Developing listening proficiency using Metacognitive Strategies

Researches show that skilled listeners use more metacognitive strategies than their less-skilled counterparts (O’Malley&Chamot, 1990. By doing classroom action research the researcher aimed to develop students’ listening proficiency by implementing metacognitive strategies. The setting was in listening class of English Education Study Program at Ahmad Dahlan University. The class contained 22 students were trained in three cycles. Before and after the cycles the students did listening pre-test and post-test. Based on the result of the study the students’ listening profieciency improved. In the pre test, no one of the students is categorized as very good, but in the post test one students was very good by getting score 80-100. The improvement was very significant in good category. It increased 58.26% from 19.04% in pre test increased to 77.3%. it means the students’ listening proficiency is above average on the post test. Moreover, the students who were categorized at poor level decreased 33.6% from 38.1% in pre test to 4.5% in post test. In conclusion, the finding showed that listening using metacognitive strategies made the students’ listening proficiency developed