LISTENING COMPREHENSION STRATEGIES EMPLOYED BY INDONESIAN EFL STUDENTS: LESSON LEARNED FROM INDONESIAN ISLAMIC HIGHER EDUCATION

The objective of this research is to know the strategies in acquiring listening comprehension used by English students in English classes of Islamic university in Bengkulu, Indonesia. The data of the research included questionnaire and interview the result of this research, there were two strategies in acquiring listening: First in direct strategies they were memory, cognitive and compensation strategies. Second in indirect strategies they are metacognitive, affective and social strategies. Especially in direct strategies, memory was the most strategy was chosen by students in the second semester. Indirect strategies, social was the most strategy was chosen by student. So the most strategies used by English students are memory and social strategy.


Introduction
Listening comprehension is one of the skills that students must acquire especially in English education programs. The students will be easier to understand native speaker speaking and also can capture information. They communicate well through good listening. According to Brown and Yule (1983), listening comprehension means that a person understand what she or he has heard.
In acquiring listening comprehension we needed some strategies. Because strategy can help students quickly to acquire listening comprehension, this is the reason why strategies are very important to acquire listening comprehension. O'Malley, Chamot andKupper (1989), andVandergrift, (1997) define listening comprehension strategies as steps taken by learners to help them acquire, store, retrieve, and/or use information.
Basically, strategy is effort or way used to achieve a goal. According to Oxford Rebecca (1990) there are two strategies in listening, they are direct strategy and indirect strategy.
In direct there are three components memory strategies, cognitive strategies, and compensation strategies in indirect strategy also there are three components metacognitive strategies, affective strategies, and social strategies. So, the strategy used by Oxford Rebecca consists of six strategies the first namely direct divided into three parts and the second indirect also divided into three parts.
In teaching and learning process, there are some factors that affect the successful of teaching and learning process. They are students, lecturer and material. Teacher who teaches in the classroom should be active and able to motivate the student to learn English. After the researchers interview some students in the second semester on Friday 05 July 2019, the researcher found that some students think that listening lesson can be easier and not easier to learn. This based on their material and the way of their lecturer.
The lecturers should have ability to manage the classroom, it shouldn't be monotone, the lecturer must know what the students need. Therefore, strategies or trick very needed of English students in acquiring listening comprehension. This is the reason why the researchers want to know the strategies used by students in acquiring listening comprehension of Islamic University in Bengkulu, Indonesia.

Methods
The data of the research included questionnaire and interview. The subjects of this research were all of the students in the second semester at English Education study program of Islamic university in Bengkulu, Indonesia. There are 54 students to become respondents in this research. The data in this research were collected by using questionnaire and interview. The questionnaire adapted from the questionnaire in the journal of Huy (2015) containing of Direct strategy (memory, cognitive, compensation strategy) and Indirect strategy (meta-cognitive, affective, social strategy) from oxford (1990). The researcher met the students, explained the purpose of giving questionnaire.
The students answered the questionnaire and submitted it to the researcher. In the interview, the researcher gave some questions such as the reasons why the students chose the most strategy used. The students answered the questions and the researcher recorded the students' answers.

Strategies used by English students in acquiring Listening Comprehension
There are two type strategies used by second semester in acquiring listening comprehension, they are Direct and Indirect. Those strategies were divided into thirteen items for direct strategies and ten items for indirect strategies. The results showed that students more used memory strategy in direct and in indirect strategies was social strategy. The complete explanation could be seen in the following explanation.

Direct Strategies
In the result of English students' questionnaire in acquiring listening comprehension in direct strategies, the students chose all the strategies in acquiring listening comprehension. It can be seen from percentage on the table 64% for this strategy. It can be seen in table below: This showed from percentage 89% second semester students chose memory strategies.
Cognitive is seldom used by second semester, it can be seen from 69% for this strategies and compensation is the low strategies used by second semester students.

Indirect Strategies
In the result of the questionnaire, the researcher found the Strategies used by English students in Acquiring Listening Comprehension in indirect strategies. They are metacognitive, affective and social. For more explanation, It can be seen the table below: Based on the data above in Indirect Strategies the second semester students chose all strategies in acquiring listening comprehension. It showed that all of students used these indirect strategies in acquiring listening comprehension. They are meta cognitive, affective and social, it can be seen from percentages result for meta cognitive 64% the most little used by second semester, affective is seldom used by second semester too, it can be seen from 66% and the last is social. With the total numbers is 88%. It means that social is most frequently used by second semester students.

DISCUSSION
In this discussion, the researcher discuss strategies used by english students in acquiring listening comprehension especially in the second semester at Islamic university in Bengkulu, Indonesia. The result showed that the most frequently used strategies were memory and social strategies. Memory strategy was the most frequently employed in direct strategy. The result show, there are 89 % the students used this strategies. This can help the students to store memories that they had known before. As said by Oxford (1990:38) Memory strategies were used to enter new information into memory storage. In the memory strategies there are three activities that students can do. Based on the explanations above and support the data, the researcher conclude that memory strategies are very effective in acquire listening comprehension and base the result of research showed memory the most strategy chose by second semester students. This statement supported by Huy (2015:29) said that the fact students in the researcher's school used more memory category than any other categories was understandable. This could be explained that they tried to memorize as much as possible to help them get information Usually with remain new word or phrase who they have listen and memorize it, As Duong (2009) stated that memorization is traditionally popular Language classes as well as many other content subjects in Vietnam and in many other Asian countries. The fact that the students in the researcher's school used more memory category than any other categories was understandable.
Social strategy is the second strategy many chose by second semester students in indirect strategies. This strategy many used by second semester in acquiring listening comprehension with interaction between teacher to students and students to students, can help students work together to get understanding about material listening. This statement justified by Oxford (1990:144)  listening so they can ask with their lecturer and this function to acquire listening comprehension. The second when listening, student exchange the information with friends to help students understand the material listening better. This purpose together work between students to student for example they made discussion form in acquire listening comprehension.
Base on the explanations above the researcher conclude that social strategies are very effective in acquire listening comprehension and base the result of research showed social strategy is the second strategy chose by second semester students for indirect strategies. This finding showed that social strategy many chose by students in acquiring listening comprehension. But, the result of research different for other research such as Bao said (2017:191) Teachers attach importance to both cognitive strategies and social/affective strategies while students obviously neglect the latter which indicates students in listening classroom seldom adopt social\affective strategies teachers instruct, which contribute to three reasons. Firstly, it is related to university students' psychology, namely, autism psychology. As stated by Noguchi (1991) and Kao (2006), which proved that the social strategies were used the least frequently. One reason for the least frequent use of social strategy could be explained that the students in the researcher's school were afraid of making mistakes or being laughed by their friends.
Thus, they were not eager to ask for clarification from their teachers or cooperate with their partners.

Conclusions & Recommendations
There are two strategies used by students in acquiring listening comprehension: First in direct strategies, there are memories, cognitive and compensation strategies.. Memory is the most frequently used in direct strategies. Second, indirect strategies the student used metacognitive, affective and social strategies. Social strategies is the most frequently used indirect strategies