Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks

Metathesis: Journal of English Language, Literature, and Teaching

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Field Value
 
Title Metacognitive Strategies Used by EFL Listeners: A Student Need Analysis in Developing Listening Tasks
 
Creator Wulanjani, Arum Nisma
Indriani, Lilia
 
Subject listening; metacognitive strategies; MALQ
 
Description Listening has been claimed as one of the most challenging skill to teach since many research found that the students, especially EFL students, still worried when having a listening  class. Listening still gives a fear for the students as long as they couldn’t deal with their worriness in joining listening class. It may be caused by their nescience in figuring out what strategy they could use while they are trying to do listening tasks given.This study aims to investigate metacognitive listening strategies used by EFL students in listening class. This study is to find out what strategies mostly adopted by the students in listening class. Besides, this study also tries to propose a need mapping for constructing listening tasks. The students were English Departmenet students of Universitas Tidar. In this study, the data were collected by using Metacognitive Awareness Listening Questionnaire (MALQ) adopted form Vandegrift. The results revealed that the students mostly used problem-solving strategies while doing listening tasks. The use of this strategy implies that most of the students belong to effective listeners. On the other hand, the use of mental translation is the least use among the students. These results are needed  as one of the basic needs in developing listening tasks. The result could give a clear guidance and limitation for developing listening tasks for the students.  
 
Publisher English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer
 
Contributor Kemenristekdikti, DRPM
 
Date 2019-05-17
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://jurnal.untidar.ac.id/index.php/metathesis/article/view/1316
10.31002/metathesis.v3i1.1316
 
Source Metathesis: Journal of English Language, Literature, and Teaching; Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching; 60-69
2580-2720
2580-2712
10.31002/metathesis.v3i1
 
Language eng
 
Relation http://jurnal.untidar.ac.id/index.php/metathesis/article/view/1316/944
 
Rights Copyright (c) 2019 Metathesis: Journal of English Language, Literature, and Teaching
http://creativecommons.org/licenses/by-sa/4.0
 

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