The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions

Abstract

The students’ listening cognitive and metacognitive problems should be overcome with an effective listening strategy instruction. Besides, their learning style as the individual learners’ differences should be taken into account in getting a satisfactory listening outcome. To seek the solution, the present study aimed to find out quantitatively the effectiveness of implementation of Explicit (Meta)-cognitive collaboration strategy instruction (M-CCSI) and top-down strategy instructions (TDSI) toward the students’ listening proficiency viewed from their learning styles. The participants of the study were 50 Javanese EFL students at Muria University of Kudus, Indonesia. The data were gathered by using a listening proficiency test adopted from Longman TOEFL listening section and a questionnaire of visual, auditory, and kinesthetic (VAK) learning styles. Descriptive statistics, Independent Sample t-test, and Friedman two-way analysis of variance revealed that the experimental group has a significant effect of their listening proficiency after treated by using M-CCSI. Meanwhile, the control group has no significant effect on their listening proficiency after dealt with by using top down strategy (TDSI) as a general listening teaching. On the other hand, the result of two-way analysis of variance reveals that students’ listening proficiency was not influenced by learning styles including visual learners, auditory learners, and kinesthetic learners for both experimental group and control group. Thus, the findings imply that it is not essential for the lecturers of listening course to divide students into different learning styles in applying Explicit M-CCSI.