Developing student`s metacognitive learning strategies through mind mapping technique in extensive reading II class at Sanata Dharma University - USD Repository

  

DEVELOPING STUDENTS’ METACOGNITIVE LEARNING STRATEGIES

THROUGH MIND MAPPING TECHNIQUE

  

IN EXTENSIVE READING II CLASS

AT SANATA DHARMA UNIVERSITY

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Yohana Fransiska Reni Anggriani

  Student Number: 05 1214 022

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2009

  

ABSTRACT

  Anggriani, Yohana. F.R. 2009. Developing Students’ Metacognitive Learning

  

Strategies through Mind Mapping Technique in Extensive Reading II Class at Sanata

Dharma University. Yogyakarta: English Language Education Study Program, Sanata

  Dharma University.

  There is a significant shifting in our educational system, from teacher- centered classroom to students-centered classroom. This allows students to obtain more options in exploring and taking part actively in their learning process. Thus, metacognitive learning strategies are needed to manage their learning process through planning, monitoring and evaluating. The implementation of mind mapping technique reveals a wide range of learning experiences and promotes students to obtain more options to take part actively in the learning process. Therefore, this study reveals students’ development of metacognitive learning strategies through the implementation of mind mapping technique.

  A qualitative method was used to conduct this study. This study involved 11 participants from Extensive Reading II class at Sanata Dharma University of 2009 academic year. The data was obtained by using five weekly structured reflection sheets and an interview session. There were two research questions namely (1) how do students employ metacognitive learning strategies in accomplishing weekly report assignments in Extensive Reading II class? and (2) how does mind mapping technique help students to develop metacognitive learning strategies?

  From the study, it was proven that (1) students employed metacognitive learning strategies in accomplishing weekly report assignments in Extensive Reading

  II class by planning, monitoring and evaluating. In planning process, students set goals, time planning and steps to carry out the weekly reports assignments. Students identified their difficulties and then solved their problems to monitor the process during the completion of weekly reports. Finally, students evaluated their weekly report assignments by assessing both the process and the product of each weekly report. (2) Mind mapping technique helped students to develop their metacognitive learning strategies by brainstorming, summarizing, organizing idea, presenting data and checking understanding.

  This study also provides suggestions to lecturers and teachers, students, and future researchers. First, it would be better for lecturers and teachers to implement mind mapping technique on various subjects i.e. writing, listening, speaking, and other content subjects. Second, students should keep regulating their learning. In addition, they may also use mind mapping technique in learning various subjects as the above mentioned. Third, future researchers are suggested to investigate the correlation of experiences and metacognitive learning strategies.

  

ABSTRAK

  Anggriani, Yohana, F.R. 2009. Developing Students’ Metacognitive Learning

  

Strategies through Mind Mapping Technique in Extensive Reading II Class at Sanata

Dharma University. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,

  Universitas Sanata Dharma.

  Terdapat perubahan yang sangat penting dalam sistem pendidikan kita, yaitu perubahan dari pembelajaran yang terpusat kepada guru menjadi pembelajaran yang terpusat pada para siswa. Hal ini memungkinkan siswa memperoleh kesempatan yang lebih luas untuk menemukan serta mengambil bagian secara aktif dalam proses belajar. Maka dibutuhkanlah strategi belajar metakognitif seperti merencanakan, memonitor, dan mengevaluasi proses belajar mereka. Penerapan teknik mind mapping memberikan pengalaman belajar dan memungkinkan para siswa memperoleh kesempatan yang lebih luas untuk menemukan serta secara aktif mengambil bagian dalam proses belajar yang mereka alami. Oleh karena itu, studi ini berusaha mengetahui perkembangan strategi belajar metakognitif para siswa melalui penerapan teknik mind mapping.

  Studi ini melibatkan 11 peserta dari kelas Extensive Reading II Universitas Sanata Dharma tahun ajaran 2009. Lima refleksi mingguan dan interview digunakan sebagai instrument penelitian untuk memeperoleh data. Metode kualitatif digunakan untuk menemukan jawaban atas dua pertanyaan penelitian yaitu (1) bagaimanakah para mahasiswa menerapakan strategi belajar metakognitif dalam menyelesaikan tugas laporan mingguan di kleas Extensive Reading II? dan (2) bagaimanakah teknik

  

mind mapping membantu para mahasiswa untuk mengembangkan strategi belajar

  metakognitif? Dari studi ini diperoleh bahwa (1) dalam menyelesaikan tugas laporan mingguan kelas Extensive Reading II, para mahasiswa sungguh-sungguh menerapkan strategi belajar metakognitif seperti merencanakan, memonitor dan mengevaluasi belajar mereka. Para mahasiswa merencanakan belajar mereka seperti penerapan tujuan, waktu, kreativitas, dan langkah-langkah mengerjakan tugas ini. Para mahasiswa memonitor poses selama penyelesaian tugas dengan cara membaca ulang dan membandingkan dengan laporan yang lalu. Para peserta mengevaluasi penyelesaian tugas mingguan ini dalam hal proses dan hasil dari laporan mereka (2) teknik mind mapping membantu para mahasiswa untuk mengembangkan strategi belajar metakognitif melalui brainstorming, meringkas, mengorganisasi ide, menyajikan data, dan mengecek pemahaman.

  Studi juga memuat saran-saran yang ditujukan kepada para dosen dan guru, murid adan peneliti mendatang. Pertama, sebaiknya para dosen dan guru menerapkan teknik mind mapping pada berbagai mata pelajaran seperti: menulis, mendengarkan, berbicara, dan pelajaran yang mempunyai banyak materi. Kedua, para murid harus disebutkan diatas. Ketiga, para peneliti mendatang disarankan untuk meneliti hubungan pengalaman belajar dengan strategi belajar metakognitif.

  Kata kunci: strategi belajar metakognitif, teknik mind mapping, extensive

  reading

  

“But by the grace of God I am what I am: and his grace

which was bestowed upon me was not in vain; but I

laboured more abundantly than they all: yet not I, but

the grace of God which was with me.”

  

(I Corinthians 15:10)

I dedicate this thesis to my beloved parents, people who love me and whom I love and my future life

  

ACKNOWLEDGMENTS

  I owe much to Drs. Concilianus Laos Mbato, M.A, my thesis advisor, for his patience, guidance, and encouraging advice to the completion of this thesis. Also, I would like to thank F.X Ouda Teda Ena, S.Pd., M.Pd, my academic advisor for his helpful suggestions. I thank Antonius Jody S.Pd for giving me a chance to conduct a research in his class. My warmest appreciation also goes to all English Education Study Program lecturers for their dedication in teaching English and life skills. I thank the secretariat staffs, Mbak Danik and Mbak Tari for being helpful so far.

  I would like to thank Ignatius Tri Yuwono Basuki, my father and Ester Maryani, my mother who have always prayed and believed in me and my beloved brother, Yosep Rendi Baskoro, let us make them proud. My deepest gratefulness goes to Pak Tasmadi, and Bu Is, Jeng Nana, Alel, Osan, Bu Ninik, and Bu Atun in Tegal. I could not have enjoyed the luxury of studying in the university without their support as well. My earnest gratitude belongs to Galih Pranajaya for giving me the insightful comments and feedback to my life and keeping me sane to pass this cycle of life.

  At last but not least, I also have many individuals to thank. They are my beloved friends from English Education Study Program e.g. Vivi, Dee Ndut, Indra, Dea, Phia, Ncit, Mbak Kiki’ 03, Mbak Valent, Mbak Lisa, Mbak Agnes, Mas Bagong Ayiex, Putri, Intan, Endru and Lembaga Bahasa troops. Also, I should pass these thanks to Bang Chrys Sidha for his willingness to proofread my thesis and Bro Ardi especially the 12 participants. I could not have done it without their willingness. I would show my gratitude to Tim-Tim for correcting the transcripts and donating the ink, Nora for the ride and the notebook, Kiki, and Maria for being a nice family of

Stembayo 14 boarding house and for those whose names are not listed here.

  Yohana Fransiska R.A

  TABLE OF CONTENTS TITLE PAGE …………………………………………………………………..

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  APPROVAL PAGES…………………………………………………………... STATEMENT OF WORK’S ORIGINALITY…………..…………………… ABSTRACT…………………………………………………………….………

  1

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  c. Evaluating …………………………………..…………………..… i ii iv vi vii x xii xv xvi xvii

  b. Monitoring ………………………...………………………......…..

  a. Planning …………………………………….…………….……….

  2. Metacognitive Learning Strategies………......................................

  1. Learning Strategies ……………………..…....................................

  CHAPTER I. INTROCDUCTION A. Research Background……………..…………………………..…. B. Problem Formulation……………………………………….…… C. Problem Limitation………………………………………….…... D. Research Objectives……………………………………..………. E. Research Benefits ………………………………………………. F. Definition of Terms………………………………….………….. CHAPTER II. REVIEW OF RELATED LITERATURE A Theoretical Description …………………………………………...

  TABLE OF CONTENTS………….……………………………………..…….. LIST OF TABLES……..………………………………………………………. LIST OF FIGURES.……………………………………………………………. LIST OF APPENDICES..……………………..………………………………...

  ABSTRAK ……………………………………………………………………… ACKNOWLEDGEMENTS…………...………………………………………..

  18

  4. Extensive Reading ………………………………..…….………… 5. Mind Mapping and Metacognitive Learrning Strategies……...…..

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  a. The Nature of Mind Mapping Technique………….………..…….

  2. Data Analysis Technique on An Interview Session ….…...............

  b. The Power of Memory in Mind Mapping………………………....

  B. Theoretical Framework ……………………………..…………..

  CHAPTER III. METHODOLOGY A. Research Method……………………………………..….…..…… B. Research Participants …………………………….……..….…..… C. Research Instruments ………………………….…….………...… 1. Weekly Structured Reflection Sheets………..…….………...…….

  2. An Interview Sessions ……………………………………..….…..

  D. Data Gathering Technique…………………………......................

  E. Data Analysis Technique………………….…..………………….

  1. Data Analysis Technique on Weekly Structured Reflection Sheets…………………………………………………………...….

  F. Research Procedure…………………..…….……………………..

  22

  CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. How Students Employ Metacognitive Learning Strategies in Accomplishing the Weekly Report…….…..………..……...........

  1. Planning………………….……….…………….………………..

  2. Monitoring……………………..………………….……………..

  3. Evaluating…………………….……………………….…….…...

  B. How Mind Mapping Technique Helps Students to Develop Their Metacognitive Learning Strategies……………..……….……….

  1. By Brainstorming Increases the Awareness of Planning

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  Process…………………………………………………..………..

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  2. By Summarizing, Organizing Ideas, and Presenting Data Increase the Awareness of Monitoring Process……………….....

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  3. By Checking Understanding Increases the Awareness of Evaluating Process………………………………………..……...

  63 CHAPTER V. CONCLUSION AND SUGGESTION

  65 A. Conclusion…………………………………………………...…..

  65 B. Suggestion…………………………………………..……………

  67 REFERENCES …………………………………………………………………..

  69 APPENDICES……………………………………………………………………

  72

  

LIST OF TABLES

  Table Page

  3.1 Grade Point Average Criteria ........................................................................32

  3.2 Coding of Participants Name……………………………………………….33

  3.3 Reflection Points............................................................................................35

  3.4 Interview Points.............................................................................................36

  3.5 Format of Data Coding of the Reflection Sheet ...........................................38

  3.6 Format of Data Coding of the Interview ......................................................39

  3.7 Format of Data Coding of Mind Mapping....................................................39

  

LIST OF FIGURES

  Figure Page

  2.1 Metacognitive Model of Strategic Learning……………………………….19

  2.2 Example of a Mind Map…………………………………………………...24

  3.1 Research Procedures……………………………………………………….40

  

LIST OF APPENDICES

  Appendix Page

  Appendix 1: Weekly Structured Reflection I-IV...................................................73 Appendix 2: Weekly Structured Reflection V.......................................................74 Appendix 3: Transcripts of Weekly Structured Reflection I-V.............................75 Appendix 4 Blueprint of Interview Questions.....................................................103 Appendix 5 Transcripts of Interview ..................................................................104

CHAPTER I INTRODUCTION This chapter describes six underlying issues namely research background,

  problem formulation, problem limitation, research objectives, research benefits, and definition of terms. It intends to provide background and main rationale in conducting the research.

A. Research Background

  There is a significant shifting in our educational system, from teacher- centered classroom to students-centered classroom. This allows students to obtain more options in exploring and taking part actively in their learning process. The learning processes are not limited inside the classroom which is controlled by a teacher. Teaching and learning should be designed to make students actively discover and develop the knowledge. Teachers reduce their portion in giving direction but then promote students’ confidence and maturity. Zimmerman (1998, in Kriewaldt 2001:1) stated that “Learning should be something that the student does rather than something that is done to them.” It means to increase students’ participation and to minimize teachers’ involvement in learning process so that students are able to possess learning experiences. Teachers should facilitate students by various activities so as to be independent learners. As mature learners, university students need to adjust remembering into analysing, synthesising, and researching. Independence leads students to pursue their own intellectual needs, goals and to discover a world of information. As a consequence, it demands students to have learning strategies in order to be successful in learning, especially learning English.

  As a response to globalization, the issue of independent learning becomes significant in the field of teaching English as foreign language in Indonesia. There are various text books contain a lot of knowledge are conveyed in English since English is a global language. A requirement for Indonesians to take part in international communication and values with other countries is to possess English knowledge. In other words, mastering English is an urgent need for Indonesians to be knowledgeable about the world. In Indonesia, English subject is regarded as a compulsory subject in schools. As a consequence, students still depend on the teacher to transfer the English knowledge. Therefore, it seems difficult to acquire the condition for the development of English knowledge in Indonesia.

  Furthermore, it becomes challenging tasks for teachers to create conditions that will result in independent lifelong learning which provides students with opportunities to make decisions about their own learning. Learners actually engage in such behaviours of learning and regulating the learning of English which is called learner strategies (Wenden 1987: 6). He explains that employing strategies will lead students to learn English successfully or even other subjects. It gives more advantages as learners will not only be more efficient in learning but also be more learners should be motivated to develop positive attitude toward learning (p.8). In the long run, they will be more equipped in continuing their learning in the future.

  According to Oxford (1990: 14), various learning strategies will help the learners to manage their learning process. There are six groups namely memory, cognitive, compensation, metacognitive, affective and social. Then, he divided strategies into two major classes i.e. direct and indirect strategies. At this point, memory, cognitive, and compensation are under direct strategies, whereas metacognitive, affective, and social belong to indirect strategies. Here, cognitive strategies are concerned with the steps used in learning which acquire direct analysis, transformation, or synthesis in learning material. Livingston (1997:1) explained cognitive strategies are used to achieve one particular goal, for example it is used to help an individual to understand a text. While metacognitive strategies are used to ensure that the goal has been reached (e.g., quizzing oneself to evaluate one's understanding of that text). These strategies consist of planning, monitoring, and evaluating their learning activities.

  Metacoginitive strategies promote students to be independent which enable them to deal with ultimate learning process from now on (Oxford, 1990:43). Students may plan their learning strategies and adjust strategies they used if they are not successful. Here, the researcher emphasises on metacognitive strategy since it is very significant in developing students’ maturity learning process. Similarly, O’Malley et. al. (1983, in Wenden 1987: 14) concluded that combining cognitive strategies with accomplishments, and future learning directions. That is why, it is necessary to establish metacognitive strategy to English teachers as well as students to accompany cognitive learning strategies. Parallel to learners’ strategy, the implementation of mind mapping technique in Extensive Reading II class characterizes students’ strategy in learning process.

  Generally, people use mind maps to facilitate them in doing presentation, presenting data and information management, solving problem and planning project.

  Specifically, in educational setting mind mapping has been argued to be an efficient way for brainstorming, creative thinking, problem solving, organizing of ideas and note taking (2004, accessed April 27, 2008). Taking note using mind map helps students to extract information, to organize information in an external form as well as to storage information in the memory (Buzan 1996: 105). Mind mapping also helps students to express creativity in using colors, images, symbols, keywords, and dimensions based on the personal style of the maker. Therefore, this promotes students to be more creative in their learning and in creative writing or report writing after they manage all their understanding which are from reading a book, or lecturing. It helps them to have a better comprehension of what they read and report. Reading class should not be perceived as a merely sitting and reading a book, but more on applying conscious and unconscious of various strategies such as solving problem, and building knowledge as stated by Johnston (1983, in Mikulecky, 2002: 2). Students have wider portions to comprehend the main idea of texts, focus on monitor and evaluate their learning by implementing mind mapping technique. Here, mind mapping technique in Extensive reading II class is meant to enable the way students to summarize the reading and to monitor how well students comprehend the reading. Mind mapping technique is also to cover integrative skills, reading as well as writing skills and even prepare the presentation.

  The learning activities in Extensive Reading II i.e. students decide a topic, read articles and learn how to analyze, generate ideas, synthesize, memorize, make a report based on their findings. Applying technology to improve the quality of learning in university level becomes an unavoidable fact recently. Students should have the ability and skill to follow the technology development. Therefore, employing mind manager software to make mind maps is a way to facilitate students accomplishing tasks outside the classroom. While in the class some students are assigned to present and discuss the topic and content of their reading. In this case, students centeredness is practically exhibited. For this reasons, students may experience a lot of ways to adjust their strategy in learning process to accomplish various tasks. Thus, students plan, monitor, and evaluate their project accomplishment. It can be inferred that metacognitive learning strategies are revealed in this learning process.

  Since mind mapping technique reveals complex learning process, therefore, this research is intended to explore students’ development of metacognitive learnng strategies through the implementation of mind mapping technique in Extensive allows students to perform ability to analyse and synthesize reading based on their own interest and to explore as well as acquire knowledge by his/ her own efforts. It means they actively involve and experience their own learning. Second, students’ weekly report assignments which are based on their mind mapping can be one of the indicators to monitor of the learning process and personal development that has to do with metacognitive learning strategies. Third, reading skill is important because students mostly read to acquire knowledge. Thus it is important to apply a certain technique and learning strategies to acquire knowledge better such as mind mapping technique and metacognitive learning strategies.

  B. Problem Formulation There are two questions addressed to this study:

  a. How do students employ metacognitive learning strategies in accomplishing weekly report assignments using mind mapping technique in Extensive Reading II class?

  b. How does mind mapping technique help students to develop their metacognitive learning strategies?

  C. Problem Limitation

  The project is limited to the implementation of mind mapping technique in Extensive Reading II class. The focus of this study is to reveal students’ development

  Weekly reports using mind mapping program in Extensive Reading II class facilitates students to actively take part in their own learning process, by acquiring knowledge based on their own efforts. It is started from deciding the topic, selecting and reading supported articles or texts, making mind maps, until finishing and revising the reports. In this case, they are encouraged to develop integrative skills, i.e. reading and writing skills.

  There are several steps on how to accomplish this task. Firstly, students receive several direction or short explanation from a lecturer about how to employ mind mapping technique and the nature of the weekly reports. After that, students will automatically think about what need to be done, when, and how to do it. During the process, they will experience and train themselves to plan, to monitor, and to evaluate their performance. These represent metacognitive learning strategies throughout the accomplishment of each weekly report.

D. Research Objectives

  Objectives of this research are to answer two research questions. The first research question is on how students employ metacognitive learning strategies to accomplish the weekly report assignments in Extensive Reading II class. It explores deeply on the students’ behaviour in the management of planning, monitoring and evaluating to carry out each weekly report assignments. The second question is on how mind mapping technique helps students to develop metacognitive learning ideas as the planning process, to organise ideas in monitoring process, and to measure the report in evaluating process.

E. Research Benefits

  

This research hopefully benefits all parties who deal with teaching learning

  process, particularly teachers, learners, and further researchers in Indonesia. First, it provides explanation about metacognitve learning strategies so that teachers may facilitate their students to be more autonomous besides merely exploring cognitive learning strategies. Cognitive learning strategies should be combined with metacognitive learning strategies to achieve successful learning outcomes. Second, this research can be one of the evidences that regulating learning strategies through certain learning technique will make students more strategic, reflective, self regulated since they become aware about their learning process. Third, of course, it will benefit English Education Study Program of Sanata Dharma University in a way to make teacher candidates become aware to employ and develop metacognitive learning strategies. Teacher candidates should experience learning process and strategies more in order to be more autonomous. Then, they are able to teach and encourage learners to have learning autonomy. Teacher candidates may also find ways to develop metacognitive learning strategies throughout the variety of technique and students’ assignments. Last but not least, it will be beneficial for further researchers who intend to develop further researcher on metacognitive learning strategies to use this as a

F. Definition of terms

  

This section elaborates several terms related to this research in order to avoid

  confusion and misconception, they are metacognitive learning strategies, mind mapping technique, extensive reading II.

a. Metacognitive Learning Strategies

  According to Hyde and Bizar (1989, in Mariam Muniz-Swicegood , 1994: 1) “metacognitive process are those processes in which the individual carefully considers thoughts in problem solving situations through strategies of self-planning, self-monitoring, self-regulating, self-questioning, self-reflecting, and or self reviewing.” Similar to the previous explanation, according to Wenden (1987: 25) metacognitive strategy trained students oversee and regulate their learning by planning, monitoring, and evaluating their learning activities.

  At this point, metacognitive learning strategies are related to self management and self regulations in given reading activity to plan, monitor and evaluate their learning process. Planning strategies relate to learners’ action of previewing and overviewing task to develop directions what need to be done, how to do it, and when to do it. Whereas, monitoring strategies are to check, solve problem, monitor, and evaluate their thinking and reading performance. In evaluating, they can reflect what they did and later can make better decision in doing the upcoming tasks. In this study, metacognitive learning strategies mean students control their own learning by planning, monitoring, and evaluating their learning in accomplishing activities in Extensive Reading II class.

b. Mind Mapping Technique

  A Mind map is a diagram used to represent words, ideas, tasks or other items linked to and arranged radially around a central key word or idea. Buzan (1996, 240) conveyed that mind map technique is used to generate, visualize, structure and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing. It can be applied in many aspects of life i.e. management, business, and education. It is also stated that mind mapping technique is derived from the concept of radiant thinking. Radiant thinking is similar to “burst of thoughts” which refers to thoughts connect to a central point (p.54-55). It means that mind mapping technique has a similarity to networks in the brain. Every network has a central point which is called a main idea. A main idea contains main branches that represent topics related to it. A main branch is also possible to have sub-branches that represent sub-topics.

  In education field, students employ mind mapping technique to organise and report their understanding from reading activity in the form of diagram contains of a central idea and several supporting ideas. In Extensive Reading II class of 2009 academic year, students are suggested to use mind manager program to summarize their reading articles. In line with those explanations above, in this study, mind map technique is simply defined as a graphic technique that represents the relation between information by placing the main idea in the center and drawing branches that represent sub topics.

c. Extensive Reading II

  Extensive Reading II class (KPE 315) is a compulsory subject which has to be taken by students of English Education Study Program at Sanata Dharma University.

  The goal of this course as stated in Panduan Akademik 2005 is “students improve their reading skills through literary and works and scientific or journalism writings.” In a sense, upon completing this course the students will be able to develop in-depth knowledge on a particular issue, develop literacy skills to investigate a particular issue of one’s own choosing, synthesize knowledge they acquire from reading, and acquire academic values (e.g. avoiding plagiarism and crediting cited sources) as sated in syllabus of the course 2009.

  Students are to make weekly reports on their reading. There is a basic pattern of the weekly report namely summary (mind map), reason of selecting the article, writer’s purpose, strengths’ and weaknesses’ of the article, insights that the reader obtains, and a list of new vocabulary items. Henceforth, by determining one’s own interest, own learning goals, and completing personal objectives, the students are expected to become more autonomous.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents some theories related to the issue of the study and to

  formulate the theoretical framework. For this reason, the researcher divides this

  chapter into two major sub-headings that is theoretical description and theoretical framework. The theoretical description provides the theoretical review of the issues, whereas the theoretical framework summarizes and synthesizes all major relevant theories of this study.

A. Theoretical Description

1. Learning Strategies

  In the beginning, there are several attempts to define what strategies are. Let us have a look on the first definition that learning strategies are operations commonly employed by learners to aid the acquisition, storage, retrieval, and use of information (Oxford, 1990: 8). The definition was further developed that learning strategies are specific actions taken by the learner to make learning easier, faster and enjoyable, more self directed, more effective, and more transferable to new situations (p.8). Third, Rubin (1992, in Wahyuni, 2005: 18), said that “learning strategies are the techniques or devices which a learner may use to acquire knowledge.” Similarly, Chamot (in Wenden and Rubin, 1987: 71) defined strategies as “techniques, and recall of both linguistics and content area information.” Besides Lee (2008: 1), described "learning strategies as behaviors that would contribute to developing learner’s language system affecting learning directly.” Particularly, based on Cohen (1998:5), language learning strategies include strategies for identifying the material needs to be learned, distinguishing the material from other material if need be, classifying material for easier learning, having repeated contact with material, as well as committing the material to memory when it does not seem to be acquired naturally.

  In this study, the definition from Chamot is used because strategies are defined as techniques, approaches, or deliberates actions that students take in order to facilitate their learning and recall both linguistics and content area information. It is chosen because this definition is believed to cover broader aspects that were mentioned by several experts above.

  Learning strategies help learners to enhance their learning. The appropriate language learning strategies result in improved proficiency and greater self confidence. Furthermore, according to Oxford (1990: 14), strategies are divided into two major classes, direct and indirect. Memory, cognitive, and compensation are under direct strategies, while indirect strategies namely metacognitive, affective, and social strategies. These two major strategies do not stand alone but support each other. To have general overview about those strategies, let us observe a definition from Mann and Sabatino (1985, in Swicegood, 1994: 85) that described cognitive strategies as “...planned ways to achieve specific goals or results.” To elaborate learning strategies of identification, grouping, retention, and storage of language material, as well as retrieval, rehearsal, and comprehension or production as described by Cohen (1998:7). It means certain activities such as analyzing, memorizing, taking note, and self questioning are used to achieve the goals, such as to understand a text, and to obtain better marks. Oxford (1990: 9) conveys that compensation strategies are said to be able to help learners in overcoming knowledge gaps and continuing to communicate authentically. Next, when learners are using imagery and structured review, they employ memory strategies. Affective strategies happen when learners can gain control over their emotions, attitudes, motivations, and values during their learning process. In other words, the more the learners have positive feelings, the more enjoyable and effective learning they have. Social strategies (Oxford, 1990: 8) occur when learners improve their interaction with other parties in their learning such as asking questions and cooperating with friends, peers, and native speakers. Those previous explanations will lead to further discussion of Metacognitive learning strategies which are simply defined as the control over cognitive strategies.

2. Metacognitive Learning Strategies

  To begin with, Livingston (1997: 1) said that “metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning.” In a language learning context, metacognition means knowing about already has and wants to quire and also self-awareness toward their own language learning process. It is regarded as the key to successful language learning. Besides, metacognition has been used to explain self regulatory utilization of thought process since the late 1800’s according to James (1890, in Swicegood, 1994: 83).

  Referring to Flavell and Wellman’s Metacognitive Taxonomy (1977, in Swicegood, 1994: 17), there is a framework which divides metacognition into three major variables as follows: a). Person variables which are knowledge that individual have about her /her own personal cognitive capacities; b). Task variables which are knowledge about the nature and level of difficulty of certain problems; c). Strategy variables which is knowledge of different types of cognitive strategies that could be used for specific problems and knowing which ones are the most appropriate in a given situation.

  From this taxonomy, Wilson (1999, cited in MacMahon 2004) metacognition has three 3 both processes and functions: (1). Metacognitive awareness - individuals' awareness of their learning process, knowledge about content knowledge, and knowledge about their own strategies (2). Metacognitive evaluation - individuals' judgments of their capacities and limitations

  (3). Metacognitive regulation - the conscious modification of thinking using cognitive resources.

  It can be simply interpreted that metacognition has activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Metacognitive learning strategies are derived from metacognition. The aim is to portray what metacognition is in learning process. It is so, because metacognitive learning strategies are sequential processes that one uses to control cognitive processand to ensure that a cognitive goal has been met (Livingston, 1997:1). Brown and Pallinscar (1892, in Chamot and Wenden, 1987: 45), elucidated that metacognitive learning strategies involve thinking about the learning process, planning for learning, monitoring of learning while it is taking place, and self-evaluation of learning after the learning activity. Besides, Oxford (1990:136) defines metacognitive strategies are actions overtake cognitive devices, and which provide a way for learners to manage their own learning process. In this study, metacognitive strategies are generally recognized as learning strategies which have metacognitive processes, namely planning, monitoring, and evaluating their own learning.

  As stated by Dirkes (1985, in Mac Mahon, 2004) there are three internal process of metacognitive strategies depicted as follows:

  1). Planning Planning is a crucial element in becoming a self regulated learner. In this process, good learners think about how they are going to approach and carry out given tasks. Furthermore, there are three aims of planning that will guide learners along the process. First, it promotes learners to build the general but comprehensive picture of the concepts or the principles. Second, it assists students to carry out upcoming tasks through strategies proposed before. Third, it enables students to generate a plan for the parts, sequence, main ideas, or language functions to be used in handling a task (O’Malley, and Chamot, 1990; Benson, 2001: 82, in Ardi, 2007: 17). In short, planning is how learners plan, organize, and schedule events daily, weekly, and monthly (Chamot. et. al, 1999: 14).

  2). Monitoring Monitoring refers to a strategy in which learners become aware of their errors, verify, and correct understanding or performance in finishing the assignment, for example: students correct their pronunciation, grammar, vocabulary of their speech in order to make their listeners understand (Chamot, 1985, in Wenden, 1987). Those symbolize two components of monitoring. First, learners monitor how they are doing when they work. Second, learners monitor themselves by making necessary adjustments on how they are working (Chamot et. al, 1999: 20). Briefly, learners use this strategy to measure their effectiveness while accomplishing the task.