A DESCRIPTIVE STUDY OF METACOGNITIVE STRATEGY IN THE ENGLISH LANGUAGE TEACHING AND LEARNING PROCESS AT SMPN 1 PROBOLINGGO

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A DESCRIPTIVE STUDY OF METACOGNITIVE STRATEGY IN

THE ENGLISH LANGUAGE TEACHING AND LEARNING

PROCESS AT SMPN 1 PROBOLINGGO

THESIS

By:

ANIK PRATIWI WIJAYATI

060210491137

ENGLISH EDUCATION PROGRAM

LANGUAGE AND ARTS EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

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iii

CONSULTANT’S APPROVAL

A DESCRIPTIVE STUDY OF METACOGNITIVE STRATEGY IN THE

ENGLISH LANGUAGE TEACHING AND LEARNING PROCESS AT SMPN

1 PROBOLINGGO

THESIS

Composed as One of the Requirements to Obtain the S-1 Degree at the English

Education Program, Language and Arts Education Department, Faculty of Teacher

Training and Education, Jember University

Name

: Anik Pratiwi Wijayati

Identification Number

: 060210491137

Level

: 2006

Place, Date of Birth

: Probolinggo, October, 29

th

1987

Department

: Language and Arts

Program

: English Education

Approved By:

Consultant I

Consultant II

Dr. Budi Setyono. M.A.

Drs. Sugeng Ariyanto, M.A

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v

DEDICATION

This thesis is honorably dedicated to:

1.

My beloved parents, Soni Rakhmad and Endang Sri P.

2.

My beloved brother, Ilwan Dwi Cahyo.

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vii

ACKNOWLEDGEMENT

First, I would like to express my greatest gratitude to Allah SWT, The

Almighty, who always leads and provides blessing, mercy, and guidance to me, so

that I am able to finish this thesis entitled “A Descriptive Study of Metacognitive

Strategy in the English Language Teaching and Learning Process at SMPN 1

Probolinggo.”

In relation to the writing and finishing of this thesis, I would like to express

the deepest appreciation and sincere thanks to the following people:

1. The Dean of the Faculty of Teacher Training and Education;

2. The Chairperson of the Language and Arts Department;

3. The Chairperson of the English Education Program;

4. My academic advisor and first consultant, Dr. Budi Setyono, M.A and my second

Consultant, Drs. Sugeng Ariyanto, M.A who have given me some suggestions and

corrections in finishing this thesis;

5. The examination committee;

6. The principal, the English teacher and the VII-3 students of SMPN 1 Probolinggo in

the 2010/2011 academic year who helped me obtain the research data;

7. My beloved parents and brother;

8. My beloved Almamater, Jember University.

Finally, I hope this thesis will provide some advantages for researchers. Any

constructive suggestions of criticism will be respectfully welcome and appreciated.

Jember, July 2011

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ix

Probolinggo ...

27

III. RESEARCH METHOD

3.1 Research Design ...

30

3.2 Area Determination Method ...

31

3.3 Research Respondent ...

31

3.4 Data Collection Methods ...

31

3.4.1 Interview ...

32

3.4.2 Observation ...

32

3.4.1 Questionnaire ...

33

3.5 Validity and Reliability of the Research Results ...

34

3.6 Data Analysis Method...

35

IV. RESEARCH RESULT AND DISCUSSION

4.1 The Teacher’s MS in the English Teaching Process...

37

4.1.1 Planning Strategies...

37

4.1.2 Monitoring Strategies...

40

4.1.3 Evaluating Strategies...

42

4.2 The Students’ MS in the English Learning Process...

43

4.2.1 Planning Strategies...

43

4.2.2 Monitoring Strategies...

45

4.2.3 Evaluating Strategies...

46

4.3 The Discussion ...

57

4.3.1 The Discussion of Teacher’s Metacognitive Strategy in Teaching

English ...

57

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xi

TABLE OF APPENDICES

Appendices

Research Matrix

A

Interviews Guide with the English Teacher

B

The Result of Interview with the English Teacher

C

Interview Guide with the Learners

D

The Result of Interview with the Learners

E

The Name List of Research Respondents in Class 7.3

F

Field Note

G

Metacognitive Speaking Questionnaire

H.1

Metacognitive Listening Questionnaire

H.2

Metacognitive Reading Questionnaire

H.3

Metacognitive Writing Questionnaire

H.4

The Result of Metacognitive Speaking Questionnaire

I.1

The Result of Metacognitive Listening Questionnaire

I.2

The Result of Metacognitive Reading Questionnaire

I.3

The Result of Metacognitive Writing Questionnaire

I.4

The Letter of Statement from SMPN 1 Probolinggo

J

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SUMMARY

A Descriptive Study of Metacognitive Strategy in the English Language

Teaching and Learning Process at SMPN 1 Probolinggo.

Anik Pratiwi Wijayati, 060210491137; 2011; 63 pages; English Education Program

of Language and Arts Department of the Faculty of Teacher Training and Education

of Jember University.

One of the most important missions of educators is to teach students how to

learn on their own throughout their lifetime. How the learners learn how to learn, how

the learners know what they have learned and how to direct their own future learning

are all questions addressed by the concept of metacognition. Metacognition is a

notion that has been used to denote a variety of epistemological processes.

Metacognition means cognition about cognition; it refers to second order cognitions:

thoughts about thoughts, knowledge about knowledge or reflections about actions.

Metacognition involves the awareness and regulation of thinking processes.

Metacognitive strategies are those strategies that require students to think about their

own thinking as they engage in academic tasks. Metacognitive Strategies involve

planning, monitoring, and evaluating. The 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. Within this study, the

teacher applies Metacognitive Strategies in teaching process and encourages them to

apply their Metacognitive in learning activities.

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…

” (1990:8). Therefore, the

teacher has to help their students become active participants in their learning.

The above definitions show that Language Learning Strategies are any steps,

thought, techniques, behaviors which help learners to succeed in the learning process

to achieve the target language.

Ö× ÖØ ÙÚÛÜ ÝÞ Þßà ß áÝâßã äã àåÚÝæ äßäçèâ æÝâÚ ç éêå èë

The classification of types of language learning strategies is various and

different researchers have different direction to study and sort language learning

strategies. O’Malley et al (1985b:582) in Brown (2000:125) divide learning strategies

into three main categories those are Metacognitive, Cognitive, and Socioaffective.

1. Metacognitive is strategies that involve planning for learning, thinking about the

learning process, monitoring one’s production or comprehension, and evaluating

learning after the learning activity is finished.

2. Cognitive strategies are more limited to specific learning tasks and it involves

more direct manipulation of the learning material itself.

3. Socioaffective is strategies that have to do with social mediating activity and

interacting with others.

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English words several times, they make a repetition. Then, they can speak and write

English more fluently than before.

1.3

Compensation Strategies

Compensation Strategies deal with the learners’ strategies employed to make

up their limited knowledge in the learning process to achieve and reach the target

language. For example: the learners will make up the new words if they do not know

the right one. The strategies were suitable with the statement: “If the learners found

some difficult words when they red an English magazine, they try to guess those

words”, “When the learner can’t say English words in the middle of conversation or

presentation well, she use a gesture to help her during the conversation” and so on.

2. Indirect Strategies

Indirect strategies support learners to learn the target language without

involving the target language directly during their learning process. They consist of

three subdivisions such as: metacognitive strategies, affective strategies, and social

strategies. Indirect strategies work best when used in combination with direct

strategies.

“Indirect strategies provide indirect support for language learning through

focusing, planning, evaluating, seeking opportunities, controlling anxiety,

increasing cooperation and empathy, and other means”. Oxford, (1990:151)

2.1

Metacognitive Strategies

Metacognitive strategies are strategies applied by learners to manage their

own learning. It concerns with guiding the learning process itself and so includes

strategies for planning, monitoring and evaluating, such as: Planning the way to

approach a learning task, monitoring comprehension, and evaluating the progress

towards the completion of a task. The sub skills referred to these statements: “I plan

my schedule so that I can learn English regularly”, “I listen and concentrate; I

demonstrate my understanding; I use English, then I think about my progress in

learning English”.

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(Myers & Paris, 1978) in (Livingston, 1997). Having a metacognitive awareness

means an individual not only has knowledge about them but it also includes

knowledge about the strategies used to tackle problems (Fisher, 1998) in (Livingston,

1997).

Robin Fogarty (1994) in How to Teach for Metacognitive Reflection is also

has definition about metacognition. She defines metacognition as “thinking about

thinking” she adds that “to have awareness and control over your own thinking one

may plan metacognitively, monitor progress metacognitively, or evaluate

metacognitively.…..”. Thus, the three areas, planning, monitoring, and evaluating

provide the appropriate framework for metacognitive strategy in teaching process. In

other words, the teacher who is able to identify suitable teaching strategies in the

proper situation is using metacognition. In this case, the teacher applied

Metacognitive Strategies by composing a planning strategies, monitoring students

progressive and monitoring whether her/his strategies is work well or not, and by

evaluate students’ achievement whether her/his students achieve the target language

or not and whether her/his strategies are appropriate or not.

We know that our teaching is improved by careful planning with drafting the

lesson plan that is actively compose by the teacher, monitoring how well the work

does by observing the students’ progress, giving tasks, and tests’ result in the past as

the note to raise and improve the learning in order to achieve the target language.

Beside that, the students also need to develop metacognitive strategies to improve

their learning, and the teacher can help them with any practices includes MS

Instructions, and sharing the strategies or experience with the students, etc.

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complete an activity. So, they will learn to think and ask questions of themselves as

they proceed through a learning activity. Here, the researcher will know teacher’s

planning by giving some questions through interview session.

2. Monitoring

Monitoring is also important in Metacognitive strategy, by monitoring

strategy, the teacher will monitor whether her strategies are work well or not. During

planning and problem solving situations, teachers should think aloud so that, students

can follow demonstrated thinking process. The teacher usually uses a journal or a

diary to note students’ strength and weakness and also note the important thing in

teaching process, so that he/she can arrange the planning for next period. Besides,

paired problem solving is another useful strategy. One student talks through a

problem, describing his thinking process, his partner listening and asks questions to

help clarify thinking.

By monitoring students’ use of learning strategies, they are better able to keep

themselves on track to meet their learning goals. Once they have selected and begun

to implement specific strategies as intended. For example: students may be taught

that an effective writing strategy involves thinking about their purpose in writing such

as to persuade or to explain. Students can be taught that to monitor their use of this

strategy, they should pause occasionally while writing to ask themselves questions

about what they are doing, such as whether or not they are providing the right amount

of background information or not. In this area, the researcher will observe directly

how the teacher monitors her strategy whether is work well or should be changed and

also observe how the teacher monitors students’ progress.

3.

Evaluating

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is taking place, or self-evaluation of learning after the task has been completed.” As

O’Malley and Chamot tell that there are three main components for metacognitive

strategy that have been proposed, as discussed in the following.

1. Planning for Learning

Planning for learning means selects the right strategies distributing resources,

setting goals, activating knowledge, etc. Planning is important Metacognitive skill

that can improve student learning. By engaging this strategy, the students will able to

think and organize the tasks and how to accomplish them. Planning is helpful before

starting any large assignment that can be divided into smaller parts in order to make it

more controllable. In this case, the students set a goal for themselves. For example: a

student might set a goal for himself of being able to answer the comprehension

questions at the end of the chapter. (Virginia et al, 2009:782)

2. Monitoring for Learning

According to Virginia et al (2009:782) “Monitoring consists of regulation and

self-assessment of skills needed to control learning”. By monitoring their use of

learning strategies, students are better able to keep themselves on track to meet the

goal. So, the students are aware of how well a task is progressing and notice when

comprehension breaks down.

3. Self Evaluation of Learning

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Obviously, students can become more active, initiative, and realize what their

problems are in learning by the use of MS in their learning. From Oxford’s

experience, she said that teachers should create opportunities and encourage students

to use so many MSs as possible as they can in their language learning. So that,

“Metacognitive Strategies make language learner more capable” (Oxford, 1990:136).

In these strategies, both teachers and students make their own planning in

language learning. Students use self-monitoring that is given by the teacher to

measure their effectiveness while working on the task. Then, they can evaluate

themselves and the teacher will guide them to reach the goal

The other reason is one of the most important missions of educators is to teach

students how to learn on their own throughout their life time. How we learn “how to

learn”, how we know what we have learned and how to direct our own future learning

are all questions addressed by the concept of metacognition. So, it is crucial to guide

students be aware and conscious their learning through MSs by knowing the learners’

strength and their weaknesses. According to Fogarty (1994) there are three main

reasons to teach MS, those are: to develop in students a deeper understanding, to take

students’ thinking to a higher level, and to steer students into adulthood.

1. To develop in students a deeper understanding of text

Good readers know how to use cognitive and metacognitive strategies

together to develop a deeper understanding of a book’s theme or topic. They

learn or “construct knowledge” (using cognitive strategies) through a variety

of methods, and then recognize (using metacognitive strategies) when they

lack understanding and, consequently, choose the right tools to correct the

problem.

2. To take students' thinking to a higher level

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learners, they should master the four language skills that include speaking, listening,

reading, and writing.

Some researchers who had conducted the research before, tried to investigate

and trial how effective they use MSs in teaching English, such as reading, listening,

and writing. Cognitive strategy may involve knowing how to do a particular task, but

higher-order MS involves checking to see that the solution to the problem is correct

and that the goal has been reached. This part is discussed about how MS can be used

to the four language skills.

1. Speaking

Metacognition refers to higher order thinking that involved in learning.

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. Because metacognition plays a critical role in successful

learning it is important for both students and teachers. Metacognition has been linked

with intelligence and it has been shown that those with greater metacognitive abilities

tend to be more successful thinkers. Metacognition can be used in any subject and

also to the four language skills. Speaking is the subject that involves students’ active

and full participation. The teacher can guide the students to use this strategy by using

thinking aloud. Metacognition consists of three basic elements that can help the

teacher to guide the students to think aloud by using this variety language prompt,

those are:

1. Developing a plan of action.

2. Maintaining / monitoring the plan

3. Evaluating the plan.

Before complete and try to accomplish the task, when you are developing the plan of

action, ask your self:

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23

Listening strategies are deliberate procedures used by learners to enhance

comprehension, learning and retention of the target language (

+

igney, 1978) in Hurd

(2008:85).

, -.

n, skilled L2 listening is more than a question of numbers of strategies

used; it involves a skilful orchestration of selected metacognitive and cognitive

strategies to regulate learning processes and achieve comprehension. As the other

experts states: “

,-

e use of M

/

to control learning is closely linked to motivation,

self-regulated learning” (Pintrich, 1999) and learner autonomy (Dickinson, 1995) in

Hurd (2008:90).

+

eflection on the process of listening can raise awareness and help L2

learners develop strategic knowledge for successful L2 listening.

/

tudents can be

encouraged to take responsibility for planning, monitoring and evaluating their own

learning, leading to greater success in L2 listening and, concomitantly, greater

motivation and increased self-efficacy.

, -

e tool utilized in this research to

incorporate M

/

s into the lesson is Metacognitive Awareness Listening

0

uestionnaire

(MAL

0

), a 21 item questionnaire developed by

1

andergrift et al. (2006), which has

been used in different contexts as a consciousness-raising tool to raise students’

awareness of the process of listening, to positively influence students’ approach to

listening tasks, and to increase self-regulated use of comprehension strategies.

(20)

25

-

Are there any clue words and phrases that might help figure out what text

structure I’m reading?

-

Before I continue reading, I need to stop and think about what I just read and

make sure I understand it. If I don’t, I need to stop and plan.

Monitoring:

-

3

hat might happen next?

-

3

hat was this page about?

-

Maybe I should reread this part again and look for specific information.

-

3

hat can I write or draw that might help me remember and understand what I

just read?

Evaluating:

-

How well did I read and understand?

-

3

hat strategies worked well for me?

-

3

hat strategies did not work for me?

-

3

hat should I do next time?

4.

3

riting:

Many students don’t know how to write and don’t want to think about

improving their skills. If our students know how, when, and why to do academic

writing, they will be able to use both cognition and metacognition well.

45

e teachers

can use metacognition to help students learn to analyze and adapt their thinking,

learning, and writing processes. Drawing on personal observation and a survey of

published literature, and know exactly that the teacher also use metacognitive

thinking.

(21)

27

-

May have mistaken notions of

how writers work

-

Frustrated, give up easily

-

Daydream, forget assignments

-

Better at revision

-

Can detect, diagnose, and fix

problems in their own texts

and those of others

-

Often decide to leave problems

in the text untouched

-

6

eek help with sentence- level

errors from older people

-

Complete assignments in a

timely manner

-

78

lk to professor, arrange

conferences

-

Complete assignments at the

last minute

-

May fail to finish or hand in

assignments

-

Avoid professor, fail to show

up for conferences

(Modified from: Kathleen King, p. 9)

(22)

29

<=

e teacher has previously taught, and in this lesson he encourages students to

use, a “thumbs-up” or “thumbs-down” to indicate whether they agree or disagree.

< =>

s technique provided her a quick way to determine whether her students

understood or did not understand. Providing easy to use non-verbal cues like this,

provide the student who had expressive language problems a way to respond in an

efficient, nonthreatening manner. Additionally, a cue such as this provides the

teacher a quick and efficient way to check student understanding.

<= ?

teacher stated the purpose of rules in general and also of the “

@

ule of

O

@

DE

@

.” As she did this, she pointed to the visual representation of “

@

ule of

O

@

DE

@

” written on the dry-erase board.

< =>

s technique helped students relate what

they were hearing to a visual representation, facilitating a meaningful connection

between the auditory and the visual information.

<= ?

teacher had the students restate what they were going to learn the “

@

ule

of O

@

DE

@

.” By saying this out loud, the chances of students remembered the

learning objective were greater.

< = ?

teacher explicitly stated the four things they

would learn about the “

@

ule of O

@

DE

@

” when it was used, why it was used, what it

was used for, & how to use it.

A

he reinforced these concepts by writing them on the

dry-erase board in advance and by pointing to the words as she says them. By doing

this, she again used multi-sensory teaching effectively.

B

hen interviewed her, the teacher said that she asked her students to collect

their writing assignment that told about their weaknesses, strength, experience, and

whatever the problem or their feeling when studying English.

A

he said that this

assignment can control over their learning, knowing their weaknesses and what

actually students want to do in learning activities.

(23)

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When learners reflect upon their learning strategies, they become better

prepared to make conscious decisions about what they can do to improve their

learning. The learners should record their progress, for example: they should write

their learning experience in a diary or a journal in order to know and evaluate their

learning experience as an input for next period so, they more aware of their style and

their learning strategies that appropriate with them.

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65

Griffiths, C. 2004. Language Learning Strategies: Theory and Research.

Occasional

Paper

.

No1.

p.

2-4.

February

2004.

Available

online

at:

www.crie.org.nz/research_paper/c_griffiths_opl.pdf)

Guion, L. A. 2002.

Triangulation: Establishing the Validity of Qualitative Studies

.

University of Florida: FCS6014. Available online at:

http://www.rayman-bacchus.net/uploads/documents/Triangulation.pdf)

Hurd, Stella & Tim Lewis. 2008.

Language Learning Strategies in Independent

Settings.

UK: Multilingual Matters.

Jimenéz, V et al. 2009.

Measuring Metacognitive strategies Using the Reading

Awareness Scale ESCOLA.

Electronic Journal of Research in Educational

Psycology. p. 802-804. Spain: Education & Psychology I+D+I and Editorial

EOS.

Available

online

at:

http://www.investigacion-psicopedagogica.org/revista/articulos/18/english/Art_18_308.pdf

retrieved on:

February 9, 2010 at 10.19 am

King, K.__. Just Don’t Make Me Think:

Metacognition in the Composition

Classroom

. P.32. Idaho State University.

Nakagawa, Masao.2003. On Learning Strategies in EFL Learning and Teaching. EFL

501. December 2003

Neale, Palena. 2006. PREPARING A CASE STUDY:

A Guide for Designing and

Conducting a Case Study for Evaluation Input.

USA: Pathfinder International.

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Appendix A

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P QP S J TI UVS J O K W LIQ LVS J K Q XYQ M LP UI YLP L IJ KUZIM J K

IJ KJ LIM NO J P NU Y

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vy xzi{gieo] e ]l_o ] `lbb qh k]el_ imna eac ] de`le ]mhaneo ] pnmqa^ o e ]l_o anm t` i _ ]^ ^ le dktuv t` iwiqanmmi|

}y xzi{gieo] ^efg]ne^lb bqh k]el_ imna eac ] de`le ]mhaneo ] pnmqa^ o q]l`nanm b `i _]^ ^le dktuv t` iwiqanmmi|

s]l_o]`~^ k]el_ imnae ac ] de`le]mh

def g ]ne^~ k]el_ imnae ac ] de`le]mhx

P tqlnnanm

s]l_o ]`~^r]^^ intql n _f `` a _fq fl ng^hq ql wf ^x so]` ]^]l` _o ]`ni{ eo` ifmoane ]`c a]{ y kinae i` an m

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p clq flean m

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vx db]lan m tql n nan m kinae i` anm pclq fle an m }x ra^ e ]nanm

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A DESCRIPTIVE STUDY OF METACOGNITIVE STRATEGY IN THE ENGLISH LANGUAGE TEACHING AND LEARNING PROCESS AT SMPN 1 PROBOLINGGO