Abstract
ABSTRACT
 This article presents the result of empirical research that investigates the effect of online listening strategies instruction and vocabulary knowledge on Japanese language learners' listening skill. Listening strategies instruction used are the integrative model and the Oxford model. Participants in the study were 44 Japanese language learners of grade 12 from SMAN 21 Bekasi. This research used a quantitative approach and a quasi-experimental method. The data was collected by pre-test and post-test related to the learners’ Japanese listening skills. The learners' vocabulary knowledge was also measured using a vocabulary knowledge test. The result showed that the online listening strategy instruction, integrative model could not be given to students of class XII of SMAN 21 Bekasi due to the absence of a significant effect of the method and vocabulary knowledge on listening skills of Japanese language learners of grade 12 from SMAN 21 Bekasi. The research shows the possibility of other factors such as learning independency and learner autonomy that can affect the effectiveness of online listening strategy instruction, integrative model on Japanese listening skills. 
 
 Keywords: Listening Strategy Instruction; Listening Skill; Vocabulary Knowledge; Japanese language.
Highlights
In daily life communication activities, more than 50% of the time was used for listening (Yokoyama, 2008)
Listening Strategy Instruction, Oxford Model According to Oxford (2003) first and second language research showed that learning strategy training will be effective if it is explicit where learners are given an explanation that certain behaviors or strategies are useful and they are trained how to use and utilize them in appropriate situations
This research aims to investigate knowledge on empirical data related to the effect of language Japanese listening skill
Summary
In daily life communication activities, more than 50% of the time was used for listening (Yokoyama, 2008). Listening can be said, compared to the other three skills, speaking, reading, and writing, dominate the daily communication activities. This is contrary to the reality of listening skills in language learning and research. Most people consider knowledge of a second language is to be able to speak and write in that language, whereas listening is more often seen as a skill that learners naturally possess. This has an impact on the small portion of listening both in learning and in research
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