View of IS IT TOO DIFFICULT FOR STUDENTS TO LEARN ENGLISH?

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Available Online: https://jurnal.ustjogja.ac.id/index.php/JELLT/index

10.36597/jellt.v7i2.14663 This is an open-access article under the CC–BY-SA license. 48

IS IT TOO DIFFICULT FOR STUDENTS TO LEARN ENGLISH?

A CASE STUDY OF STUDENTS' HABITS IN USING EXTENSIVE LISTENING/VIEWING

Puthut Ardianto*, Andika Fitrah Nurcahya

1University of Muhammadiyah Yogyakarta, Indonesia [email protected]*, [email protected]

*Corresponding Author

Abstract: Developing habits related to studying the English language will help you improve your English-speaking abilities. This study aims to identify the behaviors that, in the eyes of the students in the English Language Education Department, improve English- speaking abilities as well as how those habits helped to improve those abilities. The case study research design was used in this study, which used a qualitative methodology. A student in the English Language Education Department of a private institution in Yogyakarta served as the study's participant. Interviews and reflections served as the research instruments for this study. The results showed that his habits of listening to English songs, watching English movies, reading the news, and engaging in self-talk had a substantial impact on the development of his speaking abilities. While the activities that contributed to the improvement of English language skills were slowing down the music and understanding the lyrics from the activity of listening to English music, reading the movie subtitles from the activity of watching English movies, selecting favorite topic news from the activity of reading news, and doing repetition from the activity of self-talk.

Keywords: extensive listening, speaking, habits

How to Cite: Ardianto, P., & Nurcahya, A. F. (2023). Is It too Difficult for Students to Learn English? A Case Study of Students' Habits in Using Extensive Listening/Viewing. Journal of English Language and Language Teaching, 7(2), 48-58. doi: http://dx.doi.org/10.36597/jellt.v7i2.14663

INTRODUCTION

Students, nowadays, have many opportunities to achieve their goals in learning to be able to master certain skills, such as foreign language. Daily habits and routines, for example, can occasionally have an impact on pupils' aptitudes. Habit formation, according to Whitebread & Bingham (2013) is a term used to describe unconscious mental processes that show up as behavioral patterns and dispositions in children as they deal with the challenges and events of daily life. Like a muscle, our brain needs to be exercised., according to Latif (2017). If we utilize it frequently and in the right ways, we will improve our ability and become better thinkers.

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 49 Speaking ability is one of the abilities that pupils learn and must master. Speaking is a process that includes more than just pronouncing individual sounds; it also involves other factors," Lewis & Hill (1992, p. 58). Students will experience a variety of routinely scheduled practices aimed at enhancing their speaking abilities. As demonstrated by the study done by (Listiawati & Aryani, 2017) When using speaking habits as a strategy to enhance their speaking abilities, students will go through a number of processes. The study's findings will then indicate whether or not these processes had any impact on the students' speaking abilities. Additionally, it has been discovered that speaking abilities and the habit of using English in daily life have a very strong connection to improving students' speaking ability. According to the research by Latif (2017) about correlation study between the habit of using English in daily life and speaking skill. In addition, listening to English songs continuously can have an effect on students’ willingness to improve their speaking skills. This is strengthened by a study conducted by Upa, et al (2021). The findings of this study revealed a strong relationship between students' habit of listening to English songs and their ability to grasp pronunciation while speaking.

In Indonesian context, there has been a phenomenon in the researchers’ English classroom where a student with good speaking skills developed his speaking capability through habits. When invited to perform in front of the class, the student always gave it his all-in terms of fluency, assurance, accuracy, word choice, and English pronunciation.

Speaking skills and the practice of utilizing English in everyday situations have been found to have a strong correlation with improving students' speaking abilities. (Purwanto &

Agustin, 2022). A number of habits have previously been noted by the researcher. A few trends have already been noticed by the researcher. The term "habit development" refers to unconscious brain processes that take shape as behavioral patterns and dispositions as the child interacts with the experiences and difficulties of daily living. (Whitebread &

Bingham, 2013). The study is titled "Students' Habits on Improving Speaking Skills" to wrap things up. As a result, the researcher wishes to investigate the behavior that can help a student become a proficient English speaker.

Based on the delimitation of the problem above, the researcher formulates two research questions namely: 1) what habits contribute to the enhancement of English- speaking skills as experienced by the students? and 2) how do the habits contribute to the enhancement of English-speaking skills?

LITERATURE REVIEW

Speaking ability is one of the abilities that pupils learn and must master. Speaking is a process that includes more than just pronouncing individual sounds; it also involves other factors," Whitebread & Bingham (2013, p. 54). In the oral style, speaking is an important ability. It requires the concurrent usage of a multitude of skills that develop at different speeds. It's comparable to other abilities that require more than just speaking words and are harder to master than they first seem.

Speaking is verbal communication in which words are used to communicate meaning. Levine (2003) Speaking allows people to communicate, and they do it through the use of language. It implies that pupils need to be proficient in applying their skills to

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 50 communicate. Additionally, they must focus on the components of speech, including pronunciation, grammar, vocabulary, fluency, and comprehension.

Extensive Listening and Extensive Viewing

In order to have good speaking skills, English students need to know that using extensive listening - extensive viewing can help to improve their skills. Extensive Listening (EL), according to Waring (2008), is a method for increasing listening fluency through practice with short texts. As part of its ongoing development, EL has made use of a variety of freely available audio and video assets on the Internet. In EL, it is strongly advised to use authentic content, such as podcasts, movies, TV and radio broadcasts, videos, and other online resources, according to Ivone and Renandya & Jacobs (2016).

There are five different sorts of listening activities that students can participate in:

listening solely, shadowing/overlapping while listening (active listening), reading while listening, listening and watching, and mixed listening, observing, and reading activities.

EL. Ivone & Renandya (2019) believed that Extensive listening advances pupils' general language proficiency as well as their listening abilities.

Learners are motivated by EL because they are exposed to things that they desire to hear and that they can understand and enjoy. Because they have the option to choose their own resources, students are more engaged and motivated. Learners are encouraged to continue listening in the target language by EL resources that are both understandable and enjoyable. EL is also adaptable because it may be used both within and outside of the classroom. Students can engage in EL prior to the start of class, during breaks, while standing in line or on their way somewhere, or in the comfort of their own homes.

Principles of Extensive Listening and Extensive Viewing

There are five broad Extensive Reading concepts that could be used to EL: quantity, comprehensibility, learner-centeredness, meaning orientation, and accountability, according to (Mora, 2000). (as cited in Ivone & Renandya (2019, p. 234). It is advised that students listen to a lot of the simple target language and select content based on possible relevance, interest, and enjoyment based on these concepts. Comprehending and non- intrusive tasks are also performed by students. Then, in their own tongue, write or tell an appreciation, the key idea, or a summary. Moreover, learners focus only on meaning rather than form. According to (Renandya & Jacobs, 2016), simultaneous reading and listening activities, such as reading-while-listening, can help low-proficiency L2 learners improve their comprehension. Furthermore, for pupils, watching captivating video clips can be a motivating experience. Students' motivation to improve their skill can be boosted by engaging in fascinating and enjoyable listening exercises, according to repeated observations.

METHOD

This research employed a qualitative method which was started by reviewing relevant literature and collecting related details. This study did not have any specific variables because some explanations are needed to complete the participants’ concept.

Creating a technique section for a study or proposal using qualitative research, according

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 51 to Creswell (2009), includes providing readers with information about the goal of qualitative research, mentioning specific designs, thoughtfully considering the researcher's role in the study, utilizing an ever-growing variety of sources for data, adhering to specific protocols for data recording, analyzing the data through multiple steps of analysis, and mentioning a research question. The researcher employed a qualitative approach since they wanted to get in-depth data regarding their issue.

In order to receive more specific information, the researcher used case study in this research. According to Creswell (2014), case study research is a qualitative research design in which the researcher carefully examines a plan, occasion, task, procedure, or one or more people. Researchers use a range of data gathering techniques over an extended period of time to gather detailed information from the situations that are limited by time and activity. Because case study is a particularly good design for the researcher who is interested in process, case study was chosen by the researcher as the research design. In this study, the researcher discovered a wealth of information.

Research Setting

The English Language Education Department of a private university in Yogyakarta hosted this study. There w two main reasons for the researcher supporting the implementation of this study. First, the participant on this research is an English Language Education Department student. Another reason is that the researcher conducted a preliminary observation on this department because the participant was English Language Education Department students. In addition, the lecturers encouraged students to develop habits that will help them improve their English language skills. As a result, Department of English Language Education at a Yogyakarta-based private university is an appropriate location to conduct this study. In the midst of pandemic conditions, campus was allowed to conduct the research. However, for the convenience of participant and also the researcher, the interview was be conducted at the participant’s convenience place and time.

Research Participant

A student in the English Language Education Department of a private institution in Yogyakarta participated in this study. In selecting the participant, the researcher has applied several criteria. The first is that he has good English mastery which can be seen from his speaking score and has a habit outside the classroom that contributes to his mastery of English because the researcher have been with this participant since 2017 so the researcher know very well about the participant. The researcher decided to take only one participant that was eligible for these criteria. Based on the researcher's prior observation, It was observed that students who talk well acquire their abilities through repetition. The researcher experienced living with the participant for a certain period of time so the researcher can observe that the participant has several habits has been already noticed.

To keep the identity of the participant, the researcher made it pseudonymous.

According to (Schwandt, 2007), a pseudonym is an unrealistic identity that is sometimes used by a researcher or writer to privately protect the identity of the participants. The participant’s pseudonymous name is Budi. In selecting the participant, the researcher had

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 52 done a preliminary observation and casual interview before making decision that he is eligible to become the participant of this research.

In his final year, Budi is a male student in the English Language Education Department at a private institution in Yogyakarta. In his daily life, Budi loves watching music videos on YouTube. Budi spends around 1 to 2 hours on watching videos on YouTube. Someday, Budi wants to become a Rap singer. He has been learning English in his junior high school in the first grade. He loves Rap songs and Manchester United Football Club. Therefore, he always updates himself with the news of his favorite football club.

Data Collection Method

The research used interview and reflection as the data collection method. For the interview, according to Arikunto & Jabar (2014) cited that the steps in data collection include establishing the protocol for recording data, establishing the study's parameters through sampling and recruitment, and gathering data through unstructured or semi- structured observations and interviews, documents, and visual materials. The researcher used interview and reflection as the data collection method. For the interview, the researcher prepared a guideline. For the reflections, the researcher used Padlet as the platform to collect reflective writing.

Research Instrument

Before the researcher conducts the interview, the researcher prepared the interview guideline consisted of several key questions. Interview guidelines are documents that include questions that direct the interviewer during interviews.

According to Fraenkle et al. (2012), interview guideline should be about two pages. In this case, the researcher prepared a two-page interview guideline which consist of seven items of questions with one opening question, three content questions, and three follow- up question. Questions were made according to the topic. When gathering the result, the researcher used a mobile phone as a recorder and an interview guideline. The researcher recorded the interview session. The researcher used Padlet for the participant to write the reflections. The participant was asked to tell his experience about any habits that he had ever done in form of writing.

RESULTS AND DISCUSSION

Habits Help Students Improve Their English-Speaking Skills, According to Their Experience

Listening to English Songs

Budi said that he likes to listen to English songs. He stated, “I usually listen to English songs through YouTube. Because on YouTube the tempo of the song can be slowed down so we can clearly listen to the song.” The interview result was also related with personal document written by the research participant. He mentions that, “I usually listen to rap music that is synonymous with singing quickly and tongue twists through

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 53 YouTube.” Songs have a crucial role to play in encouraging L2 students to study English, according to Lo & Li (1998). They will aid in the development of L2 learning possibilities for pronunciation, pace, grammar, and vocabulary, as well as developing reading, writing, listening, and speaking skills. Budi enjoyed reciting words from every song lyric he listened to, the researcher discovered while he listening to music. Referring to the principle of Extensive Learning - Extensive Viewing, according to (Mora, 2000). (As cited in Ivone & Renandya (2019). It is advised that students listen to a lot of the simple target language and select content based on possible relevance, interest, and enjoyment based on these concepts. Comprehending and non-intrusive tasks are also performed by students. Then, in their own tongue, write or tell an appreciation, the key idea, or a summary.

Watching English Movies

On the interview result, Budi explained that by watching movies with English subtitles can add references in choosing vocabulary. Budi stated that, “By watching English Movies with English subtitles, I get a lot of vocabulary references, by having a lot of vocabulary selection can increase confidence in speaking English.” This one in line by the theory of Extensive Listening – Extensive Viewing. According to Renandya & Jacobs (2016), simultaneous reading and listening activities, such as reading-while-listening, can help low-proficiency L2 learners improve their comprehension. Furthermore, for pupils, watching captivating video clips can be a motivating experience. Students' motivation to improve their skill can be boosted by engaging in fascinating and enjoyable listening exercises, according to repeated observations. Budi admitted that when he was watching a movie with English subtitles and the characters were having a conversation, he looked at the subtitle caption to see what situation they were trying to discuss, and then he made it to figure it out what was happened. According to Renandya & Jacobs (2016), Because they comprehend the majority of the vocabulary and grammar used in the text, repeatedly listen to words used within the narrow topics, and relate the spoken and written forms of words presented at the same time, learners are given the opportunity to comprehend aural texts more effectively when using easy or very easy texts, focusing on narrow topics at a time, and receiving multimodal input.

Reading News

Budi is passionate about football, he claimed that reading a sport news from foreign media can give a good impact on improving speaking skills. He stated, “When it comes to reading the news, I love football news. I usually read from Sky Sport or BBC sport.” The interview results also related with personal document written by the research participant. He mentions that, “I used to read the news on Sky Sports and BBC Sports, and as a result, I picked up a lot of new vocabulary that helped me feel more confident.” This one strengthened by the theory of Extensive Listening – Extensive Viewing. According to Norland & Pruett-Said (2006), listening alone, listening and reading simultaneously, listening and viewing, and mixed listening are all examples of active listening, observing, and reading activities are five types of listening activities that learners might engage in during EL. Budi spends much of his free time reading sports news from foreign media in

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 54 order to keep up with the region of football in other countries. This practice provides him with additional vocabulary knowledge, which he then uses frequently in his communications. According to Renandya & Jacobs (2016) The quantity concept is used to encourage learners to listen to a lot of simple target languages, choosing the content based on its potential relevance, interest, and enjoyment.

Doing Self-Talk

Budi claimed that he often dialogues with himself in front of the mirror. He stated,

“I joined a drama group, the entire script is written in English. I have to practice alone in front of a mirror, just as at home. In order for the ability to communicate in English and the depiction of his expression to be accurate.” The interview results also related with personal document written by the research participant. Budi mention that, “I joined the Musical Drama community that required me to master the ability of public speaking. From there I often practice in front of the mirror to practice pronunciation as well as expression.” This one also strengthened by Bouaziz (2015). According to (Wahyuni, 2012), because no one will hear your blunders, practicing alone is also a low-pressure approach to practice. Budi continues to improve his speaking skills and gain control of his expression by having a conversation with himself in the mirror. Musical dramas help him improve his mental ability to pronounce words correctly, learn new vocabulary, and select the appropriate accent. According to Renandya & Jacobs (2016), simultaneous reading and listening activities, such as reading-while-listening, can help low-proficiency L2 learners improve their comprehension.

How Do Habits Help You Improve Your English-Speaking Skills?

By Slowing Down the Music

Budi saw a considerable improvement in his English-speaking skills as a result of listening to English music. He stated that, “Usually, I learn by slowing down the music on the YouTube platform. That way, I'll be able to properly hear what the vocalist has to say and implement it.” In fact, slowing down the music through YouTube had a significant impact on his pronunciation development and boost his confidence. This one in line by the principles of Extensive Listening and Extensive Viewing. According to Renandya &

Jacobs (2016), simultaneous reading and listening activities, such as reading-while- listening, can help low-proficiency L2 learners improve their comprehension. By slowing down the music videos, Budi was learned to develop his pronunciation also achieved great comprehension.

By Understanding the Lyrics

The meaning of a song is the most important thing. In the activity of listening to music, Budi admitted that he also needs to understand the lyrics he listened to. He stated that, “When I understand the meaning of a song delivered by a singer, I can enjoy the song in a complex way. The meaning of a song is the most important thing, especially if the lyrics of the song use difficult words such as proverbs. It takes effort to find the meaning of the proverb to gain a new understanding.” According to (Mora, 2000), The repeating

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 55 lyrics in songs have a good impact on the pupils' language acquisition level while also helping them to develop their pronunciation skills. This one adheres to the extensive listening-and-viewing guidelines. According to (Roohani, 2011), It is advised that students listen to a lot of the simple target language and select content based on possible relevance, interest, and enjoyment based on these concepts. In this case, Budi searched for meaning and understood the lyrics of songs he often played and his favorite songs only.

By Reading the Movie Subtitles

On the interview result Budi explain that by reading the movie subtitles while watching a movie can add references in choosing vocabulary. Budi stated that, “When I watch movies, I also learn what can be found in the movie. I was got a lot of vocabulary from reading the movie subtitles while watching the movie. I become more confident on communicating with other people. For example, when presenting my assignments in front of the class.” He also stated “In watching movies I always pay attention to language expression in every scene. By doing so, someday if I can talk to strangers, I already have enough choice of phrases to use.” Strengthened by the principles of Extensive Listening and Extensive Viewing, according to Renandya & Jacobs (2016), learners who adopt the meaning-orientation principle only focus on the meaning rather than the form. This one also in line with theory from to Ivone and Purwanto & Marsinah (2021). According to Ivone & Renandya (2019), Because they comprehend the majority of the vocabulary and grammar in the text, repeatedly listen to words used within the narrow topics, and relate the spoken and written forms of words presented at the same time, learners are given the chance to comprehend aural texts more effectively when using easy or very easy texts, focusing on narrow topics at a time, and receiving multimodal input.

By Selecting Favorite News Topic

Budi admits that his habit of reading news from foreign media has an impact on the word selection progress. Budi stated that, “From the habit of reading the sports news, the more vocabulary we know, the more confident we are to talk in front of a crowd.” By selecting favorite news topic, Budi mention that, "Reading the news on Sky Sports or BBC Sports in particular on football rubrics gives me a lot of fresh vocabulary which, of course, boosts my confidence whether it's interacting directly or virtually." Strengthened by the principles of Extensive Listening and Extensive Viewing, According to Renandya & Jacobs (2016)Learners are encouraged to listen to a large number of easy target languages using the quantity principle, selecting material based on potential relevance, interest, and enjoyment. This one also in line with other principles of Extensive Listening - Extensive Viewing. According to Riswandi (2016), simultaneous reading and listening activities, such as reading-while-listening, can help low-proficiency L2 learners improve their comprehension.

By Doing Repetition

When Budi did self-talk, he admitted that he often did repetitions in memorizing some scenes that he would play. Budi mention that, “I always practice in front of the

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 56 mirror to enhance my pronunciation but also expression in order to improve my public speaking skills. When I'm doing self-talk, if I come across a line that's difficult to say, I usually look it up in the Cambridge dictionary to see how it's said. Then, I will repeat it until I can say it clearly and smoothly. I've ever done repeating a line a few times.” Budi stated that”. The benefit of practicing dialogue in front of the mirror is that it gives me a lot of confidence, which makes it easier for me to set my pronunciation, choose the right vocabulary, and decide what accent to use.” This one also in line with the principles of Extensive Listening and Extensive Viewing. According to Renandya & Jacobs (2016), simultaneous reading and listening activities, such as reading-while-listening, can help low-proficiency L2 learners improve their comprehension.

CONCLUSION

There is a phenomena where a pupil who speaks well picks up the abilities through repetition. As a result, the researcher looked into behaviors that can help a student become a proficient English speaker. What habits, in the students' experiences, contribute to the improvement of English-speaking skills? And how do the habits help to the improvement of English-speaking skills? The goal of this study was to identify the behaviors that the students in the English Language Education Department believe improve their ability to speak English. This study also aimed to shed light on the practices that helped the participants' English-speaking abilities. This study used a qualitative approach. as the research design, a case study. Students from a private institution in Yogyakarta who were majoring in English Language Education participated in this study.

Interviews and reflections served as the research's primary data collection methods. The researcher then read through all the data, prepared it for analysis, came up with a description and themes, and represented the description and themes. To increase trustworthiness, the researcher employed credibility and dependability. The two research topics were addressed by the study's findings. The first research topic was whether habits help students improve their English-speaking abilities. The study discovered a number of practices that had a substantial impact on the development of his speaking abilities. These routines included watching English-language films, reading the news, and engaging in self-talk. The second research topic concerns the contribution of habits to the development of English language proficiency. By slowing down the music and comprehending the lyrics while listening to English music, reading the movie subtitles while watching English movies, choosing a favorite news topic while reading news, and practicing repetition while practicing self-talk were all factors discovered by the researcher that significantly contributed to the improvement of English language skills.

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