Analyzing students’ metacognitive awareness in learning English at English Education Department of UIN Syahada Padangsidimpuan

Dalimunthe, Wardani (2025) Analyzing students’ metacognitive awareness in learning English at English Education Department of UIN Syahada Padangsidimpuan. Undergraduate thesis, UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan.

Text 2020300054.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial Share Alike. Download (2MB)

Abstract

This research aimed to describe and analyze students’ metacognitive awareness in learning English at English Education Department of UIN Syahada Padangsidimpuan. This research used a mixed method covering quantitative and qualitative research. The participants were the fifth-grade students of English Education Department of UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan. The instruments of this research were questionnaire that consists of 15 statements and the interview to follow up the questionnaire. The researcher used the Likert scale with the favorable (always, often, sometimes, seldom, never). The result of this research showed categorical data regarding metacognitive awareness which is assessed based on the cognitive regulation category, 45.6% of students were in a moderate level of awareness in the planning aspect, particularly in their ability to set learning goals and design effective learning strategies. However, they have a strong sense of considering their strengths and weaknesses while planning English studies. In the monitoring aspect of metacognition, 50.2% of students indicated that they engage in monitoring their learning or thinking processes only occasionally. This means that nearly half of the students are aware of and evaluate their metacognitive activities sometimes, but not consistently. However, they have a strong sense of adjusting the strategy of study and reading the instructions before beginning a task. Furthermore, 41.2% of students in the evaluating aspect, their level of metacognitive awareness is moderate, indicating that they are aware of these strategies but may not regularly or fully apply them. However, they have a strong sense in assessing the ability to use English in different contexts. The dominant metacognitive awareness of students was found in the monitoring aspect, where they more frequently check and reflect on their learning process, compared to planning and evaluating, which are done at a more moderate level. These results highlight the need for enhancing metacognitive strategies among students to improve their English learning outcomes.

Actions (login required)

View Item