ABSTRACT
The objectives of this research are to reveal whether: (1) Metacognitive instruction method is more effective than Cognitive instruction method to teach listening skill; (2) the students with high level of schemata have better listening skill than those with low level of schemata; and (3) there is an interaction between the teaching methods and students’ schemata in teaching listening skill.   
This experimental study was carried out at the English Education Department of IKIP-PGRI Pontianak in the Academic Year of 2014/2015. The population of this research was the third semester students of the English Education Department of IKIP-PGRI Pontianak in the Academic Year of 2014/2015. The sample of this research consists of two classes; class A was used as the experimental group and class C as the control group. The experimental group was treated by using Metacognitive instruction method; while the control group was treated by using Cognitive instruction method. The sampling technique used was cluster random sampling. The instruments used to collect the data were schemata questionnaire and listening test. The data were analyzed by using multifactor analysis of variance (ANOVA 2X2) and tukey test.
In reference to the results of the analysis, the findings of this research are: (1) Metacognitive instruction metod is more effective than Cognitive instruction method to teach listening skill; (2) the students with high level of schemata have better listening skill than those with low level of schemata; and (3) there is an interaction between teaching methods and students’ schemata to teach listening skill, Metacognitive instruction method is more effective used for students having high schemata. Meanwhile, cognitive instruyction method is more effective for students having low schemata.
Considering these findings, it is recommended or the teachers to implement Metacognitive instruction method to teach listening. However, it is necessary to activate students’ schemata due to its crucial role to promote students listening comprehension.
Key word: metacognitive, cognitive, listening skill, schemata, experimental study