Metacognitive Strategy in Teaching Writing: What Teachers Should be Aware of

Riwayatiningsih, Rika (2021) Metacognitive Strategy in Teaching Writing: What Teachers Should be Aware of. UNNES-TEFLIN National Seminar, 4 (1). pp. 300-312. ISSN 2580-751X

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Abstract

This article explores the essential issues related to metacognitive strategy in teaching writing. Hopefully, it could contribute to improving teachers’ understanding of metacognitive strategy, especially in teaching writing. Metacognition is so vital for students’ learning as this ability encourages them to understand how they learn best and it also develop their self-learning skill. This process happens when students analyze tasks, set goals, implement strategies and reflect on what they are learning. Therefore, it is promising such benefits for students and teachers for it might contribute to develop their thinking skill. This article describes the concept of metacognitive strategy in teaching writing. Then it elaborates the appropriate learning activities to support the development of students’ awareness of their thinking process about learning. After that it describes some challenges for implementing metacognitive strategy in teaching writing. Finally, it offers conclusions on the important point of the topic. The findings of the study suggest that Metacognition performs a key role in improving writing performance. Research on metacognition has shown that proficient writers are more aware of what they write, they make more decisions about planning and controlling as they write and they are more likely to self- evaluate their writing as they are more proficient than inefficient writers.

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