THE EFFECT OF METACOGNITIVE STRATEGY INSTRUCTION ON FIELD-INDEPENDENT AND FIELD-DEPENDENT EFL LEARNERS’ WRITING SKILL
DOI:
https://doi.org/10.35897/intaj.v3i2.253Keywords:
kemampuan menulis, Pengajaran strategi belajar metakognitif, gaya belajar menggantung.Abstract
Penelitian ini bertujuan untuk mengkaji pengaruh pengajaran strategi belajar metakognitif terhadap kemampuan menulis mahasiswa Bahasa Inggris dengan gaya belajar bebas dan gaya belajar menggantung. Untuk itu rancangan penelitian yang digunakan dalam penelitian ini adalah kuasi-eksperimen. Sejumlah 25 mahasiswa (kelompok kendali) dan 22 mahasiswa (kelompok eksperimen) dipilih sebagai sampel. Intervensi yang diberikan pada kelompok eksperimen adalah pengajaran strategi belajar metakognitif. Berdasarkan kalkulasi statistik independent sample t-test, intervensi tersebut tidak mempengaruhi kemampuan menulis mahasiswa di kelompok eksperimen. baik mahasiswa dengan gaya belajar bebas maupun gaya belajar menggantung tidak memiliki perbedaan nilai rata-rata yang signifikan pada nilai test menulis mereka.
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References
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Nosratinia, M & Adibifar, S. 2014. The Effect of Teaching Metacognitive Strategies on Fielddependent and Independent Learners’ Writing. Procedia-Social and Behavioral Sciences. 9(8), 1390-1399.
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Ningrum, A S B. 2013. The Effects of Mind Mapping on Argumentative Writing of Students of Different Gender with Different Learning Styles. Unpublished Thesis. State University of Malang
Pariyanto. 2017. The Effect of Corrective Feedback on Grammatical Accuracy in the Writing of EFL University Students. State University of Malang. Unpublished Dissertation.
Rahimi, M. & Katal, M. 2013. The Impact of Metacognitive Instruction on EFL Learners’ Listening Comprehension and Oral Language Proficiency. The Journal of Teaching Language Skills (JTLS). 5(2), 69-90.
Rezaee, M & Farahian, M. 2012. The case study of a field-independent English language learner. Procedia-Social and Behavioral Sciences. 47, 114 – 119
Riddel, J. 2015. Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing. Collected Essay on Learning and Teaching. 8, 79-96
Saadatmanesh, S. 2013. Field Dependent/Independent Learning Strategies and the Knowledge of the Musical Notes. Journal of Science and today's world. 2(9), 1204-1210.
Salkind, N. J. 2000. Statistics for People Who Hate Statistics. USA: Sage Publications, Inc.
An, X & Shi, Z. 2013. Does Metacognitive Instruction Improve Listening Comprehension? Theory and Practice in Language Studies. 3(4), 632-636.
Azizi, Nemati, & Estahbanati. 2017. Meta-Cognitive Awareness of Writing Strategy Use among Iranian EFL Learners and Its Impact on Their Writing Performance. International Journal of English Language & Translation Studies. 5(1), 42-51.
Birjandi, P. 2012. The Effect of Metacognitive Strategy Instruction on the Listening Performance of EFL Students. International Journal of Linguistics. 4(2), 1948-5425.
Boghian, I. 2016. Metacognitive Learning Strategies in Teaching English as a Foreign Language. Journal of Innovation in Psychology, Education and Didactics. 20(1), 53-62.
Chamot, A U. 1998. Teaching Learning Strategies to Language Students. Center for Applied Linguistics, Washington, DC.
Chamot, A U. 2004. Issues in Language Learning Strategy Research and Teaching. Electronic Journal of Foreign Language Teaching. 1(1), 14-26
Creswell, J.W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th edn.). Boston: Pearson.
Farahian, M. 2015. Assessing EFL learners’ writing metacognitive awareness. Journal of Language and Linguistic Studies, 11(2), 39-51
Farahian, M. 2017. Developing and validating a metacognitive writing questionnaire for EFL learners. Issues in Educational Research. 27(4), 736-750
Goctu, R. 2017. Metacognitive Strategies in Academic Writing. Journal of Education in Black Sea Region. 2(2), 82-96.
Han, J. 2014. A study on the influence of anxiety and metacognitive strategies on listening proficiency. Journal of Chemical and Pharmaceutical Research. 6(6), 2484-2496.
Jayanti, F G. 2014. The Effects of Integrated Reading-Writing Instruction on Students’ Writing Ability across Students’ Cognitive Styles. Unpublished Thesis. State University of Malang.
Khaki, Nasrin, Hessamy & Gholamreza. 2013. Metacognitive Strategies Employed by EFL Writers in Integrated and Independent Writing Tasks. World Applied Sciences Journal 22(11), 1586-1593.
Khulel, B. 2017. Implementing Metacognitive Strategy Instruction to Improve Listening Comprehension Skill of Undergraduate Students of English. Graduate Study in English Language Teaching. Universitas Negeri Malang
Kirszner, L G. and Mandell S R. 2009. Writing First with Reading Practice in Context. New York: Bedfort.
Latief, M A. 2012. Research Methods on Language Learning An Intoduction. Malang: UM Press.
Lu, W. 2015. Metacognitive reading strategies of esl learners with different field independent/field dependent cognitive styles. Faculty of languages and linguistics university of Malaya: Kuala Lumpur
Lv, F & Chen, H. 2010. A Study of Metacognitive-Strategies-Based Writing Instruction for Vocational College Students. English Language Teaching. 3(3), 136-144.
Mekala, Shabitha, & Ponmani. 2016. The Role of Metacognitive Strategies in Second Language Writing. GSTF Journal on Education (JEd). 4(1), 11-19.
Nejad, S P. 2015. The effect of metacognitive strategy instruction on listening performance pre-intermediate iranian efl learners. Indian Journal of Fundamental and Applied Life Sciences. 5(S3), 1474-1480.
Nosratinia, M & Adibifar, S. 2014. The Effect of Teaching Metacognitive Strategies on Fielddependent and Independent Learners’ Writing. Procedia-Social and Behavioral Sciences. 9(8), 1390-1399.
Nozari, A Y & Siamian, H. 2015. The Relationship between Field Dependent-Independent Cognitive Style and Understanding of English Text Reading and Academic Success. Mater Sociomed. 27(1), 39–41.
Ningrum, A S B. 2013. The Effects of Mind Mapping on Argumentative Writing of Students of Different Gender with Different Learning Styles. Unpublished Thesis. State University of Malang
Pariyanto. 2017. The Effect of Corrective Feedback on Grammatical Accuracy in the Writing of EFL University Students. State University of Malang. Unpublished Dissertation.
Rahimi, M. & Katal, M. 2013. The Impact of Metacognitive Instruction on EFL Learners’ Listening Comprehension and Oral Language Proficiency. The Journal of Teaching Language Skills (JTLS). 5(2), 69-90.
Rezaee, M & Farahian, M. 2012. The case study of a field-independent English language learner. Procedia-Social and Behavioral Sciences. 47, 114 – 119
Riddel, J. 2015. Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing. Collected Essay on Learning and Teaching. 8, 79-96
Saadatmanesh, S. 2013. Field Dependent/Independent Learning Strategies and the Knowledge of the Musical Notes. Journal of Science and today's world. 2(9), 1204-1210.
Salkind, N. J. 2000. Statistics for People Who Hate Statistics. USA: Sage Publications, Inc.
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Published
2020-01-06
How to Cite
Muyassaroh (2020) “THE EFFECT OF METACOGNITIVE STRATEGY INSTRUCTION ON FIELD-INDEPENDENT AND FIELD-DEPENDENT EFL LEARNERS’ WRITING SKILL”, Jurnal Penelitian Ilmiah INTAJ, 3(2), pp. 74–91. doi: 10.35897/intaj.v3i2.253.
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