The Use of Metacognitive Writing Strategies for Vocational High School Students
A Mix-Method Study of Gender Difference
- DOI
- 10.2991/assehr.k.211119.055How to use a DOI?
- Keywords
- Gender difference; metacognition; metacognitive writing strategies; writing
- Abstract
In the endeavor of increasing the country’s rank on PISA, Indonesia continues to develop a curriculum in its teaching-learning process. Teachers are proposed to adapt the curriculum based on the aim of the course and students’ background knowledge. English literacy, a part of PISA assessment components, is the focus of the present study. Developing metacognition in English writing strategies - planning, monitoring, evaluating for high school students would present a fruitful impact since they can select their effective strategies. The objective of this study is to examine if the use of metacognitive writing strategies between male and female vocational high school students would reveal a significant difference, and how it works. The mixed-method that included a questionnaire and semi-structured interview was the research design. The participants were divided into male writers (N=4) and female writers (N=10) for participating in a two-week study. Subsequently, the collected data were analyzed in the Independent t-test on SPSS for questionnaire, and interpreting the audio recording transcription was for analyzing semi-structured interview data. The quantitative study showed that the use of metacognitive writing strategies between male and female vocational high school students was not significantly different. The semi-structured interview had the same results. These triangulation results led to the positive findings that students’ genders do not contribute differently to their use of metacognitive writing strategies; however, both male and female writers have used all components of metacognitive writing strategies.
- Copyright
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Imas Masyithoh PY - 2021 DA - 2021/11/21 TI - The Use of Metacognitive Writing Strategies for Vocational High School Students BT - Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021) PB - Atlantis Press SP - 357 EP - 361 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211119.055 DO - 10.2991/assehr.k.211119.055 ID - Masyithoh2021 ER -