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not for writing skill as in Myers’ case, hence, Listening Journal. Therefore, this research attempts to figure out the nature of this implementation.
B. Problem Identification
How to make students understand the process and be able to improve their process of perceiving the listening texts demands further investigation. First, inquiry
should be taken into account concerning the nature of listening process. Once the processes are identified, the skill could be analyzed and treated by its micro skills
derived from the processes later agreed as the complex which constitutes the listener comprehension of a listening text.
How to make language learners understand the process have been more intriguing and of interest for some teachers. The researcher is among them who feel
the urge to inquire the issue. Reflection sheets have been used to seek explanation of what actually happens in learners’ mind while they are listening, or more precisely
what the learners’ think of as actually happening in their learning. The nature of the use of such reflection sheets, a listening journal in this case, is the main problem the
researcher would want to investigate. To see how it works and what further valuable information found from the research which would add to our knowledge, about
whether or not, to what extent and why listening journals affects learners’ listening comprehension skills, are the main concerns of this research.
C. Limitation of the study
Problems are abundant and most of them are more theoretical than practical. However, theories underlie most practices. Therefore, the theoretical grounds from
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findings by SLA researches such as the nature of listening process is highly related. In order to provide reinforcement to such theory, be it negative or positive, problems
which would be investigated being discussed in this study would be that which is related to the use of listening journal for English Learners.
It would be about whether and how listening journal raises learners’ self- awareness of the listening process involved, as well as their learning autonomy and
listening comprehension skills. It would not, however, seek to cover understanding on how the three notions are related to each other.
D. Problem Formulation
Considering the background, this study attempts to answer these major questions:
1. How does listening journal affect learners’ listening comprehension skill? 2. How far in the autonomy-continuum does listening journal affect learner’s
learning autonomy?
E. Objectives of the Study
This study attempts to look for insight of the nature of reflection in language learning, particularly in listening comprehension skill. Consequently, it would
inform whether or not “listening journal” affects participants’ listening skills. Further, it would seek ways to understand whether the effect is improving or not. It
would also find out whether “listening journal” affects participants’ learning autonomy. More importantly, it would also cover to what extent, in their relationship
to the learning autonomy continuum, “listening journal” manages to affect. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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F. Benefits of the Study
Teachers are hoped to be benefited by the study as they may practice employing listening journal in their classes. Teachers could be encouraged to
improve the form and the manner of the reflection. It is also the hope of the researcher that this study be a guideline to do typical research or activities in class.
G. Definition of terms
Below are some terms used in and closely related to this study. Common understanding of which is important for the direction of the study. More clarification
would be found in the Literature Review.
1. Listening Comprehension
Listening is aural, real-time, receptive skill. Listening comprehension means the ability to receive real-time, oral message accurately Helgesen, 2003. In this
study, listening comprehension is perceived from how accurate a participant answers the comprehension questions in each test which they did.
2. Listening Process
Listening process is the approach in human mind to encode the received, oral, real-time message. It could be syntactical, semantical or, normally, both Clark
Clark, 1977. This term, particularly in this study, refers also to the process of understanding the listening passage that the participants are aware of, represented by
the strategies they use. Those strategies are predicting, inferring, monitoring, clarifying and evaluating which are related to syntactic and semantic approach.
