BAB II

LITERATURE REVIEW

A. Theoritical Review
1. Definition of Listening
Listening has been defined by many researchers. (Chastain,
2016) defined listening as the ability to understand native speech at
normal speed. (Morley, 2015) said listening involves auditory
discrimination, aural grammar, selecting necessary information,
remembering it, and connecting it to the process between sound and
form of meaning. According to (Postovsky, 1975), listening differs in
meaning from sound discrimination to aural comprehension. (Bowen,
2014) demonstrated that listening is understanding the oral language.
Students hear oral speech, divide sounds, classify them into lexical
and syntactic units, and comprehend the message. Listening is a
process of receiving what the speaker says, making and showing
meaning, negotiating meaning with the speaker and answering, and
creating meaning by participation, creativity, and empathy
According to (Rost, 2002), listening helps us to understand the
world around us and is one of the necessary elements in creating
successful communication. (Jafari, 2015) emphasized that listening is
a channel for comprehensible input and more than 50 percent of the
time learners spend in learning a foreign language is devoted to
listening.

2. Definition of Listening Comprehension

The term “listening comprehension” has been defined by
different authors. (Rost, 2002) and (Hamouda, 2013) defined listening
comprehension as an interactive process in which listeners are
involved in constructing meaning. Listeners comprehend the oral
input through sound discrimination, previous knowledge, grammatical
 structures, stress and intonation, and the other linguistic or non-
linguistic clues. According to (Nadig, 2013), listening comprehension
is the various processes of understanding and making sense of spoken
language. These involve knowing speech sounds, comprehending the
meaning of individual words, and understanding the syntax of
sentences.

3. Problems of Listening
Potential problems that could hinder listening Comprehension:
First, the speed of delivery is beyond the control of listeners. Second,
it is not always possible for learners to have words repeated. This is a
main problem in learning situations. Third, the small size of the
learner vocabulary frequently impedes listening comprehension. The
speaker does not always use words the listener knows. Sometimes
when listeners encounter a new word, they stop to figure out the
meaning of that word, and they therefore, miss the next part of the
speech. Fourth, listeners may not recognize the signals that the
speaker is using to move from one point to another especially if the
learner is listening to a radio where he can not see the facial
expressions of the speaker. Fifth, it can be very challenging for
listeners to concentrate in a foreign language. It is generally known
that in listening, even a slight break or a wander in attention can
impede comprehension. When the topic of the listening passage is
interesting, it can be easier for listeners to concentrate and follow the
passage; however, students sometimes feel that listening is very
challenging even when they are interested in the topic because it
requires a lot of effort to figure out the meaning intended by the
speaker. Sixth, the learning habits which teachers emphasize in the
classroom such as the desire to understand the meaning of every word
could impede the use of top down strategies in listening. Teachers
want students to understand every word they encounter while listening
 by pronouncing and repeating words clearly and carefully, and by
speaking slowly and so forth. As a result, students tend to feel worried
when they fail to recognize what a particular word means. Seventh
and last, comprehension problems arise when students lack contextual
knowledge. Even if students can understand the main idea of the text,
they may still find it difficult to comprehend the whole meaning of the
text. In order to overcome these listening comprehension problems,
learners need to develop techniques known as “listening strategies"
(Ghoneim, 2013).

4. Listening Comprehension Strategies

Listening comprehension strategies are techniques or activities
that contribute directly to the comprehension and recall of listening
input. Listening strategies can be classified by how the listener
processes the input. Top-down strategies are listener based; the
listener taps into background knowledge of the topic, the situation or
context, the type of text, and the language. This background
knowledge activates a set of expectations that help the listener to
interpret what is heard and anticipate what will come next. Bottom-up
strategies are text based; the listener relies on the language in the
message, that is, the combination of sounds, words, and grammar that
creates meaning. Listeners also use metacognitive strategies to plan,
monitor, and evaluate their listening. Listening strategies refer to
decision making operations which a learner employs in processing a
listening task. These strategies are determined in part by specific task
requirements, by problem content, by situational constraints, and by
prior knowledge and experience which the listener possesses and
brings to bear in each task (Ghoneim, 2013).

B. Previous Related Study

 Previous related study means that reviewing or studying exiting
works carried out in our research. Related studies can be taken from
magazines, website links, government reports, journals and other source.
Previous related study have same meaning with literature review or writen
summary journal article, reports, books, and other document that is related
with our research (Permatasari, Taqy, & Lestari, 2016). In this research,
the researcher explain three previous studies related to the topic of this
research “students listening comprehension”
The first research is from Shamaila Amir, Ahmad Saeed,
Muhammad Akhtar Kang (2022) Published by: Filološki fakultet, Nikšić.
The title is “Critical evaluation of listening comprehension competency in
higher secondary school: evidence from Quetta, Baluchistan, Pakistan”.
This study compares distinct groups of Higher Secondary School pupils
from Quetta, the province capital, to critically evaluate listening skills. The
goal of the study is to identify problems and roadblocks that students
encounter while listening to the English language and to indicate
corrective actions that topic specialists, such as English teachers, should
take. The study assessed the performance of Higher Secondary Students in
listening comprehension by administering Listening Comprehension Tests
in the classrooms, as well as using questionnaires to detect listening
comprehension issues, teaching tactics, listening habits, and other
characteristics. The acquired data was quantitatively examined to find
significant differences and correlations among distinct groups and
subgroups of students based on sectors and interests. The study was
designed to assist instructors and students in improving their academic
performance, and it finished with findings and recommendations for
teachers and students to enhance their English listening comprehension in
light of the educational system in place in Baluchistan (Amir, Saeed, &
Akhtar Kang, 2022)
The next is from Asma F.T. Al-Azzemy and Dina A.H. Al-Jamal
by Department of Instruction & Curricula, Yarmouk University, P.O. Box
566, 21163, Irbid, Jordan (2019). The title is “Evaluating cognitive,
metacognitive and social listening comprehension teaching strategies in
Kuwaiti classrooms”. This study define that listening comprehension
strategies are crucial for the development of associated language abilities
and the language acquisition process. These self-regulatory practices are
aimed at improving learning understanding and outcomes. The goal of the
study was to assess the listening comprehension strategies presented in a
Kuwaiti ninth-grade target English textbook while adhering to EFL
teachers' teaching practices. To examine the listening comprehension
strategies, a qualitative research approach was used in conjunction with
content analysis (Al-Azzemy & Al-Jamal, 2019).
The last research is “Listening Comprehension and Listening Effort
in the Primary School Classroom In the primary school classroom” from
Mary Rudner, Viveka Lyberg- Åhlander, Jonas Brännström, Jens Nirme,
M. K. Pichora-Fuller and Birgitta Sahlén, by Cognitive Science (LUCS),
Lund University, Lund, Sweden; Department of Psychology, University of
Toronto, Canada. The aim of the present study was to investigate the
combined effects of background noise, voice quality, and visual cues on
children’s listening comprehension and effort. To achieve this aim,
researcher performed a set of four well-controlled, yet ecologically valid,
experiments with 245 eight-year-old participants. Classroom listening
conditions were simulated using a digitally animated talker with a
dysphonic (hoarse) voice and background babble noise composed of
several children talking. Results show that even low levels of babble noise
interfere with listening comprehension, and there was some evidence that
this effect was reduced by seeing the talker’s face. Dysphonia did not
significantly reduce listening comprehension scores, but it was considered
unpleasant and made listening seem difficult, probably by reducing
motivation to listen. We found some evidence that listening
comprehension performance under adverse conditions is positively
associated with individual differences in executive function. Overall, these
results suggest that multiple factors combine to influence listening
comprehension and effort for child listeners in the primary school
classroom (Rudner et al., 2018).
The result of the research from Shamaila Amir, Ahmad Saeed,
Muhammad Akhtar Kang (2022) Published by: Filološki fakultet, Nikšić.
The title is “Critical evaluation of listening comprehension competency in
higher secondary school: evidence from Quetta, Baluchistan, Pakistan” is
to know how students in improving their academic performance, and it
finished with findings and recommendations for teachers and students to
enhance their English listening comprehension in light of the educational
system in place in Baluchistan. Then the result of the research from Asma
F.T. Al-Azzemy and Dina A.H. Al-Jamal by Department of Instruction &
Curricula, Yarmouk University, P.O. Box 566, 21163, Irbid, Jordan
(2019). The title is “Evaluating cognitive, metacognitive and social
listening comprehension teaching strategies in Kuwaiti classrooms” is to
know the listening comprehension strategies with content analysis in
Kuwaiti classrooms. The result of research with title “Listening
Comprehension and Listening Effort in the Primary School Classroom In
the primary school classroom” from Mary Rudner, Viveka Lyberg-
Åhlander, Jonas Brännström, Jens Nirme, M. K. Pichora-Fuller and
Birgitta Sahlén, by Cognitive Science (LUCS), Lund University, Lund,
Sweden; Department of Psychology, University of Toronto, Canada is
show that even low levels of babble noise interfere with listening
comprehension, and there was some evidence that this effect was reduced
by seeing the talker’s face. Dysphonia did not significantly reduce
listening comprehension scores, but it was considered unpleasant and
made listening seem difficult, probably by reducing motivation to listen.
We found some evidence that listening comprehension performance under
adverse conditions is positively associated with individual differences in
executive function.
 References
Al-Azzemy, A. F. T., & Al-Jamal, D. A. H. (2019). Evaluating cognitive,
metacognitive and social listening comprehension teaching strategies in
Kuwaiti classrooms. Heliyon, 5(2), e01264.
https://doi.org/10.1016/j.heliyon.2019.e01264
Amir, S., Saeed, A., & Akhtar Kang, M. (2022). Critical Evaluation of Listening
Comprehension Competency in Higher Secondary School. Folia Linguistica
et Litteraria, (39).
Permatasari, E., Taqy, F., & Lestari, I. (2016). Research in TEFL.
Rudner, M., Lyberg-Åhlander, V., Brännström, J., Nirme, J., Pichora-Fuller, M.
K., & Sahlén, B. (2018). Listening comprehension and listening effort in the
primary school classroom. Frontiers in Psychology, 9(JUN), 1–7.
https://doi.org/10.3389/fpsyg.2018.01193