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All Journal English Language and Literature International Conference (ELLiC) Proceedings Asian Journal of Applied Education
Herry Augustinus Simarmata
Universitas Negeri Jakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring Student’s Metacognitive Strategies Through Self-Reflection in Writing Assessments Herry Augustinus Simarmata; Siti Drivoka Sulistyaningrum
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Writing is used as a tool for communication as well as learning, thinking, and organizing knowledge or ideas. Unfortunately, In Indonesian context, English writing represents a skill that is seen as exceptionally challenging for students. This study aimed to look into the metacognitive strategies employed by EFL students who were considered successful in writing assessments. The participants were seven students of English Education Master’s Program at Universitas Negeri Jakarta who completed writing assessments at the C1 level on the website. The text analysis method was used in this study. At the end of the lesson, students' self-reflection was examined to determine their metacognitive strategies in the cognitive, social, affective, and motivational domains. Each student's metacognitive strategy applications were quantified, and the metacognitive strategy content was classified and reported interpretively. According to the findings, students are more likely to use a variety of metacognitive strategies with the cognitive domain being the most frequently used domain when completing writing assessments. They were discovered to be goal-oriented, with a greater likelihood of focusing not only on a course-related objective but additionally on an objective to improve their language learning abilities. Furthermore, this study suggests that self-reflection can be used to investigate students’ learning strategies and to promote students' control over the writing skills learning process.
The Implementation of School Literacy Movement: A Literature Review Herry Augustinus Simarmata; Siti Drivoka Sulistyaningrum
Asian Journal of Applied Education (AJAE) Vol. 2 No. 3 (2023): July 2023
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v2i3.4652

Abstract

The aim of the study is to describe a literature review on the implementation of the School Literacy Movement throughout the country. The article searches were conducted using databases: Google Scholar, Science Direct, and Springer, and the keywords 'School Literacy Movement' and 'Gerakan Literasi Sekolah'. The authors establish inclusion criteria and exclusion criteria and obtained 8 relevant articles. The study was conducted in 5 stages: article collection, article reduction, display, discussion, and conclusions. The implementation of the School Literacy Movement in Indonesian schools follows the theories used as references. The School Literacy Movement is being implemented successfully, and it has the potential to increase student literacy while also meeting one of the government programs outlined in the 2013 National Curriculum.
Co-Authors SITI DRIVOKA SULISTYANINGRUM