Abstrak
Tivinna Auril, Reg. No. 2230104041. “Meta-Cognitive Strategies Employed by the Students in Managing Their Speech Presentation in Speaking for Argumentative Purposes Classroom”. English Education Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. The problem of this research is the lack of information regarding the metacognitive strategies employed by students in managing their speech presentations in the Speaking for Argumentative Purposes classroom. This study aims to identify the metacognitive strategies used by students in general and to describe the use of metacognitive strategies in terms of planning, monitoring, strategy management and information processing, problem solving (debugging), and evaluation in managing argumentative speech presentations. This research employed a quantitative method with a descriptive survey design. The data were collected through a closed-ended questionnaire using a Likert scale consisting of 25 statements. The population of this study was all fifth and seventh semester students of the English Education Program at UIN Mahmud Yunus Batusangkar in the academic year 2025/2026. The total number of respondents was 82 students, selected using total sampling technique. The data were analyzed using descriptive statistics with the assistance of SPSS 26. The results of the study indicate that students actively employ metacognitive strategies in managing their argumentative speech presentations. Overall, 48 students (58.5%) demonstrated a dominant level of metacognitive strategy use, with an overall mean score of 96.45. In terms of planning, metacognitive strategies were employed by 49 students (59.8%) with a mean score of 19.62, while monitoring strategies were used by 43 students (52.4%) with a mean score of 27.05. Furthermore, strategy management and information processing strategies were applied by 40 students (48.8%) with a mean score of 23.01, and problem-solving/debugging strategies were used by 41 students (50%) with a mean score of 11.35. Data evaluation emerged as the most dominant metacognitive strategy, with the highest percentage of 92.7% (76 students) and a mean score of 15.41, indicating that students consistently evaluated both the process and outcomes of their speech presentations. Therefore, it can be concluded that the use of metacognitive strategies plays an important role in helping students manage their argumentative speech presentations effectively.