Rahma, Adillah Elifta (2022) Fostering students’ listening comprehension skill through metacognitive strategies instructions: an action research study / Adillah Elifta Rahma</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Listening is broadly seen as a Cinderella skill that is often underrated and gained little attention in second language learning educational research (Nunan 1997). In fact listening is a complex skill to be mastered. Regarding its complexity many EFL students encounter some problems in listening. The subject of this study 32 middle school students in one of the Junior High Schools in Malang in the academic year 2022/2023 experienced this listening problem. During the preliminary study this study found three listening problems 1) high-speed rate recording 2) paucity of vocabulary size and 3) lack of homophones knowledge. Therefore this study sought to find how implementing Metacognitive Strategies Instructions (MSI) could enhance students rsquo listening comprehension skills. This study employed Classroom Action Research in one cycle. This study was done in eight meetings in which the preliminary and final tests were done in the first and last meetings. Each meeting employed metacognitive strategies and Three-Phase Technique simultaneously 1) the Planning stage with the Pre-listening phase 2) the Monitoring stage with the Whilst-listening phase and 3) Evaluating stage with the Post-listening phase. Firstly the planning stage facilitates the students to do pre-activity before listening to the audio or video such as exposing background knowledge conducting pre-discussion and exposing with directed attention strategies. Secondly the monitoring stage requires the students to listen to the listening input while practising mental translation strategy. Lastly the evaluating stage gives the students exposure to evaluate their performance and achievement through performance evaluation strategic evaluation and post-discussion. The collaborator helped the researcher to plan the action decide the criterion of success implement the action observe the action and reflect on the action. The materials used in this study are designed based on the English syllabus for Junior High School KD 3.3 and 4.3 about asking and giving information about suggestions and KD 3.4 and 4.4 about asking and giving permission. This study is considered to be successful based on the result of their final listening test score. If all of the students received 10 points higher on their final test compared to their preliminary test it means that this study was successfully implemented. The data was gathered qualitatively through observation sheets field notes students rsquo interviews students rsquo questionnaires and quantitatively through students rsquo listening scores. The study presented a teaching scenario of MSI in listening activity which improved students rsquo listening comprehension. This study also found several trends of MSI that can improve students rsquo listening skills namely strengthening students rsquo prior knowledge incorporating process-based discussion and the importance of teacher rsquo s talk in MSI. Therefore based on the findings of this study the implementation of MSI needs to be taken seriously as one of the alternative ways to solve the problems in listening specifically and English generally. Furthermore for further research in the same realm it is urged to employ the results of this study as one of the references for conducting research in similar fields of the study. However deeper evaluation concerning the findings of this study also needs to be taken into account as this study has limitations in the time constraints limited metacognitive strategies used and students rsquo differences.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 30 May 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/322534 |
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