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A Study On Listening Skills and Perspective To First Year
A Study On Listening Skills and Perspective To First Year
Abstract
Abstrak
tantangan yang dihadapi oleh para mahasiwa/i pada kegiatan menyimak, selain itu untuk
mengetahui tanggapan mereka tentang pelajaran menyimak, selanjutnya untuk
mengetahui faktor-faktor pendukung keberhasilan mereka dalam memahami informasi
yang mereka simak. Tes menyimak dan kuestioner diberikan untuk mngumpulkan
informasi yang dibutuhkan, serta dianalisa secara kwalitatif dan kwantitatif. Hasil
penelitian menunjukkan bahwa siswa mengalami kesulitan dalam menyimak informasi,
hal ini ditunjukkan oleh kesulitan mereka dalam menyelesaikan tes sederhana yang
diberikan. Mereka juga beranggapan bahwa kegitan menyimak tersebut termasuk
kegiatan yang sulit . Ada lima faktor yang mempengaruhi kemampuan menyimak
mereka; jarangnya melakukan latihan menyimak, rendahnya penguasaan kosakata,
penekanan dan pengucapan penutur asli, dan materi belajar yang kurang menarik.
Disamping itu, pengetahuan mereka tentang tata bahasa inggris dan sarana prasarana
yang lengkap mendukung mereka untuk mengatasi kesulitan-kesulitan dalam kegiatan
menyimak yang mereka lakukan didalam kelas. Para mahasiswa/i sebenarnya
menyadari bahwa pentingnya untuk memiliki kemampuan menyimak yant baik, akan
tetapi sangat diperlukan bantuan dari para guru dan mahasiswa/i ketika kegiatan belajar
mengajar sedang berlangsung. Sebagai kesimpulan, kemampuan menyimak dari para
mahasiswa di program studi pendidikan bahasa inggris , semester pertama tahun
akademik 2015/2016 masih mengalami kesulitan.
1. INTRODUCTION
specific information in the audio, and students’ listening strategy, style, and
correlate it with their background proficiency levels. In short, the students
knowledge. Hsueh-Jui (2008) states that should have the capability to apply
there is significance relationship among
listening strategies in listening teachers do not often involve the
activities. However, without practice all students in listening practice. Many
of those points will not be really teachers try to skip listening activities in
helpful. the class because of various reasons,
such as lack of sources, tools,
Learners’ listening practice is electricity, and others. The students get
also one of the influential factors in familiar how to develop their reading,
improving their listening writing, speaking skills, but they get
comprehension skill. They have to harder problems in listening due to lack
practice a lot to improve their skill, exposure of the skill.
especially in comprehending monologs
or dialogues uttered by speakers. In this case, providing various
Commonly, the students get difficulties activities, sources, and information to
when they are in that situation. They help students to improve their listening
claim that speaker’s style in skill as good as other skills is teachers’
communication guides them into a responsibility in the classrooms. The
billion of confusion even the teacher students had been trained since they
has played the audio for two or three were at Elementary until Senior High
times. It is one of the students’ reasons Schools. Unfortunately, students’ voices
when they get difficulties in listening. about their problems in listening are
In fact, it is not a big problem, they are still found in many English Language
only not familiar with the native Classrooms
speakers’ styles in communication. In
short, the students need to practice 2. METHOD
their listening activities because the
learners have to face language learning This research applied descriptive
experience to enhance their listening qualitative research framework. Both
skill. Then, the learners and teachers quantitative and qualitative data were
should work collaboratively in this step. studied to identify the underlying
Teachers’ roles in teaching and matters in students’ listening skills,
learning activities in the class will also addressing challenges, main listening
lead the students’ success in completing hindrance factors and learning
listening activities. There are some experiences.
efforts that teachers can do such as
running and presenting listening A set-listening test was adapted
activities in the class interestingly. from IELTS listening section 1, which
English language teachers have to be contains basic skills in note taking
able to provide the learners with simple information such as names, day
intensive listening class that guide them and dates, general basic vocabularies
to beat all challenges in listening and some multiple choices questions on
activities. On the ground observation in simple words. This formulation of test
some schools, commonly English
allows this research to look into simple methods to choose a sample that refers
listening skills of the students. to the researcher’s point of view to be
Upon the initial test data collected, representative of a given population.
questionnaire was brought up to gather
further information on the students’
skills, as the test data could not 3. FINDINGS AND DISCUSSION
represent the information on individual As previously stated that
and group basis. The information to listening test and questionnaire were
collect in this tool was possible external administered to gather information
factors, facilities and learning strategy.
about; fresh year students’ challenges in
The data were aimed to connect with
the result and to probe of any possible listening activities, perspective on
relevant information to the skill the listening subject, and influential factors
research participant skills. for their success in listening.
The research was carried out at English
Department, Teachers’ Training and a. The Students’ Challenges in
Education Faculty, Islamic University Listening Activities
of Riau, Pekanbaru. Challenges in listening activities
The research took place in 6 were still faced by the students even
classes of first year students; 1A, they have been learning English for
1B,1C, 1D, 1E, 1F. Each of the foresaid several years. Based on basic listening
classes had different test dates with four test addressed to the students, the results
weeks of the early December 2015. The of the test revealed that the students got
first and second week were allocated for difficulties in completing the test. It
listening test and examining the result. revealed the students’ weaknesses
In week three, questionnaire was because most of them could not
handed out to seek further information successfully complete some basic
on the test result. In the last week is information in the test, especially in
allocated for open-ended questions. note taking information about names,
days, dates, and simple vocabularies.
Purposive sampling was adopted The percentage of the students’ ability
in selecting the sample. According to can be seen in the following chart:
Gay (2000: 134), it is one of the
The chart above presents that the The percentages of the students’
students faced serious challenges in achievement in completing appropriate
doing note taking activities based on vocabulary in the test were only 36%.
some aural materials that they had to Actually it is the highest point, but it
listen. Obviously, they were only asked represents small numbers or less than a
to fill information about vocabulary in half of the students could not fill the
context, numbers, and word spellings. tasks well. The students seemed having
problems with the vocabulary mastery. to develop the students’ competence in
Many parts in completing appropriate English, especially in listening.
vocabulary were written incorrectly by In other words, the information
the students. In this case, the vocabulary above clearly revealed that the students
mastery still appeared as one of the faced serious challenges in listening due
students’ challenges that have to be to their difficulties to complete some
figured out to support them in facing basic listening tasks. It can be
some other challenges in listening interpreted that the students will get
activities. more problems when they have to
Then, the students also faced complete more advanced listening
serious challenge to write some comprehension test.
numbers uttered by the speakers in the After finding some challenges
recorder, there were only 35 % students faced by the students, then the
could complete the test. It’s also researcher explored more information
surprising finding because there were about the students’ perspectives on the
still numerous students who got listening. The students were expected to
difficulties to transfer the information share their point of views about
that they listen in written text. Actually, listening activities based on their
this matter should not be a challenge experiences in learning the language.
anymore for the students who have been The findings were analyzed to find out
learning English for about six up to nine whether there is any significant factor
years. Unfortunately, the data represent influenced the students’ success on
the students’ poor abilities in listening.
transferring the numbers from the aural b. The Students’ Perspectives on
materials. Listening Subject
The last but not least, the
students’ abilities in transferring correct To gather information about the
spelling of words from the aural students’ perspectives on listening,
materials also appeared as the most some questionnaires were distributed to
significant challenge for them. It was in the students. The questionnaires were
the lowest level, the students could only filled by the students after they did the
achieved 29 %. This finding showed listening test. There were some
that the students did not know very well statements delivered in order to explore
how to spell words correctly, in fact the students’ perspectives on listening
they have learned how to pronounce subject. They were constructed based on
English alphabets since the first time some phenomena that usually appear in
they learned English. This is a very listening classes.
basic matter that should be figured out
Based on the students’ responses enjoy their listening classes even some
in the first question, it can be implied unexpected things cannot be avoidable.
that most of the students did not face
really serious problem from the audio For overall, the researcher found
that they usually listen to in their that most of the students had positive
listening activities. It explains that the perspectives and good experiences in
students have been facilitated with listening class due to their positive
qualified educational technology to responses toward five statements
support the teaching and learning addressed to them. They considered that
process. Then, there were 20 students the listening classes are challenging for
from 45 of them claimed that their them because they still faced some other
listening activities in the classrooms problems and difficulties during the
were monotones, it influenced their teaching and learning activities, such as
interests during the teaching and getting nervous to start the activities
learning activities. Furthermore, and worried about their ability to
listening class still appeared as comprehend the information.
challenging activities for most of the
students. However, the students can
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