TY  - THES
ID  - eprints68187
UR  - http://digilib.unila.ac.id/68187/
A1  - Susilawati S, 1923042002
Y1  - 2021/11/23/
N2  - 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


PB  - UNIVERSITAS LAMPUNG
M1  - masters
TI  - LEARNING STRATEGIES - BASED TEACHING THROUGH
ZOOM MEETING TO PROMOTE STUDENTS' LISTENING

COMPREHENSION ACHIEVEMENT
AV  - restricted
ER  -