Kesan Instruksi Strategi Metakognitif terhadap Prestasi Kefahaman Mendengar Akademik dan Kesedaran Metakognitif dalam Kalangan Pelajar Prasiswazah EFL Jordan
Abstract
Kemahiran mendengar merupakan kemahiran bahasa yang paling kurang dititikberatkan dalam bidang akademik. Dalam konteks pendidikan di Jordan, pelajar didapati tidak mengaplikasikan strategi metakognitif dalam menguasai kefahaman mendengar akademik untuk mencapai kejayaan dalam kefahaman mendengar akademik. Sehubungan itu, kajian kuantitatif ini mengkaji kesan instruksi strategi metakognitif (Metacognitive Strategy Instruction, MSI) terhadap peningkatan kesedaran metakognitif dan prestasi kefahaman mendengar akademik dalam kalangan pelajar prasiswazah EFL Jordan. Data kajian dikumpulkan daripada Soal Selidik Kesedaran Metakognitif Mendengar (Metacognitive Awareness Listening Questionnaire, MALQ) dan Ujian Kefahaman Mendengar Akademik (Academic Listening Comprehension Test, ALCT) melalui kajian kuantitatif yang bersifat intervensi. Peserta kajian terdiri daripada 34 orang pelajar prasiswazah yang mengikuti kursus kemahiran mendengar akademik di salah sebuah universiti di Jordan. Hasil kajian menunjukkan peningkatan tahap pengetahuan dan penggunaan strategi metakognitif pada penghujung intervensi. Kajian ini yang dijalankan untuk meneliti pengaruh MSI terhadap prestasi kefahaman mendengar akademik melalui penggunaan instrument praujian dan pascaujian menghasilkan dapatan yang signifkan secara statistik. Skor skala yang diperoleh melalui kajian soal selidik menunjukkan korelasi positif dengan skor yang tinggi dalam praujian dan pascaujian kefahaman mendengar akademik. MSI didapati berpotensi untuk memperkukuh pedagogi kemahiran mendengar akademik bagi meningkatkan kefahaman mendengar akademik pelajar prasiswazah EFL Jordan. Secara tuntasnya, pengintegrasian MSI untuk kefahaman mendengar akademik yang berkesan adalah amat penting. Hal ini kerana kemahiran mendengar merupakan kemahiran bahasa yang sama penting dengan kemahiran menulis, membaca dan bertutur dalam penilaian prestasi bahasa.
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