Research Questions Objectives INTRODUCTION
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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.
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