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1.6. Definition of Terms
In order to avoid misunderstanding, some terms used in this research are defined as follows:
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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.
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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.
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•
Speaking Skill
Speaking is productive skill in the oral mode. Like the other skills, speaking is more complicated than it seems at first and involves more than just pronouncing
words. It is important that the students are able to use the language in a
meaningful communication. There are two components involved in speaking namely extralinguistic knowledge and linguistic knowledge. Students need to
develop their extra linguistic knowledge which include things as topic and cultural knowledge, knowledge of context, and familiarity with the other speakers in term
of socio-cultural knowledge. Besides that, they also need
linguistic knowledge is often referred to discourse knowledge, speech act knowledge, and knowledge of
grammar, vocabulary and phonology.
At the same time, the researcher also focuses on improvement found in aspects of speaking skill namely comprehension, pronunciation, fluency,
vocabulary and grammar.
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Students’ Active Engagement
Students’ active engagement refers to students’ goal orientation and their use of metacognitive strategies while performing speaking assignment. It is a result of
active learning process through different strategies that help students try their level best to maximize their speaking skill.
The type of speaking assignment in this research is in form of monologue. The students convey the ideas based on the
purpose of speaking. They persuade the audience about the importance of the text.