| dc.description.abstract | Listening is one of the skills that learners should master in language
learning, along with speaking, reading, and writing. The appropriate strategies are
needed to reach the expected goal, especially in listening comprehension. The
important part of helping learners to be more effective and, importantly, more
autonomous is to develop metacognitive awareness, which is related to the
strategies used to comprehend the listening skills. This study is intended to find out
the metacognitive listening strategies that listeners use to face the difficulties in the
process of listening, and the way they engage in using the metacognitive strategies.
This thesis is conducted by using both qualitative and quantitative methods.
The researcher collect the data using a quantitative data instrument, which is MALQ
(Metacognitive Awareness Listening Questionnaire) to acquire learners knowledge
about the strategy used. Then followed up by interviewing a subset of the
participants to learn more detailed information about the way they engage in using
the metacognitive strategies, and providing a more thorough understanding of the
results.
Based on the results, the metacognitive strategy that is mostly used by the
participants is “problem solving” than other types of strategy. Then, followed by
“directed attention”, “planning and evaluation”, “mental translation”, and the last
strategy that is rarely used is “person knowledge”. In addition there are 43
participants who have filled the questionnaire. 20 persons had the high level of
metacognitive listening strategies, 23 persons had the medium level, and zero
person in low level of metacognitive listening strategies. It can be concluded that
the participants are aware and have used the effective strategies to overcome their
difficulties in listening comprehension. Moreover, they engaged in using
metacognitive strategies in many ways. Based on the results of interview, participants reported that using experiences, knowledge, understanding the idea and
the context to help them comprehend the meaning of the words they didn’t know as
the “problem solving” strategy they used. As for “directed attention” strategy, they
more likely remove distractions around them, in order to be more effective in
listening what the speaker are saying. In “planning and evaluation they tend to
prepare the material that will be discussed in class by learning the certain topic and
increasing vocabulary by listening to something in English. All the participants tend
to translate in mind as they listen, as “mental translation” strategy. The last one is
“person knowledge”. In this case, all the participants thought that listening is a
challenge because of many factors, such as source’s word or terms, new phrase,
topic, text type, context, or pronunciation which they may not have heard of before. | en_US |
