Abstract
One of the factors that can affect the ability to write explanatory text is metacognitive awareness. By using the descriptive method, the students' level of metacognitive awareness was explained, and by using the correlational method the effect of metacognitive awareness towards explanatory text writing ability was explained. The results showed that as many as 25 students had a high level of awareness while 38 others had a moderate level of awareness. The relationship between metacognitive awareness variables and the ability to write explanatory text is significant and very strong seen from the range of correlation values, namely 0.812. Metacognitive awareness affects the ability to write explanatory text by 66% and the remaining 44% is influenced by other factors. This shows that metacognitive awareness has an important role in writing. Students must always increase their metacognitive awareness. Efforts that can be made to raise students' metacognitive awareness are that lecturers carry out writing learning with a cognitive process approach to increase metacognitive knowledge and apply metacognitive strategies so that students have metacognitive skills to complete writing assignments.
Highlights
Writing is seen as a powerful tool to stimulate thinking and learning (Greenberg, 1988) and as a medium for thinking and a vehicle for developing thoughts (Marzano et al, 1987)
These results indicate that the relationship between the metacognitive awareness variable and the explanatory text writing variable is 0.812
The investigation shows a number of things, namely: students need intensive training in order to be able to write according to the correct structure and rules of language, students need training by following a series of appropriate writing processes in order to be able to present a coherent paragraph with the development of the right sentence; students need an understanding of various genres of text in order to be able to distinguish each genre of the text, students must understand the tasks and strategies that will be used in writing, often practice using strategies and changing strategies that are not appropriate
Summary
Writing is seen as a powerful tool to stimulate thinking and learning (Greenberg, 1988) and as a medium for thinking and a vehicle for developing thoughts (Marzano et al, 1987). As a medium to stimulate and develop thinking, the process of writing involves cognitive activities, ranging from planning, translating, and reviewing (Flower & Hayes, 1981). The writing process requires more cognitive resources. There will be stages of text construction, handwriting, spelling, memory, and executive functions (Owens, 2012). These processes are regulated and controlled by metacognition
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