BATAS AKHIR PENDAFTARAN & PENGUMPULAN DIPERPANJANG!
Batas Pengumpulan: 25 MEI 2026 | Pukul 12:00 AM (GMT+7) Kabar gembira bagi para akademisi, peneliti, praktisi, dan siswa SMA/Sederajat! Melihat antusiasme yang luar biasa dari para pendaftar, Direktorat Program Pascasarjana Universitas Muhammadiyah Malang memberikan kesempatan lebih panjang bagi Anda untuk bergabung dalam konferensi internasional bergengsi: ✨ The 4th International Conference on Sciences and Technology for Sustainable Development (IC-STSD) 2026 ✨ Dengan tema: “Sciences and Technology for Sustainable Development: Integrating Innovation, Health, Education, and Social Transformation to Achieve the SDGs” 🗓️ Tenggat Waktu Baru (New Deadline) Jangan lewatkan kesempatan emas ini! Batas akhir pendaftaran dan pengumpulan artikel/poster diperpanjang sampai: 25 MEI 2026 (Pukul 12:00 AM GMT+7) 📑 Tema Artikel & Poster (SDGs Focus) Industry, Innovation & Infrastructure Decent Work & Economic Growth Sustainable Cities & Communities Peace, Justice & Strong Institutions Good Health & Well-being Quality Education 🏆 Special Event for High School (Siswa SMA/Sederajat) Scientific Product Competition – Kategori Kompetisi: Simple Technology Prototypes SDG Educational Media Innovation Videos Social Campaign Designs Simple Digital Applications 💳 Biaya Pendaftaran (Registration Fee) Umum/Akademisi: Poster Presentation: 250.000 IDR Full Paper / Article: 500.000 IDR Participant Only: 150.000 IDR Scientific Product Competition (High School): Individual: 100.000 IDR Team (3 Persons): 250.000 IDR Informasi Pembayaran: Bank BNI (No. Rekening: 3003202312) atas nama Directorate of Postgraduate Program, UMM. Butuh bantuan informasi? Chat via WhatsApp CP 1 (Adra) Chat via WhatsApp CP 2 (Kezhia) 📍 Pelaksanaan Konferensi (Hybrid) 📅 Sabtu, 13 Juni 2026 | 🏢 Offline: BAU Hall, Universitas Muhammadiyah Malang | 💻 Online: Zoom Meeting 🔗 Link Pendaftaran & Pengumpulan Silakan daftarkan diri dan karya terbaik Anda melalui tautan resmi berikut: Kunjungi s.id/4thICSTSD Ayo, kontribusikan inovasi dan riset Anda untuk masa depan dunia yang berkelanjutan! Kami tunggu partisipasi Anda di GKB 4 Kampus III UMM. #UMM #PascasarjanaUMM #ICSTSD2026 #InternationalConference #SDGs #SustainableDevelopment #CallForPaper
Metacognitive Strategies Proven to Improve EFL Students’ Listening Skills
Listening comprehension remains a major challenge for students learning English as a Foreign Language (EFL). MALANG – Listening comprehension remains a major challenge for students learning English as a Foreign Language (EFL). Factors such as fast speech rate, unfamiliar vocabulary, and accent variation often make it difficult for learners to fully understand spoken English. A recent study conducted at Riau Kepulauan University reveals that traditional listening instruction is still largely product-oriented. In many classrooms, students are asked to listen to recordings and answer comprehension questions without being taught effective strategies to process the information. As a result, students tend to become passive learners who rely heavily on their lecturers. Shifting to Metacognitive Strategies The study highlights the importance of implementing metacognitive strategies in listening instruction. These strategies include planning, monitoring, and evaluating. Through planning, students prepare themselves before listening by setting goals and activating prior knowledge. Monitoring allows them to track their understanding during the listening process, while evaluating helps them reflect on their performance and identify areas for improvement. This approach encourages students to become more aware of their own learning processes, transforming them from passive recipients into active, reflective, and independent learners. Mixed-Methods Research Approach The study employed a mixed-methods design, combining qualitative and quantitative approaches. Classroom observations were conducted over eight sessions to examine how metacognitive strategies were implemented in practice. In addition, interviews with lecturers and students provided deeper insights into their experiences and perspectives. Quantitative data were collected using the Metacognitive Awareness Listening Questionnaire (MALQ) and a TOEFL-based listening test. Statistical analysis, including an independent samples t-test, was used to identify differences between groups of students based on their level of metacognitive strategy use. Findings: Significant Impact on Listening Skills The findings indicate that metacognitive strategies were not applied equally. Planning and monitoring strategies were used more frequently, while evaluation strategies received less attention. Students were particularly active in monitoring their comprehension, such as identifying key information and adjusting their focus while listening. However, post-listening reflection was still limited, as many students were not accustomed to evaluating their performance or analyzing their mistakes. Importantly, the study found a significant difference between students with high and low use of metacognitive strategies. Those who actively applied these strategies demonstrated better listening comprehension performance compared to those who did not. Promoting Active and Independent Learning These findings confirm that metacognitive strategies play a crucial role in improving listening comprehension. By applying these strategies, students become more engaged, reflective, and capable of managing their own learning processes. Recommendations for Future Practice The researchers recommend that lecturers systematically integrate metacognitive strategies into listening instruction. This can be done by providing explicit guidance at each stage of the listening process and encouraging students to engage in reflection and self-evaluation. Further research is also needed to explore the long-term effects of these strategies and their application across different educational contexts and proficiency levels. Overall, this study contributes to the development of more effective, student-centered listening instruction, promoting active learning and greater learner autonomy. *** *) Oleh: Juwita Boneka Sinaga, Mahasiswa Program Doktor Pendidikan Universitas Muhammadiyah Malang.