Analysing English Language Education Department Students’ Listening Comprehension Difficulties and Strategies

Wulandari Kristantiningsih (1), Nurlaily Nurlaily (2)
(1) Faculty of Education, Universitas Internasional Batam, Indonesia,
(2) Faculty of Education, Universitas Internasional Batam, Indonesia
https://doi.org/10.30651/tell.v11i1.16413

Article Sidebar

Issue
Vol. 11 No. 1 (2023): April
Keywords:
    Listening Skills, Listening Skills Difficulties, Listening Comprehension Strategies
PDF

Abstract

This research aimed to reveal students' internal and external difficulties in dealing with listening comprehension tests. The research was conducted in the English Language Education Department at a private university in Batam. The total of participants was 32 students, including second and third-year students. The data were analysed through mix-method, using three different instruments: a questionnaire, a listening comprehension test and an interview to collect students' perceptions of their challenges and the listening strategy applied. The students were categorised into two groups: intermediate and advanced students. The findings show that students tend to lose track of long conversation due to a lack of background knowledge and apply an ineffective strategy. Intermediate students utilised the combination of cognitive, metacognitive and socio-affective strategies as advanced students did; however, they still needed to obtain unsatisfactory results due to ineffective strategies. Thus, this research can be useful for educational practitioners, syllabus developers, and students, in general, to be aware of the apprehension and exhibit a suitable strategy to minimise the issue.

Full text article

Generated from XML file

References

Chang, A. C. S. (2016). Teaching L2 listening: In and outside the classroom. In English language teaching today (pp. 111–125). Springer, Cham.

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Erlina, D., Marzulina, L., Pitaloka, N. L., Astrid, A., Yansyah, F., & Mukminin, A. (2018). Research on Educational Media: Balancing between Local and Target Language Cultures in English Electronic Textbooks.Research on Educational Media: Balancing between Local and Target Language Cultures in English Electronic Textbooks. TOJET: The Turkish Online Journal of Educational Technology, 17(2), 111–119.

Fujita, R. (2017). Effects of Speech Rate and Background Noise on EFL Learners’ Listening Comprehension of Different Types of Materials. Journal of Asia TEFL, 14(4), 638.

Furuya, A. (2021). How Do Listening Comprehension Processes Differ by Second Language Proficiency? Top-Down and Bottom-Up Perspectives. International Journal of Listening, 35(2), 123–133. https://doi.org/10.1080/10904018.2019.1694411

Gilakjani, A. P., & Sabouri, N. B. (2016). The Significance of Listening Comprehension in English Language Teaching. Theory and Practice in Language Studies, 6(8), 1670. https://doi.org/10.17507/tpls.0608.22

Hsueh, S., & Liu, J. (2008). Listening comprehension strategies and learning styles in foreign language education. British Educational Research Association Annual Conference, UK.

Huy, L. H. T. (2015). An investigation into listening strategies of efl students within the high school setting. Asian Journal of Educational Research, 3(4), 21–34.

Lengkoan, F., Andries, F. A., & Tatipang, D. P. (2022). A study on listening problems faced by students of higher education. Globish: An English-Indonesian Journal for English, Education, and Culture, 11(1), 41–50.

Manihuruk, L. M. E., & Sidabutar, Y. A. (2022). The Effect of Top-Down and Bottom-Up Strategies on Students’ Listening Skill. Jurnal Basicedu, 6(2), 2783–2792.

Ngonkum, S., & Deerajviset, P. (2022). Thai EFL Undergraduate Students’ Use of Listening Strategies and Listening Problems in Comprehending Academic Lectures. Journal of Humanities and Social Sciences Nakhon Phanom University, 12(3), 15–28.

Oteir, I., & Abd Aziz, N. H. (2017). Effects of listening comprehension anxiety from Saudi EFL learners’ perspectives. International Journal of Linguistics, 9(5), 113.

Rahimi, M., & Soleymani, E. (2015). The impact of mobile learning on listening anxiety and listening comprehension. English Language Teaching, 8(10), 152–161.

Ratebi, Z., & Amirian, Z. (2013). Use of metacognitive strategies in listening comprehension by Iranian university students majoring in English: A comparison between high and low proficient listeners. Journal of Studies in Education, 3(1), 140–154.

Rina, P., & Tiarina, Y. (2021). An analysis of english department students’ difficulties in answering toefl test of listening comprehension. Journal of English Language Teaching, 10(1), 28–35.

Saraswaty, D. R. (2018). Learners’ difficulties & strategies in listening comprehension. English Community Journal, 2(1), 139–152.

Tran, T. Q., & Duong, T. M. (2020). Insights into Listening Comprehension Problems: A Case Study in Vietnam. PASAA: Journal of Language Teaching and Learning in Thailand, 59, 77–100.

Authors

Wulandari Kristantiningsih
Faculty of Education, Universitas Internasional Batam
Nurlaily Nurlaily
Faculty of Education, Universitas Internasional Batam
nlailyyy@gmail.com (Primary Contact)
Author Biographies

Wulandari Kristantiningsih, Faculty of Education, Universitas Internasional Batam

a student of English Language Education Department, Faculty of Education, Universitas Internasional Batam

Nurlaily Nurlaily, Faculty of Education, Universitas Internasional Batam

a lecturer in Faculty of Education, Universitas Internasional Batam
Kristantiningsih, W., & Nurlaily, N. (2023). Analysing English Language Education Department Students’ Listening Comprehension Difficulties and Strategies. Tell : Teaching of English Language and Literature Journal, 11(1), 24–36. https://doi.org/10.30651/tell.v11i1.16413
Download Citation
Endnote/Zotero/Mendeley (RIS) BibTeX

Copyright (c) 2023 Wulandari Kristantiningsih, Nurlaily Nurlaily

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work

Article Details