The Correlation Between Students’ Listening Strategies and Their Listening Achievement (A Descriptive Research at The Third Semester Students of English Department in Makassar Muhammadiyah University

Abstract

The purpose of this study was to ascertain the following information about the third-semester English Department students' listening achievement: 1) the types of listening comprehension strategies they used, 2) their success in listening comprehension, and 3) the relationship between these two variables.

This study employed a descriptive research. The participants in this study were English majors enrolled in Makassar Muhammadiyah University's third semester for the academic year 2019–2020,  Proportional random sampling technique was employed by the researcher. The methods used to gather the data were as follows: first, collecting data from student listening tests; second, gathering data from student questionnaire responses; and third, formulating conclusions from the data.

The analysis's final research indicated that: 1) students used metacognitive, cognitive, and socio-affective strategies to improve their listening comprehension; 2) students had fair achievement in listening comprehension (60.63); and 3). There was a substantial correlation between third semester English Department students' listening proficiency and their listening strategies (metacognitive, cognitive, and socio-affective). Students' listening achievement and their metacognitive strategies were positively correlated, with a score of 0.78; their cognitive strategies and listening achievement were moderately positively correlated, with a score of 0.51; and their socio-affective strategies and listening achievement were negatively correlated, with a score of 0.17.