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activated  through  four  steps  of action and interaction, namely: metacognition knowledge, metacognition experiences, goals or tasks and actions or strategies. 

Silver (1982) proposed that metacognition is also closely related to the cognitive strategies that people use when they solve problems, and different decisions about their personal beliefs and values. The beliefs and values concerning learning and problem solving are of great importance in the “encoding and retrieval of content knowledge”  

Chapter 3 The Research Methodology ............................. 35

3.1 Research Design ........................................ 35

3.2 Research Materials ................................. 36

Chapter 4 Data Analysis ................................ 43

4.1 Data Collected .............................................. 43

4.2 Analysis of the Data ................................... 43

Chapter 5 Conclusion ............................. 66

5.1 Finding ........................... 66

5.2 Pedagogical Implications ......................... 68

Chapter 4 Data Analysis

4.1 Data Collected During the research, all the data are collected by the author.  

In the pre-test and post-test, after the students finish correcting slip-of-the-pen in peer writing, the author collects the papers and hands out their own writings. After six minutes, the author collects the students’ correction papers. Then the author records the students’ correction in peer writings and their own writings. Besides, the author divides the errors into three categories and arranges them according to frequency. The author tries to analyze the features of the slip-of-the-pen and find the possible causes of it.

After that, the students  are  asked to  finish  the  questionnaire.  Four students  of different English levels are invited to have an interview. The results are recorded and analyzed by the author.

Chapter 5 Conclusion

5.1 Finding

As is mentioned in Chapter One, there are three research questions. The author discusses the questions by analyzing the junior high students’ 132 writing compositions. 

The purpose of the research is to figure out junior high students’ awareness of slip-of-the-pen  in  task-based  writing.  The  results  are  analyzed  based  on  the  students’ performance in the pre-test and the post-test, as well as the results of the questionnaire and the interview. In addition, the author tries to explore whether an awareness-raising session of slip-of-the-pen is necessary in the junior high writing teaching.  

Now that the four sets of task-based compositions in the experiments are written by the students in daily English tests, the students try their best not to make mistakes and use the expressions they are relatively sure of in order to get high scores. In this way, the students’ errors may be regarded as slip-of-the-pen. 

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