The Effects of language learning strategies on engineering students’ listening comprehension

Handayani, Lilik (2016) The Effects of language learning strategies on engineering students’ listening comprehension. Masters thesis, Widya Mandala Catholic University Surabaya.

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Listening comprehension was found to be among the most difficult tasks for the learners of English for specific purposes (ESP) since they were rarely exposed to the comprehensible input of authentic listening materials. In the real ESP classroom, teachers tend to test students’ listening comprehension while they are teaching listening, thus students often feel anxious and confused what to do with the listening tasks. Moreover, many students were not aware that they have to use specific learning strategy relevant to their learning style to be successful in learning a language particularly listening. Therefore, this ex post study was designed to find out the correlation and the effectiveness of the language learning strategies on engineering students’ listening comprehension. Further, it was expected to figure out the most effective learning strategies in improving their listening comprehension. The research was conducted at Shipbuilding Institute of Polytechnic Surabaya (SHIPS). Two classes of Design and Construction Engineering were purposefully selected as the samples. They were asked to answer both Strategy Inventory for Language Learning (SILL) Questionnaire (Oxford, 1990) and ESP Listening Comprehension Test as the research instruments. The data findings were then classified and analyzed by applying quantitative methods including Correlational Analysis, Analysis of Variance (ANOVA) and Tukey’s HSD test. To explore and reveal the research findings, both language learning strategies schema and metacognitive instruction for second language listening development were used as the underlying theories. The research findings reveal that there is correlation between language learning strategies and engineering students’ listening comprehension. The highest correlation can be gained by compensation strategy (with correlation value 0,16) and cognitive strategy group (with correlation value -0,14), then followed by metacognitive (0.12) and the least correlation is affective (0,01). This finding can be logically understood since compensation strategy group tend to guess intellegently when confronted with unknown expressions to overcome the listening difficulties. Most students who applied compensation strategy usually guess the general meaning by using wide variety of clues. Remarkably, cognitive strategy has the highest negative correlation with listening comprehension achievement since students employing this strategy often focus on perception of sounds rather than on comprehension of meaning. Meanwhile, the effectiveness of diverse learning strategies on engineering students’ listening comprehension has been proven through ANOVA calculation (F-ratio 2,85 higher than F table 2,00 and p-value 0,007 less than  0.05). A combined metacognitive and affective strategy is revealed as the most effective learning strategy to improve engineering students’ listening comprehension. As a pedagogical implication, English teachers are recommended to motivate students to be aware of learning strategies and be affective learners as well. Both metacognitive and affective strategies will be powerful when they are orchestrated in harmony, since the awareness of learning process within affective variables including high motivation, self-confidence and low anxiety relate to success in second language acquisition (Krashen, 2003, p. 31).

Item Type: Thesis (Masters)
Department: ["eprint_fieldopt_department_Graduate School" not defined]
Uncontrolled Keywords: Language Learning Strategies, ESP Listening Comprehension
Subjects: English Education > PE English
Divisions: Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User: Users 4157 not found.
Date Deposited: 17 May 2017 06:18
Last Modified: 17 May 2017 06:18

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