METACOGNITIVE STRATEGIES EMPLOYED BY GRADUATE STUDENTS IN WRITING TERM PAPERS IN ENGLISH

By Dr. Enny Irawati, M.Pd

Creating by Hasanudin

“You must stay drunk on writing so reality cannot destroy you.”

-Ray Bradbury-

TABLE OF CONTENTINTRODUCTION

RESEARCH PROBLEMAIM OF THE RESEARCH

THEORY

FINDINGSCONCLUSION

METHODOLOGY

INTRODUCTIONSimultaneous control over a number of languagesystems.

The writer has to deal with:- content - grammar- audience - mechanics- purpose - organization- syntax - the process of writing(Raimes, 1983)

INTRODUCTION (Cont.)Factors Writing Performance

Successful and Unsuccessful

Strategies

Experienced Inexperienced

INTRODUCTION (Cont.)Metacognitive strategies

The cognitive model of writing

A writer goes through a series of mental processes during text production

RESEARCH PROBLEM

What metacognitive strategiesemployed by graduate students inwriting term paper in English?

AIM OF THE RESEARCH

To investigate what metacognitivestrategies were employed by thesubjects of the research

THEORYTASK ENVIRONMENT

WRITING ASSIGNMENTTopic

AudienceMotivating Cues

TEXTPRODUCED SO

FAR

PLANNINGGE

NERA

TING ORGANIZING

GOAL SETTING

MONITOR

TRANSLATING REVIEWING

READING

EDITING

THE WRITER’SLONG TERM MEMORY

Knowledge of TopicKnowledge of AudienceStored Writing Plans

• The Cognitive Model of Writing

Process (Hayes and

Flower, 1980)

THEORY (Cont.)• An investigation on the writing

processes of second language (L2)writers, specially examining the writingof three Chinese post-graduate studentsin an Australian higher educationinstitution. The findings indicate thatthe three participants employedthetorical strategies, metacognitivestrategies, cognitive strategies andsocial/affective strategies in theirwriting practice.

MU (2005)

METHODOLOGY• SUBJECT OF THE RESEARCH

Two students of odd semester who advancedlinguistics at the graduate program (masterprogram) of English Education major.

• SETTINGThe research was conducted from December2006 to January 2007 at graduate program ofEnglish Education Department of State Universityof Malang in Malang.

METHODOLOGY (Cont.)• The data took from the form of statements

generated by research subject.• The statements came from the verbal protocols of

the subject’ think-aloud activities and were usedas the source of data to infer metacognitivestrategies they employed when they plan anddraft their term paper.

FINDINGS“D” METACOGNITIVE

STRATEGIES“E” METACOGNITIVE

STRATEGIES Self monitoring Advanced preparation Self Evaluation Delayed Production Avoidance Self Management

Self Evaluation Self Monitoring Advanced Preparation Avoidance Delayed Production

CONCLUSIONThe findings show that during theprocess of prewriting and drafting,students monitor the process byemploying metacognitive strategies andby the strategies employed help studentsto continue writing a term paper tofinal text production.