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THE IMPORTANCE OF DEVELOPING METACOGNITIVE STRATEGIES
IN TEACHING SPEAKING
Teshaboyeva Nafisa Zubaydulla qizi
Jizzakh branch of the National University of Uzbekistan
named after Mirzo Ulugbek
The Faculty of Psychology, the department of Foreign languages
Philology and teaching languages
Student of group 103-23: Po’latova Guli Nuriddin qizi
Abstract:
this research aimed to find out the student ability in speaking at students
t Junior High School 2 Panca Rijang and this study is the result of a report from a case
study on the effect of metacognitive teaching on speaking ability of lowranking junior
high school students, the metacognitive strategy influences students' speaking
achievement, namely by conducting a pre-test in one group and the design of the post-
test was conducted to support the findings in the results of learning speaking after
training. In design, observation and qualitative questionnaires were conducted to see
the process of students in learning speaking procedural knowledge of metacognition in
speaking. This research applying metacognitive strategies that are developed as a way
of learning. Subject, selected by simple random sampling, are 20 first grade junior high
schools, Comparison of pre-test and post-test scores will show metacognitive strategy
can help students who are less skilled improve their speaking skills. The results show
the view that metacognitive strategy can help students with speaking skills who are less
skilled improve their speaking skills, but from the overall results there still appear to
be some limitations for those who are skilled with minimal results.
Keyword
: metacognitive, speaking skill, junior high school, post-test scores, pre-test,
vocabulary mastery test, daily vocabulary.
Introduction
Weak speaking ability, or difficulty understanding English because they are not
used to speaking. External factors include English teachers who do not have the right
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method of teaching speaking, facilities and infrastructure to learn speaking with
low quality or classmates’ interference. Various ways can be done by English teachers
to overcome these obstacles one of them by using metacognitive methods. used to help
students understand the way they learn; in other words, it means processes designed
for students to 'think' about their 'thinking'. In describing the learning strategy, there
are many definitions of learning strategy described by experts. Oxford (1990: 1)
describes learning strategies as 2 steps taken by the language students to enhance their
learning in the form of direct and indirect strategies. The definition has created a
remarkable impact in the realm of SLA. This explanation requires effort made by
students that is to develop their way of learning. Oxford divides LLSs into two parts:
direct and indirect strategies. Numerous studies have shown positive effects of
metacognitive strategy training on language performance. Those studies are on the
focus of language skills. There have, however, been relatively few studies investigating
the benefits of providing second language students with metacognitive strategy training
to promote speaking skill. The other kind of study about metacognitive strategy
training shows its positive impact on metacognitive strategy awareness. They show
improvement of strategy use after training conducted. However, there are no details of
metacognitive strategy use in the process. Before moving on to metacognitive learning,
it is important to explain the term metacognitive. Flavel (1976) in Cross (2010)
mentions that metacognitive means that determines one's cognitive process. In other
words, think about ways of thinking. Metacognitive learning has two aspects:
intentional or conscious performance of cognitive functions and knowledge and beliefs
about cognitive processes. Another purpose of this research is to socialize
metacognitive learning that still sounds familiar to English teachers in schools and
courses and adds to the knowledge of methods and techniques of metacognitive
learning Background of the study This study is concerned with investigating students’
skill who have low ability, it is commonly known that speaking is an important skill in
learning a language because Language is a tool for communication. We communicate
with others, to express our ideas, and to know others’ ideas as well. Communication
takes place, where there is speech. Without speech we cannot communicate with one
another, the use of language is an activity which takes place within the confines of our
community. We use language in a variety of situations. People at their workplaces, i.e.
researchers working either in a medical laboratory or in a language laboratory, are
supposed to speak correctly and effectively in order to communicate well with one
another. Further explanation describes metacognition can most usefully be thought of
as knowledge, skills, strategies, and information about cognition. From function side,
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cognition acts to resolve problems and bring cognitive activity to a desirable
outcome, while the metacognitive function is the monitoring and regulation of an
individual’s cognitive effort in solving a problem and executing a task .
Metacognitive Strategies:
Metacognitive strategies can positively impact
students who have learning disabilities by helping them to develop an appropriate plan
for learning information, which can be memorized and eventually routine. As students
become aware of how they learn, they will use these processes to efficiently acquire
new information, and consequently, become more of an independent thinker. As a
consequence of applying metacognitive strategies, students demonstrate an important
improvement in their participation in class. Stuever observes that students increase
their motivation for learning and participating actively every day for ten days. The
results were positive, determining that it is possible to incorporate metacognition in
traditional classrooms providing with an encouraging way of learning b. English
Language Methodology Likewise, Bromley determines that there is not a specific
method for teaching students. She recommends the application and combination of
various methods because students have different learning styles, that is why it is
relevant to take into account diverse methods that enhance the learning process.
Larsen-Freeman maintains that methods serve as a foil for reflection that can aid
teachers and students in bringing to conscious awareness the thinking that underlies
their actions. According to Larsen Freeman, the application of various methods has in
common the views that first, language can best be learnt when it is taught through
communication, and second, that language acquisition can be upgraded by working not
only on language, but also on the process of learning c. English Speaking Harmer states
that: “the ability to speak fluently presupposes not only knowledge of language
features, but also the ability to process information and language “on the spot” (p. 269).
He also claims that during the process of teaching speaking or producing this English
ability would be essential to apply them in three important sections: new language,
practice and communicative activity. The ability of speaking is important for career
success. Speaking skills can enhance one’s personal life, thereby bringing about the
well rounded growth they should all seek. Nunan expresses that speaking is an essential
and executable tool for communicating with others Learning Procedure Researchers
carry out the procedure carried out by Cross (2010) in his research. The pedagogical
cycle includes a bottom-up strategy, sharing, discussion, and evaluation of strategies.
In the first stage, students read conversation in the text book. Students identify words
they don’t understand then discuss them together. This is to prepare students and
facilitate them in using strategies such as inference or elaboration. Then, students
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discuss the text and share their opinions on the topic. Then the students listened
to recorded conversation for 1-2 minutes, Students then answer the pre-test questions
given as many as ten questions. In answering questions they can discuss to help them
gather information that they passed. Then they collect their pre-test which is directly
processed by researchers. Then, the researcher teaches the pedagogical cycle and
strategies for listening, the researcher gives a second text to prepare for listening and
practicing the conversation. And the last students evaluate their performance and the
strategies they use for other activities. Students work on post-test. Vocabulary Mastery
Test is testing someone’s knowledge in understanding and comprehending words
meaning and can be used in arranging the sentence to communicate. The scope of
vocabulary is not only in diction but also it must be suited with the situation and the
person who become partner in the communication. In this case with low ability
students, the test is arranged to be easier and using daily vocabulary that they usually
use in their activities The procedure of these two tests involves the activity speaking
by the learner. Learners are also asked to underline vocabulary that is not understood
to be discussed together. Students then listen to the news twice and take notes in each
segment. Previously the learner had also been divided into several groups of three or
four people to facilitate the discussion of strategies and to make a summary. Based on
the prates data, it was concluded that there were three students who got the lowest
grades, namely Putri Aditama, Putri Sri Angraini and Resky Hedyla L. Earlier
predictions were also made by the teacher based on his teaching experience that
students named Putri Aditama were weak in learning Speaking. Thus the focus of the
study can be determined, namely on the three students with the lowest grades.
Furthermore, from the pre-test results it is also known that. Diana parha gets the highest
score. So that later it can be seen whether the metacognitive strategy influences high-
ability student.
DISCUSSION
This study aims to determine the effect of the pedagogical cycle on improving
speaking to low-ability students. All students involved in the pedagogical cycle are also
taught several metacognitive strategies to encourage their understanding in speaking.
The research findings show that two students with low speaking ability increased in
this study. They felt the metacognitive strategy helped him to better understand the
material being tough this is supported by statements from interviews conducted by
researchers after the learning process. The main reason students with this less skilled
speaking ability show a significant increase is that they have not improved their
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knowledge and ability to reconstruct information when listening, before
metacognitive learning is carried out. However, systematically and continuously they
orchestrate certain cognitive strategies and metacognitive strategies. From the results
above, the dominance of development that is not so significant is shown by students
with sufficiently skilled listening skills. Three students did not show progress by
showing the same results in the pre-test and post-test. This might be because they have
mastered a strong understanding and control of several strategies. So their participation
in the pedagogical cycle is less significant. From the results of interviews with students
who were already proficient and showed only insignificant results, it was found that he
used a strategy of maintaining interest in listening. Andi Diana Parha states that by
maintaining interest provides a fairly clear in constructing information when she is
practicing speaking while namely Putri Aditama, Putri Sri Angraini and Resky Hedyla
L they tend to use directed attention strategies, selective attention and visualization in
speaking practice .
The implementation of metacognitive strategies in teaching speaking
According to Chamot et al metacognitive strategies consist of four steps. They
are planning, monitoring, problem-solving, and evaluating. The four strategies are not
always employing sequential but sometimes they are necessary depending on the
demands of the task and the interaction between the task and the learner. a. Planning
Although the planning strategies happen at the beginning of the learning, sometimes
the good learners need to revise it to rethink plans to get back on track .Based on the
result of interview and observation of teaching learning process, the students are able
to implement the set goal, directed attention in the learning process, but the students
could not implement active background knowledge by teacher 1. While based on the
results of interviews and observations of the teaching and learning activities in the
classroom taught by teacher 2, it was found that in planning strategies, the students
were able to implement set goals, directed attention, active background knowledge,
and predict. On the set goals indicator, based on the results of observation classroom,
the class that taught by teacher 1 and teacher 2 are applied this part. So the students are
able to set their own learning goals. This is support with the opinion of Chamot et al
that the good learners need to revise the goals of learning to rethink plans to get back
on track. On the directed attention indicator, based on the results of observation
classroom, the class that taught by teacher 1 and teacher 2 are applied this stage. The
importance of directed attention according to Chamot et al that if the learner cannot
control the attention to the task, little learning takes place. Direct attention helps the
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learner to build up concentration. Next is the indicator of active background
knowledge. In classes taught by teacher 1 not applied this stage. This is in line with the
opinion of teacher 1 in interview which states that the basic abilities of students in the
class are lacking, so it is difficult to relate their background knowledge to the new
information that will be received. Whereas the class taught by teacher 2 applies this
stage. In the predict indicator, based on the results of observation classroom, class
taught by teacher 2 applied this stage. The importance of directed attention according
to Chamot et al that anticipating information gives you direction for doing the task
because you will be attuned to certain types of information. b. Monitoring Based on
the result of interview and observation of teaching-learning process, in the class taught
by teacher 1 and teacher 2 the results are obtained at monitoring strategies, the students
are able to implement selective attend, deduction/induction, personalize/contextualize,
take notes, and cooperate for teacher 1. Whereas based on the results of the interview
and observation the activities of the teaching and learning process in the class taught
by teacher 2 showed that at monitoring strategies, the 13 students are able to implement
selective attend, deduction/induction, personalize/contextualize, take notes, use
imagery and cooperate. On the selective attend indicator, based on the results of
research on the class taught by teacher 1 and teacher 2, both of them applied this part.
The importance of selective attend according to Chamot et al that deciding to focus on
specific information make it easier to identify the critical information for learners’ goal
because they can give full concentration on the important information. In the
deduction/induction indicator, based on the results of research in the class, the class
that taught by teacher 1 and teacher 2 are applied this part. The importance of
deduction/induction according to Chamot et al that think about what you already know
helps you get ready for familiarizing yourself with the task. Behaving it, the learner
easier understands by linking their background knowledge and new information on the
task. On the personalize/contextualize indicator, based on the results of research in the
class, the class that taught by teacher 1 and teacher 2 are applied this part. The
importance of personalizing according to Chamot et al that Checking language input
and output against what you know help the learner ensure that it makes sense.
Connecting information to the learners’ experience makes the task more meaningful
and memorable. In the take notes indicator, based on the results of research in the class,
the class taught by teacher 1 and teacher 2 are applied this part. The importance of
taking notes according to Chamot et that writing down important information in a form
such as a T list, semantic web, or outline can help the learners remember and
understand the organization of information. On the use imagery indicator, based on the
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result of research in the class, only the class that taught by teacher 2 are applied
this part. The importance of use imagery according to Chamot et al that forming picture
is a way to check the information makes sense to control the inconsistencies the
learner’s mental images on the task. In cooperate indicator, based on the results of
research in the class, the class taught by teacher 1 and teacher 2 are applied this part.
The importance of cooperates according to Chamot et al that working with other people
gives the learners better a chance to their ideas or strength so that they can do a better
job. c. Problem Solving Based on the result of the interview and observation of the
teaching-learning process, the students are able to implement ask the question to clarify
and use resources in the class that taught by teacher 1 and teacher 2. The importance
of ask the question to clarify according to Chamot et al that asking problems to other
people can help the learner solve the problem in comprehending a task. On the use
resources indicator, based on the results of research in the class, the class that taught
by teacher 1 and teacher 2 are applied this part. The importance of use resources
according to Chamot et al that looking up unfamiliar information in a reference source
can help the learner solve a complex problem. d. Evaluating 14 Based on the result of
the interview and observation of the teaching-learning process in the classroom taught
by teacher 1, it was found that in evaluating strategies the students are able to
implement evaluate yourself stage. While based on the results of interviews and
observations of the teaching and learning activities in the classroom taught by teacher
2, it was found that in evaluating strategies, the students were able to implement
summarize stage. In evaluating yourself, based on the results of research in the class, a
class that taught by teacher 1 is applied this part. The importance of evaluates yourself
according to Chamot that self-evaluating helps the learner identifies the strengths and
weakness so that the learner can do better next time. In summarize indicator, based on
the results of research in the class, the class taught by teacher 2 is applied this part. The
importance of taking summarizes to Chamot et al, that restating the gist the message
helps the learner to decide how well he or she understood. Based on the conclusions
from the data presented previously, those are from interview data and class
observations, it can be concluded that the implementation of metacognitive strategies
in the class taught by teacher 2 is more than the implementation of metacognitive
strategies in the class taught by the teacher 1. 3. The impact of implementation
metacognitive strategies on the students’ speaking performance The data obtained
based on the results of the teachers’ interview and observation classroom. Based on the
results interview of the teacher 1 and teacher 2, interviews regarding the impact of
metacognitive strategies on the learning process of students from the teacher's view, it
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can be concluded that students' abilities and activeness of students in varied
classes, where there are active students, there are students who are inactive and there
are students in the middle so the implementation of metacognitive strategies is still
lacking. However, for students who are able to implement this metacognitive strategy
well, the impact on students' learning process is that students will become active and
become independent learners and their ability to capture learning outcomes will be
much better compared to students who lack implementation in metacognitive
strategies. As stated by Corebima & Idrus who suggested that metacognitive strategies
are strategies used by students in their learning activities where there are differences
between students who are less intelligent and smarter, indicated by differences in
metacognitive abilities. If students have metacognition, students will be skilled in using
metacognitive strategies. Students who are skilled in using metacognitive strategies
will more quickly become independent learners.
CONCLUSION
This small-scale study, specifically conducted in English class as a foreign
language that only focuses on simple conversation to less skilled learners, the results
show empirical data to support the principle of metacognitive learning using cycles
pedagogical can be useful to guide and facilitate students who are less skilled in their
speaking skill. The implication of this research is to offer teachers the concept of
metacognitive learning in other contexts and practical pedagogical approaches that can
be applied to the development of abilities in learning speaking. However,
metacognitive learning does not equitably benefit all learners in the class. The teacher
must consider how to combine this learning with other learning speaking strategies.
Moreover, the development of metacognitive strategies plays a pivotal role in
enhancing learners’ speaking skills. By fostering awareness, planning, monitoring, and
self-evaluation, metacognitive strategies empower students to become more
autonomous and reflective speakers. These strategies not only improve fluency and
coherence but also boost learners' confidence and motivation in communicative
settings. Therefore, integrating metacognitive instruction into speaking lessons is
essential for equipping learners with lifelong language learning skills and ensuring
more effective and meaningful language use.
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