The Development Process of Students’ Metacognitive Skill in Listening during the Implementation of Intralingual Subtitling Project  

Oleh:

Arifin, Zainal

Jenis: Article from Proceeding
Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 874-877.
Topik: development process; metacognitive skills; listening; intralingual subtitling project
Fulltext: THE DEVELOPMENT PROCESS OF STUDENTS’ METACOGNITIVE.pdf (6.96MB)

Isi artikel

The emphasis of learning activites in EFL Listening has been changing as the shifting paradigm occurs from teaching paradigm to learning paradigm in recent years. Consequently, there has been growing interest and greater concern on the development of metacognitive skills in listening as part of concern in the new paradigm. On the implemetation stage, choice of teaching methodology and instructional design becomes one that can explain the development of students’ metacognitive skills. This article is intended to report a research result on the development process of students’ metacognitive skill in listening during the implementation of intralingual subtitling project espeacially for those who concern with instructional design. The data of the research taken from the students of Literal Listening course through observation, interview, and documentation were analyzed qualitatively using Miles and Huberman’s interactive model under the theory of metacognitive strategies: Problem-solving, Planning-evaluation, Mental translation, Person knowledge, and Directed attention (Vandergrif et al (2006). The result shows that the development of metacognitive skills occured during the implementation of intralingual subtitling project. Independently, students are able to develope metacognitive skills in listening strategies as the activities of learning by doing proceeds through the process of accomplishing the intralingual subtitling project in different manner as the difersity of their schemata and outonomous learning strategy. Schaffolding instruction to help students in the initial stage encourages students in solving their problems during the project accomplishment. Peer review strenghten students engagement in evaluating their ability in comprehending the text. Students and teachers have many experiences in evaluating students’ learning behavior.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali