Significances of the Research

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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. 14 • 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. • 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.