Factors Affecting Grade 6 Pupils' English Listening Comprehension

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“FACTORS AFFECTING THE DIFFICULTIES OF GRADE 6 PUPILS IN

LISTENING COMPREHENSION IN ENGLISH LANGUAGE”
DINA D. ABLI
FERLYN P. CELESTIAL
PHINELIE G. CELINO
KENT JOHN C. DEITA
RHEMAY C. ESCAÑO
SALAHUDIN T. ESMAIL
MARBELYN S. LUBOS
HENDRIA C. MENDING
SHIELA DALE L. TIROÑES
A THESIS SUBMITTED TO THE FACULTY OF THE COLLEGE OF TEACHER

EDUCATION, SULTAN KUDARAT STATE UNIVERSITY IN PARTIAL
FULFILLMENT FOR THE COURSE REQUIREMENT IN EEDRES012 THESIS
WRITING
SEPTEMBER, 2022
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INTRODUCTION
Listening is an important element of learning English as a foreign
language. It appears as if listening is as vital as other talents such as writing,
learning and speaking since it is the most often used ability in daily life. Even,
Gilakjani and Ahmadi (2011) highlighted that listening is important in people's
lives. It implies that people cannot learn a language without hearing it since
language is acquired through listening input. Similarly, Hien (2015) states,
listening has the ability to improve their pronunciation, word stress and syntax
acquisitions.
There are numerous challenges that learners may face during the listening
comprehension process, and the goal is to become aware and attempt to resolve
them. The significance of listening comprehension is frequently overlooked and
undervalued. Lessons tend to focus on reading and writing issues without
considering that listening comprehension is most likely the root cause of the
issues. In fact, there probably are as many factors as there are struggling
students. However, by grouping factors according to sources, you can begin to
identify where the specific factors come from and how they intertwine with each
other. The researcher focuses on the three factors that contribute to students’
difficulties related to listening material, to the listener and to speaker and physical
settings (Bingol, Celik, Yidliz, & Mart, 2014).
The teacher is the source of information and the facilitator of the class in a
classroom setting. The students' entire focus is on the teacher, and whatever the
teacher says, the students will hear. However, students may have difficulty
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listening and have poor listening comprehension. Gilbert (2005) found that
students, like those in the K-12 program, spend around 60% to 90% of their
school time listening to their teachers and/or classmates. Also, Quijano (2012)
stated that the current Philippine education curriculum (K-12) is simultaneously
developing both the Filipino and the English language in listening and speaking.
As mentioned in the K-12 toolkit of the Department of Education (2012),
integrated language arts education at the high school level emphasizes reading
comprehension of various texts, writing and composition, study and thinking
strategies which are all in support of critical and creative thinking development
while listening is not much focused and often neglected.
Related to this research, the research was conducted by Hamouda (2013)
the study findings revealed that accent, pronunciation, speaking speed, anxiety
and poor recording quality were the issues faced by EFL Saudi students. Trisno,
Emzir and Mayuni (2019) also conducted research at university level that shows
there is a problem with listening comprehension. Based on the previous studies
that focused on issues with listening comprehension. Meanwhile, this study
examines not only the issues, but also the factors that contribute to the difficulties
with listening compression.
Philippine languages, on the other hand, have fewer consonants and
vowels than English. As a result, Filipinos struggle to produce sounds not found
in their first languages inventory, such as schwa/ and voiced consonants /z/,
/b/, /v/, and / (Ryan 2009). Errors due to this discrepancy in segmental inventory
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are common among English second language learners, as Hassan (2014)
discovered among Sudanese students.
In this study, listening comprehension of grade six pupils in district II
Bagumbayan were described so that areas of difficulty may be identified through
survey questionnaires. Specifically, this study aimed to determine the level of
difficulty in listening comprehension of the selected grade six pupils. These
factors may be termed as listening material, listener, speaker and physical
settings.
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Conceptual framework
INDEPENDENT DEPENDENT
VARIABLES VARIABLE
 Listening
material
 Listener ENGLISH LANGUAGE
 Speaker LISTENING
and physical COMPREHENSION
settings
Figure 1. Conceptual Framework of the study
Figure 1, shows the conceptual framework of the study which is based on
the concept that the independent variables, such as listening materials,
listener and speaker and physical settings, may affect the dependent variable
which is the English language listening comprehension of the pupils.
Statement of the Problem
This study will be conducted to determine the Factors affecting the
difficulties of pupils in listening comprehension in English language of
Bagumbayan District II for School Year 2021-2022.

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Specifically, this study seeks to find answer to the following questions:
1. What is the level of difficulty affecting the comprehension of pupils in

English language in terms of:
1.1. Listening material;
1.2. Listener;
1.3. Speaker and physical settings;
2. What is the level of a pupil's English language listening comprehension?
3. Is there a significant difference between the factors affecting the difficulties
and the listening comprehension in English Language of Grade 6 pupils?
Hypothesis
There is no significant difference between the factors affecting the
listening comprehension and English language listening comprehension skills of
students.
Scope and Delimitation
This research study focuses on the Factors Contributing difficulties to
listening comprehension in English language of grade 6 pupils in Bagumbayan
district II. These are the schools that part of Bagumbayan District II: Bai
Sarapinang elementary, Biwang Central School, Busok Elementary, Datu Nakan
Memorial School, Kinayoa Elementary school, B. Venus elementary school,
South Sepeka elementary school, and S. Nilong elementary school. The other
pupils which do not fall as part of the study are not within the scope and
limitation. The study would be done through utilization of structured
questionnaires to the pupils as a survey or references through face-to-face.

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Significance of the study
The result of the study would be useful and beneficial to the following:
DEPED- It can give hints to the department of education to determine the
teaching strategies and methods for the betterment of students’ learning.
School Principal- it gives clues to the principal for the educational improvement
as it is vital in developing new techniques to meet the critical educational
problems.
Teacher- this can be of great help and guidance in selecting the optimal teaching
tactics and resources for the unique learners. With the knowledge gained from
this study and its implementation in the classroom, teachers can confidently meet
the requirements of their students in the development of their listening
comprehension abilities.
Pupils- this study can help to develop pupils’ proficiency skills in listening
comprehension when the teacher integrates appropriate strategies for learners
based on the findings of this study. In terms of English language learning, the
school may provide its best support to suit students' demands for listening
comprehension.
Researchers- it can serve as their basis and guide for further study about
English teaching and learning strategies in Elementary teachers and pupils.

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Operational Definition of terms
English language listening comprehension – refers to the latest grades of
school year 2021-2022 of Bagumbayan District II Grade 6 pupils.
Listening materials- refers to the strategies used to determine a speaker’s
intended message, for students to be able to thoughtfully respond to a speaker’s
message.
Listeners - how students give attention with the ear, especially for the purpose of
hearing specific sounds, speech, instructions,
Speaker and physical settings – refer to teachers’ strategies to enhance
students’ attitude towards listening problems such as speed of speech and length
in coherence with listening materials.

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Chapter II
Review of Related Literature
This chapter includes the ideas, finished thesis, generalization, conclusion
and others. Those that were included in this chapter help in familiarizing
information that is relevant and similar to the present study.
THE NATURE OF THE LISTENING COMPREHENSION
The term listening is often used synonymously with the term hearing.
Although the two terms bear close relationship to each other, it is important that
we know and distinguish the differences between the two.
Funk and Wagna113 discuss the terms hearing and listening as follows:
To hear is simply to become conscious of sound, to listen is to make a
conscious effort to hear. We may hear without listening. In listening the ear is
intent upon the stand. Listening implies some attention to the meaning or import
of the sound. Between here and listen is a difference like that between the words
look and see. We may say that hearing, as one of the five senses of the human
body, requires no voluntary effort of thinking upon the part of the hearer. The
hearer becomes aware of some sound or noise that enters the ear. He may or
may not recognize the sound although it is a familiar one. If the hearer responds
to the sound and begins to attempt to determine its source and recognize it in
light of his own experiences, then he is listening. Listening involves the process
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of thinking. In this manner, says Treamor,4 "the sense of hearing is transformed
into the art of listening (Funk and Wagna, 2020).
FACTORS AFFECT LISTENING
Factors that affect the listening process are rather difficult to evaluate.
According to science, an individual thinks four times faster than he own talk.
What then should a listener be doing with his thoughts during this extra time?
The answer to this question comes from the National Council of Teachers of
English. Listening is more than hearing. It involves following attentively the thread
of conversation, the development of an idea, the points of an argument. Like
reading, it requires comprehension in terms of the past experience of the listener
and often involves critical examinations of what is heard. We never attention
wanders, a portion of what is being presented is lost (Treamor, 2018)
The National Council of Teachers of English also has this to say about passive
listening. Speaking and writing are sometimes called the expressive phases of
language, and listening and reading the receptive ones. This does not mean that
reading and listening are more passive for the learner. In comprehending ideas
given orally or in print the learner is actively engaged in perceiving these ideas
and weighing them against his experience and in deciding upon his actions in
response to them (Treamor, 2018).
To show how time enters into response a study was made by Broadbent?
at the Medical Research Council in Cam. - bridge, England. The study was made
using navy personnel in the communications division. The findings showed that
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when there was a short silence between questions and answers, 90% of the
answers given were correct. When the second question came before the first
was answered, 90% of the answers to the interrupted questions were correct,
and 80% of the interrupting questions were understood well enough to receive
correct answers. When one question was overlapped with a second question the
accuracy dropped to 70% (Broadbent, 2015).
The reader can vary his speed of comprehension with the difficulty of the
material. He can skim and skip familiar lines. He -can re-read if he has missed
the point. The listener has to follow the tempo of the speaker. He cannot skim,
skip or select passages that fit his needs. The. a listener's comprehension may
be affected by the speaker's enunciation, inflections, mannerisms, facial
expressions, dress, personality, or general delivery (Furness, 2014).
Any mental, emotional, or physical condition that interferes with the function
of the ear would seem to have a direct effect upon the listening efficiency of the
individual (Fessenden, 2010). Fessenden also states that "the neurological
handling of sound increases in complexity directly in proportion with the increase
in complexity of the sounds." He gives the following examples.
There is less physical effort in listening to a pure tone than to the tone of a
musical instrument. There is less physical effort in listening to a single instrument
than in listening to an orchestra. There is less physical effort in listening to words
and ideas that are easily familiar than to words and ideas that are complex and
new.
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LEVELS OF LISTENING
Listening is a composite of activities which are physical, mental, and
emotional. The listener must first hear the spoken sounds in succession. The
sounds must be audible and intelligible. These sounds, if audible and intelligible,
are recognized as words, and through the thought process become meaningful
ideas. The ideas frequently affect the listener emotionally. If the listener is in
agreement with and subscribes to the ideas expressed, he will tend to be
pleased and receptive. If the ideas conflict with his own, he may become irritated
and reject them entirely, or he may accept them in part and incorporate them into
his existing pattern of ideas (Ibid, 2013).
Nichols and Lewis condense the levels of listening into three main types.
Appreciative listening to any kind of stimuli gratifying to the senses of the hear.
Critical listening to a persuasive speech for the purpose of evaluating the
speaker's argument and evidence. Discriminative listening to informative speech
(usually in an instructional situation) for the purpose of comprehension-- and
perhaps later utilization--of the ideas and information of the speaker. Ruth G.
Strickland, lists the seven following as developmental levels in listening: Easily
distracted by people and things in the environment. Half listening while holding
fast to own ideas and waiting to insert them at the first opportunity. Listening
passively with apparent absorption but little or no reaction. Listening, forming
associations, and responding with items from his own experience rather than
reacting to what is presented. Listening and expressing some reaction through

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questions or comments. Listening with evidence of genuine mental and
emotional participation. Listening with a real meeting of minds.
These seven developmental levels seem to coincide with stages of growth
and development, and the ages of childhood. However, adults occasionally
regress to lower levels of listening (Strickland, 2012).
LISTENING MATERIALS
Instructors may benefit from learning by conveniently accessing various
listening resources. While obtaining listening resources is simple, there is no
assurance that they will meet students' needs or learning objects; using Text to
Speech technology to generate listening resources is one option. Text to Speech
may be a viable choice because not all listening resources are acceptable for
students' requirements and learning situations. Using the Technological,
Pedagogical, Content, Knowledge paradigm and the Google website as the
medium for delivering the listening material, this study will look into how EFL
instructors feel about using Text to Speech to create listening resources. This
study used a qualitative technique in conjunction with an individual interview style
(Yang, Rassouli, Ulfat, et al., 2022).
This learning included eight EFL instructors as participants. Numerous
efforts were taken to assess instructors' attitudes on the usage of Text to Speech
in creating listening resources. To begin, to familiarize EFL instructors with the
Text to Speech program, a computer training session was conducted; second,
instructors' prepared listening material was uploaded to a Google site for

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distribution to students; third; finally, conferences were held to establish EFL
instructors' opinions of the Text to Speech software and Google website, and
instructors experimented with the ready listening material and Google website
feature. The results indicate that EFL instructors favor incorporating Text to
Speech programs via the TPACK paradigm. EFL instructors found this digital
technique beneficial in language acquisition (Yang, Rassouli, Ulfat, et al., 2022).
Listening to English comprehension is completely different from usual
listening activities because English is not our mother tongue language and there
are sounds which are hard to understand because the speaker uses accents and
unfamiliarity for the students that makes them fail to understand what the
speaker says. Because of that, it is very important to find out the students'
difficulties in listening comprehension to make the students succeed in listening
comprehension (Diora & Rosa, 2020).
Active listening necessitates the listener fully concentrating,
understanding, responding, and remembering what is being said. Rather than
passively receiving the speaker's message, you make a conscious effort to hear
and understand the entire message being delivered (Barnard, 2017).
Listening is an essential skill in the realm of education. We also learn
when we listen. Listening enables us to comprehend a person's feelings, actions,
and behavior, as well as their beliefs. Listening is done to comprehend the
message received (Buchal, R., & Songsore, 2019).

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Higgins (1995) Omani students’ problems in listening comprehension and
found that the factors which facilitate or hinder listening are speech rate,
vocabulary, and pronunciation. After examining 81 Arabic speakers learning
English as a foreign language for academic purposes and their perceived LC
problems, a study conducted by Hasan (2000) shows that ‘unfamiliar words’,
‘difficult grammatical structures’, and ‘the length of the spoken text’ are the most
important message factors for listening problems. In terms of speaker factor, it
was revealed that ‘clarity’ was the main cause of EFL listening difficulties. As to
the listener factor, ‘lack of interest’ ‘the demand for full and complete answers to
listening comprehension questions’ were the two main difficulties encountered by
EFL students (Higgins,1995).
In language learning, those who can control their own listening process
can enhance their comprehension. Listening plays an intensified role while it
facilitates acquisition by gearing learners to use it as a tool for language
proficiency in any context. The skill serves the specific goals of contributing to
achieving communicative competence and activating language skills in the
learner’s own repertoire. In the past, it had been an underlying idea that listening
is the most neglected component among the four core skills used in achieving
competency in language learning. This has led some teachers to assume that
enriching listening comprehension skills in the classroom alongside the other
comprehensive language learning skills did not actually have to be considered a
priority. Furthermore, it is of great value that texts and other materials used by
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teachers are also culturally sensitive and appropriate and/or adaptable for all
learners (Kesler, Kannan, 2019).
To ensure better learning and teaching, academic skills and content are
also connected to learners’ reference points and life experiences. The curriculum
should therefore be aligned with ethnic and cultural diversity and experiences.
Teachers should be enabled to recognize the inherent political, social, and
cultural undercurrents in all texts that constitute the curricula, since all texts (and
other learning materials) derive meaning within particular interpretive
communities (Kesler, 2011).
Speaker and physical setting
The article proposes a model for integrating TED Talks (TTs) in EFL
college listening practice. It shows instructors where TTs can be located, gives
reasons for using TTs, criteria for selecting TTs, the listening skills that can be
developed, and an instructional strategy. TTs provide a variety of real-life
themes, speakers, motivation, and inspiration. They save instructors’ time and
effort as they are available on You Tube, mobile apps or in the TED website. In
selecting TTs, the instructor should take into consideration the students'
interests, difficulty level of the TT language and content, its length in minutes,
and speed and accent of the speaker (Bsharat, Fariza, Behak 2021).
Before watching a TT, she posts the title of the TT on an LMS or social
media platform. She sets goals for listening and gives pre-questions to help the
students comprehend the TT content. The students view the TTs on their
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smartphones in the classroom or at home; individually, in pairs, or small groups;
synchronously or asynchronously. While listening, the students take notes, and
answer the questions. After listening, they discuss their answers. The instructor
serves as a facilitator. She gives feedback, encouragement, and helps with
difficulties. Further recommendations for enhancing EFL college students’
listening skills and for extending the use of TTs to interpreting courses are given
(Bsharat, Fariza, Behak 2021).
Comprehending speech in noise is an essential cognitive skill for verbal
communication. However, it remains unclear how our brain adapts to the noisy
environment to achieve comprehension. The present study investigated the
neural mechanisms of speech comprehension in noise using a functional near-
infrared spectroscopy-based inter-brain approach. A group of speakers was
invited to tell real-life stories. The recorded speech audios were added with
meaningless white noise at four signal-to-noise levels and then played to
listeners. Results showed that speaker–listener neural couplings of listener’s left
inferior frontal gyri (IFG), that is, sensorimotor system, and right middle temporal
gyri (MTG), angular gyri (AG), that is, auditory system, were significantly higher
in listening conditions than in the baseline (Li, Z., Li, J., Hong, 2021).
More importantly, the correlation between neural coupling of listener’s left
IFG and the comprehension performance gradually became more positive with
increasing noise level, indicating an adaptive role of sensorimotor system in
noisy speech comprehension; however, the top behavioral correlations for the
coupling of listener’s right MTG and AG were only obtained in mild noise
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conditions, indicating a different and less robust mechanism. To sum up,
speaker–listener coupling analysis provides added value and new sight to
understand the neural mechanism of speech-in-noise comprehension (Li, Z., Li,
J., Hong, 2021).
Current second language (L2) listening research has lacked detailed
accounts of L2 listeners’ difficulties comprehending texts comprising
orthographically known lexis. In the current study, 15 first language (L1)
Japanese English language learners of three English proficiency levels listened
to sentences and a narrative text. A two‐task diagnostic procedure using L1
recalls and L2 repetitions was employed to understand how orthographically
known lexis was often misinterpreted over the course of multiple listening
opportunities. Evidence from transcripts showed that the factors likely causing
listening comprehension difficulty were L1 phonological influence, English
connected speech modifications, and misinterpretation of top‐down contextual
information (Hardison, D. M., & Pennington, 2021).
The study results show that even texts comprising high‐frequency
vocabulary or other orthographically known lexis can be persistently difficult for
L2 listeners to comprehend. The results thus challenge some current
assumptions in L2 listening literature about the comprehensibility of texts with
high‐frequency vocabulary or orthographically known lexis (Hardison, D. M., &
Pennington, 2021).
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Outcomes of conversations, including those dealing with controversial,
deeply personal, or threatening disclosures, result not only from what is said but
also from how listeners receive these messages. This article integrates the
motivational framework of self‐determination theory (SDT) and the expanding
literature on interpersonal listening to explore the reasons why high‐quality
listening is so impactful during these conversations. We describe why high‐
quality listening is a specific and distinguishable autonomy‐supportive
motivational strategy, and argue that there is much to gain by considering that
listening can satisfy basic psychological needs, in particular for autonomy and
relatedness. We argue that SDT can help explain why high‐quality listening is
effective, especially in reducing defensiveness, bridging divides, and motivating
change. The discussion focuses on ways motivation science can build more
effective interventions for behavioral (Netta Weinstein, Guy Itzchakov, Nicole
Legate, 2022).
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Chapter III
METHODOLOGY
Research Design
The study will make use of descriptive quantitative as research design. This
type of quantitative research design is appropriate to intend to measure variables
and perhaps establish associations between variables. The factors that
contribute to the listening comprehension of grade six pupils shall be the subject.
Locale of the study
The researchers will gather information at Bagumbayan District II.
Elementary Schools in Sultan Kudarat, because the respondents of the study will
be teachers and pupils of Bai Saripinang Elementary Schools, Biwang Central
School, Busok Elementary School, Datu Nakan Memorial School, Kinayao
Elementary School, B.Venus Elementary School, South Sepaka Elementary
School and S.Nilong Elementary School.

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Sampling technique
The researcher used probability sampling, specifically simple random
sampling, where the researcher randomly selects a subset or participants from a
population. Each member of the population has a chance of being selected.
Through the lottery method a researcher randomly picks numbers, with each
number corresponding to a student's name, in order to create the sample.
Respondents/Participants of the study
The target population of the study was Grade 6 pupils in District II of
Bagumbayan, Sultan Kudarat. The expected participants of this study were
determined by the use of Slovin’s formula. There were 2912 pupils enrolled in
Grade 6 and the expected participants were 352.
Data Gathering instruments
The questionnaires were adapted from (Hadist, Dtakiyatuddaaimah, and
Dewanti, 2022) study of listening comprehension problems. The original
questionnaire consists of three sections. First section asked about listening
material consists of 10 questions, the second section about the listener consists
of 15 questions, and the third section is about speaker and physical settings.
Several items from the original questionnaire were selected based on their
functions in serving the purpose of this study. The selected questionnaire items
were divided into three sections namely the difficulties related to listening
materials (5 items), difficulties related to listeners (5 items), and difficulties

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related to speaker and physical setting. The questionnaire employed Likert Scale
and analyzed based on the level of adverbs of frequency that the students chose
from responses that are available. The responses were then put into percentages
and described.
Data Gathering Procedure
The researchers asked permission to conduct this study entitled “Factors
affecting the difficulties of grade six pupils in listening comprehension in English
language”. Then they prepared the research and made questionnaires for the
survey. Next, they validated their research and made questionnaires to their
subject teacher and to an English teacher. The researchers, before conducting
the study, they need to follow the health protocol that is implemented by the
Government and the Institution. They gave the research questionnaires to the
respondents which are grade six pupils of the school and let them answer the
questions through a survey. Then, the researchers conducted the study and
finally, they encoded all the given information and interpreted data.
Statistical Tools and Treatment
Statistical treatment of data is essential to make use of the data in the
right form. Raw data collection is one aspect of any experiment. The digitization
of data is equally important so that appropriate conclusions can be drawn
(Siddharta Kalla, 2009).
The collected response to questionnaire in Bagumbayan District II Grade
6 pupils run statistically analyzed with the data requirement of the study.
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Descriptive statistics such a frequency count mean percent and rate are
considered the response answered by the Grade 6 pupils describing their
profiles, for instance, set, age, grade level, and school should be listed.
The following statistical procedure is used to interpret the data gathered from the
respondents of the study.
1. Simple percentage – The demographic profiles variables of the
respondents were analyzed using the simple percentage with the following
formula:
P=N/F(100)
Where:
P= Percentage
F= Frequency for each category
N= Total number of the respondents
100= Constant number
Profile Frequency Percentage (%)

Gender
Female 187 53.13%
Male 165 46.88%
Age group
9-10 15 4.26%
11-12 324 92.05%
12-14 13 3.69%
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2. Likert scale
The following Likert scale serves as the guide for interpreting the data
gathered.
Scale Range- Value Verbal Interpretation

5 4.61-5.00 Always
4 3.41-4.60 Often
3 2.61-3.40 Sometimes
2 1.81-2.60 Rarely
1 1.00-1.80 Never
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains detailed presentation and discussion of data analysis, and the
results of the study conducted.
Table 1.Level of difficulties affecting the comprehension of pupils in the English

language in terms of listening material.
Students’ Difficulties Related to Listening Material Mean Interpretation
1. Listening material not appropriate with my level of English 2.9 Sometimes

comprehension?
2.I find listening material is too hard for me in any condition? 3.0 Sometimes
3.I find difficulty in listening to long sentences or speech? 3.0 Sometimes
4.I find difficulty in comprehending unfamiliar vocabulary? 3.0 Sometimes
5.I find listening comprehension to be complex grammatical? 3.0 Sometimes
Mean 3.0 Sometimes
Table 1. shows the factor affecting students’ performance in terms of listening
material. Item numbers 1, 2, 3, 4 and 5 are indicated sometimes by the respondents
with the weighted means of 2.9, 3.0, 3.0, 3.0 and 3.0 respectively. It means the
respondents encountered several difficulties related to the listening material. The first
challenge is dealing with complex grammatical structures. Most students did not master
grammar because they believed it was extremely difficult. Students also had difficulty
listening because the listening text had complex grammatical structures that they did not
understand. The second challenge is understanding every single word of incoming
speech. Most students found listening difficult because they struggled to understand
every single word of the incoming speech. It means they did not master their
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vocabulary. As a result, they found it difficult to listen to every word spoken by the
speaker because they did not know what all of the words meant. When they came
across an unknown word, they couldn't stop and think about it because doing so would
cause them to miss the next words. Furthermore, the audio only played once. The third
difficulty is interpreting the meaning of a long-spoken text. Almost all of the students
struggled to interpret the meaning of a long-spoken text. It's possible they didn't master
vocabulary. As a result, when they listen to a long-spoken text, they become tired of
hearing about it. They may also become sleepy when listening to a long-spoken text. As
can be seen, the students struggled with listening comprehension due to the speaker
and physical setting. The first issue is that poor quality tapes or disks have a negative
impact on students' ability to listen to audio. It was because low-quality tapes or disks
produced distorted audio. and the students will not understand because they are unable
to hear clearly. As a result, the lecturer must pay close attention to the quality of tapes
or disks. The second issue is inadequate equipment. Aside from the quality of the tapes
and disks, the lecturer must also pay attention to the equipment used during the
listening learning process. Sound system, headphones, microphone, and other
equipment can be found here.

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Table 2. Level of difficulties affecting the comprehension of pupils in the English
language in terms of Listener.
Students’ Difficulties Related to Listener Mean Interpretatio

n
1.I seldom listen to English recorders throughout music and 3.0 Sometimes
video?
2.I find the pronunciation familiar but I cannot recognize the 3.0 Sometimes
word?
3.I feel anxiety during listening comprehension classes? 2.9 Sometimes
4.I feel unhappy during listening comprehension classes? 3.1 Sometimes
5. I lose my concentration when I think about the meaning of 3.1 Sometimes
new words?
3.0 Sometimes
Table 2. shows the factor affecting students’ performance in terms of listener.
Item numbers 1, 2, 3, 4 and 5 have the weighted means of 3.0,3.0, 3.o, 2.9 and 3.1
respectively with description of sometimes. It means in listening comprehension, the
students encountered several difficulties related to themselves as listeners. The first
challenge is anxiety. The majority of the students are nervous before listening to the
audio. When they are anxious, they lose focus and
are unable to hear the audio clearly. As a result, the lecturer must create a fun
classroom environment and make students feel relaxed and at ease. The second
challenge is determining the meaning of unknown words. Most students are unable to
deduce the meaning of unknown words because they simply keep listening and never
consider the meaning. Because the audio only played once, it is critical for students to
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infer the meaning of unknown words. The third issue is being unable to concentrate.
The majority of students stated that they were unable to concentrate on listening
comprehension. This issue could have occurred as a result of nearby noises. Noises
could be coming from either outside or inside the classroom. Students will be unable to
answer questions if they do not concentrate on listening. The fourth challenge is unclear
pronunciation. The majority of speakers pronounce the words differently. It's possible
that they pronounce it differently because they have different accents or dialects. As a
result, students must practice listening to a variety of accents and dialects. The fifth
difficulty is difficult to recall. Many students struggled with listening comprehension
because they found it difficult to remember. It means they quickly forgot what they just
heard. Listening requires a lot of remembering. Because the audio only played
once, the students must be able to recall what the speaker just said.
Table 3. Level of Students’ Difficulties Related to Speaker and Physical Setting
Students’ Difficulties Related to Speaker and Physical Mean Interpretatio

Setting n
1. Do I lose concentration if the recording is of poor quality? 3.2 sometimes

2. I find it difficult to understand when the speaker is too fast? 3.1 sometimes
3. I find it difficult to concentrate if there is noise around? 3.1 sometimes
4. I find it difficult if the speaker is unable to repeat the 3.2 sometimes
speech?
5. I find it difficult to understand when the speaker does not 3.3 sometimes
pause long enough?
Mean 3.2 sometimes

29
Table 3. shows the factors affecting students’ performance in terms of speaker
and physical settings. The item numbers 1, 2, 3, 4 and 5 have the same description of
sometimes with weighted means of 3.2, 3.1, 3.1, 3.2 and 3.3 respectively. The result,
students struggled with
listening comprehension due to the speaker and physical setting. The first issue
is that poor quality tapes or disks have a negative impact on students' ability to listen to
audio. Because of the poor quality of the tapes or disks, the students will not understand
because they cannot hear it clearly. As a result, the lecturer must pay close attention to
the quality of tapes or disks. The second issue is inadequate equipment. Aside from the
quality of the tapes and disks, the lecturer must also pay attention to the equipment
used during the listening learning process. Sound system, headphones, microphone,
and other equipment are used here. If one of those devices fails to function properly, the
students will struggle to understand what the speaker is saying. The third issue is a lack
of pauses. Most students are unable to deduce the meaning of the words because the
speaker does not pause. The speaker does not pause and the students do not
understand what he is saying. As a result, the students must pay close attention to the
speaker. The fourth challenge is the inability to be repeated. Aside from the lack of
pauses, the audio cannot be repeated. It was because it only played once and will never
be repeated. More exercises are needed for the students to understand what the
speaker said after only listening once. Noises are the fifth difficulty. Noises were really
bothering students who were learning to listen. It was due to the fact that listening
30
requires a high level of concentration. However, if there are noises, the students will be
unable to concentrate and will be unable to listen carefully. That is why the classroom
must be soundproofed so that outside noises do not disturb the students. The sixth
difficulty is a wide range of accents. The majority of the students had difficulty listening
because they did not understand the speaker's accent. Most students are accustomed
to hearing American accents, so hearing the speaker with Indian accents was difficult
for them, and they did not understand what the speaker said. The final issue is delivery
speed. The term "speed of delivery" refers to the speaker's tendency to speak too
quickly at times. There were no pauses when the speaker spoke, and the student was
unable to understand what was being said. Furthermore, the audio was only played
once, making it more difficult for the students.
Table 4.The Level of Pupil’s English Language Listening Comprehension
Area n Mean Standard Deviation

Description
Listening Comprehension 365 84.3 2.7
Satisfactory
Table 4 shows the level of Pupils’ English Language listening comprehension in
Bagumbayan District II Elementary School in terms of their first, second and third
grading grades for School Year 2021-2022. There are 365 respondents and the Mean
of their grades is 84.3. The standard deviation 2.7 shows that most of the respondents
got the grades near to 84.3 and obtains an equivalent descriptive rating of Satisfactory.
31
Table 5.Test of Significance of b using Analysis of Variance (ANOVA) Technique

in Linear Regression
F- tab
SV df SS MS F-comp 0.05
0.01
Due to regression 3 27.29 9.10 14.22* 8.53

26.12
Residual Error 359 232.94 0.64
TOTAL 362 260.23

: S ignificant @0.05
Table 5. flaunts the test of significance of b using Analysis of Variance
(ANOVA) Technique in Linear Regression.
As shown in the table Fcomp. = 14.22 > F(tab 0.05, df =3,359) =8.53, the null hypothesis is
rejected at a = 5% level. This means that there exists a significant relationship between
the factors affecting the difficulties in listening comprehension and the level of listening
comprehension of pupils.
32
CHAPTER V
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter concludes the study by dealing with a summary of findings,
conclusions, and recommendation of the factors affecting the difficulties of pupils
listening comprehension in English language.
RESEARCH FINDINGS
Based on the research findings obtained from the study done in different
Elementary schools among sixth grades in Bagumbayan District II, there are difficulties
that the pupils encountered in listening comprehension which includes the following:
students difficulties related to listening material, student’s difficulties related to listener,
and student’s difficulties related to speaker and physical setting.
In the student’s difficulties related to listening material, the researchers found that
students encountered difficulties with complex grammatical structures, difficult to
understand every single word of incoming speech, difficult to interpret the meaning of
long spoken text, unfamiliar topics, and new vocabularies. From the student’s difficulties
related to the listener, it’s been understood that the student’s difficulties with the listener
include anxiety, difficulty inferring the meaning of unknown words, inability to concrete,
unclear pronunciation, difficulty in remembering, losing focus, and sleepiness. The

33
results of the study also show that students struggled with listening comprehension due
to the speaker and physical setting. The first issue is that poor quality tapes or disks
have a negative impact on students’ ability to listen to audio. Because of the poor
quality of the tapes or disks, the students will not understand because they cannot hear
it clearly. Furthermore, there were six factors that contributed to student’s difficulties
with listening comprehension. They were reliant on others, ashamed to ask the speaker
about the material, had emotional disturbances, the speaker explained the material too
quickly, there was a lack of reward and reinforcement and they were unfocused.
CONCLUSION
Based on the findings and discussion above, the difficulties that the students
faced in listening comprehension were related into three categories. They were related
to the listening material, the listener and the physical setting. The difficulties vary by
category. Complex grammatical structures, difficult to understand every single word of
incoming speech, difficult to interpret the meaning of long spoken text, unfamiliar topics,
and new vocabularies were student’s difficulties in listening comprehension related to
listening material. Meanwhile, student’s difficulties with the listener include anxiety,
difficulty inferring the meaning of unknown words, inability to concrete, unclear
pronunciation, difficulty in remembering, losing focus, and sleepiness. In addition, the
students encountered difficulties such as poor quality of tapes or disks, poor equipment,
lack of pauses, inability to get repeated, noises, variety of accents, and speed of
delivery. Furthermore, there were six factors that contributed to student’s difficulties with
listening comprehension. They were reliant on others, ashamed to ask the speaker
34
about the material, had emotional disturbances, the speaker explained the material too
quickly, there was a lack of reward and reinforcement and they were unfocused.
RECOMMENDATIONS
Based on the findings and the conclusion of the research, there were some
suggestions offered. First, students must practice regularly and enrich their knowledge.
Mastery of vocabulary students could do this by listening to English songs or watching
western movies they could also learn different accents by doing songs. Second, in order
to increase student’s enthusiasm for learning listening, the speaker should devise a
good strategy for teaching listening comprehension. The speaker must also be able to
create a welcoming and enjoyable classroom environment. Finally, because this study
already discussed student difficulties with listening comprehension. The researcher
suggests that the next researcher concentrate on the other topic.

35
References:
Hadist, M. K., Hidjanah, H., Dtakiyatuddaaimah, D., & Dewanti, L. (2022). An

Analysis of EFL Students’ Difficulties in Listening Comprehension at STKIP
Muhammadiyah Bogor. Jurnal Education FKIP UNMA, 8(1), 174-179.
Siradjuddin, S., & Yahrif, M. (2021). Students' Perception of Listening Materials
at University. IDEAS: Journal on English Language Teaching and Learning, Linguistics
and Literature, 9(2), 578-588.
Diora, L., & Rosa, R. N. (2020). An analysis of students’ difficulties in listening
comprehension: a descriptive study at English language and literature department fbs
unp. Journal of English Language Teaching, 9(1), 85-98.
Goh, C. C. (2000). A cognitive perspective on language learners' listening
comprehension problems. System, 28(1), 55-75.
Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' Listening Comprehension
Difficulties in English Language Learning: A Literature Review. English language
teaching, 9(6), 123-133.
Mulyadi, D., Wijayatiningsih, T. D., Singh, C. K. S., & Prastikawati, E. F. (2021).
Effects of Technology Enhanced Task-Based Language Teaching on Learners'
Listening Comprehension and Speaking Performance. International Journal of
Instruction, 14(3), 717-736.
El-Dakhs, D. A. S., Masrai, A., & Yahya, N. (2022). University student use and
perception of listening comprehension strategies: The case of online EMI lectures.
International Journal of Computer-Assisted Language Learning and Teaching
(IJCALLT), 12(1), 1-21.
Hikmatova, N. R., & Hakimova, H. H. (2021). THE NATURE OF LISTENING AS
AN INTERACTIVE PROCESS AND ITS APPLICATION IN THE CLASSROOM.
Scientific progress, 1(6), 1218-1224.
36
Rhidwan, S. F. (2019). STUDENTS LEARNING STRATEGIES IN LISTENING

CLASS. JELA (Journal of English Language Teaching, Literature and Applied
Linguistics), 1(1), 15-21.
Raranisa, D., Petrus, I., & Jaya, H. P. (2020). INVESTIGATING THE
DIFFICULTIES IN LISTENING COMPREHENSION ENCOUNTERED BY THE FIFTH
SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM IN
SRIWIJAYA UNIVERSITY (Doctoral dissertation, Sriwijaya University).
Saraswaty, D. R. (2018). LEARNERS DIFFICULTIES & STRATEGIES IN
LISTENING COMPREHENSION. English Community Journal, 2(1), 139-152.
Miller, L. (2003). Developing Listening Skills with Authentic Materials. ESL
magazine, 6(2), 16-18.
Wolvin, A. D., & Coakley, C. G. (1985). Listening. Wm. C. Brown Publishers,
2460 Kerper Blvd., Dubuque, IA 52001.
Jyoti, R. (2020). Exploring English language students’ difficulties in listening
comprehension. Journal La Edusci, 1(3), 1-10.
Chall, J. S., & Dial, H. E. (1948). Predicting listener understanding and interest in
newscasts. Educational Research Bulletin, 141-168.
Schneider, B. A., Avivi-Reich, M., & Daneman, M. (2016). How spoken language
comprehension is achieved by older listeners in difficult listening situations.
Experimental Aging Research, 42(1), 31-49.
Renandya, W. A. (2012, November). Materials and methods for extensive
listening. TEFLIN conference, Surabaya, Indonesia. Retrieved from https://www.
academia. edu/2462863/Materials_and_Methods_for_Extensive_Listening.
Chang, A. C., Wu, B. W. P., & Pang, J. C. (2013). Second language listening
difficulties perceived by low-level learners. Perceptual and motor skills, 116(2), 415-434.
37
Appendix 1
Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS, EJC Montilla, City of Tacurong
APPLICATION FOR TITLE DEFENSE
January 6, 2022
The Dean CTE- SKSU ACCESS City of Tacurong
Madam,
This is to inform your office that the undersigned had satisfactorily completed all
the requirements for them to present their proposal. In this connection, they would like
to apply for the title defense on January 07, 2022 via Google-meet.
Likewise, the Advisory committee was informed and had affixed their respective
signatures as shown below.
Thank you.
Very truly yours,
DINA D. ABLI FERLYN P. CELESTIAL PHINELIE G. CELINO
KENT JOHN C. DEITA RHEMAY C. ESCAÑO SALAHUDIN T. ESMAIL
MARBELYN S. LUBOS HENDRIA C. MENDING SHIELA DALE L. TIROÑES
Researchers
JONALYN S. PERFECIO, MIE LEIZEL C. MERIALES, MAED

Member Member
38
MARY GRACE O. GALLEGO
Research Adviser
Recommending Approval:
MARY GRACE O. GALLEGO RIZALYN B. CUDERA, MS

BEED Chairperson CTE, Research Coordinator
Approved:
NANCY B. ESPACIO, EdD
Dean, College of Teacher Education
Appendix 2
APPLICATION FOR PROPOSAL DEFENSE
February 16, 2022

Madam,
This is to inform your office that the undersigned had satisfactorily completed all
the requirements for them to present their proposal. In this connection, they would like
to apply for the proposal defense on February 17, 2022 via Google-meet.
Likewise, the Advisory committee was informed and had affixed their respective
signatures as shown below. Thank you.
Very truly yours,

Researchers

Member Member
39

Research Adviser
ANESA P. MANGINDRA PhD RIZALYN P. CUDERA, MS

Program Chairperson CTE, Research Coordinator
Approved:
College Dean
40
Appendix 3
APPLICATION FOR THE CONDUCT OF THE STUDY

May 25, 2022
LEONARDO M. BALALA, CESE
Schools Division Superintendent
Division of Sultan Kudarat
Kenram, Isulan Sultan Kudarat
Sir,
The undersigned would like to request from your Division Office a permit to
conduct the approved study entitled “Factors Affecting the Difficulties of Grade 6 Pupils
in Listening Comprehension in English Language”
The respondents of this study are the teachers and pupils. In view of this, we are
asking your permission to allow us to conduct the study inside the school premises and
administer the said survey. Rest assured that the information to be gathered will be kept
confidential.
Thank you very much for your approval of this request.
Respectfully yours,
KENT JHON C. DEITA RHEMAY C. ESCAÑO SALAHUDIN T. ESMAIL

Researchers

Research Adviser
MARY GRACE O. GALLEGO, PhD. RIZALYN B. CUDERA, MSc.

Approved:
NANCY B. ESPACIO, EdD LEONARDO M. BALALA, CESE

Dean, College of Teacher Education Schools Division Superintendent
41
SULTAN KUDARAT STATEUNIVERSITY


May 25, 2022
AHMID D. MADALIDAY
School Head
B.Venus Elementary School
Venus, Bagumbayan, Sultan Kudarat
Sir,
confidential.
Respectfully yours,

Researchers
Research Adviser
Approved:
NANCY B. ESPACIO, EdD AHMID MADALIDAY
Dean, College of Teacher Education School Head

42


May 25, 2022
VILMIN V. PORTES
Teacher In-charge
Dawing Elementary School
Upper Dawing, Bai Saripinang, Bagumbayan, Sultan Kudarat
Ma’am,
confidential.
Respectfully yours,

Researchers

Research Adviser

Approved:
NANCY B. ESPACIO, EdD VILMIN V. PORTES

Dean, College of Teacher Education Teacher In-Charge

43


May 25, 2022
SAMMY D. CASTRO
Teacher In-Charge
Kinayao Elementary School
Kinayao, Bagumbayan, Sultan Kudarat
Sir,
confidential.
Respectfully yours,

Researchers
Research Adviser

Approved:
NANCY B. ESPACIO, EdD SAMMY D. CASTRO
Dean, College of Teacher Education Teacher In-Charge
44

APPLICATION FOR THE CONDUCT OF THE

STUDY
May 25, 2022
ANALEAH N. CANAPIT
School Principal
Bai Saripinang Elementary School
Bai Saripinang, Bagumbayan, Sultan Kudarat
Ma’am,
confidential.
Respectfully yours,

Researchers

Research Adviser

Approved:
45
NANCY B. ESPACIO, EdD ANALEAH N. CANAPIT

Dean, College of Teacher Education School Principal


May 25, 2022
GENELYN H. MORANTE
School Principal
Biwang Central School
Biwang, Bagumbayan, Sultan Kudarat
Ma’am,
confidential.
Respectfully yours,

Researchers

Research Adviser

Approved:
46
NANCY B. ESPACIO, EdD GENELYN H. MORANTE


May 25, 2022
IMELDA S. FAGUTAO
School Principal
Busok Elementary School
Busok, Bagumbayan, Sultan Kudarat
Ma’am,
confidential.
Respectfully yours,

Researchers

Research Adviser

47
Approved:
NANCY B. ESPACIO, EdD IMELDA S. FAGUTAO

May 25, 2022
TITA F. PENUELA
School Principal
S. Nilong Elementary School
Tuka, Bagumbayan Sultan Kudarat
Ma’am,
confidential.
Respectfully yours,

Researchers

Research Adviser

Approved:
48
NANCY B. ESPACIO, EdD TITA F. PENUELA


May 25, 2022
WAHAB P. BAODSIG
Teacher in Charge
Datu Nakan Memorial Elementary School
Datu Nakan, Bagumbayan, Sultan Kudarat
Sir,
confidential.
Respectfully yours,

Researchers

Research Adviser

Approved:
49
NANCY B. ESPACIO, EdD WAHAB P. BAODSIG

Dean, College of Teacher Education Teacher in Charge

May 25, 2022
ELIZABETH I. DELARMENTE
School Principal
South Sepaka Elementary School
South Sepaka, Bagumbayan, Sultan Kudarat
Ma’am,
confidential.
Respectfully yours,

Researchers

Research Adviser

Approved:
50
NANCY B. ESPACIO, EdD ELIZABETH I. DELAMENTE

APPENDIX 4
LETTER FOR VALIDATION

Dear Ma’am,
Greetings of Peace!
We, the third-year student of Sultan Kudarat State University pursuing a degree
in Bachelor of Elementary Education, are currently working on our thesis with the title
“FACTORS CONTRIBUTE DIFFICULTIES TO LISTENING IN ENGLISH LANGUAGE
OF GRADE 6 PUPILS”
We are writing to humbly request your service and expertise to serve as our
content validator for our thesis as recommended by our Research adviser. We believe
that your knowledge and insights will be valuable and will greatly enrich our work.
May this letter merit your kind consideration and approval.
Respectfully yours;
Dina D. Abli Ferlyn P. Celestial Phinelie G. Celino

Kent John G. Deita Rhemay C. Escano Salahudin T. Esmail
Marbelyn S. Lubos Hendria C. Mending
Researcher
51
RIZALYN B. CUDERA, MS
Validator


Dear Ma’am,
Greetings of Peace!
Respectfully yours;

Researchers
JENEVIEVE D. LUMBU-AN, PhD
52
Validator


Dear Ma’am,
Greetings of Peace!
Respectfully yours;

Researcher
JEEB T. ABELITO, MAT
53
Validator
Appendix 5
CERTIFICATE OF STATISTICIAN
This is to certify that the thesis entitled, “FACTORS AFFECTING THE

DIFFICULTIES OF GRADE SIX PUPILS IN LISTENING COMPREHENSION IN
ENGLISH LANGUAGE” authorized by, DINA D. ABLI, FERLYN P. CELESTIAL,
PHINELIE G. CELINO, KENT JOHN C. DEITA, RHEMAY C. ESCAÑO, SALAHUDIN
T. ESMAIL, MARBELYN S. LUBOS, HENDRIA C. MENDING and SHIELA DALE L.
TIROÑES has undergone statistician.
This certification is issued to ensure that the university received quality research
work.
Signed By:
CLYTE MADOJENOG - ESPIDA
Statistician
May 10, 2022
54
Appendix 6
CERTIFICATE OF GRAMMARIAN
This is to certify that the undersigned has reviewed all the pages thesis entitled,
“FACTORS AFFECTING THE DIFFICULTIES OF GRADE SIX PUPILS IN
LISTENING COMPREHENSION IN ENGLISH LANGUAGE” authorized by DINA D.
ABLI, FERLYN P. CELESTIAL, PHINELIE G. CELINO, KENT JOHN C. DEITA,
RHEMAY C. ESCAÑO, SALAHUDIN T. ESMAIL, MARBELYN S. LUBOS, HENDRIA
C. MENDING and SHIELA DALE L. TIROÑES aligned with the set of structural rules
that govern the composition of sentence, phrases, and words in English Language.
This certification is issued to ensure that the university received quality research
work.
Signed:
JESON A. FLORES
Grammarian
BAI SARIPINANG NATIONAL HIGH SCHOOL
Bai Saripinang, Bagumbayan, Sultan Kudarat
May 02, 2022
Date signed
55
Appendix 7
APPLICATION FOR FINAL DEFENSE

July 25, 2022
Madam,
This is to inform your office that the undersigned had satisfactorily
completed all the requirements for them to present their thesis. In this connection,
they would like to apply for the final defense on July 28, 2022 at Sultan Kudarat
State University, EJC Montilla Tacurong City.
Likewise, the Advisory committee was informed and had affixed their
respective signatures as shown below. Thank you.
Very truly yours,

Researchers

Member Member

Research Adviser
MARY GRACE O. GALLEGO, PhD. RIZALYN P. CUDERA, MSc


56
Appendix 8
APPLICATION FOR FINAL PRINTING AND BINDING

September 6, 2022
NANCY B. ESPACIO,EdD
Dean, College of Teacher education
Madam:
The undersigned would like to apply for FINAL PRINTING AND BINDING of the
thesis, which was successfully defended on August 31, 2022 at Sultan Kudarat State
University, EJC Montilla Tacurong City.
Likewise, the Advisory Committee approved the final draft as they affixed their
respective signatures as shown below. Thank you.
Very truly yours,


Researchers

Member Member
Research Adviser
MARY GRACE O. GALLEGO, PhD RIZALYN P. CUDERAS,

MSc

57
Appendix 8
SURVEY QUESTIONNAIRE FOR STUDENTS
A. Profile of the Respondents
Direction: The following is the profile of the respondents. Please put check (/) in
every box and fill the blank that corresponds to your answer in the statements
below.
Name: (Optional)
1.1 Grade level 1 2 3
1.2 Age 6-10 11-13 14 Above
1.3 Sex Male Female
“FACTORS AFFECTING THE DIFFICULTIES OF GRADE 6 PUPILS IN LISTENING
COMPREHENSION IN ENGLISH LANGUAGE”
Direction: The following statements are the factors affecting the difficulties of grade 6
pupils in listening comprehension in English language. Please put a check (/) in every
box that responds to your answer in the statement below.
1-Never
2-Rarely
3-Sometimes
4-Often
5-Always
58
Questionnaire 1
Table 1: Students difficulties related to listening material
NO NEVE RARELY SOMETIMES OFTEN ALWAYS

. QUESTIONS R
2 3 4 5
1
1. Listening
material not
appropriate with
my level of
English
comprehension?
2. I find listening
material is too
hard for my
condition?
3. I find it difficult to
listen to
sentences or
long speeches?
4. I find difficulty in
comprehending
unfamiliar
vocabulary?
5. I find listening
comprehension
has a complex
grammatical?
59
Questionnaire 2
Table 2: Students difficulties related to listener
No. NEVE RARELY SOMETIMES OFTEN ALWAYS

Questions R
2 3 4 5
1
1. I seldom listen to
English recorders
throughout music and
video?
2. I find the
pronunciation familiar
but I cannot recognize
the word?
3. I feel anxiety during
listening
comprehension
classes?
4. I feel unhappy during
listening
comprehension
classes?
5. I lose concentration
when I think about the
meaning of new
words?
Questionnaire 3
60
Table 3: Students Difficulties Related to Speaker and Physical setting
NO. NEVER RARELY SOMETIMES OFTEN ALWAYS

Questions
1 2 3 4 5
1. Do I lose
concentration if the
recording is poor
quality?
understand when the
speaker is too fast?
concentrate if there
are noises around?
4. I find it difficult if
unable to get
repeated?
5. I find difficult to
understand when the
speaker does not
pause long enough?
APPENDIX 9
61

RAW DATA
BUSOK NATIONAL HIGH SCHOOL

Respondents
Table 1 Table 2 Table 3
R1 4 4 2 4 3 3.4 4 3 4 5 4 4 1 2 3 4 3 2.6
R2 1 2 1 4 3 2.2 4 3 1 4 4 3.2 5 5 5 5 4 4.8
R3 4 3 4 5 4 4 5 4 2 5 4 4 1 1 2 4 5 2.6
R4 4 2 3 2 1 2.4 4 4 2 4 4 3.6 4 4 2 3 4 3.4
R5 1 1 1 4 2 1.8 4 4 1 1 2 2.4 2 2 5 1 5 3
R6 4 3 4 4 4 3.8 4 4 2 4 4 3.6 4 4 3 4 4 3.8
R5 4 3 4 4 4 3.8 4 4 1 4 4 3.4 4 4 3 4 4 3.8
R7 4 3 4 4 4 3.8 2 3 4 2 4 3 4 4 2 4 4 3.6
R8 4 3 4 4 4 3.8 4 4 2 4 4 3.6 4 4 3 4 4 3.8
R9 4 3 4 1 2 2.8 2 3 4 2 4 3 4 2 4 3 1 2.8
R10 2 1 3 2 4 2.4 2 3 5 5 3 3.6 3 2 1 3 2 2.2
R11 4 4 2 1 4 3 1 4 1 2 3 2.2 4 3 5 4 5 4.2
R12 4 5 2 1 2 2.8 5 1 2 4 2 2.8 4 4 1 2 4 3
R13 4 2 4 4 5 3.8 4 4 4 1 1 2.8 2 4 3 2 3 2.8
R14 1 4 4 2 2 2.6 2 2 1 1 1 1.4 4 4 5 4 2 3.8
R15 2 1 4 2 2 2.2 4 4 1 1 4 2.8 2 4 4 2 4 3.2
R16 5 2 5 1 3 3.2 3 1 4 2 2 2.4 5 5 4 2 1 3.4
R17 2 2 2 1 1 1.6 4 3 2 5 3 3.4 1 1 3 4 2 2.2
R18 5 5 5 3 1 3.8 4 2 3 2 3 2.8 1 2 3 5 3 2.8
R19 3 3 4 2 1 2.6 1 1 3 4 2 2.2 5 1 1 5 5 3.4
R20 2 2 2 5 5 3.2 4 3 4 1 1 2.6 2 2 3 3 4 2.8
R21 3 3 1 3 1 2.2 1 3 1 4 2 2.2 4 3 1 4 4 3.2
R22 4 4 2 3 1 2.8 1 5 4 4 3 3.4 2 2 3 2 4 2.6
R23 4 4 4 4 2 3.6 2 1 3 2 2 2 2 1 1 1 5 2
R24 4 3 2 5 4 3.6 5 2 5 1 3 3.2 5 2 2 1 1 2.2
R25 5 5 1 5 3 3.8 5 2 5 4 1 3.4 4 2 5 5 2 3.6
R26 4 1 2 5 3 3 5 3 3 2 4 3.4 4 1 4 3 2 2.8
R27 2 2 1 3 3 2.2 5 2 1 2 3 2.6 4 4 2 2 5 3.4
R28 5 5 2 3 1 3.2 1 5 1 4 1 2.4 5 5 5 5 2 4.4
R29 5 5 5 5 1 4.2 1 4 4 3 4 3.2 1 3 3 4 3 2.8
R30 1 1 5 4 4 3 3 1 2 5 4 3 5 4 4 2 2 3.4
R31 4 4 2 4 2 3.2 4 4 2 4 1 3 5 2 2 5 5 3.8
R32 1 1 1 4 2 1.8 1 1 5 5 3 3 1 5 3 3 3
R33 3 3 3 5 5 3.8 1 5 1 1 5 2.6 5 3 3 2 1 2.8
R34 1 1 3 1 3 1.8 1 1 5 4 5 3.2 1 1 1 4 1 1.6
R35 1 4 4 4 5 3.6 1 5 2 2 5 3 2 1 1 2 1 1.4
R36 1 1 2 2 5 2.2 3 3 1 1 1 1.8 4 5 2 3 3 3.4
R37 3 4 4 4 1 3.2 1 4 1 4 1 2.2 5 3 3 5 1 3.4
R38 2 2 2 5 3 2.8 4 1 3 5 3 3.2 2 2 1 1 1 1.4
R39 5 5 1 1 5 3.4 1 3 2 4 2 2.4 1 4 5 3 2 3
R40 5 5 3 1 2 3.2 3 4 4 1 1 2.6 1 2 3 5 4 3
R41 3 3 4 1 1 2.4 5 3 2 2 3 3 5 1 1 3 3 2.6
R42 5 5 5 5 5 5 5 5 3 1 2 3.2 2 2 1 4 3 2.4
R43 3 4 1 1 1 2 5 2 1 4 3 3 3 2 1 3 5 2.8
R44 1 1 3 3 5 2.6 4 1 1 5 5 3.2 4 1 1 1 3 2
R45 5 5 1 1 5 3.4 1 3 3 2 4 2.6 1 5 1 4 2 2.6
R46 3 3 4 3 3 3.2 2 4 3 5 1 3 5 5 4 3 4 4.2
R47 3 4 4 2 1 2.8 5 3 4 5 2 3.8 5 5 5 4 3 4.4
R48 1 1 4 2 3 2.2 1 3 4 2 2 2.4 4 3 5 4 5 4.2
R49 3 3 3 2 4 3 1 3 5 2 3 2.8 5 4 1 4 5 3.8
R50 3 2 4 3 1 2.6 3 2 1 3 3 2.4 4 3 5 3 5 4
R51 4 5 1 1 1 2.4 2 4 5 3 4 3.6 4 3 5 5 5 4.4
R52 1 1 2 3 4 2.2 1 3 1 1 4 2 3 3 5 5 4 4
mean 3.132075 2.981132 2.981132 2.90566 2.849057 2.969811321 2.924528 3 2.615385 3.018868 2.924528 2.898113 3.320755 2.867925 2.943396 3.339623 3.245283 3.143396
grand mean2.969811 grand mean2.896662 grand mean3.143396

62
Kinayao Elementary School

Respondents Table 1 Table 2 Table 3
R100 1 2 3 4 5 3 1 2 3 4 5 3 1 2 3 4 5 3
R101 5 4 3 4 4 4 5 3 3 1 2 2.8 2 3 4 3 3 3
R102 3 4 1 4 4 3.2 1 4 5 5 4 3.8 3 4 3 1 1 2.4
R103 4 4 4 4 4 4 3 3 3 3 4 3.2 4 4 3 3 3 3.4
R104 4 4 4 3 2 3.4 5 4 4 5 4 4.4 4 4 5 3 3 3.8
R105 5 4 4 3 2 3.6 5 3 1 1 2 2.4 3 3 4 2 2 2.8
R106 1 2 1 4 1 1.8 4 2 3 5 2 3.2 5 1 2 4 5 3.4
R107 2 3 4 3 4 3.2 3 4 2 2 2 2.6 3 4 3 3 4 3.4
R108 3 4 3 3 4 3.4 3 4 2 2 3 2.8 3 4 5 3 4 3.8
R109 2 3 3 4 3 3 3 4 3 2 3 3 3 4 4 3 4 3.6
R110 3 2 2 3 1 2.2 3 4 2 2 2 2.6 4 3 5 3 4 3.8
R111 3 1 5 5 5 3.8 5 1 5 1 5 3.4 1 4 1 1 1 1.6
R112 4 2 5 1 5 3.4 5 1 3 5 4 3.6 5 1 1 3 2 2.4
R113 4 5 3 4 4 4 5 5 4 1 4 3.8 4 2 2 4 4 3.2
R114 1 3 4 5 5 3.6 5 5 3 1 1 3 5 5 1 2 1 2.8
R115 3 3 5 5 5 4.2 5 5 5 5 5 5 3 1 1 1 1 1.4
R116 1 1 2 1 1 1.2 4 5 3 2 3 3.4 3 1 1 2 3 2
R117 3 3 5 4 4 3.8 1 4 1 1 4 2.2 3 3 1 2 2 2.2
R118 1 4 4 3 2 2.8 2 1 5 5 5 3.6 2 1 1 3 3 2
R119 5 5 3 1 2 3.2 1 3 1 5 1 2.2 5 4 4 1 1 3
R120 1 1 3 5 1 2.2 1 1 5 3 2 2.4 2 2 5 5 5 3.8
R121 5 5 2 2 1 3 2 5 5 1 1 2.8 1 4 1 1 1 1.6
R122 3 3 4 3 4 3.4 3 2 4 2 4 3 3 2 2 4 5 3.2
R123 2 3 5 3 4 3.4 4 4 2 3 4 3.4 5 2 1 2 3 2.6
R124 3 2 3 4 3 3 4 4 4 5 2 3.8 3 2 3 3 5 3.2
R125 5 3 4 2 4 3.6 3 4 2 1 4 2.8 3 4 2 4 4 3.4
R126 2 4 2 3 2 2.6 4 3 4 2 5 3.6 3 1 4 2 2 2.4
R127 3 4 3 5 1 3.2 2 4 4 2 4 3.2 3 2 4 2 4 3
R128 2 4 2 4 2 2.8 2 4 2 4 2 2.8 4 5 3 4 3 3.8
R129 1 3 2 3 2 2.2 4 5 2 4 4 3.8 3 2 4 5 3 3.4
R130 4 2 4 5 4 3.8 5 2 1 4 4 3.2 3 4 4 1 5 3.4
R131 4 3 4 4 5 4 4 3 2 5 2 3.2 2 3 3 2 4 2.8
R132 5 4 5 5 4 4.6 5 4 3 3 2 3.4 3 2 2 3 5 3
R133 4 5 5 3 3 4 4 3 2 3 3 3 4 2 3 2 3 2.8
R134 5 2 4 2 4 3.4 5 4 1 4 4 3.6 3 3 4 1 2 2.6
R135 3 3 4 3 5 3.6 4 5 1 4 3 3.4 2 4 3 2 4 3
R136 4 1 3 4 4 3.2 5 4 2 3 4 3.6 3 2 2 3 5 3
R137 2 3 5 3 3 3.2 4 3 3 4 5 3.8 4 3 3 4 3 3.4
R138 4 4 4 4 2 3.6 5 2 3 5 4 3.8 5 4 4 4 4 4.2
R139 4 2 5 2 3 3.2 4 3 3 3 3 3.2 4 4 3 3 5 3.8
R140 5 3 4 1 4 3.4 5 4 4 4 2 3.8 3 3 2 3 4 3
R141 4 4 5 2 5 4 3 5 5 5 3 4.2 2 2 3 4 3 2.8
R142 5 3 4 3 3 3.6 5 3 5 4 4 4.2 3 4 4 5 2 3.6
R143 3 2 5 4 3 3.4 3 3 5 3 4 3.6 4 4 5 2 5 4
R144 5 3 4 3 4 3.8 2 4 5 4 4 3.8 5 5 1 4 4 3.8
R145 4 4 6 2 5 4.2 4 5 4 5 5 4.6 3 5 1 2 3 2.8
3.26087 3.108696 3.673913 3.304348 3.304348 3.586957 3.478261 3.130435 3.217391 3.326087 3.23913 3 2.826087 2.782609 3.304348
3.330435 3.347826 3.030435
63
Bai Sarapinang Elementary School

R146 1 2 3 4 5 3 1 2 3 4 5 3 1 2 3 4 5 3
R147 4 4 5 1 2 3.2 5 5 5 1 5 4.2 1 2 2 5 4 2.8
R148 4 4 5 4 2 3.8 5 5 4 1 5 4 2 2 4 4 5 3.4
R149 4 3 5 5 5 4.4 5 1 1 1 5 2.6 2 1 5 5 1 2.8
R150 1 4 5 4 5 3.8 1 3 1 1 5 2.2 1 1 1 5 5 2.6
R151 3 5 4 5 5 4.4 5 3 5 5 5 4.6 4 1 1 1 5 2.4
R152 5 4 5 4 4 4.4 4 4 4 4 5 4.2 5 1 5 4 4 3.8
R153 4 3 4 4 4 3.8 4 4 3 1 1 2.6 4 4 3 4 1 3.2
R154 4 3 4 4 5 4 4 4 5 3 3 3.8 3 4 5 3 4 3.8
R155 1 2 1 5 3 2.4 1 3 2 5 4 3 3 5 1 2 3 2.8
R156 1 5 1 5 5 3.4 5 4 2 1 5 3.4 1 1 5 5 5 3.4
R157 4 2 5 3 1 3 4 2 3 5 5 3.8 3 5 4 1 2 3
R158 2 4 2 2 2 2.4 1 2 4 1 4 2.4 1 1 4 1 1 1.6
R159 1 2 4 1 3 2.2 5 1 4 2 1 2.6 5 1 1 5 1 2.6
R160 2 1 3 4 2 2.4 5 4 3 1 1 2.8 4 4 4 2 3 3.4
R161 4 4 1 1 4 2.8 4 1 1 4 4 2.8 1 4 1 1 4 2.2
R162 2 4 4 2 4 3.2 5 2 1 4 2 2.8 4 1 1 2 4 2.4
R163 4 2 1 2 1 2 1 4 1 4 1 2.2 4 1 2 2 4 2.6
R164 1 2 4 4 2 2.6 5 2 3 4 1 3 2 2 4 2 4 2.8
R165 2 2 5 1 2 2.4 4 2 4 2 1 2.6 1 2 4 2 5 2.8
R166 1 2 4 2 4 2.6 2 1 2 4 2 2.2 3 2 1 3 5 2.8
R167 1 4 2 1 3 2.2 1 1 3 3 1 1.8 2 1 3 2 2 2
R168 5 4 2 2 3 3.2 4 1 3 3 2 2.6 4 1 5 2 1 2.6
R169 3 3 1 3 1 2.2 3 1 3 1 3 2.2 2 1 2 2 1 1.6
R170 5 1 3 2 3 2.8 3 2 4 2 2 2.6 2 4 2 3 2 2.6
R171 3 4 4 1 4 3.2 2 4 2 3 4 3 2 3 3 4 1 2.6
R172 3 3 1 4 5 3.2 2 2 4 2 4 2.8 1 4 2 4 2 2.6
R173 1 1 2 4 2 2 4 2 4 1 4 3 1 3 2 4 2 2.4
R174 4 2 4 2 5 3.4 5 1 2 3 4 3 4 2 2 2 1 2.2
R175 1 5 1 2 4 2.6 2 2 2 4 2 2.4 4 2 4 3 1 2.8
R176 3 3 5 2 5 3.6 2 4 5 2 2 3 3 1 3 2 4 2.6
R177 2 5 1 3 1 2.4 1 3 1 1 3 1.8 1 3 2 4 3 2.6
R178 4 2 4 5 3 3.6 4 2 3 1 4 2.8 2 5 2 3 1 2.6
R179 1 2 4 1 4 2.4 2 1 3 2 1 1.8 2 2 4 2 1 2.2
R180 5 2 4 2 3 3.2 2 2 4 3 1 2.4 4 2 4 1 4 3
R181 1 1 1 2 3 1.6 1 4 2 1 3 2.2 2 1 4 2 3 2.4
R182 2 4 2 1 4 2.6 2 5 5 2 2 3.2 4 2 3 4 1 2.8
R183 5 4 3 4 3 3.8 2 2 2 3 4 2.6 1 4 2 4 4 3
R184 3 4 5 1 5 3.6 5 5 2 2 4 3.6 2 2 4 2 4 2.8
R185 2 6 4 4 2 3.6 4 3 4 4 4 3.8 2 2 2 2 4 2.4
R186 4 2 4 3 5 3.6 3 4 2 5 1 3 1 2 3 3 2 2.2
R187 3 1 2 4 2 2.4 4 2 3 2 1 2.4 4 3 2 4 2 3
R188 4 2 4 4 2 3.2 2 4 2 2 2 2.4 3 1 3 2 4 2.6
R189 5 1 2 2 5 3 2 4 2 3 2 2.6 4 2 3 2 2 2.6
R190 2 4 2 3 4 3 5 3 3 1 2 2.8 4 2 1 4 5 3.2
R191 4 2 1 3 1 2.2 3 1 3 4 3 2.8 3 4 3 4 4 3.6
R192 3 1 1 4 1 2 1 2 2 5 1 2.2 5 5 3 3 5 4.2
R193 3 3 2 1 3 2.4 4 2 4 5 2 3.4 5 4 2 5 5 4.2
R194 1 1 3 2 1 1.6 1 4 2 4 3 2.8 5 3 4 5 4 4.2
R195 2 4 3 2 5 3.2 3 4 5 2 5 3.8 5 3 5 5 5 4.6
R196 2 2 4 3 1 2.4 1 5 2 3 4 3 3 5 5 5 1 3.8
R197 2 4 1 1 1 1.8 4 3 1 1 1 2 1 1 1 1 3 1.4
R198 2 0 3 1 1 1.4 3 2 5 2 4 3.2 2 1 4 3 5 3
R199 4 2 3 1 5 3 3 5 2 3 4 3.4 5 5 2 5 1 3.6
R200 2 2 2 2 3 2.2 1 2 1 3 2 1.8 5 4 2 4 2 3.4
R201 3 4 1 3 2 2.6 3 3 3 4 4 3.4 4 5 5 5 4 4.6
R202 1 1 1 1 1 1 1 1 1 1 3 1.4 2 1 1 2 2 1.6
R203 4 3 2 3 3 3 3 2 5 5 3 3.6 4 4 4 5 4 4.2
R204 1 4 4 1 3 2.6 2 1 2 3 2 2 3 5 4 5 5 4.4
R205 3 3 2 4 2 2.8 1 3 2 2 4 2.4 3 5 5 3 4 4
R206 2 1 1 3 1 1.6 2 4 2 3 2 2.6 2 4 2 3 4 3
R207 3 2 1 3 2 2.2 1 3 2 4 2 2.4 1 3 2 3 3 2.4
R208 3 2 3 1 2 2.2 4 2 2 3 2 2.6 3 4 5 5 5 4.4
R209 3 3 2 4 2 2.8 2 3 1 2 3 2.2 5 4 2 4 4 3.8
R210 3 3 1 2 2 2.2 3 2 2 2 3 2.4 5 5 5 2 3 4
R211 4 1 1 2 1 1.8 3 3 4 2 3 3 4 5 3 4 4 4
R212 4 2 4 3 1 2.8 1 2 4 3 4 2.8 5 5 5 4 3 4.4
R213 3 2 1 3 2 2.2 3 4 5 2 3 3.4 2 5 5 4 4 4
R214 3 2 3 4 2 2.8 3 4 3 4 5 3.8 4 5 5 5 2 4.2
R215 5 5 4 4 1 3.8 1 3 2 4 5 3 5 4 3 4 5 4.2
R216 1 1 2 1 3 1.6 2 4 4 2 3 3 4 4 5 3 5 4.2
R217 5 3 4 2 4 3.6 2 4 2 5 3 3.2 5 5 4 2 3 3.8
R218 3 1 3 2 4 2.6 2 3 3 2 4 2.8 2 1 2 3 3 2.2
R219 2 1 3 2 3 2.2 4 2 3 4 4 3.4 2 3 5 5 5 4
R220 2 2 5 1 3 2.6 2 4 3 3 4 3.2 3 4 4 4 3 3.6
R221 3 4 3 2 1 2.6 3 4 3 1 2 2.6 3 3 4 4 3 3.4
R222 2 5 4 2 3 3.2 1 2 4 2 3 2.4 5 5 3 5 5 4.6
R223 1 5 5 1 3 3 5 5 1 5 3 3.8 3 2 2 5 5 3.4
2.769231 2.75641 2.884615 2.602564 2.871795 2.833333 2.833333 2.833333 2.74359 3.012821 3 2.923077 3.128205 3.320513 3.269231
2.776923 2.851282 3.128205
64
BUSOK NATIONAL HIGH SCHOOL

Respondents
R1 4 4 2 4 3 3.4 4 3 4 5 4 4 1 2 3 4 3 2.6
R2 1 2 1 4 3 2.2 4 3 1 4 4 3.2 5 5 5 5 4 4.8
R3 4 3 4 5 4 4 5 4 2 5 4 4 1 1 2 4 5 2.6
R4 4 2 3 2 1 2.4 4 4 2 4 4 3.6 4 4 2 3 4 3.4
R5 1 1 1 4 2 1.8 4 4 1 1 2 2.4 2 2 5 1 5 3
R6 4 3 4 4 4 3.8 4 4 2 4 4 3.6 4 4 3 4 4 3.8
R5 4 3 4 4 4 3.8 4 4 1 4 4 3.4 4 4 3 4 4 3.8
R7 4 3 4 4 4 3.8 2 3 4 2 4 3 4 4 2 4 4 3.6
R8 4 3 4 4 4 3.8 4 4 2 4 4 3.6 4 4 3 4 4 3.8
R9 4 3 4 1 2 2.8 2 3 4 2 4 3 4 2 4 3 1 2.8
R10 2 1 3 2 4 2.4 2 3 5 5 3 3.6 3 2 1 3 2 2.2
R11 4 4 2 1 4 3 1 4 1 2 3 2.2 4 3 5 4 5 4.2
R12 4 5 2 1 2 2.8 5 1 2 4 2 2.8 4 4 1 2 4 3
R13 4 2 4 4 5 3.8 4 4 4 1 1 2.8 2 4 3 2 3 2.8
R14 1 4 4 2 2 2.6 2 2 1 1 1 1.4 4 4 5 4 2 3.8
R15 2 1 4 2 2 2.2 4 4 1 1 4 2.8 2 4 4 2 4 3.2
R16 5 2 5 1 3 3.2 3 1 4 2 2 2.4 5 5 4 2 1 3.4
R17 2 2 2 1 1 1.6 4 3 2 5 3 3.4 1 1 3 4 2 2.2
R18 5 5 5 3 1 3.8 4 2 3 2 3 2.8 1 2 3 5 3 2.8
R19 3 3 4 2 1 2.6 1 1 3 4 2 2.2 5 1 1 5 5 3.4
R20 2 2 2 5 5 3.2 4 3 4 1 1 2.6 2 2 3 3 4 2.8
R21 3 3 1 3 1 2.2 1 3 1 4 2 2.2 4 3 1 4 4 3.2
R22 4 4 2 3 1 2.8 1 5 4 4 3 3.4 2 2 3 2 4 2.6
R23 4 4 4 4 2 3.6 2 1 3 2 2 2 2 1 1 1 5 2
R24 4 3 2 5 4 3.6 5 2 5 1 3 3.2 5 2 2 1 1 2.2
R25 5 5 1 5 3 3.8 5 2 5 4 1 3.4 4 2 5 5 2 3.6
R26 4 1 2 5 3 3 5 3 3 2 4 3.4 4 1 4 3 2 2.8
R27 2 2 1 3 3 2.2 5 2 1 2 3 2.6 4 4 2 2 5 3.4
R28 5 5 2 3 1 3.2 1 5 1 4 1 2.4 5 5 5 5 2 4.4
R29 5 5 5 5 1 4.2 1 4 4 3 4 3.2 1 3 3 4 3 2.8
R30 1 1 5 4 4 3 3 1 2 5 4 3 5 4 4 2 2 3.4
R31 4 4 2 4 2 3.2 4 4 2 4 1 3 5 2 2 5 5 3.8
R32 1 1 1 4 2 1.8 1 1 5 5 3 3 1 5 3 3 3
R33 3 3 3 5 5 3.8 1 5 1 1 5 2.6 5 3 3 2 1 2.8
R34 1 1 3 1 3 1.8 1 1 5 4 5 3.2 1 1 1 4 1 1.6
R35 1 4 4 4 5 3.6 1 5 2 2 5 3 2 1 1 2 1 1.4
R36 1 1 2 2 5 2.2 3 3 1 1 1 1.8 4 5 2 3 3 3.4
R37 3 4 4 4 1 3.2 1 4 1 4 1 2.2 5 3 3 5 1 3.4
R38 2 2 2 5 3 2.8 4 1 3 5 3 3.2 2 2 1 1 1 1.4
R39 5 5 1 1 5 3.4 1 3 2 4 2 2.4 1 4 5 3 2 3
R40 5 5 3 1 2 3.2 3 4 4 1 1 2.6 1 2 3 5 4 3
R41 3 3 4 1 1 2.4 5 3 2 2 3 3 5 1 1 3 3 2.6
R42 5 5 5 5 5 5 5 5 3 1 2 3.2 2 2 1 4 3 2.4
R43 3 4 1 1 1 2 5 2 1 4 3 3 3 2 1 3 5 2.8
R44 1 1 3 3 5 2.6 4 1 1 5 5 3.2 4 1 1 1 3 2
R45 5 5 1 1 5 3.4 1 3 3 2 4 2.6 1 5 1 4 2 2.6
R46 3 3 4 3 3 3.2 2 4 3 5 1 3 5 5 4 3 4 4.2
R47 3 4 4 2 1 2.8 5 3 4 5 2 3.8 5 5 5 4 3 4.4
R48 1 1 4 2 3 2.2 1 3 4 2 2 2.4 4 3 5 4 5 4.2
R49 3 3 3 2 4 3 1 3 5 2 3 2.8 5 4 1 4 5 3.8
R50 3 2 4 3 1 2.6 3 2 1 3 3 2.4 4 3 5 3 5 4
R51 4 5 1 1 1 2.4 2 4 5 3 4 3.6 4 3 5 5 5 4.4
R52 1 1 2 3 4 2.2 1 3 1 1 4 2 3 3 5 5 4 4
mean 3.132075 2.981132 2.981132 2.90566 2.849057 2.969811321 2.924528 3 2.615385 3.018868 2.924528 2.898113 3.320755 2.867925 2.943396 3.339623 3.245283 3.143396
grand mean2.969811 grand mean2.896662 grand mean3.143396

65
Biwang Central School

R224 1 2 3 4 5 3 1 2 3 4 5 3 1 2 3 4 5 3
R225 1 1 1 4 2 1.8 4 1 4 5 4 3.6 3 4 1 3 4 3
R226 4 3 4 2 4 3.4 4 4 3 1 4 3.2 4 5 4 4 4 4.2
R227 3 2 4 4 5 3.6 4 4 4 1 3 3.2 2 3 5 4 1 3
R228 1 3 3 5 5 3.4 4 3 1 3 3 2.8 2 4 3 4 5 3.6
R229 4 4 3 2 4 3.4 3 3 4 4 5 3.8 3 4 3 4 5 3.8
R230 3 3 4 4 4 3.6 3 4 4 4 3 3.6 5 4 3 4 4 4
R231 4 3 4 4 4 3.8 4 2 3 2 3 2.8 4 4 3 5 4 4
R232 4 3 4 4 5 4 4 4 5 3 3 3.8 3 4 5 2 3 3.4
R233 3 4 1 4 3 3 1 3 3 5 4 3.2 3 5 1 2 3 2.8
R234 3 4 3 2 1 2.6 4 4 4 1 5 3.6 1 4 3 1 4 2.6
R235 4 2 5 1 4 3.2 4 2 4 1 5 3.2 4 2 4 4 3 3.4
R236 3 4 4 4 4 3.8 4 2 4 3 5 3.6 3 4 2 1 4 2.8
R237 2 2 4 3 4 3 4 2 3 4 2 3 3 4 3 5 4 3.8
R238 3 2 4 4 4 3.4 5 4 4 3 5 4.2 4 5 4 1 3 3.4
R239 5 4 1 4 5 3.8 1 4 1 1 4 2.2 2 2 2 4 1 2.2
R240 2 3 4 1 3 2.6 5 2 3 3 5 3.6 3 2 1 2 5 2.6
R241 1 1 5 2 3 2.4 4 2 5 3 1 3 4 1 2 3 3 2.6
R242 2 3 3 5 4 3.4 1 3 3 4 5 3.2 4 2 2 5 5 3.6
R243 5 3 3 4 4 3.8 2 2 4 5 3 3.2 2 5 1 4 3 3
R244 3 3 4 1 2 2.6 2 3 5 1 3 2.8 5 3 5 2 5 4
R245 4 2 3 1 2 2.4 3 5 2 5 4 3.8 1 5 2 4 3 3
R246 5 5 4 2 5 4.2 4 3 3 2 1 2.6 5 3 5 5 1 3.8
R247 1 4 4 5 2 3.2 3 3 5 4 4 3.8 5 4 4 3 2 3.6
R248 3 3 2 2 2 2.4 5 5 2 4 5 4.2 3 5 4 5 5 4.4
R249 4 4 3 3 3 3.4 4 4 2 2 3 3 4 3 4 1 5 3.4
R250 5 5 3 4 3 4 5 2 3 3 5 3.6 5 5 3 4 4 4.2
R251 3 4 5 4 4 4 2 2 1 3 2 2 5 3 2 3 3 3.2
R252 3 3 2 5 5 3.6 2 1 5 5 4 3.4 3 2 1 2 2 2
R253 5 3 2 4 4 3.6 5 2 2 3 3 3 5 5 4 4 4 4.4
R254 4 4 5 3 3 3.8 3 3 4 5 2 3.4 5 2 3 3 5 3.6
R255 5 2 4 5 3 3.8 3 2 3 5 1 2.8 1 2 5 4 3 3
R256 3 3 2 4 4 3.2 5 5 1 1 4 3.2 5 5 4 3 3 4
R257 5 5 5 1 2 3.6 4 4 3 5 2 3.6 4 3 3 3 5 3.6
R258 3 3 4 4 1 3 2 3 2 4 4 3 5 2 4 3 3 3.4
R259 4 3 2 2 1 2.4 4 4 5 2 3 3.6 3 4 4 5 5 4.2
R260 5 5 3 2 5 4 5 2 2 5 2 3.2 4 5 3 2 2 3.2
R261 2 2 3 4 4 3 5 3 2 5 5 4 2 1 4 4 3 2.8
R262 2 1 1 4 3 2.2 5 4 4 3 2 3.6 3 3 5 5 5 4.2
R263 3 4 5 5 3 4 3 1 5 5 3 3.4 2 4 3 3 5 3.4
R264 2 2 4 3 1 2.4 1 5 4 4 2 3.2 5 5 5 5 5 5
R265 3 2 2 2 1 2 1 1 1 2 2 1.4 4 5 3 3 4 3.8
R266 3 3 5 4 1 3.2 5 1 5 4 3 3.6 3 3 1 2 5 2.8
R267 5 5 3 1 5 3.8 4 5 1 2 4 3.2 5 3 3 3 5 3.8
R268 4 4 1 5 4 3.6 2 3 3 3 5 3.2 1 2 4 4 3 2.8
R269 2 3 4 2 2 2.6 3 4 4 1 5 3.4 4 4 5 3 5 4.2
R270 2 3 2 3 4 2.8 1 2 3 2 4 2.4 2 3 4 4 5 3.6
R271 1 1 3 5 3 2.6 2 4 2 4 3 3 5 5 3 4 3 4
R272 2 4 3 1 1 2.2 3 2 3 5 4 3.4 3 4 5 5 5 4.4
R273 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
R274 2 4 3 2 3 2.8 2 4 3 4 4 3.4 2 4 5 5 3 3.8
R275 2 2 3 2 2 2.2 3 4 4 3 3 3.4 5 3 4 3 5 4
R276 2 1 2 3 1 1.8 1 2 1 1 2 1.4 3 4 2 3 2 2.8
R277 1 4 2 2 2 2.2 3 2 3 2 5 3 5 4 2 2 5 3.6
R278 1 2 1 1 1 1.2 3 1 4 1 3 2.4 3 2 3 2 3 2.6
R279 2 2 2 3 4 2.6 3 3 4 3 4 3.4 4 5 3 5 5 4.4
R280 3 4 2 4 3 3.2 4 3 2 2 4 3 2 3 2 2 5 2.8
R281 3 2 1 3 2 2.2 4 3 2 3 2 2.8 3 4 5 5 2 3.8
R282 2 3 1 2 3 2.2 4 4 5 2 3 3.6 5 5 2 4 5 4.2
R283 2 4 3 2 3 2.8 1 3 2 4 3 2.6 5 5 3 3 5 4.2
R284 2 1 3 4 2 2.4 4 2 2 4 2 2.8 3 5 3 5 5 4.2
R285 3 2 2 3 2 2.4 4 2 3 1 3 2.6 4 3 5 5 3 4
R286 3 2 4 2 2 2.6 2 3 4 2 3 2.8 3 3 3 3 3 3
R287 1 4 2 3 1 2.2 2 2 3 2 4 2.6 5 5 5 2 4 4.2
R288 5 2 5 2 3 3.4 1 2 3 1 4 2.2 5 1 3 4 2 3
R289 4 3 2 2 3 2.8 2 2 3 2 3 2.4 4 5 5 5 2 4.2
R290 1 3 1 3 4 2.4 2 3 3 3 2 2.6 3 4 2 4 4 3.4
R291 2 3 2 4 2 2.6 3 1 3 4 2 2.6 3 5 4 5 5 4.4
MEAN 2.882353 2.941176 2.970588 3.029412 3 3.102941 2.823529 3.102941 3 3.352941 3.455882 3.588235 3.264706 3.455882 3.75
GRAND MEAN 2.964706 3.076471 3.502941
66
B. Venus Elementary School

R318 1 2 1 3 2 1.8 3 3 2 1 3 2.4 5 4 4 2 3 3.6
R319 2 3 1 2 2 2 2 4 1 1 4 2.4 4 5 4 3 3 3.8
R32O 2 2 2 3 1 2 2 4 1 2 3 2.4 4 4 3 4 3 3.6
R321 3 2 2 2 3 2.4 1 3 2 1 4 2.2 5 3 4 3 4 3.8
R322 1 3 1 3 2 2 2 4 1 1 3 2.2 4 3 5 2 4 3.6
R323 2 3 1 2 3 2.2 4 4 2 1 3 2.8 5 3 5 4 5 4.4
R324 1 2 2 2 4 2.2 2 3 2 2 3 2.4 3 5 5 2 3 3.6
R325 1 4 1 3 3 2.4 1 4 2 2 4 2.6 4 4 3 3 4 3.6
R326 2 1 2 2 3 2 2 4 2 4 3 3 4 5 4 3 4 4
R327 2 3 3 2 2 2.4 1 3 1 2 4 2.2 4 4 5 4 2 3.8
R328 2 1 4 1 3 2.2 3 2 1 2 1 1.8 5 4 4 2 3 3.6
R329 3 1 1 1 4 2 2 5 3 1 1 2.4 3 3 4 4 5 3.8
R330 2 2 2 3 1 2 2 4 2 3 2 2.6 5 2 5 3 5 4
R331 1 1 3 3 2 2 3 5 2 1 3 2.8 4 4 5 3 5 4.2
R332 3 3 2 4 1 2.6 1 2 1 2 2 1.6 3 5 4 3 5 4
R333 2 2 4 1 1 2 2 2 1 2 4 2.2 5 4 4 4 3 4
R334 1 1 2 3 2 1.8 4 5 1 3 4 3.4 5 3 5 4 4 4.2
MEAN 1.823529 2.117647 2 2.352941 2.294118 2.176471 3.588235 1.588235 1.823529 3 4.235294 3.823529 4.294118 3.117647 3.823529
GRAND MEAN 2.117647 2.435294 3.858824
South Sepaka Elementary School

R293 4 5 1 3 3 3.2 4 3 3 2 4 3.2 4 2 3 2 3 2.8
R294 2 5 4 4 1 3.2 2 1 5 1 2 2.2 5 1 5 1 5 3.4
R295 3 3 2 5 1 2.8 1 4 4 4 5 3.6 5 4 2 3 4 3.6
R296 5 1 1 2 1 2 5 5 2 5 3 4 2 1 1 4 2 2
R297 2 4 5 3 4 3.6 4 2 1 1 2 2 2 2 3 5 1 2.6
R298 2 2 1 2 2 1.8 3 4 3 2 1 2.6 1 3 4 2 2 2.4
R299 1 1 2 1 5 2 2 2 5 4 3 3.2 3 2 1 1 3 2
R300 4 1 3 2 3 2.6 5 1 4 5 4 3.8 2 1 2 1 4 2
R301 4 3 4 3 1 3 1 4 2 3 5 3 4 3 3 3 4 3.4
R302 5 2 4 1 2 2.8 1 5 1 2 1 2 5 2 4 4 1 3.2
R303 4 4 5 1 4 3.6 2 2 2 1 2 1.8 2 3 5 5 3 3.6
R304 3 5 1 5 5 3.8 3 1 4 4 1 2.6 3 4 5 5 4 4.2
R305 2 1 5 3 3 2.8 3 4 3 5 4 3.8 5 5 3 3 5 4.2
R306 1 4 2 2 1 2 3 4 5 3 1 3.2 1 5 2 3 2 2.6
R307 3 2 4 2 2 2.6 1 5 1 2 2 2.2 4 2 1 3 1 2.2
R308 2 3 3 2 3 2.6 4 2 2 1 3 2.4 2 1 4 2 3 2.4
R309 5 3 2 2 1 2.6 2 5 3 4 2 3.2 1 4 1 1 4 2.2
R310 4 2 4 4 3 3.4 1 5 4 4 4 3.6 3 3 3 2 1 2.4
R311 3 1 1 4 1 2 5 3 4 4 5 4.2 4 3 3 4 3 3.4
R312 1 4 4 2 3 2.8 5 1 1 1 1 1.8 1 1 1 5 4 2.4
R313 2 5 5 2 2 3.2 4 2 2 1 2 2.2 3 2 1 3 2 2.2
R314 5 3 1 2 4 3 5 1 5 3 4 3.6 1 3 2 1 4 2.2
R315 3 3 2 2 1 2.2 4 3 1 2 5 3 3 1 3 2 1 2
R316 2 2 3 2 3 2.4 3 1 2 1 2 1.8 1 3 4 3 3 2.8
R317 2 1 5 4 5 3.4 2 3 4 3 1 2.6 2 1 5 2 4 2.8
MEAN 2.96 2.8 2.96 2.6 2.56 3 2.92 2.92 2.72 2.76 2.76 2.48 2.84 2.8 2.92
GRAND MEAN 2.776 2.864 2.76
DATU NAKAN
R335 1 4 1 5 3 2.8 4 3 2 4 5 3.6 1 5 5 5 4 4
R336 3 4 3 5 4 3.8 3 2 2 3 4 2.8 2 3 1 4 3 2.6
R337 2 3 4 5 5 3.8 5 1 3 2 3 2.8 3 1 3 3 5 3
R338 4 1 5 4 3 3.4 4 1 4 1 2 2.4 4 3 3 3 4 3.4
R339 5 2 5 3 4 3.8 5 1 5 3 1 3 5 4 5 4 2 4
R340 4 4 4 4 5 4.2 3 1 1 4 4 2.6 4 5 3 4 3 3.8
R341 3 4 3 5 2 3.4 5 4 2 5 5 4.2 3 2 1 5 4 3
R342 1 5 3 2 1 2.4 4 4 3 2 3 3.2 1 3 1 4 5 2.8
R343 3 5 4 1 2 3 3 3 4 3 4 3.4 1 4 2 3 2 2.4
R344 3 4 5 2 3 3.4 3 5 4 4 5 4.2 2 5 5 3 1 3.2
R345 4 4 2 3 4 3.4 4 5 2 1 3 3 5 4 4 4 2 3.8
R346 5 3 1 4 2 3 5 3 1 4 4 3.4 4 3 5 5 3 4
R347 2 3 2 4 4 3 4 4 3 4 5 4 4 3 4 2 4 3.4
R348 3 3 1 5 2 2.8 5 5 4 3 2 3.8 5 2 5 2 5 3.8
R349 4 4 3 5 4 4 3 3 5 2 4 3.4 4 1 3 1 4 2.6
R350 5 5 4 3 4 4.2 4 5 3 5 2 3.8 3 2 3 2 3 2.6
R351 3 4 5 2 2 3.2 4 3 4 3 4 3.6 2 3 3 4 3 3
R352 4 3 3 3 5 3.6 5 4 5 2 5 4.2 1 4 3 5 4 3.4
MEAN 3.277778 3.611111 3.222222 3.611111 3.277778 4.055556 3.166667 3.166667 3.055556 3.611111 3 3.166667 3.277778 3.5 3.388889
GRAND MEAN 3.4 3.411111 3.266667
67
Appendix 10
The scenes as we are conducting the research survey to our respondents.
APPENDIX
68
69

Factors Affecting Grade 6 Pupils' English Listening Comprehension

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1

“FACTORS AFFECTING THE DIFFICULTIES OF GRADE 6 PUPILS IN

A THESIS SUBMITTED TO THE FACULTY OF THE COLLEGE OF TEACHER

Listening is an important element of learning English as a foreign

language. It appears as if listening is as vital as other talents such as writing,

Gilakjani and Ahmadi (2011) highlighted that listening is important in people's

language is acquired through listening input. Similarly, Hien (2015) states,

them. The significance of listening comprehension is frequently overlooked and

undervalued. Lessons tend to focus on reading and writing issues without

students. However, by grouping factors according to sources, you can begin to

settings (Bingol, Celik, Yidliz, & Mart, 2014).

stated that the current Philippine education curriculum (K-12) is simultaneously

As mentioned in the K-12 toolkit of the Department of Education (2012),

comprehension of various texts, writing and composition, study and thinking

while listening is not much focused and often neglected.

Related to this research, the research was conducted by Hamouda (2013)

there is a problem with listening comprehension. Based on the previous studies

that focused on issues with listening comprehension. Meanwhile, this study

with listening compression.

Philippine languages, on the other hand, have fewer consonants and

are common among English second language learners, as Hassan (2014)

discovered among Sudanese students.

In this study, listening comprehension of grade six pupils in district II

Bagumbayan were described so that areas of difficulty may be identified through

survey questionnaires. Specifically, this study aimed to determine the level of

difficulty in listening comprehension of the selected grade six pupils. These

factors may be termed as listening material, listener, speaker and physical

Figure 1. Conceptual Framework of the study

Figure 1, shows the conceptual framework of the study which is based on

the concept that the independent variables, such as listening materials,

which is the English language listening comprehension of the pupils.

Statement of the Problem

This study will be conducted to determine the Factors affecting the

difficulties of pupils in listening comprehension in English language of

Bagumbayan District II for School Year 2021-2022.

Specifically, this study seeks to find answer to the following questions:

1. What is the level of difficulty affecting the comprehension of pupils in

3. Is there a significant difference between the factors affecting the difficulties

and the listening comprehension in English Language of Grade 6 pupils?

There is no significant difference between the factors affecting the

listening comprehension and English language listening comprehension skills of

Scope and Delimitation

This research study focuses on the Factors Contributing difficulties to

listening comprehension in English language of grade 6 pupils in Bagumbayan

Sarapinang elementary, Biwang Central School, Busok Elementary, Datu Nakan

Memorial School, Kinayoa Elementary school, B. Venus elementary school,

limitation. The study would be done through utilization of structured

questionnaires to the pupils as a survey or references through face-to-face.

Significance of the study

DEPED- It can give hints to the department of education to determine the

teaching strategies and methods for the betterment of students’ learning.

as it is vital in developing new techniques to meet the critical educational

the requirements of their students in the development of their listening

comprehension when the teacher integrates appropriate strategies for learners

English teaching and learning strategies in Elementary teachers and pupils.

Operational Definition of terms

English language listening comprehension – refers to the latest grades of

school year 2021-2022 of Bagumbayan District II Grade 6 pupils.

Listening materials- refers to the strategies used to determine a speaker’s

intended message, for students to be able to thoughtfully respond to a speaker’s

hearing specific sounds, speech, instructions,

Speaker and physical settings – refer to teachers’ strategies to enhance