DESIGNING MODEL OF LISTENING STRATEGY-BASED INSTRUCTION FOR THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL
DOI:
https://doi.org/10.22159/ijss.2021.v9i6.41010Keywords:
Model of listening strategies, Strategy-based instructionAbstract
Objective: Listening is categorized as the basic skill of language that needs to be given priority to understand. However, many students feel difficult to master it. Therefore, the solution to this problem is highly significant. As a respond for this situation, a study on designing a model of listening strategy-based instruction for the tenth grade students of senior high school students is made. It aims to increase students’ awareness of listening strategies and to help students master listening skill.
Methods: The study employed Research and Development which covered five main stages: Need Analysis, Product Development, Experts Validation, Field Testing Product, and Final Product Development. To collect the data needed as the basis for developing product need analysis was done in the tenth graders of MA Bilingual Batu.
Results: The finding shows that the students did not aware of the listening strategies. They learned listening only listens and answers the questions in the worksheet. So that they feel listening skill is difficult to be mastered. The presence of listening strategy-based instruction model is developed to fulfill their need.
Conclusion: The students are interested in this product. Besides that, they believe that the product can help them to master listening skills.
References
McCombs BL, Whistler JS. The Learner-Centered Classroom and School. Strategies for Increasing Student Motivation and Achievement. Sam Francisco: Jossey Bass Publishers; 1997.
Weimer M. Learner-Centered Teaching. San Francisco: Jossey Bass; 2002.
Duckworth E. Helping students get to where ideas can find them. New Educ 2009;5:185-8.
Wohlfarth DD, Sheras D, Bennett JL, Simon B, Pimentel JH, Gabel LE. Student perceptions of learner-centered teaching. Sight 2008;3:67-74.
Huba ME, Freed JE. Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon; 2000. p. 108.
Brown HD. Principles of Language Learning and Teaching. 5th ed. White Plains, New York: Pearson Education; 2008.
Macaro E. Strategies for language learning and for language use: Revising the theoretical framework. Mod Lang J 2006;90:320-37.
Anderson A, Lynch T. Listening. Oxford: Oxford University Press; 1988.
Richards JC. Listening comprehension: Approach, design, and procedure. TESOL Q 1983;17:219-40.
Arnold J. Seeing through listening comprehension exam anxiety. TESOL Q 2000;34:777-86.
Cheung YK. The Importance of Teaching Listening in the EFL Classroom; 2010.
Scarcella RC, Oxford RL. The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston, MA: Heinle & Heinle; 1992.
Rubin J, Thompson I. How to be a More Successful Language Learner. 2nd ed. Boston: Heinle & Heinle; 1994.
Chamot AU. Language learning strategy instruction: Current issues and research. Annu Rev Appl Linguist 2005;25:112-30.
Chiya S. The Importance of Learning Styles and Learning Strategies in EFL Teaching in Japan. A paper presented at Susaki Technical High School; 2003.
Brown HD. Principles of Language Learning and Teaching. 5th ed. New York: Pearson Education; 2007a.
Zare P. Language learning strategies among EFL/ESL learners: A review of literature. Int J Hum Soc Sci 2012;2:162-9.
Brown HD. Teaching by Principles: An Interactive Approachto Language Pedagogy. 3rd ed. New York: Pearson Education; 2007b.
Borg WR, Gall MD. Educational Research. 4th ed. New York: Longman; 2003.
Dick W, Carey L. The Systematic Design of Instruction. 5th ed. New York: Longman; 2001.
Oxford LR. Language Learning Strategies: What Every Teacher Should Know. New York: Newburry House Publisher; 1990.
Published
How to Cite
Issue
Section
Copyright (c) 2021 Erfan Efendi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
