%0 Thesis
%9 Masters
%A Susilawati S, 1923042002
%B FAKULTAS  KEGURUAN DAN ILMU PENDIDIKAN 
%D 2021
%F eprints:68187
%I UNIVERSITAS LAMPUNG
%T LEARNING STRATEGIES - BASED TEACHING THROUGH  ZOOM MEETING TO PROMOTE STUDENTS' LISTENING    COMPREHENSION ACHIEVEMENT
%U http://digilib.unila.ac.id/68187/
%X This research aimed to find out whether or not there is any significant difference among  the three learning strategies after their implementation of learning strategy-based  teaching through zoom meeting to promote students' listening comprehension  achievement and to find out whether or not there is any difference among the students’    perception of the three learning strategies after implementation of learning strategy-  based teaching through zoom meeting to promote students' listening comprehension    achievement.  In this study, a static-group comparison design was applied to 98 twelfth graders at  SMKN 9 Bandar Lampung in the academic year 2021-2022. Data were collected using  multiple-choice tests and questionnaires. The perception questionnaire adapted from  Xiaoli Bao (2017) was given after treatment. Before the listening test, there were three  meetings of teaching for each learning strategy. The research design was: K1 T1 ( X1 )  T2, K2 T1 ( X2 ) T2, and K3 T1 ( X3 ) T2.  The basis for decision making in ANOVA analysis is if the significance value (sig) is <  0.05, then the average is different, but if the significance value (sig)> 0.05, the average  is the same. Based on the results of the ANOVA output, it is known that the value of sig  < 0.001 < 0.05, as a result the average scores of the three learning strategies are  significantly different. Based on the student's perception questionnaire, the sig value  was 0.000 < 0.05, as a result the average score of the student's perception toward three  learning strategies was significantly different. Thus, the researcher drew conclusions as  follows: i) there was a significant difference between metacognitive strategies and  affective strategies in achieving listening comprehension, there was a significant  difference between cognitive strategies and affective strategies in achieving listening  comprehension, and there was no significant difference between metacognitive  strategies and cognitive strategies in achieving listening comprehension, and ii) there  were significant differences in perceptions between learning strategies that used  metacognitive strategies, cognitive strategies and affective strategies that applied  virtually through zoom meetings.  Keywords: Learning Strategies, Listening Comprehension, Zoom Meeting