Improving Students' Listening Comprehension on Narrative Texts by Using Metacognitive Model at Class X-3 of Senior High School 1 Sawahlunto

The purposes of this research were to know to what extent Metacognitive model can improve students’ listening comprehension on narrative texts at class X-3 SMAN 1 Sawahlunto, and to find out the factors change students’ listening comprehension on narrative texts by using metecognitive model at class X-3 SMAN 1 Sawahlunto. The participants of this research were the students class X-3 of SMAN 1 Sawahlunto. The researcher observed the student’s listening comprehension before conducting the research. Based on the observation, it was found that the students had problems in listening comprehension on narrative texts. So, it was important to be solved by doing a research. The methodology of this research was classroom action research that consisted of three cycles. Each cycle involved planning, acting, observing, and reflecting. After giving listening task and listening test during the first cycle, the students’ listening comprehension was not good yet. Therefore, the researcher needed to continue the research to the second cycle. From the listening tasks and listening test at the second cycle, students’ listening comprehension increased, but the result was not satisfied yet. So that the researcher continued the research to the third cycle. During the third cycle, it seemed that students’ listening comprehension was better. After analyzing the students’ listening comprehension achievement and the condition of teaching and learning process indicated that students’ listening comprehension was better. Based on the research findings, the using of metacognitive model in teaching narrative texts could better improve the students’ listening comprehension. Besides, the condition of teaching and learning process were more active, interested, communicative, and introduced the students to the real context of teaching materials.