Metacognitive strategies of students taking speaking C course in english education department

Metacognitive strategies are strategies to regulate over one’s cognitive processes in learning. Most of the previous study shows there are difference in the frequency of using metacognitive strategies among the high, middle, and low performers without fully explained how the students of different levels of achievement deployed their metacognitive strategies. The present study aimed to investigate the metacognitive strategies deployed by students of an English department who learned public speaking in conventional learning and virtual learning atmospheres, and during final test. There were 21 participants taking part in the study. Ten of them gave their responses on conventional class context, and the rest on virtual learning. In addition, eleven of students of different levels of achievement from the class took part in the investigation about how the different levels of students deployed their metacognitive strategies in facing the final test. Based on the data gathered through questionnaire, the study revealed that all the students had declarative knowledge about the class discussions, lecturer’s teaching, learning tasks, materials; procedural knowledge of how to understand the materials and finish the tasks; and also, the conditional knowledge about when and why they needed to do special strategies based on their condition and also to develop their speaking skills. Based on the investigation done through stimulated recall interview, the study revealed that there were differences between high, middle, and low performer in preparing for the final test and in executing it, in which the high performer achievers prepared more comprehensively so that it affected their performance. The study confirms that higher achievers have more responsibilities and confidence compared to the low achievers in preparing for their task performances