Hanifah Paradipta Siregar, - (2022) LECTURERS’ FEEDBACK ON STUDENTS’ METACOGNITIVE LISTENING STRATEGIES AWARENESS IN POST LISTENING ACTIVITIES (A Case Study of University Students in Padangsidimpuan). Thesis thesis, UNIVERSITAS ISLAM NEGERI SULTAN SYARIF KASIM RIAU.

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Abstract

ABSTRACT Hanifah Paradipta Siregar, (2022): “Lecturers’ Feedback on Students’ Metacognitive Listening Strategies Awareness in Post Listening Activities (A Case Study of University Students in Padangsidimpuan)” This study was aimed to explore the students’ metacognitive listening strategies awareness that they use in post listening activities, to describe the students’ awareness level in metacognitive listening strategies, and to explore the lecturers’ feedback to support students’ metacognitive listening strategies awareness in post listening activities. This study employed a qualitative case study design. This study conducted in one of the Islamic Universities in Padangsidimpuan. The participants of this study were the students and the lecturers in a faculty at one of the Islamic Universities in Padangsidimpuan in academic year 2021/2022. There were 104 students in 4 classes and 4 lecturers who teach them. There were 13 students from each class. Therefore, in this research, there were 52 students which taken as the sample and 4 lecturers. The data were gathered by administering questionnaire and interview. The questionnaire of this research used Metacognitive Awareness Listening Questionnaire (MALQ). It was answered by the students. The questionnaire consists of 21 items that assess language learners’ awareness and perceived use of listening strategies. The questionnaire was used to answer two formulations of the problems. It was used to find the students’ metacognitive strategies and their awareness level. The interview was given to the lecturers. It was used to know the lecturers’ feedback to support students’ metacognitive in post listening. The interview was recorded by voice recording. The findings of the study showed that (1) Most of the students used mental translation as their strategies in post listening activities and the least strategies that the students use is directed attention. (2) Students had high awareness level in all of the metacognitive listening strategies. (3) The lecturers used some feedback to support students’ metacognitive listening strategies awareness; they were descriptive, evaluative and motivational feedback.

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