METACOGNITIVE PROCESS IN ENGLISH WRITING.
METACOGNITIVE PROCESS IN ENGLISH WRITING
A Thesis
Submitted to the English Applied Linguistics Study Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
IKA LESTARI
Registration Number: 8116111010
ENGLISH APPLIED LINGUISTIC STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
2014
ABSTRACT
Lestari, Ika. Metacognitive Process in English iriting.English Applied
Linguistics Study Program.Postgraduate School.State University of Medan.
2013
This research deals with metacognitive process in English writing to the
students of STIP-AP Medan. The objectives of the research were to find out what
metacognitive processes occur to the students’ English writing, to describe how does
the metacognitive process occur in English writing of STIP-AP students and to find
out the reason why the metacognitive process occur in that way. This research
conducted by applying descriptive qualitative design. The subject of this research
was the university students of STIP-AP Medan in the third semester. The data were
obtained from the think aloud protocol and interview. The data collected were
analyzed by applying Miles and Huberman’s model. The findings would like to see
metacognitive process that occur in English writing. Almost students could not write
in English very well, it was signed from their awareness that their metacognition
didn’t aware. So that, there were something wrong in their metacognition when they
wrote something in English. Finally, by knowing the process metacognition in
English writing such as planning, monitoring, and evaluating in writing, students
could be aware to write English text very well.
i
ABSTRAK
Ika, Lestari. NIM. 8116111010. Metacognitive Process in English iriting. Tesis,
Program Linguistik Terapan Bahasa Inggris,
Sekolah Pascasarjana,
Universitas Negeri Medan, 2013.
Penelitian ini mengenai proses metcognitive dalam menulis teks bahasa Inggris oleh
mahasiswa STIP-AP Medan. Tujuan penelitian ini adalah untuk mencari proses
metacognitive apa yang terjadi dalam penulisan teks bahasa Inggris, menjelaskan
bagaimana proses metacognitive terjadi di dalam penulisan teks yang dilakukan oleh
mahasiswa STIP-AP tersebut dan mencari alas an mengapa proses metacognitive
terjadi dengan cara demikian. Penelitian ini dibuat dengan menggunakan desain
deskriptive qualitative. Subjek dari penelitian ini adalah mahasiswa semester tiga
STIP-AP Medan. Data diperoleh dari think aloud protocol dan interview.
Pengumpulan data di analisis menggunakan cara Miles dan Huberman. Penemuan ini
untuk melihat proses metacognitive yang terjadi dalam penulisan teks bahasa Inggris.
Hampir seluruh mahasiswa tidak bias menulis teks dalam bahasa Inggris dengan
baik, hal itu dapat di lihat dari kesadaran mereka bahwa metacognisi mereka tidak
jalan. Sehingga ada yang salah dalam metacognisi mereka ketika mereka menulis
sesuatu dalam bahasa Inggris. Akhirnya, dengan mengetahui proses metacognisi di
dalam menulis bahasa Inggris seperti merencanakan, mengontrol, dan meng-evaluasi
dalam menulis, mahasiswa dapat lebih peduli atau sadar untuk menulis teks bahasa
Inggris dengan baik dan benar.
ii
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim…
Alhamdulillah, praise is to Allah SWT, who gives the writer blessing,
health, knowledge, power and opportunity to finish this study. The writer’s
deepest gratitude is only for Him, the Most Gracious and the Most Merciful.
Moreover, she would like to express gratitude to her prophet, Muhammad SAW,
his family, and companions for being the role model in her life.
This research could not be completed without a great deal of help of many
people. So in the process of writing this thesis, the writer would like to extend her
sincere and special thanks. Her gratitude is intended for her beloved parents,
Bapak (Panji Sutrisno) and Mamak (Mariana) for their endless love, prays,
motivations, and financial supports. She is nothing without you.
Her enormous gratitude and best appreciation are expressed to Prof.
Berlin Sibarani, M.Pd and Dr. Didik Santoso, M.Pd, her brilliant advisers, who
has spent precious time in giving suggestions, encouragement, guidance, advices
until this thesis comes to its due time.
She also would like to thanks to all lecturers who have given her the
valuable knowledge and science during her study at the English Applied
Linguistics Study Program of Postgraduate School, State University of Medan. In
particular, she addresses her gratitude also to Prof. Dr. Busmin Gurninn, M.Pd,
the Head of English Applied Linguistics Study Program, Dr. Sri Minda Murni,
M.S, the secretary of English Applied Linguistics Study Program.
Then, She thanks to the Head of Cultivation Study Program of STIP-AP
Medan, Ir. Mardiana Wahyuni, M.P, who permits her to conduct the research in
the Campus. And also my beloved students in Cultivation program BDPD and
BDPE class.
iii
She is also deeply grateful to her young sister (Sri Rahayu, AMd), her
young brother (Wahrianto) and family.
She also owes appreciation and gratitude to her husband, Budianto, SST
who never gave up supporting her to be focus in accomplishing this thesis on
time.
Furthermore, she would like to express her gratitude to her best friends’
intake XX (Masriani Hutasuhut, S.Pd, Khairun Niswa, S.Pd.I, M.Hum, Vidya
Dwi Amalia Zati, S.S, S.E, M.Hum) and Khairun Nasir, S.Pd.I, M.Hum, who
always help her to finish this thesis. She also thanks to Farid Alma’aruf, who has
helped her in providing the academic administration. Then, especially thanks to
Kos Ceria for their love, share and support in sadness or happiness. Also all
friends that can not mention for sharing ideas and developing friendship.
The writer realizes that this paper is far from being perfect. Therefore, the
writer expects some suggestions and critics for this research. At last, the writer
hopes that this research paper will be useful for all.
Medan, 14 Desember 2013
The Writer,
Ika Lestari
Ren. No. 8116111010
iv
TABLE OF CONTENTS
Page
ABSTRACT……………………………………………………………………………
i
ACKNOWLEDGEMENT…………………………………………………………….
iii
TABLE OF CONTENTS……………………………………………………………...
v
LIST OF TABLES …………………………………………………………………...
vii
LIST OF FIGURES……………………………………………………………………
viii
LIST OF APPENDIXES………………………………………………………………
ix
CHAPTER I INTRODUCTION
1.1 The Background of the Study .............................................. ……………………
1
1.2 The Problem of the Study ................................................... ……………………
5
1.3 The Objectives of the Study ……………………………………………………..
5
1.4 The Scope of the Study ………………………………………………………….
6
1.5 The Significances of the Study ………………………………………………….
6
CHAPTER II REVIEW OF LITERATURE
2.1 Metacognitive Process …………………………………………………………… 7
2.1.1 Metacognition vs Cognition ………………………………………………...
14
2.1.2 Models of Metacognition …………………………………………………...
16
2.2 English Writing…………………………………………………………………..
20
2.3 Metacognitive Process in English Writing ……………………………………….
26
CHAPTER IIIRESEARCH METHOD
3.1 Research Design ………………………………………………………………….
29
3.2 The Subject of the research ………………………………………………………
29
3.3 Data & Data Source ……………………………………………………………… 30
3.4 Techniques of Collecting Data …………………………………………………… 30
3.5 Research Procedure ………………………………………………………………
31
3.6 Techniques of Analyzing Data …………………………………………………… 32
3.6 Trustworthiness …………………………………………………………………..
v
34
CHAPTER IVRESEARCH FINDINGS AND DISCUSSIONS
4.1 The Research Findings …………………………………………………………...
36
4.1.1 Metacognitive Processes Occuring During
the Students’ English Writing Process ……………………………………...
37
4.1.2 Ways in Which Metacognitve Processes Occur …………………………….
55
4.1.3 The Reasons Why Metacognitive Processes Occur ………………………… 64
4.2 Discussions ……………………………………………………………………….. 72
CHAPTER VCONCLUSION AND SUGGESTION
5.1 Conclusions ………………………………………………………………………
76
5.2 Implications ……………………………………………………………………...
77
5.3 Suggestions ………………………………………………………………………
78
REFERENCES ………………………………………………………………………..
79
APPENDIXES …………………………………………………………………………
81
vi
LIST OF TABLES
TABLE
2.1
Page
Differences between Metacognition and Cognition
(Based on O’Malley and Chamot 1990) ……………………………………...
2.2
15
Description How the Metacognitive Process
Occur in English Writing ……………………………………………………..
vii
27
LIST OF FIGURES
FIGURES
3.1
Page
Cycling Process of Miles and Huberman (1984) ………………………………..
viii
32
LIST OF APPENDIXES
APPENDIX
A
Page
The Transcription and Observation of the Data
Think Aloud Protocol …………………………………………………………...
B
81
The Trancription of the Data
Retrospective Interview ………………………………………………………….
93
C
Students’ Writing Texts ………………………………………………………….
113
D
The Data Analysis ……………………………………………………………......
119
ix
1
CHAPTER I
INTRODECTION
1.1
The Background of the Study
One of the most important missions of learners is how to learn on their own
throughout their lifetime. How we learn how to learn, how we know what we have
learned and how to direct our own future learning are all questions addressed by
the concept of metacognition. Metacognition is knowledge about cognition and
control of cognition. It means that metacognition is one’s knowing about his
knowledge of himself, other persons, and the world and also his knowing about
his experience of putting the knowledge into cognitive actions.
Flavell (1979: 907) covers two types of metacognition, namely (1) knowing
that one knows about something that is called metacognitive knowledge and (2)
knowing that one is using what he knows (his knowledge) into actions that is
called metacognitive experience. Metacognitive knowledge and metacognitive
experiences have differences only in their content and function, not in their form
or quality. As a matter of fact, both metacognitive knowledge and metacognitive
experience are knowing that one knows.
The use of “knowing” here is the awareness of him that applying his
knowledge in the form of behavioral action, what he is aware of something that he
does and others. If metacognitive knowledge is entering consciousness
(awareness) in our brain, whereas metacognitive experience is activating what
2
strategies used in achieving our aim and also we really know and understand how
to do the best in achieving our aim.
Metacognition often occurs in situations when learners become aware of the
fact that their cognition, their ability to comprehend something has failed them,
for example, not being able to understand some information or a formula, and that
they have work to do to make sense of it.
Metacognition enables and helps us to become successful learners because
by applying metacognition in learning, one knows and aware the lack of him and
want to use his knowledge for active control in everything for his life. For
example, one knows that he lack of English writing, then he know the lesson like
text structure will help him to understand how to make a good English writing.
And then he practice to write in English such as, narrative, procedure or so on. So
that, everyone will activate his knowledge for real life or situation.
In this case, the researcher would like to see metacognitive process in
English writing. Writing is a critical component of humanity’s story that can
appear by writing in stone, wood, paper and nowadays in digital technology.
Writing can foster a sense of heritage and purpose among members of
communities or nations, help to maintain connections for each others which is
important to us as the reader, enhance self-exploration, psychological benefits,
experience and so on (Graham: 2006 in Hacker & Graesser: 2009). Writing is to
communicate and learn something that we need then we explore in writing, so
people as the reader will be able to understand the writer’s means. But now, so
many students could not write in English very well. Unfortunately, this condition
3
often occurs to the university students of the third semester in STIP-AP. So that,
the researcher want to see the causes why they don’t want to write in English in
the classroom and in the daily life. In this research, the researcher focuses on
metacognition. The reason for using metacognition is giving more opportunities to
students to make turns in writing during the times allocated. They can express
their ideas freely because they do activities by think aloud how to plan, monitor
and evaluate their writing.
In the real situation, the students who have learned the foreign language
for years are not successful as government’s expectation in every curriculum,
especially in writing skills. Most of them lack in English writing. They always
confuse to understand how to write a good writing in English, not confident to
practice their writing, and poor of the vocabulary.
It shows that there are
something wrong in their mind especially awareness, it means that in the
metacognition. In other words, there are many students are not aware in English
writing. Awareness is always of something that is present; even if we are aware of
remembering an experience we had years ago, we are remembering it now, in the
present. If we are not aware we may lose my self in the memory in the emotions it
engendered then. If we are aware we may not lose my self; our awareness give us
a sense of distance from the memory and an opportunity to reframe it in line with
what is emerging for us in our present internal and external circumstances.
There are many things that show every students are not aware in English
writing. For the first, not aware of using vocabulary, for example: a student want
4
to write “komputer itu sedang bekerja” then, she/he write in English text “the
computer is working” actually the correct sentence is “the computer is running”.
Students also make mistakes in grammar, for instance: he want to write in English
text “kami tidak mengerti pelajaran itu” then he write “we not understand the
study” the correct sentence is “we don’t understand the lesson”. And then they
also often make mistakes in diction, for example: they would like to write “harga
itu naik” then they write “the price is climbing” actually the correct word is used
is “increasing” because the word “climbing” is for somebody that want to go to
the top of mountain. And the last is culture, so many students do not aware about
the way of writing based cultural context. In addition, when writing possessive
students still make mistakes, such as to write in plural they write like this
“student’s books” it should be “students’ books”. And then, students still make
mistakes in writing a paragraph, they do not know and aware how to write a main
idea and supported idea in a paragraph (cohesion). That’s all the weaknesses of
students in English writing. It means that they are not aware their learning. They
are learning writing involves vocabulary, grammar, culture and cohesion but they
do not aware in all terms in writing and do not want to know about text structural.
So that, by metacognition, students can plan, monitor and evaluate theirselves in
English writing.
With reference to the findings the writer would like to see metacognitive
process that occur in English writing. The writer chooses the topic about
metacognitive process because almost students who could not write in English
very well, it is signed that there are something wrong in their metacognition. It
5
means that their metacognition doesn’t aware too. Beside that the writer thinks to
see what happen in the their metacognitive process in English writing is very
interesting and useful to make the students would like to think aloud first before
write a text grammatically and effectively without feel afraid to make mistakes.
And also to see students’ awareness in English writing, why the metacognition
occur in students, how it is occur and what kind of metacognition occur to the
students’ English writing. All of that to help students to aware the lack of English
writing and the students want to study and write in English very well.
1.2 The Problems of the Study
The problems of this study are formulated as the following.
1. What metacognitive processes occur in the students’ English writing?
2. How does students’ metacognitive process occur in English writing to the
third semester students of STIP-AP?
3. Why does the metacognitive process occur in the way it does?
1.3 The Objectives of the Study
The objectives of the study are to find out:
1. to find out what metacognitive processes occur to the students’ English
writing.
2. to describe how does the metacognitive process occur in English writing
of STIP-AP students.
3. to find out the reason why the metacognitive process occur in that way.
6
1.4 The Scope of the Study
There are two elements of English writing from cognitive (knowledge) and
metacognitive (mental process how to use the knowledge). This study only
focuses to see metacognitive process that occur in English writing for the third
semester in STIP-AP Agribusiness Development field and take three models of
metacognition, they are planning, monitoring and evaluating.
1.5 The Significances of the Study
The findings of this study are expected to be useful and give benefit
significantly relevant theoretically and practically.
Theoretically, the research findings are expected to enrich the theories and
references of metacognition.
Practically, it is useful and to be the input for the students, lecturers,
educational institutions and to other researchers of psycholinguistics to apply
metacognition or to see the metacognitive process in English writing. That makes
students can write in good English and uses in good grammar. And also we can
aware to explore ideas and express understanding (fact and opinion) and also share
knowledge or information with others by writing.
56
CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
5.1 Conclusions
After analyzing the data, conclusions are drawn as the following:
1. Based on the data analysis of all types data, it was found that the students’
English writing using their metacognition into some aspects of
metacognition. They are (1) knowing about himself, (2) knowing about the
world, (3) knowing about strategy and (4) experience of monitoring. All of
that appeared when the students did the writing of “how to plant palm oil
three” naturally.
2. The four types of metacognition as described in point one took place in
ways which all the aspects properly used are different from the ways the
related theory state.
3. The reason why the metacognitive process occur in students’ way of
thinking because the students knew about their selves of low ability in
English because they were aware that they had lack of English. It can be
indicated that they didn’t study hard in the campus or at home, they waere
lazy in reading something especially in English, they didn’t even never
practice to write English. And also probably they were never to go to
English course. So that, they were aware that he got difficulties in writing
English text because they still had lack of English especially in vocabulary
and they were aware when they were interviewed by their lecturer. And
56
most of the students were aware about writing “how to plant palm oil
three” in four types of metacognition as described in point one.
5.2 Implications
Concerning with the theoretical review and the result of this study, some
implications are presented as below:
1) The results of this study showed that the students generally didn’t aware
about their lack of English, the students didn’t increase their skill about
English. So, for students who want to study and practice English about
plantation for more aware and increase the knowledge either in writing or
other skills.
2) The result of this study also imply that the English students or teachers
have to know their metacognition in doing something. It makes them do
planning first, control their activities and evaluating what they do now and
in the future. So that, everything we want to do, we can do with our
expectation and we can reach it in the real life. The better we are aware
about something, the greater our ability in doing something especially in
English.
5.3 Suggestions
1. Based on the findings that not all aspects of metacognition are used by the
subjects, it is suggested that the teachers or lecturers show models of how
56
to apply all the aspects of metacognition and provide enough practices of
using these aspects in reaching their goals especially in English writing.
2. In order to encourage the students to use the metacognition aspects in
correct ways as required by the theory, the teachers or lecturers should
also show of how to use all the aspects correctly by being a model first and
by having the students practicing it and by directing the students to focus
on the ways in which all the aspects properly used.
3. It is suggested to ESP lecturer to always update, revise and suit the
teaching materials to movement of world and find out the best strategy and
media to develop teaching ESP for plantation students. So it makes
students aware in studying and practice it well in English. Then, there is no
reason for students to say that they had lack of English because they were
never go to English course.
62
REFERENCES
Anderson, N. J. (2002). The Role of Metacognition in Second LangMage Teaching
and Learning. Washington, DC: ERIC Digest.
Bauresman, L. Kathryn & Block, C. Cathy. at al (2005) Metacognition in Literacy
Learning; Theory, Assessment, InstrMction, and Professional
Development. New Jersey: Lawrence Erlbaum Associates.
Bogdan, C. R. & Biklen, K. S. (1992). QMalitative Research for EdMcation; An
IntrodMction to Theory and Methods. Boston: Allyn and Bacon.
Brown, A. L. (1987). Metacognition, executive control, self regulation, and other
more mysterius mechanism. In F. E. Weinert & R. H. Kluwe (Eds.),
Metacognition, Motivation, and Understanding (pp. 65-116). Hillsdale,
New Jersey: Lawrence Erlbaum Associates.
Hacker, J. D. Dunlosky, J. & Graesser, C. A. (2009). Handbook of Metacognition
In EdMcation. New York: Rouletge.
Hacker, J. D. (2009). Metacognition: Definition and Empirical FoMndation. New
York: The University of Memphis.
Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: Anew Area of
Cognitive Development InqMiry. New York: American Psychologist,
34(10). 906-911.
Kirby, R. J. & Biggs, B. J. (1980). Cognition, Development, and InstrMction.
Sydney: Academic Press.
Lincoln, Y. S. & Guba, E. G. 1985. NatMralistic InqMiry. New York: SAGE
Publication.
Livingston, A. Jennifer. (1997). Metacognition: An Overview. State University of
New York: Buffalo.
Miles, B. M. & Huberman, A. M. (1984). QMalitative Data Analysis: An
Expanded SoMrcebook. Baverly Hills: SAGE Publications
Monippally, M. M. & Pawar, S. B. (2010). Academic Writing: A GMide for
Management StMdents and Researchers. New Delhi: Chaman Enterprises.
O’Malley, J. M. & Chamot, A. U. (1990). Learning Strategies in Second
LangMage AcqMisition. Cambridge: Cambridge University Press.
Pardiyono, M.Pd. (2007). Pasti Bisa!: Teaching Genre-Based Writing.
Yogyakarta: Penerbit Andi
62
Schraw, Gregory. (1998). Promoting General Metacognitive Araweness.
Netherland: Kluwer Academic Publisher.
Schwartz, L. B. & Perfect, F. T. (2002). Applied Metacognition. Cambridge:
Cambridge University Press.
Yoshida, Mami. (2008). Thinnk-AloMd Protocols and Type of Reading Task: The
issMe of Reactivity in L2 Reading Research. 199-209. Kyoto: Kyoto
University of Foreign Studies.
Zemach, E. D. & Rumisek, A. L. (2005). Academic Writing from Paragraph to
Essay. London: Macmillan Publishers.
Ebookbrowse.com/75-adrian-naznean-metacognition-and-language-learning-pdfd227460896. Accessed on January 30th, 2013.
Lawrence, S. M. (1996). Writing as a Thinking Process. Ann Arbor: The
University of Michigan Press. https://sites.google.com/site/ournewapproach/thenature-and-purpose-of-writing. Accessed on April 24th, 2013.
A Thesis
Submitted to the English Applied Linguistics Study Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
IKA LESTARI
Registration Number: 8116111010
ENGLISH APPLIED LINGUISTIC STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
2014
ABSTRACT
Lestari, Ika. Metacognitive Process in English iriting.English Applied
Linguistics Study Program.Postgraduate School.State University of Medan.
2013
This research deals with metacognitive process in English writing to the
students of STIP-AP Medan. The objectives of the research were to find out what
metacognitive processes occur to the students’ English writing, to describe how does
the metacognitive process occur in English writing of STIP-AP students and to find
out the reason why the metacognitive process occur in that way. This research
conducted by applying descriptive qualitative design. The subject of this research
was the university students of STIP-AP Medan in the third semester. The data were
obtained from the think aloud protocol and interview. The data collected were
analyzed by applying Miles and Huberman’s model. The findings would like to see
metacognitive process that occur in English writing. Almost students could not write
in English very well, it was signed from their awareness that their metacognition
didn’t aware. So that, there were something wrong in their metacognition when they
wrote something in English. Finally, by knowing the process metacognition in
English writing such as planning, monitoring, and evaluating in writing, students
could be aware to write English text very well.
i
ABSTRAK
Ika, Lestari. NIM. 8116111010. Metacognitive Process in English iriting. Tesis,
Program Linguistik Terapan Bahasa Inggris,
Sekolah Pascasarjana,
Universitas Negeri Medan, 2013.
Penelitian ini mengenai proses metcognitive dalam menulis teks bahasa Inggris oleh
mahasiswa STIP-AP Medan. Tujuan penelitian ini adalah untuk mencari proses
metacognitive apa yang terjadi dalam penulisan teks bahasa Inggris, menjelaskan
bagaimana proses metacognitive terjadi di dalam penulisan teks yang dilakukan oleh
mahasiswa STIP-AP tersebut dan mencari alas an mengapa proses metacognitive
terjadi dengan cara demikian. Penelitian ini dibuat dengan menggunakan desain
deskriptive qualitative. Subjek dari penelitian ini adalah mahasiswa semester tiga
STIP-AP Medan. Data diperoleh dari think aloud protocol dan interview.
Pengumpulan data di analisis menggunakan cara Miles dan Huberman. Penemuan ini
untuk melihat proses metacognitive yang terjadi dalam penulisan teks bahasa Inggris.
Hampir seluruh mahasiswa tidak bias menulis teks dalam bahasa Inggris dengan
baik, hal itu dapat di lihat dari kesadaran mereka bahwa metacognisi mereka tidak
jalan. Sehingga ada yang salah dalam metacognisi mereka ketika mereka menulis
sesuatu dalam bahasa Inggris. Akhirnya, dengan mengetahui proses metacognisi di
dalam menulis bahasa Inggris seperti merencanakan, mengontrol, dan meng-evaluasi
dalam menulis, mahasiswa dapat lebih peduli atau sadar untuk menulis teks bahasa
Inggris dengan baik dan benar.
ii
ACKNOWLEDGEMENTS
Bismillahirrahmanirrahim…
Alhamdulillah, praise is to Allah SWT, who gives the writer blessing,
health, knowledge, power and opportunity to finish this study. The writer’s
deepest gratitude is only for Him, the Most Gracious and the Most Merciful.
Moreover, she would like to express gratitude to her prophet, Muhammad SAW,
his family, and companions for being the role model in her life.
This research could not be completed without a great deal of help of many
people. So in the process of writing this thesis, the writer would like to extend her
sincere and special thanks. Her gratitude is intended for her beloved parents,
Bapak (Panji Sutrisno) and Mamak (Mariana) for their endless love, prays,
motivations, and financial supports. She is nothing without you.
Her enormous gratitude and best appreciation are expressed to Prof.
Berlin Sibarani, M.Pd and Dr. Didik Santoso, M.Pd, her brilliant advisers, who
has spent precious time in giving suggestions, encouragement, guidance, advices
until this thesis comes to its due time.
She also would like to thanks to all lecturers who have given her the
valuable knowledge and science during her study at the English Applied
Linguistics Study Program of Postgraduate School, State University of Medan. In
particular, she addresses her gratitude also to Prof. Dr. Busmin Gurninn, M.Pd,
the Head of English Applied Linguistics Study Program, Dr. Sri Minda Murni,
M.S, the secretary of English Applied Linguistics Study Program.
Then, She thanks to the Head of Cultivation Study Program of STIP-AP
Medan, Ir. Mardiana Wahyuni, M.P, who permits her to conduct the research in
the Campus. And also my beloved students in Cultivation program BDPD and
BDPE class.
iii
She is also deeply grateful to her young sister (Sri Rahayu, AMd), her
young brother (Wahrianto) and family.
She also owes appreciation and gratitude to her husband, Budianto, SST
who never gave up supporting her to be focus in accomplishing this thesis on
time.
Furthermore, she would like to express her gratitude to her best friends’
intake XX (Masriani Hutasuhut, S.Pd, Khairun Niswa, S.Pd.I, M.Hum, Vidya
Dwi Amalia Zati, S.S, S.E, M.Hum) and Khairun Nasir, S.Pd.I, M.Hum, who
always help her to finish this thesis. She also thanks to Farid Alma’aruf, who has
helped her in providing the academic administration. Then, especially thanks to
Kos Ceria for their love, share and support in sadness or happiness. Also all
friends that can not mention for sharing ideas and developing friendship.
The writer realizes that this paper is far from being perfect. Therefore, the
writer expects some suggestions and critics for this research. At last, the writer
hopes that this research paper will be useful for all.
Medan, 14 Desember 2013
The Writer,
Ika Lestari
Ren. No. 8116111010
iv
TABLE OF CONTENTS
Page
ABSTRACT……………………………………………………………………………
i
ACKNOWLEDGEMENT…………………………………………………………….
iii
TABLE OF CONTENTS……………………………………………………………...
v
LIST OF TABLES …………………………………………………………………...
vii
LIST OF FIGURES……………………………………………………………………
viii
LIST OF APPENDIXES………………………………………………………………
ix
CHAPTER I INTRODUCTION
1.1 The Background of the Study .............................................. ……………………
1
1.2 The Problem of the Study ................................................... ……………………
5
1.3 The Objectives of the Study ……………………………………………………..
5
1.4 The Scope of the Study ………………………………………………………….
6
1.5 The Significances of the Study ………………………………………………….
6
CHAPTER II REVIEW OF LITERATURE
2.1 Metacognitive Process …………………………………………………………… 7
2.1.1 Metacognition vs Cognition ………………………………………………...
14
2.1.2 Models of Metacognition …………………………………………………...
16
2.2 English Writing…………………………………………………………………..
20
2.3 Metacognitive Process in English Writing ……………………………………….
26
CHAPTER IIIRESEARCH METHOD
3.1 Research Design ………………………………………………………………….
29
3.2 The Subject of the research ………………………………………………………
29
3.3 Data & Data Source ……………………………………………………………… 30
3.4 Techniques of Collecting Data …………………………………………………… 30
3.5 Research Procedure ………………………………………………………………
31
3.6 Techniques of Analyzing Data …………………………………………………… 32
3.6 Trustworthiness …………………………………………………………………..
v
34
CHAPTER IVRESEARCH FINDINGS AND DISCUSSIONS
4.1 The Research Findings …………………………………………………………...
36
4.1.1 Metacognitive Processes Occuring During
the Students’ English Writing Process ……………………………………...
37
4.1.2 Ways in Which Metacognitve Processes Occur …………………………….
55
4.1.3 The Reasons Why Metacognitive Processes Occur ………………………… 64
4.2 Discussions ……………………………………………………………………….. 72
CHAPTER VCONCLUSION AND SUGGESTION
5.1 Conclusions ………………………………………………………………………
76
5.2 Implications ……………………………………………………………………...
77
5.3 Suggestions ………………………………………………………………………
78
REFERENCES ………………………………………………………………………..
79
APPENDIXES …………………………………………………………………………
81
vi
LIST OF TABLES
TABLE
2.1
Page
Differences between Metacognition and Cognition
(Based on O’Malley and Chamot 1990) ……………………………………...
2.2
15
Description How the Metacognitive Process
Occur in English Writing ……………………………………………………..
vii
27
LIST OF FIGURES
FIGURES
3.1
Page
Cycling Process of Miles and Huberman (1984) ………………………………..
viii
32
LIST OF APPENDIXES
APPENDIX
A
Page
The Transcription and Observation of the Data
Think Aloud Protocol …………………………………………………………...
B
81
The Trancription of the Data
Retrospective Interview ………………………………………………………….
93
C
Students’ Writing Texts ………………………………………………………….
113
D
The Data Analysis ……………………………………………………………......
119
ix
1
CHAPTER I
INTRODECTION
1.1
The Background of the Study
One of the most important missions of learners is how to learn on their own
throughout their lifetime. How we learn how to learn, how we know what we have
learned and how to direct our own future learning are all questions addressed by
the concept of metacognition. Metacognition is knowledge about cognition and
control of cognition. It means that metacognition is one’s knowing about his
knowledge of himself, other persons, and the world and also his knowing about
his experience of putting the knowledge into cognitive actions.
Flavell (1979: 907) covers two types of metacognition, namely (1) knowing
that one knows about something that is called metacognitive knowledge and (2)
knowing that one is using what he knows (his knowledge) into actions that is
called metacognitive experience. Metacognitive knowledge and metacognitive
experiences have differences only in their content and function, not in their form
or quality. As a matter of fact, both metacognitive knowledge and metacognitive
experience are knowing that one knows.
The use of “knowing” here is the awareness of him that applying his
knowledge in the form of behavioral action, what he is aware of something that he
does and others. If metacognitive knowledge is entering consciousness
(awareness) in our brain, whereas metacognitive experience is activating what
2
strategies used in achieving our aim and also we really know and understand how
to do the best in achieving our aim.
Metacognition often occurs in situations when learners become aware of the
fact that their cognition, their ability to comprehend something has failed them,
for example, not being able to understand some information or a formula, and that
they have work to do to make sense of it.
Metacognition enables and helps us to become successful learners because
by applying metacognition in learning, one knows and aware the lack of him and
want to use his knowledge for active control in everything for his life. For
example, one knows that he lack of English writing, then he know the lesson like
text structure will help him to understand how to make a good English writing.
And then he practice to write in English such as, narrative, procedure or so on. So
that, everyone will activate his knowledge for real life or situation.
In this case, the researcher would like to see metacognitive process in
English writing. Writing is a critical component of humanity’s story that can
appear by writing in stone, wood, paper and nowadays in digital technology.
Writing can foster a sense of heritage and purpose among members of
communities or nations, help to maintain connections for each others which is
important to us as the reader, enhance self-exploration, psychological benefits,
experience and so on (Graham: 2006 in Hacker & Graesser: 2009). Writing is to
communicate and learn something that we need then we explore in writing, so
people as the reader will be able to understand the writer’s means. But now, so
many students could not write in English very well. Unfortunately, this condition
3
often occurs to the university students of the third semester in STIP-AP. So that,
the researcher want to see the causes why they don’t want to write in English in
the classroom and in the daily life. In this research, the researcher focuses on
metacognition. The reason for using metacognition is giving more opportunities to
students to make turns in writing during the times allocated. They can express
their ideas freely because they do activities by think aloud how to plan, monitor
and evaluate their writing.
In the real situation, the students who have learned the foreign language
for years are not successful as government’s expectation in every curriculum,
especially in writing skills. Most of them lack in English writing. They always
confuse to understand how to write a good writing in English, not confident to
practice their writing, and poor of the vocabulary.
It shows that there are
something wrong in their mind especially awareness, it means that in the
metacognition. In other words, there are many students are not aware in English
writing. Awareness is always of something that is present; even if we are aware of
remembering an experience we had years ago, we are remembering it now, in the
present. If we are not aware we may lose my self in the memory in the emotions it
engendered then. If we are aware we may not lose my self; our awareness give us
a sense of distance from the memory and an opportunity to reframe it in line with
what is emerging for us in our present internal and external circumstances.
There are many things that show every students are not aware in English
writing. For the first, not aware of using vocabulary, for example: a student want
4
to write “komputer itu sedang bekerja” then, she/he write in English text “the
computer is working” actually the correct sentence is “the computer is running”.
Students also make mistakes in grammar, for instance: he want to write in English
text “kami tidak mengerti pelajaran itu” then he write “we not understand the
study” the correct sentence is “we don’t understand the lesson”. And then they
also often make mistakes in diction, for example: they would like to write “harga
itu naik” then they write “the price is climbing” actually the correct word is used
is “increasing” because the word “climbing” is for somebody that want to go to
the top of mountain. And the last is culture, so many students do not aware about
the way of writing based cultural context. In addition, when writing possessive
students still make mistakes, such as to write in plural they write like this
“student’s books” it should be “students’ books”. And then, students still make
mistakes in writing a paragraph, they do not know and aware how to write a main
idea and supported idea in a paragraph (cohesion). That’s all the weaknesses of
students in English writing. It means that they are not aware their learning. They
are learning writing involves vocabulary, grammar, culture and cohesion but they
do not aware in all terms in writing and do not want to know about text structural.
So that, by metacognition, students can plan, monitor and evaluate theirselves in
English writing.
With reference to the findings the writer would like to see metacognitive
process that occur in English writing. The writer chooses the topic about
metacognitive process because almost students who could not write in English
very well, it is signed that there are something wrong in their metacognition. It
5
means that their metacognition doesn’t aware too. Beside that the writer thinks to
see what happen in the their metacognitive process in English writing is very
interesting and useful to make the students would like to think aloud first before
write a text grammatically and effectively without feel afraid to make mistakes.
And also to see students’ awareness in English writing, why the metacognition
occur in students, how it is occur and what kind of metacognition occur to the
students’ English writing. All of that to help students to aware the lack of English
writing and the students want to study and write in English very well.
1.2 The Problems of the Study
The problems of this study are formulated as the following.
1. What metacognitive processes occur in the students’ English writing?
2. How does students’ metacognitive process occur in English writing to the
third semester students of STIP-AP?
3. Why does the metacognitive process occur in the way it does?
1.3 The Objectives of the Study
The objectives of the study are to find out:
1. to find out what metacognitive processes occur to the students’ English
writing.
2. to describe how does the metacognitive process occur in English writing
of STIP-AP students.
3. to find out the reason why the metacognitive process occur in that way.
6
1.4 The Scope of the Study
There are two elements of English writing from cognitive (knowledge) and
metacognitive (mental process how to use the knowledge). This study only
focuses to see metacognitive process that occur in English writing for the third
semester in STIP-AP Agribusiness Development field and take three models of
metacognition, they are planning, monitoring and evaluating.
1.5 The Significances of the Study
The findings of this study are expected to be useful and give benefit
significantly relevant theoretically and practically.
Theoretically, the research findings are expected to enrich the theories and
references of metacognition.
Practically, it is useful and to be the input for the students, lecturers,
educational institutions and to other researchers of psycholinguistics to apply
metacognition or to see the metacognitive process in English writing. That makes
students can write in good English and uses in good grammar. And also we can
aware to explore ideas and express understanding (fact and opinion) and also share
knowledge or information with others by writing.
56
CHAPTER V
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
5.1 Conclusions
After analyzing the data, conclusions are drawn as the following:
1. Based on the data analysis of all types data, it was found that the students’
English writing using their metacognition into some aspects of
metacognition. They are (1) knowing about himself, (2) knowing about the
world, (3) knowing about strategy and (4) experience of monitoring. All of
that appeared when the students did the writing of “how to plant palm oil
three” naturally.
2. The four types of metacognition as described in point one took place in
ways which all the aspects properly used are different from the ways the
related theory state.
3. The reason why the metacognitive process occur in students’ way of
thinking because the students knew about their selves of low ability in
English because they were aware that they had lack of English. It can be
indicated that they didn’t study hard in the campus or at home, they waere
lazy in reading something especially in English, they didn’t even never
practice to write English. And also probably they were never to go to
English course. So that, they were aware that he got difficulties in writing
English text because they still had lack of English especially in vocabulary
and they were aware when they were interviewed by their lecturer. And
56
most of the students were aware about writing “how to plant palm oil
three” in four types of metacognition as described in point one.
5.2 Implications
Concerning with the theoretical review and the result of this study, some
implications are presented as below:
1) The results of this study showed that the students generally didn’t aware
about their lack of English, the students didn’t increase their skill about
English. So, for students who want to study and practice English about
plantation for more aware and increase the knowledge either in writing or
other skills.
2) The result of this study also imply that the English students or teachers
have to know their metacognition in doing something. It makes them do
planning first, control their activities and evaluating what they do now and
in the future. So that, everything we want to do, we can do with our
expectation and we can reach it in the real life. The better we are aware
about something, the greater our ability in doing something especially in
English.
5.3 Suggestions
1. Based on the findings that not all aspects of metacognition are used by the
subjects, it is suggested that the teachers or lecturers show models of how
56
to apply all the aspects of metacognition and provide enough practices of
using these aspects in reaching their goals especially in English writing.
2. In order to encourage the students to use the metacognition aspects in
correct ways as required by the theory, the teachers or lecturers should
also show of how to use all the aspects correctly by being a model first and
by having the students practicing it and by directing the students to focus
on the ways in which all the aspects properly used.
3. It is suggested to ESP lecturer to always update, revise and suit the
teaching materials to movement of world and find out the best strategy and
media to develop teaching ESP for plantation students. So it makes
students aware in studying and practice it well in English. Then, there is no
reason for students to say that they had lack of English because they were
never go to English course.
62
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