Pelaksanaan pembelajaran pemahaman mendengar dalam kurikulum bahasa Perancis di sekolah menengah di Malaysia / Nor Zihan Hussin

This qualitative study is an effort to explore the implementation of listening comprehension in the French language curriculum in Malaysian secondary schools. This study describes the process of acquiring listening skills in the French language classroom. It also examined the learning strategies used in listening comprehension as well as factors affecting students’ listening comprehension skills. Data were collected over a period of nine months through classroom observation, interviews and student journals. Field notes were also taken during the observations. Four Form Four students of the A2 level were selected as the participants. The process of learning was assessed based on a holistic analysis matrix, as suggested by Germain (1993). This analysis matrix is divided into four main categories, namely the language concept, the learning concept, the teaching concepts and the pedagogical relationship. This study used the theoretical framework based on Anderson’s (1985, 2005) cognitive theory on language comprehension and Weiner’s (1985, 2000) attribution theory, which is one of the most influential theories that can provide implications for motivation in education. This study has identified that the process of learning was based on listening comprehension testing and students were responsible for their own learning. This study also found that students used 22 strategies from the three main strategies, particularly, metacognitive, cognitive, and socio-affective strategies. Research findings indicate that all the participants used cognitive strategies more than metacognitive strategies and socio-affective strategies. The result of the study also found that male students utilized more strategies than the female ones. This study found that listening tasks, which had different types of texts undertaken in the class did not affect the strategies exercised by the participants. The participants employed the same strategies in implementing the listening comprehension tasks, although the level of difficulty and text differed. The study showed that high achievers utilized more strategies compared to low achievers during their French listening comprehension exercises. In general, it was found that the high achievers used more metacognitive and cognitive strategies than the low achievers. Furthermore, the study found that various factors affected students’ French listening comprehension learning. These factors were vocabulary, speed, type of sentences, background noises, pronunciation, accent, memory, health, culture, hearing problems, and focus of the text. The findings of this study indicate the importance of teachers’ attention and diverse activities in the listening comprehension classroom. Diversity of activities, and teachers' ability and interest in teaching and learning listening comprehension can foster students' interest and improve students' ability in French listening comprehension. This study can assist educators and curriculum designers as well as individuals involved in teaching and learning French to improve their understanding of teaching and learning listening comprehension and understand the needs of the students who show different levels of achievement