Penelitian ini bertujuan untuk mengetahui kesulitan yang dihadapi siswa dalam memahami idiom yang terjadi selama pemahaman mendengarkan dalam tes TOEFL yang dikembangkan oleh Unit Pengembangan Bahasa di IAIN Metro. Namun, kesulitan yang jarang mereka temui adalah kurangnya kesamaan idiomatik dalam bahasa pertama dan perbedaan budaya.
Background of the Study
The fact, as in the case, faced the students of IAIN Metro on TOEFL test. The meaning of idiom every effort of a day was an expression that something is accepted as part of one's normal routine or taken for granted. The correct answer to the above question was (B).
Focus of the Study
According to the above problem, the researcher aimed to analyze which idiom comprehension difficulties in listening comprehension on TOEFL among the sixth semester students at the English education department at IAIN Metro in the academic year 2016/2017. It was focused on idiom comprehension difficulties because idioms were considered one of the materials in listening comprehension that was difficult to understand.
Problem Formulation
Objective and Benefit of the Study 1. Objective of the Study
Prior Research
Definition of Listening Comprehension
The listener infers the speaker's goals based on the type of speech event, the context, and the content. The hearer assigns an intended meaning to the utterance. The ability to match the perceived meaning with the intended meaning is a key in communication.
Types of Listening
There are several sets of processes that listeners must go through in understanding, receiving, and comprehending a speaker's messages. An example of this type of listening is the interaction between a speaker and a listener in everyday conversation.
Process of Listening
Bottom-up processes are processes of identification of individual parts into the whole. Top-down processes are the opposite of bottom-down processes, identification from the whole to individual parts.
Problem of Listening
The listener can clearly hear the words or phrases in the speech, but does not understand the speech. This is because the listener has difficulty with the syntax or semantics of the foreign language.
Solution for Listening Comprehension Problems
Students verify progress in their understanding of desired information and necessary details; And. Change the order of the words in it (e.g. 'the short and the long of it');.
The Recognition of Idiom
The Interpretation of Idiom
As with other metaphors, if we interpret idioms literally, the meanings we arrive at will be false, inappropriate or impossible in the context.27. When interpreting idioms, remember that there are English idioms that have literal and idiomatic meanings. The context will be very helpful in the process of interpretation.
Types of Idiom
In these types, the idiom's meaning can be derived from the meanings of its constituents. For example, the idiom spills the beans directly on the components of the idiom's meaning.
The Process of Idiom Comprehension
Almost no syntactic analysis is required to understand the meaning of an idiom, but a human parser would always parse it in its entirety. Semantic analysis is determining the meaning of words based on the obtained syntactic structure and corresponding lexical units.
The Difficulties of Idiom Comprehension
This finding supports Irujo, she argued that idiomatic expressions are best learned in interactive situations such as television language that usually contains idioms, because the clues in the context could easily help students remember the meaning of the idioms vividly.44. According to previous studies, context integration is the decisive factor for deriving the meaning of idioms.46 Context acts as the general framework that allows the integration of possible sources of information and therefore the understanding of the idiom.47 Bulut&Yazici in Winis&Zakaria indicated that L2 learners depend on literal meaning conveyed in the context and guess what it means.
The Level of Difficulty
The TOEFL test is a test to measure the level of English proficiency of non-native speakers of English.58. TOEFL ITP is a test to measure the English proficiency of non-native test takers.
TOEFL Scoring
So far, there are three TOEFL exam formats published by ETS (English Testing Service), namely: PBT (Paper-Based Test), CBT (Computer-Based Test) and iBT (Internet-Based Test) . The use of the TOEFL test format depends on where the test was taken and the circumstances surrounding the test. Whereas, for TOEFL ITP, the test is used by an institution and the TOEL score is used in the facility of the institution itself.
Structure and
Reading
- Preparation for Listening Comprehension Tests on TOEFL Test Educational Testing Service (ETS) gives tips for students who
- Idiom on Listening Comprehension
- Type and Characteristics of Research
- Data Resource
- Data Collecting Technique
- Observation
- Documentation
- Interview
- Data Analysis Technique
- Data Reduction
- Data Display
- Drawing and Verifying Conclusion
- Research Approach
It was designed to learn more about the students' idiom understanding of listening comprehension on the TOEFL test. Data display was the most important part. The concept of data representation was intended to convey the idea that data was presented as an organized, compressed collection of information that can be used to draw analytical conclusions. In this case, the researcher analyzed difficulties in understanding idioms in listening comprehension on the TOEFL test among the students of the English Education Department of IAIN Metro.
In this step, the researcher reviewed the relevant literature related to idiom comprehension difficulties on listening comprehension on the TOEFL test. The researcher focused the purpose of this research on finding out idiom comprehension difficulties on listening comprehension on TOEFL test. The data related to students' difficulties with idiom comprehension on the TOEFL test were analyzed and then the next stage was coding.
The researcher made the report on the result of idiom comprehension problems on listening comprehension on the TOEFL test among the students of the English education department of IAIN Metro.
RESULT AND DISCUSSION
Description of Research Setting Profile of IAIN Metro Profile of IAIN Metro
- Historical Background of IAIN Metro
- Organization Structure of IAIN Metro
- The Location Sketch of IAIN Metro
- Facilities at IAIN Metro
- The Condition of Lecturer and Official Employees atIAIN Metro The number of lecturers and official employeesatIAIN Metro in
- The Condition of Students at IAIN Metro
- The Profile of English Education Department
IAIN Metro has four faculties namely (1) Tarbiyah and Teaching Training, (2) Syariah, (3) Islamic Advertising and Communication, (4) Islamic Economics and Business. IAIN Metro provides facilities to support lecturers and students in managing the learning process. Along with the change in status from STAIN JuraiSiwo Metro to IAIN Metro, the Strata 1 (S1) English Study Program (TBI) as established in 2007 is also changing to English Education Department in 2017.
In the implementation of education, the Department of English Education stands by its vision as follows: raising professional students in English education who can integrate Islamic values and academic dimensions. These are the visions and missions that involve all students in the Department of English Education at IAIN Metro. To prepare students to be professional English teachers who can imply, develop and expand English education with the Anglo-Islamic spirit.
Indeed, it will be a dynamic, open and courteous relationship between the stakeholders of the English Education Department of IAIN Metro.
General Description of Research Data
In addition, the above data also showed the idiom comprehension of students' listening comprehension scores in the TOEFL test based on these questions:. This meant that her understanding of idioms was in the poor category, while her listening comprehension was in the intermediate category. Her idiom comprehension was in the fair category and her listening comprehension was at the average level.
Her idiom comprehension was in the fair category and her listening comprehension was in the upper-intermediate level. Her understanding of idioms was in the fair category, while her listening comprehension was at the beginner level. In data ten (Wiwi R.A), the student's total correct answer for idiom comprehension was one, her score was 25 and her listening comprehension score was 47.
It indicated that the student did not understand all the expressions on this listening comprehension section.
Discussion
According to the analysis of the above data, the highest percentage of difficulties was the lack of experience in dealing with the language which was 70%. Whereas, the lowest percentage was both in no analogous idiom in L1 and in cultural differences, which was 10%. Students' lack of knowledge of idiom examples became the cause of their difficulty in unfamiliar idioms.
The same as the difficulty of lack of experience in dealing with idioms, it was because of a lack of knowledge about idioms and how to understand them. In accordance with the above problem, the students must enrich their knowledge of idioms and how they must understand it. Adding knowledge about idioms can be done by the teacher and the student themselves. The students could also learn idioms more by themselves, this could be done in many ways, for example by reading books, newspapers, watching television, etc.
Conclusion
Arafat Hamouda, "An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom", International Journal of Academic Research in Progressive Education and Development. Students of Translation Studies”, Online Journal of Humanities.Iran: Online Journal of Humanities, Issue I/ June, 2016. Janet Yu-gi Chao, “Factors Affecting College EFL Learners’ Listening Comprehension and Listening Problems”, NCUE Journal of Humanities. Taiwan: NCUE Journal of the Humanities, Vol.
Maria Chiara Levorato & Christina Cacciari, "Children's Comprehension and Production of Idioms: The Role of Context and Cognition", Journal of Child Language. Taylor, "Judgments of recognition and transparency of idioms: A comparison of children and adolescents", Journal of Speech, Language, and Hearing Research. Investigating the difficulties encountered in understanding, and strategies used in processing, English idioms by Libyan students”, International Journal of English Language and Translation Studies.
OktayYağiz and Siros Izadpanah, "Language, Culture, Idioms and Their Relationship to Foreign Language", Journal of Language Teaching and Research.
OBSERVATION GUIDANCE
Observation about the students’ TOEFL test activity
Observation about the students’ TOEFL answer sheet
Observation about the students’ idiom comprehension answer on listening comprehension on TOEFL test
INTERVIEW QUESTIONS
Do you have trouble understanding idioms due to the lack of the broad context for a given idiom.
DOCUMENTATION GUIDANCE
Note: The minimum standard TOEFL test score for English Education Department students is 400. Total difficulty Unknown idiom No analogous idiom in L1 Cultural differences Lack of experience with the idiom Lack of broad context for the given idiom Any.
INTERVIEW TRANSCRIPT
Informant Because I don't recognize the idioms, so I just interpret it by relating to the context of the conversation. Researcher Are you facing difficulties in answering the questions related to the idiom material in the listening comprehension section of the TOEFL test. Researcher Especially in the listening comprehension section of the TOEFL test on idioms, you understand the overall meaning of words in the conversation.
Researcher If you recognize the idiom in the conversations, do you understand the meaning of the idiom. Informant Because I don't recognize the expressions of conversations, so I think the meaning is the same with other words. Informant To understand the meaning, I simply guess based on the literal meaning of the words.
CURRICULUM VITAE
