The Effect of Metacognitive Scaffolding Strategy in Improving English Writing Skill at Senior High School Students
Abstract
The research aims to determine whether metacognitive scaffolding strategy has an effect on improving the English writing skill of making argumentative paragraphs of academic writing and how metacognitive scaffolding strategy can improve the English writing skill of senior high school students at Madrasah Aliyah Mu'allimat Nahdlatul Wathan Anjani. The quantitative research method used was a true experiment with a pretest-posttest control group design. The research sample was 33 students from the school with 17 students in the experimental class using the metacognitive scaffolding strategy and 16 students in the control class using the conventional strategy, and the study lasted four weeks. The mean pre-test for the experimental class was 48.94 and 50.75 for the control class. Using the paired sample t-test, the mean post-test of the experimental class showed a significant improvement; the mean was 74, or 14 points more than the control class. By using this significant value, the researcher tested the effect size using Cohen’s d test. The experimental class's Cohen's d value was 1.59, indicating that this learning strategy is very effective in improving students' writing, according to Cohen's d table for measuring variable effectiveness. Therefore, the metacognitive scaffolding strategy has an effect on improving writing skills in senior high school students. Furthermore, students showed positive results in their leadership, critical thinking, and problem-solving ability.
References
Bailey, S. (2003). Academic Writing: A Practical Guide for Students. London and New York: Nelson Thornes Ltd. Taylor and France e-Library (2004).
Brown, H. D. (2003). Language Assessment Principles and Classroom Practices. California: Longman.com.
Cer, E. (2019). The Instruction of Writing Strategies: The Effect of the Metacognitive Strategy on the Writing Skills of Pupils in Secondary Education. SAGE Open, 9(2).
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. In Statistical Power Analysis for the Behavioral Sciences. New York: Lawrence Erlbaum Associates, Publishers
Creswell, J. W. (2015). Educational Research-Planning, Conducting, And Evaluating Quantitative and Qualitative Research - Fifth Edition. New Jersey: Pearson Education.
Dabarera, C., Renandya, W. A., & Jun, L. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. Journal Elsevier. System, 42, 462–473.
DiFrancesca, D., & Nietfeld, J. L. (2017). Using metacognitive scaffolding to develop problem solving skills in k-12 computer-based learning environments.In Factors Affecting Academic Performance (pp. 81–99). Nova Science Publishers, Inc.
Field, M. (2009). Improve your written English. Oxford: How to Content.
Goctu, R. (2017). Metacognitive Strategies in Academic Writing. Journal of Education in Black Sea Region, 2(2).
Hamdani. (2011). Strategi Belajar Mengajar. Bandung: Pustaka Setia.
Hamzah, L. M., Awaluddin, I., & Maimunah, E. (2016). Pengantar Statistika Ekonomi. Lampung: Anugrah Utama Raharja.
Hidayah, I., Adji, T. B., & Setiawan, N. A. (2019). Development and evaluation of adaptive metacognitive scaffolding for algorithm-learning system. IEt Journals: The Institution of Engineering and Technology.
Hidayati, T., Handayani, I., & Ikasari, I. H. (2019). Statistika Dasar. Purwokerto: Pena Persada.
Hinkel, E. (2020). In Teaching Academic L2 Writing: Practical Techniques in Vocabulary and Grammar. Evanue, New York: Routledge Taylor and Francis Group.
Jafarigohar, M., & Mortazavi, M. (2016). The Impact of Scaffolding Mechanisms on EFL Learners ’ Individual and Socially Shared Metacognition in Writing. Reading and Writing Quarterly: Routledge Taylor and Francis Group.
Johnson, R. B., & Cristensen, L. (2014). Educational Research. Quantitative, Qualitative, and Mixed Approaches 5th Ed. United State, America: Sage Publications.
Khasali, Renald. (2017). Strawbery Generation. Jakarta Selatan: Mizan Digital Publishing.
Mackenzie, J. (2007). Essay Writing : Teaching the basics from the ground up (Vol. 55). Canada: Pembroke Publishers.
McLeod, S. (2019). The Zone of Proximal Development and Scaffolding. https://www.simplipsychology.org/Zone-of-Proximal-Development.html, accessed on June 11th 2022)
Mishra, S. B., & Alok, S. (2011). Handbook of Research Methodology. New Delhi, India: Educreation Publishing.
Murray, Neil. (2012). Writing Essays in English Language and Linguistics. New York: Cambridge University Press.
Murtadho, F. (2021). Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills. Indonesian Journal of Applied Linguistics, 10(3).
Ouyang, F., Chen, S., Yang, Y., & Chen, Y. (2021). Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers’ Knowledge Building. Journal of Educational Computing Research.
Oxford, R. L. (2017). Teaching and Researching Language Learning Strategies. Evanue, New York: Routledge Taylor and Francis Group.
Prabawanto, S. (2019). Enhancement of Students’ Mathematical Communication under Metacognitive Scaffolding Approach. Infinity Journal of Mathematics Education, 8(2), 117.
Purwanto. (2018). Teknik Penyusunan Instrumen Uji Validitas Dan Reliabilitas Penelitian Ekonomi Syariah. Magelang: Staia Press.
Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching. Cambridgde, New York: Cambridge University Press.
Slavin, R. E. (2012). Educational Psychology Theory and Practice. Boston: Pearson Education Inc.
Slavin, R. E. (2012). Psikologi Pendidikan Teori dan Praktik. Samosir, Marianto. (2019). Jakarta: Indeks.
Sugiyono. (2015). Metode Penelitian dan Pengembangan Pendekatan Kualitatif, Kuantitatif, dan R&D. Bandung: Alfabeta Press.
UNESCO. (2022). UNESCO Promotes Critical Thinking, Effective Communication, and Teamwork Through Debate. (https://www.unesco.org /en/articles/unesco-promotes-critical-thinking-effective-communication-and-teamwork-through-debate, accessed on April 11th 2022)
Valencia-vallejo, N., López-vargas, O., & Sanabria-rodríguez, L. (2019). Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments. Knowledge Management & E-Learning: An International Journal (KM&EL), 11.
Walliman, N. (2011). Research Methods the Basics. Evanue, New York: Routledge Taylor and Francis Group.
Weigle, S. C. (2002). Assessing Writing. Cambridge, New York: Cambridge University Press.
Zemach, D. E., & Rumisek, L. A. (2005). Academic Writing from Paragraph to Essay. Oxford: Macmillan Education.
"Citation" Def. 1e. Oxford Learner's Pocket Dictionary. 4th ed., 2008.
This work is licensed under a Creative Commons Attribution 4.0 International License.
