An Analysis of Lecturers’ Strategies in Teaching Listening at IAIN Curup

Nurhidayah, Siti and Hidayah, Jumatul and Gusmuliana, Paidi (2019) An Analysis of Lecturers’ Strategies in Teaching Listening at IAIN Curup. Sarjana thesis, IAIN Curup.

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Abstract

This research investigated, 1) Lecturers’ Strategies in Teaching Listening at IAIN Curup. 2) Lecturers implement some strategies such as planning, monitoring evaluation, cognitive and metacognitive. Where each of indicators have some sub indicators. But, there are some differential and similarities in implementation. The strategies used by lecturers still not maximal because there some sub indicators cannot be applied by lecturers. Lecturers strategies still not complete. Lecturers should use some sub indicator in order can get the maximal result for listening. The Implementation of Strategies in Teaching Listening English at IAIN Curup. In planning both of Lecturers prepare some material then before teaching and explained the clues and each of material have short term goal and the long term goal determine the long term goal by using dictoglass, seek best opportunities for listening practice, then in monitoring Lecturers consider progress against a set of pre-determined criteria by using KKM. In checking and see if the same mistakes are still being made by the students to correct the exercise in discussion, check understanding of the students during listening by giving correction directly. In evaluating asses the effectiveness of practice and learning strategies by making classroom enjoyable by created the cozy atmosphere, check the appropriateness and the accuracy of what has been understood by giving reflection toward the exercise were gave n to students. In cognitive aspect Lecturers associate with the processing of linguistic and non-linguistic input about linguistic grammar in the text and non-linguistic Lecturers measuring students understanding toward information of the text or short answers, and about pronunciation of the word, associate with the storing of linguistic and non-linguistic input in working memory or long-term memory in listening by using students transcript score from the exercise of listening, associate with accessing memory, to be readied for output with enter on assessment of English skill criteria, it was addition score in “KHS”. in metacognitive Lecturers did not take stock of conditions surrounding a language tasked by assessing one’s own knowledge, one’s available internal and external resources and the constraints of the situation before engaging in a tasked, because lecturers focused on listening comprehension exercise. Lecturers cannot determine the effectiveness of one’s own or another’s performance while engaged in a tasked. However, Lecturers determine the self-evaluation, by giving students the test mainly in individual evaluation. Lecturers used self-testing to know the students weakness in listening.

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Thesis (Sarjana)

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