Exploring EFL Students’ Metacognitive Strategies in Speaking Class: An Indonesian Context

Dewi, Fauziah Anggraeni and Haryanti, Erni and Kurniawati, Nia (2018) Exploring EFL Students’ Metacognitive Strategies in Speaking Class: An Indonesian Context. In: The Tenth Conference on Applied Linguistics and The Second English Language Teaching and Technology Conference in collaboration with The First International Conference on Language, Literature, Culture, and Education - CONAPLIN and ICOLLITE, 22-23 November 2017, Bandung, Indonesia.

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Abstract

The study is intended to investigate metacognitive strategies used by English as Foreign Language (EFL) students in their Speaking class in the Indonesian context. Specifically, this study aims at revealing the metacognitive strategies used by the EFL Students and the impacts of using those strategies related to the students’ improvement in their speaking ability. The study is a case study in which the data are collected through observations, questionnaires, and documents. It involves fifteen EFL students at the second semester in a State Islamic University in Indonesia. The findings reveal two points. First, using Oxford's (1990) metacognitive strategies categories, the EFL students utilized the strategies of overviewing and linking with their prior knowledge, paying attention, organizing, delaying the speech to focus on listening, identifying the purpose of a language task, seeking practice opportunities, self-monitoring, and self-evaluating during learning speaking class. Second, the speaking scores of the EFL students who applied metacognitive strategies are higher (above 80) than those who did not. These findings indicate that metacognitive strategies help students learn better. Practically, these results contribute a new insight into Teaching English as Foreign Language (TEFL) in Indonesian context in which the metacognitive strategies are a new issue.

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