The aims of conducting this research were; (1) to find out whether or not there is
a significant correlation between metacognitive strategies and their listening
comprehension; and (2) to find out whether or not metacognitive strategies significantly
influences their listening comprehension.This research used correlational study. There
were 18 students from classes of the eleventh grade students of MAN 2 Bone as the
population of this research. The 18 students participated in this study. The sample of this
study was taken by using total population sampling technique. Data were collected using
two instruments; MALQ (Metacognitive Awareness Listening Questionnaire) and the
listening section of the TOEFL Junior Test. The data were analyzed by using person
product moment correlation coefficient. The result showed that r-obtained (-0.226) was
lower than r-table (0.4438), then the level of probability (p) significance (sig.2-tailed) was
0.368. Subsequently,p value (0.368) was higher than 0.05. It means that the Null
Hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. From the
research finding shows that (1) there is no significant correlation between metacognitive
strategies and listening comprehension; and (2) there is no significant influence of
metacognitive strategies on listening comprehension. It means that students„
metacognitive strategies is not a dominant factor that affects listening comprehension.
A. Conclusions
Based on the findings and interpretations of the study, some conclusions are
drawn:
There was no correlation between metacognitive strategies and listening
comprehension. The finding shows that the null hypothesis (Ho) was accepted and
the alternative hypothesis (Ha) was rejected.
Based on the finding, it can be concluded that the students„ metacognitive
strategies do not give a dominant effect through listening comprehension. In this
case, the other factors possibly give more dominant effect through it. It also means
that the students with good understanding and using their metacognitive strategies
have not good comprehension result in listening and the students with bad
understanding and using their metacognitive strategies have bad comprehension
result too in listening.
B. Suggestions
For the teachers and the students, they do not have to pay much attention to
the metacognitive strategies in teaching-learning listening since metacognitive
strategies was not only one factor affecting listening comprehension. Therefore,
teachers should give more encouragement to the students beside giving or transferring
knowledge. Teacher should be more creative in giving a lesson and using various
teaching methode specially in teaching listening, so that the students can be more
comfortable and more interested in learning English.
Then, students should practice listening English and make it as a habit. The
most important one is they must have a big desire to learn listening English in order
to help them easy to understand the material and increase their knowledge.
It is recommended that future researchers conduct the similar study using
more samples, and using random sampling techniques in order to obtain better and
more convincing result.

STAR20210173

173/2021

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