CHAPTER III: DISCUSSION
A. The Impediments to Listening Comprehension
After conducting the research, the researcher procured that there were seven categories of impediments perceived by second semester in listening comprehension, which were: Impediments related to students’
belief on the important of listening skill, Content spoken text, Linguistic feature of spoken text, Failure in keeping focus, Listener, Speaker and Physical setting.
1. Impediments Related to Students’ Belief on the Important of Listening Skill
Learning other languages which was not people’ own language was hard to do as people should be aware on how important the language for themselves. When people found that it was not necessary to learn
57
something, it could affect the way people acquiring the lesson itself. in relation between students’ belief and listening comprehension, it had a sizeable influence because when people put in their mind about their incompetence, it could obstruct their interest in learning English moreover in listening comprehension.
The statement above also was buoyed by the result of the interview conducting by the researcher:
“It is really important since the listening is one of the skills that should be learned”67
“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 miscommunication”68
“Without listening, we cannot understand what other say also do not know how to speak if we have lack of listening skill”69
“listening is important, because one’s will not repeat what they have said to us many times just to make us understand”70
All statements above clearly indicated that the students’ belief took some part as one of students’ success on listening comprehension.
In this case, second semester students needed to be more positive in being able to comprehending the English resource well.
67 Informant 1, interview, by phone, 3 Mei 2021.
68 Informant 2, interview, by phone, 3 Mei 2021.
69 Informant 5, interview, by phone, 3 Mei 2021.
70 Informant 9, interview, by phone, 4 Mei 2021.
2. Impediments Related to Content Spoken Text
The content spoken text in listening comprehension usually produced based on where the language came from as the English that referred to England or USA. Those learners needed to be familiar with different life style, culture, ideas and other aspects of it, where most of the material of spoken text were produced.
Majority of the students stated when it comes to the grammatical structure of spoken text, they were difficult to get a proper comprehend as listening to audio while reading to spoken text were a hard thing to do moreover if the language was not mastered.71 The content of spoken text were included about unfamiliar words, unfamiliar topics, jargons, idioms and slang expressions which got the percentage of response degree between moderate to high level. Most of the respondents in this research was not familiar and lack of knowledge regarding to cultural understanding of the language that they learned, whereas it could help to understand the content and context better. It was supported by the statement conducted by the researcher:
“If the topic is not about scientific or government or equal”72
“If I don’t know the vocabulary and unfamiliar accent”73
“I also often find topic that I don’t know before”74
71 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.86
72 Informant 7, interview, by phone, 4 Mei 2021.
73 Informant 3, interview, by phone, 3 Mei 2021.
74 Informant 2, interview, by phone, 3 Mei 2021
“Lack of vocabulary”75
“When I don’t know the meaning of some words like slang word or quote. I don’t know the meaning inside”
3. Impediments Related to Linguistic Feature of Spoken Text
Every single language had its own rule or grammatical structure. The students who learned English as second language or foreign language needed to understand all these features of grammatical structures to understand better the content and the context of spoken text on listening comprehension. Based on the findings, the students had a big problem to infer the meaning of spoken text while listening when they found unknown word and found complex sentences in both listening and spoken text. it was supported by the statements on the interview above:
“I don’t understand if meet with the complex grammar moreover if it is listening”
“I often find words, pronunciation and accent that I don’t know before, yah… I face that situation I used to skip it”
4. Impediments Related to Failure in Keeping Focus
Being focus was what the students needed in understanding the listening sources since every single word and sentence could be heard when the focus was on point. It was different when listening to one’
mother tongue language which could be guess as he/she was familiar
75 Informant 6, interview, by phone, 4 Mei 2021.
with it. It was different from learning new language, keeping focus was always the first.
Based on the findings, hearing noises around and knowing someone doing weird around were the main impediments perceived by students.
These problems also caused another problem to students, for instance a student could not catch what should he/she heard as they missed the chance because of the noises around and inadvertently focus to another thing such one of students who did weird thing around. The statement above was supported by the result in the interview above:
“: If other make noise, the room is dirty and untidy and the voice of audio record is not clearly, I cannot be focus”76
“Less focus if there is noises around”77
“I am the type of person who get distracted easily, so I really need the quiet environment to stay focus”78
" If I find unknown word, that disturb me. Sometimes if it is happened, my understanding will be neglected”79
5. Impediments Related to Listener
Students as a foreign language were easier to miss the meaning of listening sources. Different from students who learn English as foreign language, second language students got better support at their own environment to create English circle as equal as their first language.
76 Informant 1, interview, by phone, 3 Mei 2021.
77 Informant 3, interview, by phone, 3 Mei 2021.
78 Informant 6, interview, by phone, 4 Mei 2021.
79 Informant 4, interview, by phone, 3 Mei 2021.
based on the findings of questionnaire regarding to listener matter, second semester students of English language education study program of UIN Mataram found it difficult to understand the meaning of listening sources because of unfamiliar pronunciation and when they were in poor condition of the body.
Mostly, students found it difficult to conjecture the general meaning of spoken text from first listening, they needed to listening to it for several times. There was a time when the students also felt insecure and afraid when they were going to face listening task because they did not think that they could answer it well. It was supported by the statement above:
“it is because the pronunciation and if i listen to it once, it is hard to understand so I need more repetition”80
“I need to repeat what the speaker said many times to understand”81
“Sometimes, I feel afraid to not be able to answer the listening test which cause nerves, so all the answer is lost”82
“When I face the listening test, I sometimes feel afraid”83
80 Informant 8, interview, by phone, 4 Mei 2021
81 Informant 6, interview, by phone, 4 Mei 2021
82 Informant 1, interview, by phone, 3 Mei 2021.
83 Informant 3, interview, by phone, 3 Mei 2021.
6. Impediments Related to Speaker
The speaker or the audio also took a sizeable part in causing the problem to the foreign language students. Based on the findings, Students seemed to be easier to understand English when it was being spoken by non-native speaker around them as the way they express the language was quite similar, but it come to native speaker the students need to adapt on stressing, intonation, speed of listening sources (it could be audio or real person) to understand.
When it came to the audio listening, students felt more impediments as the audio only produced the sound and the listener need to be focus and understood the meaning. It would be different when facing the real native speaker which students could guess their expression to get even the smallest clue to be used in understanding what the speaker said.
“Unclear sound of audio and speaker speak to fast”84
“Yes miss, if I listen to audio, i cannot imagine what the speaker said”85
“Yes, if the listening resources in from of audio of without visual, difficult for me to understand, because we cannot figure out what their body language”86
84 Informant 5, interview, by phone, 3 Mei 2021.
85 Informant 1, interview, by phone, 3 Mei 2021.
86 Informant 4, interview, by phone, 3 Mei 2021
7. Impediments Related to Physical Setting
The physical setting referred to the tools such as the audio player and the place of listening section being conducted, for instance the place of students conducting the listening comprehension lesson or while speaking to native speaker. The condition of environment of the place that influenced students in listening comprehension were included in this category of students’ impediments based on the result of the research. Among 55 students who answered the questionnaire of the researcher, most of them agreed that the unclear sound produced from poor quality of CD player and the good condition of the room were the impediments of the students in studying listening comprehension.
“Yes, if the place is not convenient miss”87
“Yes, when the audio is bad and cannot produce clear sound I cannot understand at all”88
“I need a clean place when trying to comprehending the listening source89
“When the room is dirty then there is the bad smell came out, i cannot comprehend the listening source well90
87 Informant 2, Interview, by Phone, 3 Mei 2021.
88 Informant 6, Interview, by Phone, 3 Mei 2021.
89 Informant 7, Interview, by Phone, 4 Mei 2021.
90 Informant 9, Interview, by Phone, 4 Mei 2021.
CHAPTER IV
CONCLUSIONS AND SUGGESTIONS A. Conclusions
Findings of this research indicated the point which is based on each category and based on each statement of the questionnaire was those all seven impediments mentioned by the researcher as basic theories were the impediments of second semester students of English language education study program students. It is encouraged by the total average of every categories in which indicate moderate to high level of degree. Those impediments found were: Impediments related to students’ belief on the important of listening skill, Content spoken text, Linguistic feature of spoken text, Failure in keeping focus, Listener, Speaker and Physical setting.
B. Suggestions 1. Students
The students should utilize the listening lesson which is given by the lecturer well to increase their listening skill and use their time to learn more outside the campus. Students is also expected to communicate more with their friend and it will be better if they are able to communicate with native speaker even indirect or direct way. Listen to English music and watching English movie also good way for students.
2. Lecturers
65
The lecturer can use some methods in teaching listening to make the condition and situation be more interesting and delightful.
3. Further researchers
The researcher expects to the further researcher particularly those who want to take listening research to use this research as reference. For instance, the further researcher will research the teaching method used to increase students’ ability in listening comprehension, this research can provide those problem to be solved.
4. Institution
The institution needs to provide students the good facility to decrease the impediment on listening regarding to the physical setting.
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Agnes Lestyo Rini, “Revealing Students Listening Comprehension difficulties and Strategies in Intermediate Listening class”. Thesis, Faculty of Teacher Training and Education Sanata Dharma University, Yogyakarta, 2017.
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.
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Typology and Teachability”, Language Learning, vol. 41, no. 2, 235- 275, 1991. http://dx.doi.org/10.1111/j.1467-1770.1991.tb00685.x Rost Michael, Teaching and researching listening, London: Longman, 2002.
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Appendix 1 Questionnaire Sheet
Please answer the sheet by giving mark (X) in the box!
No Categories Statements 5 4 3 2 1
1.
Students’
belief on the importance of listening
comprehension
Listening comprehension is not really needed in studying
2. I find it difficult to understand the listening comprehension resource
3. I find that listening comprehension is boring 4 I find listening comprehension difficult
when I am not interested 5.
Listening impediment related to the content of the spoken text
I find it difficult to understand listening texts in which there are too many unfamiliar word
6. I find listening comprehension difficult when the spoken text contains jargon 7. I find listening comprehension difficult
when the spoken text contains idioms 8. I find listening comprehension difficult
when the spoken text contains slang expression
9. I find listening comprehension difficult when the spoken text is too long
10. I find it difficult to understand the listening text when the topic is unfamiliar
11 I find it difficult to understand the whole listening passage
12. I find listening comprehension difficult when the spoken text contains complex grammatical structures
13. I find pronunciation familiar but cannot recognize meaning of the word
14. Listening impediment related to linguistic features
I cannot recognize the words I know while listening
15. I stop listening and start to thinking about the meaning of the word when encountering an unknown word
16. I find it difficult to infer the meaning of unknown word while listening
17. I find it difficult to follow the series of listening text which contained a complex sentence
18.
Listening impediment caused by the failure in keeping the focus
I am unable to concentrate because I look for the answer and listen to the dialogue at the same time
19. I lose my concentration when the quality of the recording is low
20. 1 lose my focus when I cannot catch the meaning of word
21. I lose focus when someone doing weird thing next to me
22. I find it difficult to concentrate with noises around
23.
Listening related to listener
I find it difficult to get a general
understanding of the spoken text from the first listening
24. I find it difficult to predict what would come next at the time of listening 25. I stop listening when I have problem in
understanding a listening text
26. I find it difficult to recognize the words I know because of the unfamiliar
pronunciation
27. I find listening comprehension difficult when I feel tired
28. I fear that I cannot understand of what I will hear before doing listening comprehension tasks
29. I find it difficult to answer the question that need long answer (e.g. why or how
questions)
30.
Listening related to speaker
I find it difficult to understand the natural speech which is full of hesitation pauses 31. I find it difficult to understand the meaning
of words which are not pronounced clearly 32. I find it difficult to understand the meaning
of the spoke text without seeing the speakers’ body language
33. I have difficulty in understanding speakers with unfamiliar accent
34. I find it difficult to understand when speaker speak too fast
35. I find it difficult to understand the recorded material if it is not repeated more
36. I find it difficult to understand the listening text when the speaker does not pause long enough
37. I find it difficult to understand spoken texts that have unfamiliar stress and intonation patterns
38.
Listening impediment related to the physical setting
I find it difficult to comprehend the listening source when temperature of the place is not convenient
39 I find it difficult to understand English when there are unclear sounds resulting from poor-quality of CD player
40. I find it difficult to be focus when the room is not conditioned
Resp. 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3
Resp. 3 2 4 3 5 4 3 4 4 4 5 5 3 4 3
Resp. 4 2 4 2 5 4 3 5 4 4 3 4 3 4 4
Resp. 5 3 3 2 3 3 3 3 4 5 4 5 4 4 4
Resp. 6 1 4 3 4 4 4 3 4 4 4 4 3 2 2
Resp. 7 2 3 3 3 3 3 3 4 3 3 2 3 3 4
Resp. 8 2 4 2 4 3 3 4 4 4 3 3 3 3 3
Resp. 9 2 4 4 5 4 4 3 4 2 4 3 4 4 4
Resp. 10 2 3 2 3 4 4 3 3 3 3 4 4 3 2
Resp. 11 2 4 3 5 5 4 3 5 4 5 4 4 2 3
Resp. 12 1 4 5 2 4 4 4 4 5 4 4 4 5 2
Resp. 13 2 3 3 4 5 4 4 4 3 4 3 4 2 2
Resp. 14 2 4 3 2 4 4 4 3 3 5 4 4 3 3
Resp. 15 2 3 3 3 3 3 3 3 3 5 5 3 5 3
Resp. 16 2 4 3 5 3 2 2 4 4 4 3 2 3 2
Resp. 17 2 4 4 4 3 4 4 4 3 3 3 4 3 3
Resp. 18 4 3 2 3 3 3 2 1 2 4 3 4 5 2
Resp. 19 1 4 1 3 5 4 4 4 4 2 2 4 2 2
Resp. 20 2 3 2 3 4 3 4 3 3 4 3 4 3 2
Resp. 21 1 4 3 4 4 4 4 3 3 4 3 3 3 2
Resp. 22 1 4 3 4 3 5 3 3 5 4 3 3 4 4
Resp. 23 3 4 4 4 4 3 2 4 2 4 4 4 3 2
Resp. 24 1 4 3 4 4 4 4 4 2 3 4 4 4 3
Resp. 25 2 3 2 5 5 3 3 3 4 4 2 2 3 2
Resp. 26 2 5 1 4 4 4 5 5 1 4 4 2 2 4
Resp. 27 2 3 4 4 3 3 3 4 4 4 3 4 3 3
Resp. 28 2 3 2 4 3 3 4 3 4 4 2 4 4 2
Resp. 29 1 4 2 4 3 3 3 3 4 2 2 2 4 3
Resp. 30 2 4 2 4 4 4 4 4 3 4 4 2 2 3
Resp. 31 2 4 3 4 4 3 3 4 3 2 3 4 3 1
Resp. 32 2 4 3 4 3 4 4 3 4 4 3 4 4 3
Resp. 33 2 4 3 3 4 3 4 3 3 3 4 3 3 2
Resp. 34 3 3 3 4 3 3 3 3 3 4 3 3 3 4
Resp. 35 2 4 3 3 4 4 3 3 3 3 4 3 4 4
Resp. 36 2 3 5 5 2 2 3 2 3 1 1 5 2 3
Resp. 37 2 4 2 4 4 4 4 4 2 4 2 2 4 2
Resp. 38 2 4 3 5 4 4 4 3 3 4 4 3 3 3
Resp. 39 2 3 2 4 4 3 3 3 3 3 3 3 3 2
Resp. 40 1 5 4 3 4 4 4 4 3 5 3 3 5 3
Resp. 41 3 4 3 3 4 4 4 3 3 5 3 4 4 4
Resp. 42 2 3 2 3 3 3 4 3 3 2 3 2 3 5
Resp. 43 2 3 3 3 3 3 3 3 4 4 3 4 3 3
Resp. 44 4 4 5 3 2 4 2 4 4 5 4 4 3 4
Resp. 45 2 3 3 3 3 4 3 2 2 4 3 2 2 2
Resp. 46 1 4 3 4 3 3 3 4 4 5 3 4 3 3
Resp. 47 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Resp. 48 2 4 2 2 5 3 3 4 3 4 4 5 2 2
Resp. 49 2 4 3 3 5 2 5 4 4 5 4 4 5 3
Resp. 50 2 3 3 4 4 4 4 4 4 4 2 4 2 3
Resp. 51 2 3 3 3 4 4 4 4 3 4 2 4 4 3
Resp. 52 2 4 2 3 2 4 4 4 2 3 3 2 3 3
Resp. 53 2 4 3 3 4 4 3 3 3 3 4 3 4 4
Resp. 54 2 3 2 4 4 4 4 4 3 4 4 2 2 3
Resp. 55 1 4 3 4 4 4 3 4 4 4 4 3 2 2
SUM 108 198 153 198 199 190 189 192 179 203 179 182 176 156
MAX 275 275 275 275 275 275 275 275 275 275 275 275 275 275
mean 1.9 3.6 2.7 3.6 3.61 3.45 3.43 3.49 3.25 3.69 3.25 3.3 3.2 2.8
% 39.20% 72% 55.60% 72% 72.30% 69% 68.70% 69.80% 65% 73.80% 65% 66.10% 64% 56.70%
2.36 mean Tot 3.45 mean Tot 3.29
%tot 64.87273 % tot 69.14286 % tot 65.81818
4 4 3 3 4 3 4 4 4 3 3 4 3 3
3 3 3 4 5 4 5 3 4 3 3 3 3 3
4 4 4 2 4 4 4 5 4 3 4 4 4 3
4 3 3 3 3 3 3 3 2 3 3 3 2 3
4 4 4 2 1 4 5 4 3 3 2 4 4 4
2 4 4 4 4 2 2 4 5 2 4 2 4 4
4 3 4 3 4 5 4 4 4 2 2 4 3 3
3 3 2 4 3 4 3 3 4 4 3 3 2 3
3 3 3 3 5 4 3 3 3 3 3 3 3 3
4 3 4 3 4 3 4 4 2 2 4 3 4 2
3 4 4 3 4 4 4 4 4 3 4 4 4 4
3 1 3 4 5 1 2 5 2 5 2 3 2 5
1 2 2 4 2 2 4 4 3 2 3 2 2 2
4 4 4 4 5 4 4 4 4 4 3 5 4 4
4 3 4 4 3 4 3 4 3 4 4 5 4 4
3 3 3 3 2 4 4 5 4 3 2 4 3 4
4 4 4 3 4 4 4 3 3 2 4 2 4 3
4 4 3 1 4 2 5 5 4 3 2 4 3 5
3 3 3 3 5 5 5 5 3 3 2 3 3 4
1 4 5 2 4 2 5 2 5 4 1 3 1 2
4 4 2 4 4 4 4 5 4 4 4 4 4 4
3 4 3 4 4 4 4 5 3 3 2 2 4 3
4 4 2 4 4 4 4 5 4 4 2 4 3 5
4 4 4 5 5 5 5 4 3 4 4 5 4 3
4 4 3 4 4 4 5 5 4 2 2 4 5 3
3 4 3 4 4 4 4 4 4 4 3 4 4 4
3 4 3 4 3 4 3 5 4 3 3 4 4 3
3 3 4 4 4 4 4 4 4 4 3 4 4 4
3 5 4 4 4 3 4 5 4 3 2 5 4 3
3 4 5 2 4 4 1 5 4 4 4 2 3 1
4 4 4 3 4 4 4 4 2 4 1 4 4 4
4 4 3 4 4 4 4 4 4 5 3 4 4 5
3 4 3 3 4 3 4 3 3 2 4 3 2 3
3 5 3 4 5 5 4 4 3 3 3 4 4 3
4 4 3 4 4 4 3 3 4 4 3 4 5 4
4 4 4 3 4 4 4 4 4 3 3 4 3 3
3 4 3 3 4 4 3 4 3 3 4 4 4 3
5 2 1 4 4 5 4 5 4 3 4 3 4 5
4 4 4 3 4 2 4 4 3 3 2 4 4 2
4 4 4 2 3 4 4 1 3 3 3 3 4 4
1 1 1 1 1 1 1 1 1 1 1 1 1 1
4 3 4 2 4 4 3 4 2 3 2 4 4 2
5 5 5 5 3 5 3 3 5 3 4 4 4 5
4 4 3 4 4 4 4 4 3 3 2 4 4 3
4 4 4 3 5 5 3 5 3 3 4 4 4 3
3 3 3 3 4 4 4 4 3 3 3 4 4 4
3 5 4 4 4 3 4 5 4 3 2 5 4 3
4 4 4 5 5 5 5 4 3 4 4 5 4 3
4 4 2 3 5 5 5 5 4 3 3 4 4 5
191 199 182 183 212 205 208 218 190 175 162 201 195 187
275 275 275 275 275 275 275 275 275 275 275 275 275 275
3.47 3.6 3.3 3.32 3-Jan 3.7 3.7 3.9 3.45 3.1 2.9 3.65 3.54 3.4
69.40% 72.30% 66.10% 66.50% 77% 74.50% 75.60% 79.20% 69% 63.60% 58.90% 73% 70.90% 68
mean Tot 3.73 mean Tot 3.32
% tot 74.61818 % tot 66.54545
3 3 4 3 3 4 3 3 4 4 4 4
3 4 3 3 3 4 4 4 3 3 4 5
4 4 5 4 4 5 4 3 4 4 5 5
3 3 3 3 3 3 3 3 3 2 3 2
4 5 5 2 4 5 4 5 4 3 5 5
4 2 2 4 4 2 4 4 2 2 4 4
2 4 4 3 5 4 3 3 4 2 4 5
3 4 4 4 5 3 5 5 4 3 4 4
3 3 3 3 3 3 3 3 3 3 3 3
2 5 4 2 4 3 4 3 3 2 4 5
4 4 4 4 4 4 4 4 4 3 4 3
4 1 5 3 1 1 3 4 3 2 3 4
2 2 2 4 2 3 2 4 4 2 3 5
4 4 5 3 4 5 4 4 4 2 4 4
3 4 4 3 4 5 3 3 5 2 4 5
3 4 5 4 3 2 5 4 3 4 5 5
4 4 4 4 2 4 3 4 4 2 2 4
4 4 4 2 4 4 3 4 5 3 5 5
3 3 5 4 4 5 3 3 4 2 5 5
4 4 5 4 4 2 4 4 2 4 4 4
4 3 4 4 3 4 5 5 5 3 5 4
3 4 2 3 3 4 3 4 3 2 4 4
4 3 4 3 3 4 4 4 4 3 3 5
4 4 4 3 4 4 4 4 4 3 4 4
2 4 5 4 3 5 5 3 5 1 5 5
3 3 4 3 4 4 4 4 4 3 4 4
4 4 4 3 3 4 3 3 4 2 3 3
3 3 3 4 4 3 4 4 3 4 4 4
4 3 5 3 5 5 5 5 5 4 4 5
2 3 3 4 5 4 2 2 4 3 4 2
2 4 4 2 4 4 4 2 4 2 4 4
3 4 4 4 4 5 4 5 4 3 4 4
2 4 3 3 4 3 2 3 3 2 4 3
2 4 5 2 3 5 4 3 4 3 5 5
3 3 5 4 3 3 4 4 3 4 3 4
3 3 4 3 4 2 5 4 3 5 3 4
3 4 4 4 4 4 3 4 4 3 4 4
4 4 4 5 4 1 2 3 4 4 3 4
2 3 3 3 2 4 4 3 3 2 4 3
3 4 4 4 4 1 3 1 4 3 4 1
1 1 1 1 1 1 1 1 1 1 1 1
2 3 4 2 4 4 4 3 3 2 3 4
4 5 5 5 5 5 4 4 5 3 2 4
3 3 4 2 2 4 4 3 3 3 4 2
3 3 4 3 4 4 4 3 4 3 4 5
3 3 3 2 4 4 4 3 3 3 4 4
4 3 5 3 5 5 5 5 5 4 4 5
4 4 4 3 4 4 4 4 4 3 4 4
2 3 5 5 5 5 5 5 3 2 5 5
171 186 214 179 201 206 205 199 199 156 212 219
275 275 275 275 275 275 275 275 275 275 275 275
3.1 3.38 3.8 3.2 3.6 3.74 3.72 3.61 3.61 2.8 3.8 3.9
62.10% 67.60% 77.80% 65% 73% 74% 74.50% 72.30% 72.30% 56.70% 77% 79.60%
mean Tot 3.61 mean Tot 3.55
% tot 72.22727 % tot 71.15152
Name : Class : Address :
1. Based on your opinion, how important is the listening?
2. How do you feel when you are going to face listening test?
3. What makes the listening become difficult ?
4. Does visual support affect your skill in comprehending the listening audio?
5. What condition makes you lost your focus when listening to listening sources?
6. Does the physical setting matter affect you to comprehend the listening source? Why?
SURAT KETERANGAN BEBAS PINJAM NO. 1063/M.03.02/2021
Kepala Perpustakaan Universitas Islam Negeri ( UIN ) Mataram menerangkan bahwa :
NAMA : NURLAELATUL QOYYMQH
NIM : 170107079
FAK/JUR : FTK/TBI
Mahasiswa/Mahasiswi yang tersebut namanya di atas ketika surat ini dikeluarkan, sudah tidak mempunyai pinjaman, hutang denda ataupun masalah lainnya di Perpustakaan Universitas Islam Negeri (UIN) Mataram.
Surat keterangan ini diberikan untuk keperluan daftar ujian skripsi.
Mataram, 1 Juli 2021
An. Kepala Perpustakaan,
SUAEB, S. Adm.
NIP.196812312003121004