INTEGRATING METACOGNITIVE STRATEGIES INTO TASK BASED LANGUAGE TEACHING TO PROMOTE UNIVERSITY EFL STUDENTS’ SPEAKING PERFORMANCE: A Mixed-methods Study

Renol Aprico Siregar, - and Nenden Sri Lengkanawati, - and Ika Lestari Damayanti, - (2025) INTEGRATING METACOGNITIVE STRATEGIES INTO TASK BASED LANGUAGE TEACHING TO PROMOTE UNIVERSITY EFL STUDENTS’ SPEAKING PERFORMANCE: A Mixed-methods Study. S3 thesis, Universitas Pendidikan Indonesia.

Abstract

Meskipun penelitian sebelumnya telah secara terpisah mengkaji strategi metakognitif dan pengajaran bahasa berbasis tugas (TBLT), sedikit yang diketahui tentang dampak terpadu dari kedua pendekatan instruksional ini terhadap kemampuan berbicara siswa EFL. Studi ini menyelidiki integrasi strategi metakognitif, khususnya perencanaan, pemantauan, dan evaluasi, ke dalam aktivitas pembelajaran berbasis tugas, dengan fokus pada peningkatan kemampuan berbicara siswa EFL di perguruan tinggi. Penelitian ini menargetkan tiga tujuan penelitian: (1) menentukan apakah pengajaran strategi metakognitif (MSI) yang terintegrasi dalam kerangka TBLT meningkatkan kinerja berbicara siswa EFL, (2) mengeksplorasi persepsi siswa terhadap pengajaran TBLT yang terintegrasi strategi, dan (3) mengidentifikasi tantangan yang dihadapi siswa selama proses tersebut. Sebanyak 24 mahasiswa EFL universitas berpartisipasi dalam studi ini, yang menggunakan desain campuran metode kualitatif dan kuantitatif secara berurutan. Tugas utama yang digunakan adalah presentasi lisan individu setelah diskusi topik berbasis kelompok dan persiapan yang mencakup unsur pengambilan keputusan, organisasi informasi, dan interaksi antar teman sekelas. Kemampuan berbicara dinilai berdasarkan akurasi, kelancaran, pelafalan, kosakata, dan keterpahaman. Data kuantitatif dikumpulkan melalui penilaian berbicara pra-tes dan pasca-tes dan dianalisis menggunakan statistik deskriptif dan uji t sampel berpasangan. Data kualitatif diperoleh dari wawancara semi-terstruktur dengan enam responden yang dipilih secara purposif dan dianalisis secara tematik menggunakan perangkat lunak NVIVO 12. Temuan kuantitatif menunjukkan peningkatan yang signifikan secara statistik pada skor berbicara siswa setelah intervensi, menunjukkan efek positif dari integrasi strategi metakognitif ke dalam TBLT. Hal ini menyebabkan penolakan terhadap hipotesis nol. Analisis tematik data kualitatif menunjukkan bahwa peserta melaporkan peningkatan kepercayaan diri, organisasi tugas yang lebih baik, dan kesadaran diri yang lebih tinggi dalam mengelola tugas berbicara mereka. Namun, tantangan diidentifikasi dalam dua kategori: terkait instruksi (misalnya, keterbatasan waktu, dan kesulitan dalam merencanakan, memantau, dan melaksanakan tindakan tindak lanjut setelah refleksi) dan terkait bahasa (misalnya, pengucapan, kosakata terbatas, dan masalah pelafalan). Temuan ini menunjukkan pentingnya menyediakan latihan terstruktur dan berulang dengan strategi metakognitif sepanjang kurikulum EFL untuk mendukung perkembangan keterampilan berbicara yang mandiri dan efektif pada peserta didik. Although prior research has separately examined metacognitive strategies and task-based language teaching (TBLT), little is known about the integrated impact of these two instructional approaches on EFL students’ speaking performance. This study investigates the infusion of metacognitive strategies, specifically planning, monitoring, and evaluating, into task-based learning activities, with a focus on improving university EFL learners’ speaking proficiency. The study addresses three research objectives: (1) determining whether metacognitive-strategy instruction (MSI) embedded within a TBLT framework enhances EFL students’ speaking performance, (2) exploring learners’ perceptions of the strategy-infused TBLT instruction, and (3) identifying challenges students encountered during the process. A total of 24 EFL university students participated in the study, which employed an explanatory sequential mixed-methods design. The primary task used was individual oral presentation following group-based topic discussion and preparation characterized by elements of decision-making, information organization, and peer interaction. Speaking performance was assessed based on accuracy, fluency, pronunciation, vocabulary, and comprehensibility. Quantitative data were collected through pre-test and post-test speaking assessments and analyzed using descriptive statistics and a paired sample t-test. Qualitative data were derived from semi-structured interviews with six purposively selected participants and were thematically analyzed using NVIVO 12 software. The quantitative findings revealed a statistically significant improvement in students’ speaking scores after the intervention, indicating the positive effect of integrating metacognitive strategies into TBLT. This led to the rejection of the null hypothesis. Thematic analysis of the qualitative data revealed that learners reported increased confidence, better task organization, and enhanced self-awareness in managing their speaking tasks. Nonetheless, challenges were identified in two categories: instruction-related (e.g., time constraints, and difficulty in planning, monitoring, and conducting follow-up actions after reflection) and language-related (e.g., delivery, limited vocabulary, and pronunciation issues). These findings suggest the importance of providing structured and repeated practice with metacognitive strategies throughout the EFL curriculum to support learners’ development of autonomous and effective speaking skills.

	Text D_BING_2208700_Title.pdf Download (671kB)
	Text D_BING_2208700_Chapter1.pdf Download (285kB)
	Text D_BING_2208700_Chapter2.pdf Restricted to Staf Perpustakaan Download (826kB)
	Text D_BING_2208700_Chapter3.pdf Download (830kB)
	Text D_BING_2208700_Chapter4.pdf Restricted to Staf Perpustakaan Download (808kB)
	Text D_BING_2208700_Chapter5.pdf Restricted to Staf Perpustakaan Download (280kB)
	Text D_BING_2208700_Chapter6.pdf Download (205kB)
	Text D_BING_2208700_Appendix.pdf Restricted to Staf Perpustakaan Download (769kB)

Item Type:	Thesis (S3)
Additional Information:	https://scholar.google.com/citations?user=LzzJmssAAAAJ&hl=en&oi=ao ID SINTA Promotor: Nenden Sri Lengkanawati: 5991826 Ika Lestari Damayanti: 6745874
Uncontrolled Keywords:	Metakognisi, Strategi Metakognitif, Berbicara, Pengajaran Bahasa Berbasis Tugas Metacognition, Metacognitive Strategies, Speaking, Task-based Language Teaching
Subjects:	L Education > L Education (General) P Language and Literature > PE English
Divisions:	Fakultas Pendidikan Bahasa dan Sastra > Pendidikan Bahasa Inggris - S3
Depositing User:	Renol Aprico Siregar
Date Deposited:	03 Sep 2025 04:57
Last Modified:	03 Sep 2025 04:57
URI:	http://repository.upi.edu/id/eprint/136314

Actions (login required)

View Item