IDEA CHANGES

INTRODUCTION TO LITERATURE

‘’ INCREASINGTHE ABILITYWRITINGSHORTSTORIESTHROUGH
METACOGNITIVESTRATEGIES ‘’

BY:

YULI ANGGRIANI DESKY (03041931)

TBI – 4 / 4TH SEMESTER

LECTURER:

RANI FAIRUZ, M.HUM

FACULTY OF TARBIYAH AND TEACHERS TRAINING

STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA

2021
 PREFACE

First of all, thanks to Allah SWT because of the help of Allah, writer finished writing the
paper entitled “IDEA CHANGES” right in the calculated time. The purpose in writing
this paper is to fulfill the assignment that given by Mrs Rani Fairuz introduction to
literature. in arranging this paper, the writer trully get lots challenges and obstructions
but with help of many indiviuals, those obstructions could passed. writer also realized
there are still many mistakes in process of writing this paper.because of that, the
writer says thank you to all individuals who helps in the process of writing this paper.
Hopefully allah replies all helps and bless you all.the writer realized tha this paper still
imperfect in arrangment and the content. then the writer hope the criticism from the
readers can help the writer in perfecting the next paper.last but not the least Hopefully,
this paper can helps the readers to gain more knowledge about introduction to literature.
 TABLE OF CONTENTS

FOREWORD..................................................................................................................................................................... 2

SUMMARY....................................................................................................................................................................... 4

CHAPTER I....................................................................................................................................................................... 5

INTRODUCTION.............................................................................................................................................................. 5

A. BACKGROUND........................................................................................................................................................... 5

CHAPTER II...................................................................................................................................................................... 6

DISCUSSION.................................................................................................................................................................... 6

A. IDEAS.......................................................................................................................................................................... 6

CHAPTER III..................................................................................................................................................................... 9

CLOSING.......................................................................................................................................................................... 9

A. CONCLUSION............................................................................................................................................................. 9

REFERENCE.................................................................................................................................................................. 10
 SUMMARY

According to Danial (2010)1, the involvement of metacognitive aspects in the learning process is
one aspect of the knowledge dimension that is important in regulating and controlling cognitive
processes carried out by students in learning and thinking, so that learning and thinking are
done more nicely, conducive, effective, and provide a positive response so that more
effective learning strategies are needed, namely making students more active in the learning
process. To improve students' ability to write short stories requires an effective and efficient
method. According to Istarani (2012:1)2, The learning model is a whole series of presentations
of teaching materials which includes all aspects before and after the teacher learning is carried
out and all related facilities are used directly or indirectly in the teaching and learning process.
One of the learning methods that can improve students' ability in writing short stories is the
application of metacognitive strategies. The application of metacognitive strategies is very
effective in learning to write short stories. This metacognitive strategy can improve students'
ability to write short stories because this learning method can stimulate students' activeness
in understanding the concept of short story writing.

1 Danial, E, & Warsiah. (2009). Scientific Writing Methods. Bandung: Citizenship Education Laboratory.
2
palace. (2012). 58 Innovative Learning Models. Medan: Media Persada. page 1
 CHAPTER I

INTRODUCTION

A. BACKGROUND
Teachers as one of the determinants of educational success who act as educators and
as people who provide knowledge to their students must really understand the concept of
professionalism. Therefore, teachers have a great responsibility in shaping students' learning
experiences. In addition to mastery of the material, the form of a teacher's responsibility is also
the use of strategies, models or learning patterns that are in accordance with the demands of
the applicable curriculum, namely by using innovative learning strategies with the potential to
develop students' metacognitive abilities and cognitive outcomes. This is based on one of the
demands of the curriculum in learning English so that students master various concepts and
develop knowledge,
Metacognition is knowledge about self-learning or about how to learn (Mc
Cormick, 2003 in Slavin, 2009) 3. Thinking ability and study ability are examples of
metacognitive skills (metacognitive skills). Metacognition refers to the awareness and
monitoring of one's thoughts and work, or more simply: thinking about your thoughts (Flavell,
1979)4. Metacognition consists of two main groups, namely knowledge metacognition and
regulation of metacognition. Metacognitive knowledge refers to knowledge of conditions such
as knowledge of skills and work strategies that are good for learners how and when to use
these metacognitive skills and strategies. Metacognitive regulation refers to activities that
control one's thinking and learning such as planning, monitoring understanding, and evaluation
(Schraw and Dennison, 1994)5. According to Daniel (2010)6, the involvement of metacognitive
aspects in the learning process is one of the aspects of the knowledge dimension that are
important in regulating and controlling cognitive processes carried out by students in learning
and thinking, so that learning and thinking are carried out more nicely, conducive, effective, and
provide positive responses so that more effective learning strategies are needed, namely making
students are more active in the learning process.

B.PURPOSE
1. To find additional solutions to increase children's interest in learning

2. The effect of metacognitive strategies on the ability to write short stories

3 Cornick. Mc and Tiffin, 2003. Performance Management. Alphabeta, Bandung.

4
Flavell, JH 1979. Metacognition and cognitive monitoring: A new area of cognitive-developmental
inquiry:American Psychologist.
5
Schraw, G. (1998). Promoting General Metacognitive Awareness. Instructional Science, 26, pp. 113-125.
6
Danial, E, & Warsiah. (2009). Scientific Writing Methods. Bandung: Citizenship Education Laboratory.
 CHAPTER II

DISCUSSION

A. IDEAS

1.Additional Solutions in Increasing Children's Learning Interest

There are three metacognitive strategies that can be developed, namely as follows:

1) Stages of the conscious learning process

Includes setting learning objectives, considering learning resources that will be

accessible and, determining how the best performance of students will be evaluated, considering
the level of learning motivation, determining student learning difficulties. Writing is always
based on tedious assumptions with a high level of difficulty. Though the importance of writing
skills possessed by a student, will further support his future. However, because of this lack of
ability, it becomes an obstacle in improving writing skills. These obstacles were born due to
class conditions, in this case the teaching and learning process was ambiguous. Of course, the
main point in this case is the level of creativity of educators in deliveringmaterial in class.

In this case, the portion between theory is not balanced with practice. So, to minimize
these obstacles, several innovations are needed in the selection of learning media that are more
creative and relevant to the subjects to be delivered. One of the media that is considered
suitable for short story writing material is audio-visual learning media. Its complex nature
will make it easier for students to understand how to write well, increase students' imagination,
and lead students to think critically, analytically, and systematically.

2) Study planning stage merencanakan

Includes the process of estimating the time needed to complete learning tasks, planning
time in the form of a schedule and determining the priority scale in learning, organizing subject
matter, taking appropriate steps to learn using various learning strategies.outlining, mind
mapping, speed reading, and other learning strategies).

a) Teachers must prepare lesson units first and then choose audio-visual media
 that are relevant to the material to be taught.
b)The teacher must know the duration of the use of audio-visual media.

c)Preparing for class, which includes preparing students by providing a global

explanationof the content of films, audio, or television shows.
d) Follow-up activities, after the screening of the film or video is complete, the

teacher should reflect and ask questions with students to find out their level of
understanding.

3) Monitoring and learning reflection stage

Includes the process of reflecting on the learning process, monitoring the learning
process through questions and self-tests (self-testing), maintain high concentration and
motivation in learning. Learning reflections like this are important to be written by anyone who
teaches subjects including short story writing material. Besides being useful for correcting
learning deficiencies, notes like this can be used as research material and comparative
information on student assessments of teachers. For me personally, this note is a reminder if I
will teach this material again and a kind of accountability report for the institution where I
teach. For anyone who will teach this course as a substitute for me, these notes can be
taken into consideration for efforts to improve the effectiveness and quality of learning.

2. The effect of metacognitive strategies on the ability to write short stories

To improve students' ability to write short stories requires an effective and efficient
method. According to Istarani (2012:1), The learning model is a whole series of presentations
of teaching materials which includes all aspects before and after learning is carried out by the
teacher and all related facilities used directly or indirectly in the teaching and learning process.
One of the learning methods that can improve students' ability in writing short stories is the
application of metacognitive strategies. The application of metacognitive strategies is very
effective in learning to write short stories. This metacognitive strategy can improve students'
ability to write short stories because this learning method can stimulate students' activeness in
understanding theconcept of writing short stories. Explore story ideas through their
subconscious, stimulate their thinking power, and find their own answers to a problem
faced so
that students are able to write short stories well. Metacognitive strategy is a method that
emphasizes the subconscious communication of students that can be done inside or outside
the classroom. In other words, teachers are also very concerned about the psychological
condition of students and their affective aspects. In its application in the classroom the
teacher is not only a teacher, but also must act as an educator. Thus, he must also have
sympathy and empathy for students. In addition, the teacher must also say his words by
choosing good and appropriate words so that they can be accepted easily by students.
 CHAPTER III

CLOSING

A. CONCLUSION
According to Istarani (2012:1)8, The learning model is a whole series of
presentations of teaching materials which includes all aspects before and after the teacher
learning is carried out and all related facilities are used directly or indirectly in the teaching and
learning process. One of the learning methods that can improve students' ability in writing
short stories is the application of metacognitive strategies. The application of metacognitive
strategies is very effective in learning to write short stories. This metacognitive strategy can
improve students' ability to write short stories because this learning method can stimulate
students' activeness in understanding the concept of short story writing.

B. SUGGESTION
The author is fully aware that this paper still has many errors and is far from perfect.
Therefore, to improve the paper, the writer asks for constructive criticism from the readers.

8 palace. (2012). 58 Innovative Learning Models. Medan: Media Persada. page 1

 REFERENCE

Danial, E, & Warsiah. (2009). Scientific Writing Methods. Bandung: Laboratory Civic education.
palace. (2012). 58 Innovative Learning Models. Medan: Media Persada. Cornick. Mc and
Tiffin, 2003. Performance Management. Alphabeta, Bandung.
Flavell, JH 1979. Metacognition and cognitive monitoring: A new area of cognitive-
developmentalinquiry: American Psychologist.
Schraw, G. (1998). Promoting General Metacognitive Awareness. Instructional
Science, 26,pp. 113-125.
Danial, E, & Warsiah. (2009). Scientific Writing Methods. Bandung: Laboratory Civic education.