Rozalli. 2020. Listening strategies employed by senior high school students in listening comprehension achievement at (state senior high school) SMA Negeri 1 Muara Ancalong in the academic years 2019/2020. Under Supervisors of Prof. Dr. Rahmat Soe’oed, MA and Dr. Iwan Setiawan, M.Pd. Samarinda: Mulawarman University.

The objectives of this study were; (1) to know the students’ listening comprehension achievement based on their gender; (2) to find out the listening strategies used by the students based on their gender; and (3) to investigate the reasons why the students used listening strategies in listening comprehension. The design of this study was the explanatory sequential of mixed methods design, by involving 79 senior high school students (47 males and 32 females) of SMA Negeri 1 Muara Ancalong in the academic years 2019/2020. The research instruments of listening comprehension test, questionnaire of Strategy Inventory for Language Learning (SILL) of Oxford (1990), focusing on listening skill, and interview guide were used in the data collection. The quantitative data of listening comprehension test and SILL questionnaire results were analyzed by using mean score, frequency and percentage, in which the data analyzed using the SPSS.20 program. Meanwhile, the qualitative data of interview transcript were analyzed using the flow qualitative data analysis of Lodico, Spaulding & Voegtle (2010).

The research findings showed that; (1) the listening comprehension achievement of male senior high school students was poor (M=65.43) and listening comprehension achievement of female senior high school students was fair (M=75.91). Then, the t-test for independent sample revealed that the significant value (2-tailed) was .000, which was lower than .05, indicating there was a significant different of listening comprehension achievement between males and females. (2) the most listening strategy used by male senior high school students was cognitive strategy (M=34.09), followed by metacognitive strategy (M=21.83), memory strategy (M=21.26), affective strategy (M=14.87), compensation strategy (M=14.21), and social strategy (M=13.89). Meanwhile, the most of listening strategy used by female senior high school students was cognitive strategy (M=38.47), followed by metacognitive strategy (M=26.50), memory strategy (M=23.19), affective strategy (M=17.75), social strategy (M=16.91), and compensation strategy (M=15.28). Additionally, the result of t-test for independent sample showed that the significant (2-tailed) value was lower in the level 5% (.000 < .05). It indicated that there was significant difference of listening strategies use between male and female students. Female students more often used listening strategies than male students (M=138.09 > 120.15); and (3) the reasons why the students used listening strategies were fun, joyful, interesting, easy, and effective to increase their motivation and self-confidence in listening comprehension performance.
Key words: Listening comprehension, listening strategies, and gender