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

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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

vi 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-teacher-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.

Keywords: metacognitive learning strategies, mind mapping technique, extensive reading

vii 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 tetap mengatur sendiri belajar mereka. Disamping itu, mereka juga dapat menggunakan teknik mind mapping dalam berbagai mata pelajaran seperti yang telah

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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

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“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

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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 for your prayers. I would like to thank students of Extensive Reading II class D,

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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.

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TABLE OF CONTENTS

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

ABSTRAK ………

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

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 ………... 1. Learning Strategies ………..…... 2. Metacognitive Learning Strategies………... a. Planning ……….……….………. b. Monitoring ………...………...….. c. Evaluating ………..………..… 3. Learning Autonomy……….…………..…..

i ii iv vi vii x xii xv xvi xvii 1 1 6 6 7 8 9 12 12 12 14 17 17 18 19

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4. Extensive Reading ………..…….………… 5. Mind Mapping and Metacognitive Learrning Strategies……...….. a. The Nature of Mind Mapping Technique………….………..……. 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………...…. 2. Data Analysis Technique on An Interview Session ….…... F. Research Procedure………..…….………..

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

21 22 22 25 27 29 29 31 33 34 35 36 37 38 39 40 41 41 42 46 54 58

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Process………..……….. 2. By Summarizing, Organizing Ideas, and Presenting Data

Increase the Awareness of Monitoring Process………... 3. By Checking Understanding Increases the Awareness of

Evaluating Process………..……...

CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusion………...….. B. Suggestion………..………

REFERENCES ……….. APPENDICES………

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60

63

65 65 67

69 72

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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

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LIST OF FIGURES

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

2.2 Example of a Mind Map………...24

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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

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-teacher-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 themselves from dependent into independent learners, and also from knowing and

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 trained and capable in self-directing learning. Since learning is a life long process,

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 metacognitive strategies potentially offer direction and ability to their progress,

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 keywords and concepts, store related facts together, encourage creative thinking,

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 Reading II class. This research is conducted based on three reasons. First, this course

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 in metacognitive learning strategies through applying mind mapping technique.

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 strategies. It can be seen on the use of mind mapping technique such as to brainstorm

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 starting point.

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, approaches, or deliberates actions that students take in order to facilitate their learning

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 Mann’s and Sabatino’s definition, cognitive strategies encompass the language

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 oneself as a learner. In other words, a learner should recognize the knowledge he/ she

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

(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.

It commonly happens that students find difficulties during accomplishing a task. To solve problems that occur, students regulate strategies they are using as well ass choose and adjust their strategies suited to the situation after identifying problems and difficulties. It may reflect one of the learning autonomy characteristics which are to responsible and actively taking part in their learning. A good learner proactively commit to their learning and solve their problem actively and appropriately (Benson, 2001, in Dafei, 2007). As a result, they will be more successful in learning. However, the success in learning very much depends on learners having a responsible attitude.

3). Evaluating

In this process, students are able to reflect their strengths and weaknesses of their learning after accomplishing the task. The students judge the process and learning outcomes including the strategy use, language proficiency, and the ability to perform (O’Malley and Chamot, 1990; Benson, 2001, in Ardi, 2007: 25). Accordingly, this process allows learners to observe if they carry out the plans and check how well strategies helped them. Learners will think whether they met the goals or if did not, they will find out why it happened and find what they can do next (Chamot at. al. 1999: 27). It will be useful for students’ language learning development later on. These strategies are usually taken by the learner in sequence when they employ metacognitive strategies in their learning process. Figure 2.1 points out the nature of the model.

Figure 2.1 Metacognitive Model of Strategic Learning (simplified from Chamot et. al., 1999:13)

The three strategic processes are employed depending on interaction among tasks, demands and learners. These processes are not necessarily in a sequential order but operating interactively depending on the objective of the activity at any given point (Rahman, et. al., 2008: 2). These three steps can control the learning process through a series of instructions, comprehensive questions that requires students to make self assessments about the learning task they are trying to solve. This figure explains that a learner may plan his/ her objectives and think about how to accomplish the task, or make predication toward tasks. He/ she can move on to the monitoring process in order to check, whether he/ she understands the task or not. If that learner, then, finds difficulties, he/ she may take action to solve the problem. After finishing a task, he may evaluate his performance.

3. Learning Autonomy

Initially, there are many terms viz. active learning, authentic learning, independents learning, or self regulated learning. Actually they share the common

Plan

Monitor Evaluate

principle, which need the greater active involvement of learners in their learning (Niemi, 2000, in Ardi, 2007). The idea of learner autonomy is quite a new element in education history. In the domain of foreign/ second language learning, Holec proposed the concept of “learner autonomy” in a seminal study of Autonomy in Foreign Language Learning and when autonomy comes to its definitions, Holec’s definitions are most often used. Holec (1981, in Dafei 2007:2) defines autonomy as ‘the ability to take charge of one’s own learning’.

Moreover, he clarifies five aspects which learner may have, take and hold to be fully autonomous learners. First, learners must be able to determine their objectives. Second, a learner must be able to define the contents and progressions. Third, learners have to be able to select method and techniques to be used to achieve their goals. Forth, students have to be able to monitor the procedures of acquisition, so that it enables them to check, verify, and correct their performance, while working on their task. At last, learners must be able to evaluate what has been acquired. It evaluates how much they accomplished the task (p.3). To have another overview, Nehir (2004: 181) depicts the concept of language learning autonomy as “what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop to act effectively as autonomous learners.” In this case, learners need to learn how to have communicative competence and to expand his/ her knowledge and skills relate to language learning. They take their responsibility in their own learning.

Benson (2001, in Ardi, 2007: 29) explained that learning autonomy is the capacity to control one’s own learning. In this sense, he argued that learning autonomy in language learning should at least involve 3 important levels, namely: control over learning management, control over cognitive process, and control over learning content. Control over leaning management relates to learners’ behaviour to mange the planning, organization, and evaluation of their learning. Control over cognitive process is a matter of psychological learning. It relates to attention, reflection, and metacognitive knowledge. Besides, control over learning content has a situational aspect where autonomous learners should have freedom to determine their own goals and purposes if they are learning (Benson, 2001, in Dafei, 2007:1).

As a rule, when learners employ such metacognitive strategies, it means they promote themselves to be an autonomous learner or independent learners, because metacognitive strategies and learning autonomy basically share the same principles as planning, monitoring and evaluating learners’ performance while accomplishing a task which lead the learner to have better learning process ultimately.

4. Extensive Reading

Extensive reading refers to either silent reading in classroom or reading which is done unsupervised in the library or at home and has aims reading for pleasure and practice (Urqhuhart and Weir, 1998: 215). Next, it is suggested that an extensive reading as a language teaching and learning procedure where the learners are reading a large number of material or long texts for global of general understanding without

neglecting the pleasure of reading (Bamford and Day, 1994: 2-3). In this sense, extensive reading is also described as the relatively rapid reading texts and emphasis that it should be normally in the level of the students’ reading or below it. Therefore, according to Nuttal (1996: 127), it can be said that extensive reading is the private world of the readers own interest and offers some valuable suggestions for organizing such activities. She states that reading extensively is an effective way to improve reading and it is easier to teach in climate in which people enjoy the activity as well as value it for pragmatic reasons.

In conclusion, an extensive reading program has two distinct characteristics. First, extensive reading is the effective way to improve reading since reading texts are at the level of students’ reading. Second, in extensive reading, students obtain information, and general understanding on topics they read without neglecting the pleasure of reading. Reading should not burdened students since they are able to choose topics are based on the readers own interest.

5. Mind Mapping Technique and Metacognitive Learning Strategies a. The Nature of Mind Mapping Technique

When it comes into definition, Trevino (2005: 7) defines mind mapping as an organizer that is a visual representation with a major ideas put in centrally surrounded by branches, themes, images, pictures, thoughts, patterns, and ideas taken from information given during a class lecture, or texts. While Buzan, the inventor of mind mapping, describes as a manifestation of radiant thninking which represents the

natural function of the human mind (Buzan, 1996:5). The first step toward mind mapping is brainstorming. Exhibiting the exercise of brainstorming enhances the associative abilities that construct the concept of radiant thinking in which the central idea is surrounded by branches contain themes. Mind mapping is a kind of strong graphic technique which provides organizational facts and thought. Mind maps can be applied to every aspect of life such as educational field, personal use, family, business and professional background as well as future plan.

According to Buzan (1996: 55), there are four essentials characters of a mind map:

1). The subject of attention is projected on a central image.

2). The main themes of the subject radiate from central image as branches. 3). Branches comprise a key image or key word printed on an associated line. 4). The branches form a connected nodal structure.

In addition, mind maps can be enriched with colour, pictures, codes, and symbols, which represent the individuality, creativity, and beauty. The result of a mind map is unique because it is based on the creator’s style.

In this study, the writer attempts to formulate the terms mind mapping into a note taking, organizational technique, which allows individual to “organize facts and thoughts” in form of visual representation containing a “central image”, surrounded by branches of main themes that can be key images and/ key words taken from information given (e.g book, and lecturing) forming a connected structure.

Figure 2.2. Example of a Mind Map

http://www.mindmappingstrategies.com/index.aspx.jpg

Graphic organizers assist learning by providing an opportunity for visual stimuli, planning, brainstorming, recording information in a nonlinear fashion, assessment, checking understanding, problem solving, elaboration, creating analogies, note taking, summarizing, illustrating sequence of events, and other creative ways of instruction (Bromley, Irwin-DeVitis, & Modlo, 1995; Gregory & Chapman, 2002, in Trevino 2005: 2).

From the statement above, mind mapping technique provides several advantages. Such a graphic organizer may stimulate students’ visual brain function, plan about what they are going to make, to brainstorm ideas, thoughts, and information from given texts, and then record information. In a way, students can asses themselves and check their understanding. Mind mappings be possibly an interesting way to solve problem (e.g simplify the content of a complicated text), to

elaborate, create analogies, take a note, summarize, or to give instruction. To conclude, the relation between mind mapping and metacognitive structure is that mind mapping technique is generally able to cover the element of metacognitive strategies for instance: planning, monitoring, and evaluating.

b. The Power of Memory in Mind Mapping

Memory is a key component on how an individual can retrieve information for learning (Brooks & Dansereau, 1987, in Trevino, 2005: 2). Teachers utilize various instructional strategies to be effective in assisting students’ learning. Cooperative learning, note-taking assistance, memory devices, graphic organizers, and other methodological reinforcements are instrumental to support instruction. Ausubel (1962)viewed that graphic organizers are beneficial tools and can facilitate learning in an organized manner (p.3). Teachers may use these in various content areas.

Furthermore, there are two major categories of memory, namely explicit and implicit memory (Jensen, 1998; Sousa, 1995, in Trevino, 2005: 21-22).

1). Explicit Memory (Declarative Memory)

This memory includes semantic and episodic memory. Jensen conveyed that an individual forms memory pathways through focusing, paying attention, and making conscious effort to remember events. In Semantic memory, likewise, individuals pay attention to “words, symbols, abstractions, video, textbooks,

computers, and written stories” (p.21). In addition, James says that an individual focuses on “locations, events, and circumstances” in episodic memory (1998, in Trevino, 2005: 22).

2). Implicit Memory (Non-declarative Memory)

Markowitz & Jensen (1992) mentioned “procedural, reflexive, sensory conditioning, and emotional” as the subcategories of implicit memory (p.21). Procedural memory, which is mentioned as motor memory will involve physical skills such as hands learning, body movements, or cycling, driving, fishing. A second category is reflexive memory or stimulus-response. This memory includes “automatic and non-conscious learning” and the brain “codes, stores, and retrieves information instantly and instinctually”(p.22). The third category, sensory conditioning or conditioned responses, involves events such as knowing a stove is hot and any activity which requires repetition. It relates to senses. Emotional memory is a memory with intense emotions ranging from trauma to pleasure. On the whole, these types of memory can assist in recalling information retrieved from storage sites in the brain.

From the previous explanation, the writer attempts to summarize that mind mapping may develop both brain hemisphere, stimulate memory, and represent the element of metacognitive strategies. It can be observed from the usage of mind mapping that facilitate planning, monitoring, problem solving, as well as evaluating.

In short, graphic organizers are beneficial for visual stimuli, planning and brainstorming, recording information in a nonlinear fashion, assessment, checking understanding, problem solving, elaboration, creating analogies, note taking, summarizing, illustrating sequence of events and other creative ways of instruction (Bromley, Irwin-DeVitis, & Modlo, 1995; Gregory & Chapman, 2002, in Trevino, 2005: 33). Those special features which are covered by mind mapping techniques are supported by explanation in the power of memory in mind mapping. Those two memory categorization, explicit and implicit memory take control during individual employs mind mapping techniques.

B. Theoretical Framework

The significant shifting in our educational system, from teacher-centered classroom to students-centered classroom, affects the education setting to provide the best educational system. Besides, in language learning, another consequence is on communicative teaching which needs to encourage students with greater opportunities to actively involve in their learning processes. Thus, it can foster students’ learning autonomy. In the context language learning process, one needs various strategies in order to train learners to have capability to control their learning. Learning strategies are believed to 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), when learners employ such metacognitive learning strategies. It means they promote themselves to be autonomous learners, because metacognitive strategies and learning autonomy basically share the same principles as planning, monitoring and evaluating learners’ performance while accomplishing a task which leads the learner to have better learning process ultimately.

The current study was intended to reveal that the mind mapping technique was able to enhance students metacognitive learning strategies. By presenting information in a pictorial form, teachers and students can focus on key ideas as well as access and stimulate learning process. Again, graphic organizers are beneficial for visual stimuli, planning and brainstorming, recording information in a nonlinear fashion, assessment, checking understanding, problem solving, elaboration, creating analogies, note taking, summarizing, illustrating sequence of events and other creative ways of instruction (Bromley, Irwin-DeVitis, & Modlo, 1995; Gregory & Chapman, 2002, in Trevino, 2005: 33)

For this reason, the metacognitive strategies are highlighted in this study for they picture students’ active roles in accomplishing the task besides reveal students’ learning autonomy in terms of the control over learning management.

CHAPTER III METHODOLOGY

This chapter describes the process of gathering up to analyzing the data. It comprises research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

In this study, a qualitative research method was used to present the findings. Strauss and Corbin (1990, in Hopefl 1998: 2) stated that

“Qualitative methods can be used to better understand any phenomenon about which little is yet known. They can also be used to gain new perspectives on things about which much is already known, or to gain more in-depth information that may be difficult to convey quantitatively.”

From the explanation above, a qualitative method focuses on understanding social phenomena from the perspective of the human participants in the study. In Qualitative Research Methods Overview, a qualitative research method is particularly effective in obtaining specific information about the “values, opinions, behaviors, and social contexts of particular populations.” This research method provides complex descriptions of how people experience a given research situation. “It provides information about the “human” side of an issue the often contradictory behaviors, i.e. beliefs, opinions, emotions, and relationships of individuals” (p.1).

Merriam (2002: 42) specifically stated that the product of the qualitative research is richly of descriptive, using words instead of numbers to the phenomenon under the investigation. Likewise, Mayoux (2000, accessed April 27, 2008) said that qualitative research methods are generally associated with evaluation of the social dimensions of development programs, particularly programs which have explicit social development aims. The evaluation of the social development program here referred to the implementation of mind mapping technique in Extensive Reading II Class of 2009 academic year.

According to the purpose, this study applied the principle of explanatory survey research. The explanatory survey research was intended to explain attitudes and behavior on the basis of data gathered at a certain period of time (Ary, Jacobs, and Razavieh, 1990: 407). This type of qualitative research was conducted to investigate namely attitudes, opinions, values, or other psychological and sociological constructs. Therefore, this type of research was applied since this study revealed students behaviors and development of metacognitive learning strategies which were intangibles. The data gathered in a survey are usually response to predetermined questions in the research problem. Obtained data from the sample of population were to generalize the results to the total group from the population.

In this study, a qualitative research method which is explanatory survey research was employed to conduct the research. It aimed to provide complex description on how the population experiences a certain situation which can be values, opinions, behaviors, and social contexts of particular populations, beliefs,

emotions, and relationship of individuals. This study attempted to describe the students’ development of metacognitive learning strategies. The certain situation is on the implementation of mind mapping technique in an Extensive Reading II class. The population was class D of Extensive Reading II of 2009 academic year. The data were collected from a natural setting, and then related theories were generated to process the data. After that, data were interpreted in a narrative form.

B. Research Participants

There were 4 classes of Extensive Reading II in this even semester of 2009 which were taught by different lecturers. The population sample of this study was the member of Extensive Reading II class D of 2009 academic year. This class was chosen because of two reasons. First, this class implemented weekly assignments using mind mapping technique to report students reading activities. Second, this class was accessible among other classes. The researcher planned to sit and observe the class in the beginning of the meeting and other meetings in an attempt to obtain the description of the class and to dig out sustaining information. As part-timer at that time, the researcher was able to join class D schedule only.

There were 40 students in this class contained 8 male and 32 female students. To conduct the research, 11 students were asked to participate in this study based on two sampling technique. They are stratified sampling and systematic sampling technique. It enabled the researcher to see the possible differences among students. A

stratified sampling is a sampling which is often used when the population consists of a number of subgroups, strata, which may differ in the characteristics being studied (Ary, Jacobs, and Razavieh, 1990: 173). The basis of stratification can be geographic, occupation, gender, age, and year in college. In this study, stratified sampling divided participants into three subdivisions based on the Grade Point Average criteria used in Sanata Dharma University namely excellent, good, and fair learners as described in Table. 3.1 below:

Table. 3.1 Grade Point Average Criteria

No Range Category

1. 3.51-4.00 Excellent Learners

2. 2.76-3.5 Good Learners

3. 2.75- > Fair Learners

The grade point average criteria were based on Panduan Akademik Universitas Sanata Dharma (2004: 2). The range for excellent learners is 3.51-4.0, while subdivision of good learners is 2.76-3.5, and lower than 2.76 belongs to fair learners. After that, students were classified based on the range of subdivision. The result was 9 students belonged to Excellent Learners, 27 students were in Good Learners division, and 4 students were categorized as Fair Learners.

After using stratified sampling to obtain the member of each subdivision, a systematic sampling was used. A systematic sampling is a method of sampling n items from a population of N items (p.175). This sampling was determined to take 4 representatives from each subdivision. The next step was to involve drawing a sample

by taking every Kth case from a list of the population. At first, there were 12 participants as the result of systematic and stratified sampling. During the process of gathering data, one participant was removed from part of study for his absences. For practical reasons, the total number of participants became 11 students only. The coded names of the participants were shown in Table. 3.2 Coding of Participants Name.

Table. 3.2 Coding of Participants Name

No Coded Names Category

1 Participant no. 3 Excellent Learner (EL)

2 Participant no. 6 Excellent Learner (EL)

3 Participant no. 7 Excellent Learner (EL)

4 Participant no.10 Excellent Learner (EL)

5 Participant no. 4 Good Learner (GL)

6 Participant no. 5 Good Learner (GL)

7. Participant no. 9 Good Learner (GL)

8. Participant no.11 Good Learner (GL)

9. Participant no. 1 Fair Learner (FL)

10. Participant no. 2 Fair Learner (FL)

11. Participant no. 8 Fair Learner (FL)

From the table, there were four representatives for each Excellent Learner (EL) and Good Learner (GL), while from Fair Learner (FL) was 3 participants.

C. Research Instruments

To ensure the validity of research, this section explains research instruments are used by the researcher. There were two instruments, first is a structured reflection and the interview.

1. Weekly Structured Reflection Sheets

The data were collected by using a structured reflection sheet which was obtained from the participants after they finished their weekly repot since reflection promotes students to elicit learners’ view on aspect of the course and their own process of learning before, during and after the accomplishment of a task. According to Burden and Byrd (1999, in Amri 2002: 16) reflection was described as a way of thinking about education matter that involves the ability to make rationale choice and to assume responsibility for those cores. In addition, Boud et al. (1985: 2) stated that structured reflection is the key to learning from experience, and that reflection can be very difficult. He also said "perhaps if we can sharpen our consciousness of what reflection in learning can involve and how it can be influenced then we may be able to improve our own practice of learning and help those who learn with us “(p.3). Coteral (2000: 5) concluded that, “reflection led to new understanding, which in turn led to the decision to take action.” In other words, reflection led to insights which, in turn, led to action.

In this study, a weekly structured reflection sheet is that the students wrote what they have done before, during and after they accomplished a task. Several guiding questions on each reflection sheet helped the participants to reflect learning experiences and process. In order to keep the data remained fresh, each structured reflection sheets was distributed to students after accomplishing their weekly report that implemented mind mapping technique. Due to the time limitations, the students were asked to write on reflection sheet in five meetings only. Thus, there were raw

data from reflection sheet one up to reflection five to be interpreted. The major points to include in each reflection sheet are goals, steps, problems that occur, how to solve the problems, assessments, and plan for the next report. Those points were listed in Table 3.3.

Table 3.3. Reflection Points

No Points

1. Goals Setting 2. Steps

3. Problems that Occur-How to Solve the Problems 4. Assessments

5. Future Plans

2. An Interview Session

As conveyed by Bogdan and Biklen (1982, in Hoepfl 1998:6), qualitative interviews may be used either as the primary strategy for data collection, or in conjunction with observation, document analysis, or other techniques. Correspondingly, Lofland and Lofland (p.7) said that interview guides make the interviewing multiple subjects more systematic and comprehensive; and to keep the interaction be focused. Interview sessions are flexible since the interview guides can

be eventually modified to focus attention along with the goals of the research. For that reason, interview was an indispensable way to obtain data needed by

the researcher in qualitative method. The purpose of the interview was to find out what peoples’ view, in this matter, to know how students employ metacognitive learning strategies in finishing their weekly report assignment. An interview session

tent to be semi-structured interview since besides asking the prepared questions, it was more possible to probe questions to obtain in-depth information. It gave fuller, detailed information and avoided bias responses when it is interpreted. There were ten participants in this session that represented each subdivision: excellent, good and fair learners. The major points of interview are listed in Table 3.4. They are students’ perception, process of making mind a mind map, planning, monitoring, and evaluating, and strengths and weaknesses.

Table 3.4. Interview Points

No Points

1. Students’ Perception a. Initial Perception

b. Developmental Perception. 2. Process of Making a Mind Map 3. Planning

4. Monitoring 5. Evaluating

6. Strengths and Weaknesses

D. Data Gathering Technique

The process of gathering data was conducted during even semester of 2008/ 2009. The researcher joined and observed the class. In this sense, taking notes of what happened in teaching learning activity was the main activity during observation. The observation was conducted from March 5 until April 16, 2009. Because the class activities were limited to weekly report submission and class presentation, however, the researcher thought that observing the class activities did not give the intended

data. The data observation was used in initial part only as a description of the class. Therefore, it was not necessarily included as the data.

In order to collect data in terms of students’ experiences mentioned in previous part, the students were asked to write weekly reflection which includes six major points, e.g. goals, steps to do it, problems that occur, how to solve the problems, self-fulfillment, and suggestion to do the next activity. It was intentionally done to monitor students’ learning. In addition, the data gained remained actual and fresh because the students did it sooner after finishing the task.

To gain valid justification, the researcher conducted interview to eleven participants as the representative of the three categorizations. The interview session was conducted when students had finished several projects and completed 5 reflection sheets. Students’ perception, process of making a mind map weekly report, planning, monitoring and evaluating process were probed to the participants. The interview session was carried out on April 17, 2009 in K.03, started from 1 P.M until 4 P.M. Each interview lasted about 5-10 minutes.

E. Data Analysis Technique

As stated earlier, there were two instruments exhibited in this research. The researcher first read and analyzed the raw data thoroughly. Then, based on the reading, each instrument was categorized into similar cluster to find the thematic relationship. This kind of process was also called as data coding. The clearer data coding of each instrument was as follows.

1. Data Analysis Technique on Weekly Structured Reflection Sheets

Having analyzed all data from students’ reflections, the researcher categorized the data based on the previous five major points: goals, steps, problem solving, self-assessment, and future plan. This categorization helped the researcher to interpret each part. The format of data coding of each reflection was presented in this table 3.5

Table 3.5. Format of Data Coding of the Reflection Sheet Categorization Reflection

I

Reflection II

Reflection III

Reflection IV

Reflection V

Goals … … … … …

Steps

Difficulties and problem solving Assessment Future Plan

2. Data Analysis Technique on An Interview Session

The MP3 recorder was used to record the interview. To construct the data from this interview session, the researcher transcribed each interview recording by playing them repeatedly and writing down those excerpt. Next, the written data were clustered based on students’ perception, planning, monitoring, and evaluating. The format of data coding of the interview was shown in table 3.6 Format Coding of the Interview.

Table 3.6. Format of Data Coding of the Interview

Categorization

Participant

Perception Process of

Making Mind Mapping

Planning Monitoring Evaluating

Participants no.3 … … … … … … Participant no. 8

Table 3.6 was used to facilitate the writer in classifying the excerpts that represented perception, mind mapping process, planning, monitoring and evaluating process.

Table 3.7. Format of Data Coding of Mind Mapping

Categorization

Participant

Brainstorming Summarizing Organizing

Ideas Presenting Data Checking Understanding Participants no.3 … … … … … … Participant no. 8

Table 3.7 below was formatted to allow the writer in categorizing the excerpts that represented mind mapping activities such as brainstorming, summarizing, organizing ideas, presenting data and checking understanding. The excerpts were from the weekly reflection sheets and interview session.

F. Research Procedure

The following figure was based on the typical stages on research corresponds to the researcher’s study.

Figure 3.1 Research Procedure

From the figure 3.1 above, the researcher found the topic from class observation and syllabus of the course. After finding a topic for the study, the researcher formulated research questions. This led the researcher to collect the data from the research instruments i.e. weekly structure reflection sheets and an interview session. After finishing this step, the researcher thoroughly analyzed the data based on the related theories. The next step was to report the findings in order to inform and then made conclusion of the research its contribution to broader sense as well.

Step 2

Formulating research questions

Step 3

Collecting data from weekly structured reflection sheets and an interview

Step 4 Analyzing the data

Step 5

Reporting the findings Step 1

Finding the topic from a class observation and syllabus of the course

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter presents two major parts that is intended to address two research questions. First section explains how mind mapping technique helps students to develop their metacognitive learning strategies. Second section presents students’ implementation of metacognitive learning strategies in accomplishing the task. It is also followed by the findings and discussion.

A. How Students Employ Metacognitive Learning Strategies in Accomplishing Weekly Report Assignments in Extensive Reading II Class.

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

There are three categories of learning strategy proposed by O’Malley and Chamot (1995), as cited in Cotterall (2004:1), namely cognitive, socio-affective, and metacognitive. This part was merely intended to explore the metacognitive learning strategies employed by the students during the weekly report accomplishments. The

metacognitive learning strategies are strategies about learning process encompassed planning, monitoring, and evaluating (Chamot et al., 1999:4). Therefore, this section is divided into three parts. They are planning, monitoring, and evaluating process.

As stated by Dirkes (1985, in Mac Mahon, 2004:1) there are three internal process of metacognitive learning strategies which are depicted as follows:

1. Planning

Planning is a crucial element for students to become self regulated learners. 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 students along the process. First, it promotes students 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, sequences, 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 students plan, organize, and schedule events daily, weekly, and monthly (Chamot. et. al., 1999: 14).

Based on what participants wrote in their weekly reflection sheets, the firsthand experiences to solve the problems became the ground to generate a future plan. Based on the obtained data, there were four kinds of planning strategies i.e. goals setting, time, creativity and steps to finish the report. First, most participants set goals every week based on the situation and priority. Participant no. 3, 10, 11 represented that most participants set goals. They wrote that:

116

A: Ya ada lah.

Q: Nah kelebihannya dulu apa aja?

A: Ya lebih simple. Menghemat kertas. Kan 1 halaman satu mind maping. Enak melihtnya itu bisa keseluruhan ngga usah bolak-balik. Terus enak aja kalu pas baca-baca artikel. Ada ide baru/ informasi penting ya tinggal tak masukin di mind mapnya lagi. Ya terbantu sih. Ya jadi lebih mudah memahami bacaannya dengan mind map.

Q: Terbantunya dalam hal apa jadinya?

A: Ya ngga usah ribet pakai kalimat panjang-panjang. Terus pas presentasi itu enak. Itu kan memebantu membuat powerpointnya. Langsung pokok-pokoknya. Jadi tinggal diungkapin aja. Ya aku jadi lebih organize apa yang nantinya aku bicarakan dan ngomongnya terstruktur.

Q: Lalu tadi kelemahannya pakai mind map, menurutmu?

A: Ya kalau aku sih ribet dengan teknisnya mengganti font. Ya biar bisa dibaca orang kan aku otak-atik sendiri fontnya. Ya aku save di JPG, aku besarin pixelnya. Dan jadi ngga gaptek sih. Terus nah tu…kalu ketemu artikel yang bahasanya susah…nemuin kata ganti/ keywordsnya juga susah.

Q: Ada saran atau usul untuk kelas ER?

A: Ya asyik sih. Presentasinya juga kita bisa dapat pengetahuan baru. Tapi kadang bosen capai dengan tugas weekly. Di buat menariklah.

Place : Room I/K03/ Sanata Dharma University Date : April 17, 2009

Interviewee : Participant no. 9

Q: Apa alasan tidak mememakai mind mapping?

A: Ngga suka. Aku ngga suka aja. Aku lebih suka dalam bentuk kalimat. Q: Ngga suka kalau pake model visual ya? Lalu?

A: Tapi ternyata…memang sih lebih mudah pake mind map cumin tapi kok rasanya aku feelnya lebih pake sumarry yang dalam bentuk yang dalam bentuk kalimat gitu lo… lebih enak aja. Lebih lengkap. Cuma kemarin katanya salah gara-gara yaa…. Memang sih karena plagiarism. Cuma kan aku bingung. Kebanyakan anak-anak kan pakai mind mapping Cuma gimana kita bikin summary pake word cuma banyak deskripsinya . Itu gimana cara buatnya kayaknya belum dikasih tau. Ya dikasih taunya Cuma summarizing quoting. Cuma kau bentuknya gimana kan aku juga bingung gitu lo. Karena pake mind map nilainya bagus ya udah aku pakai lah

Q: Alasannya pakai mind map? A: Ya biar nilainya naik…hehe Q: Udah nyoba pakai mind map? A: Belum. Mungkin next report.

Q: Kamu pakai summary dengan paragaraf kan. Apa ada kemajuan selama ini? Kira-kira apa aja?

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A: Aku lebih cepat ngapalin dalam bentuk kalimat daripada mind map. Kalau mind map kan harus nebak sendiri tapi kalau dalam bentuk kalimat kan udah jelas. Kalau mind map dengan poin-poinnya nah untuk dijadikan kalimat kan harus arrange sendiri kan. Tapi kalau paragraph kan aku bisa menghafalnya langsung. Ya kita harus perhatiin grammarnya. Terus kan ngga boleh plagiarism ya kan nyari vocab di kamus. Jadi vocabularynya juga tambah. Q: Kesulitannya mind map apa?

A: Ngga ada kesulitannya sih sebenarnya. Malah justru gampang sih. Kita justru ngga harus baca semuanya…tinggal ambil kunci-kuncinya. Cuma sama aja kita ngga baca artikelnya kan? Misal kita baca 1884 John oh apa bla bla…. Kita ngga baca semuanya karena kita ambil poinnya tapi kalau sumarry dalam bentuk word mau ngga mau kita baca semua. Ya memang sih makin banyak waktu buat sumarry yang dalam bentuk word Cuma ya aku lebih suka di situ. Q: Lalu sebelumya pernah pakai mind map dalam hal apa?

A: Udah pernah pakai waktu AMT. Itu yang buat temenku sih. Aku Cuma ngasih bentuknya, poin-pinnya-keywordsnya aja o ini…ini…ini… Justru aku lebih cepet disitu. Cuman ya ….bukan aku sih tetep temenku yang bikin.

Q: Ada saran atau evaluasi ER II?

A: Ya ngga ada sih. Ya sekarang lebih diperhatiin aja kalau menulis….ada aturannya. Ngga boleh ada plagiarism.

This excerpt below was the result interview. It was conducted on April 24, 2009 after he applied mind mapping techniques

Q: Lalu setelah memakai mind mapping technique..apa pengalaman yang didapat?

A: Ya aku seneng aja sih pakai mind mapping. Intinya aku sudah bisa pakai mind mapping. Ya kan di mind manger itu ada banyak menu..kadang bikin bingung ini itu buat apa.Tinggal otak-atik menunya aja, misal diberi gambar atau ngubah warnanya kan jadi lebih menarik. Makanya perlu waktu untuk bisa memakai program itu. Ya apalagi ngga Cuma explore menunya masih ada Baca artikelnya terus cari ide pokoknya. Lalu cari phrase atau istilah baru untuk key words itu. Ya aku sih masih agak lama ya pakainya….maksudnya makan waktu lama untuk penyesuaian menggunakan mind manager softwarenya karena aku kebiasaan pakai sumarry. Ya aku pelajari mind manager di luar kelas lah..di waktu senggang atau pas sekalian baca artiklenya.

Q: lalu untuk menagatasi lamanya memakai mind manager apa?

A: Ya practice latihan sendiri pakai mind manager…buka-buka menunya….ini itu untuk apa. Terus kalau udah bener-bener ngga tau. tanya temen

Q: Lalu apakah ada kesulitan lain?

A: Ummm apa ya…? Ya kadang artikelnya aja sih susah. Sebenarnya maksudnya atau intinya kadang susah dapatnya Karena bahasanya tinggi, banyak

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kata yang asing…ya aku biasanya milih bacaan yang sesuai aja…tidak terlalu mudah tidak terlalu susah. Kalau terlalau susah kan ntar membacanya untuk bener-benr ngerti isinya kan agak lama…berarti kan ntar ngerjain mind mapnya lama juga untuk menemukan keywordsnya. Seandainya harus memilih artikel yang susah ya harus dibaca berulang kali, buka kamus untuk kata sulitnya sampai ketemu idenya. Yap pinter-pinternya aja sih menemukan article yang pas dan menarik buat dibaca and dikerjakan.

Q: biasanya kalau membuat weekly report mind mapping itu…kamu prosesnya bagaimana?

A: Ya pertama setelah dapat artikel, terus dibaca. Lalu setelah menemukan key wordsnya semua, lalu aku tulis di mind manager. Ya aku susun disitu. Aku biasanya mencari article jauh-jauh hari sebelum hari h. Lalu aku ngerjainnya diwaktu senggang jadi kan tidak terlalu terbebani dan terburu-buru. Ya kalau bisa 2 hari sebelumnya sudah jadi. 1 hari sebelum hari H pengumpulan kan bisa diteliti lagi.

Q: Selama ini apa ada kemajuan yang dialami?

A: Ya ada lah. Bisa pakai mind mapnya….tidak banyak plagiarism lagi. Yak aku bisa makin baik menulis report. Ya kan dari melihat report yang minggu lalu komentarnya apa, kurang dimana. Nah itu kan bisa diperbaiki untuk report berikutnya.

vi 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-teacher-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.

Keywords: metacognitive learning strategies, mind mapping technique, extensive reading

vii 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 tetap mengatur sendiri belajar mereka. Disamping itu, mereka juga dapat menggunakan teknik mind mapping dalam berbagai mata pelajaran seperti yang telah

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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