Title : Obstacles in listening comprehension perceived by students of the second semester of the English language study program of UIN Mataram in the academic year 2020/2021. LISTENING COMPREHENSION OBSTACLES EXPERIENCED BY SECOND SEMESTER STUDENTS OF THE ENGLISH LANGUAGE STUDY PROGRAM OF UIN MATARAM IN.
INTRODUCTION
Background of Study
Therefore, a study would be conducted under the title “The Barrier to Listening Comprehension as Perceived by Students of the Second Semester of the English Language Teaching Program of UIN Mataram in the Academic Year. The first study was produced by Assaf, entitled “The Difficulties Encountered by EFL Learners in listening Comprehension as Perceived ELC Students at the Arab American University-Jenin”. 8 Ahkam Hasan Assaf, “The Difficulties Encounter by EFL Learner in Listening Comprehension as Perceived by ELC Students at Arab American University-Jenin” (Master Thesis, An-Najah Nasional University, Nablus, Palestine, 2015), p.81.
23 Ahkam Hasan Assaf, "The Difficulties Encounter by EFL Learner in listening Comprehension as Perceived by ELC Students at Arab American University-Jenin" (Meestergraadtesis. An-Najah Nasionale Universiteit, Nablus, Palestina, 2015), p.19. 24 Ahkam Hasan Assaf, "The Difficulties Encounter by EFL Learner in listening Comprehension as Perceived by ELC Students at Arab American University-Jenin" (Meestergraadtesis. An-Najah Nasionale Universiteit, Nablus, Palestina, 2015), p.20. 27 Ahkam Hasan Assaf, "The Difficulties Encounter by EFL Learner in listening comprehension as perceived by ELC students at Arab American University-Jenin" (Meestergraadtesis. An-Najah Nasional University, Nablus, Palestina, 2015), p.26.
35 Ahkam Hasan Assaf, "The Difficulties Encounter at EFL Learning in Listening Comprehension as Perceived by ELC Students at Arab American University-Jenin" (Master's thesis. An-Najah National University, Nablus, Palestine, 2015). 42 Ahkam Hasan Assaf, "The Difficulties Encounter by EFL Learner in listening comprehension as perceived by ELC students at Arab American University-Jenin"(Master's thesis. An-Najah National University, Nablus, Palestine, 2015), p. Ahkam Hasan Assaf, "The Difficulties Encounter by EFL Learner in Listening Comprehension as Perceived by ELC Students at Arab American University-jenin".
Ahmadi, "The Importance of Listening Comprehension in Language Learning", International Journal of Research in English Education.
Statement of Problem
Objective and Significance of Research
The study is expected to enrich the information about the obstacle that commonly occurs in teaching and learning, especially in learning to listen for foreign language teachers. The result of this research is expected to provide the information to three important and groups of people, these are: (a) for instructors/lecturers and (b) for students in English education program and (c) the additional researchers.
Scope and Setting of Research
Review of Previous Research
The way the data was collected was also the same such as interviews and giving questionnaires. The second study was conducted by Agung Darwanto, entitled “An Analysis of Students’ Difficulties in Learning Listening at SMAN 11 Banda aceh”.
Theoretical Bases
- The Nature of Listening
- Types of Listening
- Listening Skill
- Listening Impediments
13 Nada Derouiche and Khaoula Hallala, "An investigation of English as a foreign language learners' listening comprehension difficulties using authentic materials". Ali stated that the biggest barrier to learning a new language is listening comprehension.14 Without one's ability to understand the language, the massage could not be treated well, causing misunderstandings. Listening comprehension helps students succeed in language learning and increase their comprehensible input.
Another type of listening is extended listening or listening comprehension, which some people call it informational listening. it is used when one wants to understand, learn and absorb the content the listener is going to listen to. The researcher aims to identify the potential problems in listening and minimize the problems in order to increase listening comprehension by creating a positive atmosphere. Yagang claimed that the listening comprehension process is also a relatively complex psychological process.26 In psychology, it is stated that when a person feels nervous or anxious, he or she may not be concentrating.
Based on the study done by Hamouda said that the majority of the students think that the problems they had with listening comprehension was due to the poor recording quality/poor quality tapes or discs.30 For example, the CD can be recorded became while there were sounds around or the cassette was used for so long that the quality was worn. Noise or distortion in the audio signal hinders listening comprehension for listeners.31 Sometimes the inconvenience of the physical environment where one listens to listening sources affects students' listening comprehension.
Research Method
- Approach and Type of Approach
- The Presence of Research
- Setting of Research
- Sources of Data
- Population and Sample
- Procedure of Data Collection
- Technique of Data Analysis
- Trustworthiness
In this research, the researcher gave the questionnaire form to be answered by the students and conducted interviews. The researcher conducted this research to the second semester of English Language Education of the State Islamic University of Mataram. In this research, the researcher used secondary sources to complete the data from books, journal articles, websites and dictionary.
In this research, the researcher used a Likert scale to measure students' response to statements about listening difficulties. The interview was one of the research instruments used by the researcher to obtain information. In this research, the researcher used a Likert scale to measure the attitude of the respondents and the perception of the questionnaire.
In this step, the researcher concluded the data based on the answers of the informants (students) from the interview. By validating the data, the researcher conducted the interview and gave the questionnaire to students in the second semester of the English language education program at UIN Mataram.
DATA DISPLAY AND FINDINGS
Data Display and Finding of Questionnaire
- Impediments Related to Students’ Belief of Listening
- Impediments Related to Content of Listening Text
- Impediments Related to Linguistic Feature of Listening
- Impediments Related to the Failure in Keeping Focus
- Impediments Related to the Listener
- Impediments Related to the Speaker
- Impediments Related to Physical setting
Data Display and Finding of Interview
In processing the data from the questionnaire, the researcher classified the data using a Likert scale to find out the response of the respondents regarding. Percentage of barriers regarding students' beliefs about the importance of listening skills. Based on the table provided by the above researcher, the percentage of statement 1 was 39.2%, which was categorized into a very low degree level.
From the data of the table provided by the researcher above, it appears that there is no statement that reaches the very high response level. On the contrary, the rest of the statements in the second category had a moderate effect level. In this part, the researcher provided the data questionnaire on the barriers related to the speaker.
Based on the data revealed above, the students found that the unclear pronunciation of the word caused students' listening difficulties. The remaining statement in this category was statement number 38 with a percentage of 56.7% with a low response rate. The conducted interview was a structured interview, in which the interview question referred to the statements of the listening comprehension barrier in the questionnaire.
Regarding question number 2 asked to the respondents, majority of the respondents agreed that they were scared when they had to undergo the listening test.
DISCUSSION
The Impediments to Listening Comprehension
All the statements above clearly indicated that students' beliefs were part of students' success in listening comprehension. The content of spoken text in listening comprehension usually produced based on where the language came from such as the English that referred to England or the United States. 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.
The students learning English as a second or foreign language needed to understand all these features of grammatical structures in order to better understand the content and context of spoken text on listening comprehension. The physical setting referred to the tools such as the audio player and the place where the listening section was carried out, for example the place for students leading the listening comprehension lesson or while speaking with native speakers. The environmental condition of the place that affected students in listening comprehension was included in this category of students' obstacles based on the result of the research.
Goh Christine, “What Students Know About the Factors Affecting Their Listening Comprehension,” Hong Kong Journal of Applied Linguistic, vol. Sitti Hadijah and Shalawati Shalawati, “Listening Comprehension Hindrances of EFL (English Foreign Language) Learners on 2016/2017 in English Study Program of Universitas Islam Riau,” Journal of English for Academic (J-SHMIC), vol.
CONCLUSION AND SUGGESTIONS
Conclusion
The findings of this research showed that based on each category and based on each statement of the questionnaire, all seven barriers mentioned by the researcher as core theories are the barriers of second semester English language study program students. It is promoted by the overall average of each category in which a moderate to high degree level is indicated. The barriers identified were: barriers related to students' beliefs about the importance of listening skills, the content of the spoken text, the linguistic characteristics of the spoken text, the inability to maintain focus, the listener, the speaker, and the physical setting.
Suggestions
Arafat Hamouda, "An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Class", International Journal of Academic Research in Progressive Education and Development, vol. Wayland, Elizabeth Rhoades, Allison Blodgett, Jared Linck and Steven Ross, "What does listening difficulty: Factors affecting second language listening comprehension". Lusi Marleni, "Improving Students Listening Comprehension by Using Movies as Media at Grade XI IPA 5 Of SMAN 2 Bangkinang", Journal Obsesi : Journal Pendidikan anak Usia Dini, Bangkinang, 2015.
I have difficulty understanding listening texts where there are too many unknown words. I stop listening and start thinking about the meaning of the word when I come across an unfamiliar word. I have difficulty understanding the listening text when the speaker does not pause long enough.
I find it difficult to understand the listening source when the temperature of the place is not suitable. 39 I find it difficult to understand English when there are unclear sounds due to the poor quality of the CD player.
