Metacognitive strategy in short Story

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Enhancing Short Story Writing through Metacognitive Strategies

Introduction to Metacognitive Strategies in Writing

Metacognitive strategies involve planning, monitoring, evaluating, and revising one's cognitive processes. These strategies are essential in various learning contexts, including writing. In the context of short story writing, metacognitive strategies can significantly enhance students' abilities to produce coherent and creative narratives.

Impact of Metacognitive Strategies on Short Story Writing

Planning and Monitoring in Writing

Research has shown that incorporating metacognitive strategies in short story writing can lead to substantial improvements in students' writing abilities. A study conducted at the FKIP-PGRI University of Palembang demonstrated that students who engaged in planning, monitoring, evaluating, and revising their work according to metacognitive strategies showed marked improvement in their writing tasks over three cycles of action research. Initially, only 8 students accomplished the task with an average score of 64.16. By the third cycle, 38 students had successfully completed the task, with an average score of 77.05, indicating a significant enhancement in their writing skills.

Evaluation and Revising for Better Outcomes

The process of evaluation and revising is crucial in metacognitive strategies. Students who actively engage in these processes tend to produce higher quality work. The iterative nature of planning, monitoring, and revising allows students to refine their ideas and improve their narrative structure, leading to better overall performance in short story writing.

Broader Educational Outcomes of Metacognitive Strategies

Reading Comprehension and Problem Solving

Metacognitive strategies are not only beneficial for writing but also for reading comprehension and problem-solving abilities. Studies have shown that metacognitive strategies enhance students' ability to understand and analyze texts, which is crucial for literary comprehension. For instance, students who were trained in metacognitive reading strategies exhibited better understanding and proficiency in reading comprehension compared to those who were not exposed to such strategies. Additionally, metacognitive strategies have been found to be more effective in developing problem-solving abilities compared to cognitive strategies.

Promoting Positive School Life

The use of metacognitive strategies in conjunction with storytelling can also promote positive school life. Storytelling as a didactic resource, combined with metacognitive strategies, fosters reading comprehension, creativity, and social skills. This approach promotes self-regulation and social cohesion, contributing to a harmonious and inclusive school environment.

Instructional Strategies for Metacognitive Awareness

Teaching Metacognitive Skills

Effective metacognitive instruction involves teaching students to plan, implement, and evaluate strategic approaches to learning and problem-solving. Critical components of successful metacognitive instruction include selecting appropriate strategies, providing guided instruction, and informing learners about the utility and consequences of these strategies. Promoting general metacognitive awareness, improving self-knowledge, and enhancing regulatory skills are also essential for fostering metacognitive abilities.

Conclusion

Incorporating metacognitive strategies into short story writing and other educational activities can significantly enhance students' cognitive and social skills. By engaging in planning, monitoring, evaluating, and revising, students can improve their writing, reading comprehension, and problem-solving abilities. Additionally, the integration of metacognitive strategies with storytelling can promote a positive and inclusive school environment, fostering better social interactions and personal development.