Language Studies,
2(5), 938–944. https://doi.org/10.4304/tpls.2.5.938-944
Akturk, A. O., & Sahin, I. (2011). Literature review on metacognition and its
measurement. Procedia - Social and Behavioral Sciences, 15, 3731–3736.
https://doi.org/10.1016/j.sbspro.2011.04.364
Al-Shaer, I. M. (2014). Employing concept mapping as a pre-writing strategy to
help EFL learners better generate argumentative compositions.
International Journal for the Scholarship of Teaching & Learning, 8(2).
Retrieved from http://digitalcommons.georgiasouthern.edu/ijsotl/vol8/iss2/10/?utm_source=digitalcommons.georgiasouthern.edu%2Fij
sotl%2Fvol8%2Fiss2%2F10&utm_medium=PDF&utm_campaign=PDFC
overPages
Axford, B., Harders, P., Wise, F., & Burgess, S. (2009). Scaffolding literacy: An
integrated and sequential approach to teaching reading, spelling and
writing. Camberwell, Vic: ACER Press.
Baroudy, I. (2008). A procedural approach to process theory of writing: Prewriting techniques. The International Journal of Language Society and
Culture, (24), 1–10.
Bassett, E. (2012). Prewriting strategies for mainstream English learners
(Master’s thesis). California State University San Marcos, San Marcos.
Retrieved from http://scholarworks.csusm.edu/handle/10211.8/130
Bodgan, R. C., & Biklen, S. K. (1992). Qualitative research for education: An
introduction to theory and methods (2nd ed.). Boston: Allyn and Bacon
Pearson International.
Boone, H. N., & Boone, D. A. (2012). Analyzing likert data. Journal of
Extension, 50(2), 1–5.
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. (2007). Instruction
of metacognitive strategies enhances reading comprehension and
vocabulary achievement of third-grade students. The Reading Teacher,
61(1), 70–77.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other
more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.),
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
110
Metacognition, motivation, and understanding (pp. 65–116). Hillsdale,
New Jersey: Lawrence Erlbaum Associates.
Brown, H. D. (2001). Teaching by principles. An interactive approach to
language pedagogy. Englewood Cliffs: Prentice Hall.
Cera, R., Mancini, M., & Antonietti, A. (2013). Relationships between
metacognition, self-efficacy and self-regulation in learning. ECPS Journal,
7, 115–141. https://doi.org/10.7358/ecps-2013-007-cera
Chien, S.-C. (2007). The role of writing strategy use in relation to Chinese EFL
students’ achievement in English writing: A cognitive approach.
CAMLING 2007, 25.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education
(6th ed.). New York: Routledge Taylor and Francis Group.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed
methods approaches. Los Angeles: SAGE Publications.
Denscombe, M. (2007). The good research guide: Open up study skills. New
York: McGraw-Hill Education.
Desoete, A. (2008). Multi-method assessment of metacognitive skills in
elementary school children: How you test is what you get. Metacognition
and Learning, 3(3), 189–206. https://doi.org/10.1007/s11409-008-9026-0
Dujsik, D. (2008). The effects of pre-writing strategy training guided by
computer-based procedural facilitation on ESL students’ strategy use,
writing quantity, and writing quality (Doctoral dissertation). University of
South Florida, Tampa. Retrieved from
http://usf.sobek.ufl.edu/content/SF/S0/02/68/83/00001/E14SFE0002566.pdf
Efklides, A. (2006). Metacognition, affect, and concept difficulty. In J. Meyer &
R. Land (Eds.), Overcoming barriers to student understanding: Threshold
concepts and troublesome knowledge (pp. 48–69). London; New York:
Routledge.
Efklides, A., & Misailidi, P. (Eds.). (2010). Trends and prospects in
metacognition research. New York; London: Springer.
Evans, R., & Jones, D. (Eds.). (2008). Metacognitive approaches to developing
oracy: Developing speaking and listening with young children. New York:
Routledge. Retrieved from
https://books.google.co.id/books?id=cRzcAAAAQBAJ&printsec=frontco
ver&hl=id&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
Farahian, M. (2015). Assessing EFL learners’ writing metacognitive awareness.
Journal of Language and Linguistic Studies, 11(2), 39–51.
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
111
Ferris, D. R., & Hedgcock, J. (2013). Teaching L2 composition: Purpose, process,
and practice. New York: Routledge.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of
cognitive–developmental inquiry. American Psychologist, 34(10), 906–
911.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College
Composition and Communication, 32(4), 365–387.
https://doi.org/10.2307/356600
Flynn, N., & Stainthorp, R. (2006). The learning and teaching of reading and
writing. Chichester, England; Hoboken, NJ: John Wiley & Sons.
Forrest-Pressley, D.-L., & Waller, T. G. (1984). Cognition, metacognition, and
reading (Vol. 18). New York, NY: Springer New York. Retrieved from
http://link.springer.com/10.1007/978-1-4612-5252-8
Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in
education. New York, NY: McGraw-Hill.
Fukuda, E., Okazaki, H., & Hashimoto, S. (2012). Enhancing metacognitive
awareness on first and second language reading and writing mediated by
social networking websites. In L. Bradley & S. Thouësny (Eds.), CALL:
Using, learning, knowing (pp. 93–98). Gothenburg, Sweden: Researchpublishing.net. Retrieved from http://researchpublishing.net/publications/2012-eurocall-proceedings/
Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research
competencies for analysis and application (9th ed). New Jersey: Pearson
Education, Inc.
Gebhard, J. G. (2009). Teaching English as a foreign or second language: A
teacher self-development and methodology guide (4th ed). Ann Arbor,
Michigan: The University of Michigan Press.
Geyimci, G. (2014). Pre-writing techniques in the writing process for the L2
classroom. International Journal of English Language & Translation
Studies, 2(3), 77–84.
Glasgow, R. (2009). Comparing the effect of collaborative and non-collaborative
pre-writing activities on first drafts Michael Fitze Dubai Women’s
College, Dubai, UAE. Journal of Research, 19, 1–22.
Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. (J.
C. Richards, Ed.). New York: Cambridge University Press.
Gold, M. G. (2014). Exploring metacognitive development in the context of peer
assisted writing using on-line and off-line methods (Doctoral thesis).
Newcastle University, Newcastle. Retrieved from
https://theses.ncl.ac.uk/dspace/bitstream/10443/2640/1/Gold,%20M.%202
014.pdf
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
112
Griffith, P. L., & Ruan, J. (2005). What is metacognition and what should be its
role in literacy instruction? In S. E. Israel, C. C. Block, K. L. Bauserman,
& K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning:
Theory, assessment, instruction, and professional development (pp. 3–18).
Mahwah, N.J: L. Erlbaum Associates.
Griffiths, C. (2008). Lessons from good language learners. Cambridge:
Cambridge University Press. Retrieved from
http://dx.doi.org/10.1017/CBO9780511497667
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). Handbook of
metacognition in education. New York: Routledge.
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2009). Handbook of
metacognition in education. New York: Routledge.
Hacker, D. J., Keener, M. C., & Kircher, J. C. (2009). Writing is applied
metacognition. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.),
Handbook of metacognition in education (pp. 154–172). New York:
Routledge.
Harmer, J. (2007a). The practice of English language teaching (4th ed). Malaysia:
Pearson Education Limited.
Harris, K. R., Graham, S., Brindle, M., & Sandmel, K. (2009). Metacognition and
children’s writing. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.),
Handbook of metacognition in education (pp. 131–153). New York:
Routledge.
Harris, K. R., Santangelo, T., & Graham, S. (2010). Metacognition and strategies
instruction in writing. In H. S. Waters & W. Schneider (Eds.),
Metacognition, strategy use, and instruction (pp. 226–256). New York:
Guilford Press.
Hartman, H. J. (Ed.). (2001a). Metacognition in learning and instruction (Vol.
19). Dordrecht: Springer Netherlands. Retrieved from
http://link.springer.com/10.1007/978-94-017-2243-8
Hartman, H. J. (2001b). Teaching metacognitively. In H. J. Hartman (Ed.),
Metacognition in learning and instruction (Vol. 19, pp. 149–164).
Dordrecht: Springer Netherlands. Retrieved from
http://link.springer.com/10.1007/978-94-017-2243-8
Heigham, J., & Croker, R. (2009). Qualitative research in applied linguistics: A
practical introduction. Basingstoke: Palgrave Macmillan.
Henter, R. (2014). Developing metacognitive skills as a foundation of learning a
foreign language. Romanian Journal of Experimental Applied Psychology,
5(1). Retrieved from
http://search.proquest.com/openview/86ef0340086177f9809ed26da5cee54
0/1?pq-origsite=gscholar
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
113
Hidi, S., & Boscolo, P. (2006). Writing and motivation. Amsterdam; Boston:
Elsevier. Retrieved from http://site.ebrary.com/id/10151431
Hyland, K. (2009). Teaching and researching writing (2nd ed). Harlow:
Longman.
Hyland, K. (2016). Teaching and researching writing (3rd ed). New York:
Routledge. Retrieved from
https://books.google.co.id/books?hl=id&lr=&id=pI34CgAAQBAJ&oi=fnd
&pg=PP1&dq=process+approach+to+teaching+writing+2015&ots=DReJI
vGnZj&sig=vAz9jjo0epcf5AGOVxUlUzzjVEo&redir_esc=y#v=onepage
&q=process%20approach%20to%20teaching%20writing%202015&f=fals
e
Indonesian Ministry of Education. (2014a). Permendikbud No. 59 Tahun 2014
Tentang Kurikulum SMA. Retrieved from
http://disdik.kalselprov.go.id/download/proses_download/54/PermenNomor-59-tahun-2014-ttg-Kurikulum-SMA.doc
Indonesian Ministry of Education. (2014b). Permendikbud No. 104.
Israel, S. E., Block, C. C., Bauserman, K. L., & Kinnucan-Welsch, K. (Eds.).
(2005). Metacognition in literacy learning: Theory, assessment,
instruction, and professional development. Mahwah, N.J: L. Erlbaum
Associates.
Ivankova, N. V., & Creswell, J. W. (2009). Mixed methods. In J. Heigham & R.
Croker (Eds.), Qualitative research in applied linguistics: A practical
introduction. Basingstoke: Palgrave Macmillan.
Khaki, N., & Hessamy, G. (2013). Metacognitive strategies employed by EFL
writers in integrated and independent writing tasks. World Applied
Sciences Journal, 22(11), 1586–1593.
Kim, S. H. (2013). Metacognitive knowledge in second language writing
(Doctoral dissertation). Michigan State University, Michigan.
Kirkpatrick, L. C. (2012). Students’ strategies for writing arguments from online
sources of information (Doctoral thesis). The University of Western
Ontario, Western Ontario. Retrieved from http://ir.lib.uwo.ca/etd/583/
Kodituwakku, G. (2013). Metacognitive writing strategies of Sri Lankan
secondary school children. Sri Lanka Journal of Social Sciences, 31(1–2),
1–11.
Koriat, A. (2012). The subjective confidence in one’s knowledge and judgements:
some metatheoretical considerations. In M. J. Beran (Ed.), Foundations of
metacognition (1st ed). Oxford; New York: Oxford University Press.
Kucer, S. B. (2005). Dimensions of literacy: A conceptual base for teaching
reading and writing in school settings (2nd ed). Mahwah, N.J: Lawrence
Erlbaum Associates.
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
114
Kucer, S. B. (2014). Dimensions of literacy: A conceptual base for teaching
reading and writing in school settings (4th ed). Routledge.
Lai, E. R. (2011). Metacognition: A literature review. Retrieved from: Images.
Pearsonassessments.
com/images/tmrs/Metacognition_Literature_Review_Final. Pdf on July,
17, 40.
Leopold, L. (2012). Prewriting tasks for auditory, visual, and kinesthetic learners.
TESL Canada Journal, 29(2), 96–102.
Lu, Y. (2010). Cognitive factors contributing to Chinese EFL learners’ L2 writing
performance in timed essay writing. Retrieved from
http://scholarworks.gsu.edu/alesl_diss/13/
M. Aurah, C. (2013). The effects of self-efficacy beliefs and metacognition on
academic performance: A mixed method study. American Journal of
Educational Research, 1(8), 334–343. https://doi.org/10.12691/education1-8-11
Maftoon, P., Birjandi, P., & Farahian, M. (2014). Investigating Iranian EFL
learners’ writing metacognitive awareness. International Journal of
Research Studies in Education, 3(5), 37–51.
https://doi.org/10.5861/ijrse.2014.896
Magaldi, L. G. (2010). Metacognitive strategies based instruction to support
learner autonomy in language learning. Revista Canaria de Estudios
Ingleses, (61), 73–86.
Magno, C. (2008). Reading Strategy, Amount of Writing, Metacognition,
Metamemory, and Apprehension as Predictors of English Written
Proficiency. Asian EFL Journal, Professional Teaching Journals, 29, 16–
48. Retrieved from http://www.asian-efljournal.com/pta_July_08.pdf?q=teslej
Magno, C. (2009). Self-regulation and approaches to learning in English
composition writing. Tesol Journal, 1, 1–16.
Magogwe, J. M. (2013). An assessment of the metacognitive knowledge of
Botswana ESL university student writers. Educational Research and
Reviews, 8(21), 1988–1995.
Manchón, R. (2009). Writing in foreign language contexts learning, teaching, and
research. Buffalo: Multilingual Matters. Retrieved from
http://public.eblib.com/choice/publicfullrecord.aspx?p=449890
Meihami, H., Meihami, B., & Varmaghani, Z. (2013). The effect of collaborative
writing on EFL students’ grammatical accuracy. International Letters of
Social and Humanistic Sciences, 11, 47–56.
https://doi.org/10.18052/www.scipress.com/ILSHS.11.47
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
115
Melgarejo, D. A. M. (2010). Assessing children’s perceptions of writing in EFL
based on the process approach. Colombian Applied Linguistics Journal,
12(1), 70–84.
Mohite, M. (2014). An investigation into the English language writing strategies
used by Polish EFL secondary school learners (Master’s dissertation).
London Metropolitan University, London.
Mohseniasl, F. (2014). Examining the effect of strategy instruction on writing
apprehension and writing achievement of EFL learners. ACADEMY
PUBLISHER, 4(4), 811–817. https://doi.org/10.4304/tpls.4.4.811-817
Mulligan, C., & Garofalo, R. (2011). A collaborative writing approach:
Methodology and student assessment. The Language Teacher, 35(3), 5–
10.
Murray, G., Gao, X., & Lamb, T. (Eds.). (2011). Identity, motivation and
autonomy in language learning. Bristol ; Buffalo: Multilingual Matters.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York:
Routledge.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York;
London: Routledge.
Ngo, C. M., & Trinh, L. Q. (2011). Lagging behind writing pedagogical
developments: The impact of implementing process based approach on
learners’ writing in a Vietnamese secondary education context. IManager’s Journal on English Language Teaching, 1(3), 60.
Okoza, J., Aluede, O., & Owens-Sogolo, O. (2013). Assessing students’
metacognitive awareness of learning strategies among secondary school
students in Edo State, Nigeria. Research in Education, 90(1), 82–97.
https://doi.org/10.7227/RIE.90.1.6
O’Mealia, S. (2011). How can prewriting strategies benefit students? (Master’s
thesis). St. John Fisher College, Rochester, NY. Retrieved from
http://fisherpub.sjfc.edu/education_ETD_masters/14/?utm_source=fisherp
ub.sjfc.edu%2Feducation_ETD_masters%2F14&utm_medium=PDF&utm
_campaign=PDFCoverPages
Oscarson, M. (2013). The challenge of student self-assessment in language
education. Voices in Asia Journal, 1(1), 1–14.
Overschelde, J. P. V. (2008). Metacognition: Knowing about knowing. In J.
Dunlosky & R. A. Bjork (Eds.), Handbook of metamemory and memory
(pp. 47–71). New York: Taylor & Francis Group.
Oz, H. (2007). Understanding metacognitive knowledge of Turkish EFL students
in secondary education. Novitas-ROYAL, 1(2), 53–83.
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
116
Panahandeh, E., & Asl, S. E. (2014). The effect of planning and monitoring as
metacognitive strategies on Iranian EFL learners’ argumentative writing
accuracy. Procedia - Social and Behavioral Sciences, 98, 1409–1416.
https://doi.org/10.1016/j.sbspro.2014.03.559
Perfect, T. J., & Schwartz, B. L. (2002). Applied metacognition. Cambridge
University Press.
Permendikbud No. 66. (2013). Indonesian Ministry of Education. Retrieved from
http://www.ikapidkijakarta.com/ikapiblog/wpcontent/uploads/2013/08/04.-A.-Salinan-Permendikbud-No.-66-th-2013ttg-Standar-Penilaian.pdf
Petraglia, J. (2013). Reconceiving writing, rethinking writing instruction.
Mahwah, N.J: Lawrence Erlbaum Associates, Inc.
Pishghadam, R., & Ghanizadeh, A. (2006). On the impact of concept mapping as
a prewriting activity on EFL learners’ writing ability. International
Journal of Applied Linguistics, 9(2).
Puengpipattrakul, W. (2014). A process approach to writing to develop Thai EFL
students’ socio-cognitive skills. Electronic Journal of Foreign Language
Teaching, 11(2), 270–284.
Qian, L., & Yan, J. (2008). Self-regulation in college English writing. CELEA
Journal (Bimonthly), 31(2), 18–27.
Raoofi, S., Heng Chan, S., Mukundan, J., & Md Rashid, S. (2013). Metacognition
and second/ foreign language learning. English Language Teaching, 7(1).
https://doi.org/10.5539/elt.v7n1p36
Sarac, S., & Karakelle, S. (2012). On-line and off-line assessment of
metacognition. International Electronic Journal of Elementary Education,
4(2), 301–315.
Saville-troike, M. (2006). Introducing second language acquisition. Cambridge:
Cambridge University Press.
Schellings, G., & Van Hout-Wolters, B. (2011). Measuring strategy use with selfreport instruments: Theoretical and empirical considerations.
Metacognition and Learning, 6(2), 83–90. https://doi.org/10.1007/s11409011-9081-9
Schraw, G. (2001a). Promoting general metacognitive awareness. In H. J.
Hartman (Ed.), Metacognition in learning and instruction (Vol. 19, pp. 3–
16). Dordrecht: Springer Netherlands. Retrieved from
http://link.springer.com/10.1007/978-94-017-2243-8
Schraw, G. (2001b). Promoting general metacognitive awareness. In
Metacognition in Learning and Instruction (Vol. 19). Retrieved from
http://link.springer.com/10.1007/978-94-017-2243-8
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
117
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in
science education: Metacognition as part of a broader perspective on
learning. Research in Science Education, 36(1–2), 111–139.
https://doi.org/10.1007/s11165-005-3917-8
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness.
Contemporary Educational Psychology, 19(4), 460–475.
Schraw, G., Olafson, L., Weibel, M., & Sewing, D. (2012). Metacognitive
knowledge and field-based science learning in an outdoor environmental
education program. In A. Zohar & Y. J. Dori (Eds.), Metacognition in
science education (Vol. 40, pp. 57–77). Dordrecht: Springer Netherlands.
Retrieved from http://link.springer.com/10.1007/978-94-007-2132-6
Shaughnessy, M. F., Veenman, M., & Kleyn-Kennedy, C. (Eds.). (2008). Metacognition a recent review of research, theory, and perspectives. New
York: Nova Science Publishers. Retrieved from
http://site.ebrary.com/id/10660424
Smith, R. K. (2013). An investigation of self-regulated strategy development as a
framework to enhance student writing in an Australian mainstream
classroom (Master’s thesis). The University of Sydney, Sydney. Retrieved
from http://ses.library.usyd.edu.au/handle/2123/12475
Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of
children’s knowledge and regulation of cognition. Contemporary
Educational Psychology, 27(1), 51–79.
https://doi.org/10.1006/ceps.2001.1091
Sperling, R. A., Howard, B. C., Staley, R., & DuBois, N. (2004). Metacognition
and self-regulated learning constructs. Taylor & Francis Group, 10(2),
117–139. https://doi.org/10.1076/edre.10.2.117.27905
Storch, N. (2005). Collaborative writing: Product, process, and students’
reflections. Journal of Second Language Writing, 14(3), 153–173.
https://doi.org/10.1016/j.jslw.2005.05.002
Sun, C., & Feng, G. (2009). Process approach to teaching writing applied in
different teaching models. English Language Teaching, 2(1), 150–155.
https://doi.org/http://dx.doi.org/10.5539/elt.v2n1p150
Sundeen, T. H. (2012). Explicit prewriting instruction: Effect on writing quality of
adolescents with learning disabilities. Learning Disabilities, 18(1), 23–33.
Surat, S., Rahman, S., Mahamod, Z., & Kummin, S. (2014). The use of
metacognitive knowledge in essay writing among high school students.
International Education Studies, 7(13), 212–218.
Talebinezhad, M. R., & Negari, G. M. (2007).
The effect of explicit teaching of concept mapping in expository writing o
n EFL students’ self--regulation. Linguistics Journal Press, 2(1), 69–90.
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
118
Tapinta, P. (2006). Exploring Thai EFL university students’ awareness of their
knowledge, use, and control of strategies in reading and writing (Doctoral
dissertation). University of North Texas, North Texas. Retrieved from
http://digital.library.unt.edu/ark:/67531/metadc5429/m1/374/
Thamraksa, C. (2005). Metacognition: A key to success for EFL learners.
Bangkok University. Retrieved from
www.bu.ac.th/knowledgecenter/epaper/jan.../chutima.pdf
Tholin, J. (2007). Learner autonomy, self-directed learning and assessment:
Lessons from Swedish experience. Retrieved from www.divaportal.org/smash/get/diva2.../FULLTEXT01.pdf
Thornton, K. (2010). Supporting self-directed learning: A framework for teachers.
Language Education in Asia, 1(1), 158–170.
https://doi.org/10.5746/LEiA/10/V1/A14/Thornton
Tobias, S., & Everson, H. T. (1996). Assessing metacognitive knowledge
monitoring. Retrieved from
http://research.collegeboard.org/publications/content/2012/05/assessingmetacognitive-knowledge-monitoring
Tobias, S., & Everson, H. T. (2009). The importance of knowing what you know:
A knowledge monitoring framework for studying metacognition in
education. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.),
Handbook of metacognition in education (pp. 107–127). New York:
Routledge.
Tsai, H.-M. (2009). Examining metacognitive performance between skilled and
unskilled writers in an integrated EFL writing class. In The 26th
International Conference on English Teaching and Learning in the ROC
(pp. 678–689). Retrieved from
http://eng.cit.edu.tw/110/20100814053319.pdf
Tsang, K. K. (2012). The use of midpoint on Likert scale: The implications for
educational research. Hong Kong Teachers’ Centre Journal, 11, 121–130.
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language
listening: metacognition in action. New York: Routledge.
Vanderpyl, G. D. (2012). The process approach as writing instruction in EFL
(English as a Foreign Language) classrooms (Master’s thesis). SIT
Graduate Institute, Brattleboro, VT. Retrieved from MA TESOL
Collection. (Paper 545)
Veenman, M. V. J. (2011). Alternative assessment of strategy use with self-report
instruments: a discussion. Metacognition and Learning, 6(2), 205–211.
https://doi.org/10.1007/s11409-011-9080-x
Veenman, M. V. J. (2012). Metacognition in science education: definitions,
constituents, and their intricate relation with cognition. In A. Zohar & Y. J.
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
119
Dori (Eds.), Metacognition in science education (Vol. 40, pp. 21–36).
Dordrecht: Springer Netherlands. Retrieved from
http://link.springer.com/10.1007/978-94-007-2132-6
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006).
Metacognition and learning: conceptual and methodological
considerations. Metacognition and Learning, 1(1), 3–14.
https://doi.org/10.1007/s11409-006-6893-0
Waters, H. S., & Schneider, W. (Eds.). (2010). Metacognition, strategy use, and
instruction. New York: Guilford Press.
Williams, J. D. (2003). Preparing to teach writing research, theory, and practice.
Mahwah, N.J.: Lawrence Erlbaum. Retrieved from
http://site.ebrary.com/id/10227418
Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers’
metacognitive knowledge and pedagogical understandings of
metacognition. Metacognition and Learning, 5(3), 269–288.
https://doi.org/http://doi.org/10.1007/s11409-010-9062-4
Xiao, Y. (2007). Applying metacognition in EFL writing instruction in China.
Reflections on English Language Teaching, 6(1), 19–33.
Yamini, M., & Mandanizadeh, F. B. (2011). Relationship between EFL learners’
self-efficacy and imposter phenomenon and their effects on learners’
writing ability. Advances in Language and Literary Studies, 2(1), 70–80.
https://doi.org/10.7575/aiac.alls.v.2n.1p.70
Yanyan, Z. (2010). Investigating the role of metacognitive knowledge in English
writing. HKBU Papers in Applied Language Studies, 14, 25–46.
Zhao, J., & Dong, Y. (2011). Self-regulation in Chinese college students’ EFL
writing. Studies in Literature and Language, 3(3), 6–13.
Zohar, A., & Dori, Y. J. (Eds.). (2012). Metacognition in science education (Vol.
40). Dordrecht: Springer Netherlands. Retrieved from
http://link.springer.com/10.1007/978-94-007-2132-6
Dini Mustaqima, 2016
EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu