THE CORRELATION BETWEEN METACOGNITIVE AWARENESS AND STUDENT’S WRITING SKILLS IN JUNIOR HIGH SCHOOL BATAM

This research explores the connection between students' metacognitive awareness and their writing abilities in the context of English as a Foreign Language (EFL) at the junior high school level. The Metacognitive Awareness Inventory (MAI) was used to assess students' metacognitive awareness, while their writing skills were evaluated through a descriptive writing test. Descriptive statistics revealed that students' metacognitive awareness scores ranged from 81 to 98, with an average score of 86.35, while writing scores varied from 15 to 96, with an average of 68.80. The normality test confirmed that the data satisfied the assumptions required for parametric analysis. A Pearson Product-Moment Correlation analysis indicated a positive and statistically significant relationship between metacognitive awareness and writing skills (r = .218, p = .030). Despite the modest strength of the correlation, the findings suggest that students who demonstrate higher levels of metacognitive awareness are more likely to perform better in writing, underscoring the importance of integrating strategies such as guided planning, self-monitoring, and self-evaluation in writing instruction.