THE DEVELOPMENT OF ACADEMIC ENGLISH WRITING ABILITY BY USING METACOGNITION STRATEGIES WITH METAVERSE FOR UNDERGRADUATES

Abstract

This research article aims to develop a learning plan using metacognition strategies combined with metaverse for undergraduates, compare academic English writing ability before and after learning, study the use of metacognition strategies in academic English writing of the students, study of satisfaction with learning management. The methodology was experimental research, one group pretest posttest design. The sample group consist of 15 undergraduates, semester 3, academic year 2023, Faculty of Industry and Technology, obtained through purposive sampling. The research instruments were: 1) Academic English writing learning plan using metacognition strategies with metaverse 2) Test to measure academic English writing ability 3) Survey on the use of metacognition strategies in academic English writing, 4) Student satisfaction assessment form regarding learning management. Statistics used in data analysis include mean, percentage, standard deviation, t-test dependent and t-test one sample. The result of the research found that 1) A learning management plan using metacognition strategies combined with metaverse for undergraduates was the highest level of appropriateness. 2) Academic English writing ability of students in the experimental group after studying higher than before studying statistically significant at .01. 3) The most common metacognition strategies for academic English writing is planning ( = 3.84) 4). Students are at a high level of satisfaction after learning ( = 4.25).