The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Students’ Metacognitive Awareness and Its Impact on Writing Skill
Abstract
One of the factors that can affect the ability to write explanatory text is metacognitive awareness. By using the descriptive method, the students' level of metacognitive awareness was explained, and by using the correlational method the effect of metacognitive awareness towards explanatory text writing ability was explained. The results showed that as many as 25 students had a high level of awareness while 38 others had a moderate level of awareness. The relationship between metacognitive awareness variables and the ability to write explanatory text is significant and very strong seen from the range of correlation values, namely 0.812. Metacognitive awareness affects the ability to write explanatory text by 66% and the remaining 44% is influenced by other factors. This shows that metacognitive awareness has an important role in writing. Students must always increase their metacognitive awareness. Efforts that can be made to raise students' metacognitive awareness are that lecturers carry out writing learning with a cognitive process approach to increase metacognitive knowledge and apply metacognitive strategies so that students have metacognitive skills to complete writing assignments.
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“In language learning, metacognitive awareness has been found to enhance foreign language writing ability, emphasizing the need for metacognitive strategies to improve learners' skills (Ramadhanti and Yanda, 2021;Farahian, 2015).”
From A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022 (2024) · cites this paper as Ramadhanti and Yanda, 2021
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Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · cited 2×
“Metacognitive experiences can influence the metacognitive knowledge base by adding, removing, or revising them (Flavell, 1979).”
BackgroundSchraw, G., Crippen, K. J., & Hartley, K. (2006) · Research in Science Education · doi:10.1007/s11165-005-3917-8 · Cited by 1,529
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A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022
Zhai, X., Chu, X., Wang, M., Tsai, C.-C., Liang, J.-C., & Spector, J. M. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-02987-6 · Cited by 47
Metadata
- Authors
- Ramadhanti, D., & Yanda, D. P.
- Venue
- International Journal of Language Education
- Publisher
- Universitas Negeri Makassar
- Published
- 2021-10-31
- Volume
- 5
- Issue
- 3
- Pages
- 193
- ISSN
- 2548-8465
- 2548-8457
- Cited by
- 34
- References
- 2
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