Implementing Model-Practice-Reflect (MPR) Strategy to Foster Students’ Metacognitive Awareness in Public Speaking Course

Abstrak

Speaking in public, especially in English, is considered as one of the most horrifying activities by students. The reasons are various from limited of vocabulary, messy grammar, having no idea to talk about, afraid of being judged to feeling anxious of being in the spotlight. Metacognitive awareness is then thought-out to be essential in public speaking training for it allow students to monitor, manage and adjust their cognitive and emotional delivery in the real time. Model-Practice-Reflect strategy seemed to be one of comprehensive strategies that appropriate to foster students’ metacognitive awareness in public speaking course. The strategy cycle begins from letting students observe the expected public speaking competencies, followed by giving students opportunity to practice their public speaking skill whilst reflecting in and on their action and also receiving feedback from the lecture and classmates. This research aims to find out how the implementation of Model-Practice-Reflect strategy in fostering students’ metacognitive awareness in public speaking course. This study employed descriptive qualitative research using reflection notes as the instrument. Metacognitive awareness theory that covers knowledge of cognition and regulation of cognition and Model-Practice-Reflect strategy theory are used to guide the study. The finding found that implementing Model-Practice-Reflect strategy positively fostering students’ metacognitive awareness in public speaking course. 5 out of 15 students need only one MPR strategy cycle to fully metacognitively aware about their knowledge and regulation cognition. 10 out of 15 students need two cycles. Deals with the core dimension of metacognitive knowledge, all students have come to declarative knowledge, most have come to procedural knowledge but few were still struggling to conditional knowledge. And deals with metacognitive regulation, most students can plan, monitor and evaluate their performance, and only few students still struggling with the regulation cycle. Thus, it can be concluded that MPR strategy can be implemented as an attempt to foster students’ metacognitive awareness in public speaking course because it also in line with the students’ improvement in their performance.