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All Journal English and Literature Journal Journal of Culture, Arts, Literature, and Linguistics (CaLLs) Jurnal Ilmiah Universitas Batanghari Jambi Jurnal Ilmiah Lingua Idea Edumaspul: Jurnal Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Journal Albion : Journal of English Literature, Language, and Culture Inspiring: English Education Journal Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Adjektiva: Educational Languages and Literature Studies ALINEA: Jurnal Bahasa, Sastra, dan Pengajaran Tamaddun JELTEC: Journal of English Language Teaching, Literature and Culture Studies in English Language and Education Indonesian Journal of Contemporary Multidisciplinary Research ARMADA : Jurnal Penelitian Multidisiplin Metonimia: Jurnal Sastra dan Pendidikan Kesusastraan ASIAN: Indonesian Journal of Learning Development and Innovation EDUJ : English Education Journal
Muhammad Ilham Ali
Universitas Negeri Manado
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Journal : Studies in English Language and Education

 1 
Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights Noldy Pelenkahu; Muhammad Ilham Ali; Devilito Prasetyo Tatipang; Ceisy Nita Wuntu; Olga Anneke Rorintulus
Studies in English Language and Education Vol 11, No 2 (2024): In Progress
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35832

Abstract

This study utilized Kemmis et al.’s (2014) action research paradigm. It implemented a two-cycle action study within a single semester, encompassing four stages of learning tasks: comprehension of the problem, monitoring of students’ learning activities, problem-solving, assessment, and concluding. Every cycle offered learning activities that focused on metacognitive and critical thinking to refine students’ ability to write persuasive arguments. During the previous cycle, the students showed strong skills in stating their goals and identifying their planned actions. They used different approaches to pinpoint a key topic for their writing and monitor their progress by effectively managing their available time. The investigation found that integrating metacognitive and crucial thinking processes into instructional methods improved students’ argumentative writing skills, starting with critical skill requirements. Integrating metacognition into writing training is vital for enhancing writing skills at the college level. This study made a special effort to guarantee that each stage was attentively examined and received constructive recommendations for enhancement before going to further steps. However, it is important to acknowledge limitations. The study did not assess the long-term retention of enhanced writing skills, and the sample size may limit generalization. Additionally, while metacognition and critical thinking were beneficial, other factors influencing writing skills were not extensively explored. Future research could address these aspects for a more comprehensive understanding of sustained skill development.
Co-Authors Ceisy Nita Wuntu Ceisy Nita Wuntu Devilito P Tatipang Devilito Prasetyo Tatipang Devilito Prasetyo Tatipang Devilito Prasetyo Tatipang Herminus Efrando Pabur Ismail Ismail Noldy Pelenkahu Nurhusnil Khatimah Olga Anneke Rorintulus Purnama Rika Perdana Rutmintauli Simanjuntak Rutmintauli Simanjuntak Sabrina Wardatul Jannah Husain Sabrina Wardhatul Jannah Sri Hariati Mustari Yayu Anggraini H Katili