Data Collecting Technique RESEARCH METHODOLOGY

59 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 60 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 61 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