The Effects of Metacognitive Strategies on Recount text writing skill for Indonesian EFL Learners

Abstract

This research aims to investigate the effect of using metacognitive strategies on the writing recount text in first grade of SMAN 1 Pandeglang.This study has three research question, they are: 1) How is the students’ ability in writing recount text?  2) How is the implementation using metacognitive strategies in improving students’ writing skill? and 3)How does the effect of using metacognitive strategies in writing recount text? This study used quasi-experimental study by involving two classes as sample of study. Moreover, the research design of this study consists of pre-test, treatment, and post-test where X MIPA 4 class acts as experimental class and X MIPA 7 class acts as control class. To fulfil the purpose of this research, the researcher took 64 students in first grade as respondents. Then they divided into two groups, experimental and control. In the process of treatment, the experimental group received metacognitive strategies training, while the control group received the conventional teaching strategy.  Based on the calculation by using t-test, this study showed that t-test is bigger that t count. It means that there is a significant effect of using metacognitive strategies in improving students’ writing recount text.