Students’ Metacognitive Strategy Pattern in English Academic Writing Learning Using Zoom

Euis Meinawati; Prapti Wigati Purwaningrum; Herlin Widasiwi Setianingrum; Sufi Alawiyah; Lia Nurmalia; Nurmala Dewi; Meiva Eka Sri Sulistyawati; Viviana Lisma Lestari

doi:10.35445/alishlah.v13i1.477

Students’ Metacognitive Strategy Pattern in English Academic Writing Learning Using Zoom

Euis Meinawati, Prapti Wigati Purwaningrum, Herlin Widasiwi Setianingrum, Sufi Alawiyah, Lia Nurmalia, Nurmala Dewi, Meiva Eka Sri Sulistyawati, Viviana Lisma Lestari

Abstract

Students have a different pattern in using the learning strategy. It is seen in their activity when they do the writing. The objective of this research was to observe the students’ pattern using metacognitive strategy in English Academic Writing learning through an online zoom application. The method used descriptive qualitative research. The data is taken from observation and survey from 20 participants who got the English academic writing subject in 2019/2020 academic years at English Program Study Universitas Bina Sarana Informatika. Analysis procedures include observation of activity patterns, identifying learning strategy patterns, categorizing, and strategy learning pattern analysis. The results showed that the students used metacognitive strategy in the academic writing process with different patterns. It can see from activity steps of the metacognitive strategy that is implemented in the class. Students’ activity pattern is planning, identifying, correcting errors, revising, rereading, monitoring, and evaluating. Metacognitive strategies had used by students to consciously control the writing activity because each segment of one’s stored world knowledge help students to create the story. The study's implication is managing students’ activity patterns when the teacher used the strategy learning. It has to be appropriate to students’ needs.

Keywords

Activity’s Pattern;Academic Writing;English;Metacognitive Strategy;Zoom

Full Text:

PDF

References

Abdollahzadeh, E. (2010). Undergraduate Iranian EFL Learners’ Use of Writing Strategies. Writing & Pedagogy, 2(1), 65–90. https://doi.org/10.1558/wap.v2i1.65

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. https://doi.org/10.18844/gjflt.v9i1.3977

Al-Zubeiry, H. Y. A. (2019). The Efficacy of Meta-Cognitive Strategies Instruction in Enhancing Saudi EFL Students’ Academic Writing. International Journal of Social Sciences & Educational Studies, 5(4). https://doi.org/10.23918/ijsses.v5i4p71

Arndt, V. (1987). Six writers in search of texts: A protocol-based study of l1 and l2 writing. ELT Journal, 41(4), 257–267. https://doi.org/10.1093/elt/41.4.257

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education (8 Edition). CA: Cengage Learning.

Cer, E. (2019). The Instruction of Writing Strategies: The Effect of the Metacognitive Strategy on the Writing Skills of Pupils in Secondary Education. SAGE Open, 9(2), 215824401984268. https://doi.org/10.1177/2158244019842681

Dülger, O. (2011). Meta-cognitive strategies in developing EFL writing skills. Contemporary Online Language Education Journal, 1(2), 82–100.

Goctu, R. (2017). Metacognitive Strategies in Academic Writing. Journal of Education in Black Sea Region, 2(2).

Jianling, L. (2018). The impact of face-to-face oral discussion and online text-chat on L2 Chinese writing. Journal of Second Language Writing, 41, 27–40. https://doi.org/10.1016/J.JSLW.2018.06.005

Junianti, R., Pratolo, B. W., & Tri Wulandari, A. (2020). The Strategies of Learning Writing Used by EFL Learners at a Higher Education Institution. Ethical Lingua: Journal of Language Teaching and Literature, 7(1), 64–73. https://doi.org/10.30605/25409190.131

Keengwe, J., & Georgina, D. (2012). The digital course training workshop for online learning and teaching. Education and Information Technologies, 17(4), 365–379. https://doi.org/10.1007/s10639-011-9164-x

Larenas, C. D., Leiva, L. R., & Navarrete, M. O. (2017). Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing. PROFILE Issues in Teachers’ Professional Development, 19(2), 87–100. https://doi.org/10.15446/profile.v19n2.60231

Liu, M. (2009). AN INVESTIGATION OF COGNITIVE AND METACOGNITIVE STRATEGY USE: CHANGES AND DIFFERENCES. Indonesian Journal of English Language Teaching, 5(2), 6–27. https://doi.org/10.25170/ijelt.v5i2.157

Lv, F., & Chen, H. (2010). A Study of Metacognitive-Strategies-Based Writing Instruction for Vocational College Students. English Language Teaching, 3(3), p136. https://doi.org/10.5539/elt.v3n3p136

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). Retrieved from https://www.awej.org/index.php/volume-5-2014/46-2014-03-20-02-17-45/440-junaidi-mistar-alfan-zuhairi-firman-parlindungan

Nemat Tabrizi, A. R., & Rajaee, M. (2016). The Effect of Metacognitive and Cognitive Writing Strategies on Iranian Elementary Learners’ Writing Achievement. International Journal of Learning and Development, 6(3). https://doi.org/10.5296/ijld.v6i3.9935

Nguyen, L. T. C., & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9–30. https://doi.org/10.1177/1362168812457528

Panahandeh, E., & Asl, S. E. (2014). The Effect of Planning and Monitoring as Metacognitive Strategies on Iranian EFL Learners’ Argumentative Writing Accuracy. Procedia - Social and Behavioral Sciences, 98, 1409–1416. https://doi.org/10.1016/J.SBSPRO.2014.03.559

Paris, A. A. (2003). Cognitive writing strategies. Disability and Equity in Education Commons, 1(2), 115–128.

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. https://doi.org/10.17507/jltr.0803.19

Rahimi, F., & Karbalaei, A. (2016). The Role of Metacognitive Strategies Training on Developing Writing Skill among Iranian EFL learners. Journal of Current Research in Science, 1, 327–341.

Rendahl, M., & Breuch, L.-A. K. (2013). Toward a Complexity of Online Learning: Learners in Online First-Year Writing. Computers and Composition, 30(4), 297–314. https://doi.org/10.1016/J.COMPCOM.2013.10.002

Sasaki, M. (2000). Toward an Empirical Model of EFL Writing Processes: An Exploratory Study. Journal of Second Language Writing, 9(3), 259–291. https://doi.org/10.1016/S1060-3743(00)00028-X

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. https://doi.org/10.1016/j.tsc.2016.06.005

Vie, S. (2018). Effective Social Media Use in Online Writing Classes through Universal Design for Learning (UDL) Principles. Computers and Composition, 49, 61–70. https://doi.org/10.1016/j.compcom.2018.05.005

Xiao, Y. (2007). Applying metacognition in EFL writing instruction in China. Reflections on English Language Teaching (Vol. 6).

Zimmerman, B., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. New York: Routledge.

DOI: https://doi.org/10.35445/alishlah.v13i1.477