BARRIERS IN LISTENING COMPREHENSION AMONG SECONDARY SCHOOL STUDENTS.

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ABSTRACT

Pardede, lriani Veronica. Registration Number: 055010182. Barriers in Listening Comprehension Among Secondary School Students. A Thesis. English Applied Linguistics Study Program, PostGraduate School, State University of Medan. 20{0.

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BARRIERS IN LISTENING COM PREHENSION

AMON(; SECONDARY SCHOOL STUDENTS

A THESIS

Regist ration

Numbe ~ · :

055010182

Submitted to tbe English Applied

Li~1 g ui s1k.s Stl ~ dy

Program

1<1 Pa rtial li'ulfiUmeut of the Req uireu1

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1'or the Oegree

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A THESIS

BARRIERS IN LISTENING COMPREHENSION

AMONGSECONDARYSCHOOLSTUDENTS

IRIANI V PARDEDE

Registration Number: 055010182

English Applied Linguistics Study Program

Postgraduate School

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State University ofMedan

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Approved

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Adviser Commissions

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APPROVAL

This thesis was examined on 22•d of July 2010 by the board of Examiners.

Prof. Tina Mariany Arifin, M.A., Ph.D.

Prof. Dr. Lince Sihombing, M. Pd.

Prof. Amrin Saragih, M.A., Ph.D.

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ACKNOWLEDGEMENT

Praise be to the Lord, the Almighty Father, in the name of Jesus Christ, for

His Mercy, Grace, and Love that has been poured to the writer in completing her task

in order to achieve the Degree of Magister Humaniora. This study would have never

been fully accomplished without the full support and assistance of many people. It

would be impossible to list all names, but some very special persons deserved her

deepest gratitude.

For the unforgettable and co-operative attitude of the advisers, first of all, the

writer would like to thank Prof. Tina Mariany Arifm, M.A.,Ph.D., first Adviser, who

has provided deep insights into starting this thesis project and who has enco~ed

the writer to go on with the work despite many difficulties. Her suggestions and

advice on how to make the research scientifically worthwhile are highly appreciated

On this occasion, the writer also wishes to thank Prof. Lince Sihombing,

M.Pd., second Adviser, who has never failed to motivate her writer to do what is the

best in terms of academic achievement. Her encouraging advices have en

writer able to complete the thesis.

She would like to express her sincere thanks to Prof. Dr. B

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The v.Titer would like to render her special thanks to Prof. Amrin Saragih,

M.A.,Ph.D., Prof. Dr. Busmin Gurning, M.Pd., and Prof. Dr. Berlin Sibarani, M.Pd.,

for their valuable inputs to improve the thesis.

Above all, the writer should particularly like to thank her family, her dad P.

Pardede, SH, her mom Dra R. Ambarita and her beloved husband R. Manullang,

M.Si, her sweet son Raizel Wiratama Manullang and her sister and brother Florence

Piiidede, S.Pd.,and Immanuel Pardede, S.T. whose love, support. advice and sense of

humor have helped her more than they know. Thank you for giving her a very special

appreciation for having the chance to experience the good taste of education at a

higher level.

Finally, the writer's gratitude goes to her classmates in the English Applied

Linguistics Study Program, Irmayani, Yessi, Sependi, Eiwan, Alpen, Pahotan, Jenni,

for their good friendship.

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Medan, July 2010

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The writer,

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CHAPTER

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RESEARCH METHOD

3.1 Research Design... .. .... ... .... .. ... ... . .... 20

3.2 Subjects . . . .. .. . . ... . .. .. . . .. . . 21

~3 21 3.4 Technique of Data Collection... 22

3.4.1 TOEIC •... 22

3.4.2 Questionnaire . .. . . . .• . . . .. • . . . . . . . 23

3.4.3. Interview ... . . . .. . . .. . . .. .. . .. . . •... .... 24

3.5 Technique of Data Analysis... 25

3.5.1 Coding the Respondents . .. . . ... . .. . . .. 27

3.5.2 Identifying and Categorizing Barriers . . . .. 27

CHAPTER IV DATA ANALYSIS, FINDINGS AND DISCUSSIONS

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4.1 Data Analysis ... . 4.l.l The TOEIC Test . . . .. . .. . . .. . . . .. 29

4.1.1.1 Listening Barriers Encountered by Students 29 4.1.1.2 Strategies Employed by Students in Encountering the Barriers ... . 2

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4.2 Findings... 57

4.3 Discussions... 57

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions .... .. .. . . .. . . . .. . .. .. .. . . .. .. .. . . .. .. . . .. . . .. . 59

5.2 Suggestions... 60

REFERENCES

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LIST OFT ABLES

Table Page

4.1 Result from TOEIC Test ... . ... 30

4.2 Respondents' responses to Affective Barriers' item Questionnaire... 33

4.3 Respondents' responses to Habitual Barriers' item Questionnaire ... 35

4.4 Respondents' responses to Information Processing Barriers' item

Questionnaire ... ... .. ... 37

4.5 Respondents' responses to English Proficiency BarrieFS' item

Questionnaire... 38

4.6 Respondents' responses to Strategic Barriers' item Questionnaire ...•. 40

4.7 Respondents' responses to Belief Barriers' item Questionnaire ... 41

Respondents' responses to Material Barriers' item Questionnaire ... 42

Respondents' responses to Distraction Barriers' item Questionnaire ... 45

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LIST OF APPENDICES

Appendix Page

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A. TOEIC (Test of English for International Communication)

Preparation Test adapted from OXFORD Practice Test... .. . .. .... .... 64

B. The Ob ation of their Listening Test... 69

C. Questionnaire . . . 73

D. Respondent Listening Barriers Based on Questionnaire Analysis . . . 75

Interview Guidelines for the students and the teacher... 76

Transcriptions of the Interview with the English teacher and And the students ofMethodist-7 Secondary School in Medan.... . ... 77

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CHAPTER I

INTRODUCTION

English is one of the most important subjects to be studied at the Secondary

School in Indonesia. In this case, the Department of National Education includes

English as one of the major subjects to be tested in the National Exami ation at the

Secondary School, along with Mathematic and Indonesian language. The passing

grades in the National Examination for these three subjects increased each year from

4.25 to 4.50 in 2008 and it has risen up to 4.75 in 2009. Each year these ~es eflect

the minimum national standard set by the government for the students

continue their education, from Secondary to Senior High School.

In terms of English, there are four skills that should be taught in the

Secondary School (Depdiknas: 2009). Lbtening and Reading are receptive skills and

speaking and writing are productive skills (Brown, 2001: 232). All these fou~ skills

are embedded into the teaching materials for Grade VII - IX students ot: e I nior

High School based on the Educational Unit Level Curriculum ( Kurikulum Tin~t

It is also stated in the KTSP for Secondary School that there are four meetings

for English lesson at any grade of the Secondary School in a week, which consists of

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skills respectively. Therefore, listening comprehension in Secondary School creates a

new challenge for both teachers and students. Listening is known as the most

important and difficult skill for all students. That's the reason why so many students

have problem with it and sometimes depends a lot on the aptitude. Especially for

students who from the countryside since they have never learn it before. With a

teacher, finding effective methods to teach listening skill will bel their students find

this subject more interesting. For that reason, the writer would like to narrow down

some main problems that almost all students have and appropriate strategies are also

needed for both teachers and students to meet the challenge.

1.2 The Problems of the Study

This research observes the barriers in listening comprehension experienced by

Grade IX students. To focus on the students' problem during 11stening

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comprehension, the research problems are formulated in the following questions:

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I. What barriers do the students of Secondary School encounter in Listening

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Comprehension?

2. What strategies do the students use to overcome those barriers in Listening

Comprehension?

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I. Analyze the barriers that students of Secondary School encounter during the

Listening Comprehension.

2. Find out the strategies that students of Secondary School use to overcome

barriers in Listening Comprehension.

1.4. Tbe Scope oftbe Study

Comprehension is used for Reading and Listening, but in this research, the

researcher focuses on Listening Comprehension. There are many aspects that can be

studied on listening comprehension, such as, the definitjon of listening

comprehension, importance of listening comprehension, and ways

listening comprehension in the classroom. It is of course difficult to include them all,

So this research focuses on barriers in listening comprehension. It is intend

very closely on· barriers in listening comprehension faced by Grade IX students of the

Secondary School. In this study, the re:::earcher tried to focuses on the b in

listening comprehension after doing their listening comprehension activity.

1.5. The Significance of the Study

A study which is designed to discover some intended results and hould hav,e

stgnificance. This study hopefully would give some relevant contritiotions to those

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comprehension. The results of this research are expected to provide some intormation

on students listening barriers for theory and practical.

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CHAPTERV

CONCLUSIONS AND SUGGESTIONS.

5.1 Conclusions

Based on the research findings and discussion, the conclusions can be drawn

as follows:

l. There are eight barriers that students encounter <iuring listening

comprehension, they are: Affective, Habitual, lnfonnation Processing,

English Proficiency, The Strategic, Belief, Material and Distraction

Barriers.

2. Strategies use to overcome those barriers are;

a. Preparing students before they face listening materials througti some

quizzes.

b. Assigning students through Listening homework

c. Using fun strategies to increase their Listening Skills.

d. Appreciating and motivating students to overcome their

Barriers.

e. Minimizing distraction coming from other students or surrounding.

f. Permitting students to take note to remember any detait!

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5.2 Suggestions

Based on the conclusions, it is suggested that;

I. The teacher should recognize their students barriers in mastering listening

skill because barriers will reduce students' achievement in listening. The

reduction can be done in various way, sucli ~preparing students before

facing listening materials in the classroom by conducting quizzes, for

example; use words which they are going to be listened, Assigning

students the homework through listening to authentic listening materials

such as watching a movie, news or listening to songs, etc.

2. The teacher should apply various media in teaching listening

comprehension. Such as; television, cassettes, tape, CD, Com~ct Disc,

etc. For instance; Television, by watching English

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REFERENCES

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Ary, Donald. 1978. Introduction to Research in Education. New York: Ho t, Rinehart And Winston, Inc.

Brown, H.D. 2001. Teaching by Principles: An Interactive Approach to Language

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Gall, Meredith, D.G., Joyce, P. and Borg, W.R., 2003. Educational

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Department of National Education. 2009., Guidelines in SJJ.lltibus of English

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Huda, N. 1999. Language Teaching and Learning. Malang: IKIP Malang Publisher.

Laura, J., Ph.D. 2006. Listening Fact, Rockhurst University, International Listening Association (ILA) Journal.

Laura, J., Ph.D. http://www.ed.uri.edu/tic2002/listenlit2/comprehensionldefinition Accessed on July 22, 2008.

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Mandelsohn, D.J. 1994. Learning to Listen: A Strategy-based Approach '.[Qr The Second Language Learner. San Diego: Dominie Press.

Mandelsohn, D.J. 1994. Applying Learning Strategies in the Second/Foreign Language Listening Comprehension Lesson. In D.J. Mendelson and . ubin (Eds), A Guide for the Teaching Of Second Language Listening. San Diego: Dominie Press.

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BARRIERS IN LISTENING COMPREHENSION AMONG SECONDARY SCHOOL STUDENTS.

ABSTRACT

BARRIERS IN LISTENING COM PREHENSION

State University ofMedan

TABLE OF CONTENTS

ACKNOWLEDGMENT . . ... .. ... .. ... .. . . .. .. . .. . . .. . . . .. . .... .. ... ii

CHAPTER

3.4.1 TOEIC •... 22

CHAPTER IV DATA ANALYSIS, FINDINGS AND DISCUSSIONS

LIST OF APPENDICES

CHAPTER I

CHAPTERV

REFERENCES