Abstrak
This research aimed to analyze the metacognitive strategies used by students in learning listening at the third semester of the English Education Department in UIN SMDD Bukittinggi. The students faced several challenges in listening comprehension, including a lack of awareness in preparing for listening tasks, difficulty maintaining focus during listening activities, and insufficient evaluation of their learning strategies. Additionally, students rarely assessed the effectiveness of the strategies they employed, which hindered their progress in developing listening skills. The researcher used a quantitative approach using a descriptive design. The population consisted of 64 third-semester students from the English Education Department, with total sampling used as the sampling technique. Data were collected through a questionnaire adapted from Vandergrift’s (2008) metacognitive strategies framework, which included indicators such as planning, monitoring, evaluating, and problem-solving strategies. The questionnaire utilized a Likert scale to measure students’ responses, and data were analyzed using statistical methods to determine the dominant and less frequently used strategies. The findings revealed that monitoring strategies were the most dominantly utilized, with 68.96% of students relying on them during their listening learning process. These strategies involved comprehension monitoring and double check monitoring. In contrast, planning strategies were used the least, with only 65.38% of students engaging in this strategy, which includes advanced organization, directed attention, and selective attention. Overall, the data highlights that students are highly engaged in metacognitive practices, which play a crucial role in enhancing their listening comprehension