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to bring metacognitive knowledge into awareness, that is self-awareness, would help learners to self-regulate his or her learning. Figure 2.1 describes the continuum of
learning autonomy. One’s autonomy is then fostered by this awareness since metacognitive
knowledge may be brought in and out consciously and unconsciously. However, to have the awareness, learner should bring the metacognitive knowledge to
consciousness. In sum, the idea of figuring out and digging out the metacognitive knowledge into the surface of consciousness in one’s own learning process is the
core idea of metacognition.
B. The Theoretical Framework
This section presents framework adopted and adapted for this research based on theories in the field. Presented in this section are two pairs of interrelated areas of
inquiries which make this research possible and applicable. The first is the relationship between listening journal and self awareness and the other is between
listening journal and its use in classrooms.
1. Listening Journal and Self-awareness
Listening is a real-time, aural receptive skill. In line with School-based Curriculum, listening skill in high school is taught to prepare students to listen to
process information in their future higher study. That means the purpose of teaching listening skill in high school is listening to learn. However, Vandergrift 2004
argues that in order for students to be able to “listen to learn”, they should first learn how to listen. In the framework of autonomous learning, as it has been elaborated,
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learner should bring the metacognitive knowledge into awareness, they should be self-aware; that is possessing self-awareness.
In his understanding of learning autonomy in language learning, Benson 2003 suggests that for a learner to be autonomous, he or she should be given the
opportunities to reflect on his or her learning. Much in the same tone, Block 1997 maintains that there are many benefits to get what learners think of their cognition
by listening to them. Such views encourage the researcher to get students knowledge of their
metacognition, their metacognitive knowledge and especially their beliefs in their learning, by giving them the opportunities to rise into consciousness, to be self-
aware, through a reflection journal. The researcher calls this a listening journal because the journal would be about the listening skills the learner is learning.
2. The listening journal in Classroom Listening activity
Listening activity in classroom should aim at learner’s comprehension on the listening text and their awareness of the process. In order to do so, they Brown,
2001; Helgesen, 2003; Rost, 2002 suggest that a listening activity should expose students to all the process approach in listening; bottom-up, top-down and
interactive approach. To provide opportunities to reflect on their learning, at the final stage of his model of listening instruction, Vandergrift 2004, Goh and Taib
2006 provides a model of listening activity which is related to metacognitive strategies learners use in each stages of the instructional design. The researcher
agrees with these experts and thus adopts and adapts the listening instruction they suggest.
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CHAPTER III METHODOLOGY
This chapter presents the methodology employed in this research. The discussion would be about the research method, research participants, research
instruments, setting, research procedure, process of analyzing the data and the like which constitutes this chapter.
A. Method
The research was Qualitative in nature. The reason for using this method was that the Effect of Writing Listening Journal on Learners Listening Comprehension
Skills and on Learners’ Learning Autonomy could be well understood not by numerical data, but through descriptive data. It means that this research was not
meant to verify or interfere with existing body of theories not is it to generate new theories. Qualitative approach is used because this research attempts to describe
particular phenomena occurring in reality from which qualitative data could be derived.
The main data to consider was the listening journal itself. As such, the researcher used Document Analysis. Document Analysis would allow the researcher
to “focus on analyzing and interpreting recorded materials within its own context” Ary, Jacobs, Razavieh, 2002. In addition, observation during the activity was
proven to be important. Observation also added to more comprehensive knowledge on the issue. Such is the case because recorded observation could function as quick,
complete and objective reference whenever more details needed.
16 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
