THE CORRELATION BETWEEN METACOGNITIVE AWARENESS AND STUDENT’S WRITING SKILLS IN JUNIOR HIGH SCHOOL BATAM
DOI:
https://doi.org/10.31851/21h7by88Keywords:
Correlational study, metacognitive awareness, writing skills, junior high school, EFL learnersAbstract
This research explores the connection between students' metacognitive awareness and their writing abilities in the context of English as a Foreign Language (EFL) at the junior high school level. The Metacognitive Awareness Inventory (MAI) was used to assess students' metacognitive awareness, while their writing skills were evaluated through a descriptive writing test. Descriptive statistics revealed that students' metacognitive awareness scores ranged from 81 to 98, with an average score of 86.35, while writing scores varied from 15 to 96, with an average of 68.80. The normality test confirmed that the data satisfied the assumptions required for parametric analysis. A Pearson Product-Moment Correlation analysis indicated a positive and statistically significant relationship between metacognitive awareness and writing skills (r = .218, p = .030). Despite the modest strength of the correlation, the findings suggest that students who demonstrate higher levels of metacognitive awareness are more likely to perform better in writing, underscoring the importance of integrating strategies such as guided planning, self-monitoring, and self-evaluation in writing instruction.
References
Abdelrahman, R. M. (2020). Heliyon Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), 1–8. https://doi.org/10.1016/j.heliyon.2020.e04192
Anthonysamy, L. (2021). The use of metacognitive strategies for undisrupted online learning : Preparing university students in the age of pandemic. Education and Information Technologies, 6881–6899. https://doi.org/10.1007/s10639-021-10518-y
Atasoy, A. (2021). The Relationship Between Writing Self-Efficacy and Writing Skill: A Meta-Analysis Study. Egitim ve Bilim, 46(208), 213–236. https://doi.org/10.15390/EB.2021.10024
Atmojo, E. R. D. (2020). Pengembangan Kemampuan Menulis Cerita Fiksi Siswa Sekolah Dasar. Jurnal ADIDAS, 1(3), 88–182. https://doi.org/10.31004/abdidas.v1i3.39
Bahufite, E., Kasonde-Ng’andu, S., & Akakandelwa, A. (2023). The relationships between learners’ academic achievement due to the use of constructivist methods in physical science and their self-esteem in zambian secondary schools. Social Sciences and Humanities Open, 8(1), 100632. https://doi.org/10.1016/j.ssaho.2023.100632
Bakkaloglu, S. (2020). Analysis of Metacognitive Awareness of Primary and Secondary School Students in Terms of Some Variables. Journal of Education and Learning, 9(1), 156. https://doi.org/10.5539/jel.v9n1p156
Balta, E. E. (2018). The Relationships Among Writing Skills , Writing Anxiety and Metacognitive Awareness. 7(3), 233–241. https://doi.org/10.5539/jel.v7n3p233
Bora, P. (2023). Importance of Writing Skill to Develop Students’ Communication Skill. Journal for Research Scholars and Professionals of English Language Teaxhing, 7(35), 6. https://doi.org/https://doi.org/10.54850/jrspelt.7.35.009
Clark, R. P. (2020). Writing Tools: 55 Essential Strategies for Every Writer. Brown Spark.
Creswell, J. W. (2022). A Concise Introduction to Mixed Methods Research Second Edition. SAGE Publications.
Dhananjaya, P. A., Karima, F. H., & Egar, N. (2024). Improving Students’ Writing Skill in Writing Descriptive Text using Brainstorming Plus Webbing Techniques. Journal of Nusantara Education, 3(2), 69–78. https://doi.org/10.57176/jn.v3i2.100
Drotner, K. (2020). Towards a processual understanding of media production among Danish children Children ’ s digital content creation : Towards a processual understanding of media production among Danish children. Journal of Children and Media, 2, 221-236. https://doi.org/10.1080/17482798.2019.1701056
Flavell, J. H. (2020). Metacognition and Cognitive Monitoring: A New Area of Cognitive–Developmental Inquiry. American Psychologist, 34(10), 906–911. https://doi.org/https://doi.org/10.1037/0003-066X.34.10.906
Flower, L., & Hayes, J. . (2019). A Cognitive Process Theory of Writing. College Composition and Communication.
Goshu, K. C., & Gebremariam, H. T. (2024). Revisiting writing feedback: Using teacher-student writing conferences to enhance learners’ L2 writing skills. Ampersand, 13(September), 100195. https://doi.org/10.1016/j.amper.2024.100195
Isgiarno, Y. C., Cahyono, B. Y., & Rahmaningtyas, H. (2020). Increasing EFL Students’ Writing Skill Using Jigsaw and Online Searching Strategy. IJEE (Indonesian Journal of English Education), 7(1), 95–110. https://doi.org/10.15408/ijee.v7i1.16383
Jaya, A., Hartono, R., Wahyuni, S., & Yulianto, H. J. (2025). Los efectos de la estrategia de aprendizaje basado en proyectos con actividad física en función del género sobre el rendimiento escolar y la confianza en sí mismos de los estudiantes. Retos: Nuevas Tendencias En Educación Física, Deporte y Recreación, 66, 349–360. https://doi.org/10.47197/retos.v66.110067
Jin, S. (2023). Speaking proficiency and affective effects in EFL: Vlogging as a social media-integrated activity. British Journal of Educational Technology, 55(2), 586–604. https://doi.org/10.1111/bjet.13381
Meinawati, E., Purwaningrum, P. W., Widasiwi, H., Alawiyah, S., Nurmalia, L., Dewi, N., & Sri, M. E. (2021). 477-3141-1-Pb. 13(1).
Mendoza, J. A., & Elepano, C. J. T. (2023). Metacognitive awareness levels of pre-service teachers. World Journal of Advanced Research and Reviews, 17(February), 365–375.
Merris, D., & Sari, M. (2019). An overview of genre based approach in Efl writing class. JournE, 1(1), 31–40.
Militansina. (2020). Photovoice in Efl Essay Writing : Student Teachers’ Experience. Journal of English Language Learning (JELL), 7(1), 374–383.
Neuman, W. L. (2019). Social research methods: Qualitative and Quantitative approaches. In Pearson (Seventh Ed). Pearson New International Edition. https://www.amazon.co.uk/Social-Research-Methods-Quantitative/dp/0205786839/ref=sr_1_5?s=books&ie=UTF8&qid=1461496914&sr=1-5&keywords=social+research+methods+qualitative+and+quantitative+approaches
Ningrum, R. W., Hamamah, H., Sahiruddin, S., & Rohmah, Z. (2023). Academic writing difficulties for indonesian students in pursuing postgraduate studies abroad. Journal of English Education and Applied Linguistics, 12(1), 5271. https://doi.org/10.24127/pj.v12i1.5271
Paludo, G., & Montresor, A. (2024). Fostering Metacognitive Skills in Programming: Leveraging AI to Reflect on Code. CEUR Workshop Proceedings, 3879. https://www.researchgate.net/profile/Giulia-Paludo/publication/385620293_Fostering_Metacognitive_Skills_in_Programming_Leveraging_AI_to_Reflect_on_Code/links/672cc58577f274616d625fdc/Fostering-Metacognitive-Skills-in-Programming-Leveraging-AI-to-Reflect-o
Pratiwi, F., Suharsih, S., & Fargianti, Y. (2022). Students’ Perception of Using Animation Video in Teaching Writing Narrative Text. Journal of Linguistics, Literacy, and Pedagogy, 1(1), 11–18.
Putri, A., Eriyanti, R. W., Rofieq, A., & Hudha, A. M. (2024). Students’ Metacognitive Awareness Inventory (Mai) of English Language Education Study Program. JCP (Jurnal Cahaya Pendidikan), 10(1), 31–49.
Ramadhanti, D., & Yanda, D. P. (2021). Students’ metacognitive awareness and its impact on writing skill. International Journal of Language Education, 5(3), 193–206. https://doi.org/10.26858/ijole.v5i3.18978
Rizqiyani, N. (2023). The Effectiveness of Outline Technique on Students ’ Writing Skills in Coherent Paragraphs. JPBI: Jurnal Pendidikan Bahasa Inggris, 1(1), 1–7. https://doi.org/https://doi.org/10.47134/jpbi.v1i1.15
Sari, A., Jaya, A., Hermansyah, H., & Mortini, A. V. (2022). Using Mixidea Online Debating Strategy To Promote the Students’ Speaking Ability. Esteem Journal of English Education Study Programme, 5(2), 298–303. https://doi.org/10.31851/esteem.v5i2.8591
Schraw, G., & Dennison, R. S. (2020). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19(4), 460–475.
Shen, X., Ismail, L., Jeyaraj, J. J., & Teng, M. F. (2024). Metacognitive strategies, writing self efficacy and writing anxiety in different learning modes: A two wave longitudinal model. System, 126, 103485. https://doi.org/10.1016/j.system.2024.103485
Sugiyono. (2021). Metode Penelitian Kualitatif dan metode penelitian kuantitatif (A. Rachman & H. Purnomo (eds.); Issue 2). CV Saba Jaya Publisher.
Swales, J. M., & Christine, B. F. (2004). Academic Writing for Graduate Students: Essential Tasks and Skills. University of Michigan Press.
Vejayan, L., & Yunus, M. M. (2022). Writing Skills and Writing Approaches in ESL Classroom: A Systematic Review. International Journal of Academic Research in Business and Social Sciences, 12(6). https://doi.org/10.6007/ijarbss/v12-i6/13259
Wiliana, A., & Djajanegara, S. (2020). The effect of vocabulary mastery and grammar on students’ writing skills in narrative text. INFERENCE: Journal of English Language Teaching, 2(3), 273–279.
Zimmerman, B. J., & Schunk, D. H. (2018). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (2nd ed.). Routledge.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Septiani Indah Pratiwi, Sulastri Manurung, Safnidar Siahaan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
