Research Questions Objectives INTRODUCTION

12 incorporatedly into the curriculum explicitly. The researcher focused on implementation of explicit metacognitive strategy training in speaking class. The training itself was developed based CALLA’s model Chamot O’Malley, 1987 :245 namely preparation, presentation, practice, evaluation and expansion. In this metacognitive strategy training, the researcher proposed phases namely preparation which include self-planning strategy; practice and monitor which include self-monitoring strategy; and evaluation and expansion which includes self-evaluating and self-expanding strategies. The newly design focused more on teacher’s modeling in presentation stage to assist the students. The type of speaking performance in this research was in form of monologue. The metacognitive strategy training was intended for EFL students especially those who are at the second year of Senior High School. The materials was based on 2006 Curriculum which was applied in SMAN 4 Bandar Lampung. The materials for monologue presentation were in form of short functional text and presented to persuade the audience about the importance of the text. The students conveyed the ideas based on the purpose of speaking. The researcher focused the attention on students’ speaking skill improvement and its aspects of speaking skill. Meanwhile, the process was identified in students’ engagement during the training and the improvement of metacognitive use before and after the training. 13

1.6. Definition of Terms

In order to avoid misunderstanding, some terms used in this research are defined as follows: • Metacognitive Strategies Metacognition is knowledge and understanding of own cognitive processes and abilities and those of others, as well as regulation of these processes. It is the ability to make thinking visible. It refers to those conscious or unconscious mental activities that perform an executive function in the management of cognitive strategies classified as follows: self-planning, self-monitoring, self-evaluating, and self-expanding. As those strategies related to speaking performance, the researcher relates metacognitive strategy use to speaking aspect. • Developed Metacognitive Strategy Training It refers to an explicit training that enables students to perform an executive function in the management of cognitive strategies classified. This training is developed from CALLA which focuses on how to improve the student’s metacognition namely self-planning, self-monitoring, self-evaluating, and self- expanding so that they are able to define it as awareness, be able to employ it and select the appropriate strategy to use. It aims at understanding of what students know and how they think, including the ability to regulate their thinking as they work on a task.