THE CORRELATION BETWEEN ENGLISH WRITING ABILITY LEVELS AND EFL LEARNERS’ METACOGNITIVE BEHAVIOR IN WRITING PROCESS OF STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM IN SRIWIJAYA UNIVERSITY
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Institusion
Universitas Sriwijaya
Author
AYU LESTARI (STUDENT ID : 06011281419053)
Rita Inderawati (LECTURER ID : 0026046701)
Eryansyah Eryansyah (LECTURER ID : 0018075904)
Rita Inderawati (LECTURER ID : 0026046701)
Eryansyah Eryansyah (LECTURER ID : 0018075904)
Subject
LB2300 Higher Education
Datestamp
2019-10-02 03:53:47
Abstract :
The purpose of this study was to find out whether or not there was a significant correlation between English writing ability levels and EFL learners? metacognitive behavior in writing process of students of English Education Study Program of FKIP in Sriwijaya University, and to find out the contribution of students? metacognitive behavior to their writing ability levels. The sample of this study was 85 sixth semester students of English Education Study Program of FKIP in academic year 2017/2018. The study used a quantitative research method of correlational design. The data were collected by distributing metacognitive behavior questionnaire and a writing test which were analyzed statistically. The results of correlational analysis showed that there was a weak significant correlation between students? metacognitive behavior in writing process and writing ability level with r obtained = 0.383 and p-value = 0.000. Furthermore, the results of regression analysis showed that there was 14.7% of students? writing ability level was influenced by their metacognitive behavior. In summary, EFL learners? metacognitive behavior in writing process was significantly correlated and contributed to writing ability levels.
The purpose of this study was to find out whether or not there was a significant correlation between English writing ability levels and EFL learners? metacognitive behavior in writing process of students of English Education Study Program of FKIP in Sriwijaya University, and to find out the contribution of students? metacognitive behavior to their writing ability levels. The sample of this study was 85 sixth semester students of English Education Study Program of FKIP in academic year 2017/2018. The study used a quantitative research method of correlational design. The data were collected by distributing metacognitive behavior questionnaire and a writing test which were analyzed statistically. The results of correlational analysis showed that there was a weak significant correlation between students? metacognitive behavior in writing process and writing ability level with r obtained = 0.383 and p-value = 0.000. Furthermore, the results of regression analysis showed that there was 14.7% of students? writing ability level was influenced by their metacognitive behavior. In summary, EFL learners? metacognitive behavior in writing process was significantly correlated and contributed to writing ability levels.
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