LISTENING COMPREHENSION STRATEGIES USED BY HIGH ACHIEVER LEARNERS AT SIXTH SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM AT UNIVERSITAS BENGKULU IN ACADEMIC YEAR 2018/2019

The objective of this research is to investigate the listening comprehension
strategies used by high achiever learners at sixth semester students of English
Education Study Program at Universitas Bengkulu in academic year 2018/2019.
The research was designed as a descriptive quantitative method. The total
population of the research were 78 students while purposive samples were 24
students categorized as the high achiever learners who got A or A- as the average
scores of three listening compulsory subjects. The data of the research were
collected by using questionnaire consisted of 32 items which represent the use of
listening comprehension strategies divided into cognitive, metacognitive and
socio-affective. This research used Statistical Package for Social Sciences (SPSS)
version 16 to analyze the data. A rating scheme for strategy was used to determine
the category of listening comprehension strategies use. The result of data analysis
showed that high achiever learners use all the strategies in listening
comprehension activities. Metacognitive strategies is the most strategies used with
mean score 3.01 (high) followed by cognitive strategies with mean score 2.70
(moderate) and Socio-affective strategies with mean score 2.62 (moderate). It can
be concluded that high achiever learners try to planning, monitoring and
evaluating their comprehension while doing listening task. Since the subject of
this research categorized as high achiever, learners proficiency and aptitude are
assumed to be factors that affect the used of metacognitive strategy choose.
Keywords: listening comprehension strategies, high achiever learners, cognitive
strategies, metacognitive strategies, socio-affective strategies.