The Implementation of Metacognition in Learning Pronunciation Among the First Semester of Students of English Teacher Training Education, Muhammadiyah University of Prof. Dr. Hamka, Jakarta

ayu putri seruni, m.pd; h. ujang suparman, m.a, ph.d ;dr. h. atiq susilo, m. a;

This study was set up to investigate how the metacognition in pronunciation
was implemented to help learners figure out the learning autonomy. The Flavell’s
instructional metacognition in pronunciation learning which was adapted from Lei He
was the concepts used in the implementation. The purpose of this study was to investigate in order to get detail information how metacognition of learners during the process of pronunciation learning. The study focused on: (a) how task knowledge can help students to understand English pronunciation and the standard of good pronunciation; (b) how their knowledge of good pronunciation can help learners to be more aware of their strengths and weaknesses as well as others’ pronunciation; (c) how the knowledge of strategy can help students to acquire the rudiments of the English sound system, to set individual goals, to plan pronunciation learning task, to encourage students to monitor,and to evaluate and seek help for learning pronunciation; and (d) how the experiences can help learners to be aware of their objective and strategies accordingly. The main objective of the research was to have a pattern of how the metacognition instruction in pronunciation learning worked during completing the given tasks. The instructional of metacognition included metacognitive knowledge and metacognitive experience. The metacognitive knowledge is defined as task knowledge, person knowledge, and strategy knowledge. Therefore the objective of the research would
involve those aspects in its implementation. The research design that was used to conduct this research was considered to grounded theory research design. For some reason, not all principles of the grounded theory research design were implemented. It was because of the limitation of human resources involved. Hence the result might need more additional analysis to make it the true grounded theory research.
After particular time of the research and collecting the data, it was found that
considering the process of metacognition instructional in pronunciation learning, it comes to a final conclusion that: the metacognitive strategies in pronunciation learning do not always give satisfaction result on the tests and the participants’ understanding, in relatively limited time. Most participants in group one and two had already had strategies and experiences in finding the way out when the problems came; as a result, it helped them when they had sound identification tests. But it did not happen to the third group. However, the result of observation during the implementation showed that there were some changes in the way of learning pronunciation. It was also found in the answers of questionnaires before and after instruction. The participants’ answers had changed in some points, such as the way they used their pronunciation knowledge to acquire the rudiments of English pronunciation and the way they were able to figure out their strengths and weaknesses in order to improve their understanding and ability to comprehend and practice English sounds.