Using cognitive strategy in EFL listening comprehension class to enhance student's listening skills : A pre experimental study in Madrasah Aliyah Negeri 1 Kuningan

Aida, Ai Nur (2022) Using cognitive strategy in EFL listening comprehension class to enhance student's listening skills : A pre experimental study in Madrasah Aliyah Negeri 1 Kuningan. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Listening is a crucial skill, both for communication and language learning. Listening skills are the first skill that must be mastered before learning speaking, reading, and writing. However, the researcher found that the students' listening skills were considerably low, especially their comprehension competency. As a result, students find difficulties of grasping the messages they hear. There are various ways to improve students' listening comprehension skills, for example, applying Cognitive Strategy. The researcher chose Cognitive Strategy as her study considering that cognitive is interconnected with listening and comprehension, in which cognitive itself can affect listening skills. Therefore, this study aims to (1) to find out the level of students’ listening skills before using cognitive strategy, (2) to find out the level of students’ listening skills after using cognitive strategy, (3) to find out the significant improvement level of students’ listening skills before and after using cognitive strategy. A quantitative approach with a pre-experimental design was chosen as the method of this research. There was one class group selected as participants using random sampling that consisted of 31 students of grade twelve. Random sampling is used because each population of this study is homogenous and has the same opportunity. Thus, one class group is considered sufficient to be a sample. Pretest and posttest were used as data collection techniques in this research, as well as applying treatments were used to implement Cognitive Strategy for four weeks of learning. The results of this study indicated that students' listening skills before using cognitive strategy are categorized as very poor criteria, with a mean of 39.35. Meanwhile, students' listening level after using cognitive strategy is categorized into fairly enough criteria with a mean of 68.71. Therefore, there was an increased in students' listening skills provided by the 0.48 N-Gain result. t means that Cognitive Strategy can effectively improve students' listening comprehension skills. In addition, based on the paired T-test analysis result showed, Sig. 0.000, which is lower than 0.05, indicates that the alternative hypothesis (Ha) is accepted, and the Null hypothesis (H0) is rejected. Thus, Cognitive Strategy effectively enhances students' listening skills for the twelve-grade students at Madrasah Aliyah Negeri 1 Kuningan. In conclusion, students' listening comprehension skills can be improved when the teacher provided the right and intense method and strategy. In a Cognitive strategy, the implementation of viewing audiovisuals, adding captions to videos, summarization, repetition and translation can be used. Cognitive Strategy certainly help teachers teach listening comprehension classes so that students can learn English listening effectively and help them understand the materials better.

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