Data Collecting Technique RESEARCH METHODOLOGY
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of students: low, middle and high in speaking. The class chosen represented the natural setting of speaking class in secondary setting. Metacognitive Strategy
Training was conducted to see the process and product of the training.
2. Determining the instruments of the research. A. Observation
The researcher used observation sheet was based on CALLA’s approach Chamot O’ Malley, 1987:191-204. CALLA’s aproach was too general to
be observed, therefore the details of the observation was adapted from Metacognitive Strategies by Oxford 1996:152-163 and aspects of speaking
from Harris 1874:81. The observation sheet consists of self-plan, self- monitor, self-evaluation, and self–expansion. Item constructions in details is
constructed by adopting metacognitive strategies by Oxford1996:152-163 while self-expansion was adopted from CALLA’s phases provides
opportunities to relate and apply new information to their own learning. The aspects of speaking also shapes the details on what to be promote during the
training. In this way, the researcher would be able to see the details of the observation as the process of students’ engagement activities in speaking
before and after metacognitive strategy training. Below is a matrix to see the students’ activity related to metacognitive strategy use in speaking see
appendix 15.
In the observation sheet, the researcher determined four aspects of metacognitive strategies that students employed during the training. Those
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aspects are self-plan which consisted of 9 activities; self-monitor which consisted of 5 activities; self evaluation which consisted of 5 activities; and
self-expansion which consisted of 5 activities.
Label Activity
Medium Before
After Tally
Tally
SELF PLAN
Learners identify their prior knowledge about invitation
Note Learners identify the purpose of a
language task Learners over-view and link with
already known materials. Learners prepare comprehension to
present advertisement Learners prepare pronunciation to
present advertisement Learners prepare fluency to present
advertisement Learners prepare vocabulary to
present advertisement Learners prepare grammar to present
advertisement Learners observe the samples and
decide the aspects of speaking that they need to practice later on
Total SELF-
MONI TOR
Learners monitor their comprehension
Note Practice
Learners monitor their vocabulary Learners monitor their pronunciation
Learners monitor their fluency Learners monitor their grammar
Total
SELF- EVAL
UATI ON
Learner evaluate their comprehension
Note Practice
Learner evaluate their vocabulary Learner evaluate their pronunciation
Learner evaluate their fluency Learners evaluate their grammar
Total
SELF –
EXPA Learners add new ideas in
comprehension Note
Practice Learners add new ideas in
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NSIO N
vocabulary Learners add new ideas in
pronunciation Learners add new ideas in fluency
Learners add new ideas in grammar Total
B. Questionnaire Questionnaire was used to serve first data of students’ frequency of using
metacognitive strategies in speaking. In collecting the data, the researcher used questionnaire before, during, and after the training.
This study adopted metacognitive strategies which was proposed by Oxford 1996:152-163 and
CALLA’s approach ChamotO’Malley, 1987:191-204. The aspects of speaking also provide more details in constructing questionnaire.
The questionnaire consisted of 24 items for identifying learning strategies used by
students in speaking skill. On a five-point scale ranging from “never” as 1, “ sometimes” as 3, and “always” as 5, students stated their experience in using
learning strategies.
Similar to the observation sheet that the researcher used, the questionnaire being used consisted of four aspects of metacognitive strategies. It consisted of
self-plan, self-monitor, self-evaluation, and self-expansion. The items contained self-plan which was acted in 9 activities; self-monitor which was