THE EFFECTIVENESS OF A METACOGNITIVE STRATEGY USING THE SEE AND SAY TALKING GAME TO ENHANCE STUDENTS’ ENGLISH SPEAKING SKILLS

Abstract

This study aims to determine the effectiveness of the metacognitive strategy combined with the See and Say Talking Game in improving the English-speaking skills of seventh-grade students at SMP Negeri 34 Pekanbaru. The research employed a quantitative approach with a quasi-experimental design, involving two classes: Class VIIA as the experimental group, which received treatment using the metacognitive strategy through the See and Say Talking Game, and Class VIIB as the control group, which was taught using conventional methods. The total sample consisted of 60 students (30 in each class), selected using a simple random sampling technique. Data were collected through speaking tests (pretest and posttest) measured across four aspects of speaking skills: fluency, accuracy, pronunciation, and content. Data analysis involved the normality test, homogeneity test, independent sample t-test, and effect size analysis. The results showed that the average speaking score of the experimental group increased from 63.4 (pretest) to 82.1 (posttest), while the control group increased from 62.7 to 70.3. The t-test result indicated t-count = 3.85 > t-table = 2.00, with sig. (2-tailed) = 0.000 < 0.05, revealing a significant difference between the two groups. The effect size value of 2.1 demonstrates that the application of the metacognitive strategy through the See and Say Talking Game had a very large effect on improving students’ English-speaking skills.