| dc.description.abstract | Writing in a foreign language is frequently seen as a difficult undertaking
for EFL students. EFL students frequently find writing in English to be a difficult
task. Students find writing to be a challenging skill because they write while
thinking. It's a mental process that entails planning, preparing for, practicing,
making mistakes, and coming up with alternate answers. Metacognitive
knowledge consists primarily of knowledge or beliefs about what factors or
variables act and interact in what ways to affect the course and outcome of
cognitive enterprises. This condition makes a huge impact on students writing
using metacognitive strategies and thinking processes of students for vocational
high student who not only be adept in their chosen vocational field but also
possess effective communication skill. This communication skill has relation
between speaking and writing.
Therefore, the researcher is interested in knowing what vocational high
students’ voice about the benefits and the drawbacks of metacognitive strategy in
writing process across proficiency level in writing. The researcher conducted a
case study in this research to collect the data and obtain precise information about
the phenomenon based on a real-world setting. The research participants were
four vocational high students SMK Islam Al Faqih who consist of two high
achievement students in writing and two low achievement students in writing. The
researcher used classroom observation for supporting instrument and open ended
interviews or main instrument to collect the data about the students’ voices.
Based on the data findings and discussions, Metacognitive techniques
benefit both high and low achieving students in vocational high schools when
writing. High achievers refine their skills and deepen understanding, while low
achievers use these techniques to bridge knowledge gaps, enhance self-awareness,
and foster growth. Despite starting from different points, both groups show
improvement, highlighting the effectiveness and adaptability of metacognitive strategies. Their learning is characterized by a strong emphasis on skills
acquisition and technical proficiency. This results in a learning environment that
prioritizes experiential learning opportunities allowing students to gain valuable
practical experience alongside theoretical knowledge. Practical experience and
theoretical knowledge in sharing the idea can be combined both speaking and
writing.
Conversely, both high and low achievement vocational high school
students encounter drawbacks when employing metacognitive strategies in
writing. These include overconfidence, formulaic reliance, and time constraints,
which may stifle originality and hinder progress. High achievers may struggle
with rushed decisions due to time limitations, while low achievers face challenges
such as cognitive overload, limited metacognitive skills, and fear of errors,
resulting in fragmented writing and difficulty in planning and assessing their
work.
The finding from this research showed that vocational high students under
this study enhance their communication while construct their thinking using
metacognitive strategies. When speaking, these processes help in choosing the
right words, structuring sentences logically, and adjusting the tone and pace to suit
the audience. In writing, cognitive skills are employed to plan and outline the
content, draft and revise text, and ensure clarity and coherence. By integrating
cognitive processes, individuals can enhance their communication skills, making
their interactions more impactful and comprehensible.
In conclusion, Vocational high school students, hopeful to improve their
writing through metacognitive strategies that use a powerful technique for growth.
Despite current achievement levels, they cultivate optimism by engaging in
deliberate reflection, planning, and self-assessment. The other hand, they also can
use their thinking construct using metacognitive strategies to enhance their
communication. In addition, the teacher provides teaching writing using
metacognitive strategy for vocational high students. In this case, the researcher
suggests the teacher can adapt and apply metacognitive strategy in the class | en_US |
