Teachers’ perception on the role of warm up activities in developing students’ metacognitive knowledge at efl classrooms in Surabaya

The revision of taxonomy in the curriculum 2013 (K-13) of Indonesia added the metacognitive knowledge in the original taxonomy. That is because metacognitive is important knowledge that emphasis on the students’ knowledge of cognition in general such as their knowledge and awareness of one’s own cognition and strategy used in learning process. In EFL classrooms, the teachers can help the students to develop the students’ metacognitive knowledge learning through activities. Teachers can do the activities that stimulate metacognitive students at the start through warm up activities. Warm up activities is a short activity presents in the beginning of the lesson that have many kinds of interesting activities to encourage the students in using English such as games, question and answer, role play, storytelling, video, pictures, and et cetera. Furthermore, there were many studies revealed the significance of warm up activities in some skills of English learning. Therefore, because of the metacognitive knowledge and warm up activities have significant roles in language learning process, this research provides a portrait of teachers’ perception on the role of warm up actives that beneficially on the development of students’ metacognitive knowledge including the types of warm up, the ways in using warm up, and the function of warm up toward this matter. To obtain the result, the research conducted descriptive qualitative research by interviewing six English teachers from the different schools in Surabaya who have experienced in applying warm up activities in the beginning of lesson. The result of the study shows that the teachers perceived there are five types of warm up to develop metacognitive knowledge: question and answer, games, videos, pictures, and storytelling. The ways on using those five types of warm ups are depending on the teachers, and there are three functions of warm up activities to develop metacognitive knowledge are helping students in predicting the information, leading students in identifying learning progress, and guiding learners to develop habits of asking.