THE EFFECT OF METACOGNITION STRATEGY AND PRIOR KNOWLEDGE ON ABILITY TO DEVELOP WRITING SKILLS ASSESSMENT INSTRUMENTS Edi Puryanto- Yumna Rasyid- Fathiathy Murtadho
Doctoral Student at the Language Education, Graduate Program, Universitas Negeri Jakarta
Abstract
This research aims to determine the effect of metacognition strategy and prior knowledge on ability to develop writing skills assessment instruments for students in the Indonesian Language and Literature Education Study Program, Faculty of Language and Arts, Universitas Negeri Jakarta. This research is an experimental research. Based on data analysis, the metacognition strategy can affect the ability to develop writing skills assessment instruments if it is associated with high and low prior knowledge. The ability to develop writing skills assessment instruments for students who have a high prior knowledge level is different from the ability to develop writing skills assessment instruments for students with low prior knowledge levels. Thus, students who had high prior knowledge after being treated with metacognition strategies had a significant difference in developing writing skills assessment instruments when compared to students who had low levels of knowledge. The average score for the group of students who had a high level of prior knowledge was 88.3 and students who had a low level of knowledge was 77.3.
