An Analysis of Students’ Difficulties in Listening Comprehension: A Descriptive Study at English Language and Literature Department FBS UNP

Abstract

This research was aimed to find out the difficulties that mostly faced by students in listening comprehension and the factors which cause the difficulties at English language and literature department FBS UNP. This study employed descriptive qualitative research method. The subjects of this research were K-2 Class which consists of 32 students selected by using cluster sampling technique. The data was collected from questionnaire and interview. The researcher distributed the questionnaire to all members of the class. After that, the researcher chose six students to be interviewed. The results of this study showed that the difficulties that the students faced in listening comprehension were related into three categories, they were the listening material, the listener, and the physical setting. Besides, the factors which cause students’ difficulties in listening comprehension were depend on others, shame to ask the lecturer about the material, having emotional disturbances, the lecturer explains the material too quickly, lack of reward and reinforcement, and unfocused.

An Analysis of EFL Students’ Difficulties in Listening Comprehension at STKIP Muhammadiyah Bogor

“…Meanwhile, the listening material as the second problems often occoured in this research and its in line with Erzad (2020) research, there were some problems related to listening in Students IAIN Kudus such as speedy of speech and lengt of listening in coherence with listening material. In addition, the speaker and the setting was the most variables problems occoured in the research and its mutually supported with Diora (2020) in his previous research related to students FBS UNP listening problems were reveled speaker and physical setting as the most variable encountered by students.…”

“…In finding the answer of the difficulties, factors caused to students in listening skill, so the researcher determined to employe qualitative descriptive for this research, according to Selinger and Shohamy (Diora & Rosa, 2020) descriptive qualitative is the investigating research and it can be employed by some instrument . As well known that qualitative reseach instrument employ some instrument such as questionnaire, interview and observation for qualitative method most of them, but, actually in this case the researcher only use questionnaire for gaining and collecting the data .the questionnaire used to collect some data.…”

“…Furthermore, according to Diora (2020) in his research there are three factors difficulties students faced in listening comprehension such as listening material, listener, and physical setting. The listening material such a stereotype in students EFL listening comprehension the various material that given to students it might not appropriate with their level of listening which is inhibited to students' listening comprehending that such as external factors.…”

The Interferences Faced by The EFL Students in Listening Comprehension

“…Thus, the students' ability to listen to complex sentences is extremely disreputable because they lack grammar. (Diora & Rosa, 2020) found that some of the students did not master grammar structure because they thought it was totally hard to do. As well in listening, students found it difficult because the listening text has complexed grammatical structures and the students were hard to understand about it.…”

Using Project-Based Learning Model to Promote Students’ Listening Comprehension at Vocational High School

“…People normally listen for many purposes, for example, for entertainment, academic purposes, and getting important information. Furthermore, Diora & Rosa (2020) assert that learning listening will let people extremely advance their communication skills through the process of obtaining information from the speaker says, forming and representing the meaning, discussing the meaning with the speaker and answering it, and producing the meaning through participation, creativity, and empathy (Gilakjani & Sabouri, 2016). Accordingly, Sulistyani (2014) emphasizes that if the capacity to understand the spoken form of a foreign language is not learned naturally, this receptive skill must be taught.…”