Metacognitive strategies awareness among EFL learners in proposal writing: a study in English teacher education department at Sunan Ampel State Islamic University Academic Year 2016-2017

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Khikmah, Nina Amelia Nurul (2018) Metacognitive strategies awareness among EFL learners in proposal writing: a study in English teacher education department at Sunan Ampel State Islamic University Academic Year 2016-2017. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

Metacognitive strategies are thinking about the thinking process. It is the strategy that relates to the logical sequences of students in the learning process. There are planning, monitoring and evaluating in the metacognitive strategies. The study is expected to contribute research on learning strategy process and educational psychology especially in the proposal writing process and the attitude towards the use during proposal writing process. It is estimated helps lecturers and students in defining the appropriate strategy during learning process, whether doing task or delivering new knowledge. The research took place in the English Education Department at Sunan Ampel State Islamic University of Surabaya whose subjects are the batch 2013 students who had passed the thesis proposal examination. The research examined 22 students in academic year 2016/2017. This research used the qualitative method to present the findings about the most commonly used of metacognitive strategies and attitudes toward the use of metacognitive strategies along with the discussion of the most commonly used of metacognitive strategies and attitudes. Planning, monitoring, evaluating and attitudes toward the use of it were examined in this study. The finding of this research reveals that the most commonly used of metacognitive strategies are evaluating in the proposal writing process. Then, the students’ attitudes towards the use of metacognitive strategies indicate that evaluation is the important feature in the metacognitive strategies. The result of this study may be assisted in the process of delivering knowledge during lectures and doing task.