BARRIERS IN LISTENING COMPREHENSION AMONG SECONDARY SCHOOL STUDENTS.
ABSTRACT
Pardede, lriani Veronica. Registration Number: 055010182. Barriers in
Listening Comprehension Among Secondary School Students. A
Thesis. English Applied Linguistics Study Program, PostGraduate
School, State University of Medan. 20{0.
This descriptive qualitative design research was conducted to discover barriers in
listening comprehension among Secondary School students and find out some
strategies to overcome the barriers. The subjects were 40 students of Grade IX
Methodist-7 Secondary School. The data in listening comprehension was taken by
collecting the data from TOEIC (Test of English for International Communication:
2002) test and making a list of statements in the questionnaire and interview. The
findings of this research show that the most dominant barriers that students encounte
during the listening comprehension were Affective Barriers, Habitual, Information
processing, English proficiency, Strategic, Belief, Material and Distraction.
Therefore, the researcher tries to help them to solve their difficulties, such as;
preparing students before they face listening materials in the classroom by conducting
some quizzes, for instance, by using words which they were going to listen, assign
students with homework, develop some methods, appreciate students, minimize
distractions, permit students to take note to remember any detailed points in a spoken
text, train students and the last ask the students to predict what the speaker want to
say.
BARRIERS IN LISTENING COM PREHENSION
AMON(; SECONDARY SCHOOL STUDENTS
A THESIS
Regist ration Numbe
~· :
055010182
Submitted to tbe English Applied Li~1 g ui
1
-z
?
4.1 Data Analysis ...............................................
4.l.l The TOEIC Test . . . . . . . . . . . . . . . . .. . .. . . . . . . . . . .. . . . ..
29
4.1.1.1 Listening Barriers Encountered by Students 29
4.1.1.2 Strategies Employed by Students in
Encountering the Barriers ................. .
2
4.1.2 Data from Questionnaire .... ... ..................... .
4.1.2.1 Listening Barriers Encountered by stude ts
m
4.1.2.2 Strategies used by Students in solving
Those Barriers . . . . . . . . . . . . . . . . . . . . . . . . ... .
4.1.3 Data from Interview ............ ............. .. ......... .
4.1.3.1 Listening Barriers Encountered by
Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
46
54
v
CHAPTER V
4.2 Findings..............................................................
57
4.3 Discussions...................................................
57
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions .... .. .. . . .. . . . .. . .. .. .. . . . . .. .. .. . . .. .. . . .. . . . . .. .
59
5.2 Suggestions...................................................
60
REFERENCES . . .. .. .. . . .. . ... .... .. ... . ... . .. . . .. .. .. . . .. . .. .. ... . . . . ....
61
APPENDICES .. . . . . . . . . . . . . . .. . . .. . . .. .. . . . . . . . . . . .. . . .. . . . . . .. .. . . . . .. . ..
64 - 87
vi
LIST OFTABLES
Table
Page
4.1
Result from TOEIC Test ................................... . .................... 30
4.2
Respondents' responses to Affective Barriers' item Questionnaire..... 33
4.3
Respondents' responses to Habitual Barriers' item Questionnaire ...... 35
4.4
Respondents' responses to Information Processing Barriers' item
Questionnaire ............. ....................... .. .............................. 37
4.5
Respondents' responses to English Proficiency BarrieFS' item
Questionnaire........................................................................................ 38
4.6 Respondents' responses to Strategic Barriers' item Questionnaire ...•. 40
4.7
Respondents' responses to Belief Barriers' item Questionnaire ......... 41
4.8 Respondents' responses to Material Barriers' item Questionnaire ...... 42
~
4.9 Respondents' responses to Distraction Barriers' item Questionnaire ... 45
>
z
?
93
vii
LIST OF APPENDICES
Appendix
A.
Page
TOEIC (Test of English for International Communication)
Preparation Test adapted from OXFORD Practice Test...... .. ... .... ....
64
B.
The Ob
ation of their Listening Test.......................................
69
C.
Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
73
D.
Respondent Listening Barriers Based on Questionnaire Analysis . . . . . . .
75
Interview Guidelines for the students and the teacher....................
76
Transcriptions of the Interview with the English teacher and
And the students ofMethodist-7 Secondary School in Medan.... .......
-z
?
m
viii
77
CHAPTER I
INTRODUCTION
English is one of the most important subjects to be studied at the Secondary
School in Indonesia. In this case, the Department of National Education includes
English as one of the major subjects to be tested in the National Exami ation at the
Secondary School, along with Mathematic and Indonesian language. The passing
grades in the National Examination for these three subjects increased each year from
4.25 to 4.50 in 2008 and it has risen up to 4.75 in 2009. Each year these
eflect
~es
the minimum national standard set by the government for the students
continue their education, from Secondary to Senior High School.
In terms of English, there are four skills that should be taught in the
Secondary School (Depdiknas: 2009). Lbtening and Reading are receptive skills and
speaking and writing are productive skills (Brown, 2001: 232). All these
fou~
skills
are embedded into the teaching materials for Grade VII - IX students ot: e I nior
High School based on the Educational Unit Level Curriculum ( Kurikulum
Tin~t
It is also stated in the KTSP for Secondary School that there are four meetings
for English lesson at any grade of the Secondary School in a week, which consists of
45 minutes of teachmg and learning for each meeting. But in the instructional
skills respectively. Therefore, listening comprehension in Secondary School creates a
new challenge for both teachers and students. Listening is known as the most
important and difficult skill for all students. That's the reason why so many students
have problem with it and sometimes depends a lot on the aptitude. Especially for
students who from the countryside since they have never learn it before. With a
teacher, finding effective methods to teach listening skill will bel their students find
this subject more interesting. For that reason, the writer would like to narrow down
some main problems that almost all students have and appropriate strategies are also
needed for both teachers and students to meet the challenge.
1.2 The Problems of the Study
This research observes the barriers in listening comprehension experienced by
-z
?
Grade IX students. To focus on the students'
problem during 11stening
comprehension, the research problems are formulated in the following questions:
I. What barriers do the students of Secondary School encounter in Listening
Comprehension?
2. What strategies do the students use to overcome those barriers in Listening
m
Comprehension?
some answers to the problems as
2
I. Analyze the barriers that students of Secondary School encounter during the
Listening Comprehension.
2. Find out the strategies that students of Secondary School use to overcome
barriers in Listening Comprehension.
1.4. Tbe Scope oftbe Study
Comprehension is used for Reading and Listening, but in this research, the
researcher focuses on Listening Comprehension. There are many aspects that can be
studied on
listening comprehension, such as,
the definitjon of listening
comprehension, importance of listening comprehension, and ways
listening comprehension in the classroom. It is of course difficult to include them all,
So this research focuses on barriers in listening comprehension. It is intend
very closely on· barriers in listening comprehension faced by Grade IX students of the
Secondary School. In this study, the re:::earcher tried to focuses on the b
in
listening comprehension after doing their listening comprehension activity.
1.5. The Significance of the Study
A study which is designed to discover some intended results and hould hav,e
stgnificance. This study hopefully would give some relevant contritiotions to those
who are
v,
ry keen on the barriers in listening comprehension among Secondary
arriers in listening comprehension among Secondary School
3
comprehension. The results of this research are expected to provide some intormation
on students listening barriers for theory and practical.
~'
~
. EG
~s
~
~a
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z
?
)I.
~
m
m
~9
(JIll
4
CHAPTERV
CONCLUSIONS AND SUGGESTIONS.
5.1 Conclusions
Based on the research findings and discussion, the conclusions can be drawn
as follows:
l. There are eight barriers that students encounter
Pardede, lriani Veronica. Registration Number: 055010182. Barriers in
Listening Comprehension Among Secondary School Students. A
Thesis. English Applied Linguistics Study Program, PostGraduate
School, State University of Medan. 20{0.
This descriptive qualitative design research was conducted to discover barriers in
listening comprehension among Secondary School students and find out some
strategies to overcome the barriers. The subjects were 40 students of Grade IX
Methodist-7 Secondary School. The data in listening comprehension was taken by
collecting the data from TOEIC (Test of English for International Communication:
2002) test and making a list of statements in the questionnaire and interview. The
findings of this research show that the most dominant barriers that students encounte
during the listening comprehension were Affective Barriers, Habitual, Information
processing, English proficiency, Strategic, Belief, Material and Distraction.
Therefore, the researcher tries to help them to solve their difficulties, such as;
preparing students before they face listening materials in the classroom by conducting
some quizzes, for instance, by using words which they were going to listen, assign
students with homework, develop some methods, appreciate students, minimize
distractions, permit students to take note to remember any detailed points in a spoken
text, train students and the last ask the students to predict what the speaker want to
say.
BARRIERS IN LISTENING COM PREHENSION
AMON(; SECONDARY SCHOOL STUDENTS
A THESIS
Regist ration Numbe
~· :
055010182
Submitted to tbe English Applied Li~1 g ui
1
-z
?
4.1 Data Analysis ...............................................
4.l.l The TOEIC Test . . . . . . . . . . . . . . . . .. . .. . . . . . . . . . .. . . . ..
29
4.1.1.1 Listening Barriers Encountered by Students 29
4.1.1.2 Strategies Employed by Students in
Encountering the Barriers ................. .
2
4.1.2 Data from Questionnaire .... ... ..................... .
4.1.2.1 Listening Barriers Encountered by stude ts
m
4.1.2.2 Strategies used by Students in solving
Those Barriers . . . . . . . . . . . . . . . . . . . . . . . . ... .
4.1.3 Data from Interview ............ ............. .. ......... .
4.1.3.1 Listening Barriers Encountered by
Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
46
54
v
CHAPTER V
4.2 Findings..............................................................
57
4.3 Discussions...................................................
57
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions .... .. .. . . .. . . . .. . .. .. .. . . . . .. .. .. . . .. .. . . .. . . . . .. .
59
5.2 Suggestions...................................................
60
REFERENCES . . .. .. .. . . .. . ... .... .. ... . ... . .. . . .. .. .. . . .. . .. .. ... . . . . ....
61
APPENDICES .. . . . . . . . . . . . . . .. . . .. . . .. .. . . . . . . . . . . .. . . .. . . . . . .. .. . . . . .. . ..
64 - 87
vi
LIST OFTABLES
Table
Page
4.1
Result from TOEIC Test ................................... . .................... 30
4.2
Respondents' responses to Affective Barriers' item Questionnaire..... 33
4.3
Respondents' responses to Habitual Barriers' item Questionnaire ...... 35
4.4
Respondents' responses to Information Processing Barriers' item
Questionnaire ............. ....................... .. .............................. 37
4.5
Respondents' responses to English Proficiency BarrieFS' item
Questionnaire........................................................................................ 38
4.6 Respondents' responses to Strategic Barriers' item Questionnaire ...•. 40
4.7
Respondents' responses to Belief Barriers' item Questionnaire ......... 41
4.8 Respondents' responses to Material Barriers' item Questionnaire ...... 42
~
4.9 Respondents' responses to Distraction Barriers' item Questionnaire ... 45
>
z
?
93
vii
LIST OF APPENDICES
Appendix
A.
Page
TOEIC (Test of English for International Communication)
Preparation Test adapted from OXFORD Practice Test...... .. ... .... ....
64
B.
The Ob
ation of their Listening Test.......................................
69
C.
Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
73
D.
Respondent Listening Barriers Based on Questionnaire Analysis . . . . . . .
75
Interview Guidelines for the students and the teacher....................
76
Transcriptions of the Interview with the English teacher and
And the students ofMethodist-7 Secondary School in Medan.... .......
-z
?
m
viii
77
CHAPTER I
INTRODUCTION
English is one of the most important subjects to be studied at the Secondary
School in Indonesia. In this case, the Department of National Education includes
English as one of the major subjects to be tested in the National Exami ation at the
Secondary School, along with Mathematic and Indonesian language. The passing
grades in the National Examination for these three subjects increased each year from
4.25 to 4.50 in 2008 and it has risen up to 4.75 in 2009. Each year these
eflect
~es
the minimum national standard set by the government for the students
continue their education, from Secondary to Senior High School.
In terms of English, there are four skills that should be taught in the
Secondary School (Depdiknas: 2009). Lbtening and Reading are receptive skills and
speaking and writing are productive skills (Brown, 2001: 232). All these
fou~
skills
are embedded into the teaching materials for Grade VII - IX students ot: e I nior
High School based on the Educational Unit Level Curriculum ( Kurikulum
Tin~t
It is also stated in the KTSP for Secondary School that there are four meetings
for English lesson at any grade of the Secondary School in a week, which consists of
45 minutes of teachmg and learning for each meeting. But in the instructional
skills respectively. Therefore, listening comprehension in Secondary School creates a
new challenge for both teachers and students. Listening is known as the most
important and difficult skill for all students. That's the reason why so many students
have problem with it and sometimes depends a lot on the aptitude. Especially for
students who from the countryside since they have never learn it before. With a
teacher, finding effective methods to teach listening skill will bel their students find
this subject more interesting. For that reason, the writer would like to narrow down
some main problems that almost all students have and appropriate strategies are also
needed for both teachers and students to meet the challenge.
1.2 The Problems of the Study
This research observes the barriers in listening comprehension experienced by
-z
?
Grade IX students. To focus on the students'
problem during 11stening
comprehension, the research problems are formulated in the following questions:
I. What barriers do the students of Secondary School encounter in Listening
Comprehension?
2. What strategies do the students use to overcome those barriers in Listening
m
Comprehension?
some answers to the problems as
2
I. Analyze the barriers that students of Secondary School encounter during the
Listening Comprehension.
2. Find out the strategies that students of Secondary School use to overcome
barriers in Listening Comprehension.
1.4. Tbe Scope oftbe Study
Comprehension is used for Reading and Listening, but in this research, the
researcher focuses on Listening Comprehension. There are many aspects that can be
studied on
listening comprehension, such as,
the definitjon of listening
comprehension, importance of listening comprehension, and ways
listening comprehension in the classroom. It is of course difficult to include them all,
So this research focuses on barriers in listening comprehension. It is intend
very closely on· barriers in listening comprehension faced by Grade IX students of the
Secondary School. In this study, the re:::earcher tried to focuses on the b
in
listening comprehension after doing their listening comprehension activity.
1.5. The Significance of the Study
A study which is designed to discover some intended results and hould hav,e
stgnificance. This study hopefully would give some relevant contritiotions to those
who are
v,
ry keen on the barriers in listening comprehension among Secondary
arriers in listening comprehension among Secondary School
3
comprehension. The results of this research are expected to provide some intormation
on students listening barriers for theory and practical.
~'
~
. EG
~s
~
~a
>
z
?
)I.
~
m
m
~9
(JIll
4
CHAPTERV
CONCLUSIONS AND SUGGESTIONS.
5.1 Conclusions
Based on the research findings and discussion, the conclusions can be drawn
as follows:
l. There are eight barriers that students encounter