Speaker
Description
The growing enthusiasm for learning Indonesian among Chinese university students has revealed a critical barrier to listening comprehension: phonological transfer from Mandarin (L1) to Indonesian (L2). This study examines the role of metacognitive strategies in mitigating L1 phonological interference during BIPA (Indonesian for Foreign Speakers) listening instruction. Using a qualitative case study design, the study was conducted in a beginner-level BIPA class at Universitas Brawijaya involving seven students from Guangxi University, China. Data were collected through participant observation, interviews, and analysis of phonological recordings over six weeks. Findings indicate that three core metacognitive strategies, planning, monitoring, and evaluating, emerged during the learning process, with monitoring being the most effective in enhancing phonological awareness. Learners who actively self-monitored were able to identify, analyze, and correct segmental sound distortions (/r/, /p/, /b/, /k/, /g/, /ə/, /ɛ/), although suprasegmental awareness (stress and intonation) remained limited due to tonal interference from Mandarin. The application of metacognitive strategies not only improves the accuracy of sound perception but also fosters self-confidence, reflection, and learning independence. Theoretically, this study contributes to cross-language metacognition and second language phonology by demonstrating that self-regulation mediates cognitive and affective processes in listening skill acquisition. Pedagogically, this study recommends the integration of reflective sound monitoring and prosodic visualization into BIPA listening modules to improve learners' linguistic precision and independence.
Keywords: BIPA listening, metacognitive strategies, phonological transfer, Mandarin interference, learner autonomy.
| BIPA | BIPA teaching method |
|---|---|
| ASEAN | Sosiocultural |
| ART and CULTURAL | Thai and Indonesian Literature |
| Online / Onsite | onsite |
