THE PROBLEMS OF LISTENING COMPREHENSION
FACED BY THE THIRD SEMESTER STUDENTS OF
ENGLISH DEPARTMENT AT UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
By:
Safrida Nurul Adhayani
201210100311039
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
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THE PROBLEMS OF LISTENING COMPREHENSION
FACED BY THE THIRD SEMESTER STUDENTS OF
ENGLISH DEPARTMENT AT UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Language Education
By:
Safrida Nurul Adhayani
201210100311039
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
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MOTTO AND DEDICATION
“You can if you think you can”
-Safrida Nurul Adhayani-
“Never give up on what you really want to do. The person with big dream is more powerful than the one with all facts”
- Albert Einstein-
“After climbing a great hill, one only finds that there are many more hills to climb”
-Nelson Mandela-
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Letter of Authenticity
The undersigned:
Name : Safrida Nurul Adhayani
SIN : 201210100311039
Department : English Language Education Department
Faculty : Faculty of Teacher Training and Education
I hereby declare that in this thesis there is no thesis or paper that have been proposed to receive a bachelor degree, and there is no idea or notion written or published by another person, unless what has been written in this thesis and mentioned in the references.
Malang, 1௦௧November 2016
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ACKNOWLEDGMENTS
In the name of Allah SWT, God lords the beneficent the merciful and the creator of everything in universe. The most gracious and the most merciful only praise to him who has given the writer a capacity to finish the thesis. Peace and blessing always are upon our prophet Muhammad SAW who has presented al Qur,an and al Hadist to be Moslem guidance.
Honorable mention goes to my first advisor, Rahmawati Khadijah Maro, S.Pd., M.PEd and my second advisor, Nina Inayati, M.Ed for their advices and supports during guiding me in finishing this thesis. Moreover, my great appreciate addressed to my thesis examiners, Dr. Sudiran, M.Hum and Masyhud, M.Pd for their valuable suggestions that can make this thesis better than before.
I would like to express my gratefulness and appreciation for my beloved mother and father, Mrs. Farida Rahayu and Mr. Muhammad Abduh, who always supporting me to finish this thesis, and for always pray the best for me, and my beloved dad, Mr. Safwan Noor (Alm), who has always been my spirit to finish this thesis, and also my beloved brothers, Maulana Wahyu Ramadhan, M. Zakky Sholihin, M. Hudan Almuhasibi, and M. Haekal who give me endless supports and nice affection
Lastly, I would like to express my thankfulness for my beloved friend, Muhammad Firdaus Furqoni, who always gives me advice and support. For all my family, especially my grandma and cousin, Etty Sri Hartati and Mutia Anisa Rakhma, who always gives me moral support and motivation. Also to all my lovely friends Dita Fitriana, Mira, Viona, Monica, Rividha, Fathon, Shilfi, Fian and my roommates; Aisyah, Syahda, Risdia, Amelia, Ama, Dita Iswara thanks for friendship, togetherness, support and always be with me, they are all really mean in my life.
The researcher, 1 November 2016
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TABLE OF CONTENTS
APPROVAL ... iii
MOTTO AND DEDICATION ... v
LETTER OF AUTHENTICITY ... vi
ABSTRACT ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... ix
CHAPTER I INTRODUCTION 1.1Background of Study ... 1
1.2Statements of Problem ... 4
1.3Purposes of Study ... 4
1.4Significances of Study... 6
1.5Scope and Limitation ... 6
1.6Definitions of Key Terms... 6
CHAPTER II REVIEW OF RELATED LITERATURE 2.1Learning English ... 8
2.2Learning Listening ... 9
2.3The Problem of Listening... 10
2.3.1 Linguistic Problems ... 11
2.3.1.1 Grammar ... 11
2.3.1.2 Pronunciation ... 12
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2.4 The Solution of Listening Problems ... 16
2.4.1 Metacognitive Strategies ... 16
2.4.2 Cognitive Strategies ... 17
2.4.3 Socio-affective Strategies ... 18
CHAPTER III RESEARCH METHOD 3.1Research Design ... 19
3.2Population and Sample ... 20
3.3Research Instruments ... 21
3.3.1 Questionnaire ... 21
3.3.2 Interview ... 23
3.4Data Collection... 24
3.5Data Analysis ... 25
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 1.1 Findings ... 26
4.1.1 The Problems of Listening Comprehension... 26
a. Problems Related to the Students ... 27
b. Problems Related to the Teacher ... 27
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d. Problems Related to the Teaching Material ... 28
e. Problems Related to the Teaching Learning Facilities ... 29
4.1.2 The Solution of Listening Comprehension ... 30
a. Metacognitive Strategies ... 30
b. Cognitive Strategies ... 31
c. Socio Affective Strategies ... 31
4.2 Discussion ... 34
CHAPTER V CONCLUSION AND SUGGESTION 5.1Conclusion ... 37
5.2Suggestion ... 38
REFERENCES
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List of Table
Table. 3.2 ... 21
Table 4.1.1 ... 29
Table 4.1.2 ... 32
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List of Appendices
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REFERENCES
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Ary, Donald., Jacobs, Lucy Cheser., Razavieh, Asghar. 2010. Introduction to Research in Education 8th edition, Wardswoth Cengage Learning. Canada : Nelson Education Ltd.
Baker, Colin. 2001. Foundations of Bilingual Education and Bingualism (3rd ed.). Clevedon, UK; Multilingual Matters Ltd.
Bingol, Mustafa et al. 2014. Listening Comprehension Difficulties Encountered by Students in Second Language Learning Class. Journal of Educational and Instructional Studies in the World, Volume: 4, Issue: 4, Article: 01. Bloomfield, A. et al. 2011. What makes listening difficult?:Factors affecting
second language listening comprehension. University of Maryland Center for Advanced Study of Language.
Buck, G. 2001. Assessing Listening. UK: Cambridge University Press.
Chamot, Anna Uhl. 2004. Issues in Language Learning Strategy Research and Teaching. Electronic Journal of Foreign Language Teaching, Vol.1, No. 1.
Gilakjani,A.P. and Ahmadi, M.R. 2011. A Study of Factors Affecting EFL
Learners' English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, Vol. 2, No. 5.
Gilakjani, Abbas Pourhosein and Narjes Banou Sabouri. 2016. Learners’
Listening Comprehension Difficulties in English Language Learning: A Literature Review. English Language Teaching, Vol. 9, No. 6.
Ghoneim, Nahed Mohamed Mahmoud. 2013. The Listening Comprehension Strategies Used by College Students to Cope with The Aural Problems in EFL Classes: An Analytical Study. English Language Teaching, Vol 6, No 2.
Goh, Christine C.M. 2000. A cognitive perspective on language learners’ listening comprehension problems. System, 28.
Goh, Christine C.M. 2008. Metacognitive Instruction for Second Language
Listening Development: Theory, Practice and Research Implications.
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Granddol, David. 2000. The Future of English? A guide to Forecasting the Popularity of the English Language in the 21st Century. United Kingdom: The English Company (UK) Ltd.
Greenbaum, Sidney and Gerald Nelson.2002. An Introduction to English Grammar (2nd Ed.). London: Pearson Education Limited.
Hamouda, Arafat. 2013. An Investagation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom.
International Journal of Academic Research in Progressive Education and Development, Vol. 2, No.2.
Handayani, Tri Kusumawati. 2010. Problems Faced by The Fourth Semester Students of English Department in Listening Subject at University of Muhammadiyah Malang. Malang: UMM.
Harmer, Jeremy. 2001. How to teach English: An introduction to the practice of English teaching. Longman.
Harmer, Jeremy. 2001. The Practice of English Language Teaching (3th Ed.). Longman.
Holden, W.R. (2004). Facilitating Listening Comprehension: Acquiring Successful Strategies. Bulletin of Hokiruku University, 28. Irmawan, Harido Budi. 2011. The Problems Faced by the Second Year
Students of SMA Shalahuddin Malang in Listening Class. Malang: UMM.
Janusik, Laura and Andrew D. Wolvin. 2009. 24 Hours in a Day; A Listening Update to the Time Studies. The Intl. Journal of Listening, 23.
Khader, K. T., & Mohammad, S. (2010). Reasons behind non-English major University Students’ achievement gap in the English language in Gaza strip from students' perspectives. Gaza: Islamic University and Al-Aqsa University.
Launder, A. (2008). The status and function of English in Indonesia: a review of key factors, Makara, social Humaniora, Vol. 12, No. 1.
Mattarima, Karim and Abdul Rahim Hamdan. 2011. The Teaching Constraints of Engish as a Foreign Language in Indonesia: The Context of School Based Curriculum. Sosiohumanika, Vol. 4, No. 2.
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Rany, Sam et al. 2013. Factors Causes Students Low English Language Learning: A Case Study in the National University of Laos. International Journal of English Language Education, Vol. 1, No. 1.
Richards, J.C. and Renandya, W.A. 2002. Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press.
Richards, J.C. and Theodore S. Rodgers. 2001. Approaches and Methods in Language Teaching (2nd Ed.). New York: Cambridge University Press. Rost, Michael. 2002. Teaching and Researching Listening (2nd ed.). Malaysia:
Pearson Education.
Sadtono, E. 1995. Perspektif Pengajaran Bahasa Inggris di Indonesia. Malang: IKIP Malang.
Sevik, Mustafa. 2012. Teaching Listening Skills to Young Learners Through “Listen and Do” Songs. English Teaching Forum, No. 3.
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CHAPTER I
INTRODUCTION
This chapter explains about the background of study, the statement of problem, the purpose of study, the significance of the study, the scope and limitation of study, and the definition of key terms.
1.1Background of the study
Language is a daily communication used by society. In communication, language plays an important role in human’s life. Based on Harmer (2001:32), people learn a language not only for knowing but also for communication. People use language to communication with other people to share informations, ideas, and thoughts.
English is known as an international language because all people in every country in this world use English to communicate with other people from different country. According to Graddol (2000:2), English plays an important role as a mean of global communication, a tool for absorbing and disseminating information of science and technology.
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four language skills that are mentioned also have different objective to achieve especially in listening.
Listening plays an important role in daily communication. Based on Rost (2011:1), listening is the most important skill for language learning because it is the most widely used language skill in normal daily life. Listening is also the major components in learning English. Hamouda (2013:113) states that listening is a basic language skill, and as such it benefits a important priority among the four skill areas for language students. In listening, the students are supposed to be able to comprehend what is being spoken. Hamouda (2013:117) mentioned listening process involves understanding a speaker's accent or pronunciation, the speaker’s grammar and vocabulary, and comprehension of meaning.
Listening comprehension is not only hearing what others say correctly but also students must construct the meaning of utterance and give appropriate response. According to Buck (2001:1), listening comprehension is an active process of constructing meaning which is done by applying knowledge to the sounds that be heard.
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lack of concentration, anxiety, and bad quality of recording. It indicates that listening comprehension skill could be difficult to learn especially for students.
In addition, based on Mendelsohn (1994, in Gilakjani and Ahmadi 2011:977), the total time spent on communicating, listening takes up 40-50%; speaking, 25-30%; reading, 11-16%; and writing, about 9%. By this statement, it can be concluded that listening was one of the important skills in communication but listening also was the most difficult skill than other English skills such as speaking, reading, and writing. In addition, according to Bingol et al (2014), students spend 50% of the time operational in a foreign language is dedicated to listening. It means the mastering of listening is not easy for students that English are not their first language.
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Based on the previous explanation, the writer found that there are many students of English Department who still have problems to develop their listening skill. Considering the fact stated above, the writer intended to investigate the problems of listening comprehension faced by the third semester students in 2015/2016 academic year of English Department at University of Muhammadiyah Malang. In this study, the writer tries to identify and describe information about the student’s problems of listening comprehension skill and the way they solve their problems.
1.2 Statement of problems
Based on the background of the study, the researcher stated the statements of problems in this research as the following:
1. What are the problems faced by the third semester students of English Department at University of Muhammadiyah Malang in listening comprehension course?
2. What are the students’ strategies to solve the problems of listening comprehension course?
1.3 Purpose of study
Based on the statement of problems above, the researcher stated the purposes of study are:
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2. To know the students’ strategies in solve the problems of listening comprehension course.
1.4 Significance of the Study
This research have two benefits that are theoretical and practical. Theoretically, this study is intended to describe students’ problem that focuses on non linguistic issues to show that it is as one of the problem of listening comprehension for the third semester students of English Department at University of Muhammadiyah Malang and how they solve the problem of listening comprehension.
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1.5Scope and Limitation
The researcher chooses students’ problem that are two types of problem: linguistic and non linguistic problems. In this study, the researcher focuses on non linguistic problems because the previous researcher, Irmawan (2011), focuses on linguistic problem such as grammar, vocabulary, and pronunciation. The non linguistic problems that are used in this research are students, teachers, teaching method, facilities, and material in learning listening comprehensian course. The limitation of this study is the third semester students of English Department at University of Muhammadiyah Malang because they have learned the listening comprehension I to II and will continue the listeningcomprehension IV.
1.6 Definition of The Key Terms
The purpose of definition of key terms is to define the important terms and to avoid misunderstanding on the concept that is used in this study. The researcher would like to present the definition of the key terms as follows:
1. “Listening is the active and dynamic process of attending, perceiving, interpreting, remembering, and responding to the expressed (verbal and nonverbal), needs, concerns, and information offered by other human beings” (Purdy, 1997:8 in Gilakjani and Ahmadi 2011:978).
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existing knowledge” (O‘Malley, Chamot, and Kupper, 1989:19 in Gilakjani and Ahmadi 2011:978).
3. Linguistic problem is the problems for the students including grammar, vocabulary, pronounciation, language style, dialect, and background of culture (Prijambodo, 2012:47).
