eprintid: 131538
rev_number: 22
eprint_status: archive
userid: 213651
dir: disk0/00/13/15/38
datestamp: 2025-03-07 03:19:57
lastmod: 2025-03-07 03:19:57
status_changed: 2025-03-07 03:19:57
type: thesis
metadata_visibility: show
creators_name: Aam Ali Rahman, -
creators_name: Sri Setyarini, -
creators_name: Pupung Purnawarman, -
creators_nim: NIM2113136
creators_nim: NIDN0029126304
creators_nim: NIDN0013106802
creators_id: alirahman@upi.edu
creators_id: setyarini.english@upi.edu
creators_id: purnawarman@upi.edu
contributors_type: http://www.loc.gov/loc.terms/relators/THS
contributors_type: http://www.loc.gov/loc.terms/relators/THS
contributors_name: Sri Setyarini, -
contributors_name: Pupung Purnawarman, -
contributors_nidn: NIDN0029126304
contributors_nidn: NIDN0013106802
contributors_id: setyarini.english@upi.edu
contributors_id: purnawarman@upi.edu
title: FOSTERING METACOGNITIVE AWARENESS IN ESP WRITING PROJECTS: THE ROLE OF SELF-REGULATED TASK INSTRUCTION
ispublished: pub
subjects: L1
subjects: LC
subjects: PE
divisions: PBIng_S3
full_text_status: restricted
keywords: ESP, Metacognitive Awareness Inventory, Self-Regulated Task Instruction, Writing
note: https://scholar.google.co.id/citations?hl=en&user=3H5EHkcAAAAJ

ID Sinta Dosen Pembimbing:
Sri Setyarini: 6121097
Pupung Purnawarman: 5979299
abstract: This study aims to fill the research gap in implementing Self-Regulated Task Instruction (SRTI) to enhance metacognitive awareness in English for Specific Purposes (ESP) writing projects. It investigated the impact of SRTI on university students' metacognitive awareness, focusing on knowledge of cognition (KoC) and regulation of cognition (RoC), in ESP writing projects. A mixed-methods approach, employing a quasi-experimental design,  was utilized to collect data from  89 students enrolled in an  ESP  course at a university in  West  Java,  Indonesia. Purposive sampling was used to select participants,  followed by random assignment into experimental (n=45) and control (n=44) groups. Metacognitive awareness was measured using an adopted Metacognitive Awareness Inventory (MAI), complemented by observations, document analysis, and interviews with eight selected participants. Quantitative analysis, using independent sample t-tests, revealed significant differences between groups (p=0.025 for KoC, p<0.001 for RoC), while qualitative thematic analysis corroborated these findings, highlighting the effectiveness of SRTI. The study concludes that SRTI enhances metacognitive awareness in ESP writing. It recommends integrating SRTI into ESP curricula and suggests future research to explore its impact on students' academic achievements.
date: 2025-01-30
date_type: published
institution: Universitas Pendidikan Indonesia
department: KODEPRODI88003#Pendidikan Bahasa Inggris_S3
thesis_type: doctoral
thesis_name: phd
official_url: https://repository.upi.edu/
related_url_url: https://perpustakaan.upi.edu/
related_url_type: org
citation:   Aam Ali Rahman, - and Sri Setyarini, - and Pupung Purnawarman, -  (2025) FOSTERING METACOGNITIVE AWARENESS IN ESP WRITING PROJECTS: THE ROLE OF SELF-REGULATED TASK INSTRUCTION.  S3 thesis, Universitas Pendidikan Indonesia.   
document_url: http://repository.upi.edu/131538/1/D_BING_2113136_Title.pdf
document_url: http://repository.upi.edu/131538/2/D_BING_2113136_Chapter1.pdf
document_url: http://repository.upi.edu/131538/7/D_BING_2113136_Chapter2.pdf
document_url: http://repository.upi.edu/131538/3/D_BING_2113136_Chapter3.pdf
document_url: http://repository.upi.edu/131538/6/D_BING_2113136_Chapter4.pdf
document_url: http://repository.upi.edu/131538/4/D_BING_2113136_Chapter5.pdf
document_url: http://repository.upi.edu/131538/5/D_BING_2113136_Appendix.pdf