(Research by Dr. Enny Irawati, M.Pd.)

Presented by Lusi Mardiana

OUTLINE

IntroductionMethodologyFindingsConclusion

INTRODUCTION

Writing

Producing a piece of text, the writer has to deal with content, audience, purpose, syntax, grammar, mechanics, organization, and the process of writing.

(Raimes, 1983)

Successfull writing performance

Unsuccessfull writing performance

STRATEGIES

The aims of the study

To find out metacognitive strategies employed by graduate student writers of English Education major.

Time: December 2006 to January 2007.

Place: English Education Department of State University of Malang.

The research settings

Two students of Advanced Linguistic class at the graduate program of English Education major based on predetermined criteria.

The initial of the two subjects of the research are “D” and “W”

The subjects of the study

The Writer’s Long Term

MemoryKnowledge of Topic

Knowledge of Audience

Stored Writing Plans

Task Environment

Writing Assignment

Topic

Audience

Motivating Cues

TEXT PRODUCED SO FAR

The Cognitive Model of Writing Process (Hayes and Flower, 1980)

PLANNING

Organizing

Goal SettingG

en

era

tin

g Translating

Reviewing

Reading

Editing

MONITORING

Metacognitive strategies is a strategy which involves thinking about learning process, planning for learning, monitoring the learning task, and evaluating how well one has learned.

(O’Malley and Chamot,1990,137)

When the subjects wrote their first draft, they did the think-aloud that verbalized their thoughts.

The spoken verbalization was recorded with tape recorder.

The statements were evaluated to infer metacognitive strategies they employed.

METHODOLOGY

FINDINGS

“D” Meta-cognitive Strategies

“W” Meta-cognitives Strategies

Self monitoring

Advanced preparation

Self evaluation

Delayed Production

Avoidance

Self management

Self evaluation

Self monitoring

Advanced Preparation

Avoidance

Delayed Production

Types of metacognitive strategies prefered in doing writing that are organizational planning, self-monitoring and self-evaluation.

(O’Malley and Chamot, 1990, 142)

CONCLUSION

The subjects of research employ meta-cognitive strategies.

The strategies employed help the subjects of research to continue writing a term paper to the final text production.

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