THE EFFECT OF METACOGNITIVE STRATEGY ON IMPROVING TOEFL LISTENING PERFORMANCE OF SENIOR STUDENTS IN “NOON REGULAR” ENGLISH DEPARTMENT OF MATARAM UNIVERSITY

Madina, Kris Ayu (2017) THE EFFECT OF METACOGNITIVE STRATEGY ON IMPROVING TOEFL LISTENING PERFORMANCE OF SENIOR STUDENTS IN “NOON REGULAR” ENGLISH DEPARTMENT OF MATARAM UNIVERSITY. S1 thesis, Universitas Mataram.

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Abstract

The study was aimed to investigate the effect of Metacognitive Strategy on improving TOEFL listening performance of senior students in “Noon Regular” English Department of Mataram University. The research design of this study was experimental study with a purpose to identify whether the use of Metacognitive Strategy gives significant effect to improve students‟ TOEFL listening ability. The population of this research was 146 the seventh and ninth semester students and the sample was 40 students equally divided into experimental and control groups. The sample was chosen by purposive sampling with TOEFL score “400” as the required characteristic. The experimental group received five-session treatments of metacognitive strategy through Cognitive Academic Language Learning Approach (CALLA). The data were collected by using pre-test and post- test by using TOEFL Listening Comprehension Test supported by Metacognitive Awareness Language Questionnaire (MALQ). A t-test was used to analyze the data. It was proved that the total value of t-test (3.25) that is higher than the confidence level of 95% which is 2.021 and 99% which is 2.704. In addition, the results of Metacognitive Awareness Language Questionnaire (MALQ) showed that metacognitive strategy facilitated students to become more strategic, concentrated, less anxious, and assess their learning. Thus, it was concluded that Metacognitive Strategy had a significant effect on improving TOEFL listening of senior students in “Noon Regular” English Department of Mataram University.

Item Type: Thesis (S1)
Keywords (Kata Kunci): Metacognitive Strategy, TOEFL Listening, Senior Students, Cognitive Academic Language Learning Approach (CALLA), Metacognitive Awareness Language Questionnaire (MALQ).
Subjects: L Education > L Education (General)
Divisions: Fakultas Keguruan dan Ilmu Pendidikan
Depositing User: Ahmadi S.Si
Date Deposited: 21 Aug 2017 04:21
Last Modified: 21 Aug 2017 04:21
URI: http://eprints.unram.ac.id/id/eprint/194

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