When Students Start Asking Why: How Metalinguistic Awareness Begins

     When we think of English class, most of us probably imagine reading, writing, or speaking exercises that follow predictable patterns. But in one junior high school classroom in Tangerang, something else started to happen something subtle, often overlooked, yet deeply important. It’s called metalinguistic awareness, and it quietly shapes how students learn, reflect, and grow as language users. At first glance, metalinguistic awareness might sound like a complex academic term. But it’s actually quite simple. It refers to the ability to think about language not just use it. When students start asking, “Is this sentence correct?” or “Why do we say it this way in English but not in Indonesian?” they’re doing more than practicing English. They’re reflecting on how language works. And that reflection is the key.

In this research, students were not given grammar lectures or worksheets. Instead, they were asked to engage in discussion-based learning. Through group conversations about English texts, students naturally stumbled upon questions of structure, word choice, and meaning. Some paused mid-sentence to correct themselves. Others asked their peers why certain phrases sounded wrong. These moments, though spontaneous, are signs of emerging metalinguistic awareness. What makes this classroom different is the environment. The teacher didn’t just ask for right or wrong answers but encouraged open discussion where curiosity led the way. This allowed students to go beyond using English to actually noticing English its forms, its functions, and its quirks.

Research has shown that Indonesian students often struggle with grammar and structure, even in higher education. They might use writing tools like Grammarly, but that doesn’t mean they’re truly aware of why corrections happen. This study wanted to zoom in earlier, at the junior high level, and see how reflection could naturally arise in a more interactive setting. And it worked. Students didn’t just speak; they listened, questioned, and adjusted. Their awareness wasn’t forced it emerged. The setting also mattered. The school, SMP Muhammadiyah 4 Tangerang, was chosen because of its engaged eighth-grade students. The researcher had previous internship experience there, which built trust and made it easier to observe students in their natural classroom rhythm. What’s interesting is that even without formal instruction in linguistic theory, these young learners showed signs of higher-level thinking just by talking with one another.

The findings suggest something powerful: that metalinguistic awareness doesn’t always need direct instruction. It can be cultivated through classroom design that encourages active listening, collaboration, and self-expression. For teachers, this is a reminder to make space for reflection in their classrooms. For students, it’s a chance to become not just better English speakers but better thinkers. Language isn’t only about fluency. It’s about awareness. And sometimes, the best way to build that awareness is not through rules and drills but through simple, meaningful conversation.