Students’ Problem in Listening Comprehension at University Level

Trisno, Edi; Emzir, Emzir; Mayuni, Ilza

doi:10.2991/icoelt-18.2019.32

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…Namaziandost, et al (2020) stated that listening comprehension is a complex progressing process that includes the communication of different elements, numerous students think that it's hard to understand. According to Trisno (2019), 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.…”

Section: The Problems Faced By Students In Listeningmentioning

confidence: 99%

The Students’ Listening Problems For Senior High School in Pematangsiantar

Harianja

Lumbantoruan

Sinaga

et al. 2022

edu

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This article describes the English listening problems faced by students in senior high school in Pematangsiantar. Specifically, it reveals (1) students' English listening skills, (2) problems they face in listening to English, and (3) how the teacher solves the problem. This article uses a qualitative descriptive method and is carried out in high school in Pematangsiantar, North Sumatra. the subject of this article through the purposive sampling technique. The data was obtained through a series of English listening tests using recordings with native and non-native speakers, observation, and interviews. The findings show (1) the problems they face in listening to English deal with speaking speed, limited vocabulary, level of concentration, and established language habits, and (3) To overcome this problem, the teacher applies the practice of the right way technique. by giving students several ways to practice listening to English. Thus, it can be concluded that the teacher's efforts are relevant to listening problems faced by students.

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Section: The Problems Faced By Students In Listeningmentioning

confidence: 99%

The Students’ Listening Problems For Senior High School in Pematangsiantar

Harianja

Lumbantoruan

Sinaga

et al. 2022

edu

View full text Add to dashboard Cite

show abstract

“…Listening skill has been a significant concern for language teaching theoreticians and teachers since it is one of the main reasons to reach the oral output in communication (Yavuz & Celik, 2017). Among the four language skills and activities, the listening comprehension ability is perceived as the most difficult to improve (Trisno et al, 2019) because it is the most demanding of all the language skills in which language is pronounced and comprehended by students (Al-Nafisah, 2019). Therefore, by learning listening first, students have a higher chance of achieving better output in their study time and have a higher opportunity to learn the other three skills successfully.…”

Section: Introductionmentioning

confidence: 99%

A “Wake-Up Call” for EFL Students: Exploring the Metacognitive Learning Strategy in the Professional Listening Course

Anaktototy

2022

REiLA Journal

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Compared to the cognitive strategies to solve students’ problems in English listening, studies on metacognitive strategies seem to be underexplored in Eastern Indonesian context. In order to contribute to this research gap, this study conducted an investigation on university students' awareness of metacognitive strategies. This mixed-method study used quantitative data from a questionnaire adopted from the Metacognitive Awareness Listening Questionnaire (MALQ). 178 English Education students (19-21 years old) at Pattimura University completed the questionnaire, and eight students were randomly selected to be interviewed to obtain qualitative data regarding their individual metacognitive strategies for planning, monitoring and evaluating their listening activities. The findings reveal more than 60% of the participants agree that they have a plan for their listening activities, can maintain focus during the activities, and evaluate how they performed. Qualitative data supported that the students do have a plan and monitor their learning process, as they can provide specific strategies of how they plan (e.g., taking notes, making sure that the room is suitable for listening tasks) and monitor (e.g., paying attention to keywords, using context to decipher audio’s meaning if they encounter unfamiliar words) their learning process. However, the students seem to be unable to explain or define precisely what metacognitive strategy is, indicating their lack of learning the self-reflection process. These results demonstrated a need for more explicit instruction of metacognitive strategies to improve the students’ learning process, which will be especially beneficial for the university's uniquely high-stakes course of Professional Listening.

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Students’ Problem in Listening Comprehension at University Level

Cited by 2 publications

References 5 publications

The Students’ Listening Problems For Senior High School in Pematangsiantar

The Students’ Listening Problems For Senior High School in Pematangsiantar

A “Wake-Up Call” for EFL Students: Exploring the Metacognitive Learning Strategy in the Professional Listening Course

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