The Use of Reflective Journal as a Tool for Monitoring of Metacognition Growth in Writing




reflective journal, monitoring, metacognition, 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.




How to Cite

Ramadhanti, D., Ghazali, A. S., Hasanah, M., Harsiati, T., & Yanda, D. P. (2020). The Use of Reflective Journal as a Tool for Monitoring of Metacognition Growth in Writing. International Journal of Emerging Technologies in Learning (iJET), 15(11), pp. 162–187.