Students Metacognitive Awareness on Speaking: Survey on English Department Students

Abstract

ABSTRACT

In metacognitive awareness, students reflect on their thought processes as they do speak activities, including their objectives, level of comprehension, and strategies for enhancing their ability to articulate their ideas clearly. The two main objectives of this research are: First, is there a correlation between students' self-awareness of their thinking processes and their proficiency in speaking? The second question is whether or not students' gender awareness is related to their level of self-consciousness. Students in their first economics semester at one of Ponorogo's colleges participated in the research. The course they were enrolled in was titled "Speaking for Materials." The study utilized a speaking exam, a questionnaire based on and built upon by Vandergrift et al., and a correlational quantitative research approach. The data was analyzed using SPSS. The first research objective was fulfilled because of the robust correlation between students' self-awareness of their thinking processes and their proficiency in speaking. According to the second research question, pupils' metacognitive awareness was unrelated to gender.

Keywords: Metacognitive awareness, speaking skill, EFL, university students