STUDENTS’ METACOGNITIVE STRATEGIES IN MASTERING WRITING EXPOSITION TEXT

Merryta Lestari

Abstract


This study examines the effectiveness of students’ metacognitive strategies in improving students' skills in writing exposition text.The main problems of this study are: “what metacognitive strategies are used by the students in mastering writing exposition text?andwhich metacognitive strategies are dominantly used by students in mastering writing exposition text?.” The purposes of this study are to find out what metacognitive strategies are used by the students in mastering writing exposition text and to find out which metacognitive strategies are dominantly used by students in mastering writing exposition text.  The present study employs a case study method.The population in this study was all the eleventh grade of SMAN 1 Baregbeg in the academic year 2013/2014consisting of 4 classes of 88 students.The study took one class as a sample of the research. The sample of the study was XI IPS 1 consisting of 25 students.The instruments used to collect data were writing test and questionnaire. The result of this study revealed that the students like using metacognitive strategies in learning English. Based on the collected data it can be drawn that it is indicated by the students’ score of metacognitive strategies. Based on the conclusion, this study suggests that the use ofstudents’ metacognitive strategies in writing exposition textshould be implemented during teaching and learning process in class in order that the students can learn it step by step until they understand how to write exposition text.The present study suggests that the use of students’ metacognitive strategies in learning writing exposition text should be given to students during teaching and learning English writing. Keywords: Metacognitive strategies, writing exposition text.

References


Anderson, M and Anderson, K. (2003).Text types in English. Australia: MacMillan Education Australia PTY LTD.

Burns, R. B. (2000). Introduction to research method. Melbourne: Longman Australia Pty Ltd.

Brown, H. D. (2004). Language assessment: principles and classroom practices: USA: Pearson Education, Inc.

Cameron, L. (2001). Teaching language to young learners. United Kingdom: Cambridge University Press.

Coffin, et al. (2003).Teaching academic writing. London: Routledge 11 New Fetter Lane.

Fraenkel and Wallen.(2007). How to design and evaluate research in education. New York: McGraw – Hill International Edition.

Fraser, M.(2014).What is metacognitive strategy. England: GE Press.

Gao, J. (2007). Teaching writing in Chinese Universities: finding an eclectic approach.Professional Teaching Articles, 20(2).Diunduhdarihttp://www.professional-teaching articles.com.

Graham, S.(2008). Effective writing instruction for all students.USA: Renaissance Learning.

Graesser, et al. (2009).Handbook of metacognition in education. USA: Waterloo Student Success Office.

Harmer, J. (2007).The practice of English language teaching.England: Pearson Longman.

McElwee, S. (2009).Metacognition for the classroom and beyond: differentiation and support for learners. USA: University of Oxford Press.

Mirhosseini, A. S. (2009). Dialogue journal writing in EFL education.EFL Education Journal, 24 (1).Diunduhdarihttp://http://www.efl- education journal.com.

Musafak. (2012). The use of film to teach analytical exposition writing. Semarang: IAIN Walisongo Press.

National Council of Teachers of English. (2008). Writing now. USA: NCTE’s James R. Squire Office of Policy Research.

Neale, et al. (2006).Preparing a case study: a guide for designing and conducting a case study for evaluation input.USA: PathfindInternational

Pinter, A. (2006). Teaching young language learners.New York: Oxford University Press.

Richards, C. J and Renandya, W. (2002).Methodology in language teaching. USA: Cambridge University Press.

Shin, J. S. (2006).Learning to teach writing through tutoring and journal writing. USA: The University of Maryland Baltimore County.

Wallace, et.al.(2004). Teaching speaking, listening, and writing. Switzerland: International Academy of Education (IAE).




DOI: http://dx.doi.org/10.25157/(jeep).v4i1.1875

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

JEEP has been indexed in