Mustaqima, Dini (2016) EFL WRITING METACOGNITION OF STUDENTS IN AN INDONESIAN SENIOR HIGH SCHOOL. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Mempertimbangkan anggapan bahwa menulis merupakan proses penerapan metakognisi, siswa perlu mendapatkan metakognisi dalam kegiatan menulis dengan kualitas yang baik melalui penerapan pendekatan proses dalam pengajaran menulis. Namun, dengan adanya indikasi sikap guru bahasa Inggris di Indonesia yang kurang mendukung terhadap penerapan pendekatan proses, ada kemungkinan bahwa akan ada konsekuensi negatif terhadap metakognisi siswa dalam kegiatan menulis. Dalam menanggapi masalah ini, sebuah studi dengan metode campuran diarahkan untuk menyelidiki kualitas metakognisi dari siswa SMA kelas XI dalam kegiatan menulis English as a Foreign Language (EFL) atau Bahasa Inggris sebagai Bahasa Asing, dengan meminta mereka merefleksi komponen pengetahuan metakognitif dan regulasi diri pada kegiatan menulis EFL, yang telah mereka miliki. Data kuantitatif dikumpulkan melalui kuesioner yang disajikan dengan format Likert-type dan checklist, sedangkan data kualitatif dikumpulkan dengan menggunakan kuesioner terbuka. Data kuantitatif yang dianalisis dengan menggunakan statistik deskriptif kemudian dipadukan dengan data kualitatif yang dianalisis dengan cara induksi analitik, melalui prosedur triangulasi. Hasil analisis data menunjukkan bahwa, meskipun siswa telah memiliki sebagian besar dari komponen pengetahuan metakognitif tentang menulis dengan beberapa perbaikan yang diperlukan pada komponen-komponen tertentu, mereka belum mampu menggunakan pengetahuan tersebut dengan efektif dalam melakukan regulasi diri saat menulis. Selain itu, praktek penilaian diri pada segi metakognisi dalam kegiatan menulis, dan pengajaran strategi menulis secara eksplisit yang dilakukan berdasarkan kerangka kerja dari pendekatan proses, sangat disarankan demi perbaikan dalam pengajaran menulis EFL dalam konteks SMA di Indonesia.;---Considering the belief that writing is the process of applying metacognition, students need to gain a good quality of writing metacognition through the application of the process approach in teaching writing. However, with the current indication of Indonesian English teachers’ less supportive attitude towards the application of the process approach, there might be some negative consequences for students’ writing metacognition. In response to the issue at hand, a mixed-methods study was directed to investigate the quality of English as a Foreign Language (EFL) writing metacognition of senior high school students grade XI, by having them reflect on the components of their metacognitive knowledge and self-regulation in EFL writing. The quantitative data were collected through the Likert-type and checklist questionnaires, while the qualitative data were gathered using the open-response questionnaires. The quantitative data analyzed using descriptive statistics were then triangulated with the qualitative data analyzed by means of analytic induction. The results of data analysis point out that, although students have possessed most components of metacognitive knowledge about writing with more improvement needed in some specific areas, they have not effectively used their knowledge in performing self-regulation during writing. Furthermore, the practices of self-assessment on writing metacognition and explicit teaching of writing strategies conducted under the framework of process approach are suggested for the improvement in the teaching of EFL writing in the Indonesian senior high school context.
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil: T BING MUS e-2016; Pembimbing: I.Nenden Sri |
| Uncontrolled Keywords: | Kegiatan menulis EFL, metakognisi, pengetahuan metakognitif, regulasi diri, EFL writing, metacognition, metacognitive knowledge, self-regulation. |
| Subjects: | P Language and Literature > PE English P Language and Literature > PR English literature |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2 |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 03 Oct 2017 07:02 |
| Last Modified: | 03 Oct 2017 07:02 |
| URI: | http://repository.upi.edu/id/eprint/26346 |
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