Metacognitive Strategies In Pecha Kucha Presentation To Improve Indonesian EFL Learners’ Speaking Proficiency

karomani; hamzah puadi ilyas, ph.d.; silih warni, ph.d.;

This study was to find out three issues, students’ perceptions of the combined
learning model (Metacognitive Strategies (MS) and Pecha Kucha presentation (PK)), how this learning model can improve students' English speaking skills, and teacher’s challenges in implementing this combined strategies. This research used Action Research (AR) which consisted of two cycles 20 high school students participated in this research. Collecting data using several techniques, including questionnaires, interviews, observations, documentation, and tests. This research found that the integration of MS and PK was perceived positively and negatively. The positives were it could improve students’ speaking proficiency, provoke creative thinking, and attract students’ interest. However, this learning model made students under pressure
and the concept of PK was considered too fast for them. MS helped students perform better in doing PK, as a result they could improve their speaking proficiency. After all, there were also two obstacles encountered by the teacher; teacher’s challenge in maintaining students’ consistency participating in the research and teacher’s difficulty in improving students’ self-confidence.