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CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
A. Conclusions
From the study, it was understood that Listening Journal does not necessarily contribute improving effects to Participants’ Listening Comprehension Skill. It was
also discovered that Listening Journal is able to encourage participants to improve their listening capacity. However, the encouragement from the use of Listening
Journal, in this study, did not increase Participants’ Listening Comprehension Skills. It was also understood from the study that Listening Journal does contribute
beneficial effects to Participants’ Learning Autonomy. Listening Journal had driven participants to possess Self Awareness and Self Direction. Furthermore, it even
fosters participant’s learning autonomy up to an initial phase of Self-Regulation. The initial phase is Self-Monitor. However, there was no evidence of Self-Assessment
and Self-Management. Some other findings related to the use of Listening Journal were also
discovered. It was discovered that participants found writing Listening Journal monotonous and that that the more challenging a text or task was, the more
participants wrote in the Listening Journal. In addition, participants’ learning style also affected the depth of a Listening Journal.
B. Implications for Teaching
Teachers interested in using the Listening Journal as part of classroom routines should consider the variety of questions in the reflection sheets to avoid overly
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monotonous journal writing. In order for students to keep useful journal, it is also necessary to pay attention to progressively increasing difficulty level of task and text
to maintain challenge and impressions in the listening activity. Additionally, not less important is an investigation of learner’s style of their preferred way of expressing
themselves. As it was found that Listening Journal did not necessarily improve
participant’s listening comprehension skills, the use of Listening Journal should serve as an accompaniment to a Listening Class which provides opportunities for
learners to learn and practice listening processing strategies. Teachers who are willing to foster learning autonomy, further than initial Self-Regulation, should be
cautious that the use of Listening Journal may not fulfill the demand to maintain the cycle of Self-Regulation to further maintain Learning Autonomy. More learning
activity focusing on metacognitive strategies may be a good company for the use of Listening Journal.
C. Suggestions for Future Research
As this study does not attempt to validate the effectiveness of the use of Listening Journal, further research in finding out the effectiveness of the use of
Listening Journal is highly recommended. Also, as this study does not seek the correlation between the extent of learning autonomy of a learner and learner’s
comprehension skills improvement, quantitative research addressing these variables is recommended. As a final point, the use of Listening Journal, particularly in
bigger classroom, remains an issue to be further investigated. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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