This article aims to explain the weaknesses of metacognition that affect writing skills. Weaknesses of writing like content development, the organization of writing, compatibility of content with themes and audience awareness are assumed from the weaknesses of student metacognition. By using a qualitative approach, data is collected through questionnaires and interviews. Using the questionnaire found the level of student metacognitive awareness. A total of 22 male and female students were randomly selected. Responses given through self-report questionnaires showed that as many as 15 students had high metacognitive awareness and as many as 7 students had low metacognitive awareness. Furthermore, through interviews found metacognitive skills in academic writing. The results of the data analysis show that there are three weaknesses of student metacognitive, namely: students are too dependent on feedback from lecturers and highly dependent on lecturers and colleagues when writing, students cannot assess their own understanding of the information they receive for writing assignments, students are not aware benefit from the strategies used during writing. Students need to be trained to plan, monitor and evaluate writing activities so that they are skilled in arranging words, concepts, and terminology used in writing. In addition, through the writing they produce, it can be seen how the process of produces the meaning and thinking skills of students in writing.

Reflective journals are used as a technique of self-reflection in the learning process. By integrating the process of metacognition, a reflective journal guideline was developed to knowing students' metacognition growth in writing. The reflective journal guidelines are designed in the form of self-questioning to make it easier for students to express their metacognition processes during their writing assignments. The metacognition process consists of three, namely awareness, evaluation, and regulation. The reflective journal guidelines that were compiled was given to 50 students. Before writing a reflective journal, students are asked to work on the task of writing explanatory texts. Students monitor the metacognition growth of while writing the explanatory text using reflective journal guidelines. Research findings show that reflective journal guidelines can be used to monitor the growth of students' metacognition in writing. Both students who are used to writing and who are not accustomed to writing can express their writing experience by answering questions in the reflective journal guidelines. This finding also shows that teachers must always encourage students to always write reflective journals in order to monitor metacognition growth in writing, ranging from raising awareness about knowledge and task completion efforts, monitoring the quality of the results obtained, and fostering the habit of planning, setting goals, and apply certain strategies in completing tasks. Students who are used to writing reflective journals in the learning process will be able to develop their writing skills and will become independent learners.

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Abstract-This study aims at exploring the animal characters that can interact with human in Novel O, a semifable novel by Eka Kurniawan, using the perspective of animal studies. Results show that Eka Kurniawan makes animals as the major characters in his novel, of which are able to interact with human. According to the notion of socio-politics, animal is simply an illustration of recent human beings either in Indonesia or in a more universal context. In addition, based on Sartre's philosophy, animal and human have freedoms including but not limited to freedom of thinking and acting. They also have a right to transform into anything as long as they are responsible for any possible consequences. In connection with the law of human relation, human beings must respect among others, animals and nearby environments, due to the fact that the three of them are interlinked components of life.

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> Writing poetry learning in school tends to be mechanistic and less direct students in creative process that cause difficulty and decrease students’ motivation on writing poetry. Therefore, the researcher develops poetry writing learning strategy, that is learning strategy of writing reflective poetry which is packaged in a guidebook designed for teachers. Based on those explanations, this development aims to (1) developing products in the form of learning strategies to write reflective poems, (2) develop a guide of the implementation of a reflective poetry writing strategy that designed for teachers, and (3) reported the product feasibility test of reflective poetry writing strategy.</p><p class="Abstract"><strong>Abstrak:</strong> Selama ini, pembelajaran menulis puisi di sekolah cenderung bersifat mekanistik dan kurang mengarahkan siswa untuk berproses kreatif. Hal tersebut menjadikan siswa mengalami kesulitan dan penurunan motivasi dalam menulis puisi. Oleh karena itu, dikembangkan strategi pembelajaran menulis puisi, yaitu strategi pembelajaran menulis puisi reflektif yang dikemas dalam bentuk buku panduan dan ditujukan untuk guru. Berdasarkan paparan tersebut, penelitian pengembangan ini bertujuan untuk (1) mengembangkan produk berupa strategi pembelajaran menulis puisi reflektif, (2) mengembangkan panduan penerapan strategi pembelajaran menulis puisi reflektif yang penggunaannya ditujukan untuk guru, dan (3) melaporkan uji kelayakan produk strategi pembelajaran menulis puisi reflektif.</p></td></tr></tbody></table></div>