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All Journal Language Circle : Journal of Language and Literature Journal of Foreign Language Teaching and Learning Metathesis: Journal of English Language, Literature, and Teaching E-Structural English Language and Literature International Conference (ELLiC) Proceedings Mimbar Ilmu ELT-Lectura JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal of English Language Teaching and Linguistics PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya Community Development Journal: Jurnal Pengabdian Masyarakat SALEE: Study of Applied Linguistics and English Education JOLLT Journal of Languages and Language Teaching CLLiENT (CULTURE, LITERATURE, LINGUISTICS, ENGLISH TEACHING) Jurnal Abdi Masyarakat Indonesia International Journal of Research in Education (IJRE) Jurnal Ilmu Sosial dan Humaniora Jurnal Ilmiah Pengabdian dan Inovasi Metathesis: Journal of English Language, Literature, and Teaching Jurnal Bakti Humaniora Educalingua Journal Language Circle : Journal of Language and Literature
Ratih Laily Nurjanah
Universitas Ngudi Waluyo
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Students’ Metacognitive Strategies in Writing Argumentative Essay Nurjanah, Ratih Laily; Waluyo, Sri
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3151

Abstract

Metacognitive strategies have demonstrated positive correlations with writing performance in educational contexts, particularly through planning, monitoring, and evaluating processes. However, existing research predominantly examines final writing products rather than students' actual strategy implementation patterns and perceptions during argumentative essay composition. This study investigated which metacognitive strategy aspects students most frequently employed and how they perceived these strategies in completing writing projects. Employing descriptive qualitative methodology, data were collected through questionnaires from 20 university students enrolled in a genre-based writing course, supplemented by interviews exploring their perceptions analyzed with thematic analysis. Findings revealed self-evaluation as the most consistently implemented aspect (95% for linguistic checking), while self-monitoring demonstrated the lowest and most variable utilization (45% for structural attention). Planning received moderate engagement, with reading before writing practiced by 85% of students, but visual planning by only 25%. Perceptual analysis uncovered a paradox: students recognized consultation and revision as essential yet perceived planning as temporally inefficient. This study concludes that metacognitive awareness does not automatically translate to strategic implementation, revealing a critical gap between declarative knowledge and procedural execution. These findings necessitate pedagogical shifts toward explicit self-monitoring training and demonstrate that metacognitive competence constitutes a fragmented, context-dependent construct requiring integrated instructional approaches beyond isolated strategy awareness.
The Presentation of Students’ Critical Thinking Skill in Writing Essays with Microlearning Strategy and E-portfolios Integration Ratih Laily Nurjanah
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 10(3), December 2025
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v10i3.1766

Abstract

The microlearning strategy aims to overcome the decrease in students' span of focus, presenting learning materials in small portions due to technology exposure. E-portfolio aims to support students’ needs of involving technology in learning progress while developing critical thinking skills. This study aims to present the learning activities in writing essays based on the principles of microlearning while utilizing e-portfolios and describes the students’ critical thinking skills involved. The research was conducted as a case study involving a research diary observing the learning activities and critical thinking, and interview questions to gather students’ perceptions on their experiences utilizing microlearning and e-portfolio. The data were collected by performing observation in an Academic Writing class involving 80 students, and note-taking while learning happened in the classroom. Ten students were selected as respondents for further interview, and the responses were analysed with the thematic analysis technique. The findings showed that students took numerous small steps, starting from exploring a topic, elaborating a paragraph, and revising an essay before finally producing an essay. The students showed positive perceptions of the use of microlearning strategy and e-portfolios, saying that both were enjoyable and flexible. Various critical thinking skills shown by students during the process of essay writing were open-mindedness, communication, problem-solving, creativity, and analysis. It is important to view students’ small process and ensure students’ deep understanding of a topic instead of focusing on the final results.
Co-Authors Adeoye, Moses Adeleke Ahmad Fauzi Anggi Ariesta Kusuma Deswandito Saptanto Entika Fani Prastikawati Fahrezi, Adam Zidan I Wayan Widiana Irsya Syafinah Janou Willems Lisa Virdinarti Putra Margaretha, Irene Sharon Maya Kurnia Dewi Maya Kurnia Dewi, Maya Kurnia Mochamad Rizqi Adhi Pratama Moses Adeleke Adeoye Muhamad Yani, Muhamad Muhammad Zaki Pahrul Hadi Pratama Irwin Talenta Pratama, Mochamad Rizqi Adhi Priatmojo, Arif Suryo Putri, Salma Rafita Safinah, Irsya Salma Rafita Putri Salsa Billa Fauzia Tamami Saptanto, Dewandito Dwi Sri Waluyo Sri Waluyo Tri Arie Bowo Willems, Janou Wulandari, Armeita Rahma Zulmi Roestika Rini