The Use of Metacognitive Knowledge in Essay Writing among High School Students

Surat, Shahlan; Rahman, Saemah; Mahamod, Zamri; Kummin, Saadiah

doi:10.5539/ies.v7n13p212

Cited by 16 publications

(14 citation statements)

References 10 publications

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“…Visual images make it easier for students to explore their thinking skills in writing [14]. Therefore, the metacognitive strategy used in the learning process is proven to improve students' writing skills [15], [16]. During the strategy training, students ask themselves questions as an effort to monitor the development of their learning [1], [8].…”

Section: Introductionmentioning

confidence: 99%

Students’ Metacognitive Weaknesses in Academic Writing: A Preliminary Research

Ramadhanti

Ghazali

Hasanah

et al. 2019

Int. J. Emerg. Technol. Learn.

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This article aims to explain the weaknesses of metacognition that affect writing skills. Weaknesses of writing like content development, the organization of writing, compatibility of content with themes and audience awareness are assumed from the weaknesses of student metacognition. By using a qualitative approach, data is collected through questionnaires and interviews. Using the questionnaire found the level of student metacognitive awareness. A total of 22 male and female students were randomly selected. Responses given through self-report questionnaires showed that as many as 15 students had high metacognitive awareness and as many as 7 students had low metacognitive awareness. Furthermore, through interviews found metacognitive skills in academic writing. The results of the data analysis show that there are three weaknesses of student metacognitive, namely: students are too dependent on feedback from lecturers and highly dependent on lecturers and colleagues when writing, students cannot assess their own understanding of the information they receive for writing assignments, students are not aware benefit from the strategies used during writing. Students need to be trained to plan, monitor and evaluate writing activities so that they are skilled in arranging words, concepts, and terminology used in writing. In addition, through the writing they produce, it can be seen how the process of produces the meaning and thinking skills of students in writing.

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Section: Introductionmentioning

confidence: 99%

Students’ Metacognitive Weaknesses in Academic Writing: A Preliminary Research

Ramadhanti

Ghazali

Hasanah

et al. 2019

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…Flavell (in Schraw & Dennison, 1994;Surat, Rahman, Mahamod, & Kummin, 2014) suggests that metacognitive knowledge consists of three components, namely (1) declarative knowledge-knowledge about your own self or individuals, "knowledge about" or "knowledge concerning", (2) procedural knowledgeknowledge of the tasks or activities; and (3) conditional knowledge-knowledge of learning strategies. Included in the declarative knowledge are facts, beliefs, views, generalizing, theories, hypothesis, and attitude toward something or someone.…”

Section: Metacognitive Awarenessmentioning

confidence: 99%

The Influence of Attitudes towards Mathematics, and Metacognitive Awareness on Mathematics Achievements

Ajisuksmo¹,

Saputri²

2017

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The aim of this study was to investigate the influence of attitudes towards mathematics and metacognitive awareness on mathematics achievement of high school students. In addition, this study interested in examining gender differences on mathematics achievement. The respondents of this study were 103 students of a senior high school in Tangerang, Indonesia. Attitudes Towards Mathematics Inventory (ATMI) was used to measure students' attitudes towards mathematics, and Metacognitive Awareness Inventory (MAI) was used to measure metacognitive ability, whereas mathematics achievement was measured from the value obtained in the school report cards of the semester when the research was being conducted. The results revealed that attitudes towards mathematics and students' mathematics achievement were significantly correlated (r = 0.505; p < 0.001). No significant correlations were shown between metacognitive skills and mathematics achievement (r = 0.081; p > 0.05), as well as between attitude towards mathematics and metacognitive skills (r = 0.143; p > 0.05). The regression model was fit in predicting the contribution of attitudes towards mathematics and metacognitive skills on mathematic achievement for 25.5%. However, looking at the p value of the t test it was shown that the attitude towards mathematics contributes to the model, but not the metacognitive skills. No significant difference was found on mathematics achievement.

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“…1). The fact that students wrote a considerable amount in this mode is reassuring, as this awareness has been shown to contribute to learning how to learn, which may result in increased performance (Surat et al, 2014). However, overall reflection was still limited to approximately half of a page of writing.…”

Section: Amount and Categories Of Reflection In Student Responsesmentioning

confidence: 99%

‘Does the mirror speak my language?’ A Comparison of L1 and L2 Student Reflections on Their Experiences in a Small-group Writing Tutorial

Kelly

2015

RELC Journal

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Reflection has often been considered a powerful tool for students in composition, helping them develop rhetorical awareness and the ability to transfer their knowledge to future writing tasks. However, the methods that promote reflection have often been debated, and students have considered the process both puzzling and difficult. Furthermore, few studies have directly compared the reflections of native (L1) and non-native (L2) speakers to determine if they are likely to reflect in the same ways and if methods to improve reflective writing would be effective for both groups. To assist in this endeavour, the current study builds on work by Krol (1996) and Kathpalia and Heah (2008) to categorize student reflections and the developments they select to discuss in the small-group tutorial program for L1 and L2 speakers at a large, research university. The aim of this work is to better understand how and to what extent these students are reflecting to help guide the program and offer suggestions that could be more widely applied to peer review groups and composition classrooms in general. This study also indicates future areas of inquiry, including analysing how the number of guiding questions provided influences reflection, assessing student reflections before and after modelling, and comparing the reflections of L2 students with different native languages.

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The Use of Metacognitive Knowledge in Essay Writing among High School Students

Cited by 16 publications

References 10 publications

Students’ Metacognitive Weaknesses in Academic Writing: A Preliminary Research

Students’ Metacognitive Weaknesses in Academic Writing: A Preliminary Research

The Influence of Attitudes towards Mathematics, and Metacognitive Awareness on Mathematics Achievements

‘Does the mirror speak my language?’ A Comparison of L1 and L2 Student Reflections on Their Experiences in a Small-group Writing Tutorial

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