EFL STUDENTS’ METACOGNITIVE AWARENESS TO PRACTICE WRITING AT THE SEVENTH GRADERS OF MTS DARUL HUDA WONODADI BLITAR

ZAIDATUL HUSNIYAH, 1723143188 (2018) EFL STUDENTS’ METACOGNITIVE AWARENESS TO PRACTICE WRITING AT THE SEVENTH GRADERS OF MTS DARUL HUDA WONODADI BLITAR. [ Skripsi ]

Preview	Text COVER.pdf Download (876kB) | Preview
Preview	Text ABSTRAK.pdf Download (212kB) | Preview
Preview	Text DAFTAR ISI.pdf Download (153kB) | Preview
Preview	Text BAB I.pdf Download (249kB) | Preview
Preview	Text BAB II.pdf Download (201kB) | Preview
Preview	Text BAB III.pdf Download (394kB) | Preview
Preview	Text BAB IV.pdf Download (356kB) | Preview
	Text BAB V.pdf Download (157kB)
	Text DAFTAR PUSTAKA.pdf Download (220kB)

Abstract

ABSTRACT Husniyah, Zaidatul. Registered Number Student 1723143188. 2018. “EFL Students’ Metacognitive Awareness to Practice Writing at The Seventh Graders of MTs Darul Huda Wonodadi Blitar”Thesis. English Education Program. State Islamic Institute (IAIN) Tulungagung. Advisor: Dr. H. Nursamsu, M.Pd. Keywords: EFL Students, Metacognitive Wareness, EFL Writing. Metacognitive awareness has an important role in the process of teaching and learning, especially in the process of writing. The students need metacognitive awareness in order to have an effective writing. There are two types of metacognitive awareness which has positive impact to the result of learning, particularly in writing process. First, knowledge of cognition relates with students’ knowledge about cognitive process and knowledge to uses control cognitive processes. Second, regulation of cognition refers to the strategies to uses control cognitive activities and to ensure that a cognitive goal has been met. However, not all students apply it in the process of learning, because the awareness of each student is different. Beside it, the teacher also not quite notice how is students’ knowledge of metacognitive awareness. It is happens in MTs Darul Huda WonodadiBlitar, not all of students know and apply the significance knowledge of metacognition. Actually, the knowledge of metacognition has positive impact to the result of learning, specifically for writing. That is why, this study focused on EFL students’ metacognitive awareness to practice writing. The formulation of the research problem: (1) How is EFL students’ knowledge of cognition to practice writing in MTs Darul Huda Wonodadi Blitar? (2) How is EFL students’ regulation of cognition to practice writing in Darul Huda Wonodadi Blitar? Based on the formulation of the research problem, the purpose of this study was to investigate the EFL students’ knowledge of cognition and regulation of cognition to practice writing at seventh graders of MTs Darul Huda WonodadiBlitar. This study used descriptive quantitative with survey design. This study used population research that was 90 students at seventh graders of MTs Darul Huda WonodadiBlitar. The research instrument that is used to collect the data was questionnaire. The method of data analysis was basic statistic in the form of percentage. This study indicated that metacognitive awareness is significant component in the process of learning, especially in writing process. Based on the result of the research, students at seventh graders of MTs Darul Huda WonodadiBlitar has quite good of metacognitive awareness. It shows from the result of the percentage both of the types of metacognitive awareness. The first result indicates that students’ knowledge of cognition is good with percentage This study indicated that metacognitive awareness is significant component in the process of learning, especially in writing process. Based on the result of the research, students at seventh graders of MTs Darul Huda WonodadiBlitar has quite good of metacognitive awareness. It shows from the result of the percentage both of the types of metacognitive awareness. The first result indicates that students’ knowledge of cognition is good with percentage 51%. It means that students’ knowledge about cognitive process and knowledge to uses control cognitive process is good enough. In other words, students quite understand how the process of writing. Second, it shows that students’ regulation of cognition is not good enough with percentage 49%. It reveals that students’ knowledge about strategies to control cognitive activities and to ensure the cognitive goal has been met is quite low. Students just know how the process of writing. In the other side, they lack of knowledge about strategy to control cognitive process and to ensure cognitive goal has been met.

Actions (login required)

View Item