Listening journal Field Notes
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research site, participants were assigned the listening activity and asked to write in the listening journal every time the Participants finish working on a listening text.
The listening journal was submitted in the end of the corresponding day’s listening activity. The researcher wrote in the observation sheets at any opportunity during
learning process. In each meeting, the activity included the listening activity itself apart from the
pre-, and post-activity. In pre-activity, participants were told the title of the listening text. Then, participants were given some time to brainstorm on the title or topic.
After they were ready, participants were to listen to listening text; this was the whilst-activity. In the whilst-activity, participants also answered some
comprehension questions. After some time, depending on how many times the listening passages were informed to be played. They were to listen to the text again
and, afterwards, to finish answering the comprehension questions. This comprehension activity resulted in the numerical data representing their skill in
understanding the text. Later, as the post-activity, participants were given the opportunity to check together with the teacher the answers to the questions. Only
upon requests, the researcher let participants know their mistakes. Then, participants were to fill their listening journal. Enough time was given to participants to reflect
on the activity on that occasion, that was 30 to 45 minutes. This reflection sheets produced the listening journal with the thoughts of the participants. Researcher
encoded the listening journal, and compared it to the comprehension test result done previously in the comprehension activity. This was to see whether better reflection
means better comprehension or not, or any other significance necessary for the inquiry as to know the nature of the listening journal to participants’ learning
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autonomy and comprehension skill. This sequence was adapted from Goh’s Metacognition Instruction in Listening for Young Learners Goh Taib, 2006.
Every three to four reflection sheets were submitted, or every time significance was found, the researcher had the Participants interviewed. The result of the
interview, the transcription, helped to clarify information in Listening Journal and information concerning the participants, whenever necessary. Therefore, the
interview questions were generated periodically depending on the contents of the coded listening journals which were triangulated using the interview. Last interview
had no distinct manner over other previously done interviews as its goals were similar.