The Implementation of TPACK-Based Metacognitive Listening Strategies in Improving Students' Critical Listening Skills
DOI:
https://doi.org/10.17507/jltr.1601.36Keywords:
Metacognitive Listening Strategies (MLS), TPACK, critical listening skillAbstract
Not all students can effectively absorb and process the information they receive, highlighting the need for metacognitive listening strategies and appropriate technology to enhance their critical listening skills. Hence, this study aimed to investigate the implementation of TPACK-based metacognitive listening strategies in improving students' critical listening skills. This quantitative descriptive study utilized observation, questionnaires, and tests for data collection. The study sample comprised 88 first-semester students from the Indonesian Language Education Study Program at the University of Bengkulu. Regression test results demonstrated a positive correlation between the implementation of TPACK-based metacognitive listening strategies and students' critical listening skills, indicated by an x coefficient of 0.86 and an R2 value of 0.228 (22.80%). While TPACK implementation was primarily at the levels of knowledge and concepts, listening tests were focused on recognizing and accepting. Conversely, critical listening practice was carried out at the adapting, exploring, and advancing levels, making technology usage easier for students (96.2%). Therefore, the higher the use of TPACK-based metacognitive listening strategies by students, the more their critical listening skills improve.
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