An Analysis of Learners’ Person Knowledge Factor and Its Relationship with Listening Achievement

This paper is presented to give insight related to the relation between metacognitive awareness towards students’ achievement in intensive listening. It also attempts to give additional information about the role of person knowledge factor towards learners’ achievement in intensive listening. Using quantitative approach, the author investigated 112 students of English literature study program from four classes enrolled in intensive listening course. Students’ metacognitive awareness in listening was explored by using Metacognitive Awareness Listening Questionnaire (MALQ) which consists of 21 statements that require the students to give respond using 6 points scale. Meanwhile, students’ listening achievement were documented from their final term score in intensive listening course. The findings of this present research are in line with the previous studies which suggest that metacognitive awareness plays significant role towards students’ listening achievement. After analyzing the data from the participant, the results show that in general there is a significant relation between the overall score of metacognitive awareness toward students’ achievement Specifically, the statistics concerning person knowledge factor and its relation towards students’ listening achievement also shows positive and significant result which can be a consideration to encourage the right activities toward the factor.