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Self-expansion was followed by self-plan which required the students to re-plan their speaking assignment. The students prepared model and determined speaking
aspects to practice. Pronunciation as one of the speaking aspects was focused mostly by the students
The lowest percentage was found in self-monitor and self-evaluation might indicate that during their practice, students had not actively employed self-monitor and
self-evaluation.
5.1.3. Metacognitive Strategy Use Improvement
Planning phase was the most occupied phase by students who began to apply metacognitive strategy use. When students focused on their planning phase, they
seemed to decrease their attention to other phases except evaluating and expanding phases. However, Evaluation seemed to have correlated significantly to speaking
performance post-test. During the process, they began their re-planning by evaluating what they had done in previous performance.
Metacognitive strategy training made students more aware on what they planned, managed, monitored, evaluated, and expanded to improve their speaking
performance. They improved their speaking performance as well as their metacognitive strategy use.
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Students needed more time to transfer their declarative knowledge of metacognitive strategy use and speaking aspects into procedural knowledge so that
they would be able to use it on the right time.
The implementation of metacognitive strategy training has resulted on the design of training. It requires the active roles of between the students as well as the teacher.
The phases of planning, managing, monitoring, evaluating, and expanding should be accompanied by the teacher in form of presentation of the phase. Modeling was
needed as it helped the students to figure out what should be done to accomplish the phases.
5.2. Suggestion
The limited study of this research such as the use of small sample size and the one group pretest and posttest design lead the researcher to propose further research
related to metacognitive strategy training to promote speaking skill. Further study should investigate bigger sample size with more details of how to implement
metacognitive strategy declarative knowledge into procedural one. Besides that, different level of students’ speaking skill might give better understanding on the
process of implementing metacognitive strategy training.
