Metacognitive Listening Strategies Used by the Students of English Education Study Program

Handayani, Retno Metacognitive Listening Strategies Used by the Students of English Education Study Program. Metacognitive Listening Strategies Used by the Students of English Education Study Program.

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Abstract

This research is qualitative research. The aim of this research was to investigate types of metacognitive listening strategies use most and least frequently by the students of English Education Study Program. The respondents were 61 males and females filled the Metacognitive Awareness Listening Questionnaire (MALQ) developed and validated by Vandergrift et al (2006). It includes the five subparts, those are problem solving, directed attention, person knowledge, planning and evaluation, and mental translation. The result revealed that respondents used problem solving most frequently that were 111 responses from each item of problem solving strategy were chosen strongly agree by respondents than other four metacognitive listening strategies. On the other hand, mental translation was reported to be the least used strategies by the respondents that were only 38 responses from each item of mental translation strategy were chosen strongly agree by respondents. Furthermore, respondents tend to use their knowledge to help them understand rather than translating word by word in their mind. Key words: metacognitive listening strategies, metacognitive awareness.

Item Type: Article
Subjects: L Education > L Education (General)
Depositing User: Retno Handayani
Date Deposited: 21 Feb 2018 03:42
Last Modified: 21 Feb 2018 03:42
URI: http://repository.umrah.ac.id/id/eprint/368

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