Metacognitive Strategy in Teaching Paragraph Writing for College Students in Nusantara PGRI Kediri University, Indonesia

Abstract

This study integrated qualitative and quantitative approach to investigate two research objectives. First, it aimed at exploring how metacognitive strategy instruction was constructed in teaching paragraph writing, and second, examined the impact of the metacognitive strategy use on students writing performance. The results showed that the instructional design for teaching writing was prepared by the lecturer using strategy instruction including (1) initial discussion stage, (2) guide students with the theme, (3) maximize students’ prior knowledge, and (4) independent work stage. This result indicated that proper planning is a critical factor in determining student writing outcomes, where 80% were found to have prepared plans with target outcomes, references, and writing genres. Moreover, an effective monitoring was also observed, with 100% of students following the lecturers' instructions. According to the SMART rubric assessment results, 70% of students scored above 70, indicating that the metacognitive teaching improved students writing skills.