Hello
guys!
In this part, I would like to tell you about the components
of an article with a little example from the article entitled The Instruction of Writing Strategies: The
Effect of the Metacognitive Strategy on the Writing Skills of Pupils in
Secondary Education which is written by Erkan Cer. I
will give you the important part of the journal, such as literature review, methods, result, and
discussion.The explaination will be explain below.
Abstract
The
topics discussed in this article are about the purpose of this study was to
investigate the effect of the "knowledge of cognition" and
"regulation of cognition,"are processes of the metacognitive strategy
for improving learners' writing skills.
The
author main findings are a results
revealed that it is necessary to effectively use the metacognitive strategy in
learning and teaching to improve writing skills. Further experimental research
is recommended to determine, using various scales, whether the metacognitive
strategy influences writing skills.
Literature Review
Methods
The
working group for the present study, in which a sequential explanatory design
was employed, included 44 pupils (21 control, 23 experimental) at a private
secondary school. The pupils in the experimental group were instructed in
metacognitive strategy-based writing practices, whereas the pupils in the
control group were instructed in traditional writing practices.
·
The students in the experimental
group were instructed in “Metacognitive Strategy-Based Written Expression
Skills,” whereas the control group was only instructed in classical
written expression skills.
·
Experimental group in this
group, the metacognitive strategy was used in the training of written
expression skills. Meanwhile, Control group in this group writing
instruction was given using free writing activities.
·
the experimental group were
instructed in metacognitive strategy-based writing practices, while the control
group practiced writing by traditional writing strategies.
The
mixed method, which includes both qualitative and quantitative research
designs, was employed for the present study. This method was chosen because it
considers the notion that it is possible to eliminate and compensate for all biases
and deficiencies of each data set by aggregating both qualitative and
quantitative data.
Results
Findings
for the experimental group. On analyzing the focus group discussions for the
effect of metacognitive strategy instruction, the pupils’ views were collected
under three subthemes and one main theme.
Findings
for the control group. On analyzing the focus group discussions for the effect
of classical instruction (free writing), the pupils’ views were collected under
two subthemes and one main theme.
Discussion
1. The aim of
the present study was to help the pupils in the control group improve their
contextual, stylistic, and language and expression writing skills through planning
and revising, monitoring, evaluating, and editing processes, which were
performed using the regulation of cognition step of the metacognitive strategy.
2. The present
study aimed to show the efficiency of the processes of planning and revising,
monitoring, evaluating, and editing performed in the pre-, during-, and
post-writing steps of the metacognitive strategy. By examining the text of two
pupils (appendix) from the experimental group in terms of contextual,
stylistic, and language and expression factors, it is clear they engaged in
self-regulation as part of the writing process.
3. The results
of the present study suggest that further qualitative and quantitative research
should be done using various scales to do a more comprehensive job of determining
the impact of the metacognitive strategy on writing skills.
To
link to this article : https://doi.org/10.1177/2158244019842681
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