METACOGNITIVE STRATEGIES APPLIED BY ENGLISH DEPARTMENT STUDENTS OF UNIMED IN LISTENING COMPREHENSION.

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METACOGNITIVE STRATEGIES APPLIED BY

ENGLISH DEPARTMENT STUDENTS OF UNIMED

IN LISTENING COMPREHENSION

A Thesis

Submitted to the English Applied Linguistics Study Program In Partial Fulfillment of the Requirement for the Degree of

Magister Humaniora

CICI HANDAYANI Registration Number 809112023

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POST GRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

2013

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ABSTRACT

Handayani, Cici. Registration Number. 809112023. Metacognitive Strategies Applied By English Department Students of UNIMED in Listening Comprehension. A Thesis. English Applied Linguistics Study program. Postgraduate School, State University of Medan (UNIMED). 2013

This research was aimed at finding out (1) the degree of metacognitive strategies applied by English Department students of UNIMED in listening comprehension (2) the difficulties of application metacognitive strategies by English Department students of UNIMED in listening comprehension. The study was conducted in English Department of UNIMED Medan. It was applied to 28 students in forth semester. Since the study was aqualitative research, the data were analyzed quantitatively by means of observation, questionnaire, Think Aloud Protocols (TAP) and interview. The questions in questionnaire and interview are based on Chammot’s and O’Malley’s as experts in metacognitive strategies.

The data analysis shows the degree of application metacognitive strategies. The study shows that the students’ application is low. The students only apply some parts of sub-categories in metacognitive strategies as their habit in doing their listening task. As metacognitive strategies deals with the subjects’ knowing of what their knowing, the subjects deals more on the product of listening than the process (metacognitive strategies) while they do the listening comprehension. This condition makes them face difficulties in the application of the metacognitive strategies especially planning and monitoring strategies. They do not get use to make plan before listening and they find difficulties in monitoring and listening to the speakers at the same time. They cannot get the messages that are uttered by the speakers and often write down the unuttered ones. They cannot comprehend the listening well, they loss their concentration, and it makes them feel worry, doubt, nervous and other negative feeling. Listening is still a difficult task for them.

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ACKNOWLEDGMENTS

Bismillaahirrohmaanirrohiim. In the name of Allah, the most gracious and most merciful. May greetings are shaded to our prophet Muhammad, his family and the noble friends. In the completion of this thesis, Alhamdulillah, there are some people who have given their contribution to the writer to execute her thesis but not all names can be spelled out. However, the followings should be mentioned.

First of all, the writer wants to convey her deep gratitude to Prof. Dr. Lince Sihombing, M.Pd and Dr. Sri Minda Murni, M.S as her advisers for their valuable time in giving the encouragement, comments, ideas, suggestion and constructive criticism that were really helpful in the process of completing this thesis.

The writer also likes to thank to Prof. Dr. Busmin Gurning, M.Pd, Dr Anni Holila Pulungan, M.Hum, Prof. Dr D.P Tampubolon and Dr. Rahmad Husein, M.Ed as reviewers and examiners for their valuable feedbacks.

The endless thanks to her husband, Wawan Budianto, ST for his very special love, attention, care, support and encouragement that given to her for the success of her study. And then, to her beautiful twin daughters, Rinjani Anila Savana and Kaimana Jyoti Aruna as her special deep spirit in her life, may this thesis can be a motivation for them to do their education in the future.

The writer also wishes to thank to her parents, brothers, and sister for their patience, full support, love, and prays, in carrying out this academic task.

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TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT... i

ABSTRACT………... iii

TABLE OF CONTENTS……….. iv

LIST OF TABLES………. vii

LIST OF FIGURES………... viii

LIST OF APPENDICES……… ix

I. Introduction 1.1The Background of the Research ……… 1

1.2The Research Problems………... 5

1.3The Objectives of the Research……….. 6

1.4The Scope of the Research………... 6

1.5The Significance of the Research ……… 6

II. REVIEW OF LITERATURE 2.1. The Concept of Listening Comprehension……… 8

2.2 Learning Strategies……….. 12

2.2.1 Classification Learning Strategies……….. 18

2.2.2 Relationship between Learning and Metacognitive Strategies…….. 20

2.3 Metacognitive Strategies………. 21

2.3.1 The Concept of Metacognition and Metacognitive strategies……... 22

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2.3.3 Classifications of Metacognitive Strategies………... 27

2.4 Think Aloud Protocols………. 31

2.4.1 The Concept of Think Aloud Protocols……….. 31

2.4.2 The Procedure of Think Aloud Protocols………... 32

2.5 The Relevant Studies………... . 36

2.6 Conceptual Framework………. 38

III. REASEARCH METHODOLOGY 3.1. Research Design……….... 41

3.2. The Subjects of the Research………. 42

3.3. Instrument of Data Collection………... 42

3.4 Data of The Research……….. 44

3.5The Procedure of Data Collection……… 47

3.6The Technique of Data Analysis……… 48

3.6.1 Transcription………... 48

3.6.2 Data Reduction……… 49

3.6.3 Data Analysis………... 50

3.7 The Trustworthiness of The Study……… 50

IV. DATA ANALYSIS, FINDINGS AND DISCUSSION 4.1 Description of the Data……….. 53

4.2 Data Analysis………. 55

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4.2.1.1 Planning……….... 55

4.2.1.2 Monitoring……… 62

4.2.1.3 Evaluation……… 92

4.2.2 The Difficulties of Application Metacognitive Strategies………….. 99

4.3 Research Finding……….. 121

4.4 Discussion ……… 123

V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions………... 126

5.2 Suggestions………... 127

REFERENCES………... 128

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List of Tables

Tables Page

Table 3.1 Classification of Metacognitive Strategies ... 28 Table 4.1 Recapitulation of questionnaire data for planning strategies .... 57 Table 4.2 Interview data of background information ... 59 Table 4.3 Interview data of planning strategies ... 60 Table 4.4 Recapitulation of questionnaire data for monitoring strategies . 63 Table 4.5 Interview data of monitoring strategies ... 64 Table 4.6 The recapitulation data of the TAP analysis ... 91 Table 4.7 Recapitulation of questionnaire data for monitoring strategies … 93 Table 4.8 Interview data of evaluation strategies………... 94 Table 4.9 Interview data of evaluation strategies………... 99 Table 4.10 Comparison feeling of subjects before and during listening test 100

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List of Figures

Figure Page

Figure 2.1 LLS Taxonomy ... 19

Figure 2.2 Classification of Metacognitive Strategies ... 27

Figure 4.1.TAP in observation 1, observation 2 and listening ... 54

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List of Appendixes

Appendix Page

Appendix 1. Student Volunteer Statement……… 132 Appendix 2. The Description of TAP Achievement by the Subjects … 133 Appendix 3. Questionnaire about Metacognitive Strategies …………. 135 Appendix 4. The Questionnaire Data………... …. 137 Appendix 5. Total Application of MCS in Questionnaire per Subject …. 151 Appendix 6. Transcription of interview………... …. 152

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CHAPTER I INTRODUCTION

1.1 The Background of the Research

English is a foreign language in Indonesia but it plays important role. Many education institutions give a lot of attention to English and it is taught since kinder garden. Mastering English, as a world-wide language, is believed it can help the students a lot for their future.

The significance of English in Indonesia is evident in four major domains. First, proficiency in English is a means of obtaining better and well-paid job. Second, English is used in Indonesia as a tool for studying especially at the higher education level. Third, English is utilized in Indonesia to access to recreation and entertainment through media such as newspapers, magazines, movies, some television programs, and radio programs. At last, English is used to gain access to knowledge and information through computer-mediated communication such as e-mail, chat, information source from World Wide Web. It seems, English is no more seen as luxurious one but it is a high demand necessity.

English is a foreign language in Indonesia. There are four skills in English learnt by students. They are listening, reading, writing and speaking. Listening is so important for the beginners in acquiring English, that’s why listening gets the first rank of ability that must be mastered out of four skills. When English becomes language of communication, the good ability in listening is required a lot. In having

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good communication especially in conversation, students must be good either in listening or speaking. When someone can listen well, she can get the message, when she get the message and understand it, she can give the good response and it means good communication occurs. Listening is also often tested. In TOEFL there are fifty questions in listening. Mendelson (1994) says that the importance of listening in our life through the percentage of listening in communication. He mentions listening takes up 40-50%; speaking, 25-30%; reading, 11-16%; and writing, about 9% of the total communication time spent.

Listening has been taught officially since primary school in Indonesia. This long time period makes university students should have good listening comprehension. They should understand movies with English without the bahasa Indonesia translation on the screen. They should be able to get good scores in listening section of the test. But many of them feel lost when they are listening their lecturers speak in English or listening native speaker through the tape. They feel it is almost impossible to understand what is being heard at the moment.

Most of listening activities focus on the product of listening, every activity becomes a test of the learners’ listening ability. Although scholars have warned against using listening activities as a disguised form of testing (Sheerin, 1987), this practice is in fact quite commonplace in many language classrooms even till this day.

Unfortunately, most often people suppose that listening comprehension is a passive activity, but contrarily, it is an "active process" because the listeners must recognize the differences among sounds, understand vocabularies and the

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grammatical structures, get the meaning of language input and other prosodic proof from the text, and they must save the information gathered long enough in their mind to interpret the context in which the communication takes place. Even the students listen the same script, it does not mean either they would get the same information or have the same interpretation. It explains the different scores in listening test of the students. They listen to the same script (spoken language), catch the spoken language by the ears, send it to the brain and be processed. What makes different result of listening is actually the different process in their head or mind.

Listeners may become anxious because they have not ‘done well’ and may fear that they would be negatively evaluated by their teachers and peers. They work on improving their listening but many of them do not really know where to start other than to ‘practice harder’ on their own. They are unable to take control of their learning and do not know how to direct their extensive listening activities to achieve their learning goals. When they encounter problems, they also do not know how best to cope with them other than to ‘listen harder’. Thus, many studies try to explore the causes of the difficulties in students’ listening ability. One of the causes is that students’ lack of learning strategies or that they cannot use learning strategies. They do not have certain listening strategy to get maximum result.

In having good listening comprehension, the students need to know the strategy. As English is not mother tongue for Indonesian people, learning strategies is needed to make learning process of target language (English) more successful and enjoyable. Many studies revealed that students would perform better if they can

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apply learning strategy appropriately. Rubin (1987) states that learning strategies are the strategies that can contribute to the development of the language system in essence they are employed when learners try to develop linguistics and sociolinguistics competence in target language. Oxford (1990) mentions learning strategies as specific actions taken by the leaner to make learning easier, faster, more enjoyable, more self directed, more effective, and more transferable to new situation. It means to get maximum learning result, students are recommended to apply learning strategies.

There are many kinds of learning strategies. Oxford (1990) mentions six learning strategies. There are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies.

Metacognitive strategies can help learners how to listen, how to manage their mental processes for listening. It involves of using experience and knowledge in understanding spoken text that are listened. In knowing metacognitive strategies, it is hoped the learners would get the messages, can get maximum knowledge and score when they are doing listening either in daily activities or taking English test.

The way of students in managing their knowledge while they do listening test would be the interest in this study. It would be seen how further the students apply the metacognitive strategies in their listening comprehension or the degree of metacognitive strategies applied by the students (English Department students of UNIMED) in listening comprehension and the difficulties found in the application of metacognitnve strategies.

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In the application of metacognitive strategies, there is thinking process happened. To see this thinking process Think Aloud protocols (TAP) would be used. The students would convey what is in their mind while they do listening test. They would speak loud by writing down on the paper whatever thought comes to mind while performing listening at hand.

Listening is always considered as difficult task by students and the listening task is often focused on the score more than the process. By knowing the application of metacognitive strategies and the difficulties in applying metacognitive strategies by the students, it is hoped better listening comprehension can be achieved as it is known the process happened while the students do listening test, it means the lecturers and students can do any effort to get improvement in listening comprehension.

1.2 The Research Problems

The problems in this study are formulated as follows.

1. What are the degrees of metacognitive strategies applied by English Department Students of UNIMED in listening comprehension?

2. What are the difficulties found in metacognitve strategies applied by English Department Students of UNIMED in listening comprehension?

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1.3The Objectives of the Research

Related to the research problems above, here are the objectives of the study.

1. To find out the degree of metacognitive strategies applied by English Department students of UNIMED in listening comprehension

2. To find out the difficulties of application metacognitive strategies by English Department students of UNIMED in listening comprehension

1.4 The Scope of the Research

The scope of this study is metacognitive strategies and listening comprehension by university students in English Department of UNIMED

1.5 The Significance of the Research

The results of this research either theoretically or practically are expected to give contribution to some lecturers, students, education stakeholders and other researchers. Here are the details.

Theoretically

1. For lecturers, this study can enrich their knowledge about metacognitive strategies applied in listening comprehension by university students

2. For the students, they can get information and description about the application of metacognitive strategies in listening comprehension

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3. For education stakeholders, this research would provide valuable information about metacognitive strategies applied by university students in listening comprehension

4. For other researcher, the result of this research can be as an enrichment reference for further similar studies which they are going to conduct in the future.

Practically

1. The result of this research can be used as guidance for the lecturers in encouraging the students to be independent enough in applying metacognitive strategies in their listening performance in order to get better result in listening comprehension. 2. It can be used as guidance for the students to get maximum knowledge and score

when they are doing listening either in daily activities or taking English test by applying metacognitive strategies.

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Chapter V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

From the analysis of the data and the findings, it can be concluded that:

1. Even the students has learnt English since primary school but still many of students have problem/ find listening is a difficult lesson. The lecturers and students pay attention to the product of listening/ score, more than the process in listening

2. The application of metacognitive strategies by students of English Department UNIMED is low, the application is around 30% only. The application of planning, monitoring and evaluation is only based on their experience in doing listening activities not because of their awareness of the importance of metacognitive strategies.

3. Monitoring strategies is the highest category of metacognitive strategies applied by the subjects but it is also the category that is difficult to be applied by the subjects.

4. The subjects are difficult in applying metacognitive strategies especially planning and monitoring strategies. They do not get use to have planning as they do listening naturally, flows like water. It is difficult for them to make planning as they do not know what need to be planned and they are difficult

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to do monitoring as it is not easy to do monitoring and listening to the speakers at the same time.

5.2 Suggestion

Based on the conclusions stated above, this study has some suggestions to the university students and education practitioners as follows:

1. It is suggested for students to learn about metacognitive strategies to make them ready to any listening activities and they can get effective learning process as listening is part of academic study in English department. It is suggested to the students to apply meatcognitive strategies as it can maximize their ability to get information and knowledge as listening cannot be separated from their daily activities.

2. It is suggested to the English lectures especially who teach listening subject to lead the subjects have good thinking process management (metacognitive strategies) to make them being competent in listening.

3. It is suggested to any education stakeholders to take care more in the process than the product to get good preparedness to any future situation.

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127

REFERENCES

Abdalhamid, F. 2012. Listening Comprehension Strategies of Arabic-Speaking ESL

Learners. Thesis. Colorado: Colorado State University

Anderson, Ann, Lynch .1991. Listening. Oxford: Oxford University Press

Anderson, N.J. 2002. The role of metacognition in second language teaching and

learning. ERIC Digest, April 2002, 3-4.

Anderson, N. J., & Vandergrift, L. (1996). Increasing metacognitive awareness in the L2 classroom by using think-aloud protocols and other verbal report formats. In R. L. Oxford (Ed.), Language learning strategies around the world:

Cross-cultural perspectives. Honolulu: University of Hawai'i Press.

Ary, D. Jacobs, LC. Sorensen CK, and Rajavieh, A. 2010. Introduction to Research

in Education; 8th ed. USA. Wadsworth Cengage Learning.

Bogdan, R.C. and Biklen, S.K. 2007. Qualitative Research for Education: An

Introduction to Theories And Methods. California: Pearson/ Allyn and Bacon

Bernard, H.B.2000. Interviewing unstructured and semistructured. Social Research Methods-Qualitative and Quantitative Approaches (pp. 189-224). California: SAGE

Berne, J. E. 2004. Listening comprehension strategies: A review of the literature.

Foreign Language Annals, 374(4), 521-533.

Camps, J. (2003). Concurrent and retrospective verbal reports as tools to better

understand the role of attention in second language tasks. International

Journal of Applied Linguistics, 13(2), 201-221.

Chamot, A.U.1995.Learning Strategies and Listening Comprehension, in Mendelsohn and Rubin 1995: 13-130.

Chan, C. 2005. A Study of Metacognitive Strategies in EFL Listening

Comprehension. Thesis. Taiwan: Institute of Applied Foreign Languages

National Yulin University of Science and Technology

Cohen, A. 2000. Strategies in Learning and Using a Second Language. Shanghai: Foreign Language Teaching and Research Press

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128

Coskun, A. 2010. The Effect of Metacognitive Strategy Training on the Listening

Performance of Beginner Students. Novitas-royal (Research on Youth and

Language), 4(1), 35-50.

Denzin, N., & Lincoln, Y.S. (Eds.).1994. Handbook of qualitative research. Thousand Oaks, CA: Sage

Ellis, R. .1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.

Ericsson, K.A and Simon, H.A (1993). Protocol Analysis-Verbal reports as data. London: A Bradford Book

Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing

naturalisticinquiry: A guide to methods. Newbury Park, CA: Sage

Publications.

Fong, P.L., Lin, P.Y., Shih, S.C and Tseng, C.M (1998). The use of think aloud with massive subjects in the study of listening strategies. The Proceeding of the 5th

International Symposium on English Teaching, Taipei: Crane Publisher Co.

Flavell, J. H. 1976. Metacognitive Aspects of Problem Solving. In Resnick, L.B. (Ed.), The Nature of Intelligence. New York: Lawrence Erlbaum Associates Inc.

Flavell, J. H. (1987) Speculation about the nature and development of metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp.21 - 29). Hillsdale, NJ: Lawrence Erlbaum.

Goh, C.2008. Metacognitive Instruction for Second Language Listening Development:Theory, Practice and Research Implications. Regional Language

Centre Journal, 39(2), 188 -213

Hasan, A.S. 2000. Learners’ Perceptions of Listening Comprehension Problems.

Language, Culture and Curriculum. 13,2,137-153

Ishler, J.M. 2010. The listening Strategies of Tunisian University EFL Learners. Dissertation. Pennsylvania: Indiana University of Pennsylvania

Liu, J.S. 2007. An Empirical Study of Metacognitive Strategy Training in English

Listening Teaching at Vocational College [Online]. Retrieved March 29,

2011,from:

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129

Maxwell, J. A. 2005. Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage Publications.

Mendelsohn, D.J .1984. There ARE strategies for listening. TEAL Occasional Papers, 63-76

Mendelsohn, D. J. 1994. Learning to listen: A strategy-based approach for the second language learner. San Diego: Dominie Press

Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. H. Bower (Ed.), The psychology of learning and motivation (pp. 1–45). New York: Academic Press

Nunan, D .1999. The learning process. InE. Gundersen & J. Kinkade (Eds), Second

Language Teaching & Learning (pp. 171-194). Massachussetts: Heinle &

Heinle Publishers

O’Malley, J.M., Chamot, A.U. and Küpper, L. 1989. Learning Strategies

Applications with Students of English as Second Language Learners. Applied

Linguistics, 10(4): 418-437.

O’Malley, J.M., and A.U. Chamot. 1990. Learning Strategies in Second Language

Acquisition. Cambridge: Cambridge University Press.

Oxford, R. 1989. Use of Language Learning Strategies: A Synthesis of Studies with

Implications for Strategy Training. System, 17(2), 235 – 247

Oxford, R. L., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. The Modern Language Journal, 73(4), 404-419.

Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publisher.

Oxford, R. L. (1994). Language learning strategies: An update. ERIC Digest, 1-4. Poelmans, P. 2003. Developing second-language listening comprehension: Effects of

training lower-order skills versus higher-order strategy. Netherland

Rost, M. 2002. Teaching and Researching Listening. Edinburgh Gate, England: Pearson Education

Rubin, Joan and Thompson, Irene. 1982. How to be a More Successful Language

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130

Rubin, J. (1987) Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden and J. Rubin (Eds.), Learner strategies and language

learning. (pp. 15-29). Englewood Cliffs, New Jersey: Prentice Hall.

Schneider, W. and Shiffrin, R.M . 1977. Controlled and automatic human information processing: I. Detection, search, and attention. Psychological Bulletin, 84, 1 66.

Schwandt, T. A. 1997. Dictionary of qualitative inquiry (2nd ed.). Thousand Oaks, CA: Sage Publications.

Silverman, D. (2006). Interpreting Qualitative Data, (3rd ed.) London: Sage.

Someren, M.W., Barnard, Y.F., and Sandberg, J.A.C. 1994. The Think Aloud

Method.Amsterdam: Academic Press London

Underwood, M. 1989. Teaching Listening[M ]. London：Longman Group

Vandergrift, L. 1997. The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30, 387-409. Vandergrift, L. 2003a. From prediction through reflection: Guiding students through

the process of L2 listening. The Canadian Modern Language Review, 59(3), 425-440.

Wenden, A. 1987. Metacognition: An Expanded View of the Cognitive Abilities of L2 Learners. Language Learning, 37 (4),573-597

Wenden, A. (1991). Learner strategies for learner autonomy : planning and

implementing learner training for language learners. Englewood Cliffs, NJ:

Prentice Hall.

Wenden, A. L. 1998. Metacognitive knowledge and language learning. Applied

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Chapter V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

From the analysis of the data and the findings, it can be concluded that:

3. Monitoring strategies is the highest category of metacognitive strategies applied by the subjects but it is also the category that is difficult to be applied by the subjects.

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to do monitoring as it is not easy to do monitoring and listening to the speakers at the same time.

5.2 Suggestion

Based on the conclusions stated above, this study has some suggestions to the university students and education practitioners as follows:

3. It is suggested to any education stakeholders to take care more in the process than the product to get good preparedness to any future situation.

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REFERENCES

Abdalhamid, F. 2012. Listening Comprehension Strategies of Arabic-Speaking ESL Learners. Thesis. Colorado: Colorado State University

Anderson, Ann, Lynch .1991. Listening. Oxford: Oxford University Press

Anderson, N.J. 2002. The role of metacognition in second language teaching and learning. ERIC Digest, April 2002, 3-4.

Ary, D. Jacobs, LC. Sorensen CK, and Rajavieh, A. 2010. Introduction to Research in Education; 8th ed. USA. Wadsworth Cengage Learning.

Bogdan, R.C. and Biklen, S.K. 2007. Qualitative Research for Education: An Introduction to Theories And Methods. California: Pearson/ Allyn and Bacon Bernard, H.B.2000. Interviewing unstructured and semistructured. Social Research

Methods-Qualitative and Quantitative Approaches (pp. 189-224). California: SAGE

Berne, J. E. 2004. Listening comprehension strategies: A review of the literature. Foreign Language Annals, 374(4), 521-533.

Camps, J. (2003). Concurrent and retrospective verbal reports as tools to better

understand the role of attention in second language tasks. International Journal of Applied Linguistics, 13(2), 201-221.

Chamot, A.U.1995.Learning Strategies and Listening Comprehension, in Mendelsohn and Rubin 1995: 13-130.

Chan, C. 2005. A Study of Metacognitive Strategies in EFL Listening Comprehension. Thesis. Taiwan: Institute of Applied Foreign Languages National Yulin University of Science and Technology

Cohen, A. 2000. Strategies in Learning and Using a Second Language. Shanghai: Foreign Language Teaching and Research Press

(4)

Coskun, A. 2010. The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Novitas-royal (Research on Youth and Language), 4(1), 35-50.

Denzin, N., & Lincoln, Y.S. (Eds.).1994. Handbook of qualitative research. Thousand Oaks, CA: Sage

Ellis, R. .1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.

Ericsson, K.A and Simon, H.A (1993). Protocol Analysis-Verbal reports as data. London: A Bradford Book

Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalisticinquiry: A guide to methods. Newbury Park, CA: Sage Publications.

Fong, P.L., Lin, P.Y., Shih, S.C and Tseng, C.M (1998). The use of think aloud with massive subjects in the study of listening strategies. The Proceeding of the 5th International Symposium on English Teaching, Taipei: Crane Publisher Co. Flavell, J. H. 1976. Metacognitive Aspects of Problem Solving. In Resnick, L.B.

(Ed.), The Nature of Intelligence. New York: Lawrence Erlbaum Associates Inc.

Goh, C.2008. Metacognitive Instruction for Second Language Listening Development:Theory, Practice and Research Implications. Regional Language Centre Journal, 39(2), 188 -213

Hasan, A.S. 2000. Learners’ Perceptions of Listening Comprehension Problems. Language, Culture and Curriculum. 13,2,137-153

Ishler, J.M. 2010. The listening Strategies of Tunisian University EFL Learners. Dissertation. Pennsylvania: Indiana University of Pennsylvania

Liu, J.S. 2007. An Empirical Study of Metacognitive Strategy Training in English Listening Teaching at Vocational College [Online]. Retrieved March 29, 2011,from:

(5)

Maxwell, J. A. 2005. Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage Publications.

Mendelsohn, D.J .1984. There ARE strategies for listening. TEAL Occasional Papers, 63-76

Mendelsohn, D. J. 1994. Learning to listen: A strategy-based approach for the second language learner. San Diego: Dominie Press

Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. H. Bower (Ed.), The psychology of learning and motivation (pp. 1–45). New York: Academic Press

Nunan, D .1999. The learning process. InE. Gundersen & J. Kinkade (Eds), Second Language Teaching & Learning (pp. 171-194). Massachussetts: Heinle & Heinle Publishers

O’Malley, J.M., Chamot, A.U. and Küpper, L. 1989. Learning Strategies

Applications with Students of English as Second Language Learners. Applied Linguistics, 10(4): 418-437.

O’Malley, J.M., and A.U. Chamot. 1990. Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.

Oxford, R. 1989. Use of Language Learning Strategies: A Synthesis of Studies with Implications for Strategy Training. System, 17(2), 235 – 247

Oxford, R. L., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. The Modern Language Journal, 73(4), 404-419.

Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House Publisher.

Oxford, R. L. (1994). Language learning strategies: An update. ERIC Digest, 1-4. Poelmans, P. 2003. Developing second-language listening comprehension: Effects of

training lower-order skills versus higher-order strategy. Netherland

Rost, M. 2002. Teaching and Researching Listening. Edinburgh Gate, England: Pearson Education

Rubin, Joan and Thompson, Irene. 1982. How to be a More Successful Language Learner. Boston: Heinle & Heinle. Second edition, 1994

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Rubin, J. (1987) Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden and J. Rubin (Eds.), Learner strategies and language learning. (pp. 15-29). Englewood Cliffs, New Jersey: Prentice Hall.

Schneider, W. and Shiffrin, R.M . 1977. Controlled and automatic human information processing: I. Detection, search, and attention. Psychological Bulletin, 84, 1 66.

Schwandt, T. A. 1997. Dictionary of qualitative inquiry (2nd ed.). Thousand Oaks, CA: Sage Publications.

Silverman, D. (2006). Interpreting Qualitative Data, (3rd ed.) London: Sage.

Someren, M.W., Barnard, Y.F., and Sandberg, J.A.C. 1994. The Think Aloud Method.Amsterdam: Academic Press London

Underwood, M. 1989. Teaching Listening[M ]. London：Longman Group

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METACOGNITIVE STRATEGIES APPLIED BY ENGLISH DEPARTMENT STUDENTS OF UNIMED IN LISTENING COMPREHENSION.