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

Authors

  • Euis Meinawati Universitas Bina Sarana Informatika Jakarta, Indonesia https://orcid.org/0000-0001-5713-530X
  • Prapti Wigati Purwaningrum Universitas Bina Sarana Informatika Jakarta, Indonesia
  • Herlin Widasiwi Setianingrum Universitas Bina Sarana Informatika Jakarta, Indonesia
  • Sufi Alawiyah Universitas Bina Sarana Informatika Jakarta, Indonesia
  • Lia Nurmalia Universitas Bina Sarana Informatika Jakarta, Indonesia
  • Nurmala Dewi Universitas Bina Sarana Informatika Jakarta, Indonesia
  • Meiva Eka Sri Sulistyawati Universitas Bina Sarana Informatika Jakarta, Indonesia
  • Viviana Lisma Lestari UIN Syarif Hidayatullah Jakarta, Indonesia

DOI:

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

Keywords:

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

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.

Author Biographies

Euis Meinawati, Universitas Bina Sarana Informatika Jakarta

Pendidikan Bahasa Inggris

Prapti Wigati Purwaningrum, Universitas Bina Sarana Informatika Jakarta

Bahasa Inggris

Herlin Widasiwi Setianingrum, Universitas Bina Sarana Informatika Jakarta

Bahasa Inggris

Sufi Alawiyah, Universitas Bina Sarana Informatika Jakarta

Bahasa Inggris

Lia Nurmalia, Universitas Bina Sarana Informatika Jakarta

Bahasa Inggris

Nurmala Dewi, Universitas Bina Sarana Informatika Jakarta

Bahasa Inggris

Meiva Eka Sri Sulistyawati, Universitas Bina Sarana Informatika Jakarta

Bahasa Inggris

Viviana Lisma Lestari, UIN Syarif Hidayatullah Jakarta

Bahasa Inggris

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Published

2021-06-11

How to Cite

Meinawati, E., Purwaningrum, P. W., Setianingrum, H. W., Alawiyah, S., Nurmalia, L., Dewi, N., … Lestari, V. L. (2021). Students’ Metacognitive Strategy Pattern in English Academic Writing Learning Using Zoom. AL-ISHLAH: Jurnal Pendidikan, 13(1), 610–616. https://doi.org/10.35445/alishlah.v13i1.477

Issue

Vol. 13 No. 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN

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Articles

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