A Study of EFL Listening Difficulties and Listening Strategy Use of Indonesian Learners

• Main Author: Tri Oktaviani Br Bagariang
• Other Authors: Huei-Chun Teng
• Format: Others
• Language: en_US
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/3vep5x

碩士 === 國立臺灣科技大學 === 應用外語系 === 107 === A Study of EFL Listening Difficulties and Listening Strategy Use of Indonesian Learners Student: Tri Oktaviani Br Bagariang Advisor: Dr. Huei-Chun Teng Department of Applied Foreign Languages National Taiwan University of Science and Technology ABSTRACT Listening skill is the fundamental part in foreign language learning. However, it is perceived as the most difficult language skill. Thus, there are urgent needs to conduct research on EFL learners’ listening difficulties and their strategy use. A number of studies related to foreign language listening difficulties and strategy use has been conducted. However, most of the studies focused on university students. Related studies that focused on Indonesian senior high school students are scarce. Therefore, this study aims to explore the listening difficulties and strategy use of EFL senior high school learners in Indonesia. Besides, this study investigated the differences of listening difficulties and listening strategy use between more proficient and less proficient EFL students. One hundred and fifty students in a private senior high school in western part of Indonesia participated in this study. They were divided into two groups, more proficient and less proficient groups, based on their scores on an English listening test given by the researcher. The listening test was also used to stimulate the participant’s reflection on their listening difficulties and strategies. Furthermore, questionnaires and semi-structured interviews were adopted to obtain the students’ perceptions toward their English listening difficulties and strategy use. The results revealed that the major problem that the participants encountered were the complexity of the sentence, word recognition, speaker’s speech rate, poor concentration, and environmental situation. It was also found that less proficient participants faced more problems related to concentration compared to more proficient ones. Furthermore, cognitive strategy was reported as the most preferred strategy type for all participants. They commonly grasped keywords and kept paying attention to listening input. Significant differences were found between more proficient and less proficient participants in terms of concentration and note-taking. It was found that the more proficient participants could control their concentration like skipping difficult sentences or questions and continue listening. Moreover, they employed note-taking strategies. It is hoped that the results of this study can help EFL teachers in Indonesia particularly senior high school teachers to be aware of their students’ listening difficulties so that they can enhance their teaching performance and may adjust their teaching methods based on the students’ needs. Teachers also need to introduce students how to use strategies effectively to cope with their listening difficulties. Finally, the limitations of the study and suggestions for future studies were presented. Keywords: EFL listening, listening difficulties, listening strategy, Indonesian learners