CHAPTER II: DATA DISPLAY AND FINDINGS
B. Data Display and Finding of Interview
Data display provided the reducing data from data reduction that had been converted into text then was used based on the researcher need, it could be converted into table, description, chart, etc. in this research, the data used description.
c. Conclusion Drawing/ Verification
The last step in analyzing the data as stated by miles and Huberman was drawing conclusion/verification. In this step, the researcher concluded the data based on the answer of the informants (students) from the interview.
In processing the questionnaire data, the researcher classified the data by using Likert scale to know the respond of the respondents regarding
40 Mattew B. Miles and A. Michael Huberman, Qualitative Data Analysis : An Expanded
sourcebook, London, Sage Publications, 1994.
The important key to an effective research is validity. Validity is thus a requirement for both quantitative and qualitative research. in this research, the researcher uses triangulation. Honohere stated that the combination of different aspects, methods and theories are able to strengthen the data due to the validity of processing data obtained
41Dickson Kho, “Pengertian Skala Likert (Likert Scale) dan Menggunakannya” Retrived on 12 April 2021 frorm: Https//teknikelektrotika.com/pengertian-skala-likert-likert-scale- menggunakan-skala-likert/
42 Ahkam Hasan Assaf, “The Difficulties Encounter by EFL Learner in listening comprehension as perceived by ELC students at Arab American University-Jenin”( Master Degree Thesis. An-Najah Nasional University, Nablus, Palestine, 2015), p. 48.
through verification from few sources.43 Regarding to this research, the researcher use three types of triangulation which were:
a. Triangulation by Using Method
Triangulation by using method means that the researcher checked the credibility data of the research by using various data collection technique and analysis them by some methods. In relation to this research, the aim for using this triangulation was to compare the data gathered from questionnaire, interview and the other document pertaining to this research.
In validating the data, the researcher conducted the interview and giving the questionnaire to second semester students of English language education study program of UIN Mataram.
Then, the researcher crosschecked the data gained from both questionnaire and interview.
b. Triangulation by Using Source
Triangulation by using source means the researcher compares the data that has been gathered from different sources, those are: second semester students of English language education study program of UIN Mataram which consisted of 9 students and questionnaire.
43Honohere, J. “Understanding the Role of Triangulation in Research”. Scholarly Research Journal for International Studies, 2016.
In validating the data, the researcher was observed the impediments to listening comprehension in second semester students of English language education study program of UIN Mataram by comparing the result of interview with the result of questionnaire given to students.
c. Triangulation by Using Theory
Triangulation by using theory is the used of several perspectives or theories in analyzing the data finding. It meant that the result of this research compared with some relevant perspectives by other researcher. In validating the data, the researcher obtained many theories in order to correct and examine the result that has been done. Those were obtained from various relevant books, articles, thesis and journals.
On the whole, the chart showed that there were three categories regarding impediment to listening comprehension that received high level of response degree with the percentage of 74.6% (keeping focus), 72.2%
(speaker) and 71.1% (physical setting). The rest of those four categories were in moderate level with the percentage of 64.8% (students’ belief), 69.1% (content of listening), 65.8% (linguistic feature) and 66.5% (listener).
Furthermore, the researcher would explain each item of the questionnaire in detail as follow:
a. First category: The impediments related to the Students’ belief on the importance of listening skill
In this part, the researcher provided the data questionnaire about the impediments in which was related to the students’ belief on the importance of listening skill. The data and the explanation were delivered as follow:
Table 2.1
Percentage of the Impediments Regarding to the Students’ Belief on the Importance of Listening Skills
No Items N Mean Percentage
(%)
Response Degree 1. Listening comprehension
is not really needed in studying
55 1.9 39.2% Very low
2. I find it difficult to understand the listening comprehension source
55 3.6 72% High
3. I find that listening comprehension is boring
55 2.7 55.6% Low
4. I find listening
comprehension difficult when I am not interested
55 3.6 72% High
Average total score 55 3.36 64.8% Moderate
Based on the table provided by the researcher above, the percentage of the statement 1 was 39.2% which was categorized into very low level of degree. the low level of degree was statement 3 with the percentage of 55.6%. The next level of response degree which was called as high level was the statement 2 and 4 with the percentage of 72.%. There was no moderate level of degree found in the item regarding to the students believe on the important of English. From all the statements in the first category, the percentage average in total was 64.8% which was on the moderate level of response degree.
The data provided by the researcher above indicated that students were really aware on how important the listening comprehension was. It was strengthened by the statement 1 about
“listening comprehension is not really needed in studying” in which the respondents were really disagreed.
b. Second category: The impediments related to the content of spoken text
In this part, the researcher provided the data questionnaire about the impediments in which was related to the content of spoken text. The data and the explanation were delivered as follow:
Table 2.2
Percentage of the Impediments Regarding to the Content of Spoken Text
No Items N Mean Percentage
(%)
Response Degree 5. I find it difficult to
understand listening texts in which there are too many unfamiliar word
55 3.61 72.3 % High
6. I find listening
comprehension difficult when the spoken text contains jargon
55 3.45 69 % Moderate
7. I find listening
comprehension difficult when the spoken text contains idioms
55 3.43 68.7 % Moderate
8. I find listening
comprehension difficult when the spoken text contains slang expression
55 3.49 69.8 % Moderate
9. I find listening
comprehension difficult when the spoken text is too long
55 3.25 65 % Moderate
10. I find it difficult to understand the listening text when the topic is unfamiliar
55 3.69 73.8 % High
11. I find it difficult to understand the whole listening passage
55 3.25 65 % Moderate
Average total score 55 3.45 69.1 % Moderate After revealing students’ belief regarding the importance of listening skills, it was necessary to probe their perspective on the impediments related to the content of listening in case the students had a listening task to be done. In this category, the researcher provided 7 items of statements to be answered by the students.
From the data of the table provided by the researcher above, there was no statement which was gotten the very high level of response degree. The high level of response degree came to statement 5 and 10 with the percentage 72.3% and 73.8% which means that students found listening was difficult to answer when they did not know or understand the unfamiliar topic and unfamiliar word during the listening task. However, students still tried to use their prior knowledge to catch the answer of the task.
On the contrary, the rest of the statements in second category were in moderate level of effect degree. Those were statement 6, 7, 8, 9 and 11 with the percentage range 69%, 68.7%, 69.8%, 65% and 65%. The data above revealed that the students had difficulties in answering the whole task of listening which contain jargon, idiom, slang expression, complex grammatical structure and in the same time had a long passage. In addition, the students’ negative feeling
such tiredness and other distraction might affect students succeed in answering the listening task.
c. Third category: The impediments related to the listening feature
In this part, the researcher provided the data questionnaire about the impediments in which was related to the linguistic feature of spoken text. The data and the explanation were delivered as follow:
Table 2.3
Percentage of the Impediments Related to the Linguistic Feature of Spoken Text
No Items N Mean Percentage
(%)
Response Degree 12. I find listening
comprehension difficult when the spoken text contains complex grammatical structures
55 3.3 66.1 % Moderate
13. I find pronunciation familiar but cannot recognize meaning of the word
55 3.2 64 % Moderate
14. I cannot recognize the words I know while listening
55 2.8 56.7 % Low
15. I stop listening and start to thinking about the
meaning of the word when encountering an unknown word
55 3.4 69.4 % Moderate
16. I find it difficult to infer the meaning of unknown word while listening
55 3.6 72.3 % High
17. I find it difficult to follow the series of listening text which contained a
complex sentence
55 3.3 66.1 % Moderate
Average total score 55 3.29 65.8 % Moderate
To find out how this linguistic feature can be the impediment for students in comprehending the listening, the researcher provided 6 statements and the result was as follows: The high level of response degree came to statement 16 with the percentage of 72,3%, meaning that the unknown word seemed to be one of the main hindrance in listening since students could not infer the meaning in such a short time while listening, moreover it is followed by the sequence of the long spoken text.
The moderate level of effect degree came to the statement 12, 13, 15 and 17 with the percentage of 66.1%,64%, 69.4% and 66.1%. Inability of students in recognizing the word could be problem in comprehending the listening even they could feel those word were familiar at least they could get the meaning, moreover if the listening text contained complex sentence and complex grammatical structure which could impede their ability in comprehending the listening source.
The last statement in the third category which was in low level of response degree with the percentage of 56.7% was statement 14, meaning that this problem was not weight for students. Students felt they would be able to recognize every single word as long as they know the pronunciation of those words. They might not have any impediments in with the signal of speech such as stress and
intonation. The total score in this category was 65.8% which was categorized to the moderate level of response degree.
d. Fourth category: The impediments related to the failure in keeping focus
In this part, the researcher provided the data questionnaire about the impediments in which was related to the failure in keeping focus.
The data and the explanation were delivered as follow:
Table 2.4
Percentage of the Impediments Regarding to Failure in Keeping Focus
No Items N Mean Percentage
(%)
Response Degree 18. I am unable to concentrate
because I look for the answer and listen to the dialogue at the same time
55 3.32 66.5 % Moderate
19. I lose my concentration when I listen to low quality of recording
55 3.8 77 % High
20. 1 lose my focus when I cannot catch the meaning of word
55 3.7 74.5 % High
21. I lose focus when someone doing weird thing next to me
55 3.7 75.6 % High
22. I find it difficult to concentrate with noises around
55 3.9 79.2 % High
Average total score 55 3.73 74.6 % High
In this category, the researcher provided 5 statements to be answered by students. Based on the table of data provided by the researcher, among five statements there were four statements which
got high level in effect degree and one statement got moderate level of response degree. The percentage of those four statements (19, 20, 21, and 22) were 77%, 74.5%, 75.6% and 79.2%, while the percentage of moderate level (statement 18) was 66.5%. The total percentage regarding to this category was in high level of response degree with the percentage of 74.6%.
From the data above, it was really clear that the students’ concentration or focus took a big part in the way the students comprehended the listening. The reason that students might break their focus were difficulties to catch the meaning of word, bad quality of listening resource (audio record), got distracted by some noises around, got distracted by someone who doing some weird things. Lack of strategy in answering listening task also was not good for students, for instance, the students could be able to concentration well when they were trying to look for the answer and listen to dialog at the same time. To solve the problem, students needed to learn some strategy to avoid this condition and focus on the essential part of listening
e. Fifth category: The impediments related to the speaker
In this part, the researcher provided the data questionnaire about the impediments in which was related to the speaker. The data and the explanation were delivered as follow:
Table 2.5
Percentage of the Impediments Regarding to the listener
No Items N Mean Percentage
(%)
Response Degree 23. I find it difficult to get a
general understanding of the spoken text from the first listening
55 3.4 69% Moderate
24. I find it difficult to predict what would come next at the time of listening
55 3.1 63.6% Moderate
25. I stop listening when I have problem in
understanding a listening text
55 2.9 58.9% Low
26. I find it difficult to recognize the words I know because of the unfamiliar pronunciation
55 3.6 73% High
27. I find listening
comprehension difficult when I feel tired
55 3.5 70% High
28. I fear that I cannot understand of what I will hear before doing
listening comprehension tasks
55 3.4 68% Moderate
29. I find it difficult to answer the question that need long answer (e.g. why or how questions)
55 3.1 62.1% Moderate
Average total score 55 3.32 66.5% Moderate
In this category, the researcher provided 7 statements related to listener. There were two statements which got the high level of effect degree, those statement were statement 26 and 27 with the
percentage of 73% and 70%. The moderate level of effect degree was the statement 23, 24, 28 and 29 with the percentage of 69%, 63.6%, 68% and 62.1%. The last level of effect degree in this category was low level with the percentage of 58.9% (statement 25).
Students agreed that they could be a main factor to avoid listening comprehension as they need to repeat the listening text more than once in which was not realistic and authentic in the real condition. Furthermore, feeling tired, feeling not interested, feeling fear before doing listening task caused student found that listening comprehension was difficult. Low level meant that those factors or impediments did not really affect students on their listening comprehension. In this category, students did not directly stop listening when they had problem in understanding a listening text but tried to guess it in the first place. The last, Total percentage regarding to this category was 66.5% which was categorized into moderate level of response degree.
f. Sixth category: The impediments related to the speaker
In this part, the researcher provided the data questionnaire about the impediments in which was related to the speaker. The data and the explanation were delivered as follow:
Table 2.6
Percentage of the Impediments Regarding to the speaker
No Items N Mean Percentage
(%)
Response Degree 30. I find it difficult to
understand the natural speech which is full of hesitation pauses
55 3.3 67.6 % Moderate
31. I find it difficult to
understand the meaning of words which are not pronounced clearly
55 3.8 77.8 % High
32. I find it difficult to
understand the meaning of the spoke text without seeing the speakers’ body language
55 3.2 65 % Moderate
33. I have difficulty in understanding speakers with unfamiliar accent
55 3.6 73 % High
34. I find it difficult to understand when speaker speak too fast
55 3.7 74.9 % High
35. I find it difficult to understand the recorded material if it is not repeated more
55 3.7 74.5 % High
36. I find it difficult to understand the listening text when the speaker does not pause long enough
55 3.6 72.3 % High
37. I find it difficult to understand spoken texts that have unfamiliar stress and intonation patterns
55 3.6 72.3 % High
Average total score 55 3.61 72.2 % High
In this category, the researcher provided 8 statements.
Among those 8 statements, the majority of the effect degree level was in high level.
The percentage of those statement in which indicated at high level of response degree in statements (31, 33, 34, 35, 36 and 37) were 77.8%, 73%, 74.9%, 74.5%, 72.3% and 72.3%. Based on the data revealed above, the students found that unclearly pronounced of the word brought to students’ difficulties toward listening.
Unfamiliar accent, the speakers speaking too fast and inability of students in recognizing the word by unfamiliar stress and intonation pattern also the problem found in in students. It was caused by the lack of exercise in listening that the students only had limited chance in learning listening in university such as once a week. However, students needed to find way to overcome the issue by increasing their time to listen the listening source by their own.
The rest two statements (statement 30 and 32) were categorized in moderate level of effect degree with the percentage of 67.6% and 65%. From those statements, the full of hesitation pause of speaker affected students’ success in listening comprehension. The next was that students found themselves to have problem in understanding the meaning by only hearing the speaker. They agreed that seeing the speaker body language could help them understanding the meaning, but it was not used in the case
of answering the task of listening which was only provided the audio record to be heard by the task taker. At the end, it was based on the students that they should try to improve themselves in order to solve their problem in listening. The total percentage regarding to this category was 72.2%.
g. Seventh category: Impediments related to physical setting
In this part, the researcher provided the data questionnaire about the impediments in which was related to the physical setting. The data and the explanation were delivered as follow:
Table 2.7
Percentage of the Impediments Regarding to the Physical Setting
No Items N Mean Percentage
(%)
Response Degree 38. I find it difficult to
comprehend the listening source when temperature of the place is not
convenient
55 2.8 56.7% Low
39. I find it difficult to understand English when there are unclear sounds resulting from poor- quality of CD player
55 3.8 77% High
40. I find it difficult to be focus when the room is not in good condition
55 3.9 79.6% High
Average total score 55 3.55 71.1 % Moderate
The physical setting was consisted of the place or the condition of the room of the listener while comprehending the listening source and the tool used on it. In this research, the researcher provided 3 statements to be answered by the students. In this category, two statements got high level of response degree.
Those two statements were number 39 and 40 with the percentage of 77% and 79.6% in which clearly stated that the students really agreed that unclear sound of audio and unsatisfying quality of the room also untidy room were their impediments to listening comprehension.
The rest of the statement in this category was statement number 38 with the percentage of 56.7% with the low level of responses degree. the lower percentage of the statement indicated that the students did not really have problem with the temperature of the place while listening to audio. The total percentage regarding to this category was 71.1% with high level of response degree.
2. Data Display and Finding of Interview (Second Instrument)
About 9 students were asked to be the informant of interview in this research. The interview conducted was structure interview in which the question of the interview related to statements of the impediment of listening comprehension in questionnaire. Different from questionnaire that the researcher got the passive result from the
respondents, this interview was expected to gain more information as they were able to express their own idea and opinion freely.
During conducted the interview, the researcher allowed the interviewee to use their own language instead of using English as they felt embarrassed and afraid to not be able to answer the question well. The researcher’ intention in conducting the interview was to verify the questionnaire result to provide the dependable result. In this part, the answers presented were only the relevant ones and those which were required for research to avoid the useless data to be presented in this research. The result of the interview was presented as follow:
a. Based on your opinion, how important is the listening?
Regarding to the question number 1 which was asked to the respondents, all of them agreed that listening skill was really important. The answers were provided as follow:
Informant 1 : It is really important since the listening is one of the skills that should be learned44 Informant 2 : It was really important sister because if we
want to talk to other people m… we should understand what they said. If we don’t understand them, it can cause miscommunication45
44 Informant 1, interview, by phone, 3 Mei 2021.
45 Informant 2, interview, by phone, 3 Mei 2021.