THE CORRELATION BETWEEN STUDENTS’ METACOGNITIVE AWARENESS AND THEIR SPEAKING SKILL IN DESCRIPTIVE TEXT AT THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM UIN RADEN INTAN LAMPUNG

IHZA, ARISMA (2026) THE CORRELATION BETWEEN STUDENTS’ METACOGNITIVE AWARENESS AND THEIR SPEAKING SKILL IN DESCRIPTIVE TEXT AT THE ENGLISH LANGUAGE EDUCATION STUDY PROGRAM UIN RADEN INTAN LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study was conducted to examine the correlation between students’ metacognitive awareness and their speaking skill in descriptive texts. A quantitative correlational research design was applied. Data is gathered using a questionnaire to assess students’ metacognitive awareness and a speaking performance test to evaluate their speaking skills. The participants of this study were students of the English Language Education Study Program. The collected data analyzed using the Pearson Product Moment correlation with the assistance of SPSS version 25. The analysis revealed that the correlation coefficient was r = 0.730, with a significance level of p = <0.05, indicating a strong and statistically significant correlation between the variables. Since the obtained R-value (0.730) exceeded the r-table value (0.463), the alternative hypothesis (Ha) is accepted, while the null hypothesis (H₀) is rejected. The findings indicated that students who demonstrated higher levels of metacognitive awareness also tended to perform better in speaking skill. This suggests that metacognitive awareness plays a crucial role in improving students’ skill to plan, monitor, and evaluate their speaking performance. In addition, the prerequisite tests confirmed that the data normally distributed and exhibited a linear relationship, ensuring the appropriateness of the statistical procedures used. Moreover, the research instrument was found to be both valid and reliable. Out of 40 items, 30 were considered valid, and the reliability test yielded a Cronbach’s Alpha value of 0.971, which falls into the category of very high reliability. These results indicate that the instrument was suitable for collecting accurate and consistent data. In conclusion, this study shows that there is a significant correlation between metacognitive awareness and students' speaking skill in descriptive texts. Therefore, it is recommended that teachers integrate metacognitive strategies into classroom teaching to improve students' speaking performance.

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