Metacognitive Strategy and Student’s Essay Writing

Abstract

This study attempted to find the effectiveness of metacognitive strategies on essay writing skills at Sabilirrasyad English Course Telagawaru Praya. In this research, the writer used the pre-experiment method by using a one-group pretest and post-test design. Where the writer did an experiment in a single group only, the sample of this research was 20 and used one group. The technique of collecting data was done by administering a pre-test and post-test to determine the mean score, and a paired sample t-test was used to analyze whether the alternative hypothesis was accepted or not. The result of this research was 52,20, whereas the post-test was 68,90. The present research found that the significance value of the result of this strategy was lower than 0.05, so the null hypothesis was rejected and the alternative hypothesis was accepted. This suggests that metacognitive instruction was highly effective in teaching writing skills.