Metacognitive Awareness And Self-Efficacy Do They Contribute To Indonesian Efl Students’ Listening Comprehension Achievement?

Umam, Chothibul and Ushuludin, Moh. Ana and Ningrum, Ary Setya Budhi and Syaifulloh, Burhanudin and Suci, Dewi Nur (2020) Metacognitive Awareness And Self-Efficacy Do They Contribute To Indonesian Efl Students’ Listening Comprehension Achievement? Humanities & Social Sciences Reviews, 8 (4). pp. 138-146. ISSN 2395-6518

Text Metacognitive Awareness And Self-Efficacy Do They Contribute To Indonesian Efl Students’ Listening Comprehension Achievement.pdf Download (761kB)

Abstract

Purpose of the Study: This study examines the correlation between metacognitive awareness, listening self-efficacy, and listening comprehension achievement of Islamic secondary school students in Indonesia. Methodology: To obtain the data on students’ metacognitive awareness, Metacognitive Awareness Listening Questionnaire (MALQ) and Metacognitive Awareness Inventory (MAI) was used. Data on students’ self-efficacy was gained using the simplified version of Rahimi and Abedini’s (2009) self-efficacy questionnaire (SEQ), The Morgan-Jinks Student Efficacy Scale (MSES), and Motivated Strategies for Learning Questionnaire (MSLQ). Meanwhile, students’ listening comprehension achievement was measured using the TOEFL Junior Test from Educational Testing Service. A total of 264 learners involved in this study. Main Findings: The result of correlational analysis using Kendall Tau-b formula revealed that 1) there was no significant contribution of learners’ metacognitive awareness toward their listening comprehension achievement, 2) students’ listening self-efficacy has a very low correlation with their listening comprehension achievement, and 3) simultaneously, students’ metacognitive awareness and their self-efficacy showed a very low reciprocal relationship with their listening comprehension. Applications of the study: This study is relevant to senior secondary education in the Indonesian context in which English is the first foreign language. More specifically, it is relevant to schools whose students are multilingual and come from different backgrounds both economically and geographically. Novelty/Originality of this study: Unlike other studies in a similar context that measures the general English academic achievement, this study focuses on a specific skill, listening comprehension. In addition, it uses two variables (metacognitive awareness and self-efficacy) outright as the predictors of students’ listening comprehension achievement.

Item Type:	Article
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy
Divisions:	Fakultas Tarbiyah > Jurusan Tadris Bahasa Inggris
Depositing User:	M. Royyan Nafis Fathul Wahab
Date Deposited:	12 Aug 2021 04:09
Last Modified:	12 Aug 2021 04:09
URI:	http://repository.iainkediri.ac.id/id/eprint/541

Actions (login required)

View Item