40 The difficulties were, for example, the students’ lack of vocabulary and the
quality of the audio recording was not good enough. On the other hand, the teachers had some difficulties in teaching listening such as they did not have
enough references and sometimes the audio in the listening materials was not appropriate for the students’ level so that the teachers had to read the listening
script by themselves. The teachers suggested the writer develop interesting listening materials
for the students such as listening with video audio visual and pictures to make the students more interested in learning English through listening skill.
b. The Results of the Questionnaire for Students
The writer distributed a questionnaire to 111 students in 3 classes out of 6 classes. Those 3 classes were chosen because the writer had done teaching
learning activities in there so that it will help the writer to find out the students’ characteristics better.
Table 4.1: The Result of the Questionnaire for Students about the Experience in Listening Class
No Questions
Opinion Number
Percentage
1 Are the students interested in
learning listening? Yes
87 77
No 24
22 2.
Can the students follow the listening activity well?
Yes 64
58 No
47 42
3 How often do the students
practice listening in the school? Often
8 7
Sometimes 70
63 Seldom
33 30
Never -
- 4.
Do students have any references or handbooks for listening
activity? Yes
25 22
No 86
78 5.
Are the listening materials interesting?
Yes 70
63 No
41 37
6. Is the listening activity fun?
Yes 56
50
41
No Questions
Opinion Number
Percentage
No 55
50 7.
What do the students think about listening in the class?
Difficult 18
16 Not too easy,
not too difficult 89
80 Easy
4 4
8. What factors make the listening
difficult for the students? Many new or
difficult vocabulary that
students do not know
6 15
Materials are too long
2 5
The materilals only repeated
oncetwice 5
13 The students do
not listen well 4
10 Seldom be
taught 2
5 The students do
not concentrate well when
listening to the materials
9 23
The students need more
excercises 11
29 9.
What do the students do if they find new or difficut words?
Asking friends 44
37 Asking teacher
57 48
Ignoring the word
12 9
Other: Looking it up in the
dictionnary 4
3
10 .
What activities do the students do when they get the listening
materials? Drill
14 8
Discussion 24
13 Questions and
answers 60
34 Answering
questions 39
22 Filling the
blank 35
20 Problem
solving 5
3
42 From the questionnaire, the students’ characteristics are shown by the
items in Table 4.1. By knowing the students’ experiences in listening activity, the writer could conclude the students’ characteristics. The writer found some facts
about the students’ characteristics that supported the designed materials. First, the students were interested in learning English through listening skill. 64 students
stated that they could follow the activities well even though the other 47 students stated that they had difficulty in following the listening activities. Second, as
stated in item number 4 in Table 4.1, the students did not have enough references or handbooks for listening activity. Third, the writer found out that the students
who found any difficulties in following the listening activity could ask their teacher whenever they got new or difficult words. Some students had difficulty in
listening activity because the current references did not provide enough exercises for the students.
The second part of the questionnaire was about the activities that the students expect in listening class. The results were used in the planning step to
select teaching-learning activities for the students.
2. Planning
