DEVELOPING TEACHING PROCEDURE OF LISTENING COMPREHENSION THROUGH METACOGNITIVE STRATEGY
DOI:
https://doi.org/10.46827/ejel.v0i0.2892Keywords:
developing, teaching procedure, listening, metacognitive strategyAbstract
In the context of education at the elementary, secondary and tertiary level, communicative competence in English has a function as a tool for accessing information, fostering interpersonal relationships, and exchanging information. Listening activities have a portion of 45% of communication skills, which is also the basis for the acquisition of foreign languages which includes all three other language skills (speaking, reading, and writing). However, so far there has been a gap between expectations and reality in learning listening courses in higher education, especially in the UMN Al-Wasliyah English Language Education Study Program. In accordance with the observations of researchers as teaching staff in the UMN Al-Wasliyah English Language Education Study Program, there are still many students who do not have adequate knowledge and skills in listening courses. The purpose of this study is to realize the learning process of listening courses that can improve students’ thinking through metacognitive strategies. The results of this development are useful to improve the quality of the process and student achievement and also have a strategic function in the learning process, which can increase students' confidence, responsibility, and motivation. The research subjects were students of the English Language Education study program UMN Al-Wasliyah in the fourth semester of the 2018/2019 academic year as many as 30 people. Data collection techniques that will be used are questionnaires, document surveys, interviews, observations, and tests.
Article visualizations:
References
Arikunto, Suharsimi (2005). Dasar-Dasar Evaluasi Pendidikan (Edisi Revisi). Jakarta: Bumi Aksara.
Baker, L. (2002). Metacognition in comprehension instruction. In C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77–95). New York: Guilford Press.
Beran, M. J., Brandl, J. L., Perner, J., dan Proust, J. (2012). Foundation of Metacognition. Oxford: University Press.
Berg, Bruce, L. (2007). Qualitative Research Method for the Social Science: An Introduction to Theory and Methods. Boston: Allyn and Bacon, Inc.
Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, Remembering, and Understanding. In handbook of child psychology (pp. 77-166). New York: Wiley.
Cauldwell, Richard T. (1998). Faith, Hope, and Charity: The Vices of Listening Comprehension. The Language Teacher Online, 22(7).
Cubukcu, F. (2008). Enhancing Vocabulary Development and Reading Comprehension through Metacognitive Strategies. Issues in Educational Research, 18 (1).
Depdikbud (1995). Kamus Besar Bahasa Indonesia. Jakarta: Balai Pustaka.
Dick, W. Carey, L. & Carey, J. O. (2005). The Systematic Design of Instruction. Illonis, Glenview: Scott, Foersman and Company.
Dunkel, P. (1986). Developing listening fluency in L2: Theoretical principles and pedagogical considerations. The Modern Language Journal, 70, 99–106.
Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal, 75, 173-180.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–235). Hillsdale, NJ: Erlbaum.
Flavell, J. H., P. H. Miller, and S. A. Miller (1993). Cognitive Development. 3rd ed. Englewood Cliffs, NJ: Prentice Hall.
Garner, R. (1987). Metacognition and Reading Comprehension. Norwood, NJ: Ablex Publishing.
Gilakjani, A. P. dan Ahmadi, M. R. (2011). A Study of Factors Affecting EFL Learners' English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, Vol. 2, No. 5, pp. 977-988, (online), (http://www.academypublication.com/issues/past/jltr/vol02/05/05.pdf) diakses 17 Oktober 2015.
Hartman, H. J. (2001). Metacognition and Learning Instruction. New York: Springer.
Jacobs, J. E., & Paris, S. G. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.
Macaro, E., Vanderplank, R., & Graham, S. (2005). A systematic review of the role of prior knowledge in unidirectional listening comprehension. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
Nation, I. S. P. dan Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. New York: Routledge.
Nation, I. S. P., dan Macalister, J. (2010). Language Curiculum Design. New York: Routledge.
Nord, J. R. (1980). Developing listening fluency before speaking: an alternative paradigm. System 8 1: 1–22.
Rost, M. (1994). Introduction to Listening. London: Penguin Group
Rusman (2012). Model-Model Pembelajaran: Mengembangkan Profesionalisme Guru, Jakarta: PT Grafindo Persada.
Schneider W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain and Education. 2(3):114–121.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53, 168–176.
Vandergrift, L., & Tafaghodtari, M. 2010. Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study. Language Learning, 60, 470-467. http://dx.doi.org/10.1111/j.1467-9922.2009.00559.x
Vandergrift, L. 2003. Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53, 463–496.
Vandergrift, L. (2004). Listening to Learn or Learning to Listen? Annual Review of Applied Linguistics, 24, 3-25
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
