Supriyadi, Agus, Mayuni, Ilza & Lustyantie, Ninuk. (2019). The effects of learning model and cognitive Style on students’ English listening skill. International Online Journal of Education and Teaching (IOJET), 6(3), 545-561. http://iojet.org/index.php/IOJET/article/view/650 Received: 24.04.2019 Received in revised form: 24.05.2019 Accepted: 30.06.2019 THE EFFECTS OF LEARNING MODEL AND COGNITIVE STYLE ON STUDENTS’ ENGLISH LISTENING SKILL Research Article Agus Supriyadi Universitas Negeri Jakarta agussupriyadi_pb15s3@mahasiswa.unj.ac.id Ilza Mayuni Universitas Negeri Jakarta ilza.mayuni@unj.ac.id Ninuk Lustyantie Universitas Negeri Jakarta ninuk.lustyantie@unj.ac.id Agus Supriyadi has studied in the fields of Language Education at Post Graduate of Universitas Negeri Jakarta. The author currently also serves as a lecturer in the Faculty of Teachers Training and Education of Universitas Khairun, Ternate Indonesia. Ilza Mayuni has worked in Post Graduate Program of Universitas Negeri Jakarta. The author currently serves as a Professor of Language Education. Ninuk Lustyantie has worked in Post Graduate Program of Universitas Negeri Jakarta. The author currently serves as an Associate Professor of Language Education. Copyright by Informascope. Material published and so copyrighted may not be published elsewhere without the written permission of IOJET. http://iojet.org/index.php/IOJET/article/view/650 mailto:agussupriyadi_pb15s3@mahasiswa.unj.ac.id mailto:ilza.mayuni@unj.ac.id mailto:ninuk.lustyantie@unj.ac.id International Online Journal of Education and Teaching (IOJET) 2019, 6(3), 545-561. 545 THE EFFECTS OF LEARNING MODEL AND COGNITIVE STYLE ON STUDENTS’ ENGLISH LISTENING SKILL Agus Supriyadi agussupriyadi_pb15s3@mahasiswa.unj.ac.id Ilza Mayuni ilza.mayuni@unj.ac.id Ninuk Lustyantie ninuk.lustyantie@unj.ac.id Abstract Listening is one of the most basic language skills in second language learning. The various obstacles in language learning can be overcome through the use of learning models and cognitive styles that are appropriate with the characteristics of the students. The objective of this research is to find the effect of learning models and cognitive style toward the students’ English listening skill. This research is an experimental study with treatment by level design and analyzed using two-way ANOVA at a significance level of 0.05. The participant of the study consisted of 32 students who were divided into two groups, namely the experimental group and the control group. The data were obtained through listening tests and cognitive style tests. The results showed that the students who were taught with integrative learning models were better than those taught with experiential learning models. There is an influence of interaction between learning models and cognitive styles on listening skills. The listening skills of the student who have the cognitive style of field independent that is taught with integrative learning models are higher than those taught with experimental learning models. Keywords: Learning Models, Cognitive Style, Listening Skills. 1. Introducation In various literature, it is found that listening skills are sometimes ignored; whereas listening is one of the skills that has a very important role (Khalili Sabet, 2012). Listening is a process to listen to the oral symbols with full attention, understanding, appreciation, and interpretation to obtain the information, capture content, or messages and understand the meaning of communication that has been conveyed by the speaker through speech or spoken language. Teaching is an attempt to help, guide, and explain to someone to acquire of positive skills, attitudes, ideas and knowledge (Bozorgian & Pillay, 2013; Renukadevi, 2014; Ur, 1995). Teachers can interact with students during the learning process to create a conducive atmosphere. Teaching listening in the classroom is different from the existing listening activities in the community or real life. Ur (1995) mentions that listening in social life must meet several elements are as follows: 1) listening for the purpose of obtaining certain information, 2) reviewing what has been heard, 3) paying attention to people who are listening, 4) paying attention some environmental and visual information about the meaning mailto:agussupriyadi_pb15s3@mahasiswa.unj.ac.id mailto:ilza.mayuni@unj.ac.id mailto:ninuk.lustyantie@unj.ac.id Supriyadi, Mayuni & Lustyantie 546 heard, including stretches of discourse heard in short monologues, 5) most discourse is spontaneous and distinct from oral discourse including with the character of the listener. Various studies show that listening skills have a very significant role in language learning. Because without practice, listening skills cannot be developed and practiced (Campbell, 2011; Drood & Asl, 2016; (Keaton & Bodie, 2013; Shang, 2008;). Listening has an important role in improving students' language skills. One of the learning activities in school is to listen to the information, after following the learning activities of listening information, students are expected to speak and convey information. The material in listening skills and speaking skills has a prominent place in language learning around the world today. The need for fluency in English around the world is due to the role of English as an international language that has given priority to find more effective ways of teaching English (Qodratillah, 2008; Richards, 2008). Purdy et al (2017) demonstrated that listening is a major component of language teaching and learning which was the first spotlight in the late 1970s by James Asher working on Total Physical Response. In TPR, learners are given sufficient understanding to listen or listen before they are encouraged to respond verbally (Brown, 2007; Acat et al., 2016; Hindun, 2014; Oduolowu & Oluwakemi, 2014). Listening is a complex activity. Coordinate sounds, vocabulary, grammar structures, and background of knowledge that involves many mental processes on the part of listeners (Bozorgian & Pillay, 2013; Shang, 2008; Wahyuni and Ibrahim, 2014; Zohrabi and Esfandyari, 2014). Listening or listening skills are essential for reading comprehension because it only consists of "38" to "51" entities that the government incorporates into listening skills as part of the standard of English art ((Beall et all., 2008; Campbell, 2011; Kotzman et al., 2008). Listening is a complex process - an integral part of all communication processes. This listening process includes the process of receiving, attending, understanding, responding, remembering (Kline, 1996). Effective listening is a key component of communicating, as it allows us to gather the information necessary to understand others, and in this way, we can respond as we have heard, convey our insights and views. Raise awareness of how the process works, and the ability to listen carefully and empathy is key to managing conflict effectively ( Grognet et al., 2005; Heaton, 1987; Nautiyal, 2016; Sajjadi & Zamaniyan, 2015). The purpose of listening is to help students understand discourse, that is, to understand the sample of authentic oral texts. To achieve this, of course, listening should be gradually done based on sentence-listening, to help understand the text. This often involves learners from outside for up-and-down top management, since listening can exceed sentence levels using knowledge of the context, topics, settings, participants and objectives (Richards, 2010). Therefore, this study was conducted to know the effect of learning models and cognitive style toward the English listening skill. According to (Campbell; 2011; Hsu et al., 2013) Limited listening skills will hinder the communication process directly. While adequate listening skills will have a positive impact on students in providing feedback or feedback in the form of speech sound signals. This listening and reciprocal or interaction assignment have been ignored in the language class causing the failure of a second language or foreign language learning process. Kotzman et al (2008) mention that listening has different characteristics by talking or communicating with others where we involve two main tools as a compliment, i.e a simultaneous process that takes place continuously when: a). Speaking and expressing yourself, b). Listening and responding to others. Speaking involves sending messages. While listening involves both recipients of messages from others and responding to them. Regardless of how we listen, send the same message back to the speaker. Effective listening International Online Journal of Education and Teaching (IOJET) 2019, 6(3), 545-561. 547 and responding can produce and convey our understanding (or sometimes misunderstanding) of the speaker's message. In the listening courses, there are many factors that can cause the students difficult to achieve adequate of language skills. The factors such as curriculum, lecture, teaching methods, student self, facilities and infrastructure also become obstacles in achieving optimal results. Each lecturer is required to master the various abilities as a professional lecturer in his field especially with regard to methods or learning strategies. The lecture has a very significant role in the learning process of listening and provide the best support for the success of students in the listening learning (Izadi, 2012; Badi, 2012; Yusnida, Muslem & Manan, 2017). Weger et al (2014) explained that effective listening is very important. That's easy: most of what we do or do not do (the way we act and respond to others) is based on an understanding of the message delivered. In practical terms, misunderstandings can spend time, money, credibility, and even relationships. Conversely, accurate messages received create comfort, confidence, and deep appreciation. There are three different modes and four different levels of Effective Listening Skills. Three modes, or manners, listening is Attention, Responsiveness, and Active. The four listening levels are factual, Perceptive, Emotional, and Mixed. Until now, the teaching of English, especially listening skills, was still provided. However, in the learning process there are still weaknesses experienced by students. This weakness is seen mainly in writing and from the results of listening to them. Some of the causes of students' lack of success in listening to the possibilities were due to the lack of interesting material presentation, students thought that language courses were too easy to learn. To improve and develop their listening skills, it is necessary to make the improvements in the presentation of material, selection of materials, teaching model and cognitive style as well as the assessment system. Design and engineering of the learning process can be applied well by the teachers or lecturers tailored to the level of intellectual understanding of students. Ideally, teachers or lecturers should understand well the characteristics, learning styles and cognitive style of the students in order not to be mistaken in choosing the appropriate learning model. One of the learning models for 4 (four) language skills is the integrative learning model and experimental learning model. In addition to the learning model, the learning style (cognitive style) of students also influences the listening skill. The cognitive style is the way a person learns something. Learners will be able to learn well and have good skill results if he understands his cognitive style. This allows learners to apply learning techniques easily and appropriately. Skill is a description of the level of student mastery of the learning objectives on the topic of the experimented discussion, as measured by the number of scores the correct answer questions prepared in accordance with the objectives of learning. The cognitive style that people have can be grouped independent and field independent fields. (Lohman, 2002; Zeng, 2018). According to (Grognet et al., 2005; İpek, H, 2018; Weger et al., 2014) that listening is the most important element in language and language learning, because it is the key to speaking, and more than that, reading and writing. Here are presented some research results related to the topic of the article. (Acat et al., 2016; Oduolowu & Oluwakemi, 2014; Sajjadi & Zamaniyan, 2015) stated that listening is the first language skill to acquire someone in his or her life and one of the skills that requires some of its potentials. According to Papalia in (Hindun, 2014) mention that the most easily recognizable human language activity is spoken language, verbal communication, and speaking is the most effective and efficient communication. However, a new person is said to be a speaker if there is a listener, and conversely, someone can be a listener if there is a speaker. A person who remembers Supriyadi, Mayuni & Lustyantie 548 information is a person who has stored the information in IJPa (Long Term Memory) and may also bring up the information when necessary. The process of sieving is defined as the process of searching the essence of a message and combining it until there is a unified understanding. It is basically that a sentence captured by the sense of hearing is not heard entirely and is not processed at once. The sentence is received in a fragmented, searched meaning and connected as the whole sentence is finished. According to Qodratillah (2008), listening, as a verb "v" is: 1) listen (pay attention) well what people say or read: he is ~ reading Qur'an from radio; 2) review (examine, study) thoroughly: ~ back the governor's report. Meanwhile, (Khuziakhmetov & Porchesku, 2016; Wahyuni and Ibrahim, 2014;) explore that listening is an ability that allows a language user to understand the language orally. Erhamwenmwonyi and Asemota (2015) undertook research to observe and analyze four practices of linguistic activity. Listening can help students to gain a detailed understanding of the information. To understand complex foreign languages, it can be done through small group activities in listening that can stimulate his imagination, train to think and speak. Listening and vocabulary have a close relationship. Equally important is to listen to the overall meaning. The results show that in listening Students learn better and faster and have a clearer assessment of what is heard. Listening and speaking are the two most important forms of communication skills. These skills can be taught through a direct, integrated, incidental, eclectic and dialogue approach. Listening comprehension is an active and conscious process which carried out by listeners to build the meaning by using cues from contextual information through existing knowledge (Saputra, 2014). Theoretically, listening comprehension is considered an active activity in which students focus on internal and external aspects as well as their relationship to previous knowledge. Coakley and Wolvin (1986) quoted in (Milasari, 2008; Huerta et al., 2010) explore the understanding of listening to a second language as a process of acceptance, focusing on attention and aural stimuli. It also includes listener, cognitive knowledge and process related to listening, aural text, and interaction between the two. Furthermore, Farris (1995) quoted in Osada (2004) that the understanding of listening students can form a positive mental in accordance with knowledge about the information and topics contained in the text of the monologue. According to (Early, 1960; Heaton, 1987; Hutchby, 2015; Janusik, 2012; Levitt, 2002; Purdy, et al, 2016; Weger, et al, 2016) an effective way to develop the listening skills is through the provision of carefully selected training materials. This material is in many ways similar that used for understanding the listening tests. Although listening skills are closely related to oral skills in normal speech situations, sometimes it is also useful for teaching and testing. While (Hogan et al., 2014) described that listening comprehension can be conceptualized more broadly as a person's ability to understand what someone is hearing, not only in the service of reading comprehension but also for others to understand the story told at the dining table for example or build a mental model that is appropriate to the situation at that time. Moreover, some research had been conducted to analyze the effect of learning model and cognitive style toward students’ (speaking, reading or writing) skills, but only few research had been analyzed the effect toward students' listening skill. A study by Kurniati (2017) to determine the relationship between the habits of students in listening conversations in English and mastery of vocabulary students of the second semester (two) of English Education Program FKIP University Batanghari academic year 2015/2016. This type of research is descriptive quantitative. The sample of this research is a student of the second semester (two) of English Education Study Program FKIP, University of Batanghari 2015/2016 academic year taken whole that amounted to 59 students. Researchers found that International Online Journal of Education and Teaching (IOJET) 2019, 6(3), 545-561. 549 the lowest score on English conversational listening habits is two hours per week and the highest is up to 5 hours per week. The percentage of students' vocabulary skills included in the good category is 16% or as many as 10 students, medium of 81% or as many as 48 people and low 1% or only one student. After finding the score of each variable, the researcher found that the calculation of correlation between variable X and Y by using Spearman Rank formula with R value of 0.075 or can be categorized into very low correlation so it is found that there is no significant correlation relationship which the value of Zcount = 0.570 because Ztabel = 1.96 with 5% significant level, meaning Zhitung Qtable Significant 2 A1B2 - A2B2 6.645 4.53 Qhitung > Qtable Significant Thus, the research hypothesis stated that students which have a cognitive style of field independent which is given the treatment with integrative learning model is more appropriate compared with the students which is given the treatment with experiential learning model to the score of English listening student skills are acceptable. Such findings support the previous result (Azari et al., 2013; Bowman et al., 2007; Boettger & Lam, 2013; Chabbi et al., 2017; Supriyadi, Mayuni & Lustyantie 556 Chabbi et al., 2017; Farooq, 2013; Flynn & Beasley, 2009; Kumar et al., 2016; Syuhida, et al, 2017) the listening skill could be integrated with the learning models and cognitive style or other in teaching and learning of a language. The findings showed that there is an interaction between integrative learning models and experiential learning models with the cognitive style on English listening skills and the difference between the cognitive style (FI) of the students were studied with integrative and experiential learning model and who has the cognitive style (FD) were studied with integrative and experiential learning model. Therefore, the result of this research is expected that this method can be applied by teachers and lecturers in the learning process in improving the listening skill. HI accepted means there is a very significant interaction effect between factor A (Learning Model) and factor B (Cognitive Style) or the influence of learning model on English listening skill depends on the cognitive style of the students. 4. Discussion and Conclusion This study was conducted to determine the effect of learning models and cognitive styles on students' listening skills in English and focus on the identification, description and classification of listening learning models. The findings of this study indicate that the language learning model and cognitive style can explain the effects of the differences among the students in listening comprehension skills. The results of this study supported the findings of Omid, Omid & Behzad (2015), and Shintani & Wallace (2014), and Zanjani & Izadpanah (2016), and Khodadady & Zeynali (2012). Omid, Omid & Behzad (2015) in their study showed that cognitive styles of field independent of students had a positive and significant relationship with their translation achievement. The cognitive style of field independent is higher than the field dependents in their translation assignments and the translation performance could increase significantly. Shintani & Wallace (2014) in her study explained that (1) listening support can improve the listening skills; and (2) contextually, linguistic support has a better effect than contextual support. Zanjani & Izadpanah (2016) in their study also stated that listening strategies can be done to improve the students' listening skills. Khodadady & Zeynali (2012) mention that the results of his study show that listening skills can be influenced by cognitive styles of the students. By comparing the results of the four studies, it can be understood that learning models and cognitive styles can not only improve the listening skills but also could help to provide an understanding of their listening. These studies explain that in order to achieve the successful in the learning process, students can do various ways to motivate themselves. Although this study has contributed and new insights to students of English in Indonesia, especially in listening material, there are also some of weaknesses. First, the purpose of this study was to examine the learning models and cognitive styles to improve English listening skills in Indonesia. Further research needs to be done to determine whether the findings of this study can be applied to English language material. Second, this research was carried out only in a limited context in Indonesia. 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Assessment of Listening Skill 1.2. Model 2. Methodology 2.2. Procedures 2.3. Instrument 2.4. Data Collection and Data Analyses 3. Results and Data Analysis 4. Discussion and Conclusion 5. Conflict of Interest References