The effectiveness of selected metacognitive strategies in enhancing the writing ability of pre-university students (IR)
The SPM 2003 report and the national analysis on the MUET writing component indicated that pre university students who sat for the English paper did not fare well in Paper Four, the extended writing section. This illustrated that the majority of the candidates had yet to master the writing skills in...
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| Format: | thesis |
| Language: | eng |
| Published: |
2007
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=697 |
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| Summary: | The SPM 2003 report and the national analysis on the MUET writing component indicated that pre university students who sat for the English paper did not fare well in Paper Four, the extended writing section. This illustrated that the majority of the candidates had yet to master the writing skills in English. Based on the reports above, the purpose of this study was to overcome the problem before hand by implementing a series of writing activities that incorporates selected metacognitive strategies that covered the areas of planning, monitoring, adapting and evaluating learning and learning outcomes. This study adopted the two-group, pretest-posttest quasi-experimental design, whereby a total of seventy pre-university students from a rural based secondary school in Sungkai, Perak were chosen as samples. As this study looked at the MUET Paper Four achievements, the research instrument used in this study was the October 2003 MUET Paper Four writing component. This question was chosen as it was in a national level examination that had gone through stringent reliability and validity testing by Majlis Peperiksaan Malaysia. (MPM) The overall results of this study showed that the selected metacognitive strategies incorporated during the process writing stages had helped the pre-university students in performing well in the given written test. Furthermore, the outcome also confirmed both of the Alternative Hypotheses (Ha1 and Ha2) and rejected the Null Hypotheses (Ho1 and Ho2) set for this study. On the whole, this study was able to verify that the metacognitive strategies used were an asset for any writing tasks. Similarly, this study also proved the importance of the process writing stages in ensuring a smooth flowing writing lesson. Finally, the researcher recommended that further research in the same area be conducted by looking at the four metacognitive strategies separately. The researcher also recommended that a larger group of students encompassing not only pre-university students but also students from the lower forms be used as subjects in future studies in order to obtain a more significant picture of the effectiveness of the metacognitive strategies during the writing tasks. |
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