Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for Degree of Sarjana Pendidikan ( S.Pd ) in English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies ( IAIN) Salatiga

  

THE USE OF VIDEO AND METACOGNITIVE STRATEGIES

TO IMPROVE STUDENTS ’ LISTENING COMPREHENSION

IN FACTUAL REPORT

  

( A CAR of the Eleventh Grade Students of SMA Islam Sudirman Ambarawa

in the Academic Year of 2016 / 2017 )

A GRADUATING PAPER

  

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for Degree of Sarjana Pendidikan ( S.Pd ) in

English Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies ( IAIN) Salatiga

  

BY :

RYNO SETTRISMAN

113 13 045

ENGLISH EDUCATION DEPARTMENT

  

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES ( IAIN )

SALATIGA

2017

  

DECLARATION

  In the name of Allah the Most Gracious and the Most Merciful, hereby, the researcher declares that this graduating paper is written by the researcher himself. This paper does not contain any materials which have been published by other people, and it does not cite any other people’s ideas except the information from the references.

  The researcher is capable to account his graduating paper if in the future it can be proved of containing others’ idea or in fact that the researcher imitates the others’ graduating paper. Likewise, this declaration is written by the researcher, and he hopes that this declaration can be understood. The researcher will also

  agree if the library of IAIN Salatiga publishes this graduating paper

  

MOTTO

“Indeed, with hardship [will be] ease.”

( Al-Insyirah 94:6 )

  

“So which of the favors of your Lord would you deny?”

( Ar-Rahman 55:13 )

“And the Horn will be blown, and whoever is in the heavens and

whoever is on the earth will fall dead except whom Allah wills. Then it

will be blown again, and at once they will be standing, looking on ”.

  

( Az-Zumar 39:68 )

  

DEDICATION

  Deep inside this hearth, I dedicate this graduating paper to : 1.

  My beloved mother ( Elmianis ) and my father ( Tasman ), thank you for the support. Your love is lasting forever in my hearth. You two are my everything and I love the way you are.

  2. My older brother ( Joni Oktami Saputra ), you are my great brother that always indirectly teaches me about the patience and the struggle. No matter what happens, keep this lovely brotherhood until the end of the time.

  

ACKNOWLEDGEMENT

Firstly, in the name of Allah, The Most Gracious and The Most Merciful.

  Because of him, the researcher could well finish this graduating paper as one of the requirement for Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

  Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the brightness. The researcher realizes that this success can not be achieved without guidance, help, advices, and support from the other people. The researcher extends the deepest gratitude to : 1.

  Mr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga 2. Mr. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty

  3. Noor Malihah, Ph. D. as the Head of English Education Department Mrs.

  4. Rr. Dewi Wahyu M., S.S., M.Pd as a councelor who well guided this Mrs.

  research. Thank you so much for the advice, suggestions, and support 5.

  All the lecturers in English Education Department, thank you for the knowledge and experience that you all gave

  6. All of the academic-staffs who helped the administration of this graduating paper

  7. Mr. Drs. Joko Pujianto and Mrs. Dra. Rahmi Siti Saadah as the boards of SMA Islam Sudirman Ambarawa who allowed the researcher to conduct this research

  8. Mrs. Hanifikha Frindianita, S.Pd as the collaborator of this research, thank you so much for the cooperation and collaboration

  9. The students of XI MIPA 3. You all are the most amazing students that I have ever met

  10. My great friend, Rahmad Septiawan, who provided the most important book for the development of this research. Although we come from different major, even different campus, we could still share each other. Thank you so much for your remarkable help

  11. My reviewer, Aning Sulistyaningsih, who reviewed this research, thank you so much. You were really nice reviewer

12. My friends of Youth Association of Bidik Misi Limardhotillah ( YA

  BISMILLAH ), especially YA BISMILLAH 2013. Thank you for the friendship, we passed so many activities together patiently, and it was really wonderful

  th

  Salatiga, August 7 2017 The researcher, Ryno Settrisman 113-13-045

  

ABSTRACT

  Settrisman, Ryno. 2017. THE USE OF VIDEO AND METACOGNITIVE

STRATEGIES TO

  IMPROVE STUDENTS’ LISTENING COMPREHENSION IN FACTUAL REPORT ( A Classroom Action Research of the Eleventh Grade Students of SMA Islam Sudirman Ambarawa in the Academic Year of 2016/2017). A Graduating Paper, Teacher Training and Education Faculty, English Education Department, State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Rr. Dewi Wahyu Mustikasari., S.S., M.Pd.

  

Keywords : Video, metacognitive strategies, listening comprehension, factual

report, classroom action research.

  The researcher and the teacher used video and metacognitive strategies to improve the students’ listening comprehension in factual report. The objectives of this research are (1) to describe the implementation of using video and metacognitive strategies to improve the students’ listening comprehension in factual report at the eleventh grade students of SMA Islam Sudirman Ambarawa in the academic year of 2016/2017, (2) to identify how far the improvement of the students’ listening comprehension in factual report after being taught by using video and metacognitive strategies. This research is Classroom Action Research (CAR). It was conducted in two cycles. Each cycle consisted of four steps. They were planning, acting, observing, and reflecting, and it was done systematically and collaboratively. The researcher took role as an observer who observed everything that happened in the class while the teacher performed CAR for the students. The result shows that (1) The implementation of using video and metacognitive strategies to improve the stud ents’ listening comprehension is really successful. The students who pass the passing grade improve gradually from the cycle 1 and the cycle 2. The passing grade is 75. In the pre test of the cycle 1, 42,42% of the students pass the passing grade. In the post test of the cycle 1, 66,66% of the students successfully pass the passing grade. Then, in the pre test of the cycle 2, 54,54% of the students pass the passing grade. In the post test of the cycle 2, 81,81% of the students successfully pass the passing grade, (2) The improvement of the students’ listening comprehension in factual report at the eleventh grade students of SMA Islam Sudirman Ambarawa is really significant. In the cycle 1, the t-test is 10,262, and the t-table is 2,063. The significant level is 5%. Then, in the cycle 2, the t-test is 12,315.

  

TABLE OF CONTENTS

TITLE...................................................................................................................... i

DECLARATION ................................................................................................... ii

ATTENTIVE COUNSELOR

  ’S NOTE .............................................................. iii

STATEMENT OF CERTIFICATION ...............................................................iv

MOTTO .................................................................................................................. v

DEDICATION .......................................................................................................vi

ACKNOWLEDGMENT..................................................................................... vii

ABSTRACT .......................................................................................................... ix

TABLE OF CONTENTS ....................................................................................... x

LIST OF FIGURES ........................................................................................... xiii

LIST OF TABLES ..............................................................................................xiv

  CHAPTER I INTRODUCTION A. Background of the Research ............................................................................ 1 B. Problems of the Research ................................................................................ 6 C. Objectives of the Research .............................................................................. 6 D. Significances of the Research .......................................................................... 7 E. Limitation of the Research .............................................................................. 8 F. Definitions of the Key Terms .......................................................................... 8 G. Graduating Paper Outline .............................................................................. 10 CHAPTER II LITERATURE REVIEW A. Previous Researches ...................................................................................... 12 B. Concept of Language Learning Strategies 1. Definitions of Learning Strategies ........................................................ 14 2. Features of Language Learning Strategies ............................................. 16 3. Classification of Language Learning Strategies .................................... 16 C. Concept of Metacognitive Strategies 1. Definitions of Metacognitive Strategies ................................................ 17 2. Benefits of Metacognitive Strategies ..................................................... 18 3. Metacognitive Strategies and Listening Comprehension ....................... 19

  4. Three Strategy Sets of Metacognitive Strategies ................................... 20 D. Concept of Listening Comprehension 1.

  Definitions of Listening Comprehension ............................................... 23 2. Factors Affecting Listening Comprehension ......................................... 24 3. Teacher’s role in listening activity ......................................................... 24 E. Media 1.

  Definitions of Media .............................................................................. 26 2. Five aspects of Media ............................................................................ 26 F. Concept of Video 1.

  Definition of Video ................................................................................ 28 2. Benefits in using video in the classroom ............................................... 28 3. Practical Techniques for Video Implication .......................................... 29 G. Genre ............................................................................................................. 31 H. Concept of Factual Report 1.

  Definition of Factual Report .................................................................. 33 2. The characteristics of Factual Report ..................................................... 33 3. Structure of Factual Report .................................................................... 33 4. Sentence Structure of Factual Report ..................................................... 34 5. Example of Factual Report .................................................................... 35

  CHAPTER III RESEARCH METHODOLOGY A. Location of the Research ................................................................................ 37 B. Research Design ............................................................................................. 37 C. Subject of the Research .................................................................................. 38 D. Research Schedule.......................................................................................... 39 E. Techniques of Collecting the data 1. Test ......................................................................................................... 39 2. Observation ............................................................................................. 40 3. Interview ................................................................................................. 40 4. Documentation ........................................................................................ 40

  F.

  Cycles of Classroom Action Research 1.

  Cycle I ..................................................................................................... 41 2. Cycle II ................................................................................................... 47 G. Rubric of Listening Comprehension.............................................................. 49 H. Techniques of Analyzing the Data 1.

  Qualitative Data ...................................................................................... 51 2. Quantitative Data .................................................................................... 51

  CHAPTER IV DATA ANALYSIS A. Findings ......................................................................................................... 54 B. Discussions .................................................................................................... 88 CHAPTER V CLOSURE A. Conclusions ................................................................................................... 90 B. Suggestions .................................................................................................... 92 REFERENCES CURRICULUM VITAE APPENDICES

  

LIST OF FIGURES

Figure 2.1 Three Strategy Sets of Metacognitive Strategies .................................. 22Figure 3.1 Model of Classroom Action Research .................................................. 41

  

LIST OF TABLES

Table 3.1 Research Schedule ................................................................................. 39Table 3.2 Rubric of Listening Comprehension ...................................................... 50

  Table 4.1 Students’ Score in the Pre Test of the Cycle 1 ....................................... 71

Table 4.2 Count of Passing Grade of the Pre Test in the Cycle 1 .......................... 73

  Table 4.3 Students’ Score in the Post Test of the Cycle 1 ..................................... 73

Table 4.4 Count of Passing Grade of the Post Test in the Cycle 1 ....................... 75Table 4.5 Difference square of Pre and Post test Score in Cycle 1 ........................ 75

  Table 4.6 Students’ Score in the Pre Test of the Cycle 2 ....................................... 80

Table 4.7 Count of Passing Grade of the Pre Test in the Cycle 2.... ... ...................81

  Table 4.8 Students’ Score in the Post Test of the Cycle 2................. .............. ......82

Table 4.9 Count of Passing Grade of the Post Test in the Cycle 2 ........................ 83Table 4.10 Difference square of Pre and Post test Score in Cycle 2 ...................... 84Table 4.11 Table of Data Analysis........................................................................88

CHAPTER I INTRODUCTION A. Background of the Research As an international language, English is very important to be learnt by

  people. There are so many people in the world who learn English for communication. According to Mahu (2012, p.

  374), “It is now impossible to find a country where learning English has not become a norm.

  ” People who learn English in a country are not wondering. Mostly, they have four purposes to be achieved, and it will be impossible to be achieved if they do not start to learn English seriously.

  Firstly, people need English in order to communicate with other people that come from different countries and of course different languages. English as a universal language can connect people, and it builds relationship with each other for several important activities. For instance, building a colleague in business to sell a product internationally, working abroad well, as well as guiding foreigners for certain purposes communicatively.

  Secondly, people need English in order to enrich their knowledge. It will not be effective if people just try to gain knowledge in only one language.

  There are so many kinds of great knowledge in term of literature that can be acquired through English. It can be in form of books, magazines, website, international journal, etc.

  Thirdly, people need English for their academic education. In Indonesia, there are so many universities that make it compulsory for new students to have Test of English as Foreign Language (TOEFL) score more than 500. It can be in doctoral degree, magister degree, or even in undergraduate degree. To reach that score is not easy. The students have to be accustomed to English and learn that language entirely. Moreover, people in Indonesia also have to master English well if they mean to carry on their education abroad, there are so many universities abroad that are really famous and often known as world class universities which can be a better place for education.

  Fourthly, people need English in order to master technology development. In this globalization era, the development of technology is really rapid. People need to master and understand it to avoid for being left behind. There are so many kinds of technology that use English as a default language, like computers, smartphone, internet, television, etc.

  That is why our government encourages all students in our country to learn English. Nowadays, English is taught in all levels of education, e.g. kindergarten school, elementary school, junior high school, and senior high school. English is a subject that gets serious attention from the government.

  At the last grade of junior high school, English becomes a subject that includes in national final examination (ujian nasional). Before performing national final examination, the students are usually given additional English course so that the students can well master the materials. In the senior high school, government also treats English as an important subject. English becomes compulsory subject that has to be learnt by the students seriously.

  The scope in learning English is really complex. When the students learn English, they have to master four important skills. Those skills are listening, speaking, reading, and writing. Then, among those four skills, there is a priority.

  Listening should be a priority because it is very important on communication. The students spend so much time in listening rather than in speaking. It is not surprising if the students can believe that a good speaker is from good listener. This means, for being a good speaker, the one and only way is to be a good listener first. According to Holden (2004) as cited by Serri, Boroujeni, & Hesabi (2012, p.844)

  , “Listening has an important effect on communication, and as it was estimated by researchers that adults spend 40-50% of their communication time on listening, 25-30% on speaking, 10- 15% on reading, and about 10% on writ ing”.

  It is not wondering if listening can take the first position. Logically, the students usually start to listen at first before they speak up, then, they will read it and write it. Tabeei, Tabrizi, & Ahmadi (2012, p.13) also add that "Listening is an important skill through which language learners internalize linguistic information without which they cannot produce language". The linguistic information cannot be processed without any aid of listening.

  On the other hands, there are so many students who are often afraid of and helpless about listening (Zhang, 2012, p.625). It is match with the result of the pre-survey which was conducted by having interview in SMA Islam Sudirman Ambarawa, the researcher found that the students were really afraid of listening, the students often got difficulty in comprehending and focusing to information from listening, the students were unable to catch specific detail when they were listening, even some students could not catch general understanding about the topic. Moreover, when the students were listening, they also found difficulty in answering the questions accurately.

  The role of English teachers are really important to overcome those problems. Mustikasari (2011, p.

  155) explains that “Teacher is the center of attraction in the classroom, since he plays an important role in the classroom”.

  The English teachers have to know deeply about the teaching and learning issue when they are teaching. English teachers also have something fresh when they are teaching. It is also in line with idea of Mustikasari (2011, p.36) that “It is a good idea if teacher can provide something fresh that can make the stud ents enjoy the learning process”. Something fresh in teaching, especially in teaching listening is really various, it can be in term of media, strategy, method, or certain technique that teachers can use, so that it can improve students’ listening comprehension.

  One of many media that can be used is video. Video is a kind of technology that can be used by teachers in teaching and learning (Shyamlee & Phil, 2012, p.150). The use of video in language teaching and learning is very good. The students will automatically activate their sight sensory and their hearing sensory. The most prominent sensory which the students use in language teaching and learning is sight sensory. This is in line with idea of Cakir (2006, p.67) that

  “In language teaching and learning process, learners use his eyes as well as his ears, but his eyes are basic in learning”. As a technology, the use of video will also train and challenge the teachers to prepare good teaching and good learning process. It is also in line with statement of Mustikasari (2014, p.

  125) that “Integrating technology for teaching and learning process is challenging to be prepared as well as implemented”

  In term of the strategy, teachers can use metacognitive strategies in teaching and learning process. According to Anderson (1991) as cited by Tabeei et al. (2013, p.

  14), “Metacognitive strategies are the most important strategy to develop learners skill and it was proposed by O'Malley & Chamot (1990) that learners without them have no ability to monitor and regulate their development, per formance, and future learning”. The students should use metacognitive strategies in order to develop and manage their learning. It will automatically lead the students to be more proficient in learning. Students who use metacognitive strategies are better in learning rather than students who don’t use. This is in line with statement of Hauck (2005) as cited by Tabeei et al. (2013, p.

  14) that “Learners who use metacognitive strategies are more proficient learners”.

  Based on the explanation above, the researcher tends to propose video and metacognitive strategies that may fix those learning problems. It is formulated in a research under the title

  “THE USE OF VIDEO AND

  METACOGNITIVE STRATEGIES TO IMPROVE STUDENTS ’ LISTENING COMPREHENSION IN FACTUAL REPORT ( A CAR of the Eleventh Grade Students of SMA Islam Sudirman Ambarawa in the Academic Year of 2016 / 2017) ”.

  B. Problems of the Research

  This research is aimed to answer these following questions: 1. How is the implementation of using video and metacognitive strategies to improve the students

  ’ listening comprehension in factual report at the eleventh grade students of SMA Islam Sudirman Ambarawa in the academic year of 2016 / 2017 ? 2. How far is the improvement of the students’ listening comprehension in factual report at the eleventh grade students of SMA Islam Sudirman

  Ambarawa in the academic year of 2016 / 2017 after being taught by using video and metacognitive strategies ?

  C. Objectives of the Research

  Based on the statement of the problems above, the objectives of this research are as follows:

  1. To describe the implementation of using video and metacognitive strategies to improve students ’ listening comprehension in factual report at the eleventh grade students of SMA Islam Sudirman Ambarawa in the academic year of 2016 / 2017.

  2. To identify how far the improvement of the students’ listening comprehension in factual report at the eleventh grade students of SMA

  Islam Sudirman Ambarawa in the academic year of 2016 / 2017 after being taught by using video and metacognitive strategies.

D. Significances of the Research

  This research is expected to be used theoretically and practically: 1.

   Theoretically

  This research is expected to give explanation about the use of video and metacognitive strategies to improve students ’ listening comprehension in factual report so that it can be used by other researchers as a reference.

2. Practically

  The result of this research is expected to be useful for students, English teachers, and institution: a.

  Students The students are expected to be able to improve their listening comprehension by using video and metacognitive strategies.

  b.

  English teachers The English teachers are expected to use video and metacognitive strategies to improve their students

  ’ listening comprehension.

  c.

  Institution The quality of teaching and learning in the institution can be better than before.

  E. Limitation of the Research

  In this research, the researcher only focuses on the use of video and metacognitive strategies to improve students ’ listening comprehension in factual report at the eleventh grade students of SMA Islam Sudirman

  Ambarawa in the academic year of 2016 / 2017.

  F. Definitions of the Key Terms

  To avoid misunderstanding about the title of this research, the researcher explains the key terms used in this research. They are as follows:

1. Video

  Cakir (2006, p.67) explains that video is an audio-visual material that has grown rapidly used by teachers to stimulate and facilitate the target language. Using video is really helpful in teaching and learning process. It will improve the students

  ’ listening comprehension about a material because video contains audio that students can hear and moving pictures that the students can look at. Nowadays, integrating video in language teaching is not hard at all. The teacher can find video for their teaching easily. The teacher can get video either by copying it from other teachers or by downloading it from websites which provide access to video. There are so many websites that provide access to video that can be used by teachers such as and many more.

  Based on the survey result of Wilson (2000) as cited by Cakir (2006, p.67), students love language learning by using video, and it is often used to comprehend different things in language teaching. It is not wondering if video can be enjoyable for students. It happens because actually the students cannot stop dealing with word “Video”. Mostly, students deal with video every day. Video can be accessed in all devices easily, such as smartphone, television, as well as computer. The more the students can easily access it, the more they will love it. In language teaching, teacher can use video to teach all English skills. It can be used to teach listening, speaking, reading, as well as writing.

  2. Metacognitive Strategies

  Oxford (1990, p.136) states that “Metacognitive means beyond, beside, or with the cognitive. Therefore, Metacognitive strategies are actions which go beyond purely cognitive devices, and which provide a way for learners to coordin ate their own learning process”. Coordinating the learning process is really essential for students. It will train them to know how they learn, how far they understand and think about the material, how far the progress that they make. It will also encourage the students to evaluate their learning process.

  3. Listening Comprehension

  Tabeei et al. (2013, p.13) inform that “Listening comprehension is an active and conscious process, in which listeners focus their own attentions on taking the important information from the aural input, comprehend the meaning of the input, and combine them with the contextual information and background knowledge to produce output ”. To achieve good listening comprehension, the students have to consciously activate their sensory when listening to the material. They also have to be well focused in obtaining, comprehending, as well as combining the information contextually so that it can be an output.

4. Factual Report Factual report is also known as information report or report text.

  According to Kementrian Pendidikan dan Kebudayaan [Kemendikbud] (2014, p.33), It is a factual text that provides information about different phenomena in our life. It is used as a way to gain better understanding of different phenomena

  ”. Factual report is a good material for students because it will train them to know and understand various phenomena that happen in their life. It will also train the students to be more sensitive in their own environment. Based on syllabus of 2013 curriculum, factual report is a material that has to be taught by English teachers in the second semester of eleventh grade students. It has to be taught in form of listening as well as reading.

G. Graduating Paper Outline

  In order to make a systematic research, the researcher organizes this research into five chapters, they are as follows : Chapter I is introduction. It contains the background of the research, problems of the research, objectives of the research, significances of the research, limitation of the research, definitions of the key terms, and graduating paper outline.

  Chapter II is literature review. It contains previous researches, concept of language learning strategies, metacognitive strategies, listening comprehension, media, video, genre, and factual report.

  Chapter III is research methodology. It contains location of the research, research design, subject of the research, research schedule, techniques of collecting the data, cycles of CAR, rubric of listening comprehension, and techniques of analyzing the data.

  Chapter IV is data analysis. The data analysis contains findings and discussions of the use of video and metacognitive strategies to improve students’ listening comprehension in factual report at the eleventh grade students of SMA Islam Sudirman Ambarawa in the academic year of 2016/2017.

  Chapter V is closure. It contains conclusions and suggestions. After that, it is followed by references and appendices.

CHAPTER II LITERATURE REVIEW A. Previous Researches In order to improve the understanding about this research, the

  researcher presents three relevant studies. The first research has been done by Birjandi and Rahimi (2012). The objectives of this research was to explore the effect of metacognitive strategy instruction on the listening performance of EFL university students. This research applied true experimental design. The participants of this research were 62 students studying English translation and literature at Shahid Beheshti University which were divided into experimental and control group based on their pre test scores. The experimental group was given treatment by using metacognitive strategy instruction whereas the control group received no treatment. After conducting the post test, the result of the statistical analysis showed that the experimental group outperformed the control group. The result of this research showed that metacognitive strategy instruction has positive effect on the listening performance of the students. It encouraged the students to be more responsible for the learning process.

  The second research has been done by Tavakoli and Koosha (2016) The objective of this research was to investigate the influence of explicit metacognitive strategy instruction on reading comprehension and self-efficacy in English as a Foreign Language (EFL) among university students in Iran. This research applied true experimental design. The participants of this research were randomly assigned to either experimental group as many as 50 students, and control group, as many as 50 students. The experimental group was given treatment by using metacognitive strategy instruction whereas the control group received no treatment. After conducting the post test, the result showed that experimental group outperformed the control group. The research finding showed that if metacognitive strategy instruction is used everyday in foreign language classroom activities and tasks, it can positively and significantly enhance reading achievement and self-efficacy. From this research, it can be concluded that metacognitive strategy instruction can be also used to improve reading achievement and self-efficacy.

  The third research has been done by Kim (2015). The objectives of this research was to investigate the effect of the use of video in improving listening comprehension of 86 students that registered in a summer session in a Korean University. This research applied true experimental design. The students were taught the same lessons by using authentic videos material for ten sessions in three weeks. Pre test and post test were conducted to determine wether autentic video materials were effective to improve students

  ’ listening comprehension or not. The participants of this study were organized into three groups based on the result of their TOEIC scores. They were low group (29 students), intermediate group (29 students), and advanced group (28 students). The result of this research showed that after learning with videos, the students

  ’ listening comprehension in the intermediate and the advanced group increased significantly but not in the low group. The listening improvement in those two groups was much greater than the low group. This research also found that the students perceptions toward using the videos in improving their listening comprehension were very good and positive.

  However, the three researches above investigated the effect of using metacognitive strategies and using video separately. The first research explored the effect of metacognitive strategies on the listening performance. The second research investigated the effect of using metacognitive strategies on reading comprehension and self-efficacy, and the third research investigated the effect of using video in improving the students’ listening comprehension. In this research, the researcher combined metacognitive strategies with video to improve the students’ listening comprehension in a research.

B. Concept of Language Learning Strategies 1. Definitions of Learning Strategies

  Strategy is a plan, step, conscious action to reach a purpose. This word is very influential in teaching learning process. In education, the term of strategy is often transformed into learning strategies (Oxford, 1990, p.8).

  Nowadays, the word “strategy” gets serious attention from teachers. It is because a strategy can fix problems that happen in a class and it can also be used to improve the quality of the teaching and learning process such as proficiency or achievement in certain skill areas. It is in line with idea of Tavakoli (2014, p.316) that

  “language learning strategies leads to improved proficiency or achievement overall or in specific skill areas”.

  There are several researchers in the area of foreign and second language teaching explaining the key definitions of learning strategies.

  According to O’Malley and Chamot (1990) as cited by Tabeei et al. (2013, p.16) :

  Learning strategies are complex procedures that individuals apply to tasks; consequently, they may be represented as procedural knowledge which may be acquired through cognitive, associative, and autonomous stages of learning. As with other procedural skills at the different stages of learning, the strategies may be conscious in early stages of learning and later be performed without the person's awareness.

  Furthermore, Yang (2009) as cited by Bidabadi & Yamat (2013, p.31) informs that :

  Learning strategies enable learners to reply to the learning situation and manage their learning in an appropriate and suitable way and allow learners to take more responsibility for their own learning and become autonomous second/foreign language learners.

  One of the most comprehensive definitions comes from Oxford (Tavakoli, 2014, p.316). Oxford (1990, p.8) explains that “Learning strategies are the specific action taken by learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations”

  From the explanation of the experts above, it can be concluded that learning strategies can assist students in their learning. When students are accustomed to use learning strategies in early stages, in the future, It will be automatically active without their awareness.

  2. Features of Language Learning Strategies

  Language learning strategies are very good in language teaching and learning process. When it is applied, it can give some features and benefits to the students as well as the teacher. Oxford (1990, p.9) explains that the students will be more self-directed in learning, the teaching and learning process will contribute to the main goal, communicative competence. The teacher will be able to expand their role in their teaching, It can also be flexibly used by teacher to create problem-oriented learning and action basis.

  3. Classification of Language Learning Strategies

  To improve the understanding about the learning strategies, especially the metacognitive ones, it is necessary to know the explanation and categorization of the language learning strategies first.

  Based on O'Malley et al. (1985) as cited by Coskun (2010, p.36), language learning strategies consist of cognitive strategies, metacognitive strategies, and socioaffective strategies. However, in the language learning area, one of the most widely accepted classifications is from Oxford (Tavakoli, 2014, p.326). According to Oxford (1990) as cited by Tavakoli (2014, p.

  326), “model of language learning strategies consists of six categories: memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies”.

  Although some researchers have different classification about language learning strategies, but they are actually still same in the nature. It is in line with idea of Serri et al. (2012, p.843) that

  “It should be mentioned that although there are other strategies with other names (Griffith, 2004), but it doesn't mean that they differ in nature”.

C. Concept of Metacognitive Strategies.

1. Definitions of Metacognitive Strategies

  There are several definitions of metacognitive strategies explained by the experts in the area of foreign and second language teaching. They are as follows According to Coskun (2010, p.

  36),” In simple terms, metacognition is thinking about thinking. Its scholarly description comes from cognitive psychology that approaches metacognition as one's knowledge concerning one's own cognitive processes and products or anything related to them”. Meanwhile, Tabeei et al. (2013, p.15) state that “In cognitive psychology, metacognition is defined as an executive control which includes monitoring and self- regulation”. Furthermore,

  Harris (2003) as cited by Birjandi & Rahimi (2012, p.496) informs that "metacognition is concerned with guiding the lear ning process Itself”.

  Based on the definitions from the three researchers above, it can be concluded that metacognitive strategies are very important for students. It is because metacognitive strategies can produce a way for students to coordinate and guide their learning process. It helps students to think about how they think. It will also help the students to monitor and regulate the learning process independently.

2. Benefits of Metacognitive Strategies

  There are so many great benefits of metacognitive strategies if teacher can apply it in the teaching and learning process. According to Hauck (2005) as cited by Coskun (2010, p.

  36), “learners who have developed their metacognitive awareness are likely to become more autonomous language learners”. Meanwhile, Anderson (2002) as cited by Coskun (2010, p.

  36) informs that “the use of metacognitive strategies activates one's thinking and leads to improved performance in learning in general”. Furthermore, Bidabadi & Yamat (2013, p.32) state that “Meta- cognitive strategies are important because they regulate and direct the language learning process”. Moreover, Wenden (1998) as cited by Coskun (2010, p.37) explains the eight benefits for learners who have metacognitive abilities : a.

  They are more strategic learners.

  b.

  Their rate of progress in learning as well as the quality and speed of their cognitive engagement is faster.

  c.

  They are confident in their abilities to learn.

  d.

  They do not hesitate to obtain help from peers, teachers, or family when needed.

  e.

  They provide accurate assessments of why they are successful learners.

  f.

  They think clearly about inaccuracies when failure occurs during an activity.

  g.

  Their tactics match the learning task and adjustments are made to reflect changing circumstances. h.

  They perceive themselves as continual learners and can successfully cope with new situations.

  Based on the explanations above, metacognitive strategies are really good for the students in the learning process. The students will become independent, strategic, confident, fast, and diligent learners. The students will be able to enhance their learning in general. Metacognitive strategies will help the students to regulate and direct their learning process, and it also helps the students to find out certain tactic in their learning so that the students can learn effectively.