LISTENING COMPREHENSION STRATEGIES OF THE SIXTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF STATE ISLAMIC INSTITUTE OF KERINCI THE ACADEMIC YEAR 2024/2025

The purpose of this research was to identify the listening comprehension strategies used by sixth-semester students at the State Islamic Institute (IAIN) of Kerinci in the Academic Year 2024/2025. It also aimed to explore the students' perceptions of the effectiveness of the listening comprehension strategies they employed at IAIN Kerinci, as well as to identify the challenges faced by sixthsemester students of the English Education Department in applying these strategies. This research employed a mixed methods design, conducted in the sixth semester of the English Department, Faculty of Islamic Teacher Training at IAIN Kerinci. The quantitative participants included 18 students from Class A and B, while 12 students were selected for the qualitative part. Research instruments used a five-point Likert scale, adapted from Cross (2009), consisting of 32 items: metacognitive (15), cognitive (15), and socio-affective (2). Data were analyzed through quantitative validity and reliability tests, along with qualitative interviews. Quantitative results showed moderate use of all strategies: cognitive (73.3%), metacognitive (69.6%), and socio-affective (66.1%), with cognitive strategies being the most frequently used. The qualitative data supported these findings, revealing that students mostly used cognitive strategies (e.g., notetaking, summarizing) to understand listening material, while metacognitive and socio-affective strategies were used moderately but were not fully integrated. Students viewed listening strategies positively, especially cognitive ones, although their effectiveness was influenced by external factors (such as accents and speech speed) and internal factors (such as emotions). Their metacognitive awareness reflected a tendency toward flexible, contextual strategy use. Students faced both external and internal challenges but demonstrated growing adaptability. Lecturer and institutional support were seen as essential for optimizing the use of listening strategies.