i
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.
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.
viii
disebutkan diatas. Ketiga, para peneliti mendatang disarankan untuk meneliti hubungan pengalaman belajar dengan strategi belajar metakognitif.
ix
“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
x
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.
xi
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.
xii
CHAPTER II. REVIEW OF RELATED LITERATURE
xiii
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
xiv
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………
58
60
63
65 65 67
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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.
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.
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.
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.
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
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
ideas as the planning process, to organise ideas in monitoring process, and to measure the report in evaluating process.
E. Research Benefits
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.
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.
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.
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 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
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.
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
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
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
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’.
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
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
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).
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)
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.
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
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)
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.
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.
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.
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
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.
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
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
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
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
Table 3.6. Format of Data Coding of the Interview
Planning Monitoring Evaluating
Participants
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
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
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).
[I want to] To get [a] better mark (A+) and to have better understanding in reading the articles. (Participant no. 3, Reflection III. Searching an interesting article because I will be the presenter in [of] my report. (Participant no. 10, Reflection III.)
[I want to] To improve my reading skill and to expand my knowledge. (Participant no. 11, Reflection II).
Generally, most participants set goals such as to get a better score, to improve reading skill, to search more interesting articles, and to expand knowledge. It meant most students had good intension to improve their quality of report. Thus, goals setting directed them to focus on what they should do to perform better. In the obtained data, the most frequent goals were to get a better score.
Second, it was important to manage the time to finish the report successfully. Participants arranged the time to carry out the goals setting. Based on the informal interview with participants, students had various responsibilities, such as joining organizations, and part-time jobs. Thus, it was crucial for them to arrange and to prioritize which activities and assignments should be finished first. Participant no.3 and no. 4 conveyed the time planning as follows:
I will have much [want to have] better preparation to get [a] better mark in the next reading report. [I want to] To have better preparation, especially, in managing time more efficient. [I must manage my time well] (Participant no. 3, Reflection III, IV)
It was understood that to pursue a better quality of a report, participants managed their time by preparing the report long before the due date or making the report as soon as possible. To stick to time planning was important in order to finish the weekly reports well.
Third, it was interesting to know that few numbers of participants planned to make their weekly report more interesting by adding color on their mind map. It showed their creativity and understood that a mind map as an art. Participant no. 2 and 5 clearly mentioned
[I] read [an] article. [I] understood, [I did …] do task. I gave color in my mind mapping and did the task carefully. [I] Asked some friends and lecturer. (Participant no. 8, Reflection III)
....Trus asyik aja sih pakai mind mapping kan bisa main warna juga kan jadi lebih menarik gitu. (Participant no. 5, Interview)
(It was fun to add color in my map. The report became more interesting)
Fourth, participants carried out upcoming tasks based on steps they proposed in reflection sheets. The most frequent steps were categorized into five main steps namely: accessing the reading materials, selecting reading materials, skimming and scanning, making a mind map, finishing other parts of the report, and last but not least revising the report in terms of mind map, content, grammar, and completeness. From the weekly reflection sheets, several steps proposed became a pattern that regularly executed to finish the report. Several participants stated that:
Search article [articles] on Friday, read [an] article well, find keywords, make a mind map, and finish[a] report at the latest before submission day (Participant no. 5, Reflection I)
Ya kalau aku sih…..um…pertama sih nyari artikel yang udah sesuai dengan yang aku rencanain sebelumnya. Kalau dah ketemu aku baca-baca trus aku nyari ide pokoknya. Setelah itu aku membuat mind mappingnya. Habis itu reportnya semua. Aku membuatnya draft dulu baru aku ketik. Aku ga bisa kalua langsung. (Participant no.7, Interview)
(First of all, I searched articles that suited to my prior plan. After that, I read and searched the main ideas. Next, I finished the mind mapping and all parts of the report. I could not directly type it in a computer so I drafted it on a piece of paper first and then I typed it).
30 minutes for picking the article because I have collections of journals.
2 hours for working on the report.
30 minutes for revising the report. (Participant no. 3, Reflection V)
Participant no. 3 wrote a plan to revise the weekly reports was significant to the quality improvement of the report. However, only few students really checked their reports after finishing the reports. It happened because most of students took much time on making a report.
the discussion above, it was concluded that the planning process was essential to direct the learning process to be well- organized.
2. Monitoring
To begin with, it is common that students find problems during accomplishing a task. Students need to carefully identify difficulties and then choose strategies to solve problems and it leads to learning progress. Those actions reflected one of the learning autonomy characteristics which is to responsible and actively take part in their learning. A good learner will proactively commit to their learning process and solve their problem actively and appropriately (Benson, 2001, in Dafei, 2007:2). However, the success in learning depends on students having a responsible attitude by knowing the most effective learning strategies. There were several difficulties that emerged among students viz. tool, language proficiency, time management, and physical and mental condition.
they are working (Chamot et. al, 1999: 20). Briefly, students use this strategy to measure their effectiveness while accomplishing the task.
In the beginning, almost all students said that they faced difficulties in applying mind manager program. Participant number 6, and 9 stated their limitation about the tool. They practiced it outside the classroom so as to become skillful.
Itu kesulitannya biasanya ngotak-atik menunya mind map program. Itu kan baru ya buatku di semester ini. (Participant no. 6, Interview)
(I found it difficult to optimize all menus in mind map program. It was a new thing in this semester).
Ya kan di mind manger itu ada banyak menu..kadang bikin bingung ini itu buat apa (Participant no. 9, Interview II)
(Mind manager program is full with menu programs and it with what the menu is used for).
As mature learners, they did not give up to learn over again. They practiced the mind manager software outside the classroom.
Ya memang harus belajar keras sendiri menggunakan mind manager. (Participant no. 1, Interview)
(I must learn to use mind manager by my self).
ya…akhirnya jadi terbiasa…kan sering pakai juga, latihan-latihan juga…(Participant no. 7, Interview)
(Finally, I got used to mind manager software because of practicing).
Ya aku pelajari mind manager di luar kelas lah..di waktu senggang atau pas sekalian baca artiklenya. (Participant no. 9, Interview)
A printer sometimes became the problem also. Participant no. 5 told that: My printer sometimes can’t print with the exact color [colors]. For example, in the computer I give [a] pink color but the result is yellow. (Participant no. 5, reflection IV)
Though she was not satisfied with the color, she still printed it and for the next report she planed to print at her friend’ computer or in a computer rental.
I can solve it. It’s okay with yellow. (Participant no. 5, reflection IV)
Second, the constraint in finishing the weekly report was a bad time management. There were so many things to do as a university student, either studying in class or joining school’s activities or even running a part timer job. Facing such busy life, students were still responsible to carry out both their compulsory assignments and their jobs. The consequences were they had to spend much time and energy to do all those things. Hence, it was crucial to make priority of what tasks they should carry out first. The self-responsibility played an important role in this case.
Most participants reported that they had certain limitation to manage time. Participant no. 5 who joined school activities realized that it was important to set a good time management. She was quite stressful because the due day of submitting the mind mapping task and AMT weekly quiz was on the same day.
…the day of report submission is the same with [as] AMT quiz. (Participant no. 5, reflection III).
her problem by finishing the report rightly after school so her weekly report could be finished before the due day and after that she studied for AMT class.
I rearranged my schedule and tried to do the task right after studying at the campus. (Participant no. 5, reflection III).
Almost similar to participant no.5, participant no.10 felt this semester was full with tasks. Moreover, most of assignments needed several amount of time to carry out.
As I have a lot if tasks and this task needs a lot of time to work on it. I find it difficult to manage time. (Participant no. 10, Reflection III)
In order to finish her weekly reports, she preferred to stay up late and used her spare time to finish the task.
I stayed awake until night to finish my task and decreasing [reduced] my spare time. (Participant no. 10, Reflection 3)
When most students encountered a limitation to manage time, only participant no.7 showed her persistence to stick to her plan. She did not have problem in managing the time. In her reflection she wrote that:
All I have planned work well. (Participant no.7, Reflection IV)
problem and submit their weekly report punctual. Only one participant from Excellent Learner (EL) division had no difficulty in managing the time.
The third constraint is that students also faced difficulty in language proficiency. Every week they had to read one article to report. It was also possible that students found the article was difficult to understand. If the article was too difficult to comprehend, it means they needed much time to understand the important information and it might be a burden. Here, participant no. 3, and 9 solved the language proficiency by reading the article more than one. They noted that:
When I found difficulties I just read the text again (Participant no.9, Reflection II).
Ya daripada cape-cape nyari lagi ya tetep ta baca-baca lagi…ta ulang sampai aku dapat poinnya. (Participant no.3, Interview)
(I kept reading it until I got the points then searched articles over again). The way participant no.8 solved her constraints in language proficiency differently from the previous participants. She reflected that
…I’ll actively ask opinion from friends (Participant no.8, Reflection III)
Participant no.11 often changed the article if it was too confusing. If she thought that the article was boring and difficult to understand, she changed the article and topic.
I have many tasks to do this semester so I have difficulties to manage my time.
Sometimes I get uninteresting articles and the language is too difficult for me.
From the obtained data, half of the participants kept reading the article until they obtained the main ideas though the language was difficult. Other students were directly changed the articles to save time and energy.
Fourth, physical and emotional conditions were constraints which are faced by students. Physical condition can be sickness and tiredness. Emotional condition can be laziness and boredom. Participant no. 11 wrote that laziness and desperation were appeared to be her problem when she found a difficult article. Fortunately, she kept struggling to finish the task.
When I found a difficult article, I felt very lazy and desperate to finish it. (Participant no. 11, Reflection V)
I struggle to stay focus and manage my time. (Participant no. 11, Reflection V.
Yes. During finishing the report, I have got stomachache so that the process of typing the report is a little bit disturbed. It was a bit boring actually (Participant no. 2, Reflection IV).
It was unavoidable that a student became lazy and bored when she had to face a task that beyond her capacity. They also felt boring when they faced a monotonous task also. However, these internal problems were possible to be overcome by students. It certainly required high a motivation, persistent and willingness to finish assignments.
the ways to monitor the learning process. They checked the result of the mind mapping and other parts of the report before they submit. In this case, they were able to revise their mind map, put colors on a mind map, and checked grammar. Participant no. 4 and 3 pointed out the way they monitored their learning process:
Ya kan karena kita harus bener bener mengerti bacaanya dulu. Intinya perparagraf, alurnya. Kalau baca pas informasi penting ya aku stabilo. Kalau ga baca sungguh-sungguh, mind mapnya kan ga nyambung dengan isinya tulisan. Jadi agak ribet gitu. Ya aku baca lagi, aku teliti lagi hasil kerjaanku. Kadang muncul ide/ point penting yang baru ya ta tambah di mind mapping.
(Participant no. 4, interview)
(I really needed to understand the content of each paragraph and plot in a reading text. I highlighted the important information. If I did not read the text thoroughly, the mind map did not represent the article. So I read over again, and checked my work. If several ideas or important points came up, I added those on my mind mapping).
…..2 hours for working on the report. 30 minutes for revising the report. (Participant no. 3, Reflection V).
Almost similar to participant number 4 and 3, participant number no. 5 said that she corrected her work before submitted it, nonetheless, she sometimes failed to check it again because she run out o time.
… Kalau udah jadi ya aku koreksi lagi. Nyambung ga dengan isi bacaan di artikel yang tadi aku baca. Terkadang ngga sempat aku cek lagi karena banyak tugas ini itu…waktunya kurang gitu. (Participant no. 5, Interview)
