Last modified: 2020-10-26
Abstract
It is a key of importance for English Language teachers to incorporate metacognitive strategies in academic writing wherein graduate university students are widely expected to be more excellent in composing various academic writing products. This current study employed mixed method by utilizing 2 research instruments namely Likert-Scale questionnaire and interview protocols. The major aim of this study was to investigate whether English Education Master Students of Sanata Dharma University applied metacognitive strategies, particularly when dealing with challenges and difficulties they frequently confronted during academic writing processes. To fulfill this objectivity, 15 English Education Master Students batch 2019, Sanata Dharma University and 4 interviewees were correspondingly invited to take part in this study. The results of quantitative and qualitative data revealed that English Education Master Students have experienced an exponential growth in the academic writing skills after incorporating three consecutive regulation of cognition strategies; planning, monitoring, and evaluating. In sharp contrast, there is an urgent need for English Language teachers to propound the importance of determining clearer writing objectives to enable all students to become more focus and committed towards their academic writing tasks.
Keywords
References
Al-Jarrah, T. M., Al-Jarrah, J. M., Talafhah, R. H., & Bashir, I. (2019). Exploring the effect of metacognitive strategies on writing performance. Global Journal of Foreign Language Teaching, 9(1), 33-50.
Azizi, M., Nemati, A., & Estahbanati, N. (2017). Meta-cognitive awareness of writing strategy use among Iranian EFL learners and its impact on their writing performance. International Journal of English Language & Translation Studies, 5(1), 42-51.
Baker, L. (2002). Metacognition in comprehension instruction. Comprehension instruction: Research-based best practices, 77-95.
Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 149-161.
Creswell, J. W., Clark, V. P., & Garrett, A. L. (2003). Advanced mixed methods research. Handbook of mixed methods in social and behavioral research.
Cross, J. (2015). Metacognition in L2 listening: Clarifying instructional theory and practice. Tesol Quarterly, 49(4), 883-892.
De Silva, R., & Graham, S. (2015). The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53, 47-59.
Deyrup, M., & Bloom, B. (Eds.). (2013). Successful strategies for teaching undergraduate research. Scarecrow Press.
Diasti, K. S., & Mbato, C. L. (2020). Exploring Undergraduate Students’ Motivation-regulation Strategies in Thesis Writing. Language Circle: Journal of Language and Literature, 14(2).
Dörnyei, Z., & Clément, R. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey. Motivation and second language acquisition, 23, 399-432.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.
Goh, C. C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language awareness, 23(3), 255-274.
Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and writing, 26(1), 1-15.
Hacker, D. J., Keener, M. C., & Kircher, J. C. (2009). Writing is applied metacognition. Handbook of metacognition in education, 154-172.
Lavelle, E., & Bushrow, K. (2007). Writing approaches of graduate students. Educational Psychology, 27(6), 807-822.
Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Singapore: Springer Singapore.
Mahsa, M., Setiawan, B., & Rohmadi, M. (2019). Metacognition in Writing Scientific Articles of Postgraduate Students of Indonesian Language Education. HONAI, 2(1), 27-46.
Mbato, C. L. (2013). Facilitating EFL learners' self-regulation in reading: implementing a metacognitive approach in an Indonesian higher education context.
Mistar, J., Zuhairi, A., & Parlindungan, F. (2014). Strategies of Learning English Writing Skill by Indonesian Senior High School Students. Arab World English Journal, 5(1).
Moeller, A. J., Theiler, J. M., & Wu, C. (2012). Goal setting and student achievement: A longitudinal study. The Modern Language Journal, 96(2), 153-169.
Moretti, G., & Alessandrini, G. (2015). Community of Practice and Teacher’s Professional Development: An Explorative Survey. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), (11), 253-273.
Öztürk, Ö. (2019). Personal Goal-Setting in an EFL Writing Class. Dil Dergisi, 170(1), 87-105.
Pitenoee, M. R., Modaberi, A., & Ardestani, E. M. (2017). The effect of cognitive and metacognitive writing strategies on content of the Iranian intermediate EFL learners’ writing. Journal of Language Teaching and Research, 8(3), 594-600.
Sun, Y. C., & Chang, Y. J. (2012). Blogging to learn: Becoming EFL academic writers through collaborative dialogues. Language Learning & Technology, 16(1), 43-61.
Teng, F. (2016). Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition. Thinking Skills and Creativity, 22, 289-302.
Teng, F. (2019). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching, 1-15.
Teng, F. (2020). Tertiary-level students’ English writing performance and metacognitive awareness: A group metacognitive support perspective. Scandinavian Journal of Educational Research, 64(4), 551-568.
Wardiah, D. (2016). Increasing The Ability Writing Short Stories Through Metacognitive Strategies. IJLECR-International Journal of Language Education and Culture Review, 2(1), 92-101.
Wingate, U., Andon, N., & Cogo, A. (2011). Embedding academic writing instruction into subject teaching: A case study. Active Learning in Higher Education, 12(1), 69-81.