The implementation of metacognitive strategies in writing a thesis
Downloads
Empirical evidence reveals that a common obstacle for students in writing a thesis is that they have difficulties in writing literature reviews, formulating a thesis topic or problem, and writing the contents of their thesis. The research was conducted to investigate metacognitive strategies and their impact on writing students’ theses. The research was conducted at the Islamic University of Nahdlatul Ulama (UNISNU) in Jepara. A case study research design guided this research. The participants involved were 30 students, comprising 20 women and 10 men, and the study included semi-structured interviews with 3 thesis supervisors. The findings reveal two main things. First, in the process of using metacognitive strategies, students map and develop writing concepts. Students are guided to compose various effective sentences, elaborating the introduction, main, and conclusion parts of the thesis in detail. Second, in terms of the impact of metacognitive skills, students can understand the contents of the thesis and recognise the characteristics of academic writing, writing procedures, and requirements for selecting topics. It can be concluded that students' metacognitive abilities contribute to the development of quality thesis writing skills.
Downloads
Adebisi, Y. A. (2022). Undergraduate students’ involvement in research: Values, benefits, barriers and recommendations. Annals of Medicine and Surgery, 81(August), 104384. https://doi.org/10.1016/j.amsu.2022.104384
Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods. British Journal of Educational Psychology, 70(1), 1–16. https://doi.org/10.1348/000709900157921
Bakhou, B., & Bouhania, B. (2020). A qualitative inquiry into the difficulties experienced by Algerian EFL master students in thesis writing: ‘language is not the only problem.’ Arab World English Journal (AWEJ), 11(2), 243–257. https://dx.doi.org/10.24093/awej/vol11no2.17
Baškarada, S. (2014). Qualitative Case Study Guidelines. The Qualitative Report, 19, 1–18. https://doi.org/10.46743/2160-3715/2014.1008
Cahyadi, S., Wedyaswari, M., Susiati, E., & Yuanita, R. A. (2021). Why am I doing my thesis? An explorative study on factors of undergraduate thesis performance in Indonesia. Journal of Educational, Health and Community Psychology, 10(2), 351. https://doi.org/10.12928/jehcp.v10i2.19912
Dakhi, S., & Hutabarat, H. (2018). Language effectiveness and factors influencing scientific writing of Indonesian undergraduate thesis. English Review: Journal of English Education, 7(1), 61. https://doi.org/10.25134/erjee.v7i1.1496
Djatmika, Prihandoko, L. A., & Nurkamto, J. (2022). Students’ profiles in the perspectives of academic writing growth mindsets, self-efficacy, and metacognition. International Journal of Instruction, 15(3), 117–136. https://doi.org/10.29333/iji.2022.1537a
Ermiati, E., Widiasih, R., Suryati, Y., & Murtiningsih, M. (2021). Student experience in completing thesis and its implications for international students in indonesia. Open Access Macedonian Journal of Medical Sciences, 9(T6), 45–51. https://doi.org/10.3889/oamjms.2021.7367
Evans, D., Gruba, P., & Zobel, J. (2014). How to write a better thesis. In How to Write a Better Thesis. Springer International Publishing. https://doi.org/10.1007/978-3-319-04286-2
Fitria, R. A., & Miftah, M. Z. (2022). Students ’ perception of the use of grammarly. Project, 5(2), 366–371. https://doi.org/10.22460/project.v5i2.p366-371
Fitria, T. N. (2022). Analysis of Efl students’ difficulties in writing and completing English thesis. LLT Journal: Journal on Language and Language Teaching, 25(1), 295–309. https://doi.org/10.24071/llt.v25i1.3607
Gottlieb, O. N. (2017). Supervising the writing of a thesis. In Quality in Postgraduate Education (p. 10). Routledge, Taylor & Francis Group.
Gray, T. (2020). Writing your thesis quickly and well. In K. Townsend, M. N. K. Saunders, R. Loudoun, & E. A. Morrison (Eds.), How to keep your doctorate on track (pp. 325–335). Edward Elgar Publishing. https://doi.org/10.4337/9781788975636.00053
Hauck, M. (2005). Metacognitive knowledge, metacognitive strategies, and CALL. Routledge, Taylor & Francis Group.
Hoon, T. S., Narayanan, G., Sidhu, G. K., Choo, L. P., Fook, C. Y., & Muthukrishnan, P. (2019). Students’ thesis writing skills in postgraduate studies. International Journal of Academic Research in Business and Social Sciences, 9(13), 514–524. https://doi.org/10.6007/ijarbss/v9-i13/7001
Isaacson, R. M., & Fujita, F. (2006). Metacognitive knowledge monitoring and self-regulated Learning: Academic success and reflections on learning. Journal of Scholarship of Teaching and Learning, 6(1), 39–55. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=eric&AN=EJ854910&site=ehost-live&scope=site
Ismi, A. (2023). Students strategy in writing a thesis (A case study at English Study Program of IAIN Curup) [Institute Collage for Islamic Studies (IAIN) Curup]. http://e-theses.iaincurup.ac.id/5998/
Jaakkola, H., Mikkonen, T., Systa, K., & Henno, J. (2022). Practices for supervising master’s theses in company context: An anti-pattern approach. 2022 45th Jubilee International Convention on Information, Communication and Electronic Technology, MIPRO 2022 - Proceedings, 609–614. https://doi.org/10.23919/MIPRO55190.2022.9803528
Joseph Mallia. (2017). Strategies for developing english academic writing skills. Arab World English Journal (AWEJ), 8(2), 3–15. https://dx.doi.org/10.24093/awej/vol8no2.1
Jusslin, S., & Widlund, A. (2024). Academic writing workshop-ing to support students writing bachelor’s and master’s theses: a more-than-human approach. Teaching in Higher Education, 29(1), 233–250. https://doi.org/10.1080/13562517.2021.1973409
Lundgren, S. M., & Robertsson, B. (2013). Writing a bachelor thesis generates transferable knowledge and skills useable in nursing practice. Nurse Education Today, 33(11), 1406–1410. https://doi.org/10.1016/j.nedt.2012.10.019
Mubarak, F., Deviana, A. D., Hasanah, M., Qomariyah, L., Nasarudine, Hafiz, A., Marsiah, & Yahya, M. (2022). Arabic phrases errors in writing theses for masters students at Indonesian universities. Eurasian Journal of Applied Linguistics, 8(3), 201–211. https://doi.org/10.32601/ejal.803016
Murray, R. (2018). How to write. In Halfway to Revolution. Open University Press. https://doi.org/10.2307/j.ctt2250xqb.17
Murtadho, F. (2021). Metacognitive and critical thinking practices in developing EFL students’ argumentative writing skills. Indonesian Journal of Applied Linguistics, 10(3), 656–666. https://doi.org/10.17509/ijal.v10i3.31752
Nurkamto, J., Prihandoko, L. A., Putro, N. H. P. S., & Purwati, O. (2024). Academic writing apprehension in higher education: A systematic review. Studies in English Language and Education, 11(1), 247–266. https://doi.org/10.24815/siele.v11i1.28928
Oliver, P. (2011). Writing your thesis. Criminology & Criminal Justice, 11(3), 277–278. https://doi.org/10.1177/1748895811401979
Olson, J. R., Deming, M. P., & Valeri-Gold, M. (1994). Dialogue journals: Barometers for assessing growth in developmental learners. Journal of Developmental Education, 18(1), 26. http://www.jstor.org/stable/42775538
Pintrich Raul. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219–225. http://dx.doi.org/10.1207/s15430421tip4104_3
Puspitasari, D., Weng, C., & Hsieh, Y. F. (2020). English medium instruction in Taiwan: From the perspective of international students as thesis writer. International Journal of Language Education, 4(2), 194–208. https://doi.org/10.26858/ijole.v4i2.12930
Putra, P. P., & Astari, Y. (2022). Analysis of cohesion and coherence in the background of thesis written by English Education Study Program Students of IAIN Bengkulu in Period September 2020. Linguistics and Literature, 5(1), 79–90. https://doi.org/10.29100/bright.v5i1.2447
Ramadhanti, D., & Yanda, D. P. (2021). Students’ metacognitive awareness and its impact on writing skill. International Journal of Language Education, 5(3), 193–206. https://doi.org/10.26858/ijole.v5i3.18978
Ramírez-Adrados, A., Fernández-Martínez, S., Martínez-Pascual, B., Gonzalez-de-Ramos, C., Fernández-Elías, V. E., & Clemente-Suárez, V. J. (2020). Psychophysiological stress response of physiotherapy last year students in his final degree dissertation. Physiology and Behavior, 222(May), 112928. https://doi.org/10.1016/j.physbeh.2020.112928
Rivers, M. L., Dunlosky, J., & Persky, A. M. (2020). Measuring metacognitive knowledge, monitoring, and control in the pharmacy classroom and experiential settings. American Journal of Pharmaceutical Education, 84(5), 549–560. https://doi.org/10.5688/ajpe7730
Rosdiana, L. A., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2023). The role of metacognitive strategies in academic writing skills in higher education. International Journal of Learning, Teaching and Educational Research, 22(6), 328–344. https://doi.org/10.26803/ijlter.22.6.18
Sekar Diasti, K., & Laos Mbato, C. (2020). Exploring undergraduate students’ motivation-regulation strategies in thesis writing. Language Circle: Journal of Language and Literature, 14(2). http://doi.org/ 10.15294/lc.v14i2.23450
Sukandi, S. S., & Rianita, D. (2020). Problems of Indonesian EFL students in writing thesis in the field of english education. Proceedings Ofthe 1st Bandung English Language Teaching International Conference (BELTIC 2018), May, 448–459. https://doi.org/10.5220/0008220004480459
Sumarno, W. K., Kusumaningrum, W. R., & Nurhayati, E. (2022). The effects of knowledge and regulation of cognition on the students’ writing skills in a metacognitive process-oriented writing instruction. Journal of Language and Linguistic Studies, 18(1), 523–536. https://doi.org/10.52462/jlls.200
Sunaiyah, S., Siswanto, W., Dermawan, T., & Hasanah, M. (2022). Student academic writing knowledge and skills or student academic writing competence in Indonesia. NeuroQuantology, 20(2), 240–266. https://doi.org/10.14704/nq.2022.20.2.nq22285
Susilowati, T. (2016). Metacognitive strategies in building autonomous learning on teaching listening to the second semester “Ti.C Class” of STAIN Ponorogo in academic year 2014/2015. Cendekia: Journal of Education and Society, 13(2), 227. https://doi.org/10.21154/cendekia.v13i2.247
Teng, F. (2020). The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance. Innovation in Language Learning and Teaching, 14(5), 436–450. https://doi.org/10.1080/17501229.2019.1615493
Weinstein, J. D., Mayer, S. M., & Beale, S. I. (1986). Combined training of one cognitive and one metacognitive strategy improves academic writing skills. Plant Physiology, 82(4), 1096–1101. https://doi.org/10.3389/fpsyg.2016.00187
Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515–537. https://doi.org/10.1093/applin/19.4.515
Wu, D., & Buripakdi, A. (2022). Narratives of EFL postgraduate thesis writing at a university in Thailand. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 495–523.
Copyright (c) 2025 Jurnal Kependidikan Penelitian Inovasi Pembelajaran
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The authors submitting a manuscript to this journal agree that, if accepted for publication, copyright publishing of the submission shall be assigned to JK. However, even though the journal asks for a copyright transfer, the authors retain (or are granted back) significant scholarly rights.
The copyright form should be signed originally and sent to the Editorial Office through email to jk@uny.ac.id
Download HERE
Jurnal Kependidikan by http://journal.uny.ac.id/index.php/jk is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
