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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.
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3. Listening Journal
Listening journal is a written journal which expresses learner’s feeling or strategy towards and for listening speeches, everything which the learners might
think as related or necessary to write. It is a compilation of regularly distributed reflection sheets throughout the study.
4. Metacognition
Metacognition is thinking about the way oneself thinks. It involves metacognitive knowledge which is brought from unconsciousness to consciousness.
Metacognitive knowledge is the belief a learner holds which controls his or her self- regulation in learning Vermunt 1993 as cited in Ajisuksmo 1996. In this study
this term is helpful to a fuller understanding to the other two important terms below.
5. Learner’s self-awareness
Being self-aware is the state in the self of a learner when he or she could bring his metacognitive knowledge into consciousness Wenden, 1999; Rivers 2001;
Littlewood 1996. Self-awareness, in this study, is visible through comparison between learners’ actual utilized strategies and the strategies learners think they did
or did not utilize.
6. Learning Autonomy
Learning autonomy is not dichotomous. It is a continuum; starting from self- direction to self-regulation with various extents. To be able to self-direct and then
self-regulate, a learner should be self-aware; to be self-aware learners need to bring PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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