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According to Flowerdew and Miller learning strategies are distinguished as:
- Metacognitive strategies that can be described as strategies that are used by the learners to organize, monitor and evaluate their learning process.
- Cognitive strategies that are the ways that the students use to acquire the language.
- Socioaffective strategies which are the processes in which students employ others to improve their learning. Being aware of students‟ learning styles and
strategies and respecting them can help teachers to organise more effective language lessons and to encourage their learners.
2.4.8. Method of Teaching Listening
Method is needed for succesful teaching and learning. Teaching listening foreign language is a challenge for the teacher since the teacher needs to be
creative and has a wide knowledge so that learner may follow the lesson interestingly and boredom is avoided. Anthony in Brown 1994:48 states that
method is an overall plan for systematic presentation of language based upon a selected approach. Another opinion, Richards and Rodgers in Brown 1994:159
state: “Method is generalized, prescribed set of classroom specifications for accomplishing linguistic objectives. Methods tend to be primarily concerned with
teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials. They are
almost thought of being broadly applicable to a variety of audiences in a variety of contexts.”
© Master Program in Linguistics, Diponegoro University www.eprints.undip.ac.id
From the statements above, it can be concluded that method is an overall plan for the specification and interrelation of theory and practice which is
primarily concerned with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and
materials. Method is like an umbrella for the specification and interrelation of theory and practice.
© Master Program in Linguistics, Diponegoro University www.eprints.undip.ac.id
CHAPTER III RESEARCH METHOD
The study focused on orthographic transcription technique in the sixth semester students of STMIK Widya Pratama Pekalongan. The following
procedure was adopted for studying orthographic transcription technique to improve the listening skill. In this chapter, the writer discusses some important
points of the research design, research subject, research instrument, data collection, and data analysis which are used in this study.
3.1. Research Design
The research will be done through the quasi experimental research which involves pre and post-test conducted in both experimental and control groups.
Quasi experiment is defined as an experiment that has treatment, treatment result measurement in each experimental unit but it doesn‟t involve the randomized
tasks to create the comparison in order to conclude the changes caused by treatment. Cook Campbell, 1979. The type of the research is also called post-
hoc research which means the researcher may determine the effect occuring from a variable upon certain treatment. Salkind, 2006:234. According to Cook,
CampbellPeraccio 1990:492 experiments are vehicles for testing a particular type of causal hypothesis. Quasi experiments primarily depend onself selection or
administrative decisions to determine who is to be exposed to a treatment. Quasi experiments can have all the other major structural features of experiments theory
including pre test and post test, observations and comparison groups.
