Listening is one of the skills provided for foreign language students that they need to have besides speaking, reading, and writing. However, there are still many students who face difficulties in the learning process of listening. This study aims to identify problems faced by students in listening skill at the English Department at the university level. The data of this study ware obtained from students of the
The present paper explores students' needs analysis on genre-based multimedia listening material for the development of students' listening skills for English department students at university level. This research was a part of research and development conducted based on both qualitative and quantitative methods. This needs analysis cover necessity, lack, and wants. Information on necessities is taken from the curriculum of English Department of UNP, users, teacher books, and other relevant documents. To obtain the data, the English department students of FBS Universitas Negeri Padang in Indonesia were given the questionnaire in the preliminary study in obtaining students' needs. The questionnaires were used to obtain the information on students' necessity, lack, and want. The research findings show that the genre-based material for listening is needed to develop students' listening skills. For the media, students also need multimedia material which help them in understanding the situation and information.
Self-efficacy is important for improving emotional states and to correct faulty self-beliefs and habits of thinking, academic skills and self-regulatory practices improvement. Anxiety prevents EFL learners in improving their language learning skills. This research inspect the self-efficacy and whether it is in correlation with their listening anxiety experienced by EFL college learners. The data of the research was obtained from all of the 2019 learners and it was collected by using two instruments: Foreign Language Listening Anxiety Questionnaire (FLLAQ) and Listening Self-efficacy Beliefs Questionnaire (LSBQ). This research was conducted by using random sampling. The result showed there was a positive correlation between EFL learners' listening self-efficacy and their listening anxiety (r = 0.364) and average learners' listening anxiety and self-efficacy level stand in the medium level.
Formative assessment is one of kinds to assess the students. It aims to evaluate students' achievement in learning English. Formative assessment also find in the textbook. Appropriate formative assessment has an important role in evaluating students' achievement. Based on the explanation above, this study had a goal to evaluate the formative assessment in the students' textbook, especially the students' textbook for grade XI. Furthermore, source of data of this study was students' textbook that used for grade XI students which is created by Kemendikbud. This study was evaluation research to evaluate the product in order to describe and analyze the existed condition in the field. The document was used to evaluate out the formative assessment in the students' textbook of grade XI. As a result of the study, textbook evaluation related to the formative assessment was identified and classified based on several indicators. It consisted of task selection and organization, task physical appearance, and task content.
Motivation acquires crucial decrees in listening competences for the reason that it hands the students more self-sufficient to grasp their intentions. This study attends to the relationship between students' listening motivation and anxiety. The objective of this study is to criticize the correlation between students' listening motivation and their listening anxiety. This study took 60 students in English Department of UNP. This research handled in correlation research. This study used the random sampling technique for choosing the sample. This study also adopted two forms of open direct questionnaires. There are ELCMS and FLLAS questionnaire that enclose the category range. The issue of the research presented that between listening motivation and listening anxiety were having no correlation. The conclusion of this study affirmed that the high students' listening motivation level had, the probably they would have the high listening anxiety level or not.
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