THE CORRELATION OF METACOGNITIVE PERFORMANCE AND GRAMMATICAL ACHIEVEMENT TO WRITING ABILITY

Pangaribuan, Maranala (2009) THE CORRELATION OF METACOGNITIVE PERFORMANCE AND GRAMMATICAL ACHIEVEMENT TO WRITING ABILITY. Masters thesis, UNIMED.

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Abstract

This research deals with the corrlelation of metacognitive performance and grammatical achievement towards writing ability. The problem focused were as follows: (1) Is there any significant correlation of students metacognitive performance to their writing ability? (2) Is there any significant correlation of students grammatical achievement to their writing ability? (3) Is there any significant correlation of students metacognitive performance and grammatical achievement to their writing ability?The objective of this study is to examine the correlation of students metacognitive performance, grammatical achievement to writing ability. English proficiency is a set of complex abilities constituting pronunciation, grammar, vocabulary, listening, speaking, reading and writing, are assumed as discrete or interdependent. As discrete ability some teachers teach them separately, while others teach altogether. In TEFL learners proficiency are not yet satisfactory, so this thesis endeavors to examine those skills focused on metacognitive performances. Metacognitive works in general in the domain learning and this research focus on composition writing, in learners developing a plan of action, maintaining/monitoring the plan and in evaluating the plan. Metacogntive performances answers the problem as follows. (1) Before - When you are developing the plan of action, ask yourself: (a) What in my prior knowledge will help me with this particular task? (b) In what direction do I want my thinking to take me? (c) What should I do first? (d) Why am I reading this selection? (e) How much time do I have to complete the task?; (2) During - When you are maintaining/monitoring the plan of action, ask yourself: (a) How am I doing? (b) Am I on the right track? (c) How should I proceed? (d) What information is important to remember? (e) Should I move in a different direction? (f) Should I adjust the pace depending on the difficulty? (g) What do I need to do if I do not understand?; (3) After - When you are evaluating the plan of action ask yourself: (a) How well did I do? (h) Did my particular course of thinking produce more or less than I had expected? (c) What could 1 have done differently? (d) How might I apply this line of thinking to other problems? (e) Do I need to go back through the task to fill in any blanks in my understanding?This research is a correlational study

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIP
Thesis advisorNaibaho, JawasiUNSPECIFIED
Thesis advisorSibarani, BerlinUNSPECIFIED
Call Number: 415 Pan c
Keywords: metacognitive; grammatical; writing ability
Subjects: P Language and Literature > P Philology. Linguistics > P201 Comparative grammar
Divisions: Program Pasca Sarjana > Linguistik Terapan Bahasa Inggris
Depositing User: Mrs Yuni Chairani
Date Deposited: 09 Apr 2016 08:13
URI: http://digilib.unimed.ac.id/id/eprint/2762

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