ANALYZING STUDENTS’ DIFFICULTIES TOWARD LISTENING

COMPREHENSION OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

(ELESP) STUDENTS BATCH 2021 AT UNIVERSITAS LAMBUNG MANGKURAT

MINI RESEARCH

HEANDHYS EKA PUTRI

1910117220040

PENDIDIKAN BAHASA INGGRIS

UNIVERSITAS LAMBUNG MANGKURAT

TAHUN 2022
 TABLE OF CONTENT

A. BACKGROUND OF THE STUDY

B. RESEARCH QUESTION
C. REVIEW OF LITERATURE
1. What Is Code Mixing?
2. History Of Code Mixing
3. Reasons Of Code Mixing?
D. RESEARCH METHOD
1. Data source
2. Instrument of collecting data
3. Data analysis
E. FINDING AND DISCUSSION
F. CONCLUSION
REFERENCES
 ANALYZING STUDENTS’ DIFFICULTIES TOWARD LISTENING
COMPREHENSION OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
(ELESP) STUDENTS BATCH 2021 AT UNIVERSITAS LAMBUNG MANGKURAT

A. BACKGROUND OF RESEARCH
Listening is an important part of English as a foreign language. Learning to listen will
really help us to improve speaking skills. It means that without hearing people cannot acquire
language because listening provides input language. As Rost stated in Hien (2015) listening as
learning a foreign language is very important because it provides language input. As an input
skill, listening plays an important role in students' language development.
Therefore, teaching listening requires more attention to develop students' language. In
some cases in language class, listening is considered as the most difficult language skill for
students because it requires more attention and concentration to understand the material which
includes understanding dialogue texts and monologues. It can be said that listening is a
complex process in which many things occur simultaneously in the mind.
Nevertheless, the lecturers hold a very crucial demand in the learning process. The
lecturer had the ability to handle the students and the class circumstances. When the students
find difficulties in their listening, it was naturally because they were studying. Students
successful in listening depend on how they can know and solve their difficulties.
Furthermore, analyzing students' difficulties with listening comprehension helps students
in the listening test as well as the TOEFL test. Many language learners find it difficult to
listening test, especially the second semester students of the English Education Department at
Lambung Mangkurat University, they are required to take listening courses, from basic
listening to advanced listening. Meanwhile, they encountered many problems in doing the
listening comprehension test.
There are some difficulties faced by students such as lack of vocabulary, understanding
structure, unable to understand natural speech, loss of self-confidence, maintaining
concentration, poor recording. In addition, it becomes a guideline for teachers to overcome
listening comprehension. Therefore, a study entitled “Analyzing Students’ Difficulties toward
Listening Comprehension of English Language Education Study Program Students Batch
2021 at Universitas Lambung Mangkurat.”
B. RESEARCH QUESTION
Through the background illustrated formerly, the problem statement which could be
formulated is “What are the students’ difficulties toward listening comprehension of English
Language Education Study Program (ELESP) students batch 2021 at Universitas Lambung
Mangkurat?”
C. REVIEW OF LITERATURE
1. Students Difficulty
According to Cambridge dictionary student is a person who is learning at college
or university. A student is a learner who enrolled in an educational institution.
Meanwhile, difficulty is unable to do something because do not have necessary skill or
knowledge. Thus, students difficulty is something that interrupt a person who enroll in
the educational institution because do not have skill or knowledge to do it.
2. Listening Comprehension
Listening is the ability to identify and to understand what other are saying. As
Chastain (1971) in Bingol stated the aim of listening comprehension is understand the
native conversation at normal rate in a spontaneous condition. This involves
understanding a speaker accent and pronunciation, his grammar and his vocabulary and
grasping his meaning. Helgesen and Brown (2007) Listeners are actively paying attention
and working on understanding and interpreting what they hear. Listening is the process
based instruction. It was called as metacognition. By metacognitive in instruction in
listening can enable learners to increase their awareness about the listening process and at
the same time develop effective skills for self –appraising and self-regulation listening
comprehension.
3. Listening Difficulties
Listening difficulties is internal and external characteristic that interrupt text
understanding directly related to cognitive. According to Lindsay, a major problem
students have, in contrast to students studying English is that they have little or no
experience in ‘real’ listening to fall back on, no memory of past learning or social
experiences. The facts that they lived in non-English speaking country were major factor
to their listening problems. Goh, C (2010) Listener awareness while doing her task
needed. With respect to listening, learners who understand the processes of listening and
 believe they had ability to reach their goals would be more willing to handle challenging
listening task and set demanding their goal for their listening.
D. RESEARCH METHOD
1) Data Source
The data sources in this study were Semester II Students of the English Language
Education Study Program, Universitas Lambung Mangkurat. The subjects of this study
were selected using cluster sampling by choosing one of the classes in the English
education study program. Based on the title of the research related to listening, the
researchers chose students batch 2021, because all of the students of that class took
listening courses. The total number of population were 82 students consisting of 4
listening classes, namely A1, A2, A3, and A4. Each class consists of 20-21 people. But in
this study the researcher only chose A4 that consist of 22 students because that class have
already listening with the audio as a media of learning in the class.
2) Instrument of Collecting Data
This research conducted by using questioner to collect the data. The questionnaire was
made in the form of a google form to simplify the data collection process.
3) Data Analysis
Data processing and analysis using descriptive analysis conducted to identify
students’ difficulties in listening comprehension. To analyze this data using qualitative
data analysis techniques, because the data obtained is a collection of information. The
data analysis process begins by examining all available data from various sources. The
researcher give a questionnaire.
E. FINDING AND DISCUSSION
In addition to taking student test data, the researcher distributed a questionnaire in the
form of a Google form (G-Form) to students to find out the results of the data. The findings
show that there are several difficulty factors that many students experience in listening
comprehension based on the results of the questionnaire. Furthermore, the results can be seen
in the following discussion. The percentages in the table are based on 22 students who
answered the questionnaire.

Table 1
No Question Answer choices
YES NO
1. Do you understand listening text in 59,1 % 40,9 %
which there are too many unfamiliar
words including jargons and idioms?

The table shows that 13 students answered YES and 9 students answered NO. So, it can
be concluded that more students can understand the audio they are listening to with
jargon and idioms, because idioms are usually used in daily life with friends.

Table 2
No Question Answer choices
YES NO
2. Does listening comprehension have 77,3 % 22,7 %
complex grammatical structures?

The table shows that 17 students answered YES and 5 students answered NO. So, it can
be concluded that students agree that in the listening comprehension test there is a
complex grammatical structure so that it is difficult for them to understand the questions
they are listening to.

Table 3
No Question Answer choices
YES NO
3. Do you find difficult to understand 63,6 % 36,4 %
every single word of incoming
speech?

The table shows that 14 students answered YES and 8 students answered NO. So, it can
be concluded that more students find it difficult to understand every word spoken in the
listening comprehension test.

Table 4
No Question Answer choices
 YES NO
4. When spoken text too long, does 72,7 % 27,3 %
interfere your listening comprehension?
The table shows that 16 students answered YES and 6 students answered NO. So, it can
be concluded that more students feel disturbed in listening comprehension when the oral
text given is too long, so they are confused to answer the questions given.

Table 5
No Question Answer choices
YES NO
5. Do you find difficult to interpret the 54,5 % 45,5 %
meaning of a long spoken text?

The table shows that 12 students answered YES and 10 students answered NO. It can be
concluded that there is no significant difference between students who answered YES and
students who answered NO. However, there are still more students who find it difficult to
interpret the meaning of a spoken text that is too long, they find it difficult to understand
its content

Table 6
No Question Answer choices
YES NO
6. Do you feel fatigue and distracted 81,8 % 18,2 %
when you listening a long spoken
text?

The table shows that 18 students answered YES and 4 students answered NO. It can be
concluded that there is a significant difference between students who answered YES and
students who answered NO. That is, many students feel tired and disturbed when they
listen to long spoken texts. So that when they are tired and distracted, they feel
uncomfortable during the learning process

Table 7
No Question Answer choices
 YES NO
7. Do you find difficult to understand 90,9 % 9,1 %
listening text when the topic is
unfamiliar?
The table shows that 20 students answered YES and 2 students answered NO. It can be
concluded that there is a significant difference between students who answered YES and
students who answered NO. That is, most students find it difficult when the topic in the
spoken text they listen to is not understood or they have never known before. Therefore,
when taking a listening comprehension test, the teacher should use spoken texts with
topics that are familiar to students.

Table 8
No Question Answer choices
YES N0
8. Do you find difficult to understand 54,5 % 45,5 %
reduced form?

The table shows that 12 students answered YES and 10 students answered NO. It can be
concluded that there is no significant difference between students who answered YES and
students who answered NO. It means that there are still students who find it difficult to
understand the reduced form of the spoken text given during the test.

Table 9
No Question Answer choices
YES NO
9. Do you find difficult to understand 50 % 50 %
long conversation?

The table shows that 11 students answered YES and 11 students answered NO. It can be
concluded that some students still find it difficult but some feel that understanding long
conversations is not difficult.

Table 10
No Question Answer choices
 YES NO
10 Do you use your own personal 95,5 % 4,5%
. experience and background
knowledge of the topic to understand
the spoken text?

The table shows that 21 students answered YES and only 1 student answered NO. It can
be concluded that almost all students in class A4 use their personal experience and
background knowledge about topics in spoken texts during the listening comprehension
test.
F. CONCLUSION
To conclude, listening is very important not only in language learning but also in daily
communication. Listening comprehension seems to be the weakest skill and students face a
wide variety of listening problems. This study was conducted with the hope of finding the
factors that cause their listening comprehension problems. Most of the students cannot
understand the listening text. There were ten problems in students' self-study found in
analyzing students' difficulties, namely: lack of vocabulary, poor grammar mastery, accent,
pronunciation, lack of concentration, speaking speed, anxiety, noise, inability to apply
listening strategies, poor recording quality. It is true that the problems in listening
comprehension that students face are not only from the listeners themselves but also from the
content material and the listening comprehension environment. Therefore, the students should
study hard and practice more to improve their listening comprehension.

REFERENCES
Toni A, Susilowati R, Sartipa D. 2021. Students’ Difficulties in Listening Comprehension at
The Third Semester Of English Education Study Program of University Muhammadiyah Kotabumi
Academic Year 2019/2020. Jurnal Griya Cendikia, Volume 6, No. 2, Juli 2021, p.25
Darti, Asmawati A. 2017. ANALYZING STUDENTS’ DIFFICULTIES TOWARD LISTENING
COMPREHENSION. Darti, Andi Asmawati, Analyzing Students’ Difficulties toward, Volume 3,
Number 02, p.15

Raihan Maulida. 2018. AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN LEARNING LISTENING.

Faculty of Education and Teacher Training. AR-RANIRY STATE ISLAMIC UNIVERSITY
DARUSSALAM. Banda Aceh

Darti. 2017. Analyzing Students’ Difficulties toward Listening Comprehension of English

Education Department of Tarbiyah and Teaching Faculty at UIN Alauddin. Tarbiyah and Teaching
Science Faculty. UIN Alaudin Makassar. Makassar