1

CHAPTER I

INTRODUCTION

This chapter presents a general description of what this study deals with. It

contains background of the study that provides some review of related literatures. Then

it is followed by stating research problems to highlight the research design of this study.

Objective of the study then stated after research problem. To convince the readers that

this study is worth enough to be conducted, the writer mentions the significances of the

study. Delimitation of the study is also included by the writer to limit this study. The last

is definition of key terms that is written by the writer to explain some terms.

1.1 Background of the Study

There are some research findings which have revealed that anxiety has

negative impact on teaching and learning process, especially in the student’s listening

comprehension performance (e.g. Aydin, 2009, Xu, 2011; Golchi 2012; Atasheneh and

Izadi 2012; Serraj and Noordin 2013; Afsar and Hamzavi, 2014; Han, 2014). All of

those previous studies agree that foreign language anxiety give a negative impact to the

students’ listening comprehension. To make the students perform well in teaching and

learning process of listening comprehension, the language teachers should prevent the

students from anxiety. If we want students to be successful in listening comprehension

performance in foreign language learning, an important step, is to create a positive low-

anxiety atmosphere within the class room (Sharif and Ferdous, 2012).
Language teachers usually face some listening difficulties experienced by the

students. These difficulties may be due to some factors: the familiarity of the

vocabulary, the familiarity of the topic, the structure of the information, and the
1
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information conveyed by the speakers. Another factor that is faced by the students in

listening comprehension activities is when students are incapable of keeping up with the

speech rates. Those factors often create a high level of anxiety which can affect students'

attention to the materials. Sharif and Ferdous (2012) reveal that listening

comprehension anxiety is associated with attributes of the teachers and learners,

materials and process, and other factors.

Those difficulties affect the students’ performance during listening

comprehension activities. When the students face some difficulties in listening

comprehension, they feel anxious during teaching and learning process. The anxiety

which is experienced by the students in teaching and learning process will give some

negative impacts to the students. The students will feel bored during teaching and

learning process. The students will have no idea about what they have to do during

teaching and learning activities. Then, when the students are faced by a listening

comprehension test, they will get low score. As the cause or the effect of poor

performance on tests, anxiety has been considered to be one of the important affective

factors which relates to success or failure in language learning. Referring to Smith and

Schroth (2014), anxiety is especially prevalent in academic contexts because students

are in an environment in which they will be evaluated.

To overcome that problem, teachers need to teach a strategy that can be used by

the students in teaching and learning process of listening comprehension. The

importance of strategy in listening comprehension has been shown by some previous

studies. Golchi (2012) reveals that listening anxiety has negative correlation with

listening comprehension and listening strategy use. The strategy taught by the teachers

will assist the students in listening comprehension activities. Much more useful are

strategies that help language acquisition (Krashen, 2013).

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The students need to be introduced by some strategies that can help them in

improving their listening ability. It is important to teach the students clearly why

and how to use strategies in appropriate situations. An appropriate strategy will help

the students to get well understanding on the spoken discourse that they listen. Zhang

(2012) found that the increased use of listening strategy contributed positively to

listening comprehension, which led to the implication that formal strategy training

should have a role in the foreign language listening classroom.

Another benefit of the use of strategy in listening is to increase the students’

confidence when they are doing some activities in listening comprehension. Listening

strategies correlate significantly with both listening comprehension and self-efficacy

(Kassem, 2015). Anxious feeling will affect the students’ psychological condition

during teaching and learning process of listening comprehension. It is important to

increase the students’ confidence during listening comprehension activities to prevent to

students become anxious. When the students know what strategy that can be used, they

will be more confidence during the listening comprehension activities because they

have good preparation and good management.

It is the role of the teachers to provide amount chances for the students to apply

some strategies in teaching learning process, particularly in listening comprehension.

Those implemented strategies can provide some beneficial for both the teachers and the

students. Vandergrift (2004) opines that the strategy then can be used for diagnostic

purpose, particularly in helping the less skilled listener to discover and try out more

efficient strategy.
Listening strategies have some advantages for the students. According to

Rahimi (2012), by practicing listening strategies, learners become self-regulated

listeners and can succeed in accomplishing different tasks with different levels outside

the classroom contexts. The need of the strategy usage usually considered based on the
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listening purposes. The listening comprehension purpose will influence the strategy

used by the students. The listening strategy used will influences on the success of

listening comprehension process. Richards (2008) explains that successful listening can

also be looked at in terms of the strategies the listener uses when listening.
In this study, the writer will optimize a strategy that is proposed by Vandergrift

(2004) and Goh (2008). Both of them propose metacognitive instruction in listening

comprehension. The students’ metacognitive knowledge about listening influences the

outcome of their listening comprehension because it influences the manner in which

learners approach the task of listening and learning to listen (Goh, 2008). How the

students approach the listening comprehension activities will influence their listening

comprehension performance. Students who have appropriate activities’ knowledge

about listening may plan, monitor and evaluate what they do, compared with those who

approach listening in a random or incidental manner (Goh, 2008).

There are some studies about the use of metacognitive instruction done by

some previous researchers. In this part, the writer reviews ten of those previous studies.

It is aimed to give a clear and strong basic for the position of the present study. Those

previous studies reviewed by the writer are not only concerned with the use of

metacognitive instruction in listening, but also in other skills. Metacognitive instruction

is significantly help the students to become independent learners. Birjandi and Rahimi

(2012) states that when students learn how to plan for a listening task, how to monitor

their comprehension and how to evaluate their performance, they take on more

responsibility for their learning, which is a pre-requisite for self-regulated learning. All

the stages in metacognitive instruction provide the awareness of the students on what

they are doing during listening comprehension activities.

In line with this, Rasouli, et. al. (2013) also reveal that metacognitive

instruction contains a number of components that help students construct their

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learning styles from a dependent to an independent way with planning, monitoring,

motivation, organization and self-regulation. By implementing metacognitive

instruction, the students gain effective and meaningful learning that lead them to

become directed learners.

Metacognitive instruction does not only allow the students to be self-regulated

learners, but also free the students from boredom during the listening comprehension

activity. According to Malik, et. al. (2013), metacognitive instruction not only provides

the students with the knowledge and control over their listening process, but it also

enhances the students’ motivation. The students can maintain their motivation because

they become active listeners who receive the information and become responsible for

every single activity in metacognitive strategies.

Another advantage on the use of metacognitive instruction is about listening

comprehension performance. The students who apply metacognitive instruction

significantly perform higher than those who do not apply metacognitive instruction in

listening comprehension test. Listening comprehension test is usually used by teachers

to measure the students’ level of comprehension. Tabeei, et. al. (2013) in their

experimental research reveal that metacognitive strategy has positive effect on

listening comprehension of Iranian EFL learners. It can be seen that the students’

performance in the experimental group was significantly more than the students’

performance in the control groups. The significantly higher performance of the

experimental groups can be influenced to the 6-sessions metacognitive strategy

instruction. In line with this, Nor (2013) who also conducted an experimental research

found that different treatment used for experimental group and the control group gave a

significant different result on the students’ ability of listening comprehension. In which

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the experimental group received metacognitive instruction as a strategy used in listening

comprehension.
Related to the use of metacognitive strategy in other skills, Zhang and Seepho

(2013) give insight on the use of metacognitive in reading skill. The study was done at

Guizhou University in China. The study reveals that there was a significant positive

correlation between metacognitive strategy use and English reading achievement. In

line with this, Ahmadi et. al. (2013) also mention that metacognitive reading

comprehension skill has a positive effect on learning a second language and learners can

gain the skills they need for effective communication in English. Both of those studies

show the significance of metacognitive instruction in reading comprehension skill.

There are also some studies that support the use of metacognitive instruction in reading

comprehension (e.g. Alsheikh & Mokhtari, 2011 and Jou, 2015).

Metacognitive instruction also can be implemented in writing. Lv and Chen

(2010) conducted a study on the use of metacognitive strategy in writing. The study was

done in one of vocational schools in Chine. The study revealed that once learners have a

good command of metacognitive strategy, they will become more independent and

autonomous and will be more capable of planning, monitoring and evaluating their

learning process and thus become efficient learners.

1.1.1. The Nature of Listening Comprehension
Listening can be defined as a process of receiving and organizing what has

been spoken by others. The goal of listening itself is how the listener can give an

appropriate response to the speaker. Richards (2008) states the main function of

listening in second language learning is to facilitate understanding of spoken discourse.

The response given by the listener will accommodate the involvement of the listener in

the whole communication process.

In teaching listening, the teachers usually take into account about students’

answers. The teachers just take into account on how many students’ answers are correct
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and how many students’ answers are incorrect. The teachers consider that students’

correct answers can represent students’ understanding or comprehension on the listening

material given. The teachers do not consider on how the students come to that answers

or students’ cognitive process during listening comprehension. The teachers also do not

realize on the students psychological condition while they are doing listening activities.

Whereas, Vandergrift (2004) says that the successful listener used an effective

combination of metacognitive and cognitive strategies.

Listening is always considered as the most intrinsic of the four language skills.

Vandergrift (2004) says that listening deals with psychological and cognitive process in

different stages. Because of this reason, the importance of listening cannot be seen

directly. The indicator about the students’ engagement in conveying the meaning of

communication is only measured by their speaking or writing performance. For most

people, being able to claim knowledge of a second language means being able to speak

and write in that language (Richards and Renandya, 2002). Whereas, they do not realize

that the students are able to speak because they listen well to understand the

information.
The teachers cannot see what is going on in the students’ mind during the

listening comprehension test. The teachers can only see the result of the test achieved by

the students: high or low. Thus, research on instruction in listening must take into

account on how to teach the students to manage and to monitor their thinking process

during the listening comprehension in order to come to the right answer chosen. The

research better focuses to teach the students the way to listen rather than listen to learn.

Since the research will provide the students with a tool that can be implemented in the

students’ listening comprehension activities.

The consideration towards listening instruction is changing. Long time ago,

listening was considered as a passive activity and did not decent the researcher’s
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interest. Nowadays, listening was considered as active activity similar to writing and

speaking. The active process in listening is intended to the process of understanding the

listening materials produce by the speakers. This process of understanding is considered

as an attempt to get the content and purpose of communication. The utility of listening

instruction has been underscored by language learners who want to learn to understand

spoken texts in the target language and to interact with native speakers (Vandergrift,

2004).
There are various listening activities in the classroom such as listening for

perception and listening comprehension. In listening for perception, the core purpose is

intended to make the students familiar with correctly different sounds, sound-

combinations, and intonations. This activity is used by teachers to introduce some word

sounds in English. Otherwise, listening comprehension emphasizes on the ability of the

students to understand the spoken materials.

Listening comprehension take focus more on the understanding of explicit or

implicit statements. From those varieties of listening activities, the writer focuses on

elaborating listening comprehension rather than listening for perception. By focusing on

listening comprehension, the writer can give opportunities for the students to develop

their metacognitive skill. This will assist the students to become skilled learners. Once

students are made aware of successful strategies and more importantly discover the

learning strategies that suit them best, they will be better motivated and thus able to

become more effective learners (Birjandi and Rahimi, 2012).

During listening process in the classroom, some factors may contribute in

appearing difficulties and resulting low achievement. Those factors will lead the

students to feel anxious during the teaching and learning process of listening

comprehension. As the writer mentioned above, anxiety has negative effect on the

students’ performance. Students who reported lower anxiety in the FLCAS received
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higher scores in listening test, and those who felt tense and anxious were predicted to,

and did receive lower scores (Atasheneh and Izadi, 2012). Thus, teachers need to teach

strategy to the students to overcome their anxiety feeling in doing listening activities

during teaching and learning process. The teachers must provide the students with an

appropriate strategy such as metacognitive instruction.

1.1.2. Metacognitive Instruction in Listening Comprehension
Metacognitive instruction is a strategy which enables the students to be more

independent listener and less anxious. This strategy will teach the students learning to

listen rather that listening to learn. Vandergrift (2004) says that metacognitive strategy

underlying this approach helps listeners become more aware of how they can use what

they already know to fill gaps in their understanding. The awareness of the students

convey on two dimensions. Referring to Goh (2008), the proposed metacognitive

instruction framework comprises two key components of metacognition: metacognitive

knowledge and metacognitive strategies. In metacognitive instruction, metacognitive

knowledge consists of: person knowledge deals with the learning style of the listener;

task knowledge deals with the knowledge of the task given to the listener; and strategy

knowledge deals with some ways can be elaborated by listeners effectively.

Another dimension of metacognitive instruction is metacognitive strategies.

Metacognitive strategies in this instruction consist of three different strategies: planning

is aimed to determine comprehension or learning objectives and deciding the means by

which the objectives can be achieved; monitoring is aimed to check the progress of

unfolding comprehension or overall listening development plans; evaluating is aimed to

determine the success of one’s efforts at processing spoken input or the outcome of a

plan for improving one’s listening abilities.

Each stage of metacognitive strategies has their own significances. Planning is

important because it is used as a preparation for the students. By passing planning stage,
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the students are able to plan on what aspect they need to direct their attention. Once

students know topic and text type, they predict types of information and possible words

they may hear during their listening comprehension activities.

Monitoring also has its own benefits. It is the stage where the students

implement what they have planned in planning stage. Students verify initial hypotheses,

correct as required, and note additional information understood. Students compare what

they have written with peers in planning stage, modify as required, establish what needs

resolution and decide on details that still need special attention before they come to the

final answer. Monitoring stage is significant to the students because this is the stage

where they can support their answer for the particular question.
The last stage in metacognitive strategies is evaluating. This stage consist of

class discussion in which all contribute to reconstruction of the text’s main points and

most pertinent details, interspersed with reflections on how students arrived at the

meaning of certain words or parts of the text.

From those previous studies, it can be concluded that metacognitive strategies

can also be applied in other skills such as reading and writing, instead of listening.

Based on those previous studies mentioned above, it can be concluded that it is

important to equip the students with a strategy particularly metacognitive strategy to

assist them perform in the test particularly in listening comprehension test. The strategy

is also aimed to make the students to be independent learners.

Considering the benefits of metacognitive instruction implementation in

listening comprehension as stated by some previous researches above, it is expected that

this strategy can help the students to improve their listening comprehension

performance and prevent them from anxious feeling during listening comprehension

activities. Kurita (2012) argues that teaching metacognitive knowledge is the key to

improving listening comprehension as well as reducing anxiety.

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Metacognitive instruction can increase students’ confidence because they know

what they have to do during the listening comprehension test. It also boosts the students

to become more independent learners. They can plan, monitor, and evaluate their own

listening comprehension performance during the test. The use of metacognitive

instruction also increases the students’ motivation during listening comprehension test

because they become active listeners. Then finally they can improve their listening

comprehension performance. Based on those considerations, the writer is intended to

apply metacognitive instruction in conducting his classroom action research. It is

supported by Al-Alwan, et. al. (2013), suggest that metacognitive strategies awareness

should be targeted in classroom instruction. It is expected that by implementing this

strategy, the teacher is able to provide better teaching and learning process in listening

comprehension class.
In English department of Teacher Training and Education Faculty at

Universitas Islam Darul ‘Ulum Lamongan, listening is taught started from Listening

Comprehension I, Listening Comprehension II, and Listening Comprehension III. This

present study will focus on the implementation of metacognitive instruction in Listening

Comprehension II course. Listening Comprehension II is a course which is designed for

second semester students. By implementing metacognitive strategy in Listening

Comprehension II course, it is aimed that both the teacher and the students can improve

their teaching and learning activities in listening comprehension. In Listening

Comprehension II, the focus is on how the students understand the text rather than

recognize stress or pronunciation of the vocabularies. Another purpose aimed by the

writer in conducting this study for Listening Comprehension II is preparing the students

to have good performance in TOEFL test. In second semester, the students get TOEFL

test required by university policy.

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Although there are some studies showed the effectiveness of metacognitive

strategy in listening and other skills, it still needs further elaboration to show the

effectiveness of metacognitive strategy used in English department of Teacher Training

and Education Faculty at Universitas Islam Darul ‘Ulum Lamongan. The present study

is convincing enough to be conducted because of two reasons. First is because of the

differences of setting and subject of the study. Most of those previous researches were

conducted abroad, where the countries use English as their second language. In this

present study, the subjects of the research use English as foreign language. Therefore it

is emerged to know whether this strategy still can be implemented successfully in

Indonesian context or not. As we know that in Indonesia English is considered as

foreign language. The second reason is laid on the research design. In most of those

previous researches, metacognitive instruction was implemented in experimental study.

This present study will be conducted by taking classroom action research as the research

design. The difference of research design will reveal whether the strategy still can be

implemented in another research design or not.

1.2 Research Problems

Based on the background of the study above, the writer formulated the

research problem as follows: “How can metacognitive instruction be implemented

to improve second semester students’ of English department listening

comprehension?”

1.3 Objective of the Study

Based on the background of the study previously discussed, the objective

of the research is aimed at describing how metacognitive instructions can improve

the listening comprehension skill of second semester students of English

Language Teaching Department of UNISDA Lamongan.

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1.4 Significance of the Study

Theoretically, this present study can strengthen the current belief on the

effectiveness of metacognitive instruction in listening comprehension. Another

significance of this present study can be in form of practical significance. Practical

significance correlates with contribution to the improvement of practices (Latief,

2013). Related to the practical significance, the finding of this present study is

expected to reveal the effectiveness of implementing metacognitive instruction to

improve the students’ listening comprehension, so that this strategy can be used by

other teachers to be implemented in listening comprehension class or by some

other researchers to be applied in the future research.

1.5 Delimitation of the Study

This present study is focused on the implementation of Metacognitive

Instructions to improve listening comprehension skill of the second semester

students of English Department of UNISDA Lamongan.

1.6 Definition of Key Terms

1.6.1 Listening comprehension is one of language skills that can be defined as a

process of receiving and organizing what has been spoken by others

through hearing sensitivity.

1.6.2 Metacognitive Instruction is a strategy in listening comprehension consists

of three stages those are planning, monitoring, and evaluating.

CHAPTER II

RESEARCH METHOD

This chapter presents a description of the research method including the research

design, the setting and the subject of the research, research procedures that include
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preliminary study, planning, implementing, observing, and reflecting, and research

instruments.

2.1. Research Design

In this study, the writer will take Classroom Action Research as the research

design. Classroom Action Research is chosen by the researcher because of some

difficulties faced by students in listening comprehension test based on the writer’s

conclusion. The writer’s conclusion is driven from the observation during teaching

process done by the writer. According to Latief (2013), Classroom Action Research

aims at developing a certain instructional strategy to solve practical instructional

problems in English classroom. In this study, the writer is eager to know the

effectiveness of his teaching activities and students’ achievement particularly in

listening comprehension by using metacognitive instruction. The knowing of the

effectiveness of that strategy can be used as reflection by the writer and other teachers

during their teaching. Doing AR can reinvigorate our teaching, lead to positive change,

raise our awareness of the complexities of our work, and show us what drives our

personal approaches to teaching (Burns, 2010).

In conducting the study, the writer will work with one of lecturers in English

Department of UNISDA Lamongan collaboratively who will assist him in the some

steps related to the data gaining such as: observing, collecting, and analyzing the data.

Thus, this present study will be called as collaborative action research. In this study, the

writer will act as a teacher who will conduct activities based on the lesson plan made

while the collaborator will act as an observer. Before the study began, the writer will

describe the instruments prepared such as observation sheets and field notes to the
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collaborator (observer). This is done to avoid misunderstanding and misinterpreting

during the study activities.

2.2. Setting and Subject of the Research

This study will be conducted at English Language Teaching Islamic University

of Darul ‘Ulum Lamongan. The study will be conducted under the consideration that the

writer is one of the lecturers in that department. The writer also teach Listening

Comprehension course in English Language Teaching. By doing this study in English

Language Teaching, the writer will get some advantages for instances: in taking the data

and getting the permission.

The subject of this present study is second semester students at the academic

year of 2014/2015. Second semester of English Department consist of 35 students. They

have enough background of knowledge in listening comprehension derived from the

previous semester.
The writer will play a role as the lecturer who implements the lesson plan as

previously prepared. In this case, the writer controls the class to teach Listening
Preliminary
Preliminary Study
Study
Diagnosing
Diagnosing and
and analyzing
analyzing the
the problems
problems
Comprehension II when the study is being conducted and to implement the strategy
Most
Most of
of the
the students
students still
still have
have low
low achievement
achievement onon listening
listening comprehension.
comprehension.
Most
Most of the students face some difficulties during listening comprehension
of the students face some difficulties during listening comprehension activities.
activities.
used. Meanwhile, the writer also set a cooperation with his colleague as the

collaborative teacher who will assist him to observe the students’ and the teacher’s
Planning
Planning
activities
Designing
Designingduring
the theplan
the lesson
lesson teaching
plan of and learning
of metacognitive
metacognitive process.
instruction.
instruction.
Establishing
Establishing the
the guidelines
guidelines for
for students’
students’activities.
activities.
Deciding
Deciding
2.3. the criteria
the criteria
Research of
of success as
success
Procedures as the
the target
target of
of the
the study.
study.
There are five major steps used in Classroom Action Research. The first one is
Action
Actionthe problem as the preparation. Then it is
preliminary study that is aimed to identify Revise
Revise the
the
Implementing
Implementing the
the lesson
lesson plan
plan of
of metacognitive
metacognitive instruction.
instruction. lesson
lesson
plan/
plan/
followed by planning, action, observation, and reflection. Those steps can be best strategy
strategy
Observation
Observation
described
Observingby
Observing andthis
and following
monitoring
monitoring the picture.
the effect
effect of
of the
the implementation
implementation of
of the
the strategy
strategy during
during teaching
teaching
and
and learning
learning process
process using
using observation
observation sheet.
sheet.

Reflection
Reflection
Reflection
Reflection isis done
done to
to know
know whether
whether the the criteria
criteria of
of success
success have
have been
been reached
reached or
or not.
not.
Analyzing
Analyzing thethe collected
collected datadata by
by comparing
comparing all all relevant
relevant data
data concerning
concerning the
the effect
effect of
of
implementing
implementing the the lesson
lesson plan
plan on on the
the students’
students’performance
performance during
during teaching
teaching and
and
learning
learning process
process and
and their
their listening
listening comprehension
comprehension achievement.
achievement.
Making
Making a reflection on the result of the analysis
a reflection on the result of the analysis toto decide
decide whether
whether the
the study
study has
has met
met
the
the criteria
criteria of
of success
success or or not.
not.

Finish/Report
Finish/Report Succeed
Succeed Fail
Fail
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Figure 2.1 The Procedure for Collaborative Classroom Action Research

(adapted from Kemmis and Mc Taggart, 1988).
2.3.1. Preliminary Study
It is the first step in which the writer tries to see the preliminary condition of

listening comprehension class. The writer focused on observing listening

comprehension teaching and learning activities. The writer will gained data in form of

students’ score in listening comprehension and students’ responses toward questionnaire

given. To gain the data, the writer used pre-test to see the preliminary students’

performance in listening comprehension and questionnaire to see students’ responses.

The preliminary study was conducted on
Referring to the students’ performance in listening comprehension,
Related to the students’ responses toward listening comprehension class,
2.3.2. Planning
In planning, the writer collaboratively worked with his collaborator to

formulate the action that will be implemented. There are two points done by the writer

and the collaborator in this stage: designing the lesson plan and deciding the criteria of

success.
2.3.2.1. Designing the Lesson Plan
Designing the lesson plan was done first by both the writer and the

collaborator. It was purposed that during the action stage, the strategy can be

implemented well. The lesson plan designed by the writer and the collaborator covered:

the teaching and learning objectives, the instructional materials and media, the teaching

and learning activities, and assessment.

2.3.2.2. Deciding the Criteria of Success

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The establishment of criteria of success in classroom action research is

important. This is used as the target that can decide whether the classroom action

research only needs a cycle, or the classroom action research needs another cycle. In

this present study, the criteria of success are used to see whether the implementation of

metacognitive instruction is succeed or fail. The writer and the collaborator decided to

take two criteria of success: students’ improvement in listening comprehension test and

students’ involvement in listening comprehension activities. The improvement intended

was if the students achieved the score equal to or more than 70 in the range 1-100 in

their listening comprehension. The target score is considered from the university policy

as minimal score to get B. Then another criterion of success is if most of the students

actively involved in listening comprehension activities.

Criteria Data Sources Instrument Technique of

Analysis
100% students Result of the The students’ Listening Scoring the
achieve 70 in listening comprehension comprehension students’
listening comprehension test test answers
comprehension test
score
Most of the Result of The Observation Scoring the
students collaborator’s observation by sheet scale of
actively observation collaborator of observation
involved in how the sheet on
listening strategy has students’
comprehension solved the activities
activities problems
Result of the The students’ Questionnaire Scoring the
questionnaire responses result of
toward the questionnaire
implementation
of
metacognitive
instruction

2.3.3. Action
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Action is a phase where the lesson plan or strategy was implemented. The

writer took part as a teacher, then, the collaborator observed at the same time to get the

data related to teaching and learning activities.

The writer as the teacher controlled the class. The writer taught the class by

using metacognitive instruction as prepared in planning phase. The writer implemented

metacognitive strategy then the writer tested the students to see the improvement. While

the writer was implementing the metacognitive instruction in the class, the collaborator

was observing the teaching and learning activities. In observing teaching and learning

activities, the collaborator used by observation sheet as prepared before. It was aimed to

get an accurate data about teaching and learning activities. Both of the writer and the

collaborator discussed about teaching and learning process in the end of each meeting.
2.3.4. Observation
Observation was done by both the writer and the collaborator. The writer and

the collaborator consciously observed the teaching and learning process while the

strategy as prepared in lesson plan was implementing. Observation was obtained

because both of the writer and the collaborator needed to get the data. The data gained

by the writer related to the students’ score on listening comprehension after teaching

and learning process using metacognitive instruction. The collaborator gained the data

on the students’ involvement during teaching and learning activities. Those of data are

required to determine the criteria of success.

2.3.5. Reflection
This is the stage where the data were analyzed by both the writer and the

collaborator. In this stage, there were two activities: analyzing the data and reflecting

the action.
2.3.5.1. Analyzing the Data
There were two kinds of data: data taken from the process of teaching and

learning and data taken from the listening comprehension test. Data taken from the

process of teaching and learning were gained from observation sheet filled by the
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collaborator. It was aimed to see the involvement of the students in teaching and

learning activities. Data taken from listening comprehension test derived from listening

comprehension test conducted by the teacher after implementing the strategy. It was

aimed to see the improvement of the students score in listening comprehension.

2.3.5.2. Reflecting the Action
Finishing analyzing the data, both of the writer and the collaborator made the

reflection. They use the data that have been analyzed as the basis in making the

reflection. The reflection was aimed to determine whether the criteria of success have

been achieved or not. If the result of the reflection showed that the criteria of success

have been achieved, the classroom action research would be stopped. Otherwise, if the

criteria of success have not been achieved yet, then the lesson plan or the strategy

needed to be modified to be implemented in the next cycle.

2.4. Research Instruments

In collecting the data, the researcher needs some instruments to support him.

There are three instruments that will be used by the researcher:

2.4.1. English Achievement Test
This instrument is aimed to get numerical data to see students’ achievement in

listening comprehension. The researcher will use pre-test and post-test to see the

improvement of the students. The score of the students in pre-test is compared with the

score of the students in post-test. This cooperation is aimed to see the development of

each student after applying metacognitive instruction in listening comprehension.

2.4.2. Questionnaire
Questionnaire is also used by the writer in this present study. The writer uses

two kinds of questionnaire. First is the questionnaire that is used by the writer to get

data in preliminary study. The used of questionnaire in the preliminary study is aaimed

to get clear description about the teaching and learning process of listening

comprehension. The second questionnaire is used by the writer in the end of the
 20

teaching and learning process. It is aimed to know the students’ response toward the use

of metacognitive instruction in listening comprehension teaching and learning process.

Both of those questionnaires are applied by the writer to support numerical data derived

from the listening comprehension test.

2.4.3. Observation Sheet
In conducting this study, the writer collaborates with his colleague to see what

happen during teaching and learning process of listening comprehension. Observation

sheet is prepared by the writer. Then, the writer gives the observation sheet to the

collaborator to be filled. By observing teaching and learning process, the writer expects

some strengths and weaknesses can be obtained. This is aimed to provide better

teaching and learning activities in the classroom.

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IMPLEMENTING METACOGNITIVE INSTRUCTION TO

IMPROVE LISTENING COMPREHENSION SKILL OF THE
SECOND SEMESTER OF UNDERGRADUATE STUDENTS

THESIS PROPOSAL

Advisors:
1. Prof. Dr. YAZID BASTHOMI, M.A.
2. Dr. ENNY IRAWATI, M.Pd.

By:
BUYUN KHULEL
NIM. 130221818786
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ENGLISH LANGUAGE TEACHING

GRADUATE PROGRAM
STATE UNIVERSITY OF MALANG
2015