The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions

Mulyadi, Dodi; Rukmini, Dwi; Yuliasri, Issy

doi:10.17507/tpls.0712.06

Cited by 5 publications

(6 citation statements)

References 30 publications

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“…In addition, students also admitted that some of them felt that listening was a difficult activity because they lacked practice and had poor vocabulary mastery. Two of the causes of students' difficulties in listening comprehension were similar to the results of research by Jyoti (2020) & Mulyadi, et al (2017), they mentioned several factors that caused students to have difficulty in listening activities, including the speaker speaking too fast and the difference in the speaker's accent.…”

Section: Students' Perceptions Toward the Use Of Bimodal Subtitled Vi...supporting

confidence: 61%

“…The difficulties which are faced by students in listening activities in class occur due to many factors. For example some students are hard to concentrate with long listening texts, some difficult to recognize the sounds of unfamiliar words that are different from what they read in written form and what they hear, there is distracting noise in the location, and the speakers speak quickly or use different accents (Jyoti, 2020;Mulyadi, et al, 2017). The difficulties in listening can occur because students are not accustomed to using English in daily activities so that English is not yet familiar to be heard.…”

Section: Introductionmentioning

confidence: 99%

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The Correlation Between the Frequency of Watching Bimodal Subtitled Videos and Students’ Listening Comprehension

Febrina

2022

JBLS

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Listening was a skill that language learners must have. In several studies, listening was an activity that was avoided by English learners due to various factors, but now students were used to practicing listening by watching English videos. This study was a correlational study that aimed to find out how was the correlation between the frequency of watching bimodal subtitled video and students’ listening comprehension as well as providing their perceptions toward the use of bimodal subtitled videos for listening practice. This study involved 36 students of 10th grade in Krian, East Java who had participated in a listening program to watch bimodal subtitled videos for two weeks at school. The collected data were analyzed statistically using SPSS 16. The results of the study reported that there was a significant positive correlation between students’ frequency of watching bimodal subtitled videos and their listening comprehension (r = 0.459, p = 0.05). Students also showed positive perceptions of the use of bimodal subtitled videos for listening practice. It could be concluded that students' frequency of watching bimodal subtitled videos was positively related to their listening comprehension and received good responses from them. Therefore, teachers could use bimodal subtitled videos for listening learning activity at school.

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Section: Students' Perceptions Toward the Use Of Bimodal Subtitled Vi...supporting

confidence: 61%

Section: Introductionmentioning

confidence: 99%

The Correlation Between the Frequency of Watching Bimodal Subtitled Videos and Students’ Listening Comprehension

Febrina

2022

JBLS

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“…M-CLS instruction is implemented based on steps displayed in, for instance, the implementation of the M-CLS instruction for the first stage of M-CLS instruction is taught by explaining the goal of listening and activating their background knowledge (Mulyadi et al, 2017). They have to know the goals which they plan to reach success in mastering listening skill and how they set students to realize those goals (Fitrianingsih & Udin, 2017).…”

Section: The Explicit Strategy Instruction In the Extensive Listeningmentioning

confidence: 99%

“…However, knowing the students' listening strategy awareness is not sufficient for a listening educator to know the students' apposite listening strategy awareness. Accordingly, they need also to give an account to the learning styles as one factor of learners differences in mastering language (Mulyadi, Rukmini, & Yuliasri, 2017). Knowing the learning styles of students can help a teacher to select the method and media for their teaching.…”

Section: Introductionmentioning

confidence: 99%

EFL Learners’ Listening Strategy Awareness viewed from Their Learning Styles in the Extensive Listening Class

Mulyadi

2019

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Albeit listening comprehension as the vital role of language input, most EFL students have a somewhat negligent concern of it in the process of mastering EFL. Accordingly, the listening educators need to confirm students' listening strategy awareness related to their learning styles for enhancing the quality of teaching listening. To this end, the study aims at assaying EFL students' listening strategy awareness between visual, auditory, and kinesthetic learners who got an explicit strategy instruction of Extensive listening class and those who did not get the explicit strategy instruction. The participants of the study were 38 sophomore EFL students of English departments at Universitas Muhammadiyah Semarang. Listening strategy awareness questionnaire, learning style questionnaire, and interview were utilized as the data collection instruments. The results elucidated thatexplicit listening strategy instructions have raised students' direct attention strategies. Strategies of interpreting the meaning in their head and translating keywords that they have listened potentially impact on students' mental translation strategy awareness. Indeed, visual learners in the control group have a higher strategy awareness dealing with person knowledge than in an experimental group. Then, auditory learners have similar scores for both groups -meanwhile, a bit higher score of person knowledge possessed by the kinesthetic learners in the experimental group. However, the statistical findings elucidate that there are no significant differences between the experimental and control group. Interview results confim that explicit strategy instruction of extensive listening class enables learners to create a good atmosphere in listening class, and their competence of listening instruction. Abstrak.Walaupun listening comprehensionmemiliki peranan yang sangat penting dalam pemerolehan bahasa, masih banyak siswa EFL yang mengabaikan pembelajaran listening tersebut dalam proses pembelajaran Bahasa Inggris sebagai bahasa asing. Oleh Karen itu, penelitian ini bertujuan untuk menganalisis penggunaan strategi yang dalam pembelajaran listening bagi mahasiswa visual, auditori, dan kinestetik yang telah mendapatkan perkulihan extensive listening dengan pengajaran strategi yang eksplisit. Partisipan dalam penelitian ini berjumlah 38 mahasiswa Bahasa Inggris di Universitas Muhammadiyah Semarang. Instrumen pengumpulan data meliputi Listening strategy use questionnaire, learning style questionnaire, dan interview. Hasil menunjukan bahwa pengajaran strategi listening secara eksplisit telah meningkatkan direct attention siswa. Strategi menafsirkan makna di kepala mereka dan menerjemahkan kata kunci yang mereka telah E-Structural 124 mendengarkan berdampak pada mental translation strategy awareness mereka. Akan tetapi visual learners dalam kelompok control memiliki strategy awareness terkait Person Knowledge lebih tinggi daripada dalam kelompok eksperimental. Auditory learners memiliki nilai yang sama untuk kedua kelompok. Sementara itu, sedikit lebih tin...

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“…As one of the factors in learning, learning style also needs to be considered. When educators know their students' learning styles, they can facilitate their students to learn better with the right teaching strategies (Ellis, 2005;Mulyadi et al, 2017). Extensive listening, a kind of listening activity on things that is more general and clearer to a utterance, is not necessary under the direct guidance of a teacher (Tarigan, 2008).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception of Listening Lesson at University of Riau

Septyanti

Kurniaman

2019

ELS-JISH

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Listening is a skill in capturing the sounds of language by listening verbal language that receiving messages from other people's ideas, thoughts or feelings. This study aims to describe students' perceptions of the listening lesson in the learning process. The method used is a quantitative survey method with a total sample of 50 students of Indonesian language and literature education FKIP University of Riau who join the listening lesson. This study uses a questionnaire technique that is distributed to students of the Indonesian Language and Literature Education Program at the University of Riau. Questionnaires consist of 17 statements made in the form of a checklist with a range of assessments from 1 to 5. Technical data analysis through stages (a) changes the value of the category into an assessment score and (b) analyzes the score, (c) determines the category. The results showed that the response of the students based on the highest experience was the desire to obtain complete teaching material by 70%, the highest response of students to importance of media as if there were applications in listening lesson in accordance with current technology with a percentage of 80%, and The highest student responses about the need for evaluation of listening lesson was the feedback of listening proficiency criteria set by the lecturer at 68%. Then it can be concluded that students' perceptions of the listening lesson are the desire for improvement in the media and applications in the listening lesson that contains teaching the material

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The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions

Cited by 5 publications

References 30 publications

The Correlation Between the Frequency of Watching Bimodal Subtitled Videos and Students’ Listening Comprehension

The Correlation Between the Frequency of Watching Bimodal Subtitled Videos and Students’ Listening Comprehension

EFL Learners’ Listening Strategy Awareness viewed from Their Learning Styles in the Extensive Listening Class

Students’ Perception of Listening Lesson at University of Riau

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