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All Journal Journal of Education and Learning (EduLearn)
Diana Nur Sholihah
Universitas Islam Negeri Maulana Malik Ibrahim
Humanities Education Library & Information Science Social Sciences Other

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Mapping metacognitive awareness of Chinese language learners Diana Nur Sholihah; Zakiyah Arifa; Kartika Ratnasari; Nur Ila Ifawati
Journal of Education and Learning (EduLearn) Vol 15, No 4: November 2021
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (303.095 KB) | DOI: 10.11591/edulearn.v15i4.20352

Abstract

The role of metacognitive awareness on language teaching and learning have been confirmed by several studies, but the discussions of this topic in Chinese as foreign language are limited. The aim of the present research was to map metacognitive awareness profile of Chinese language learners. Total respondent of this research was 80 Chinese language learners (38 males and 42 females) which comprise secondary students. Convenience sampling technique was employed to select the respondents. Meanwhile, the metacognitive awareness data were collected utilizing Junior Metacognitive Inventory. The obtained data were analyzed using descriptive statistic. Mann-Whitney U Test was employed to investigate the significance differences of metacognitive awareness between male and female. The findings showed that 46.25% of Chinese Language Learners have a good metacognitive knowledge, 28.75% fair, 20% very good, 3.75% poor, and 1.25% very lacking. The finding also showed that 40% students have good metacognitive regulation, 36.25% fair, 15% very good, 7.50% poor, and 1.25% very lacking. In addition, between male and female students have no significant difference in knowledge of cognition. On the contrary, regulation of cognition female learners (Mdn= 32.50) significantly (U= 551.000, p more than 0.05) better compared to male (Mdn= 30).
Co-Authors Kartika Ratnasari Nur Ila Ifawati Zakiyah Arifa