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.
This study aims to find a model for children’s contemporary fiction to improve the literacy of the fifth grade students of elementary schools. It employed a qualitative hermeneutics design. The data resources were children’s contemporary fiction books and responses of the fifth grade students of elementary schools. The data were collected through content analysis and analytic reflection. The findings show that: (a) the students’ responses are positive; (b) the books have a single, simple, and linear plot/narrative structure, have a dramatic and narrative style, and have various themes and values; and (c) children’s contemporary fiction contributes to the literacy improvement.
Suatu desain pembelajaran perlu dirancang dengan baik oleh guru yang disesuaikan dengan tujuan pembelajaran yang akan dicapai. Perancangan desain pembelajaran tersebut tentunya memperhatikan standar kompetensi, kompetensi dasar, indikator dan tujuan pembelajaran. Termasuk dalam pembelajaran berbicara perlu dirancang desain pembelajarannya. Pembelajaran berbicara yang dirancang dengan baik akan dapat bermakna bagi siswa dan mengajarkan nilai-nilai, termasuk nilai moral kemanusiaan, salah satu pembelajaran berbicara yang dapat diterapkan adalah melalui bermain peran. Oleh sebab itu, berikut akan dijabarkan desain pembelajaran berbicara melalui bermain peran untuk mengenalkan nilai-nilai moral kemanusiaan, yang terdiri dari: (1) pembelajaran berbicara, (2) nilai moral kemanusiaan, (3) ruang lingkup nilai-nilai kemanusiaan dalam sastra, (4) bermain peran, (5) langkah-langkah pembelajaran bermain peran, dan (6) teknik dan prosedur penilaian berbicara melalui bermain peran. Sehingga, melalui bermain peran, guru dapat menjadikan pembelajaran menjadi bermakna dan juga mengenalkan nilai-nilai moral kemanusiaan untuk dapat diterapkan dalam kehidupan sehari-hari bagi siswa. Kata Kunci : pembelajaran berbicara, nilai kemanusiaan, bermain peran.
This study aims to describe structural-semiotic characteristics of D. Zawawi Imron’s poems. This study employed a qualitative descriptive hermeneutic analysis. The findings show that D. Zawawi Imron’s poems are characterized by (1) the diction comprising the use of concrete and connotative words related to natural, social, and spiritual environments; (2) figures of speech dominated by metaphors, followed by personifications and similes; (3) descriptive, periphrastic, paradoxical, symbolic, climactic, and ironical language styles; and (4) tactile, visual, dynamic, and auditory imagery. The diction contributes to the creationof figures of speech and language styles and both contribute to the imagery creation. The semiotic characteristics are related to empirical facts as follows: (1) most poems are indices, (2) few poems are icons, and (3) no poem is a symbol. In the relationship between titles and contents of the poems, the titles serve as indices and icons for the contents, whilesymbols are only metaphorical words/phrases.
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