This study aims to reveal the strategies employed by the students in listening class. Listening is one skill that highly complicated, started from receiving, understanding, remembering, evaluating, and responding to what they hear. It becomes a problem to the students especially in an EFL classroom. Sometimes the students are discouraged to this situation. To overcome the problems, one of the solutions is employing the strategies of listening. The research subject were the students of first semester who take Listening for General Communication subject. Data were collected by questionnaire It consisted of 24 questions for metacognitive strategy, cognitive strategy, and socio-affective strategy. It adapted from Listening Comprehension Strategy Inventory (LCSI). The results showed that metacognitive strategy (50,4%) was the most strategy frequently employed by the students. The second strategy was cognitive strategies (33,0%), and the last was socio-affective strategies (16,6%).

Listening is the ways of picking up the information delivered by others in daily life, and also is the most important elements in studying foreign language. Several people have, however, problem in listening because they think that listening is the hardest skill to be mastered. To solve this barrier, teachers carry a big responsibility in their classroom. Teachers need to encourage students’ participation through preparing an interesting strategy during listening instruction in order to attract students’ attention to take part actively in listening. This study attempted to investigate the strategy used by teacher in teaching listening. Richard’s theory of listening strategy to include bottom-up and top-down was applied. Through utilizing qualitative descriptive analysis, this study involved three listening lecturers of English Department of Universitas Negeri Gorontalo where they were observed and interviewed. The analysis of data revealed that teachers used mostly top-down process ...

Abstrak Penelitian ini bertujuan untuk mengungkap strategi yang digunakan oleh siswa dan peranan pusat bahasa. Subyek penelitian adalah kelas pertama yang bergabung dalam SLC yang memiliki kmampuan mendengar pada tingkat Low Intermediate. Data diambil menggunakan tiga cara, yaitu observasi, interview, dan kuisioner. Kuisioner terbuka digunakan untuk mengetahui seberapa jauh SLC berperan pada kemampuan mendengar mereka. Selain itu kuisioner juga mencakup Strategy Inventory for Language Learning (Oxford, 1990) yang telah diadopsi. SIIL digunakan untuk mengetahui strategi yang digunakan oleh subyek. Hasil penelitian menunjukkan bahwa: pertama, penghindaran rasa takut (avoiding the fear) sangat berperan dalam peningkatan kemampuan mendengar; dan yang kedua, strategi yang paling disukai siswa adalah strategi metakognif.

It has been proven by linguists that the receptive skill of listening is the foundation of all other skills (reading, writing and speaking) and as is stated by Burgess (1994) learners of a foreign language “experience language through listening to it.” However, it is also supported that listening is an “invisible mental process” (Rost, 2011:2; Vandergrift, 2000) which cannot be easily described. It, therefore, needs to be integrated with the other three skills with which it is inextricably interwoven. This assignment aims at presenting a way of implementing listening theory to a secondary school class as well as delineating the process of subsuming all four skills in a coherent and cohesive listening lesson plan. In the first part of the assignment, the instructor’s current teaching situation will be described. In the second part of the assignment an original in-nature lesson plan will be provided as well as reflection upon the teaching of the lesson according to the criteria proposed.

The purpose of this study was to determine whether the Top Down and Bottom Up strategies had a significant effect on students' listening skills. This research was conducted with quantitative experimental research. The population of this research is the third semester students of HKBP Nommensen, Pematangsiantar University. The samples of this study were two classes which were selected by random sampling. There are 60 students. Class I as many as 30 students as the experimental group who were taught using the Top Down and Bottom Up Strategy and class II as many as 30 students as the control group who were taught without using the Top Down and Bottom Up Strategy. The instrument for collecting data is a test. To obtain the reliability of the test used the Kuder Richardson formula (KR21). The results showed that there was a significant effect of using Top Down and Bottom Up Strategies on students' listening skills.

The listening skills is viewed as an important skill to master, because from listening we can understand what are people saying, we can get the meaning of every words that speaker talk about, and it is important in process of listening comprehension. The Objective of this research is to find out the perception of fifth semester students of Widya Gama Mahakam Samarinda University in learning listening comprehension. In this research the main theories from Gay (2006) and from (Howitt & Cramer, 2009). The researcher uses Descriptive Quantitative research. The subject of this study was the fifth semester students of English Department at Widya Gama Mahakam Samarinda University. The researcher uses a questionnaire as an instrument to collect the data, and then representing the data in analysis and concluding the result of analysis. The result of questionnaire showed that students perception toward the strategies in learning listening were 12 students or 171% very often used Social strategies, 15 students or 171% often used Affective and Compensation strategies.

This study aims to find out the effect of the listening supports on the students’ listening performance. The students under concern were the second-semester students taking the English II subject at STIKOM Bali. The data source in this study is a primary data, which has been got directly from one class of listening comprehension in semester II year in 2017. This class was chosen since the students of this class have already learned the listening comprehension for seven meetings. Theory of listening comprehension was used in this research. There were 34 students’ listening test results analyzed by using the qualitative method in collecting data. This research used a descriptive research in describing the result. The finding shows that the percentage of students’ performance in Listening Comprehension I which used the two listening supports prior the test was 55.2%, this was higher than the percentage of the students’ performance in Listening Comprehension II which did not use the two...